Experience of Training: Training Programs, Mentorship, and Qualities of Internship - Research Paper Example

Name of the university Name of Department Name of student Student number Course title Course number EXPERIENCE OF TRAINING EVALUATION OF WEAKNESSES OF TRAINING TO PRODUCE RESULT-ORIENTED COMPETENT INDIVIDUALS A report submitted in partial fulfillment of requirements for the award of the degree of (type name of your award) Date of submission Signature of student Name of supervisor Signature of supervisor Date Declaration I , (student name) of registration number ………………….declare that this report whose name is “experience of training” is the result of my own research and critical analytical efforts as cited in the references. The report has never been accepted for publication in any journal or magazine or accepted before for award of any degree certificate or diploma certificate and is not currently submitted in candidature of any other degree in any institution of higher learning. Signature of the student Student number Academic year Date Table of contents Declaration 1 Table of contents 2 Introduction 5 Reasons for choice of the topic 5 Reasons for topic’s interests to policy makers and stakeholders 6 Relevant theories to training 7 Figure 1: The flow of training in Tuckman’s model 8 Figure 2: The flow of training in situational leadership model developed by Hersey and Blanchard 8 Review of literature 8 Methodology of the research 10 Design of experience of training research 10 Descriptive survey 11 Comparative studies of case studies 11 Data collection 12 The research Instruments 12 Participants in data collection 12 Response rate 13 Data analysis and presentation 13 Data analysis 13 Holistic approach 13 Coding system 13 Data presentation 14 Results obtained 14 Table 1: Barriers to training 14 Table 2: Training need analysis 14 Table 3: Progress of training 15 Presentation of the results 16 reuslt for table 1: training need analysis 16 chart 1a: does the organization carry out training need analysis 16 chart 1b: Are there initial analysis carried out to determine eligibility of the training candidate 17 chart 1c: are there measures to prepare training candidates to management or supervisory positions 19 chart 1d: does the organization have strategies and measures for effecting specialized training of its staff to equip them better to tasks 21 results for table 2: progress of training 23 chart 2a: does mentee show ability to pursue procedures, processes and philosophy of training 23 chart 2b: is the mentor-mentee relationship build on active listening 24 chart 2c: is the mentor able to guide mentee on barriers to feedback mechanisms 26 chart: is the mentee exposed to opportunities that affect their timely management or supervision efficiencies with respect to training? 27 results for table 3: mentor-mentee professional relationship 29 chart 3a: are there measures to ensure optimal professional relationship between mentor and mentee towards mentee personal professional development? 29 chart 3b: are there measures to provide a working environment that protects mentee from professional discrimination and harassment? 30 chart 3c: are there compliant processes, strategies on tools and systems to equip mentee and facilitate mentee personal professional development? 32 chart 3d: are there systems to keep employees informed of the organizational performance index and measurers to be taken to improve and maintain performance index? 34 Discussion of the results 35 Conclusion 39 Bibliography 42 appendix 1a: Training need analysis 44 appendix 1b: Questionnaire list for training need analysis 44 appendix 3a: Barriers to training 45 appendix 3b: Questionnaires’ list for barriers of training 45 appendix 3a: Progress of training 45 appendix 3b: Questionnaire list for prograss of training 45 Experience of training Evaluation of weaknesses of training to produce competent result-oriented individuals Introduction Reasons for choice of the topic Bruch (1977:137-141) argues that many organizations have training programs that don’t prepare starters effectively into their roles and responsibilities. Dettmer 1986:99-102) indicates many mentors don’t carry out training needs analysis of their mentees and end up offering training to non-relevant employees who cannot carry out self evaluation and cannot understand obstacles and barriers to achievement of organization’s goals, missions, visions and mission statements. Bruch (1977) argues that many trained mentees are not able to evaluate and determine organization’s performance appraisals and cannot measure the organization’s standards nor communicate effective performance appraisal and development strategy cycles. Lasley (1996:64-70) indicates that mentees become incapable of formulating and creating problem solving environment because they aren’t team leaders, lack interpersonal skills and have inadequate active listening abilities. They aren’t seasoned enough with leadership skills that can make them good coaches, mentors, directors, managers, visionary leaders or supervisors. Their lack of expressing their feelings constructively brings about a barrier to feedback that is important in creating organizational teams and groups. Reasons for topic’s interests to policy makers and stakeholders Analysis of weaknesses of training programs, mentorship and qualities of internship will help in process identification and prioritization of employee personal training needs and formulation of modalities of training based on training need analysis, employee current expertise, experience and attitudes that are subject to employee mind-set factors, personal well-being, emotional and psychological maturity and approach that they can respond well to. Evaluation of weaknesses of training programs will help in managing efficient mentee learning methodologies and foster learning development that rhymes with employee abilities. Stakeholders will be able to formulate, develop and implement critical leadership and management control points with regard to operations, tasks and outcomes. Policymakers would be equipped with standards, procedures and protocols for comparing efficiency, sustainability and effectiveness of training for experience and expertise. The study will highlight important managerial deviations from norm that arise as a function of training methodology, training style and training outcomes that affect organization’s acceptable performance as a function of organizational structure and organizational climate. The agencies will be able to evaluate different tools that affect managerial and supervisory positions like mission statements, visions, objectives and goals, client satisfaction subject to level of training and its relevance, budget allocation, roles and responsibilities and ability to abide, formulation of procedures and determination of competent sustainable policy directives. Relevant theories to training Loevinger (1976) proposes two main theories point out phases of training that mentee should follow in order to be prepared for their tasks, roles and responsibilities. These theories are the situational leadership model and Tuchman’s model. Both theories share common four phase basic procedures that are forming (telling), storming (selling), norming (participation) performing (delegation) and adjourning (detaching). Figure 1: The flow of training in Tuckman’s model Figure 2: The flow of training in situational leadership model developed by Hersey and Blanchard Review of literature Lasley (1996:64-70) suggests many adjourned or detached-from-mentor interns on managerial and supervisory training are promoted to management and supervision ranks without their efficient abilities to demonstrate they have mastery capability of leadership, managerial or supervisory skills required to balance tasks and responsibilities demanded by their new titles. Taylor (n.d.) argues that many organizational structures are characterized by lapse of leadership, power, authority and leading for results-oriented performance applications. Glickman (1985) indicates that with increasing organizational climates, human resource departments are failing to meet customers and clients’ expectations that are much higher that the human resource department’s targeted or stated responsibilities. Rowley and Hart (1954) suggests that external audit on efficacy of employees may reflect performance index that is below average. This is subject to poor orientation, induction or norming processes due to incompetence of their mentor, the materials, the learning style and lack of commitment of the mentees. Sprinthall and Theis-SprintHall (1980:278-285) suggest that the resultant effect is non-conformity to ethical standards like setting goals, working on objectives, planning guideline plans for formulating short-term goals. They therefore have little body of knowledge on processes and procedures required to implement sustainable results-focused action plans, potential for self-evaluation deficiency, poor strategy formulation for dealing with barriers to realizing goals and pointing out recommended steps to provide a feasible solution. Lesley, et al (2009:40-53) argues that many employees cannot exhibit constructive problem solving environments and fail to implement organizational development cycles. They therefore don’t pass the qualitative test of performance appraisal measuring standards. Vander et al (2008:1691-1704) argues that this attitude doesn’t provide an environment for unlocking potential for their employees because they have to obey the line of authority. This distorts team spirit and affects performance of groups. Lia and Barbara (2009:48-57) indicate mentees may fail to understand methodologies for estimating deviations and cannot assign a variance to performance index because their efforts to improve on quality and quantity are by their seniors whom they report to. Lisa et al (2008:61-81) argues that organizations may lack vital strategic control points and outcome measurements. This is because senior management or supervisory levels lack prerequisite skills in comparing actual performance to standards with respect to acceptable management or supervisory behavioral trends and fail to factor for significant deviations from predicted outcomes. This is lack of managerial or supervisory foresight and forecast shows the organizational control system is not economical, its rigid as opposed to flexible, is not multi-criteria and has no corrective mechanisms, lacks coordinated work flow for the organizational design to effect performance. The mentors therefore fail to implement goals, vision statement and mission statement and to facilitate a forum for communication of goals, strategies for achieving goals, hence operations go out of hand and out of control and working goals turn out to be ineffective hence working relationship also deteriorate and turn out to be inappropriate to lead into organization’s interpersonal development. Methodology of the research Design of experience of training research The design of research used on this study was a descriptive survey and comparative studies of case studies. Descriptive survey The main aim of adopting descriptive survey is because it outlines the existing state of a phenomenon. Kerlinger (1973) points out that descriptive study are not only used to evaluate significance of findings but assist in formulation of important principles of knowledge and solution to predisposing challenges that surround a phenomenon. Comparative studies of case studies Case studies provide records of innovations and good practice mechanisms that should be adopted to produce relevant results, efficient planning and deliver results-oriented mentorship, leadership and internship programs. The records on experience of training outline specific challenges and experiences experienced by mentors and mentees to overcome the challenges of mentorship, leader-leadership training styles for efficiency and goals-focused internship training programs. Case studies provide good framework of describing, quantifying and qualifying solutions to different problems that affect quality of training. Adoption of case studies is based on the fact that they provide factual details on problems that affect quality of training and mentorship and sometimes are based on opinions of participants irrespective of their outcomes that may be bad, good or biased. Case studies provide better results than statistical analytical tools that may be affected by out-of-range variances and large standard deviation errors. Data collection A multi-modal approach was used in data collection and primary and secondary data was investigated. Primary data was obtained by using questionnaires while secondary data was obtained from past published work in journals. This research was carried through quota sampling in which several different institutions and companies were randomly selected and evaluation on procedures of their training and outcomes of training in terms of performance index of adjourned mentees were represented. The research Instruments Webster (1985) indicates that Questionnaires and interviews are important research instruments that produce competent-reliable results in human-resource-based field research. All persons holding titles of supervisory or managerial were exposed to similar questionnaires. Focus group discussions with middle level managers and supervisors of selected institutions and companies were convened to identify whether they use sustainable strategies towards effecting mentorship and leadership techniques. Participants in data collection A total of 400 participants were evaluated, two focus groups were used and results compared with secondary data from previously published data on experience of training. Response rate Out of 720 letters of invitation for participation only 400 invitees accepted participation into the research therefore the response rate was determined as 55.55%. Data analysis and presentation Data analysis Data analysis was carried out through two methods that are holistic and coding system. Holistic approach In holistic technique, observations and results were not broken down into parts and conclusion was build from observations that were made. Coding system The collected data according to Tuchman (1987) was organized by preprocessing to eliminate unusable data, interpretation of ambiguous answers and contradictory data from related questions. A coding system was developed and the data storage mechanisms were evaluated depending on their reliability. Qualitative and quantitative data was then analyzed through a quick impressionist summary of the key findings, explanation, interpretation and conclusion. Data presentation Data presentation according to Philip and Pugh (1994) was carried out using graphical techniques such as a histogram, bar graphs and pie chart. Results obtained Table 1: Barriers to training Code assigned Parameter Number of respondents a b c d 1 Not likely at all 8 6 114 21 2 Less likely 11 14 78 31 3 Somewhat likely 23 27 19 64 4 likely 76 52 82 119 5 Most likely 282 301 109 165 A total of 400 respondents took part in this study Table 2: Training need analysis Code assigned Parameter Number of respondents a b c d 1 Not likely at all 121 91 117 113 2 Less likely 104 84 99 96 3 Somewhat likely 69 43 85 82 4 likely 62 72 58 64 5 Most likely 44 110 41 45 Table 3: Progress of training Code assigned parameter Number of respondents a b c d 1 Not likely at all 22 66 101 98 2 Less likely 57 71 66 91 3 Somewhat likely 83 78 57 89 4 Likely 102 88 78 79 Presentation of the results reuslt for table 1: training need analysis chart 1a: does the organization carry out training need analysis chart 1b: Are there initial analysis carried out to determine eligibility of the training candidate chart 1c: are there measures to prepare training candidates to management or supervisory positions chart 1d: does the organization have strategies and measures for effecting specialized training of its staff to equip them better to tasks results for table 2: progress of training chart 2a: does mentee show ability to pursue procedures, processes and philosophy of training chart 2b: is the mentor-mentee relationship build on active listening chart 2c: is the mentor able to guide mentee on barriers to feedback mechanisms chart: is the mentee exposed to opportunities that affect their timely management or supervision efficiencies with respect to training? results for table 3: mentor-mentee professional relationship chart 3a: are there measures to ensure optimal professional relationship between mentor and mentee towards mentee personal professional development? chart 3b: are there measures to provide a working environment that protects mentee from professional discrimination and harassment? chart 3c: are there compliant processes, strategies on tools and systems to equip mentee and facilitate mentee personal professional development? chart 3d: are there systems to keep employees informed of the organizational performance index and measurers to be taken to improve and maintain performance index? Discussion of the results The mentor-mentee relationship secures mentee’s hope and optism towards challenges that mentee is prepared to meet with assurance that it’s on the mentee’s control of the management and supervisory process that good organizational and institutional systems that are ready to handle any challenges are formulated, designed and implemented (appendix 1-3). The performance of the institution depends entirely on the authority and command of the manager or supervisor and the mentee should understand future development of the institution depends entirely on how their roles and responsibilities achieve set goals and objectives (table 1). The mentor should prepare the mentee for personal and professional development. This prepares the mentee to deal with issues on management that arise to challenge ability to derive and solve problems that may affect future prosperity or good will of the institution. Mentoring and internship (table 1) provides mentor with opportunity to use mentee as a tool for handling tasks. Though this is a good strategy to capitalize on mentee’s presence as a test of intelligence, test of tolerance and test of performance or independence of thought, it should not be carried out before delegation phase of training is commenced. The telling or norming process or selling mode (forming phase) are phases when the mentee should be molded to grasp directions, philosophy, processes and procedures that should be effected to realize institutional mission statement. Introduction of delegation of duties before their time is a failure of the mentor and may lower morale of the mentee owing to poor performance and decreased expectations or confidence of their qualification compliance with the training. The mentor imposes shared responsibilities that wean the mentee early into different phases and this has an effect of bringing about lack of training order. It creates an environment where the mentee is not prepared effectively to handle different challenges or may fail to grasp fully procedures that should be followed (appendix 1-3). In many organizations, there are no training needs analyses that are in place or performance appraisals hence the future potential of the company cannot be predicted (table 2). This means the institution cannot adequately prepare itself to future redundancy sessions due to poor mentorship programs that don’t factor training needs analysis of the mentor in order to tailor training program. In many cases, the mentee may be selected without considering their personal feeling on the training and any benefits that may arise after their training. This predisposes lack of commitment of the mentee to the training and affects performance of the mentee during training process and future methodologies of handling challenges that their supervisory or management positions may encounter. Analysis for specialized training is not carried out in many organization departments hence the organization may train mentees who will not add value to the performance of the department because the department does not require application of the skills at that time or may not require input of the skills in the future (table 2). Many mentee and mentor relationship are characterized by poor active listening (table 3). This leads into poor outcomes of the training. The mentee is not likely to pursue procedures for solving challenges that they may face. Delegation of duties may not be appropriate and organizational teams or groups may not be effective. This means the goals and mission statement may fail to be realized. Future planning is affected and is a symptom poor actions plan implementation. Mentors fail to expose mentees to opportunities where they can apply their training. This means the mentee lacks independence and would always seek guidance of the mentor whenever they face challenges that require input of team work (table 3). This is caused by failure to instill shared roles while mentee is on his forming (selling mode) of training and therefore the mentee cannot be able to perform well when they are exposed to participation phase of training. There is also lack of feasible mentor-mentee relationship which is critical in developing the mentee for professional development (table 1 and 2). This is subject to lack of evaluation of mentee qualification for the position and if they are ready to take the challenges of the in-service training. There is lack of support development of the mentorship or internship program due to poor budget allocation, lack of appropriate tools and systems that do not address current organizational needs and preferred learning styles of the employee. Many organizations lack measures and strategies towards informing employees on performance index and this predisposes a scenario where an employee is promoted into senior positions without carrying out any assessment to determine their effectiveness at the supposed ranks (table 1 and 2). The mentee is not conversant with issues related to grievances that may arise in the institution. This is subject to poor training on management of grievances (table 2). Poor preparation of the mentee makes the mentee not to be in a position to implement measurement standards like performance index or implementing quality control systems that prepare organization for changing trends in the markets. The mentee is not prepared to communicate performance index and performance appraisals of the organization because these were not highlighted as measures of organizational competence during their training. This shows that mentors effective training affects how effective the mentee is going to be. The mentee who is not prepared adequately is not able to implement any organizational development cycles. The mentee is not able to project when a different strategy is required to keep the organization ahead of the pack. Poor delegation of tasks before mentees are ready to handle them effectively leads into poor mentorship programs. The sequence of training and development of the mentee should be factored with respect to degree of concept grasp of the mentee. In many organizations, adjourned mentee are not able to mentor a starter intern into success. This is because the mentees themselves were not prepared well for mentorship or leadership or didn’t cover all aspects of management or supervision. Therefore formation of focus groups and teams is not made appropriately. The mentee though adjourned cannot chair and lead a team and cannot formulate organizational attitudes and habits. Conclusion From the results, it’s clear that many training programs are not tailor made to prepare the mentee to tasks and responsibilities that they face on assumption of their managerial or supervisory positions. Many organizations and training institutions don’t carry out training need analysis and therefore there are no modalities for identifying and prioritizing training needs of their employees. This is due to lack of communication systems of the organizational future development aspects and lack of foresight in planning future accomplishments that the organization desires to implement in order to position itself to competitors offering equivalent products or services. This is a symptom of lapse of leadership qualities and often leads into selection of the candidates for management positions or supervisory positions without considering their preparedness or qualifications to deliver in their new positions. Normally under such circumstances when an employee for a senior position is selected, it is hoped that there will enough support from the management or the employee will take crush courses to align himself with new responsibilities of leadership and management. In many occasions, the selection process is biased and other qualified employees may fail to give the required support. If the mentee-mind-set is not ready for the tasks, the supposed intern may resign due suffocation of effort or performance of mentee-leader from other more or equally qualified but experienced employees. The other employees can also violate protocols and execute character assassination of the supposed promoted employee in order to spoil his could-be good reputation to the management. These problems should be addressed through communicating future plans of the institution in order to prepare employees for future possible management changes. The organizations and institutions responsible for training should carry out training need analysis for their mentee to determine mentee preferred and appropriate training method. This analysis should factor mentee prior knowledge with the department that they will be working or responsibilities that they will be addressing. The mentee should be made to self-evaluate their suitability for the training and their personal preferences factored before they are selected for the internship program. The mentee should be able to show commitment to the training, mature enough to lead and delegate tasks appropriately. The mentee should have sufficient background information on cultural adaptation and management or supervisory skills that are required to deliver customers and organizational expectations. The training program should have sufficient financial background so that its success is not affected by poor resource allocation. The training should satisfy statutory requirements for the department that the intern will be working in. the intern should be exposed to tasks like meeting with clients, tackling clients’ needs and take part in formulating customer needs. This should prepare the intern for real challenges after they adjourn their training. This ensures mentee doesn’t suffer from discrimination and harassment from colleagues because the process of recruitment is made procedural and accounts for all procedures that should be followed. The mentee should be introduced into liaising with consultancy offices and different work coordination processes. This should be made by ensuring mentee understand different agencies that work in partnership with the organizations. Mentee should be conversant with writing proposals and internal memorandums. Tasks delegation processes should be availed to the mentee as well as development of efficient teams and groups. The mentee should be equipped with skills necessary for setting and planning short-term to long-term goals. This should be accomplished by ensuring the mentee understand the organization’s mission statement, visions and missions. The mentee should also be made conversant with different attitudes and belief-systems that are functions of leader-leadership styles. The mentee should be made conversant with employee disciplinary processes and procedures so that labour disputes cannot occur that can question decision making process of the mentee. This should be backed by organizational action plans that should also be communicated to employees through their departmental heads. The mentee should be equipped with strategies for voicing organizational grievances. The mentee should have skills of forming disciplinary teams that should mitigate any disagreements that arise during work process. The mentor should expect possible poor performance of the mentee, their overconfidence by virtue of their qualifications, and need to defend their point of arguments. Mentors should be prepared to overcome these challenges in order to deliver support to their mentees. There should also be revolutionary mechanisms for delivering instructional design in order to structure mentorship and leadership programs to current training needs evolving leadership and management trends towards globalization. As the process of training progresses, the mentor should gradually decrease instructional support in order to prepare the mentee for management and supervisory independence. There should also be congruent mentee-mentor relationship that nurtures mentor-mentee team teaching, team planning where mentee makes observations of mentor and mentor checks on success of mentee towards delivering tasks. Bibliography Bruch, C. (1977). Missing Qualities in Training Educators for the gifted and talented. Gifted child quartely , Vol. 21 (Issue no. 2), pp. 137-141. Combs, A. Avila, D. and Purkey, W. (1971). Helping Relationships: Basic concepts for the helping professions. Boston: Alyn and Bacon. Dettmer, P. (1986). Gifted Program inservice and staff development: Pragmatics and possibilities. Gifted child quarterly , Vol. 30 (Iss. 3), pp. 99-102. Fuller, F. and Brown, O. (1975). Concerns of teachers: A developmental conceptualization. American educational research journal , Vol. 6, pp.207-226. Glickman, C. (1985). Supervision of instruction: A developmental approach. Boston: Allyn and Bacon. Hersey, P. and Blanchard K. (1974). So you want to know your leadership style? Training and development journal , Vol. 28 (issue no. 2), pp.1-15. Kerlinger, F. (1973). Foundation of Behavioural Research. New York, N Y: Holt, RenChalt and Winston. Lasley, T. (1996). Mentors: They simply believe. Peabody journal of education , Vol. 71 (issue 1), pp. 64-70. Lesley, M., Hamman, D., Olivarez, A.Button, K. and Robin, G. (2009). :I am prepared for anything now": student teacher and cooperating teacher interaction as a critical factor in determing the preparation of "Quality : elementary reading teacher. teacher educator , Vol. 44 (No. 1), pp.40-55. Lia, B. and Barbara, P. (2009). Gender, Class and rurality:Australian Case studies. Journal of rural studies , Vol. 25 (No. 1), pp.48-57. Lisa, R., Pressley, M, Mohan, M.., Lindsay, M.(2008). Engaging instruction in middle school classrooms: an observational study of nine teachers. elementary school journal , Vol. 109 (No. 1), pp. 61-81. Loevinger, J. (1976). Ego development: Concepts and Theories. San Francisco: Jossey- Bass. Park, C.L., Boman, J., Care, W. Dean, Edwards, M. and Perry, B. (2008). Persistence and Attrition: What is being measured? Journal of college student rentetion:research, theory and practice , Vol. 10 (Iss. 2), pp. 223-233. Phillip, J. S. and Pugh, M.J. (1994). Research Methodology: Methods and techniques. New Delhi: Light Publishers. Rogers, C. (1958). The characteristics of a helping relationship. personnel and guidance Council , Vol. 37, pp. 6-16. Rowley, J. and Hart P. (1954). Mentoring the new teacher. Alexandria, VA: ASCD. Sprinthall, N. and Theis-Sprinthall, L.(1980). Education for teachers growth: A cognitive Developmental perspective. theory into practice , Vol. 19, pp. 278-285. Taylor, W. (n.d. ). Too valuable to lose. world evangelical fellowship. Tuchman, S. (1987). Scientific Methods and Social Research (Revised ed.). New York: Sterling. UIA professional practice program secritariat. (april, 1998). Recommended guidelines for the UIA accord on recommended international standards in Architectural practice policy on practical experience/training/internship. UIA professional practice program secritariat. Vander et al. (2008). Teacher beliefs and teacher behaviour in portfolio assessment. teacher and teacher education: an international journal of research and studies , Vol. 24 (No. 7), pp. 169101704. Webster, S. (1985). Educational Research: Competence for Analysis and Application (6th Edition ed.). New Jersey: Macmillan. appendix 1a: Training need analysis appendix 1b: Questionnaire list for training need analysis a. Does the organization carry out training need analysis of employees before mentees are chosen for training? b. Are there initial analysis carried out to determine eligibility of the training candidates? c. Are there measures to prepare training candidates to management or supervisory positions? d. Does the organization have strategies and measures for effecting specialized training of its staff to equip them better to tasks? appendix 3a: Barriers to training appendix 3b: Questionnaires’ list for barriers of training a. Does mentor communicate hope and optism to mentee? b. Does mentor provide ideas to mentee to overcome management and supervisory challenges to achieve growth in future? c. Does the mentor capitalize on mentee’s training opportunity to delegate tasks before their time? d. Does mentor provide shared roles and responsibilities to mentee to assess their career personal development? appendix 3a: Progress of training appendix 3b: Questionnaire list for prograss of training a. Does mentee show ability to pursue procedures, processes and philosophy of training? b. Is the mentor-mentee relationship build on active listening? c. Is the mentor able to guide mentee on barriers to feedback mechanisms? d. Is mentee exposed to opportunities that affect their timely management or supervision efficacies with respect to training? Read More