Understanding the difference, makes the difference:Perceptions of Black and Minoritised Ethnic Occupational Therapists on mentoring.

Question

1. What is the impact of mentoring on career outcomes for BME Occupational Therapists?

2. What are the benefits of using online focus groups for researching mentoring and career progression among BME Occupational Therapists?

3. When did participants choose focus group dates?

4. What role do role models play in career progression?

Accepted Answer

The impact of mentoring on career outcomes for BME Occupational Therapists is significant. Mentoring is associated with positive outcomes related to attitudinal, health-related, relational, motivational, and career outcomes. Studies have shown that mentoring can lead to more positive career outcomes, such as career advancement and progression. However, the success of mentoring outcomes depends on the relationship between the mentor and mentee, with greater similarity between them leading to more positive outcomes. BME Occupational Therapists may have different expectations from their mentors, with some seeking coaching and feedback, while others prefer an understanding mentor who provides empathy, guidance, and strong values. Therefore, research exploring BME Occupational Therapists' experiences and perceptions of mentoring is crucial to understand its effectiveness and to identify whether mentoring is viewed as a positive intervention for career progression.

Accepted Answer

Online focus groups offer several benefits for researching mentoring and career progression among BME Occupational Therapists. Firstly, they enable inclusivity by removing barriers to travel and being cost-effective in terms of both finance and time. This allows researchers to recruit participants from wide geographical areas, providing a UK-wide view of mentoring. Additionally, online focus groups facilitate the inclusion of BME therapists who may not have engaged with any a-nity groups. Secondly, online focus groups encourage active participation by limiting the number of participants per group and ensuring a diverse mix of participants. The format of data generated from online and face-to-face focus groups is similar, ensuring the validity of the research findings. Moreover, online focus groups allow for the use of two facilitators and an observer to ensure the psychological wellbeing of participants, especially when discussing sensitive topics. The flexibility of online focus groups also enables researchers to schedule sessions at convenient times for participants who are employed, with a mix of day-time and evening times on different dates. Overall, online focus groups provide a valuable research method for understanding the perspectives of BME Occupational Therapists on mentoring and career progression.

Accepted Answer

Participants randomly picked a focus group date they found convenient to attend. The Occupational Therapy in the UK is a small profession, and to protect the anonymity of participants, location and detailed ethnicity details were not presented. This approach ensured a diverse and unbiased selection of participants for the focus groups.

Accepted Answer

Role models play a significant role in career progression, especially for BME occupational therapists. Participants in focus groups highlighted the absence of relevant role models they could look up to, which was rooted in the lack of available opportunities and their confidence. Decisions on workplace choice were sometimes based on representation and diversity, with some participants choosing a diverse team over other options. Imposter syndrome and past experiences of career progression being difficult were also discussed. Participants expressed the desire for a role model and mentor who could provide support, particularly someone who looked like them and understood their experiences. However, having a mentor from an ethnic background was not seen as sufficient, as some participants felt neglected or excluded by other White OTs in the work environment. The lack of support from BME occupational therapists in leadership positions was also mentioned. Overall, role models and mentors play a crucial role in providing guidance, support, and representation for BME occupational therapists in their career progression.

Accepted Answer

Participants valued skills such as listening, impartiality, preparedness to challenge, understanding of the mentee, authenticity, integrity, and solidarity in a good mentoring relationship. These skills were highlighted by participants in focus groups, emphasizing the importance of these qualities in establishing a successful mentoring relationship. The ability to listen and understand the mentee's needs, maintain impartiality, and challenge ideas constructively were seen as crucial for fostering a supportive and growth-oriented environment. Authenticity and integrity were also valued, as they contribute to building trust and a safe space for open discussions. Solidarity, on the other hand, was seen as a way to create a sense of community and support among mentees, enhancing the overall mentoring experience.

Accepted Answer

Similarity in appearance, understanding, and lived experience between mentors and mentees is crucial for effective mentoring relationships. Participants emphasized the need for mentors to relate to the mentees' backgrounds and experiences. Having a mentor from the same race or background can help bridge cultural differences and foster a deeper connection. However, it is not always necessary for mentors to look the same as their mentees. Shared experiences and mutual understanding can also contribute to successful mentoring. Despite the importance of similarity, some participants expressed disappointment when they encountered mentors who did not fully understand or support their unique experiences. Overall, similarity in mentor-mentee relationships can enhance communication, trust, and learning opportunities.

Accepted Answer

The key aspects of mentoring outcomes for BME Occupational Therapists include the importance of trust, the need for mentors to provide empathy, guidance, and strong values, and the significance of managing racism within mentoring relationships. Our research findings suggest that BME therapists prioritize trust in mentoring relationships and value mentors who can share personal and professional experiences while acting as advocates. Additionally, the management of racism is an essential aspect of everyday work practice that should be considered within mentoring. The study also highlights the importance of similarity between mentors and mentees, as well as the need for compatibility in terms of personality, values, and working styles. Furthermore, the absence of BME role models in Occupational Therapy and the potential impact of ingroup bias on career progression are areas that require further exploration. Based on these findings, it is recommended to create an Athena Swan-type charter for mentoring BME healthcare workers to ensure equitable access to resources, including mentoring and networking opportunities.

Accepted Answer

This study explored perceptions of BME OTs on factors that hinder and or advance mentoring relationships. These findings will likely resonate with other health and care professional groups and hopefully acts as a beacon call to inspire additional support and equitable access to mentoring and career progression for other minoritised health and care professionals. Due to current professional demographics, cross-race mentoring is likely to continue, however there needs to be a reflection on how supporting mechanisms are put in place to manage racial and cultural differences during mentoring, which thereby may impact on career progression and additional role modelling. Relationships and trust are critical to this process and without trust and allyship mentoring outcomes may not be achieved.

Understanding the difference, makes the difference:Perceptions of Black and Minoritised Ethnic Occupational Therapists on mentoring.

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Most frequently asked questions

1. What is the impact of mentoring on career outcomes for BME Occupational Therapists?

2. What are the benefits of using online focus groups for researching mentoring and career progression among BME Occupational Therapists?

3. When did participants choose focus group dates?

4. What role do role models play in career progression?

5. What skills are valued in a good mentoring relationship?

6. Why is similarity important in mentor-mentee relationships?

7. What are the key aspects of mentoring outcomes for BME Occupational Therapists?

8. What factors hinder or advance mentoring relationships for BME OTs?

References

Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups

Basics of qualitative research: Techniques and procedures for developing grounded theory, 3rd ed.

Focus Groups as Qualitative Research

Health professionals for a new century: transforming education to strengthen health systems in an interdependent world

Social Identity and Self-Categorization Processes in Organizational Contexts

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