Impact of a College Student Academic Mentoring Program on Perceived Parental and Teacher Educational Involvement

This article examines the hypothesis that academic mentoring of college students improves perceived parental and teacher educational involvement. College students were randomly assigned to a 1‐year academic mentoring program (protégés, n = 150) or a control group (n = 167) and completed questionnaires before, during, and after the intervention. Protégés perceived greater levels of parent and teacher educational involvement than did participants from the control group. However, the impact of the mentoring program on perceived parental involvement was found only among students who reported a secure relationship with their parents. Additional analyses suggest that some of these improvements were related to quality of the working alliance between mentors and protégés and to supportive behaviors exhibited by mentors during the intervention.     

Is Being a Good Learner Enough? An Examination of the Interplay Between Learning Goal Orientation and Impression Management Tactics on Creativity

This study explores how protégés’ learning goal orientation (LGO) and impression management (IM) tactics interact to explain mentors’ provision of mentoring functions and ultimately, protégés’ creativity. Using longitudinal data from 917 mentor–protégé dyads participating in an 8‐month mentoring program, we found that protégés’ mentor‐focused and self‐focused IM tactics strengthened the relationship between protégés’ LGO and the extent of mentoring provided by mentors, whereas job‐focused IM tactics weakened this relationship. Moreover, these IM tactics moderated the indirect effect of protégés’ LGO on protégés’ creativity through the extent of mentoring provided by mentors. Implications for organizational theory and practice are discussed.     

Mentor functions and outcomes: a comparison of men and women in formal and informal mentoring relationships.

The authors examined the effects of the type of mentoring relationship and the gender composition of the relationship on mentoring functions and career outcomes reported by 352 female and 257 male protégés. Protégés of informal mentors viewed their mentors as more effective and received greater compensation than protégés of formal mentors. Protégés with informal mentors also received more career outcomes than nonmentored individuals, but no significant differences were found between nonmentored and formally mentored individuals. The gender composition of the relationship affected mentoring functions and outcomes, and protégé gender interacted with the type of relationship to affect mentoring functions.     

What affects willingness to mentor in the future? An investigation of attachment styles and mentoring experiences

This study examined the influence of attachment styles and mentoring experiences on willingness to mentor in the future in a formal mentoring program in China. For both mentors and protégés, avoidance and anxiety dimensions of attachment styles and their interaction had a significant influence on willingness to mentor in the future. Mentoring experiences explained unique variance in willingness to mentor beyond attachment styles. Crossover analysis of matched mentor–protégé pairs showed that mentoring functions fully mediated the mentor avoidance – protégé willingness to mentor relationship. The interaction between protégé avoidance and anxiety was directly related to mentor willingness to mentor in the future. Directions for research and implications for managerial practice are provided.     

The Importance of Interpersonal Similarities in the Teacher Mentor/Protégé Relationship

The present study assessed the effect of interpersonal similarities between mentors and protégés in a large formal teacher mentoring program. The dependent variables included protégés’ satisfaction with the services provided by the program and perception of the program as influencing the decision to continue as a New York City Public School teacher. Two years of responses to surveys indicated that mentor-protégés similarities, most notably in the relatively intangible areas of outside interests, teaching styles, or personality types, fostered stronger relationships between mentors and protégés.     

Boundaryless Mentoring: An Exploratory Study of the Functions Provided by Internal Versus External Organizational Mentors1

The changing nature of careers suggests that mentors and protégés may work in different employment settings. Little research has examined whether mentoring relationships that are interorganizational are as enriched, in terms of mentoring functions provided and received, as those that are intraorganizational. The present study examines the effect of the mentor's employment setting on both protégé and mentor reports of career support, psychosocial support, and role modeling received or provided. Data were collected via questionnaire from mentors and protégès in 2 computer technology firms. Results from a MANCOVA controlling for protégé gender and duration of relationship indicate that protégés whose mentors work in the same employment setting as themselves reported more career and psychosocial support than did protégés whose mentors work in a different setting. Results are discussed in view of current career structures.     

Factors Related to Mentor Reports of Mentoring Functions Provided: Gender and Relational Characteristics

In this study we examined the relationship between mentor gender, protégé gender, mentorship characteristics (e.g., mentorship type, mentorship duration, mentor experience), and mentoring functions provided as reported by mentors. Drawing on research regarding diversified mentorships and interpersonal relationships, we proposed that mentoring effectiveness would vary as a function of the gender of the mentorship participants and the characteristics of the relationship. As hypothesized, several interesting gender differences emerged from the data. Male mentors reported providing more career mentoring to their protégés, whereas female mentors reported providing more psychosocial mentoring. Contrary to expectations, mentors in informal mentorships did not report providing more mentoring than did mentors in formal mentorships. The findings demonstrate the importance of examining mentoring from the perspective of the mentor.     

Mentor status,occupational context,and protégé career outcomes: Differential returns for males and females

We report two studies examining the moderating effects of mentor status and protégé gender, along with the moderating role of occupational context, in the relationship of mentoring with protégé career outcomes. Our research replicates and extends previous findings, especially those by Ramaswami et al. (2010b). Results from Study 1 indicated that business school alumni with senior-male mentors earned more compensation than those with no mentors. Additionally, a 3-way interaction (protégé gender × senior-male mentor × occupation type) indicated that the senior-male mentor effect for compensation was especially prominent for females in male-gendered occupation types. Study 2, conducted in an aerospace manufacturing firm comprising both a male-gendered occupation and industry context, confirmed mentor-status by protégé gender interaction for compensation. Female protégés with senior mentors received more compensation than females with no mentors, and also more compensation than males with senior mentors. In contrast, protégés with “other” (not senior) mentors received less compensation than those with no mentors, with this negative effect being especially strong for females. Taken as a whole, these results confirm the importance of mentor status for protégé career success. The results also underscore the importance of considering both mentor attributes and work context in understanding male and female protégés' career returns from mentoring.     

Mentoring and Psychological Contract Breach

Purpose

Mentoring and psychological contracts are related and important organizationally based social exchange relationships. Research indicates that social support from internal mentors might buffer the negative effects of psychological contract breach (PCB), but less is known about the possible negative influence that mentors might have on psychological contracts. This study investigates protégés' perceptions of their mentors?? failure to fulfill mentoring obligations and protégés?? perceptions of PCB. Because either the formality of the mentoring relationship or the supervisory status of the mentor might serve as additional signals of the mentor??s status as an organizational agent, and, therefore, exacerbate the negative association between mentoring breach and PCB, both are investigated as potential moderating variables.

Design/Methodology/Approach

A sample of 144 protégés from various occupations completed a questionnaire assessing mentoring breach, PCB, job satisfaction and organizational commitment.

Findings

Results indicate the relations between mentoring breach and the outcome variables of interest were mediated by PCB, and that the relation between mentoring breach and PCB is stronger in supervisory mentoring relationships. A similar result was expected, but not confirmed, for formal mentoring relationships.

Implications

The current study provides evidence that the actions (or inactions) of mentors contribute to PCB and related negative outcomes. Such knowledge might encourage organizations to provide training to potential mentors in managing the mentoring relationship to minimize the probability of mentoring breach.

Originality Value

The current study is the first to examine the potential negative effect that mentoring relationships might have on protégé psychological contracts.     

Mentors' perceptions of negative mentoring experiences: scale development and nomological validation

Three studies were conducted to develop a psychometrically sound, multidimensional measure of mentors' perceptions of negative experiences with their protégés. In Study 1, items were developed, and content-related validity was established. In Study 2, CFA was used to establish the dimensionality of the new measure. Construct-related (convergent and discriminant) and criterion-related validity evidence were also obtained by using data from matched mentor-protégé dyads. Study 3 replicated the factor structure of the instrument and provided additional validity evidence by using a sample of female academic mentors. The findings are discussed in terms of broadening the scope of mentoring research to consider the mentor's perspective of relationship problems and dyadic processes in mentoring relationships.     

A dyadic examination of the role of relationship characteristics and age on relationship satisfaction in a formal mentoring programme

Research was conducted to test ideas derived from Wanberg, Welsh, and Hezlett's (2003) dynamic process model of formal mentoring to examine (1) the role of respect and communication in mentorship relationship satisfaction, and (2) whether the age of the mentor or the protégé would impact those relationship qualities. The sample was comprised of 117 matched mentor–protégé pairs from an organization's formal mentoring programme. We received survey data from both partners and used the Actor–Partner Interdependence Model to examine individual and dyadic effects. Data suggest that protégés' respect for the mentor and communication quality, as perceived by both partners, were independent predictors of mentorship relationship satisfaction. Protégés rated their relationships as more satisfying than did their mentors. Hypotheses regarding age differences in relational qualities were not supported. We suggest that researchers continue to examine formal relationships at the dyadic level, and that practitioners designing formal mentoring programmes consider interventions to enhance communication and respect.     

Similarity on Sports Sidelines: How Mentor–Protégé Sex Similarity Affects Mentoring

This study examined the effects of mentor–protégé similarity (sex and attitudinal) and relationship duration on the quantity of mentoring (psychosocial and career) received. Survey data collected from 97 National Collegiate Athletic Association Division I women’s basketball head coaches in the USA indicated both types of similarity were associated with the receipt of more psychosocial and career mentoring as assistant coaches. Those who had White male mentors also reported receiving more career mentoring than those with sex dissimilar mentors. Finally, the effects of sex similarity were significantly weaker in longer than in shorter mentoring relationships.     

How the Performance of Mentoring Activities Affects the Mentor's Job Outcomes

Peer mentoring occurs in a sales force when a more experienced salesperson (mentor) takes responsibility for the development and guidance of a less experienced salesperson (protégé). Few studies have examined how this work relationship affects the mentor. This study explores the relationships between the mentoring activities performed by the mentor and the benefits that are achieved for the mentor. Data was collected from real estate salespeople who indicated they were serving as mentors. The exploratory findings demonstrate that the different activities performed by a mentor could affect the benefits received by the mentor. For example, providing a protégé with exposure to others in the organization rejuvenates the mentor's career and improves some aspects of the mentor's satisfaction. Helping the protégé with his or her selling skills has a positive impact on several aspects of the mentor's own performance. Results help explain why an experienced salesperson might choose to mentor.     

师徒间相似性对师傅指导意愿的影响

师徒相似性是师徒配对研究的重要内容。研究以156名大学生为被试,采用实验法考察了师徒之间性别和种族这两种浅层的相似性以及师徒间人格特征这种深层的相似性对师傅指导徒弟意愿的影响。实验中被试承担师傅的角色,对不同性别、种族和人格特征的徒弟做出评价。实验结果表明师徒间的性别、种族和人格的相似性显著影响师傅的指导意愿。师傅对与自己具有相似性别、种族和人格的徒弟的指导意愿显著高于与自己不相似的徒弟。研究结果支持了相似—吸引理论对师徒关系研究的解释力,对我国现代组织中师徒制的实践具有借鉴意义。     

Mentor-protégé commitment fit and relationship satisfaction in academic mentoring

Based on a sample of students and their faculty mentors, this study examined how the fit between mentor and protégé levels of commitment is associated with both partners’ relationship satisfaction. Mentoring dyads were classified into groups according to fit between partners’ commitment, and relationship satisfaction was compared across groups. Overall, results provided partial support for our hypothesis that mentors and protégés report greatest satisfaction when commitment levels are mutually high. Specific results varied depending on the source of reported commitment levels (i.e., mentor vs. protégé reports). Implications are discussed in terms of the importance of both mentor and protégé commitment.     

GENDER,MENTORING, AND CAREER SUCCESS: THE IMPORTANCE OF ORGANIZATIONAL CONTEXT

This study examines the moderating effects of protégé sex and organizational context on relationships between senior-male mentors and objective and subjective career outcomes among midcareer managers and professionals. Extending signaling theory, and using a 3-way interaction, we found that associations between senior-male mentoring, cash compensation, and career progress satisfaction were greatest among women working in male-gendered industries. By contextualizing the protégé sex-by-mentoring interaction and by considering key mentor attributes, the results of this study provide important insights into where, why, and for whom access to a senior-male mentor is related to career success and contribute to building more complete models of the career attainment process.     

The Older Woman as Sage: The Satisfaction of Mentoring

Mentoring is important to the personal and professional lives of many developing professionals, but it is also beneficial in numerous ways to the mentor. This article focuses on the benefits of mentoring from the mentor's prospective, including satisfaction in seeing protégées succeed and empowerment of both the mentor and protégée. This article showcases the importance of being a mentor, the impact mentoring has on developing psychologists, and how mentoring sustains older women's connections and contributions to their field. The authors discuss what mentoring is, what mentors do, how to become a mentor, and the benefits of being a mentor. How one becomes a mentor in various work settings including academia is also discussed, as are concerns regarding inappropriate mentoring relationships and how to improve the quality of the mentoring relationship. The authors suggest that becoming a mentor can be empowering for women clients as well as therapists.     

Training Young Adult Peers in a Mobile Motivational Interviewing‐Based Mentoring Approach to Upstream HIV Prevention

Mentoring relationships are characterized by a sustained, high quality, and skill‐building relationship between a protégé and mentor (Handbook of Youth Mentoring, Los Angeles, SAGE, 2014). Within prevention science, youth mentoring programs emphasize creating a specific context that benefits a young person. Program‐sponsored relationships between youth and adults allow for creating a mentor–mentee partnership, but do not require the establishment of a strong bond in order to deliver prevention‐focused activities and experiences (Handbook of Youth Mentoring, Los Angeles, SAGE, 2014). Motivational Interviewing (MI) is a counseling style used widely to promote health behavior change and in prevention interventions. As part of an upstream approach to HIV prevention, we combined mentoring and MI by training peer mentors to use MI skills in their interactions as part of a large RCT of a mobile life skills intervention for adolescent men who have sex with men (AMSM). Our training model developed for training peer mentors in MI skills resulted in peers reaching and exceeding established MI fidelity thresholds (e.g., mean percentage of complex reflections = 80%, mean reflection to question ratio = 2.2:1). We offer reflections on lessons learned and future directions for those researchers and practitioners who may benefit from adapting this blended approach for mentoring AMSM.     

Formal Mentoring in Military Academies

We examined the relationship between mentoring functions and protégé outcomes in formal mentoring relationships in military academies. A total of 424 (listed as 424 under Method) freshmen and 659 senior cadets from six different military academies participated in the survey. Results of hierarchical multiple regression analyses suggest that career mentoring was positively related to mentor satisfaction and participants' provision of career mentoring to their protégés. Surprisingly, career mentoring was negatively related to freshmen's commitment to a military career. We found that psychosocial mentoring was positively related to mentor satisfaction and participants' commitment to a military career, leadership competency, and provision of psychosocial mentoring to their protégés. Furthermore, psychological mentoring was negatively related to stress. We discuss these findings and their implications for mentoring research and practices in the military.     

Future Colleague or Convenient Friend: The Ethics of Mentorship

Student mentoring is a common and often encouraged practice within graduate psychology and counseling programs. Although both mentors and protégés typically report multiple benefits from the practice, the mentoring relationship is also subject to a variety of ethical issues. The author presents a brief overview of professional literature regarding mentoring relationships, including key features and stages of development of these relationships, and then addresses potential ethical concerns. Guidelines and implications for ethical mentoring practice are also presented to encourage more specific attention to this vital component of counselor training.