Authors
- Grichanov Anton S. PhD in Education, Associate Professor
Annotation
Many organisations, including educational institutions of the Ministry of Internal Affairs of the Russian Federation, have well-established traditional mentoring programmes. Analysis of contemporary research confirms the effectiveness of such programmes, demonstrating a positive impact on staff productivity, shorter adaptation
and onboarding periods, and increased job satisfaction among mentees. The mentor-mentee interaction typically follows the universal traditional formula of a one-to-one relationship. However, the mentoring system has undergone significant changes, particularly in addressing challenges related to distance learning during the COVID-19 pandemic. Consequently, e-mentoring, which utilises innovative communication tools, has emerged as a new method for establishing mentor-mentee relationships. This study compares traditional mentoring with e-mentoring and proposes novel applications for e-mentoring in various organisations, including educational institutions of the Ministry of Internal Affairs of the Russian Federation. The research aims to determine the current effectiveness of e-mentoring in these institutions. The methodology includes a review and analysis of scientific literature on mentoring, generalisation and systematisation of findings, and surveys and questionnaires administered to distance learning students who are employees of internal affairs bodies. The study defines the core concepts and characteristics of both traditional and e-mentoring. It examines the advantages of both formats, highlights the positive and negative aspects of e-mentoring, and suggests potential ways to enhance its effectiveness. The authors identify the scope of application for e-mentoring and the necessary technologies for its implementation in educational institutions of the Ministry of Internal Affairs of the Russian Federation.
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