Investigate the Lived Experiences of Mentors from the Phenomenon of Effective Feedback in Mentoring Relationships in Iran Khodro Diesel Company

Document Type : Research Paper

Authors

1 PhD. Candidate, Department of Public Administration, Kish International Campus, University of Tehran, Kish, Iran.

2 Associate Prof., Department of Leadership & Human Capital, Faculty of Public Administration and Organizational Sciences, College of Management, University of Tehran, Tehran, Iran.

3 Prof. , Faculty of Management, University of Tehran, Tehran, Iran

Abstract

Objective
The primary focus of this research is to delve into the rich tapestry of mentors’ experiences at Iran Khordo Diesel Company to uncover common themes that illuminate the nature of effective feedback in mentoring relationships. This exploration aims to provide a deeper understanding of the dynamics and nuances inherent in the feedback process within a corporate setting, thereby contributing to the broader discourse on mentorship effectiveness.
Methods
Grounded in Van Menen's hermeneutic phenomenological approach, this study employs semi-structured interviews as its primary research tool. The participants comprise a group of 15 mentors, identified for their expertise and proficiency in providing effective feedback within the mentoring relationships at Iran-Khodro Company. These mentors were chosen through a purposeful sampling method that is criterion-oriented, ensuring that each participant's experiences significantly contribute to the comprehensive understanding of effective feedback in mentorship.
Results
The study involved conducting in-depth interviews with mentors acknowledged for their effective feedback capabilities in mentoring relationships. A thorough analysis of the interview texts revealed a rich array of concepts, main themes, and sub-themes that align with the research's fundamental questions: "what" constitutes effective feedback and "how" it is experienced by mentors in mentoring relationships. The findings are categorized into 8 general clusters: core categories, facilitators, requirements, moderators, context, limitations, strategies, and consequences. Each cluster encapsulates specific main themes—18 in total—including Core Category: Knowledge sharing; Facilitators: Mentor competencies, mentee competencies, and interpersonal sensitivities; Requirements: Mentor's individual and technical competencies; Moderators: Mentee characteristics and feedback content; Context: Organizational support and culture; Limitations: Mentee characteristics, mentor characteristics, and methods of feedback provision; Strategies: Technical feedback method, developmental feedback method, and social feedback method; and Consequences: Individual and organizational impacts. Additionally, 84 sub-themes were identified, providing a granular understanding of the mentors' lived experiences regarding effective feedback.
Conclusion
Given the pivotal role of mentoring programs in cultivating human capital, the insights gleaned from mentors’ experiences in providing effective feedback are invaluable for organizational leaders and practitioners. These findings offer practical guidelines for enhancing performance and achieving desired outcomes in the context of mentorship. The results serve as a robust framework for evaluating feedback effectiveness, facilitating task completion, and overall mentorship success. The research model developed in this study advocates for integrating effective feedback processes into the cultural fabric of organizational mentoring programs at a macro level. This integration not only simplifies operationalization at the organizational level but also contributes to theoretical advancements at an international scale. The added value of this study lies in its capacity to raise awareness and streamline the effective feedback process in mentoring relationships within organizational contexts, guided by the detailed modeling of the concepts and themes presented. Furthermore, the establishment of a specialized working group to monitor the efficiency and effectiveness of feedback in mentoring relationships is paramount. Considering the research topic's significance, further investigations in specific geographical regions are suggested to provide comprehensive policy guidelines for educators and mentors. These additional studies aim for a deeper exploration and richer empirical findings, thereby enriching the global understanding of effective mentorship practices.

Keywords

Main Subjects


 
Aarabi, S. M., Boudlaie, H. (2011). Phenomenological Research Strategy. Methodology of Social Sciences and Humanities, 17(68), 31-58. (in Persian)
Amini, M., Ahmari Tehran, H. & Ahmady, S. (2021). Exploration of the Operating Room Personnel From Components          and  Examples of     In terprofessional Collaboration: A Phenomenological Study. Qom University of Medical Sciences Journal, 15(5), 342-351. https://doi.org/10.32598/qums.15.5.2248. (in Persian)
Baker, A., Perreault, D., Reid, A. & Blanchard, C. M. (2013). Feedback and organizations: Feedback is good, feedback-friendly culture is better. Canadian Psychology/Psychologie canadienne, 54(4), 260-268
Bambaeeroo F., Zarei, R., Amirianzadeh, M. & Shahamat, N. (2020). Elucidation of the Professors' Attitude toward the Implementation of Student Mentoring in the Field of Medical Education: A Qualitative Study. Qom University of Medical Sciences Journal, 14(6), 50-59. (in Persian)
Brookhart, S. M. (2012). Teacher feedback in formative classroom assessment. In C. Webber & J. Lupart (Eds.), Leading student assessment (pp. 225-239). Dordrecht, Netherlands: Springer.
Brown, R., Geesa, R.L. & McConnel, K.R. (2020). Creating, Implementing, and Redefining a Conceptual Framework for Mentoring Pathways for Education Doctorate Students. Higher Learning Research Communications, 10(2), 20–37.
 Boudlaie, H. (2021). Phenomenological Research Methods. (2th ed.). Jamee Shenasan Publications. (in Persian)
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233. https://doi.org/10.1080/03075070600572132.
Chen, A., Allen, T. D., Finkelstein, L. M. & Poteet, M. L. (2020). Designing Workplace Mentoring Programs: An Evidence-Based Approach. Wiley-Blackwell, Singapore.
Enrico, N. (2011). The lived experiences of mentoring nurses in Malaysia. Nurse Media Journal of Nursing, 1(1), 87 – 104.
Glynn, D. M., McVey, C., Wendt, J., & Russell, B. (2017). Dedicated educational nursing unit: Clinical instructors role perceptions and learning needs. Journal of Professional Nursing, 33(2), 108-112.
Greiner, U., Hofmann, F. & Katstaller, M. (2017). Perspectives on mentoring novice teachers. Global Education Review is a publication of The School of Education at Mercy College, New York, Review, 4 (4), 1-4.
Hall, D.M. (2017). The Power of Feedback: An Indicator of Mentor Effectiveness during Student Teaching.  Doctor of Philosophy (PhD). School of Strategic Leadership Studies.
Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, (77, 1). Sage Publications, Sage CA: Thousand Oaks, CA.
Hattie, J., Gan, M. & Brooks, C. (2017). Instruction based on feedback. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning & instruction (2nd ed., pp. 290-324). London, England: Routledge.
Hoy, A. W. & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007
Jackson, C., Milos, D. & Kerr, M. (2019). Mentoring for employability: a state-level impact study. Studies in Graduate & Postdoctoral Education, 10(3), 180-188.
Janssen, S., Tahitu, J., van Vuuren, M. & de Jong, M. D. T. (2016). Coworkers’ Perspectives on Mentoring Relationships. Group & Organization Management, 43(2), 245–272.
Kluger, A. N. & DeNisi, A. S. (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary Feedback Intervention Theory. Psychological Bulletin, 119(2), 254-284.
Korver, B., Tillema, H. (2014). Differing Mentor and Student Perceptions on Learning from Mentoring. Journal of education and training studies, 2(2), 167- 175.
Luckey, R.A. (2009). Characteristics of Effective Mentoring in a Formal Mentoring Setting. Master's thesis, Texas A&M University. 
Mena Marcos, J. J. & Tillema, H. (2006). Studying studies on teacher reflection and action: An appraisal of research contributions. Educational Research Review, 1, 112–132.
Mullen, C. A. & Klimaitis, C. C. (2021). Defining mentoring: a literature review of issues, types,& applications. Annals of the New York Academy of Sciences, 1483(1), 19-35.
Omer, T.Y., Suliman, W.A., Thomas, L. & Joseph, J. (2013). Perception of nursing students to two models of preceptorship in clinical training. Nurse Educ Pract., 13(3),155-160. doi: 10.1016/j.nepr.2013.02.003.
Potter, R. & Tolson, D. (2014). A Mentoring Guide for Nursing Faculty in Higher Education, International Journal of Caring Sciences,7(3), 727-732.
Rahimi, M., Ehsanpour, S. & Haghani, F. (2016). The role of feedback in clinical education: Principles, strategies, and models. Medical Education and Development, 10(4), 264-77. (in Persian)
Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550. https://doi.org/10.1080/02602930903541015
Samkhaniani, A.A., Mousavinia, S.Z. (2015). A husserlian phenomenological study of majid stories. Iranian childrens literature studies, 5(2), 55-74. (in Persian)
Schaffer, M. (2010). Buffering effects of positive mentoring on mentor burnout: Generative concern and perceived organizational support as moderators. All Theses. 980. https://tigerprints.clemson.edu/all_theses/980
Scholenberg, R. & Kramer, D. (2013). A Mentoring Guide for Nursing Faculty in Higher Education. International Journal of Caring Sciences, 7(3), 727-732.
Shute, V.J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/ 10.3102/0034654307313795.
Tatjana Mamula, N., Nenad, P. & Bovan, A. (2020). The Role of Feedback as a Management Tool in Performance Management Program. Article in Quality - Access to Success, 21(177), 3-8.
Van Manen, M. (1997). Researching lived experience: Human science for an action sensitive pedagogy, (2nd edition). London: Althouse Press. (in Persian)
Whitehouse, D.M. (2016). Novice Teachers' Perceptions of Success in a Mentoring Relationship. Walden Dissertations and Doctoral Studies.
Wiliams, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.
Xu, Q., Chen, S., Wang, J. & Suhadolc, S. (2021). Characteristics and Effectiveness of Teacher Feedback on Online Business English Oral Presentations. Asia-Pacific Edu Res., 30(6), 631–41. doi: 10.1007/s40299-021-00595-5.