Applying ISPAR Model of Service Dominant Logic on Mentoring a Part of Training and Development Function of HRM Functions

1. Introduction

Nowadays, mentoring is used widely, putting “supervision” a side in educational degrees (Price & Chen, 2003; Walkington, 2005b; Zeegers, 2005). Mentoring, if we talk about a teacher training institute in a teacher-student perspective where a student will join teaching profession, it happens when students are being placed with teachers as assistant teachers to learn, list, develop skills and then practice them in an institute where they will go and perform the same things (The Queensland College of Teachers, 2007). For this research, a wide range of literature is reviewed and many disciplines have been explored to have a look on studies which include mentoring role, need, responsibilities and context. To ensure research credibility, it is ensured that recent work is based on preferred and peer reviewed scholarly articles which outline was similar or giving us a point about our study. Although, some articles are also reviewed as they do not fit on our criteria but have something in them about how mentoring works. In some articles mentoring workplace and context is well explained and elaborated (for example Eby, McManus, Simon & Russell, 2000; Allen, 2003). The aim of the study is to examine:

• 1.

  How mentoring works in Goods Dominant Logic (GDL), its context, need and role.

• 2.

  How it will when we apply I-S-P-A-R Model in Service Dominant Logic (SDL).