1. West-Coast Networking Conference
December 4 – 5, 2014
Simon Fraser University, Harbour Centre campus,Vancouver
KC Hui (Ziggy)
EdD Candidate, Faculty of Education, SFU.
EdD (ABD), CCDP, MSc. MSIS, BA (Hon), NLP.
Employment Mentoring Program
for Internationally Trained Professionals
– the Mentees’ and Mentors’ Perspectives
2. Preamble
Some reports show that mentoring can
improve employment outcomes for
InternationallyTrained Professionals (ITPs)
This research explored the career
development and mentoring expectations of
ITPs who are currently living in B.C.
Prepared by Ziggy Hui (SFU EdD Candidate)
3. Theoretical Framework
The research used Kram’s (1985)
mentoring model as a theoretical
framework to analyze the career and
psychosocial functions of mentoring.
These functions are believed extremely
helpful in assisting the ITPs to find
appropriate employment and build their
professional networks in Canada.
Prepared by Ziggy Hui (SFU EdD Candidate)
4. Mixed Research Method
Beyond the online surveys and one-on-
one interviews, the research also elicited
four stories from the mentees regarding
their job search progress in B.C. as well
as their experiences with the
Employment Mentoring Program (EMP).
Prepared by Ziggy Hui (SFU EdD Candidate)
5. Two major research objectives:
To explore the career challenges and
mentoring expectations of the ITPs since
their arrival in B.C.
To understand the outcomes of the EMP
from the perspectives of the mentees and
mentors, in order to get a better idea to
improve future mentoring initiatives.
Prepared by Ziggy Hui (SFU EdD Candidate)
6. Key Findings from the perspectives of the mentees
1. Reasons for coming to Canada
Family reunion, better future, better environment, and Cultural Diversity
2. Challenges and concerns in looking for a job
Unable to find employment; unfamiliar with Canadian culture; and language barrier; credentials are not
recognized; lack of networks
3. Expectations from the mentorship
Direct talk with professionals, extension of social networks and professional contacts, and encouragement
4. Mentoring experiences
Advice & guidance; preference for 1-on-1 mentoring; preference for group mentoring with peer support;
learning from the mentor’s stories and gaining confidence; and importance of the EMP Coordinator’s role
5. Functions of mentoring
Role modelling, improved job search skills, exchange of information and experiences, presentation
opportunities, and friendship
6. Learning outcomes
Volunteering, taking initiative, developing a positive outlook, persistence, confidence in pursuit of career
goals, mutual benefits of the mentorship, developing friendship, and extended personal networks
7. Additional findings
Conflicting information, luck, balancing interests, and time for friendship development
7. Key Findings from the perspectives of the mentors
1. Mentor perceptions of the reasons that mentees elected to come to Canada
1. Better life, 2. Better education for the next generation, 3. Family reunion and 4. Ease of immigration
2. Mentor perceptions of challenges faced by new immigrants
1. Employment difficulties, 2. Language Barriers, 3. Lack of Canadian Experience, 4. Problems in having
credentials and former education recognized, and 5. Isolation and lack of networks.
3. Functions of Mentoring
1. Enlightening, 2. Coaching, 3. Guidance and Encouragement, and 4. Networking empowerment.
4. Expectations from the Mentorship
1. Mutual benefit: Getting connected, 2. No clear expectations, and 3. Adjust mentees’ attitudes
5. Mentoring Experiences
1. Setting up expectations, 2. Understanding newcomer challenges, and 3. Providing guidance and sharing
information
6. Learning outcomes
1. Satisfaction, 2. Friendship, and 3. Leadership potential.
7. Additional findings
1. Personal Reinvention, 2) Consistent funding and job shadowing opportunities, 3. Mentoring touch
points, 4. Employers looking for trainable persons, 5. Report learning outcomes to the mentor, 5. Mentee-
driven mentorships, 6. Multiple mentors, 7. Mentees should know their rights, 8. Emotional intelligence
(soft skills), 9. Uncertainty about abilities and loyalty, 10. Employment readiness.
8. Mentoring Outcomes vs. Kram’s Model
Prepared by Ziggy Hui (SFU EdD Candidate)
Career Psychosocial
• Networking • Role modeling
• Exposure-and-Visibility • Role Modeling
• Coaching • Encouragement
• Coaching • Acceptance-and-Confirmation
• Reviewing resume • Counselling
• Sponsorship • Counselling
• Interview skills • Friendship
• Protection • Friendship
• Labour market info.
• Challenging Assignments
9. Discussions and Recommendations
The relationship between mentors and
mentees might be characterized more as a
collegial or modified peer interaction rather
than as a prototypical mentorship involving a
novice mentee and a more experienced
mentor.
Employers should recognize the benefits to
employees who volunteer to be mentors
and encourage their senior staff to volunteer
as mentors helping newcomers.
Prepared by Ziggy Hui (SFU EdD Candidate)
10. Discussions and Recommendations
Governments should also recognize the
benefits that mentoring activities can bring
to newcomers by helping them to become
productive members of the society.
Encouraging the staff of government agencies
to be volunteer mentors by providing some
incentives such as granting time-off for the
time spent by volunteer mentors.
Prepared by Ziggy Hui (SFU EdD Candidate)
11. Discussions and Recommendations
Mentees should be encouraged to play
active, participatory roles in mentoring
relationships, and to take more initiative to
shape the mentoring process (Mentee-
Driven Approach).
Governments might consider granting tax
reduction or other subsidies to encourage
employers to provide opportunities for
internships, practicum, or job shadowing for
newcomers.
Prepared by Ziggy Hui (SFU EdD Candidate)
