The relationship between short-term mentoring benefits and long-term mentor outcomes

Little is known about the short- and long-term benefits mentors gain from their mentoring relationships. This study examined the extent to which short-term proximal benefits reported by mentors (improved job performance, recognition by others, rewarding experience, and loyal base of support) predicted the long-term distal outcomes of mentor career success, work attitudes and behavioral intentions to mentor in the future. Mentors’ reports of short-term mentoring benefits significantly predicted their work attitudes and their intentions to mentor again in the future, but were unrelated to their career success. Upon closer inspection, short-term instrumental mentor benefits (improved job performance, recognition by others) were more important in predicting mentor work attitudes, whereas short-term relational mentor benefits (rewarding experience, loyal base of support) were more important in predicting intentions to mentor in the future. Implications for mentoring theory, future research, and practice are discussed.     

Achievement and avoidance motivational orientations in the domain of mentoring

To extend research on fundamental motivational orientations into a new domain, we explored the achievement (positive) and avoidance (negative) orientations of formal organization-based mentors and protégés as joint predictors of personal learning experienced by both parties. We also examined the extent of mentoring functions provided by mentors as a hypothesized partial mediator. Regression analyses of 8-month data from 61 dyads revealed that mentors’ personal learning was predicted by protégés’ achievement (positive) and avoidance (negative) orientations, whereas protégés’ personal learning was predicted by their own achievement orientation (positive). Although the extent of mentoring functions facilitated personal learning equally among mentors and protégés, it did not function as a mediator. Finally, mentor-protégé congruence on achievement orientation had implications for the personal learning of protégés.     

Mentoring support and power: A three year predictive field study on protégé networking and career success

Career success of early employees was analyzed from a power perspective and a developmental network perspective. In a predictive field study with 112 employees mentoring support and mentors’ power were assessed in the first wave, employees’ networking was assessed after two years, and career success (i.e. income and hierarchical position) and career satisfaction were assessed after three years. Networking was the most robust predictor of career success. Mentoring received predicted career satisfaction and its effects on objective career success were mediated by networking. Further, mentoring by a powerful mentor predicted objective career success beyond networking. Based on previous findings we argue that these findings underscore the critical relationship between early career employees’ networking behaviors and mentoring received.     

Antecedent Selection: Comparing Simplified and Typical Verbal Antecedents for Children with Autism

This study measured the differential effects of simplified and typical verbal antecedents on acquisition of picture discriminations for four preschool children with autism. During baseline probes, participants emitted no correct selection responses to pictures of common stimuli during either simplified or typical verbal antecedent conditions. Using an adapted alternating treatments design during training, instructors presented a simplified verbal antecedent (i.e., “Give me car”) or a typical verbal antecedent (i.e., “One of these is a car. Which one is it?”), and differentially reinforced participants’ correct selection responses given the target picture and two non-targets. Results showed that one participant emitted more correct responses during simplified than typical verbal antecedent conditions, one participant emitted more correct responses during typical than simple verbal antecedent conditions, and there was no clear difference for the other two participants.     

工业与组织心理学中的集体效能感

集体效能感是指团体成员对于团体成功地完成特定任务或取得特定水平成就的能力的共同信念,其测量方法主要有自我效能感总和法、个体评估平均法和团体讨论法等三种。在影响效果方面,集体效能感可以有效地预测绩效以及其他一些工作态度和行为变量,但过高的集体效能感也会产生负面作用;在影响因素方面,团体规模和团体间竞争等团体内外部因素均能显著影响集体效能感,并且目标设定训练等干预措施也能显著提高集体效能感。文章最后指出未来的研究有必要加强对新型团队中的集体效能感、集体效能感的动态变化等五方面问题的探讨     

The Test of Time in School-Based Mentoring: The Role of Relationship Duration and Re-Matching on Academic Outcomes

The influence of match length and re-matching on the effectiveness of school-based mentoring was studied in the context of a national, randomized study of 1,139 youth in Big Brothers Big Sisters programs. The sample included youth in grades four through nine from diverse racial and ethnic backgrounds. At the end of the year, youth in intact relationships showed significant academic improvement, while youth in matches that terminated prematurely showed no impact. Those who were re-matched after terminations showed negative impacts. Youth, mentor, and program characteristics associated with having an intact match were examined. Youth with high levels of baseline stress and those matched with college student mentors were likely to be in matches that terminated prematurely, while rejection-sensitive youth and mentors who had previous mentoring experience were more likely to be in intact relationships. Implications for research and practice are discussed.     

La recherche psychosociale sur le processus d’innovation individuelle et d’équipe: un bilan des connaissances

The enterprises’ competition depends on motivation and actions from individuals and work teams who answer to their job demands and task in every day. The management in the world stimulate the employees to be proactive and innovate for coping and manage the changes and market demands. It is important to analyse and understand the factors which are able to activate the process through with the individuals contribute to innovation in the work context, and understand how the process can develop in the organisation for produce generation and realisation of innovations. These last years, the research in individual and team innovation is advanced. This article presents a synthesis of certain antecedents of the innovation process at individual and team level. It suggests new avenues of research on the innovation behavior based on multilevel research.     

An approach to novice driver training

IntroductionBased upon neuroscience findings relevant to emerging adults, this paper considers 12 cognitive and behavioural features of young drivers’ performance and possible ameliorative strategies to address them.Literature findingsEvidence is explored on the extent to which each has been identified and evaluated in respect of young driver training and education in driving performance. The paper considers the extent to which each of these contributions to young driver safety is feasible and has been adopted, identifying those for which further development and implementation is required.DiscussionBased upon neuroscience findings as well as the evidence summarised in this paper, it concludes with an outline of an –“ideal”– training program for young novice drivers.     

A moderated mediation model of e-mentoring

Based on a longitudinal sample of 1381, this study develops and tests a moderated mediation model of electronic mentoring (e-mentoring). Results show evidence that frequency of interaction between protégés and mentors mediates the relationships between program antecedents (the protégé’s previous internet experience and initial motivation to participate) and program outcomes of general self-efficacy and task-efficacy. In addition, the protégé’s general self-efficacy prior to starting the program was found to moderate the relationships between protégé and mentor interaction frequency and program outcomes of task and general self-efficacy. Unexpectedly, having mentors in the past was not significantly related to program outcomes. Practical implications and future areas of research are identified and discussed.     

The impact of role modeling on protégés' personal learning and work-to-family enrichment

The present study investigates the impact of role modeling as perceived by protégés on their personal learning (i.e., relational job learning and personal skill development) and work-to-family enrichment (WFE). Results from a two-wave field survey of 173 protégés in the People's Republic of China indicate that role modeling positively affects relational job learning and personal skill development. However, personal skill development rather than relational job learning was found to be positively related to WFE and to mediate the relationship between role modeling and WFE. The theoretical and managerial implications of these findings are discussed.