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Table 3 Gap (difference) between what was experienced (question 1) and deemed important (question 2) – Top 10. In brackets are mean ± sem, and number (n) of mentees/ mentors that experienced the gap

From: Development and initial validation of a dual-purpose questionnaire capturing mentors’ and mentees’ perceptions and expectations of the mentoring process

 

Mentee (n = 103)

Mentor (n = 20)

1

Situation 37 – The mentor is sensitive to my (cultural) background (2.06 ± 0.34, n = 17).

Not part of a scale

Situation 35 – The mentee is insufficiently proactive when it comes to contacting the mentor (2.57 ± 0.43, n = 7)

(Scale 3)

2

Situation 29 – The mentor discusses how he or she will treat confidential information about me (1.88 ± 0.14, n = 49)

Scale 4: Mentor stimulating conditions and perspectives for behavioural change

Situation 37 – The mentee is from a different culture which raises difficulties during the meeting (2.31 ± 0.25, n = 16)

(Not part of a scale)

3

Situation 15 – The mentor discusses with me how I can pursue my learning objectives in practice (1.83 ± 0.14, n = 48)

Scale 4: Mentor stimulating conditions and perspectives for behavioural change

Situation 9 – The mentee is insufficiently committed to building a good rapport with the mentor (not open with mentor, does not listen actively during mentor meetings, does not bring forward personal issues to discuss) (2.20 ± 0.37, n = 17)

(Scale 2)

4

Situation 9 – The mentor tries to build a good rapport with me (1.78 ± 0.25, n = 18)

Scale 2: Mentor presence

Situation 32 – The mentee’s motivation to study fluctuates to a considerable degree (ups and downs) (2.20 ± 0.28, n = 5)

(Scale 3)

5

Situation 24 – The mentor discusses with me my insecurities with respect to the choices I need to make about studies/career (1.74 ± 0.16, n = 38)

Scale 3: Mentor addressing personal issues

Situation 30 – The mentee does not share any thoughts or feelings regarding the meeting with the mentor (2.17 ± 0.27, n = 12)

(Scale 4)

6

Situation 5 – The mentor discusses how I should treat confidential information about the workplace with care (1.72 ± 0.17, n = 36)

Scale 4: Mentor stimulating conditions and perspectives for behavioural change

Situation 12 – The mentee shares little concrete personal experiences with the mentor (2.08 ± 0.21, n = 13)

(Scale 1)

7

Situation 16 – The mentor follows up on the attainment of my predefined learning objectives (1.66 ± 0.14, n = 38)

Scale 4: Mentor stimulating conditions and perspectives for behavioural change

Situation 34 - The mentee is not very proactive when it comes to net-working and forging relevant contacts and relationships for study and career choice-related purposes (2.00 ± 0.58, n = 4)

(Scale 3)

8

Situation 32 – The mentor pays attention to my incentives to study (e.g., motivational ups and downs) (1.65 ± 0.16, n = 26)

Scale 3: Mentor addressing personal issues

Situation 7 - The mentee is unpleasantly surprised by certain feed-back or an assessment received from the mentor (2.00 ± 0.38, n = 8) (Scale 1)

9

Situation 34 – The mentor supported me in forging new, relevant contacts for study and career choice-related purposes (1.65 ± 0.15, n = 49)

Scale 3: Mentor addressing personal issues

Situation 1 - The mentee does not exhibit any professional behaviour (1.90 ± 0.28, n = 10) (Scale 2)

10

Situation 11 – The mentor discusses and analyses the results of the progress test with me (1.62 ± 0.15, n = 24).

Scale 4: Mentor stimulating conditions and perspectives for behavioural change

Situation 2 - The mentee is little proactive in the workplace (1.89 ± 0.31, n = 9) (Scale 3)