There are innumerable mentoring programs and mentoring is considered to be a profession in itself, yet there is very little evidence to indicate whether mentoring works, what sorts of programs or program components are most effective and what does not work.Here we attempt to establish an evidence base and draw some conclusions as to what constitutes good practice.

Our search for evidence-based evaluations of mentoring programs entailed an international and Australian Google search using combinations of terms in the set mentoring mentor evaluation evidence-based. We applied the same terms to Web of Science and Expanded Academic ASAP data bases. These searches identified a very limited number of evidence-based evaluations but many papers describing mentoring programs. Most of the limited evaluations are qualitative, rather than quantitative which in itself is not a problem however it makes it difficult to compare outcomes. We further consulted evidence-based references in the first set of papers located in this manner. The search was deliberately designed to reveal a body of what could legitimately be considered evidence to support or discount the many claims made for mentoring.

From a limited evidence base, we have identified the following:

• Definition(s) of mentoring (including the difference between mentoring and supervision, coaching and counselling);
• Principles of mentoring;
• Benefits of mentoring to mentors, mentees, organisations and systems;
• Best practice elements and/or success factors;
• Issues which can impact on the approach and outcomes;
• What does not work.

Our document Mentoring - An Evidenced Based Approach represents our journey commencing with the broad questions of what; and why;. We acknowledge an early sense of frustration in out attempts to find an all embracing definition which expressed our value base and our excitement when we did. The next chapter explores the range of definitions and the differences between mentoring and other forms of knowledge transfer (such as tutoring) and support (such as coaching or counselling).

Key concepts of mutuality, reciprocity, shared wisdom, inquiry and learning attracted an attention. Being clear about the definition is an essential pre-cursor to discussions of theory and the skills required in a mentor.

Experience of the context, ability to frame questions and the ability to appropriately challenge along with flexibility and intuition appear to be essential attributes.

We explored the range of theoretical perspectives which underpin various mentoring programs. Again we were struck by the lack of a conceptual base in most programs and where a theory was mentioned it was usually cursory. A study undertaken by the Queensland University of Technology (2001) is the most useful exploration of this issue

Along with the lack of an agreed definition and theoretical framework there is no comparable evaluation process. This makes comparing the outcomes of various mentoring models extremely difficult. The challenge for us was to draw from what did exist, and had been evaluated and marry it with appropriate theories from allied areas of endeavour.

The literature search identified a number of factors or issues which can influence the development and implementation of a mentoring program.

Click here to download the full report: Mentoring - An Evidence Based Approach.