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 2022 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 block workshops (online or face-to-face) with independent learning including student reading and group and individual participation in interactive online activities. The tasks that are completed online complement, support and help students prepare for the block workshops. 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. Block 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.

Learning modules are available for students on Canvas which outlines specifically what students are required to do to prepare for each block workshop, what will happen in each workshop (i.e. how the preparation activities are incorporated into the collaborative learning activities in the class), and consolidation activities following each workshop.

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: Mentoring Context and Literature Analysis


a, b, d and e

Weight: 40%
Length: 2000 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Depth and breadth of analysis of context 35 b 2.2
Relevance and criticality of analysis of literature 35 a 1.1
Relevance and depth of insights on studentís mentoring/professional experience 20 d, e 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 Program Design and Reflection


a, b, c, d and e

Weight: 60%

3000 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Relevance and appropriateness of mentoring program design/evaluation to the professional context 30 c 2.2
Relevance and criticality of analysis of literature used to support program design/ evaluation 30 a 1.1
Extent of identification of implementation issues 20 b 1.2
Depth of reflection on peer mentoring experience and implications for program/evaluation design and professional practice 10 d, 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 Canvas.


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

Bainbridge, R., Tsey, K., McCalman, J., & Towle, S. (2014). The quantity, quality and characteristics of Aboriginal and Torres Strait Islander Australian mentoring literature: a systematic review. BMC Public Health, 14(1), 1-25.

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.

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.

Clutterbuck, D. A., Kochan, F. K., Lunsford, L., Domínguez, N., & Haddock-Millar, J. (Eds.). (2017). The SAGE handbook of mentoring. Sage.

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.

Dashper, K. (2019). Challenging the gendered rhetoric of success? The limitations of women?only mentoring for tackling gender inequality in the workplace. Gender, Work & Organization, 26(4), 541-557.

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

DeLong, T., Gabarro J., & Lees R. (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.

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

Heikkinen, H. L., Wilkinson, J., Aspfors, J., & Bristol, L. (2018). Understanding mentoring of new teachers: Communicative and strategic practices in Australia and Finland. Teaching and Teacher Education, 71.

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

Naidoo, L., & Wagner, S. (2020). Thriving, not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts. Teaching and Teacher Education, 96, 103185.

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

Scerri, M., Presbury, R., & Goh, E. (2020). An application of the mentoring framework to investigate the effectiveness of mentoring programs between industry mentors and student mentees in hospitality. Journal of Hospitality and Tourism Management, 45, 143-151.

Submitter, R. P. S., Schipani, C. A., Dworkin, T. M., & Abney, D. (2020). Overcoming Gender Discrimination in Business: Reconsidering Mentoring in the Post# Me-Too and Covid-19 Eras. Ross School of Business (Paper No. 1400). Forthcoming in 23 University of Pennsylvania Journal of Business Law (2021), Available at SSRN:

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.