Workplace learning in mentoring (WPLM): a scale development and validation study

Purpose There is a lack of application of the adult learning theories as a framework to explore how mentors can encourage mentees to practice different workplace learning approaches. The purpose of this study is to construct and present evidence for the validity and reliability of a scale termed workplace learning in mentoring (WPLM). Design/methodology/approach Study 1 generated items for the WPLM through multiple phases, including input from graduate students ( n = 132) and subject matter experts ( n = 15). Study 2 focused on validating the scale using exploratory and confirmatory factor analyses to establish a final factor structure. A series of validation analyses (predictive, convergent and discriminatory) were conducted using regression, correlations and structural equation modeling (Sample 1 = 379; Sample 2 = 212). Findings In Study 1, the authors generated items and examined content validity, resulting in a four-factor, 20-item scale. Study 2 refined the final WPLM scale to three factors with 15 items. Validation analyses indicated that the WPLM had strong predictive, convergent and discriminatory validity. Specifically, it significantly predicted mentoring satisfaction and quality, converged with traditional, relational and negative mentorship constructs, and was distinct from relationship and personal learning in mentoring. Research limitations/implications While this study advances the understanding of WPLM, future research should explore more diverse samples, as the participants were predominantly Caucasian from the global north. Further research should also examine the role of specific work contexts and how mentors create conditions for different learning approaches. Originality/value This study highlights the importance of mentors’ role in encouraging learning as an organizational outcome that enriches employees by enhancing their knowledge, skills and abilities.