The Integration of E-Mentoring

in Online Workplace Training

EDET 780
NextGenTech ~ May 26, 2016

AUTHORS
DeShane Briscoe, Katie Head, Idot-Enyin Louis, Elizabeth
Moore

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Introduction
As eLearning programs continue to evolve as the primary vehicle for businesses
seeking to deploy consistent, streamlined training initiatives to wide audiences of
employees, instructional designers in industry training pursue a parallel course in
maintaining design standards that promote engagement and interactivity. This
race to achieve a competitive continuum of quality development practices
necessitates recognition of the changing nature of the workforce. Even as
industry training practitioners pursue approaches to engage the demographics
and associated dynamics currently present in the average workforce population,
all must realize that the makeup of that very population is rapidly undergoing a
significant transformation.
According to a recent Forbes article, it is estimated that Millennials will make up
40% of the workforce by 2020. Of these workers, almost 80% cite mentoring as a
desired role for the boss or supervisor, and almost 90% prefer a collaborative
working environment (Asghar, 2014). These statistics make a strong case that
industry trainers and instructional designers must therefore transition their design
approaches to integrate a mentoring aspect in online professional development
programs if they are to remain competitive. While this may appear on its surface
to be an obvious and simple task, one must first consider the nature of why
businesses have moved to primarily asynchronous online training programs in
the first place.
Cost, time, and resource efficiencies have all contributed to the proliferation of
online training programs in business. The economic downturn experienced by
many companies throughout 2008 and 2009 (and beyond) necessitated a shift
towards less expensive, less resource-intensive online training programs
(Villachica, Stepich, & Rist, 2011). While mentoring has proven to be an effective
approach in workplace training, it is most widely associated with its use in live,
one-on-one training environments, which some companies automatically
discount as too time- and cost-intensive to undertake. The argument naturally
then becomes how to align company expectations and expenditures now with the
needs of a rapidly changing workforce in the coming days.
In order to make the argument for adjusting the approach of online training
programs to incorporate mentoring as a design component, one must first test
whether this integration achieves significant improvements in quality, either from
the standpoint of measurable performance improvement or from the aspect of
employee satisfaction and efficacy of the programs themselves.

Literature Review
E-mentoring as a training practice

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Mentoring as a practice has a long and respected history in shaping professional

development. Proponents have cited increased salaries, satisfaction levels, and
advancements opportunities as key benefits of integrating mentoring programs in
the workplace environment (Dreher & Cox, 1996). Its role in training is
considered both instrumental, where it is used to foster the development of
specific skills or competencies, and interpersonal, where it provides a holistic
component in promoting employees personal growth (Knouse, 2001).
The advent of the Internet and subsequent advancements in the availability and
accessibility of information created new opportunities for mentoring in the virtual
landscape. Early on, Knouse (2001) cited the expansion of options, access,
feedback, and the development of communities of information as key advantages
specific to virtual mentoring. Bierema and Merriam (2002) expanded these ideas
to incorporate additional benefits uniquely related to computer mediated
communication (CMC) practices. Specifically, they identified key concepts and
themes occurring across various definitions and interpretations of mentoring and
proposed solutions for implementation using CMC. In terms of populations of
practice, women and minority groups were originally identified as primary
beneficiaries of virtual mentoring as a solution to correct perceived
disadvantages in the workplace related to access to information and advanced
training opportunities (Knouse, 2001; Bierema & Merriam, 2002).
Despite early enthusiasm for the potential of e-mentoring, many proponents still
considered its integration in workplace training to be an emerging practice years
later (Cravens, 2003). Additional research by Yaw (2007) attempted to better
define the roles of mentors and mentees and explore e-mentorings greater
potential in human resource development. In the concluding summary of Yaws
2007 study, she noted both the inevitability of e-mentoring as an eventual
standard practice in professional development, as well as the need for further
research to provide specific measures of its effectiveness.
Later research included a number of studies more specific to the role of ementoring in the virtual training environment. Thompson, Jeffries, and Topping
(2010) explored its effectiveness in supporting e-learning developers, reporting
largely positive results. However, they also refined parameters for
implementation, noting that the most successful integrations would require a
significant amount of program structure and contextual relevance to existing
support channels.
Later evaluations of e-mentoring as an online learning tool highlighted common
advantages and efficiencies (i.e., access to a wider variety of mentors, ease of
communication) while continuing to accentuate the importance of structured
program components promoting reciprocity, developmental benefits, and
consistent interactions (Wilbanks, 2014). Research conducted by Sherman and
Camilli (2014) specifically targeted potential techniques and methodologies to

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EDET 780 ~ Research Project ~ NextGenTech

improve evaluation practices of e-mentoring and other initiatives. Interestingly,

the majority of later research focused primarily on the effectiveness of ementoring as compared to traditional face-to-face mentoring practices. Few
studies have been conducted to isolate its effectiveness (or lack thereof) in
improving retention and satisfaction rates in online professional development
programs.
Integration in a Technology Framework
Early on, Knouse (2001) noted the potential of e-mentoring as an extension of
the emerging network class of technology tools propagated by chat rooms and
discussion boards. Additional studies explored how the programmatic
components of e-mentoring initiativess could be designed to enhance
participation through the use of specific technology tools (Single & Single, 2005).
Not surprisingly, technology companies were among the earliest adopters of the
integration of e-mentoring to promote professional development within an
existing network structure (Yaw, 2007). Within organizations, developing
communities of practice continues to be a primary focus in e-mentoring program
design. In fact, most available research highlights the characteristics of ementoring program in the context of the larger online communities in which they
exist (Dorner & Karpati, 2010).
E-mentoring has been identified as a valuable resource, both as a component of
a larger technology toolkit for skills development (Hodes, Foster, Pritz, & Kelley,
2011), as well as a stand-alone approach to deploying training in a virtual
environment (Lotter, 2015). For companies today, the challenge is identifying
effective ways to integrate a mentoring component within the framework of an
online learning management system (LMS) they, in most cases, have already
configured and deployed.
Applications in the Workplace
In more recent years, e-mentoring has been investigated for its potential in
mitigating the effects of the global workplace. As companies attempt to address
the challenges of more remote offices, multiple business unit objectives, and a
globally diverse workforce, e-mentoring poses a viable potential solution to
enhance the effectiveness of online training initiatives.
Web-based professional development communities are uniquely positioned to
leverage the benefits of more dynamic and geographically diverse employee
populations (Hodes et al., 2011). Research by Owen (2015) stressed the concept
of mobility not in terms of technology, but rather the mobility of information,
cultures, and concepts in the digital age. These ideas expanded the existing
concept of e-mentoring as a primarily asynchronous tool and highlighted the
potential for synchronous applications, even in traditionally asynchronous

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environments. Additionally, this research highlighted the potential for e-mentoring

in professional development to have a positive impact on self-efficacy in the
virtual environment (Owen, 2015).
Organizations devoted to workplace training and professional development have
made significant contributions to the body of research. An article published by
American Society of Training & Development in T+D outlined numerous
possibilities for the integration of e-mentoring in online training programs,
including specific considerations for how implementation and evaluation
challenges can be addressed through best practices (Corner, 2012).
In the area of healthcare education, a three-year study focused on whether the
integration of a virtual mentoring network could improve the effectiveness of a
distance-learning professional development program found that significant
improvements still need to be made in the deployment of digital technologies as
a whole (Singh, 2013). Large-scale research focuses seem to be shifting to the
construction and activation of long-term intentional networks of practitioners to
improve the design and quality of professional development program
components, while additional research is still needed to specifically measure the
effectiveness of the mentoring component within existing programs.

Purpose
Although mentoring has proven to be an effective tool for performance
improvement in the workplace, asynchronous online training programs rarely
integrate a mentoring component. The purpose of this study is to determine
whether the integration of e-mentoring increases the effectiveness of online
training programs.

Research Questions
Does the inclusion of an e-mentoring component in online training
programs in the workplace increase employees' retention/performance as
measured by a post-training skills assessment?
Does the inclusion of an e-mentoring component in online training
programs in the workplace increase employees' satisfaction rates as
measured by post-training surveys and interviews?

Method
Participants
The participants for the study will be randomly selected from the employee
population at a large media company in the Northeast. A sample of 120 newly

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EDET 780 ~ Research Project ~ NextGenTech

hired employees in three different departments will be chosen from quarterly

hiring waves over a one-year period. The sample population will be divided into
two groups, with 60 participants in each group:
Control Group - Participants in the traditional online training
program (without a mentoring component)
Experimental Group - Participants in the online training program
with a mentoring component integrated into the training
An equal number of participants will be randomly selected from the new hire pool
for each of the three departments using only their employee identification
numbers. There will be no consideration for demographics or previous
experience. They will be randomly assigned to either the control or experimental
group. Mentors will be volunteers in a management role within each department
with at least two years of experience in the company. Mentor volunteers will be
offered incentives for participation in the form of reward points via the companys
existing reward program. All participants will have at least moderate technical
skills, based on job requirements and testing conducted as part of the companys
recruiting process.

Design
This study will use an experimental approach to obtain qualitative and
quantitative data to evaluate the proposed research questions related to
increasing retention/performance (quantitative) and employee satisfaction
(qualitative).
Quantitative data will be collected via the existing skills assessments that
accompany each training module. All participants will complete these
standardized assessments in the same way, online via the company LMS, using
a secure browser connection and completing within a time limit determined by
the number of questions in each assessment. All assessments will use a
combination of true/false, multiple-choice, and matching questions. Assessments
will be electronically scored within the LMS environment.
Quantitative data will also be collected from the post-training surveys. A Likert
scale will be employed, allowing respondents to identify their level of satisfaction
with different components of the online program on a scale of 1-5, where 1 =
least satisfied, and 5 = most satisfied.
Qualitative data will be gathered via phone interviews of 10 randomly selected
members of the experimental group. These interviews will include more in-depth
and open-ended questions related to the e-mentoring component. These
interviews will be transcribed for evaluation of common themes.

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Controlled variables in this experiment include characteristics of participants

(through random sampling) and the quality and content of the online training
programs and skills assessments.
The participants scores on the standardized skills assessments and their
responses to the satisfaction survey will serve as the dependent variables, with
the inclusion of e-mentoring acting as the independent variable.

Materials/Instrumentation
The following materials will be needed to conduct the study:
Internet access (via access cards for remote employees)
Company computers configured with up-to-date versions of Flash
and Java
Outlook Accounts for accessing company email and messaging
User accounts for the companys LMS
Access to the companys Adobe Connect web conferencing system
Departmental training agendas with a comprehensive list of
required training modules
A post-training satisfaction survey to be embedded within the LMS
Completion reports generated from the LMS in Excel format,
inclusive of all skills assessment scoring data and survey responses for
both groups

Procedures
For each wave of new hires, the participants selected will have four weeks to
complete all assigned trainings within the onboarding program. The companys
online programs are asynchronous to allow employees to set their own pace and
balance training requirements with the immediate business demands of their new
positions. The experimental group will be asked to participate in the following
weekly activities:
Instant messaging (IM) sessions with their mentor as needed, using
the built-in messaging feature in Outlook
One 30-minute web conference each week to discuss progress and
questions
o Mentors will use the existing training agendas for
each department to highlight priority items and areas where special
attention is needed
o For each training piece completed by the employees
during the preceding week, the mentor will provide a brief
explanation for how the training is intended to address a specific
job function, human resources requirement, or company objective

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EDET 780 ~ Research Project ~ NextGenTech

A discussion forum embedded in the LMS for general questions,

available to all participants within the experimental group and their
mentors
o Email notifications will alert discussion forum
members to new postings
Email communication with the assigned mentor as needed
The training programs are comprised of soft skills training, aimed at the
development of communication skills, business acumen, work ethic, and other
personal qualities, as well as hard skills training, designed to promote proficiency
with company software and systems. All training assets are designed to help
acclimate new employees to the companys practices, procedures, and
organizational culture. At the conclusion of each training module, participants will
be required to complete the associated online skills assessment.
After completing the entire onboarding program, both groups will complete an
online satisfaction survey to determine how satisfied they were with the quality
and effectiveness of the training. Ten respondents from the experimental group
will be selected randomly for an informal interview. The interview will include
more in-depth and open-ended questions specific to the e-mentoring component.
Skills assessments scores will be all calculated on a 100-point scale. All
questions will be weighted equally. Scores will be reported as a percentage, i.e.
correctly answering 9 out of 10 questions results in a 90% score. Scores will be
evaluated in terms of means and ranges for each group for each individual
training assessment, as well as using each users average score across all
assessments completed.
Surveys will be deployed through the LMS within one week of program
completion. Management will notify each department that their responses are
required. The LMS administrator will provide reports in Excel format inclusive of
all assessment scores and survey.
Figure 1: Sample Satisfaction Survey
For the following questions and statements, please rate your level of satisfaction
on a scale of 1-5, with 5 being Most Satisfied.

Questions
1. How satisfied were you with the
effectiveness of the training in
providing the information needed
to successfully complete
assessments?

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EDET 780 ~ Research Project ~ NextGenTech

2. How satisfied were you with the

quality of the training provided?
3. How satisfied were you that
completing the training better
prepared you to perform your job?
4. How satisfied were you with the
level of support available during
training?
5. How satisfied were you that the
training aligns to the company's
stated goals?

Data Analysis Procedure

Skills assessment data will be analyzed using mean comparisons for control and
experimental groups. These will be evaluated in terms of each individual training
module to determine whether significant differences exist between the groups
(higher than a 3% increase in average scores for the experimental group) and
whether a significant statistical variation exists across different subject matter,
i.e., soft skills versus hard skills training.
Assessment data will also be analyzed on a program level, using employees
average score across all training modules completed. A separate calculation will
be used to obtain average employee scores for all soft skills training modules
completed and hard skills training modules completed for comparison.
Survey data will be calculated for each group for every question, assigning a
numerical value of 1 through 5 for each response to obtain a measurable.
Average responses will be tallied and compared for each group for each
question.
Qualitative data from the interviews will be collected and transcribed in order to
identify common themes within responses. Analysis will employ a calculation of
the recurrence level for specific terms and themes (i.e., positive or negative
response, frequency of the term helpful).
A report of all results will be compiled and provided.

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References
Asghar, R. (2014). What millennials want in the workplace (and why you should
start giving it to them). Forbes. Retrieved from
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Bierema, L. & Merriam, S. (2002). E-mentoring: using computer mediated
communication to enhance the mentoring process. Innovative Higher
Education, 26(3), 211-227.
Corner, J. (2012). Tech-infused mentoring. T+D, 66(6), 50-53.
Cravens, L. (2003). Online mentoring: Programs and suggested practices as of
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Dorner, H., & Karpati, A. (2010). Mentoring for innovation: Key factors affecting
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