The role of mentoring in the learning development of the novice entrepreneur |
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Authors: | Etienne St-Jean Josée Audet |
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Institution: | (1) Universit? du Qu?bec ? Trois-Rivi?res, Institut de Recherche sur les PME, Pavillon Desjardins-Hydro-Qu?bec, bur. 1426, Trois-Rivi?res, QC, Canada;(2) Facult? des Sciences de l’Administration, Universit? Laval (Qu?bec), Pavillon Palasis-Prince, bur. 1640, G1V 0A6 Quebec City, QC, Canada |
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Abstract: | It has been recognized that learning outcomes can be divided into three general categories: Cognitive, skill-based, and affective
learning. Moreover, public organizations offer mentoring-inspired support programs to novice entrepreneurs starting a business.
This study explores entrepreneurial learning through mentoring. We have coded 53 learning outcomes acquired by novice entrepreneurs
through their mentoring relationship. These learning outcomes were analysed using the three general categories and linked
with the mentor’s way of promoting learning. Cognitive learning accounts for 62% of total learning outcomes and affective
learning makes up 35.9%, which leaves skill-based learning in a marginal position. In addition, methods used by the mentor
to ensure mentee learning affect learning content. Mentees were also asked to describe the benefits of their mentoring relationship
through discussion groups. From a cognitive learning standpoint, benefits reported by entrepreneurs include an increase in
management knowledge and skills, improved vision for their business venture and identifying new opportunities. Benefits resulting
from affective learning include a greater sense of self-efficacy, validation of one’s entrepreneurial self-image and a lowered
sense of solitude, all factors that could ultimately influence entrepreneur resilience. These results reveal the scope and
limitations of mentoring as means to support learning. |
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