Through the tutoring activity, as an accompaniment of the student to the world of work, a strong link is created with the digital mentoring: a training methodology that refers to a one-to-one relationship between a subject (with more experience) and another one (with less experience) which is a student, in order to develop the latter skills in training, work and social development and to develop self-esteem and educational-educational level, for a social reintegration.
It is implemented through the construction of a medium-long term relationship, which is intended as a guided learning path, in which the mentor (guide, support, role model, facilitator of change) voluntarily offers, in the field of tutoring, knowledge and skills acquired sharing them in the form of teaching and transmission of experience, to encourage the personal and professional growth of the mentee.
Digital mentoring aims not only at allowing the student to expand his professional and computer skills, but also at integrating them into the corporate culture and providing psychological support.
Mentoring can be carried out in various ways:

• face to face;
• e-Mentoring (distance by telematics instruments);
• Blended Mentoring (combination of face-to-face and remote contacts).

It is possible to distinguish between two types of mentoring:

• Informal: A more experienced person, not necessarily a manager or a person who plays a leading role in the corporate organization, sponsors a new employee and educates him/her in the corporate culture. These mentoring programs are designed to help new employees acclimatize faster in the organization.
• Formal: Only high potentials are given the opportunity to develop a direct mentoring relationship with a senior executive. The program aims to train new managers/leaders and develop top performers.

After a while, the student may need to separate himself from the mentor to test his preparation. This estrangement is a sign that the mentoring relationship is maturing and providing students with the skills they need to work independently. Finally, both the pupil and the mentor can redefine their relationship and thus become colleagues "of equal rank".
The presence of a Mentoring programme does not rule out the need for the company to continue with training and development programmes in order to allow the mind and to develop essential topics such as interpersonal and public communication, problem-solving and leadership techniques, technical know-how and time management.
The only difference is that the mentor is the coach. Once the mentor is aware of his role, he will understand the need for co-presence in a "traditional" formation path.