How electronic communication moderates mentor-apprentice relationships in technologically driven organizations

Our study compares how effective task-related learning and conceptual learning occur between two groups, apprentices with formal mentors and apprentices without formal mentors, in technologically driven organizations. Electronic communication is introduced as a moderator in the mentor-apprentice relationship to study its impact on the learning process of the apprentice. Our study proposes and finds that in mentor-apprentice relationships, electronic communication not only moderates non-routine creative skills through conceptual learning, but also task related learning.