The nature and impact of effective mentoring training, education and development

This research was commissioned by the Education and Training Foundation (ETF) to inform:
• The development of a framework for the mentoring of teachers and trainers in the Further Education and Training (FET) sector in England;
• Associated guidance for mentors, mentees and leaders in FET organisations;
• The design and delivery of national mentor training programmes for new and experienced mentors.

The primary aims of the research were:
• To identify the impacts of effective mentoring training, education and development (MTED);
• To identify key features of effective MTED;
• To highlight examples of effective practice in MTED.

Whilst the focus of the research was on the nature and impact of effective MTED, the study also identified a range of additional factors that enhance and impede the effectiveness and impact of mentoring programmes.

The research design of the study comprised three components:
1) A systematic review of UK and international academic and grey literature on MTED;
2) A secondary analysis of data from recent or ongoing studies of mentoring and MTED conducted by members of the research team;
3) Semi-structured online interviews with MTED experts who led MTED programmes for which the research team found good evidence of impact.

The research highlighted:
• The nature and features of effective MTED;
• Positive impacts of MTED on mentors, mentoring practice, mentees, and organisations;
• Other factors which enhance the impact of mentoring.