STEM eMentoring at Goldman Sachs:

Reflection Paper
Why eMentoring?
In choosing an area of focus for my final project, I wanted to create a learning program that would
have real potential use for corporate recruitment strategy in the future. Goldman Sachs has been hosting
different programs geared towards undergraduate students studying STEM-related fields. While its
extremely effective to host student recruitment programs onsite (whether at the companys offices
around the world or on university campuses), utilizing technology platforms available to us today can
help to reach a greater number of students across the globe. Implementing an eMentoring program
would allow students the opportunity to have a direct line of communication and relationship with
someone in their proposed field of study. The overall goal of the eMentorship program is to create
opportunities to recruit top talent for future employment the firm and to facilitate the upward mobility of
underrepresented groups in STEM careers.
Research proves that the various kinds of mentoring relationships inspire positive development
and growth for both the mentor and mentee. Many top professional organizations strive to implement a
mentoring culture among their employees. Formal mentoring programs have the potential to act as a
significant employee development tool. Benefits of mentorships include improved job performance,
higher employee retention and the ability to groom qualified candidates for senior leadership positions
later on in their careers. Goldman Sachs has a formal mentoring program in place that allows senior and
junior level professionals to connect across the firm. Leveraging this pre-existing culture of mentorship,
I thought it would be interesting to work on improved recruitment strategy of underrepresented groups
in STEM careers.

Women and minorities are underrepresented in STEM related careers. When students are
looking to apply for jobs, theyre not necessarily thinking of the finance sector as a potential option in
their future. Exposing them to seasoned professionals at the firm is a way to give them a glimpse of the
opportunities they can potentially pursue. It also offers students a fairly comprehensive look into how the
corporate finance world operates and, if thats something that interests them, allows for the possibility of
creating an individualized plan to get there.
Why is Mentor Training Necessary?
Training and preparatory activities can be an important component in a programs success.
Training offers the opportunity to communicate program goals and expectations. It also helps prepare
both the mentor and the mentee to handle their respective roles and responsibilities effectively.
Additionally, training can be used to jump-start the building of the relationship as well as provide the
mentor and mentee with tools, behaviors, and skills that they can use to deal with unforeseen problems,
conflicts, and obstacles. It is key to ensure both parties are well equipped to participate in the mentoring
program.
Research evidence from both workplace and youth mentoring literature has proven when
training is used to prepare participants for participating in formal mentoring programs, positive
outcomes typically result. Mentors who receive preparatory training develop higher quality relationships
than those who do not receive training. Training for mentors is also associated with mentor retention and
beneficial protege outcomes.
2009: Designing Workplace Mentoring Programs: An Evidence Based Approach (Tammy D, Allen,
Lisa M. Finkelstein and Mark L. Poteet).
The Instructional Design Process

Using the ADDIE model, I was able to systematically identify a potential need, develop and
design the structure and content of the mentor training program, and create ways to implement and
evaluate training. Since most of the current Instructional Systems Design (ISD) models are spin-offs or
variations of the ADDIE model, I find its important to understand the phases of ADDIE as a solid
foundation of instructional design.
This training program is designed as an asynchronous online course hosted on the firms internal
Learning Management System (LMS). The learning objectives for this course have been tailored so they
would be strategically aligned with Goldmans core values and mission. A pre-assessment survey is
included to measure how much existing knowledge participants have with regard to mentoring
relationships. The instructional modules can be completed at a time convenient for the mentors prior to
the formal kick-off of mentoring. Training assessments for each module will be evaluated by the Human
Capital Management Training Team as they are submitted via the firms LMS. Participants will be
restricted from moving further along in the training process until modules are completed and
assessments are passed. A final assessment is included at the end of the training program to evaluate
participant satisfaction.
Constructivist Foundation
Mentoring relationships have their roots in Vygotskian constructivist thought. Together,
mentors and mentees co-create a learning environment where mentees are able to 1) receive new
content, 2) challenge and re-conceptualize their existing knowledge (internalization) and finally, 3)
externalize their newly gained knowledge. With the guidance of their mentors, mentees are encouraged
to design learning plans in which they set goals and outline the necessary course of action to achieve
them. This is reflective of a more dialectical process of teaching and learning where the focus is always on
the process of becoming what one desires to learn instead of learning in a decontextualized isolation. The

main goal is to help students reflect on his or her work, create strategies to improve and develop his or
her own internal standards, thus allowing them to take ownership of their own learning process.
The training program itself is also reflection of constructivist thought. Many online learning
environments use Web 2.0 tools to enhance communication in the form of discussion threads, blogs, and
social media to create a sense of community. This social aspect of learning is a crucial part of Vygotskys
vision of education, allowing students to co-create knowledge. The eMentor training program allows
participants to share their thoughts and experiences on the sites blog.
Conclusion
Throughout this course, I have come to discover a true interest in the process of instructional
design. Prior to this semester, Ive had limited interaction with the complex research and design
processes involved in creating a complete, cohesive learning plan. Ive enjoyed learning the course
material while simultaneously integrating them with new technological developments. I find it is a
valuable area of expertise that is applicable to formal, informal, and professional learning environments.