Mentoring programs can serve to provide junior-level managers with both technical and interpersonal skills, instruct them in the ways of the corporate culture, and acclimate the protégé to the values and expectations of the company. The development of a mentor program is discussed in relation to the program goals, criteria for selection, and methods of mentor/protégé interaction. Recommendations include communication of program goals to all participants, continuous evaluation, and the use of a long-term test period. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
"Formal mentoring programs have various goals such as talent development, improvement of employee knowledge skills and abilities, employee retention, and diversity enhancement (Eddy et al. 2001). Furthermore, formal mentorships often have contracted goals and a specifi c timeline (Murray 1991; Zey 1985), as well as guidelines for interaction frequency and interaction content (Eddy et al. 2001; Ragins et al. 2000). Finally, some formal programs offer preparatory activities such as orientation and training to help mentors and protégés understand their role, obligations and become comfortable with the mentoring process (Allen et al. 2006a, b; Eddy et al. 2001). "
[Show abstract][Hide abstract] ABSTRACT: Easy access to organizational knowledge is fundamental in dynamic environments that demand continuous fi rm adaptation. In that scenario we believe that mentors have a key role as access facilitators to knowledge in the change periods. We have developed this study aiming to explore the role and importance of mentors as knowledge access facilitators. We have approached that role in two different ways. We set apart the knowledge base in two categories: Information centers and organizational memory, accepting that mentors act differently accordingly. Based on the literature reviewed we were able to stage a three-dimensional theoretical setting (mentoring, knowledge, and change) and produce three research questions. We have addressed these research questions using an exploratory qualitative approach to fi ve different fi rms from three industries apart. This study contributes to the literature at least in two ways. Firstly, it connects the mentor fi gure to the knowledge base's access, exposing the importance of the mentor as a knowledge access facilitator during change periods. Secondly, by categorizing the knowledge base in two different ways, we are able to explicitly differentiate mentor roles accordingly.
Journal of Business Economics and Management 01/2009; 10(1). DOI:10.3846/1611-1699.2009.10.85-97 · 0.72 Impact Factor
"Average length of the mentoring relationship was .7 years for mentors and 1.1 years for protégés . This is consistent with reports that formal mentoring programs often contract relationships to last about 1 year (Murray, 1991; Zey, 1985). "
[Show abstract][Hide abstract] ABSTRACT: Mentors and protégés from two formal mentoring programs were interviewed about the benefits associated with program participation, problems encountered in the program, and recommendations for program improvements. The most commonly reported benefits for protégés included learning, coaching, career planning, and psychosocial support. Mentors most frequently reported learning, developing a personal relationship, personal gratification, and enhanced managerial skills. Both groups identified a range of problems including mentor–protégé mismatches, scheduling difficulties, and geographic distance. Unique problems were also identified, including mentor neglect (by protégés), unmet expectations (by protégés), structural separation from the mentor (by protégés), and feelings of personal inadequacy (by mentors). Finally, suggestions for program improvement were identified such as clearer communication of program objectives, better matching, targeted participation in the program, and better program monitoring. Findings are discussed in terms of what we currently know about informal mentoring and implications for mentoring theory. Suggestions for mentoring practice are also discussed.
"Organisations do not have the time to wait for the development of the relationship and therefore choose a formal mentoring programme (Hunt, 1991). Douglas (1997); Murray (1991) and Zey (1985) indicated that formal mentoring is less time consuming than informal mentoring. Dinsdale (1990) emphasised the fact that formal mentoring does not attempt to replace the informal process, but rather supplement it. "
[Show abstract][Hide abstract] ABSTRACT: The objective of this study is to develop a normative instrument for assessing the mentoring role in the South African context. The sampling frame for the study constituted the 1200 employees of a division of a large transport organisation. A convenience sample including all 1200 employees yielded 637 fully completed records (a 53% response rate). First and second level factor analyses, followed by an iterative item analysis on the scale of 26 items, yielded a seemingly robust scale with a Cronbach alpha of 0,97. The psychometric properties of the scale are further discussed.
SA Journal of Human Resource Management 11/2005; DOI:10.4102/sajhrm.v3i3.69
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