Developmental relationships and managerial promotability in organizations: A multisource study

Managers are now focusing on developmental relationships by providing career-related mentoring to their direct reports, but research is lacking in showing whether such mentoring is in fact related to outcomes that benefit the manager. This study investigates whether self- and direct report ratings of the extent to which focal-managers provide career-related mentoring are associated with perceptions of their promotability as perceived by their bosses (n = 1623) and peers (n = 1597). Results of hierarchical regression indicated that both self- and direct report ratings of focal-managers' career-related mentoring were significant and positively related to boss and peer ratings of focal-managers' promotability. Within a self-other rating agreement framework, results of polynomial regression indicated that higher ratings of career-related mentoring by focal-managers and their direct reports were positively related to both boss and peer ratings of focal-managers' promotability. Furthermore, underrating (i.e., when self-ratings are lower than direct report ratings) was more positively related to promotability than overrating (i.e., when self-ratings are higher than direct report ratings).     

Supervisory mentoring and employee affective commitment and turnover: The critical role of contextual factors

Past research has largely ignored the role of contextual factors in the relationships between supervisory mentoring and individual and organizational outcomes. In order to fill this void, we investigate how job scope and career and development opportunities, two critical contextual factors, moderate the supervisory mentoring-affective commitment-turnover links. Integrating social exchange theory with insights from situational approaches to leadership, we hypothesized that (a) job scope would interact with supervisory mentoring in predicting affective commitment and (b) career and development opportunities would interact with affective commitment in predicting turnover such that the conditional effects of supervisory mentoring on turnover would be stronger at high levels of these contextual moderators. Results of a study conducted with a sample of 228 business alumni, using 15-month voluntary turnover as outcome, supported our predictions. We discuss the implications of these findings for mentoring research and practice.     

Examining Leadership With American Counseling Association Presidents: A Grounded Theory of Leadership Identity Development

In a grounded theory study, the authors examined the leadership identity development of 12 past presidents of the American Counseling Association. Using individual interviews, the authors identified 3 interactional themes that form a theoretical framework for leadership identity development: (a) influence, motivation, and support to lead; (b) leadership skills; and (c) reinforcing experiences. Implications for counselors and counselor educators are offered.     

Urban American Indian Community Perspectives on Resources and Challenges for Youth Suicide Prevention

American Indian (AI) youth have some of the highest rates of suicide of any group in the United States, and the majority of AI youth live in urban areas away from tribal communities. As such, understanding the resources available for suicide prevention among urban AI youth is critical, as is understanding the challenges involved in accessing such resources. Pre‐existing interview data from 15 self‐identified AI community members and staff from an Urban Indian Health Organization were examined to understand existing resources for urban AI youth suicide prevention, as well as related challenges. A thematic analysis was undertaken, resulting in three principal themes around suicide prevention: formal resources, informal resources, and community values and beliefs. Formal resources that meet the needs of AI youth were viewed as largely inaccessible or nonexistent, and youth were seen as more likely to seek help from informal sources. Community values of mutual support were thought to reinforce available informal supports. However, challenges arose in terms of the community's knowledge of and views on discussing suicide, as well as the perceived fit between community values and beliefs and formal prevention models.     

Group mentoring to foster the responsible conduct of research

This article reports on a method of group mentoring to strengthen responsible research conduct. A key feature of this approach is joint exploration of the issues by trainees and their faculty research supervisors. These interactions not only help participants learn about current ethical norms for research practice, but also draw on the accumulated experience of faculty and staff about practical problems of research conduct, and help to make faculty more articulate about responsible research conduct and so better able to guide their trainees. By working with departments or laboratories as a whole the method facilitates the formulation of specific norms appropriate to particular research situations and to strengthen the group’s ability to support appropriate behavior and deal with new issues as they arise. It also gives students more ways to ask questions about research practice and to benefit from the experience of all members of their department or group as well as their own research supervisors. The method is well tested and has been well received by a wide variety of departments and research groups. It provides the means for a constructive and enjoyable response to the Public Health Service’s (PHS) new Policy on Instruction in the Responsible Conduct of Research (RCR) that requires education in the responsible conduct of research for all those funded by PHS funds, including faculty and staff as well as trainees. An earlier version of this paper was presented at a National Science Foundation sponsored conference on Mentoring and Research Values: Students as Vital Human Resources, Chicago, IL, USA, March 1995.     

海德格尔与世界问题的发生:一个"Topology"的标画

本文着重指出：是“无人称句”唤醒了海德格尔对思想的源初惊讶——而这是目前国内的海学研究还没有关注的,即“无人称句”(Eswehet,Esgibt Welt)所指引的问题。但本文不在于论证与展开海氏对这个问题的具体解决,而在于从海德格尔的现象学解释学方法勾勒出世界问题的“拓扑学”(Topology),即首先显示了他对传统世界观哲学的“拆毁”,然后他把世界问题“还原”到无人称句上,最后用形式指示方式“重建”本几的成事的世界。     

Graduate school mentoring in clinical,counselling, and experimental academic training programs: an exploratory study

This study focused on graduate student mentoring within clinical, counselling and experimental psychology programs. A nationwide survey of 336 psychology graduate students indicated that counselling students reported higher levels of socioemotional support in their mentoring relationships, as well as higher overall levels of satisfaction, compared with clinical and experimental students. Clinical and experimental students, however, reported higher levels of selected outcome variables, such as research productivity. The relationships between mentoring qualities and several outcome variables were noted and discussed. This study adds to the developing literature concerning graduate student mentoring within professional psychology training programs.     

多水平导师指导行为对员工结果的影响机制

作为一种促进员工社会化和职业发展的工具, 导师制已在各类企业中得到了广泛应用。然而, 近些年员工工作需求以及组织工作方式的变化分别对导师指导行为的作用结果和指导内容产生了冲击。一方面, 传统导师指导行为作用的研究大多限于员工职业结果; 另一方面, 传统导师制的研究仍停留在一对一的指导, 忽略了针对徒弟群体的指导。为此, 将在现实观察和理论回顾的基础上, 首先提出多水平导师指导行为的概念, 包括为徒弟群提供“一致性”指导的“群体水平指导行为”与为单个徒弟提供“差异化”指导的“个体水平指导行为”; 然后, 检验自我效能与群体认同在多水平导师指导行为对徒弟个体和徒弟群体的工作绩效与非职业结果影响的中介机制, 以及不同水平导师指导行为对徒弟(群)结果的跨层交互效应。以期填补过去导师制在作用结果(仅仅关注职业结果)和指导内容(忽略群体水平)研究上的不足, 并为企业有效实施导师制提供启示与帮助。