University of Technology Sydney

013106 Mentoring in the Workplace

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Education: Professional Learning
Credit points: 6 cp

Subject level:


Result type: Grade, no marks

There are course requisites for this subject. See access conditions.


This subject aims to develop student's understandings and capabilities in designing and implementing workplace mentoring, a key workplace learning strategy in organisations. After engaging with contemporary research literature on mentoring in the workplace in a range of contexts, students explore the issues involved in designing effective workplace mentoring programs. Students have opportunities to design a workplace mentoring program relevant to their own professional context and to experience a peer mentoring process through the subject.

Subject learning objectives (SLOs)

a. Critically analyse the theoretical and research approaches to workplace mentoring
b. Identify implementation issues for workplace mentoring programs
c. Design/ evaluate workplace mentoring programs
d. Identify the implications for themselves as a workplace mentor
e. Critically reflect on their practice as a mentor

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness

1.1 Demonstrate an advanced understanding of the theoretical basis of learning and leading in practice
1.2 Make research-informed judgements about complex professional learning practice

2. Critical and Creative Inquiry

2.2 Reflect critically on theory and professional practice using highly developed analytical skills

6. Effective Communication

6.1 Possess strong communication and interpersonal skills to mediate complex knowledge and skills for a variety of audiences

Teaching and learning strategies

Student learning in this subject combines face-to-face block workshops with independent student reading, videos about mentoring in the workplace, and group and individual participation in online activities. These tasks complement, support and help students prepare for face-to-face learning. Students learn to analyse workplace mentoring models, design and implementation processes in workshops in which they critically engage with readings, clarify, question, share and apply their learning in new ways, deliver presentations, provide and respond to peer feedback, and work together collaboratively on authentic problems as active learners. Students work with peers from both similar and different professional contexts. Students participate in a peer mentoring program throughout the subject and use this experience to reflect on key issues in workplace mentoring. Workshops provide ongoing opportunities for students to reflect on the implications of their investigations and receive formative feedback on assignment tasks both from their lecturers and peers, including early formative feedback.

Detailed information and learning modules are available to students on the subject’s online platform which outlines specifically what students are required to do before each Block Workshop and what will happen in each Workshop (i.e. how the preparation activities are incorporated into the collaborative learning activities in the class). Assessment briefs, providing further information on each assessment task, are available on the subject’s online platform.

Content (topics)

This subject engages students in an exploration of key aspects of mentoring in the workplace starting with the literature of mentoring models and theories and students’ personal experiences, identifying good practice, differentiating between mentoring and coaching and working towards the design and implementation of a workplace mentoring program. Students learn about key issues in designing and implementing mentor relationships through participating in peer mentoring relationships throughout the subject and investigate mentoring practice as an effective learning and development strategy in their own and others’ workplaces.


Assessment task 1: Critique of the literature


a, d and e

Weight: 40%
Length: 2000 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Depth and breadth of the critical analysis of the key arguments of 3 articles 40 a 1.1
Depth of reflection on own experience as peer mentor and link to the literature 25 e 2.2
Depth of insights into the implications of your role as a mentor in your professional context 25 d 2.2
Clarity of expression and logical structuring of argument 10 a 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Mentoring in practice


a, b, c and e

Weight: 60%

Proposal 500 words. Report (2500 words)

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Clarity of the rationale for mentoring program design/ evaluation 10 b 1.1
Appropriateness of application of chosen mentoring model to their design/ evaluation 25 a 1.2
Relevance of the mentoring program to the professional context 25 b 2.2
Extent of identification of implementation issues 20 c 1.2
Depth of reflection on peer mentoring experience and implications for mentoring design 10 e 2.2
Clarity of expression and logical structuring of argument 10 a 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Required texts

There is no required text. Key readings will be available on UTSonline by the first week of the semester.


Armstrong, H. & Geddes, M. (2009).Developing Coaching Supervision Practice: An Australian case study International Journal of Evidence Based Coaching and Mentoring. 7(2)

Benishek, L.A., Bieschke, K.J., Jeeson, P. & Slattery, S. M. (2004) A multicultural feminist model of mentoring, Journal of Multicultural Counseling and Development. 32, 428- 438.

Brockbank, A. & McGill I., (2006) Facilitating reflective learning through mentoring and coaching. London: Kogan Page.

Burk, H. & Eby, L.T. (2010). What keeps people in mentoring relationships when bad things happen? A field study from the protégé’s perspective, Journal of Vocational Behaviour, 77, 437- 446.

Coppin, R. & Fisher, G. (2016). Professional association group mentoring for allied health professionals Qualitative Research in Organizations and Management: An International Journal, 11(1) 21 – 37.

Dawson, P. (2014). Beyond a Definition, Toward a Framework for Designing and Specifying Mentoring Models. Educational Researcher. 43 (3). 137-145.

DeLong, T.J., Gabarro J.J., & Lees R.J. (2008). Why Mentoring Matters in a Hypercompetitive World. Harvard Business Review.115-121.

Ensher, E. (2018). Being a Good Mentee,, Carpenteria, CA.

Garvey, B. (2018). Coaching and mentoring: theory and practice. London: SAGE.

Gibb, S. (2003). What do we talk about when we talk about mentoring? Blooms and thorns. British Journal of Guidance and Counselling,13 (1), 40-49.

Hallam, P. R., Chou, P.N., Hite, J.M., & Hite, S.J., (2012). Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers. NASSP Bulletin. 96(3), 243-278.

Hamlin, R. G., and Sage., L., 2010, Behavioural criteria of perceived mentoring effectiveness: an empirical study of effective and ineffective mentor and mentee behaviour within formal mentoring relationships. Journal of European Industrial Training, 35 (8), 752-778.

Harris, B. , Cheng, K.F. & Gorley, C. (2015). Benefits and Barriers: Case study of a government technology-mediated group mentoring program. Journal of Workplace Learning, 27(3), 193 – 206.

Hoigaard, R., & Mathisen, P. (2009). Benefits of formal mentoring for female leaders. International Journal of Evidence Based Coaching and Mentoring.7 (2). 64-70.

Klinge, C. M. (2015) A Conceptual Framework for Mentoring in a Learning Organization. Adult Learning. 26(4), 160-166.

Martin, F., Collier, K., & Carlon, S. (2009). Mentoring first-year distance education students in taxation studies, Legal Education Review. 19 (1), 217-234.

Richardson, M. (2015). Mentoring for a dispersed workforce. Training & Development. 42(5), 18-19.

Switzer, J., & Switzer, R., (2015). Student Attitudes and Preferences Toward an E-Mentoring Program: A Survey of Journalism Students, International Journal on E-Learning. 14(1), 97-112.

Van Ginkel, G., Verloop, N. & Denessen, E. (2016) Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions Teachers and Teaching:Theory and Practice, 22(1).

Zachary, L. (2012). The Mentor’s Guide to Facilitating Effective Learning Relationships. San Francisco: Jossey-Bass.