In e-mentoring, technology is crucial ensure a mentee get the right knowledge from diverse sources. However, the lack of motivational profiles and personal attributes affect the realization of positive outcomes, which act as stimulators on the nature of activities that motivate programmers (Panopoulos and Sarri 2013). Studies indicate that technical controls and social elements influence the nature of collaboration among the members of online communities. In addition, technical aspects in relation to the Internet connectivity and downtime contribute to difficulties in e-mentoring (Grace, Raghavendra, and Newman 2016). Hence, the lack of individual motivation, positive personal characters, and frequent Internet downtimes affect the mentoring relationship adversely due difficulties in ensuring proper documentation and communication.
4.1.3 Finding Mentors
In finding the right mentor, it is important to have an appropriate understanding of expectations and needs of a mentee. In doing so, the mentee need to get ready to undertake due diligence to get the right mentor who will address the needs of a mentee. At the same, it is crucial to examine the socio-cultural and technical issues that are likely to affect e-mentoring (Quintana and Zambrano 2014). Also, the perception of mentors regarding their mentees influences the mentoring approach. The element of social expectancies and self-fulfilling prophecies may create blockade in the mentoring relationship.
4.1.4 Identifying Authenticity/ Authority of Mentors
Black (2017) identifies that the authority of a mentor is depicted by academic qualifications, experience, and certification by reputable professional bodies. Guidance from an experienced individual is helpful to identifying the right mentor (Janasz and Godshalk 2013). Therefore, it is appropriate to put in due diligence to help get a proper and authentic tutor. The mentees need to evaluate the sources and authority of the instructors in discharging their duties effectively (Sanyal and Rigby 2017). There are platforms and authentic online sites that have lists and contacts of valid mentors. The bottom line is that mentees should investigate the authority of a mentee including qualification and certification by reputable bodies.
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Bibliography
Black, R., 2017. E-Mentoring the online doctoral student from the dissertation prospectus through dissertation completion. Journal of Learning in Higher Education, 13(1).
de Janasz, S.C. and Godshalk, V.M., 2013. The role of e-mentoring in protégés’ learning and satisfaction. Group & Organization Management, 38(6), pp.743-774.
Grace, E., Raghavendra, P. and Newman, L., 2016. Increasing online conversations for individuals who use augmentative and alternative communication: A peer e-mentoring intervention. Journal of Intellectual Disability Research, 60(7), p.673.
Panopoulos, A.P. and Sarri, K., 2013. E-mentoring: The adoption process and innovation challenge. International Journal of Information Management, 33(1), pp.217-226.
Quintana, M.G.B. and Zambrano, E.P., 2014. E-mentoring: The effects on pedagogical training of rural teachers with complex geographical accesses. Computers in Human Behavior, 30, pp.629-636.
Sanyal, C. and Rigby, C., 2017. E-mentoring as a HRD intervention: An exploratory action research study within an International Professional Mentoring Scheme. Human Resource Development International, 20(1), pp.18-36.
