ASSESSING THE ROLE OF MENTORSHIP IN INTERNSHIP SUCCESS: A CASE STUDY OF APPROACH

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ASSESSING THE ROLE OF MENTORSHIP IN INTERNSHIP SUCCESS: A CASE STUDY OF APPROACH

Chapter One:

Introduction

Background of the Study

Internships play a crucial role in preparing students and young professionals for the transition from academia to the workforce. They offer invaluable opportunities to gain practical experience, develop skills, and explore career paths in real-world settings. However, the success of an internship often depends not only on the tasks assigned or the projects completed but also on the support and guidance provided by mentors.

Mentorship, defined as a developmental partnership between a more experienced mentor and a less experienced mentee, has emerged as a key factor in enhancing the outcomes of internship programs. By offering personalized guidance, feedback, and advice, mentors can help interns navigate challenges, set goals, and maximize their learning and growth during their internship experiences.

This study aims to assess the role of mentorship in internship success, with a focus on a specific mentorship approach implemented in a case study organization. By examining the mentorship program’s objectives, structure, activities, outcomes, and impact, this research seeks to provide insights into the effectiveness of mentorship in supporting interns’ professional development and achieving organizational objectives.

Through a combination of literature review, case study analysis, and empirical investigation, this study aims to address the following research questions:

What is the role of mentorship in enhancing the success of internship programs?

How does the mentorship approach implemented in the case study organization contribute to interns’ professional development and organizational outcomes?

What are the key success factors, challenges, and lessons learned from the mentorship program?

By exploring these questions, this study seeks to contribute to the existing body of knowledge on mentorship in internship contexts and provide practical recommendations for organizations looking to enhance their internship programs through effective mentorship approaches. Ultimately, the goal is to foster a deeper understanding of the role of mentorship in shaping the future workforce and supporting the next generation of professionals as they embark on their career journeys.

Internships play a pivotal role in bridging the gap between academic learning and real-world professional experiences. As organizations increasingly recognize the value of internships in shaping the future workforce, the need to enhance the effectiveness of these programs becomes imperative. One key factor that significantly influences the success of internships is mentorship. Mentorship provides interns with guidance, support, and a structured pathway to navigate the complexities of the professional world.

This chapter focuses on assessing the role of mentorship in internship success, using a case study approach to delve deeper into the intricacies of mentor-intern relationships. The research aims to explore how mentorship contributes to the overall success and development of interns, examining the various dimensions of mentorship that influence the internship experience.

This inquiry explores the benefits of mentorship for students in WIL through a social learning lens to elaborate on the content of career-related support and psycho-social support for the hospitality management students completing internships in the hospitality sector. For this study, we define mentoring as a form of social learning in a work-integrated context. Mentorship as a form of social learning has dual functions (Kram, 1985):

1) Career-related support – to help the mentee advance through the organization

2) Psycho-social support – interpersonal aspects between mentor and mentee

Who Mentors During WIL?

In the aforementioned study by Keating (2012), survey responses indicated that students expected the role of supervisor and the role of mentor to be the same. Keating (2012) however made a distinction between these roles and argued that while “the role of mentor and that of the supervisor is often expected to be the same by the student. It is, however, quite different, since the supervisor is an operational figure whose relationship to the students would be that of tasks and operations, whereas a mentor forges a strong supportive relationship” (p. 98).

The authors of this paper question this statement as it seems reasonable to expect supervisors to be able to navigate both mentorship and supervision roles, especially in short internships. Lunsford et al. (2017) noted that in Canada “the tension between supervision and mentorship is one of the fundamental differences in mentoring constructs” (p. 322). Considering the relatively short internship duration, typically 420 hours and a minimum of 12 weeks, it is understandable that a student may look to a supervisor for both operational supervision and mentorship.

In a study of the links between mentoring and work-integrated learning, career-related support provided by mentors related to education in organizational culture, and in particular the values, norms and behaviours within a particular workplace was imparted through role modelling and conversation (Smith-Ruig, 2014). This finding suggests that those in a supervisory role in the workplace are positioned well to be able to offer both role modelling and situated insight regarding workplace organizational culture.

1.2 Statement of the Problem

Despite the recognized importance of mentorship in internship programs, there is a dearth of comprehensive studies that systematically assess the impact of mentorship on internship success. This research seeks to address this gap by investigating the specific ways in which mentorship affects the professional and personal growth of interns. Additionally, the study will explore any challenges or limitations that may hinder the effectiveness of mentorship in the context of internships.

1.3 Objectives of the Study

The primary objectives of this research are as follows:

To evaluate the influence of mentorship on the success of internships.

To identify the key components and characteristics of effective mentorship in the context of internships.

To explore the impact of mentorship on the professional development and career readiness of interns.

To investigate potential challenges and barriers faced by mentors and interns in the mentorship process during internships.

1.4 Research Questions

To guide the investigation, the following research questions will be addressed:

What is the influence of mentorship on the success of internships?

What are the key components and characteristics of effective mentorship in the context of internships?

How does mentorship impact the professional development and career readiness of interns?

What challenges and barriers are faced by mentors and interns in the mentorship process during internships?

1.5 Significance of the Study

This research holds significance for various stakeholders, including educational institutions, employers, mentors, and interns. Understanding the role of mentorship in internship success can inform the design and implementation of more effective internship programs, ultimately benefiting both students and organizations.

1.6 Scope and Limitations

The study focuses on mentorship within the context of internships, primarily in professional settings. The research is limited to a specific timeframe and geographic location. Limitations may include potential bias in self-reported data and the generalizability of findings to diverse internship programs.

1.7 Organization of the Thesis

The remainder of this thesis is organized as follows: Chapter Two provides a comprehensive review of relevant literature on mentorship, internships, and the intersection of the two. Chapter Three outlines the research methodology employed in this study. Chapter Four presents the findings, and Chapter Five concludes the thesis with a discussion of implications, recommendations, and avenues for future research.

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