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Mentoring others: A dispositional and motivational approach

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Abstract

Dispositional and motivational variables related to the propensity to mentor others and to the provision of career and psychosocial mentoring were examined. Results indicated that prosocial personality variables (other-oriented empathy, helpfulness) related to willingness to mentor others and also accounted for unique variance beyond variables associated with life and career stages. Other-oriented empathy related to actual experience as a mentor. Results also indicated that motives for mentoring others differentially related to psychosocial and career mentoring.

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... Mentors' motivation can be guided by their motives. Mentors with self-enhancement motives focus on career mentoring to give back and remain engaged in the field (Allen, 2003;Mendez et al., 2019), and mentors with self-gratification motives provide psychosocial mentoring (Allen, 2003). Additionally, mentors whose motives are benefitting others (other-focused motives) provide career and psychosocial mentoring (Blaney et al., 2020). ...
... Mentors' motivation can be guided by their motives. Mentors with self-enhancement motives focus on career mentoring to give back and remain engaged in the field (Allen, 2003;Mendez et al., 2019), and mentors with self-gratification motives provide psychosocial mentoring (Allen, 2003). Additionally, mentors whose motives are benefitting others (other-focused motives) provide career and psychosocial mentoring (Blaney et al., 2020). ...
... In the study, a professor accepted and was satisfied to work with a high-performing mentee previously known to him based on her performance, common field, admiration for the postdoc, and similarity to the professor's strong work ethic (Janssen et al., 2014). This reinforced the claim that mentors work well with mentees who show technical knowledge and professional attitude, as well as similarity between mentors' and mentees' personalities, values, and attitudes is a predictor of a strong relationship (Allen, 2003;Hu et al., 2014;Kram, 1985). ...
... They must balance their everyday work for the organization with training the students (Hay and Brown, 2015.:701). Effective mentoring thus requires the mentor to devote considerable time (Allen, 2003.). Forte and La Made (2011.:74) ...
... see mentors as assistants to social work teachers by incorporating the conceptual contributions of different disciplines and professions into learning within practical work. They regard them as crucial for connecting theory with practice and believe mentoring can be an important component for developing both the mentor's and student's careers (Allen, 2003.). Wayne, Raskin and Bogo,(2006.) found social workers' workloads are typically not reduced if they mentor students and, in certain cases (Bogo and Power, 1992.), they established large fluctuations in mentoring and several other trends unbeneficial for quality mentoring (see Rape Žiberna and Žiberna, 2017.). ...
... Agencies receive no funding expressly for practice placements and rely on the goodwill of their employees to support and mentor students on placements. Each case of mentoring entails a unique set of circumstances and the motives for mentoring can be important (Allen, 2003.:148). As Eby et al. (2006.) ...
Article
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Practical training is essential while preparing for a career in social work. The quality of the practical training available depends on the providers, especially mentors in the field (also known as field mentors, instructors or field supervisors, hereafter referred as mentors). The satisfaction of a mentor is not only important for good mentoring but also for making them willing to mentor another social work student. Secondary quantitative data from the Centre of Practical Study at a Faculty of Social Work were obtained and analyzed using linear regression and structural models to answer the research question concerning what influences the satisfaction of mentors. The research showed that mentors are satisfied with the social work practice. Overall satisfaction rises with both the number of motives associated with the school and a better assessment of the student involved. Where satisfaction with elements of practice is an independent variable, overall satisfaction is best explained by satisfaction with the content of the practice, student motivation, self-initiative, and the mentor’s collaboration with the school. Understanding what makes mentors satisfied with a practical placement is important for improving the quality of practical training provided in social work. Satisfaction on a higher level can add to a mentor’s motivation to participate in the training of social work students. The sub-optimal (no financial and other compensation) system of mentoring in social work means that the factors to which social work schools in this area must pay attention are the content of the practice itself and the quality of the students. Key words quantitative research; field supervision; social work practice; social work education; skills teaching
... To explore the potential moderator and identify the boundary condition of mentoring efficacy's effects, this study focuses on the motive of mentoring others. Mentors' selfenhancement motive, which refers to the motivation that prompts organizational members to become mentors so that they can feel good about themselves and maintain their self-esteem (Allen 2003), is one type of utility value attributed to mentoring (Eccles 1983). Drawing on expectancy-value theory, we suggest that mentors' self-enhancement motives moderate the relationship between mentors' mentoring self-efficacy and prot eg es' negative mentoring experiences. ...
... We examined the literature on general self-efficacy (e.g. Bandura 1997), self-efficacy in a specific domain such as creative self-efficacy (Tierney and Farmer leadership self-efficacy (Seibert et al. 2017) and mentoring (Allen 2003;Kram 1985) and then created four items. These items included 'I have confidence in my ability to mentor junior employees' and 'I feel that I am good at offering support to my prot eg es'. ...
... Mentors' self-enhancement motives were measured using a four-item scale developed by Allen (2003). The mentors were instructed to rate the extent to which each item motivated or influenced their decision to become a mentor. ...
Article
Academics and practitioners have long worked to reduce negative mentoring experiences. Drawing on social cognitive theory and expectancy–value theory, we examined the link between mentors' perceived organizational support and protégés' negative mentoring experiences, shedding light on the mediating effect of mentoring self‐efficacy and the moderating effect of mentors' self‐enhancement motives. Results based on data from 260 protégés and 214 mentors in Chinese organizations supported our proposed hypotheses. Mentoring self‐efficacy mediated the negative relationship between mentors' perceived organizational support and protégés' negative mentoring experiences. In addition, mentors' self‐enhancement motives intensified both the negative relationship between mentoring self‐efficacy and negative mentoring experiences and the indirect impact of mentors' perceived organizational support on protégés' negative mentoring experiences via mentoring self‐efficacy. A discussion of the theoretical and managerial implications of these findings is included.
... Intrinsic motivation refers to doing tasks that individuals find interesting and enjoyable, while extrinsic motivation refers to doing something because it leads to a separable outcome, like money, fame and praise (Deci and Ryan, 2008). Also, the organizational behavior literature, examines the different motives underlining the willingness of employees and managers to engage in mentoring activities such as self-enhancement, the desire to benefit others and intrinsic satisfaction (Allen, 2003;Allen et al., 1997). ...
... The organizational behavior literature has been suggested that different motives of mentors may also relate to different functions of mentoring provided (Allen et al., 2006(Allen et al., , 1997Allen, 2003;Ghosh and Reio Jr, 2013). For instance, the study by Allen (2003) indicates that mentors motivated by self-enhancement motives may be more likely to engage in career-related mentoring activities, while mentors motivated by intrinsic self-focused reasons to be more likely to provide psychosocial mentoring. ...
... The organizational behavior literature has been suggested that different motives of mentors may also relate to different functions of mentoring provided (Allen et al., 2006(Allen et al., , 1997Allen, 2003;Ghosh and Reio Jr, 2013). For instance, the study by Allen (2003) indicates that mentors motivated by self-enhancement motives may be more likely to engage in career-related mentoring activities, while mentors motivated by intrinsic self-focused reasons to be more likely to provide psychosocial mentoring. The results also show that mentors with the otherfocused motivation that desire to help the organization and the prot eg e to achieve success might be most likely to provide both psychosocial and career mentoring. ...
Article
Purpose Entrepreneurial support programs, like incubators and accelerators, often offer mentorship to new ventures. However, existing research on mentoring has mainly focused on the entrepreneur's perspective, leaving researchers with limited understanding of why experienced mentors provide support to new ventures. This study aimed to explore mentors' motives in mentor–venture relationships and their impact on the advisory process. It also examined different types of mentors (social and commercial) and their motivations for assisting and supporting new ventures. Design/methodology/approach The present study utilizes a qualitative research approach to investigate the motivations and mechanisms through which new venture mentors assist founders in their growth and success. In-depth interviews were conducted with 18 mentors supporting both social and commercial ventures. These mentors were selected from ten accelerator and incubator programs situated in Belgium. The interviews aimed to gain insights into the mentors' motivations and their experiences in the role of mentors. Findings Based on the social exchange theory and the norm of reciprocity, this study identified two main motives of mentors: “gaining back” reflecting mentors’ self-interest in deriving benefits from the relationship and “paying back” representing their altruistic reasons for supporting new ventures. Additionally, the study identified mentor functions that primarily involved providing career-related support to new ventures. Moreover, the research revealed intriguing similarities and differences in the motivations and mentoring functions between mentors of social and commercial ventures. Research limitations/implications Future research should explore the evaluation process and criteria used by mentors and new ventures when selecting each other for a productive mentoring relationship. Additionally, further investigation is needed to examine the firm-level impact of various mentoring services on the performance of social and commercial new ventures at different stages of development. Comparing mentor motives and functions across diverse geographical settings would address the limitation of the study and provide a more comprehensive understanding of the topic. Practical implications The findings of the study can inform policymakers, accelerator and incubator program managers and new ventures seeking mentors and support initiatives. They can use the insights to design effective mentoring programs that align with the specific needs and motivations of mentors and new ventures. Understanding the different motives and functions of mentors can help in the selection of appropriate mentors who can provide the necessary support and expertise to new ventures. Social implications The study highlights the importance of mentorship in the development of entrepreneurial ecosystems. Accelerator and incubator programs play a crucial role in connecting new ventures with mentors who have the right motivation and expertise, contributing to the growth and success of new ventures and the overall entrepreneurial ecosystem. By identifying both altruistic and self-interest motivations in mentoring relationships, the study emphasizes the dual dimensions that characterize the mentor–venture relationship. This understanding can foster stronger collaborations and reciprocal exchanges between mentors and new ventures, ultimately benefiting both parties. Originality/value This research contributes to the entrepreneurship literature by exploring the mentor–new venture relationship from mentors' perspective. It expands the existing research on mentor–protégé relationships, broadening the understanding of mentoring dynamics in different organizational settings. The findings offer insights grounded in social exchange theory and provide directions for future research on mentor–venture relationships, resource exchange and relationship development. The study also holds practical implications for policymakers and program managers involved in fostering mentoring initiatives for new ventures.
... One common aim of many mentors in engineering programs is to attract and retain students and professionals to the discipline, be it high school students considering STEM careers, university students unsure of their career path, graduate students selecting their research area, faculty on tenure track (Meschitti & Smith, 2017) or junior professionals seeking career advancements in an organization (Allen, 2003). ...
... Roberts (2000) identifies contingent mentoring attributes such as coaching, sponsoring, and role modeling. Mentors often have a prosocial disposition, with characteristics such as "other orientedempathy", helpfulness, generosity, and kindness (Allen, 2003). Mentors are proactive, rather than reactive, as mentoring involves the active choice to form a caring bond with others (Mayseless, 2015). ...
... In their study of graduate/postdoctoral mentoring undergraduate students in research, (Dolan & Johnson, 2009) identified two main motivators for mentors: one was instrumental and involved improving their research productivity and meeting the implicit or explicit expectations of the research group, and the other was socio-emotional and was related to personal enjoyment and a desire to share expertise. Allen (2003) identifies similar motivators in workplace mentoring: helping others succeed in the organization (benefiting others), a sense of pride from mentees accomplishments (personal satisfaction), learning, and career success (self-enhancement). Managers with previous experience as mentors tend to volunteer again, but when deciding whether to mentor or not, they evaluate the cost of mentoring (time and personal energy invested) (Malota, 2019). ...
Chapter
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Science, Technology, Engineering, and Mathematics (STEM) in Higher Education (HE) helps foster students’ motivation to continue studying and cultivates students’ regard for the role of science and technology in society. The gender gap in STEM HE can reduce through institutional efforts; however, the underrepresentation of women is prevalent. There have been efforts to research and implement strategies to increase the number of people attending STEM fields with a specific action to attract and retain women in these areas. Hence, the purpose of this research work is to carry out and show the results of a Systematic Mapping (SM) related to how HE institutions aim to address the gender gap in STEM education through research and educational innovation. The SM focused on published work from 2011 to 2021 indexed in Web of Science or Scopus. Findings show the state of knowledge for an essential topic: reducing the gender gap through guidance and retention strategies to attain completion. Furthermore, descriptive results give a general overview of the area, relevant trends, and other analytical evidence that provides an in-depth understanding of HE institutions’ needs. We conclude that the retention of women studying STEM HE has become an essential issue worldwide universities have addressed increasingly during the last decade.
... One common aim of many mentors in engineering programs is to attract and retain students and professionals to the discipline, be it high school students considering STEM careers, university students unsure of their career path, graduate students selecting their research area, faculty on tenure track (Meschitti & Smith, 2017) or junior professionals seeking career advancements in an organization (Allen, 2003). ...
... Roberts (2000) identifies contingent mentoring attributes such as coaching, sponsoring, and role modeling. Mentors often have a prosocial disposition, with characteristics such as "other orientedempathy", helpfulness, generosity, and kindness (Allen, 2003). Mentors are proactive, rather than reactive, as mentoring involves the active choice to form a caring bond with others (Mayseless, 2015). ...
... In their study of graduate/postdoctoral mentoring undergraduate students in research, (Dolan & Johnson, 2009) identified two main motivators for mentors: one was instrumental and involved improving their research productivity and meeting the implicit or explicit expectations of the research group, and the other was socio-emotional and was related to personal enjoyment and a desire to share expertise. Allen (2003) identifies similar motivators in workplace mentoring: helping others succeed in the organization (benefiting others), a sense of pride from mentees accomplishments (personal satisfaction), learning, and career success (self-enhancement). Managers with previous experience as mentors tend to volunteer again, but when deciding whether to mentor or not, they evaluate the cost of mentoring (time and personal energy invested) (Malota, 2019). ...
Chapter
Full-text available
Women present a historic and worrying gap in science and technology-related disciplines, generally knowns as STEM (Science, Technology, Engineering, and Mathematics), except in the case of health professions. A holistic approach is needed to support policymakers worldwide in bridging the gender gap in STEM, in which higher education institutions have a crucial role. Promoting this active implication of the universities in this problem, in the European project Building the future of Latin America: engaging women into STEM (W-STEM), a model to modernise the government, management and operation of higher education institutions in Latin America to improve attraction, access to and retention of women in STEM programs has been developed. This situation is not exclusive to Latin American countries, it is a global problem, so the results of the W-STEM project are also applicable to European partners and transferrable worldwide. The main goal of this chapter is to describe the W-STEM model based on three years of working on strategies and mechanisms to improve the attraction, access, guidance, and retention processes to engage more women in STEM programs. The model has been thoroughly tested in eleven institutions in Chile, Colombia, Costa Rica, Ecuador, and Mexico, involving public and private institutions with different gender equality situations.
... One common aim of many mentors in engineering programs is to attract and retain students and professionals to the discipline, be it high school students considering STEM careers, university students unsure of their career path, graduate students selecting their research area, faculty on tenure track (Meschitti & Smith, 2017) or junior professionals seeking career advancements in an organization (Allen, 2003). ...
... Roberts (2000) identifies contingent mentoring attributes such as coaching, sponsoring, and role modeling. Mentors often have a prosocial disposition, with characteristics such as "other orientedempathy", helpfulness, generosity, and kindness (Allen, 2003). Mentors are proactive, rather than reactive, as mentoring involves the active choice to form a caring bond with others (Mayseless, 2015). ...
... In their study of graduate/postdoctoral mentoring undergraduate students in research, (Dolan & Johnson, 2009) identified two main motivators for mentors: one was instrumental and involved improving their research productivity and meeting the implicit or explicit expectations of the research group, and the other was socio-emotional and was related to personal enjoyment and a desire to share expertise. Allen (2003) identifies similar motivators in workplace mentoring: helping others succeed in the organization (benefiting others), a sense of pride from mentees accomplishments (personal satisfaction), learning, and career success (self-enhancement). Managers with previous experience as mentors tend to volunteer again, but when deciding whether to mentor or not, they evaluate the cost of mentoring (time and personal energy invested) (Malota, 2019). ...
Chapter
Full-text available
This chapter provides an account of the journey taken by the College of Sciences and Health in Technological University Dublin over an eleven-year period, from 2010 to 2021, as it sought to address the challenges of gender inequality in STEM (Science, Technology, Engineering, Mathematics) disciplines. The start and end points for the journey are marked by the formation of the College and its eventual replacement following a reorganisation of the Higher Education landscape in Ireland and a structural reorganisation at University level. This chapter draws upon the authors’ collective experience of leadership within the managerial structures of the College and the University, and leadership on specific initiatives, to illustrate how consideration of gender equality and inequality featured within the journey taken by the College over this period of time. The chapter applies a broad lens to analyse the gender profile of the College’s people and practices, including its planning, its operational management, its leadership, its staff profile and its student cohorts over the eleven-year period. The chapter also focusses more narrowly on a set of specific initiatives undertaken within the College or across the University which impacted upon the College. Collectively, the two perspectives demonstrate how a STEM College evolved over an extended period of time, shaped by cultural changes and challenges and bolstered by initiatives that targeted the areas of greatest challenge. This eleven-year snapshot provides insight into a journey that has built momentum and has potential to continue into the future. The story communicated in this chapter will be of value to Higher Education leaders and practitioners that wish to learn from this experience and interpret the approach set out in this chapter for their own local context.
... One common aim of many mentors in engineering programs is to attract and retain students and professionals to the discipline, be it high school students considering STEM careers, university students unsure of their career path, graduate students selecting their research area, faculty on tenure track (Meschitti & Smith, 2017) or junior professionals seeking career advancements in an organization (Allen, 2003). ...
... Roberts (2000) identifies contingent mentoring attributes such as coaching, sponsoring, and role modeling. Mentors often have a prosocial disposition, with characteristics such as "other orientedempathy", helpfulness, generosity, and kindness (Allen, 2003). Mentors are proactive, rather than reactive, as mentoring involves the active choice to form a caring bond with others (Mayseless, 2015). ...
... In their study of graduate/postdoctoral mentoring undergraduate students in research, (Dolan & Johnson, 2009) identified two main motivators for mentors: one was instrumental and involved improving their research productivity and meeting the implicit or explicit expectations of the research group, and the other was socio-emotional and was related to personal enjoyment and a desire to share expertise. Allen (2003) identifies similar motivators in workplace mentoring: helping others succeed in the organization (benefiting others), a sense of pride from mentees accomplishments (personal satisfaction), learning, and career success (self-enhancement). Managers with previous experience as mentors tend to volunteer again, but when deciding whether to mentor or not, they evaluate the cost of mentoring (time and personal energy invested) (Malota, 2019). ...
Chapter
Full-text available
Achieving gender equality and empowering all women and girls are part of the ultimate global challenge (Goal 5 of SDGs). The gender balance in STEM education is a challenge that has both horizontal and vertical dimensions. This paper focuses only on the first one. Politecnico di Torino, an Italian technical university with Engineering and Architectural courses, has a long history of attraction campaigns aiming to reduce the gender gap in its engineering enrolment. Despite these efforts, more remains to be done for the student population and high-level academic positions. During the academic year 2018/19, considering the engineering first-year enrolled students (around 4500), 25% were female, and a new innovative project was set, “WeAreHERe”. This campaign aims to introduce a new vision to overcome both recruitment and retention: the female students become the main actors of the project by a guided training that let establish them as fresh role models. The use of social media and new technology support this storytelling and reach a variety of Italian girls. In this paper, the structure of “WeAreHERe” is described with some data analysis of its impact.
... One common aim of many mentors in engineering programs is to attract and retain students and professionals to the discipline, be it high school students considering STEM careers, university students unsure of their career path, graduate students selecting their research area, faculty on tenure track (Meschitti & Smith, 2017) or junior professionals seeking career advancements in an organization (Allen, 2003). ...
... Roberts (2000) identifies contingent mentoring attributes such as coaching, sponsoring, and role modeling. Mentors often have a prosocial disposition, with characteristics such as "other orientedempathy", helpfulness, generosity, and kindness (Allen, 2003). Mentors are proactive, rather than reactive, as mentoring involves the active choice to form a caring bond with others (Mayseless, 2015). ...
... In their study of graduate/postdoctoral mentoring undergraduate students in research, (Dolan & Johnson, 2009) identified two main motivators for mentors: one was instrumental and involved improving their research productivity and meeting the implicit or explicit expectations of the research group, and the other was socio-emotional and was related to personal enjoyment and a desire to share expertise. Allen (2003) identifies similar motivators in workplace mentoring: helping others succeed in the organization (benefiting others), a sense of pride from mentees accomplishments (personal satisfaction), learning, and career success (self-enhancement). Managers with previous experience as mentors tend to volunteer again, but when deciding whether to mentor or not, they evaluate the cost of mentoring (time and personal energy invested) (Malota, 2019). ...
Chapter
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This chapter provides a narrative of the key policies, initiatives and actions that have transformed both the landscape of gender equality in Higher Education in Ireland, and the role of gender equality in research policy and public engagement in STEM over the last decade. It aims to provide leaders committed to gender equality with examples of good practice within the EU-Irish context. The first part of the chapter focuses on the EU gender equality strategies for Higher Education. It explains the review of gender equality undertaken by the Irish Higher Education Authority (HEA), the significant findings, and the National Gender Action Plan designed to address the issues identified. It contains examples of high-level initiatives implemented to deliver on key actions. These include centres of excellence for Gender Equality, and affirmative actions taken to address imbalance at senior levels in the Irish Higher Education system. It also provides an account of Irish participation in the UK Advance Higher Education ( Advance HE ) gender supports including the women’s leadership programme ‘ Aurora ’, and the ‘ Athena SWAN ’ charter that provides an accreditation framework for auditing, supporting and transforming gender equality in Higher Education Institutions. For context, some examples of implementing these in an Irish Institution are provided. The chapter then reviews the gender equality strategies and policies of the main research funding organisations in Ireland, namely Science Foundation Ireland (SFI), and the Irish Research Council (IRC). It indicates how gender equality manifests in achieving gender balance in the Irish research community; and in funding applications and consequently in research design to embed the gender element. It also provides an overview of recent national studies carried out to analyse the Irish public’s perceptions and awareness of STEM in society, and factors leading to career and study choices by young Irish people. It signposts to the recent actions to address gender equality provided under SFI’s remit for public engagement in STEM.
... One common aim of many mentors in engineering programs is to attract and retain students and professionals to the discipline, be it high school students considering STEM careers, university students unsure of their career path, graduate students selecting their research area, faculty on tenure track (Meschitti & Smith, 2017) or junior professionals seeking career advancements in an organization (Allen, 2003). ...
... Roberts (2000) identifies contingent mentoring attributes such as coaching, sponsoring, and role modeling. Mentors often have a prosocial disposition, with characteristics such as "other orientedempathy", helpfulness, generosity, and kindness (Allen, 2003). Mentors are proactive, rather than reactive, as mentoring involves the active choice to form a caring bond with others (Mayseless, 2015). ...
... In their study of graduate/postdoctoral mentoring undergraduate students in research, (Dolan & Johnson, 2009) identified two main motivators for mentors: one was instrumental and involved improving their research productivity and meeting the implicit or explicit expectations of the research group, and the other was socio-emotional and was related to personal enjoyment and a desire to share expertise. Allen (2003) identifies similar motivators in workplace mentoring: helping others succeed in the organization (benefiting others), a sense of pride from mentees accomplishments (personal satisfaction), learning, and career success (self-enhancement). Managers with previous experience as mentors tend to volunteer again, but when deciding whether to mentor or not, they evaluate the cost of mentoring (time and personal energy invested) (Malota, 2019). ...
Chapter
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In this chapter, we report on a mixed research study about the ways mentors attribute meaning and purpose to the practice of mentorship in a program for first and second-year female students of industrial engineering at Pontificia Universidad Católica de Valparaíso (Chile). A quantitative analysis (principal components) of 28 mentors’ responses to a questionnaire about their motivations to be mentors prompted us to examine more deeply one of the factors found. Motivations constitutive of this factor referred to mentors’ ways of attributing meaning and purpose to their practice, which can be understood in terms of caring. Four focus groups with 13 mentors in total allowed us to advance further into the examination of what the good pursued by this practice of mentorship meant for them. In our analysis, we drew from Tronto’s four phases of care: caring about, caring for, caregiving and care receiving, and their corresponding defining moral elements: respectively, attentiveness, responsibility, competence, and responsiveness.
... One common aim of many mentors in engineering programs is to attract and retain students and professionals to the discipline, be it high school students considering STEM careers, university students unsure of their career path, graduate students selecting their research area, faculty on tenure track (Meschitti & Smith, 2017) or junior professionals seeking career advancements in an organization (Allen, 2003). ...
... Roberts (2000) identifies contingent mentoring attributes such as coaching, sponsoring, and role modeling. Mentors often have a prosocial disposition, with characteristics such as "other orientedempathy", helpfulness, generosity, and kindness (Allen, 2003). Mentors are proactive, rather than reactive, as mentoring involves the active choice to form a caring bond with others (Mayseless, 2015). ...
... In their study of graduate/postdoctoral mentoring undergraduate students in research, (Dolan & Johnson, 2009) identified two main motivators for mentors: one was instrumental and involved improving their research productivity and meeting the implicit or explicit expectations of the research group, and the other was socio-emotional and was related to personal enjoyment and a desire to share expertise. Allen (2003) identifies similar motivators in workplace mentoring: helping others succeed in the organization (benefiting others), a sense of pride from mentees accomplishments (personal satisfaction), learning, and career success (self-enhancement). Managers with previous experience as mentors tend to volunteer again, but when deciding whether to mentor or not, they evaluate the cost of mentoring (time and personal energy invested) (Malota, 2019). ...
Chapter
Full-text available
The low participation of women in engineering fields is a common problem worldwide. As a result, universities are starting to create plans to attract more female students. However, there are no documented methodologies to guide institutions in this process. Hence, this chapter describes a method to attract more women to STEM programs, using one Latin American university as a case study. The procedure starts by establishing a baseline of the student population, using specific metrics to determine possible biases in admissions or graduations. The results show a small number of registered female students; thus, the method suggests different strategies to improve this situation. The next step is proposing activities to empower young girls to study engineering, describing indicators developed to evaluate the effectiveness of the activities. The case study includes participation from elementary, middle, and high school students. Results show that girls and boys participated in the proposed activities, and they maintained or improved their motivation to study a STEM program.KeywordsGenderEquitySTEMHIEMethods Institutional practicesEmpowering
... One common aim of many mentors in engineering programs is to attract and retain students and professionals to the discipline, be it high school students considering STEM careers, university students unsure of their career path, graduate students selecting their research area, faculty on tenure track (Meschitti & Smith, 2017) or junior professionals seeking career advancements in an organization (Allen, 2003). ...
... Roberts (2000) identifies contingent mentoring attributes such as coaching, sponsoring, and role modeling. Mentors often have a prosocial disposition, with characteristics such as "other orientedempathy", helpfulness, generosity, and kindness (Allen, 2003). Mentors are proactive, rather than reactive, as mentoring involves the active choice to form a caring bond with others (Mayseless, 2015). ...
... In their study of graduate/postdoctoral mentoring undergraduate students in research, (Dolan & Johnson, 2009) identified two main motivators for mentors: one was instrumental and involved improving their research productivity and meeting the implicit or explicit expectations of the research group, and the other was socio-emotional and was related to personal enjoyment and a desire to share expertise. Allen (2003) identifies similar motivators in workplace mentoring: helping others succeed in the organization (benefiting others), a sense of pride from mentees accomplishments (personal satisfaction), learning, and career success (self-enhancement). Managers with previous experience as mentors tend to volunteer again, but when deciding whether to mentor or not, they evaluate the cost of mentoring (time and personal energy invested) (Malota, 2019). ...
Chapter
Full-text available
In 2016, the United Nations (UN) Member States adopted a decision on the role of the UN Educational, Scientific and Cultural Organization (UNESCO) in encouraging girls and women to be leaders in science, technology, engineering, and mathematics (STEM) and in science, technology, engineering, arts, and mathematics (STEAM). This decision poses a special challenge for many sectors in society and posits unique opportunities for women’s leadership in higher education institutions (HEIs). This chapter opens by presenting views on overcoming gender segregation in STEM. The roles of women in leadership positions in the higher education STEM research areas of a large multidisciplinary university in a Nordic country are explored. The unique paths in which four of these women have progressed in their profession, position, and promotion of equality through their diverse and multiple roles within their HEI are examined. From this collection, intertwined opportunities in assuming leadership in the promotion of gender desegregation in STEM are identified on a micropolitical levels. The chapter concludes by elaborating institutional strategies and synergies for overcoming gender segregation in higher education STEM fields from the perspective of leadership. This chapter ends with an annexed declaration useful for local policy development and practical action.
... However, if a position is being filled for a more specialized job position (e.g., project manager for a project), then the potential recruit will be expected to have years of experience in the specific field and even serve as a mentor to other members of the team. Researchers have identified mentoring abilities of employees as an important aspect of career development (Allen, 2003;Dreher & Ash, 1990), and attempts have also been made to understand the propensity to mentor others, and the relationship between prosocial personality characteristics and personal motives for mentoring others (Allen, 2003). Serving as a mentor was described as a key activity associated with the third stage of a four stage model of professional career development (Dalton et al., 1977), and this inclination to serve as a mentor has also been shown to depend on age (Allen et al., 1997). ...
... However, if a position is being filled for a more specialized job position (e.g., project manager for a project), then the potential recruit will be expected to have years of experience in the specific field and even serve as a mentor to other members of the team. Researchers have identified mentoring abilities of employees as an important aspect of career development (Allen, 2003;Dreher & Ash, 1990), and attempts have also been made to understand the propensity to mentor others, and the relationship between prosocial personality characteristics and personal motives for mentoring others (Allen, 2003). Serving as a mentor was described as a key activity associated with the third stage of a four stage model of professional career development (Dalton et al., 1977), and this inclination to serve as a mentor has also been shown to depend on age (Allen et al., 1997). ...
... Moreover, one's empathy (the ability to relate to the concerns of others) also influences one's inclination towards being a good mentor (Allen, 2003). In one study, greater psychological well-being was reported among more than half the study group due to natural mentoring relationships (Hurd & Zimmerman, 2014), and this psychological well-being among employees can potentially lead to greater developments of an organization's productivity (Masalimova & Nigmatov, 2015). ...
Conference Paper
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It has been widely recognized that traditional lecture teaching techniques in higher education may leave gaps in the skill development of students, especially soft skills. This gap can prove to be detrimental to graduating construction engineering and construction management students, as well as to their potential employers. But essential skills required to function effectively in the industry such as leadership, communication, mentoring, collaboration, and stress coping can be inculcated in students by implementing alternative teaching techniques such as Problem-Based Learning (PBL). It is therefore important to assess and quantify changes in soft skill development among students due to PBL. In this study, PBL was administered in a course titled “Construction Management Capstone” during the spring of 2015 by the Department of Construction Management and Engineering at North Dakota State University. By using an assessment tool called Competing Values Skill Surveys (CVSS), it was concluded that PBL can have positive impacts on certain soft skills, predominantly in collaborative and control-focused competencies, with some improvements in creative and competitive-focused competencies.
... Consequently, they can maintain a quality relationship with their mentees and maximise their learning. This is consistent with the theory that mentors need to develop trust with mentees (Allen, 2003;Ragins and Cotton, 1999), and being altruistic is a predictor of the motivation to mentor others (Allen, 2003;Aryee et al., 1996). On the other hand, our findings indicate that mentee agreeableness does not appear to make a difference in terms of whether they are matched with a mentor high in narcissism. ...
... Consequently, they can maintain a quality relationship with their mentees and maximise their learning. This is consistent with the theory that mentors need to develop trust with mentees (Allen, 2003;Ragins and Cotton, 1999), and being altruistic is a predictor of the motivation to mentor others (Allen, 2003;Aryee et al., 1996). On the other hand, our findings indicate that mentee agreeableness does not appear to make a difference in terms of whether they are matched with a mentor high in narcissism. ...
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The personality configuration of mentors and mentees is important in understanding mentoring outcomes. While the best mentors appear to have higher degrees of agreeableness and conscientiousness, entrepreneurs generally score lower on agreeableness and have higher degrees of narcissism, a personality trait that could be detrimental to mentoring. We investigated the interaction of narcissism with two traits from the Big Five Inventory, namely agreeableness and conscientiousness, to see how this interaction influenced learning from the relationship of mentee entrepreneurs. Our findings suggest that mentee narcissism negatively influences learning, and mentor agreeableness mitigates the negative effects on mentee learning. These findings show certain beneficial personality configurations in entrepreneurial mentoring and provide elements to consider in managerial practice when pairing mentors and mentees in this context.
... Noe (1988) developed a measure confirming that career-related and psychosocial support are two unique mentor functions for various categories of mentees. The purpose of mentors, which is reflected in their motivation for mentoring (i.e., Allen, 2003), is closely related to the support they provide. For example, when mentors focus on self-improvement, specifically for older mentees, they are more inclined to provide support for career development. ...
... For example, when mentors focus on self-improvement, specifically for older mentees, they are more inclined to provide support for career development. On the other hand, when their purpose is to benefit others and seek intrinsic satisfaction, they tend to provide more socio-psychological support (Allen, 2003). ...
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In the field of youth mentoring, mentor support, as an important scaffold for youth development, is linked to match relationship quality between mentors and mentees. This study examined associations between the support provided by different categories of mentors and internal match quality among 240 mentors in youth mentoring programs. Four clusters of mentors emerged, representing different combinations of purposes for mentor-mentee interactions. Mentors who focused less on the character development of their mentees showed reduced benefits in other forms of interactions, such as fun, sharing, future outlook, or academics in promoting high overall mentor-mentee internal match quality, including relational quality and instrumental quality. While mentors who focused less on future outlook in their mentoring interactions showed reduced benefits for other purposes in promoting internal instrumental quality. These findings were not influenced by mentors’ demographic differences such as gender, age, race, and educational background. The significance of the findings for future research and practice is discussed.
... Another characteristics include feel the ownership of their own professional development and favorable organizational qualities and want their work to remain interesting and challenging (van der Heijden et al., 2015); has the characteristics of an artist (Kiesler in Tichy & Nisberg, 1976); focus on intrinsic motivation and motivation to benefit others (Allen, 2003); have a tendency to engage in interesting and challenging tasks-meaning having an interest in the task, and having autonomy (Deci et al., 1989); highly passionate at work (Fritz et al., 2011), care about their work (Richard & Oldham, 1976), and will responsibly strive to achieve their goals by demonstrating persistence and resourcefulness, leading to high performance (Fritz et al., 2011;Yi et al., 2015); desire to benefit others (Allen, 2003); invest time and effort for the good of the community (COLLINS, 1993); identify them through perceived ownership (Ashforth & Mael, 1989;Baumeister & Leary, 1995); have certain personalities, skills, and knowledge (Cawsey et al., 2015). ...
... Another characteristics include feel the ownership of their own professional development and favorable organizational qualities and want their work to remain interesting and challenging (van der Heijden et al., 2015); has the characteristics of an artist (Kiesler in Tichy & Nisberg, 1976); focus on intrinsic motivation and motivation to benefit others (Allen, 2003); have a tendency to engage in interesting and challenging tasks-meaning having an interest in the task, and having autonomy (Deci et al., 1989); highly passionate at work (Fritz et al., 2011), care about their work (Richard & Oldham, 1976), and will responsibly strive to achieve their goals by demonstrating persistence and resourcefulness, leading to high performance (Fritz et al., 2011;Yi et al., 2015); desire to benefit others (Allen, 2003); invest time and effort for the good of the community (COLLINS, 1993); identify them through perceived ownership (Ashforth & Mael, 1989;Baumeister & Leary, 1995); have certain personalities, skills, and knowledge (Cawsey et al., 2015). ...
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Purpose: This research explores the development of change agents within the public sector of Bojonegoro Regency, a region that has undergone significant transformation from one of the poorest regencies in Jawa Timur Province to being recognized for its Sustainable Development Initiative by The United Nations Sustainable Development Solutions Network in 2013. The study aims to understand the process of cultivating change agents in the district government of Bojonegoro. Theoretical Reference: The research adopts a qualitative methodology with a phenomenological paradigm to capture the universal essences of the individual experiences of change agent phenomena. The focus is on identifying key themes such as willingness to learn, distribution of authority/duties/roles, willingness to improve, and attention to the younger generation. A foundational aspect is emphasized— the role of a learning organization cultivated through a holistic leadership approach. Method: The research utilizes NVivo coding to analyze qualitative data, uncovering themes related to the development of change agents. The qualitative methodology and phenomenological paradigm are chosen to provide a deeper understanding of the unique experiences and essential elements in fostering change agents within public sector organizations. Results and Conclusion: Contrary to expectations, the findings reveal that change agents are not developed directly; instead, a prerequisite is the establishment of a fertile ground through holistic leadership. The emphasis on themes such as willingness to learn, distribution of authority, commitment to improvement, and attention to the younger generation underscores the importance of a conducive environment for change agent development. Implications of Research: The research suggests that the success of developing change agents in public sector organizations is intricately linked to the establishment of a learning organization nurtured by a holistic leadership approach. The findings highlight the need for tailoring strategies to the unique context and environmental factors of each district, recognizing that the success of Bojonegoro may not be directly replicable elsewhere. Originality/Value: This study contributes to the understanding of change agent development in public sector organizations, emphasizing the significance of a learning organization and holistic leadership. The uniqueness of Bojonegoro's case underscores the importance of considering environmental specialties and district-specific factors in crafting strategies for change agent cultivation across diverse regions in Indonesia.
... This process of providing help to the recruit to fulfill the overall goals of the organization will be termed 220 "mentoring." In this case, the mentor-mentee relationship will be very important to the firm's future in maintaining (Allen 2003). Serving as a mentor was described as a key activity associated with the third stage of a four 229 stage model of professional career development (Dalton et al. 1977), and this inclination to serve as a mentor has 230 also been shown to depend on age (Allen et al. 1997). ...
... Moreover, one's empathy (the ability to relate to the concerns of others) also influences one's inclination towards 232 being a good mentor (Allen 2003). In one study, greater psychological well-being was reported among more than 233 half the study group due to natural mentoring relationships (Hurd and Zimmerman 2014), and this psychological 234 well-being among employees can potentially lead to greater developments of an organization's productivity 235 (Masalimova and Nigmatov 2015). ...
Preprint
It has been widely recognized that traditional lecture teaching techniques in higher education may leave gaps in the skill development of students, especially soft skills. This gap can prove to be detrimental to graduating construction engineering and construction management students, as well as to their potential employers. But essential skills required to function effectively in the industry such as leadership, communication, mentoring, collaboration, and stress coping can be inculcated in students by implementing alternative teaching techniques such as Problem-Based Learning (PBL). It is therefore important to assess and quantify changes in soft skill development among students due to PBL. In this study, PBL was administered in a course titled “Construction Management Capstone” during the spring of 2015 by the Department of Construction Management and Engineering at North Dakota State University. By using an assessment tool called Competing Values Skill Surveys (CVSS), it was concluded that PBL can have positive impacts on certain soft skills, predominantly in collaborative and control-focused competencies, with some improvements in creative and competitive-focused competencies.
... In Connor's relationship with Brett, for instance, he is obligated to put Brett in a position to help the business, but he should think twice about the risk of sharing too much with Brett, since, for all he knows, what Brett values are goods that could be pursued at his expense in the right circumstances (such as Brett's being promoted over 11 This is not to say that some individuals in virtue of being high on traits like empathy might not already have a predisposition to invest in others in this way (cf. Allen 2003). 12 In general, mainstream epistemology tends to be averse to talking about the incentive structures that accompany epistemic arrangements whereas the epistemology of science is much more attuned to the interplay of inquiry, incentives, and epistemic goods (cf. ...
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Epistemic trust in others frequently cannot be disentangled from interpersonal trust more generally, but the epistemic implications of how we affectively express our trust in others are under-investigated. This essay claims that gratitude, despite its empirically undeniable importance to human flourishing generally, is also important epistemically and in several intersecting ways. To be grateful to a person is to represent the world differently in key respects. Gratitude, even if it is for past non-epistemic benefits, should play an important role in shaping who we epistemically rely on. Gratitude for specifically epistemic benefits is an important way in which we show our attunement to epistemic value and contribute to the incentive structures that make much of our public knowledge and informational ecosystems possible. Likewise, ingratitude is a crippling epistemic vice that renders our dependence on quality sources of information fragile and vulnerable to capture by misinformation.
... The term mentoring refers to a relationship between a person who is more experienced or older, or wiser (mentor) than someone younger or less experienced (mentee) within an organizational or professional context (Irby et al., 2023;Onchwari & Keengwe, 2008). In recent years, mentoring should involve a co-construction model between mentor and mentee instead of one-way guidance or a topdown relationship, where learning is constructed through collaboration and social interaction (Allen, 2003;Ellis et al., 2020). Although mentoring focuses on the learning development of mentees, mentors also gain knowledge or development while experiencing mentoring (Nyanjom, 2020). ...
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Mentoring is a way of professional development for educators, teachers, and school leaders. This study aims to discover how mentors conceptualized the value of their practice and its impact on their growth and identity while guiding mentees in teacher-research mentoring activities. This study presents a case study of 4 English educators as mentors to gather a rich depiction of their mentoring phases. Understanding the mentors' pedagogy could help in understanding more about the process of their competence-building. Moreover, this process influences the process of their learning and impacts their identity. The data were obtained through critical self-reflection journals, mentoring conversations, and online focus group interviews. A model based on Mezirow's critical self-reflection practice is used to recognize mentors' growth and identity development. It suggested that three broad mentoring categories exist: self-focused, mentee-focused, and relationship-focused, which support them in achieving mentoring expertise. Moreover, mentors' motive is influenced by the identity development that occurs in the sociocultural environment, demonstrating their values, beliefs, and perspectives. This study's results also suggest that the mentoring program can be the basis for training, deploying expertise and competencies, and boosting personal and professional growth.
... Originating in the world of business, professional mentoring is now widely recognized as vital to successful career development in many professional workplace contexts (Allen 2003; Ambrosett i and Dekkers 2010). Described as "both a relationship and a process" (Kwan and Lopez-Real 2005: 276) successful mentoring is based on vital and authentic interconnectedness, underpinned by the explicit discourse of support, collaboration, and inclusivity. ...
... Haven't we often realized that we have been in their shoes, making empathy a natural response? It is true that desiring or even experiencing empathy is usually not a problem for mentors, and research indicates a link between others-oriented empathy and a willingness to provide mentorship, particularly 7 psychosocial mentorship (Allen, 2003). However, effectively expressing empathy may be more challenging than experiencing it. ...
Article
The nature of the mentor relationship dictates that, in all probability, the mentor will not only guide and support the protégé through a learning process but will also assist in times of challenge and distress. While most mentors desire and intend to be of assistance in such circumstances, good intentions do not necessarily translate into maximal support. This article addresses two components of successful mentor relationships that are considered crucial to maximizing effectiveness through challenging times: empathy and problem-solving skills. The article explores the connection between these factors while offering practical tips on their expression and implementation toward lifelong impact.
... Extant research has not investigated the psychological processes or explained why mentors exhibit higher or lower support for proactive protégés (Liang & Gong, 2013). In addition, within the broader mentoring literature, while mentors' motivation to support protégés has received some scholarly attention (for a review, see Haggard et al., 2011), the primary explanation from the mentor's side has focused on a calculative account by considering the costs and benefits of being a mentor (Ragins & Scandura, 1999), a motivational lens by pondering mentors' intrinsic or extrinsic motivations (Allen, 2003), or a relational perspective of the mentor's relationship quality with the protégé (Ragins, 2012). Similarly, in the knowledge sharing literature, researchers demonstrate that people are motivated to share rather than hide their knowledge from others when they trust or have close relationships with the recipients (Wang & Noe, 2010). ...
Article
In the mentoring relationship, protégé proactivity is a key facilitator of mentoring support. However, we consider how protégé proactivity at work may lower mentors’ inclination to share knowledge. Drawing on and extending social perception theory and envy subtypes theory, we build a contingent dual-path model to theorize that a proactive protégé who takes charge at work may elicit mentor knowledge sharing or hiding through mentor benign or malicious envy, depending on the protégé's benevolence. Specifically, mentors are more likely to feel benign envy toward taking-charge and benevolent protégés, enhancing their knowledge sharing. Taking-charge protégés seen as less benevolent may encourage malicious envy in the mentors, leading them to hide knowledge. Findings from a multi-source, two-wave survey of the data of 187 mentor–protégé dyads in China (Study 1) and a pre-registered scenario-based experiment of 404 participants in the United States (Study 2) support our predictions. This research advances our knowledge of mentoring, envy, and proactivity, and provides practical implications to enhance the effectiveness of mentorship programs.
... In this study, Allen's [102] definition of organizational commitment is used, which includes five dimensions of emotional commitment, ideal commitment, normative commitment, economic commitment, and opportunity commitment. Emotional commitment refers to employees' willingness to contribute and make sacrifices for the organization, while ideal commitment refers to their pursuit of professional growth and ideals. ...
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This study investigates the impact of organizational commitment and job engagement on service quality, while integrating the influences of organizational climate and emotional labor. Utilizing data from 427 participants, acquired via structured questionnaires, the research employed the Statistical Package for the Social Sciences (SPSS) for analysis. The findings reveal that heightened job engagement and organizational commitment significantly enhance service quality, primarily through reinforcing employees' trust in their organization. A favorable organizational climate is instrumental in strengthening employees' affiliation with their organization, consequently leading to superior service provision. Furthermore, the capability to effectively regulate emotions emerges as a critical factor in both job engagement and the quality of service. The study advocates for augmenting job engagement and organizational commitment, cultivating a supportive workplace atmosphere, and equipping employees with resources for efficient emotional management. These strategies are proposed to substantially improve service quality. The insights derived from this research provide essential directives for managers striving to achieve service excellence.
... This knowledge continuity ensures that valuable expertise and institutional knowledge are retained even when individual employees leave the organization. Allen (2003). With all these knowledge components organization is on the highest level in customers eyes. ...
Article
The purpose of this paper is to expose the processes which are important to run into the organizations. Consumers around the world increasingly demand products and services that are simultaneously good for the economy, for the environment, and for society — the triple bottom line of sustainable growth. Based on your existing systems, the Sustainable organization certificate demonstrates that you have implemented and documented processes with some elements of international standards (ISO 14001 and ISO 27001). A Sustainable organization implements sustainability strategies that provide them with economic and cultural benefits attained through environmental and social responsibility and intensive care for employees. This rising demand is creating new pathways for businesses and governments to drive change for the global good. Developed countries are also home to sophisticated consumers whose choices drive business decisions worldwide and are increasingly aware of the triple bottom line of sustainable growth.
... 30 Mentors' different motivations influence the kind of mentoring they provide their protégés. 31 Individuals can be drawn to being a mentor if they are interested in knowing more about personal development or to enjoy a mentoring experience. This is seen as intrinsic motivation. ...
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Purpose The present study investigated the effect of extrinsic motivation, amotivation, the presence of and search for purpose, and their interaction effects on the perceived positive outcomes of being a peer mentor in college. Methods We tested a cross-sectional data using correlation design and moderation model. Participants were 232 undergraduate students who served as mentors for freshmen. Data was collected through an online survey. Results Extrinsic motivation was positively, but amotivation not significantly, associated with perceiving the benefits of being a mentor. The presence of and search for purpose showed positive correlation with positive outcomes. Both the search for and presence of purpose moderated the relation between amotivation and the positive outcomes of being a mentor. Conclusion The presence of purpose and the search for purpose moderates the relationship between amotivation and the positive outcomes of being a mentor.
... One way to potentially enhance our understanding of the predictors of peer athlete mentorship is to consider mentor personality. Studies from organisational psychology have reported a link between a prosocial personality (i.e., predisposition towards helping others) and the willingness to mentor (e.g., Allen, 2003). Scholars have also examined mentoring willingness/ participation in relation to the Big Five model of personality, which is accepted as the dominant model of personality traits (John et al., 2008). ...
Article
The benefits of peer mentoring among athletes have been documented, but few studies have investigated why athletes are inclined to mentor teammates. The purpose of this exploratory study was twofold. The first purpose was to examine whether personality and social status predicted athletes’ willingness to provide task instruction (instrumental) and friendship (psychosocial) mentoring to teammates who (a) played the same position, and (b) played a different position, as them. The second purpose was to examine whether social status moderated the relationship between personality and mentoring willingness. Participants were 178 National Collegiate Athletic Association athletes who completed an online survey assessing the Big Five personality traits, perceived social status, and willingness to mentor teammates. Multiple regression analyses indicated athletes who were more extraverted and agreeable reported a greater willingness to provide friendship mentoring to teammates who played the same, and a different, position as them. The remaining Big Five personality traits and social status were statistically unrelated to mentoring willingness. Though interaction effects were generally nonsignificant, simple slopes suggested athletes who exhibited greater levels of openness were more willing to provide task instruction mentoring to teammates who played a different position as them, but only when they held high levels of social status. This study provides some of the first known evidence linking the Big Five traits to mentoring willingness among teammates, including the role social status plays in this relationship. The results may help coaches identify athletes who would welcome the opportunity to mentor teammates.
... Therefore, those who had lived in farming village and had experience in farming showed positive attitude to agriculture (Kim and Ma, 2006), and it was found that the more farming preparation and faming experience before returning to farming, the higher one's intention to return to farming (Kim, 2022). Levinson et al. (1986) defined mentor as 'a senior who has been in certain field that a person tries to enter for long time and has a lot of experiences in the field', meanwhile, Allen (2003) defined it as 'a person who instructs many techniques to mentee, inspire confidence through counseling and psychological support, and exerts influence on the mentee.' It is said that mentoring, in which a mentor and a mentee work together, is a lasting relationship between them in order to support to have the mentee overcome difficult times and correct his initial problem (Flaxman et al., 1988). ...
Article
Background and objective: With the desire for a healthy life and healing amid the environmental changes caused by the global climate crisis, and the COVID-19 pandemic, people's interest in care farming (CF) is growing. Therefore, this study aims to derive implications for the revitalization of CF by empirically analyzing the relationship between the effects on the intention to participate in CF.Methods: A survey was conducted (June 16, 2022 - July 25, 2022) using a structured questionnaire targeting city residents in Seoul and the metropolitan area to identify their intention to participate in CF. For the collected data of 255 copies of the questionnaire finally selected here, basic statistical analysis, correlation analysis, reliability, factor analysis, regression analysis, and moderating effect verification were performed to verify hypotheses established based on the research model. The Jamovi statistical package was used.Results: The results of this study are as follows. First, self-leadership and perceptual factor had a significantly positive (+) effect on the intention to participate in CF. Second, farming experience and mentoring, which are pulling factors between self-leadership and intention to participate in CF, had a statistically significant moderation effect. Third, farming experience, which is one of the pull factors between perceptual factor and intention to participate in CF, had a statistically significant moderation effect, but mentoring did not.Conclusion: Based on the results, this study determined the causal relationship between self-leadership and perceptual factor as a determinant affecting urban residents' intention to participate in CF. In addition, the necessity of a policy and practical approach was suggested depending on the level of farming or mentoring experience by verifying the moderation effect of pull factors.
... Furthermore, literature is also available on the role of motivation in mentoring as studied by Allen (2003), positive belief (Anderson, Chang, Lee, & Baldwin, 2020) as well as other aspects of mentoring like shortages of mentors (Johnson & Kardos, 2005), an overload of work on mentors, which affects their performance, and feelings of isolation due to their role as mentors (Bullough, 2005;Maynard, 2000), the mentoring environment, the selection, and pairing process (Hobson, Ashby, Malderez, & Tomlinson, 2009) or lack of professional expertise in mentors (Ehrich, Hansford, & Tennent, 2004). From this perspective, communication in mentoring is a new field, particularly in professional development for postdocs in HE. ...
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For the career development of postdocs in academia, universities in Germany are offering mentoring programs to postdocs. They aim to encourage, support and mentor the postdocs toward professorship via face-to-face mentoring, workshops, and networking support. The mentoring programs are carefully designed; however, their success is dependent on multiple factors. The study explores the communication patterns in mentoring between professors and postdocs, and its impact on their professional development. Data was collected and analyzed using Grounded Theory. The data was collected from twenty-five semi-structured in-depth interviews with professors and postdocs across Germany. Classicand Constructivist Grounded Theory was used for data analysis. The paper presents a Communication in Mentoring Model for the professional development of postdocs. The model can be used as a tool to ensure successful communication for better professional relationships in mentoring as well as in professional environments. The paper recommends a longitudinal study to further explore Communication in Mentoring and its impact on postdocs over a period of time.
... Empathetic mentors are better able to foster intimacy and trust that is deemed essential to the psychosocial dimension of mentoring. 17 Snowden et al. 18 expands on Darwin's dimensions of the mentoring personality to highlight behaviours essential for a successful mentoring relationship, as identified by dental care professionals. In descending order of importance, these are: approachability; communication; non-bias; patience; enthusiasm; trust; empathy; motivation; willingness; reflection; negotiation; friendliness; being empowering; and leadership. ...
Article
Introduction Mentoring plays a key role in supporting individuals and organisations. It is a journey in which the mentor aids the development of their clients by setting achievable goals and realistic plans, monitoring progress and providing feedback or assisting reflection. The mentor assists the learner in solving problems and providing personal support and motivation. As the relationship develops over time, the mentor will need to utilise various skills, knowledge and behaviours in order to facilitate successful outcomes. Effective mentoring relies on a process known as the 'mentor life cycle.' This involves the matching process, contracting, use of mentor models or diagnostic tools, appraisal, peer and group supervision. Methods A literature review was performed (keywords were 'coaching' or 'coach', 'mentoring' or 'mentor' and 'dentistry'). Guidance, institutional publications and original research were considered. Limits were applied (2013 onwards, English only). The evidence was appraised to inform a best practice guide for use in mentoring, applicable to dentistry. Conclusion Mentoring can create a positive culture that can help team members share knowledge, cultivate new ideas and improve team working. This paper explores the role of mentoring in a dental healthcare setting and the use of the 'mentor's toolkit' to promote professional development of the individuals involved. It also highlights the stages of the mentoring process, use of the GROW model and the role of supervision to support mentors in mutual growth and learning. When used effectively, the mentoring process positively impacts on both the organisation and the individuals within it, ultimately resulting in better patient care.
... Other characteristics mentioned in the literature as important to effective mentoring are: the mentor's willingness to devote time (Terrion & Leonard, 2007), their experience (Johnson, 2002;Straus et al., 2009), their desire for self-improvement (Allen, 2003), their enthusiasm (Mee- Lee & Bush, 2003), politeness (Miller, 2002), their honesty and trustworthiness (Tickle, 2001), their optimism (Branch, 2016), and their selflessness and generosity (Larson, 2009). ...
Article
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Interest in mentoring, which is an innovative method in adult education (CEDEFOP, 2013), has been growing rapidly in Europe, especially since the Lisbon European Council in 2000. In Greece, this interest has found expression either through the development of educational material in the context of adult educator training programmes, or the investigation of the mentoring needs of adult learners (Koutsoukos, 2021). In spite of the obvious fact that the mentor plays a key role in ensuring that the mentoring process is constructive and successful, there has been little research to date on the attributes of an effective mentor in adult education. The present study, using multimethod research, examined the perceptions of 337 Greek adult educators as to what characteristics constitute an effective mentor, as well as the role and the selection criteria of a successful mentor. The findings indicated that the key qualities of an effective mentor were: having sufficient training in adult education and mentoring, teaching, communication and relational skills, as well as having a positive attitude to lifelong learning and a willingness to innovate. In addition, the role of an effective mentor was perceived by the study participants as being a trainer, a model teacher, as well as an equal partner.
... 16 Empathetic mentors are better able to foster intimacy and trust that is deemed essential to the psychosocial dimension of mentoring. 17 Snowden et al. 18 expands on Darwin's dimensions of the mentoring personality to highlight behaviours essential for a successful mentoring relationship, as identified by dental care professionals. In descending order of importance, these are: approachability; communication; non-bias; patience; enthusiasm; trust; empathy; motivation; willingness; reflection; negotiation; friendliness; being empowering; and leadership. ...
Article
Introduction Mentoring plays a key role in supporting individuals and organisations. It is a journey in which the mentor aids the development of their clients by setting achievable goals and realistic plans, monitoring progress and providing feedback or assisting reflection. The mentor assists the learner in solving problems and providing personal support and motivation. As the relationship develops over time, the mentor will need to utilise various skills, knowledge and behaviours in order to facilitate successful outcomes. Effective mentoring relies on a process known as the 'mentor life cycle.' This involves the matching process, contracting, use of mentor models or diagnostic tools, appraisal, peer and group supervision.Methods A literature review was performed (keywords were 'coaching' or 'coach', 'mentoring' or 'mentor' and 'dentistry'). Guidance, institutional publications and original research were considered. Limits were applied (2013 onwards, English only). The evidence was appraised to inform a best practice guide for use in mentoring, applicable to dentistry.Conclusion Mentoring can create a positive culture that can help team members share knowledge, cultivate new ideas and improve team working. This paper explores the role of mentoring in a dental healthcare setting and the use of the 'mentor's toolkit' to promote professional development of the individuals involved. It also highlights the stages of the mentoring process, use of the GROW model and the role of supervision to support mentors in mutual growth and learning. When used effectively, the mentoring process positively impacts on both the organisation and the individuals within it, ultimately resulting in better patient care.
Article
Focusing on a specific form of entrepreneurship education, entrepreneurial mentoring, we take a relational mentoring perspective and develop a model of entrepreneurs’ assessments of potential mentors. We theorize that if mentees perceive their business-related values to be similar to a potential mentor’s values, they are more likely to choose this mentor, and that this relationship is moderated by different types of the potential mentor’s experiences (i.e., entrepreneurial experience, industry experience, and mentoring experience). We test our hypotheses using a metric conjoint experiment and 2,240 assessments of potential mentors by 140 entrepreneurs. Our findings reveal that mentees' perception of business-related value similarity with a potential mentor increases the likelihood of choosing this mentor. Further, higher levels of mentors’ experiences strengthen this relationship. We discuss the implications of our study for research on entrepreneurial mentoring and relational learning in the entrepreneurial context, and we provide practical insights on how the matching process in mentoring programs may be facilitated.
Article
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This research challenges assumptions about the career support and respect provided in mentoring programs and the role of gender in these relationships. Our set of dyadic field studies found that mentors showed less interest in their protégés’ careers, provided less career guidance, experienced less respect, and were less satisfied with their relationship when they believed their protégé had low advancement potential. Protégés also experienced less respect in their relationship when their mentor perceived them as lacking potential. While mentors saw female and male protégés as having equivalent advancement potential, female protégés were seen as having less potential and experienced less respect when assigned a male rather than a female mentor. Compared to their female counterparts, male mentors felt more respected in their relationship when they believed their assigned protégé had high potential. These findings offer a realistic appraisal of the price and promise of formal mentoring relationships.
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This study aimed to examine the impact of the autonomous aspects (APM) of mentors’ prosocial motivation (PM) for the mentoring function distinguishing between formal and informal mentors. The survey was conducted on regular employees between ages 24 to 55, with mentoring experience. First, a new scale was developed to capture the entire mentoring function, including the process. Participants were then divided into two groups: formal mentors (n=159) and informal mentors (n=180). A path analysis with structural analysis of covariance between the APM and mentoring function was conducted for each group. The results show that there are differences in the impact of formal and informal mentor APMs on the mentoring function. Theoretical implications suggest that we were able to incorporate a mentor-protégé interaction perspective and that process into the mentoring function scale and to verify the differential impact of APMs on formal and informal mentoring.
Article
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Employees often receive conflicting advice about sharing personal information in the workplace. They are told to “bring your whole self to work” but also to keep it professional and not share too much personal information with colleagues. Research has been equivocal in its overall guidance about sharing personal information at work: it may be either beneficial or harmful for work relationships. These inconsistencies are likely driven by the types of questions posed. Specifically, existing research has studied the impact of a particular piece of personal information and the specific details of what is learned, not what all of these pieces of personal information amount to. Instead, this paper takes a new vantage point to understand how the amount of personal knowledge (the quantity of information that one person knows across many aspects of a colleague’s personal life) influences positive interpersonal dynamics at work by humanizing the known colleague. Through a full-cycle research approach, I establish causal support experimentally and then replicate support for my hypotheses in the field, demonstrating a positive, persistent effect: having more personal knowledge—regardless of whether that knowledge conveys value incongruence or life-to-work interference—leads to a more humanized perception of the known colleague, resulting in increased responsiveness toward that colleague. These findings resolve an existing puzzle in the literature and also contribute to a more nuanced understanding of work relationships and interpersonal learning at work. Funding: This work was supported by Washington University in St. Louis (faculty research funds) and the University of Michigan (doctoral research funds). Supplemental Material: The online appendix is available at https://doi.org/10.1287/orsc.2021.15606 .
Article
Mentorship and advancement in policing is a critical component of retention among officers and of organizational stability overall. Paths towards promotion (and transfer) and mentorship can energize the workforce and ensure a constant supply of people wanting to move up the ranks or fill out special units. Using survey data from a sample of nearly 500 police officers in a large, urban department, this study examines gender-related differences in perceived opportunities for mentorship, promotion, and transfer to a specialized unit. Our results reveal no gender-related differences with respect to opportunities for promotional and transfer, although women expressed concerns over the availability of mentorship. We discuss our findings in terms of their implications for improving the representation and advancement of women in policing.
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Humble leaders are traditionally thought to create a great deal of human and social capital, yet be overshadowed by self‐promoting rivals for promotions. We propose that through informal career mentoring, humble leaders can improve their organizational status and promotability. We tested our model among a multisource sample of 610 leaders across 18 industries and 21 job functions who participated in a leader development program. Leader humility was reported by the focal leaders' peers, leader mentoring behavior was reported by the focal leaders' direct reports, leader status was reported by the focal leaders' immediate bosses, and leader promotability was reported by the focal leaders' superiors. Results generally confirmed that leader humility predicted leader mentoring behavior, which in turn predicted leader status, and ultimately higher leader promotability ratings. We discuss how our findings extend and enrich the literatures on leader humility and mentoring, showing how humble leaders can ascend organizational hierarchies.
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Conference Paper
A significant gap exists in knowing what specific factors play into graduate student mental well-being, especially as it relates to their relationship with their advisor. The goal of this review is to identify potential factors that impact graduate student mental health and provide concrete examples of next steps for improving their well-being. In doing so, this literature review also explores how faculty advisors understand and support the needs of their graduate students. This review will detail the elements of (a) graduate student mental health factors, (b) current stress-mitigation techniques, and (c) the role of the faculty advisor in graduate student success. There are several interventions aimed toward mitigating graduate student stress, but there are few programs that aim to support advisor mentorship as well as management styles to enhance graduate student experiences as well as their advisors. Accordingly, the literature detailed in here are important as they have significant implications for developing better methods to help provide students with solutions to their needs, which in turn may help to improve graduate student mental health and aid in faculty advisor mentoring and management responsibilities.
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Background Engineering‐oriented bridge programs and camps are popular strategies for broadening participation. The students who often serve as counselors and mentors in these programs are integral to their success. Purpose Predicated on the belief that mentoring contributes to positive outcomes for the mentors themselves, we sought to understand how undergraduate student mentors approached and experienced their work with a 6‐day overnight, NSF‐sponsored youth engineering camp (YEC). This study was guided by the question: How did YEC camp counselors approach and experience their roles as mentors? Design/Methods We conducted an exploratory qualitative study of four Black undergraduate engineering students' experiences with and approaches to near‐peer mentorship in the YEC program. Data consisted of transcripts from two post‐program interviews and one written reflection from each participant. We analyzed data through abductive coding and the funds of knowledge framework. Results Through subsequent interpretation of code categories, we found YEC mentors: (1) engaged in altruistic motivations as YEC mentors, (2) leveraged previous experiences to guide their approaches to mentorship, and (3) engaged in self‐directed learning and development. Conclusions This study highlights the knowledge and strategies that YEC mentors drew upon in their roles, and how they sought and achieved various personal, academic, and professional benefits. Insights from this study illustrate how near‐peer mentors can support their and others' engineering aspirations.
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Purpose The aims of this critical review are to identify the mentor characteristics that lead to superior mentoring outcomes and to provide human resources development (HRD) professionals with evidence-based suggestions for recruiting, selecting and training mentors to improve mentorship programme effectiveness. Design/methodology/approach The authors conducted a critical review of existing quantitative research on mentor characteristics that have an impact on effective mentoring. Findings The authors identified five key categories of mentor characteristics linked to successful mentoring outcomes: competency in context-relevant knowledge, skills and abilities; commitment and initiative; interpersonal skills; pro-social orientation and an orientation toward development, exploration and expansion. Research limitations/implications There is limited research on the characteristics of ineffective mentor characteristics, exclusion of articles that used qualitative research methods exclusively and how technology-based communication in mentoring may require different characteristics. Most of the included studies collected data in the United States of America, which may exclude other important mentor characteristics from other non-Western perspectives. Practical implications To ensure that there is both a sufficient pool of qualified mentors and mentors who meet the desired criteria, focus on both recruitment and training mentors is important. Incorporating the desired mentor characteristics into both of these processes, rather than just selection, will help with self-selection and development of these characteristics. Originality/value Despite the ongoing interest in identifying effective mentor characteristics, the existing literature is fragmented, making this challenging for HRD professionals to determine which characteristics are crucial for mentoring relationships and programme success. Addressing this practical need, this critical review synthesises the research literature and identifies patterns and inconsistencies. Based on the review, the authors provide evidence-based recommendations to enhance the recruitment, selection and training of mentors.
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Purpose The study aims to determine the outcomes of mentorship in an online game system, as well as the characteristics of good mentors. Design/methodology/approach A combination of anonymized survey measures and in-game behavioral measures were used to power longitudinal analysis over an 11-month period in which protégés and non-mentored new players could be compared for their performance, social connections and retention. Findings Successful people were more likely to mentor others, and mentors increased protégés' skill. Protégés had significantly better retention, were more active and much more successful as players than non-protégés. Contrary to expectations, younger, less wealthy and educated people were more likely to be mentors and mentors did not transfer their longevity. Many of the qualities of the mentor remain largely irrelevant—what mattered most was the time spent together. Research limitations/implications This is a study of an online game, which has unknown generalizability to other games and to offline settings. Practical implications The results show that getting mentors to spend dedicated time with protégés matters more than their characteristics. Social implications Good mentorship does not require age or resources to provide real benefits. Originality/value This is the first study of mentorship to use survey and objective outcome measures together, over time, online.
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Supervisory mentoring represents a type of social dilemma called a delayed social fence. This study adopts a social dilemma perspective to examine how the three types of psychological contracts (balanced, relational, and transactional) perceived by supervisors differently influence their mentoring. Drawn on social dilemma perspective, we proposed that supervisory mentoring would be more likely to occur when supervisors perceived benefit return from their mentoring provision in a timely manner. The results obtained from a sample of 596 supervisor–subordinate matched data from the self-reported questionnaires completed by 225 sales agent teams in the insurance industry in Taiwan support our predictions. Consistent with the social dilemma perspective, supervisory mentoring is more likely among subordinates whose supervisors perceived balanced psychological contract, while supervisory mentoring is less likely among subordinates whose supervisors perceived transactional psychological contract. Furthermore, we found that supervisory mentoring is positively related to subordinate performance. Our mentor-centric multilevel framework helps identify the social dilemma nature underlying mentoring provision, and verify the positive influence of mentoring on protégé performance.
Book
Mit der Analyse der subjektiven Sichtweisen von Mentorinnen, Mentoren und Mentees, die vor der COVID-19 Pandemie Online-Mentoring durchführten oder an einem Online-Mentoring teilnahmen, konnte gezeigt werden, dass Offenheit gegenüber dem Online-Rahmen und Kompetenzen im Umgang mit technologisch unterstützten Kommunikationsmedien ebenso bedeutsam sind wie das Angebot einer Vielfalt an Mentoring-Formen wie Offline-Mentoring und Blended Mentoring neben Online-Mentoring. Aus den anhand eines qualitativen Forschungsdesigns erhobenen und ausgewerteten empirischen Daten konnten drei Typen der Wahrnehmung von Online-Mentoring herausgearbeitet werden, die sich der Wahrnehmung der Einstellung und Herangehensweise gegenüber Online-Mentoring, der Sichtweise bzgl. des Zugangs zu Online-Mentoring, der Perspektive auf die methodische Ausgestaltung von Online-Mentoring sowie hinsichtlich des Aspekts des Nutzen-Effekts für Mentorinnen und Mentoren unterscheiden und damit die Ergebnisse bisheriger Mentoring-Forschung weiter ausdifferenzieren. The analysis of subjective perceptions of mentors and mentees who conducted online-mentoring or participated in online mentoring prior to the COVID-19 pandemic shows, that openness towards the online framework and competencies in dealing with technologically supported communication media are as significant as offering a variety of mentoring forms, such as offline mentoring and blended mentoring alongside online mentoring. Empirical data was collected and evaluated using a qualitative research design. Results lead to three types of perception of online mentoring, which differ concerncing the perception of the attitude towards and the approach to online mentoring, the perspective on access to online mentoring, the view on the methodological design of online mentoring, and with regards to the aspect of a benefit for mentors. The identified types further differentiate the results of previous mentoring research.
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Reverse mentoring, which refers to the relationship between a young employee in the role of the mentor and a more senior and experienced employee in the role of the mentee, is gaining popularity in the business world. This study aims to discuss the relationship between research assistants, who are just starting at the academy and are thought to have traces of reverse mentoring, and advisors with more experience in the academy, in the context of the functions and sub-functions of reverse mentoring. In this exploratory study, in which a qualitative research method was adopted, data was obtained as a result of semi-structured interviews with 17 research assistants working in different faculties and departments at a state university in Turkey. The data obtained after the interviews with the research assistants was analysed using content analysis. The findings of the research suggested that the career, psycho-social, and role model functions of reverse mentoring in the relationship between research assistants and their advisors have sub-functions of knowledge sharing, challenging ideas, networking, friendship, and new perspectives. It was also concluded that other functions were at a limited level or non-existent.
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Purpose The purpose of this study is to systematically examine and classify the multitude of personality traits that have emerged in the literature beyond the Big Five (Five Factor Model) since the turn of the 21st century. The authors argue that this represents a new phase of personality research that is characterized both by construct proliferation and a movement away from the Big Five and demonstrates how personality as a construct has substantially evolved in the 21st century. Design/methodology/approach The authors conducted a comprehensive, systematic review of personality research from 2000 to 2020 across 17 management and psychology journals. This search yielded 1,901 articles, of which 440 were relevant and subsequently coded for this review. Findings The review presented in this study uncovers 155 traits, beyond the Big Five, that have been explored, which the authors organize and analyze into 10 distinct categories. Each category comprises a definition, lists the included traits and highlights an exemplar construct. The authors also specify the significant research outcomes associated with each trait category. Originality/value This review categorizes the 155 personality traits that have emerged in the management and psychology literature that describe personality beyond the Big Five. Based on these findings, this study proposes new avenues for future research and offers insights into the future of the field as the concept of personality has shifted in the 21st century.
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Drawing on social exchange theory, this study examines when and why high performers may fail to obtain supervisory career mentoring (SCM). Although high performance by protégés often makes SCM more efficient and successful, we argue that supervising mentors may be reluctant to offer SCM due to the victimization of high performers that has been shown by recent findings in the supervision literature. We further propose that high performers should be high in perspective‐taking, a core relational competence and a key individual factor that moderates the relationship between protégé performance and SCM. Findings from a multi‐source multi‐time survey (Study 1) and an online experiment (Study 2) consistently show that when high performers are low in perspective‐taking, they are less likely to receive SCM. Moreover, the findings from Study 2 also show that low perspective‐taking by high performers significantly reduces supervisors’ expected benefits from mentoring them, which in turn leads to the supervisors having low willingness to mentor. Our research therefore highlights the importance of taking into account the interaction between task and relational competence in understanding how protégé characteristics may influence SCM in organizational settings. The paper concludes with theoretical and practical implications. Practitioner points At workplace, employees tend to focus on improving their performance and task competence and believe that high performance can help them receive more resources to develop their career. However, if they cannot imagine oneself in another’s shoes, high performance can lead to less positive results. High performers should take others’ perspective to understand what others feel and think to reduce potential threats seen by the supervisor and their colleagues. Therefore, task and relational competence are equally important. Organizations can help their employees develop this perspective‐taking, including creating more opportunities (e.g., informal social events or formal training) for employees and their supervisors to understand each other’s work roles, perspectives and values, which can help employees to understand their supervisors’ views and stand in their supervisors’ shoes.
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This entry discusses Organizational Citizenship Behaviors (OCB), which is usually defined as employee voluntary and self-initiated behaviors that benefit organizational functioning. The entry discusses the ways through which OCB has emerged in the literature, how it has been conceptualized and used, and how neoliberal ideology has infiltrated the conceptualization of OCB in Organizational Psychology. Close inspection of actually existing OCBs reveals a possibly authoritarian concept on the basis of the employee to be expected to fulfill the role of 'good soldier', indefinitely loyal to the organization and not questioning any organizational practice while accepting the organization as a source of eternal wisdom. We discuss the dimensions underpinning OCBs and postulate an alternative perspective on OCBs through focusing more strongly on the notion of 'citizenship' within OCB, which in democratic organizations entails a much stronger focus on participation, democratic decision making and constitutive voice.
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A matched sample of male and female ex-proteges was used to assess the relationship between gender and termination of mentoring relationships. Counter to prevailing assumptions, women did not differ from men in the number of duration of prior relationships, or in their reasons for terminating the relationship.
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Two meta-analyses were conducted to Investigate the effectiveness of the Fishbein and Ajzen model in research to date. Strong overall evidence for the predictive utility of the model was found. Although numerous instances were identified in which researchers overstepped the boundary conditions initially proposed for the model, the predictive utility remained strong across conditions. However, three variables were proposed and found to moderate the effectiveness of the model. Suggested extensions to the model are discussed and general directions for future research are given.
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Linkages between a global measure of mentoring experiences, gender, and four outcome variables were investigated. Also, the moderating effects of gender were examined to determine whether mentoring is differentially associated with career outcomes for men and women. Business school graduates (147 women and 173 men) provided information about their backgrounds, companies, positions, mentoring practices, compensation, and compensation satisfaction. Individuals experiencing extensive mentoring relationships reported receiving more promotions, had higher incomes, and were more satisfied with their pay and benefits than individuals experiencing less extensive mentoring relationships. There were no gender differences with regard to the frequency of mentoring activities, and gender did not moderate mentoring-outcome relationships. The results are discussed within the context of a $7,990 income difference between men and women.
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We investigated differences in willingness to mentor among men and women in three organizations. When controlling for gender differences in factors relating to decisions to mentor (age, rank, tenure, and mentorship experience), women expressed equivalent intentions to mentor as men, even though they anticipated more drawbacks to becoming a mentor. Additionally, individuals with prior experience in mentoring relationships, either as a protege or as a mentor, reported greater willingness to mentor than individuals lacking mentorship experience.
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The literature on transformational and transactional leadership suggests integrating the leader-memher exchange (LMX) approach with research on mentoring. Using LISREL VII confirmatory factor analysis. and 183 managerial dyads, we show LMX and mentoring to be empirically distinct from the supervisors' perspective hut not from the sub-ordinates'. LMX and mentoring each also accounted for meaningful incremental variance over the other with respect to rated performance, salary progress, and promotion rate. Implications are briefly discussed.
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Research dealing with various aspects of* the theory of planned behavior (Ajzen, 1985, 1987) is reviewed, and some unresolved issues are discussed. In broad terms, the theory is found to be well supported by empirical evidence. Intentions to perform behaviors of different kinds can be predicted with high accuracy from attitudes toward the behavior, subjective norms, and perceived behavioral control; and these intentions, together with perceptions of behavioral control, account for considerable variance in actual behavior. Attitudes, subjective norms, and perceived behavioral control are shown to be related to appropriate sets of salient behavioral, normative, and control beliefs about the behavior, but the exact nature of these relations is still uncertain. Expectancy— value formulations are found to be only partly successful in dealing with these relations. Optimal rescaling of expectancy and value measures is offered as a means of dealing with measurement limitations. Finally, inclusion of past behavior in the prediction equation is shown to provide a means of testing the theory*s sufficiency, another issue that remains unresolved. The limited available evidence concerning this question shows that the theory is predicting behavior quite well in comparison to the ceiling imposed by behavioral reliability.
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The construct of prosocial organizational behavior is defined and 13 specific forms are described. They vary according to whether they are functional or dysfunctional for organizational effectiveness, prescribed or not prescribed as part of one's organizational role, and directed toward an individual or organizational target. Potential predictors and determinants drawn from the social psychological literature suggest an agenda for research in organizational settings.
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We investigated differences in the costs and benefits associated with being a mentor in a matched sample of 80 male and 80 female executives. Women were as likely as men to be mentors and reported outcomes and intentions for future mentoring similar to men's. Implications and areas for future research are discussed.
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This study examined the relationship of career mentoring to the promotions and compensation received by 404 early career managers and professionals working in a variety of organizations. The results indicate that with a number of variables controlled, career mentoring was related to both promotion rate and total compensation. The results also support the conclusion that career-oriented mentoring has a greater relationship with promotion rate for people from the highest-level socioeconomic backgrounds than for those from lower-level backgrounds. We provide several explanations for the effects of career mentoring on early career progress and suggest a number of areas for future research on mentoring and other developmental relationships. Studies of the early career progress of managers and professionals have frequently been based on the principle that ability, achievement, and con
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Relatively little work· has integrated personality and work motivation. This may be due to the fact that researchers tend to think about each topic quite differently. Personality, for example, is often conceptualized in terms of traits, which tend to emphasize the stable aspects of human functioning. Motivation theories, on the other hand, use such constructs as goals, which focus primarily on the dynamic processes that underlie behavior. These differences in orientation have made integration difficult. To eliminate this problem, the present paper conceptualizes personality as a hierarchy of goals. At the top of the hierarchy are abstract direction orientations, such as a tendency to approach positive stimuli. In order to enact their abstract standards, people formulate more concrete goals such as values, selfidentities, and personal projects. Finally, at the base of the hierarchy individuals set specific performance goals. These concrete standards ultimately serve to attain important values and to achieve desired self-identities. These performance goals are the most concrete, in that they refer to specific behaviors. Personality is thus seen as a hierarchy of goals. Consequently, the present model integrates personality and work motivation by placing both within the same hierarchical· goal structure. In order to demonstrate the utility of this conceptualization, the Goal Hierarchy model. is applied to work relevant emotions and leadership. In each case, literature relevant to the model is reviewed.
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A comprehensive review of the mentoring literature reveals that unpleasant aspects of mentoring relationships at work have been understudied. This persists, despite evidence that dysfunctions may be occurring in mentoring relationships. A typology of negative mentoring styles is presented. Next, a model of outcomes that may be associated with dysfunctional mentoring is developed to underscore the need to investigate the full range of mentorship in future work.
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The authors examined the influence of individual and situational characteristics on the motivation to mentor. Respondents were managerial employees (N = 167) in the maintenance career stage employed in public and private sectors in Singapore. The model accounted for 41% (RJ2) of the explained variance in the motivation to mentor with the additive or main effects contributing 37% (AR 2) and the interaction terms contributing a modest 4% (AR 2). The significant findings indicate that the motivation to mentor may be predicted by individual characteristics (altruism, positive affectivity), situational characteristics (employee development-linked reward system and opportunities for interaction on the job), and their interaction terms (opportunities for interaction on the job and altruism). Limitations of the study, implications of the findings, and directions for future research are discussed.
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Self-reports figure prominently in organizational and management research, but there are several problems associated with their use. This article identifies six categories of self-reports and discusses such problems as common method variance, the consistency motif, and social desirability. Statistical and post hoc remedies and some procedural methods for dealing with artifactual bias are presented and evaluated. Recommendations for future research are also offered.
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On the basis of H. A. Simon (1990), the value of concern for others is proposed to derive from a process whereby individuals accept social information without carefully weighing its personal consequences. This value may thus reflect a sensitivity to social information that is unrelated to helping others. In 3 studies examining individuals’ reactions to performance feedback, the reactions of persons high in concern for others were less contingent than those of persons low in concern for others on the personal costs and benefits of accepting and responding to feedback. In contrast, persons low in concern for others were likely to reject feedback that did not result in valued personal outcomes. Because many models of organizational behavior maintain that individuals act on the basis of their evaluation of personal consequences, this value may relate to a wide range of organizational phenomena.
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Discusses formulations of life course, life cycle, life structure, and the adult development of the life structure in early and middle adulthood that originated in the author's (see record 1980-20834-001) initial study of men's lives and continues in his (in press) study of women's lives. Nine developmental periods from ages 17–22 yrs to ages 60–65 yrs are outlined; the sequence consists of structure-building and structure-changing (transitional) periods. Six major issues in a structural approach to adult development are discussed. What are the alternative ways of defining a structural stage or period? What relative emphasis is given to the structures as compared to the transitional periods? How can the best use be made of the distinction between hierarchical levels and seasons of development? Are there age-linked developmental periods in adulthood? What are the relative merits and limitations of various research methods? How can the developmental perspective and the socialization perspective be brought together? (32 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The dispositional and structural correlates of volunteerism were examined in a panel study. AIDS service organization volunteers answered questions about affect toward the organization, organizational commitment, motives for volunteering, and a prosocial personality orientation. These measures were used to predict 4 volunteer-related behaviors. Length of service was weakly correlated with the 3 other volunteer behaviors. Altruistic motives and prosocial personality characteristics predicted several of the volunteer behaviors. Initial levels of volunteer activity and organizational commitment also predicted final levels of volunteer activity, but these effects were mediated through intermediate levels of volunteer activities. The findings are discussed within the context of the volunteer process model and role identity models of volunteerism. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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This study used survey data collected from mobile employees ( n = 66) and their spouses over a 5-year span to link attitudes, behavioral intent, and behavior in a model of the individual job transfer decision. Results showed that willingness to relocate strongly predicted the decision to accept or reject a job transfer. In turn, willingness to relocate was reliably associated with key demographic, career attribute, and attitudinal variables. Not only do these results have important implications for organizations that regularly relocate employees, but they also provide another example of a work situation in which attitudes reliably predict behavior. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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We examined the effect of type of mentoring relationship and its gender composition on mentoring functions and outcomes. Proteges with informal mentors viewed their mentors as more effective and received greater compensation than proteges with formal mentors. Gender composition had direct and moderating effects on mentoring functions/outcomes.
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The determinants of early career rate of advancement (ROA) and current total income for young managers and professionals were examined. Mentoring contributed most to the early career ROA of those from higher social class origins. Mentoring also contributed to the prediction of the current income of all respondants regardless of socioeconomic origin.
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This research examines demographic diversity between mentors and proteges on international internships. Using a sample of 138 interns on six-month overseas assignments, the results indicate that interns who are different in nationality and gender from their mentors are much less likely to receive task-related, social-related, and career-related support from them. Moreover, this deficit in mentoring is associated with poorer socialization to internship assignments, lower levels of learning about international business, lower likelihoods of receiving and accepting job offers from internship employers, and lower perceived career instrumentality of the internships. The implications of the results for future research on mentor-protege diversity and the design of international internships are discussed as well. Copyright (C) 1999 John Wiley & Sons, Ltd.
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The rapid growth of research on organizational citizenship behaviors (OCBs) has resulted in some conceptual confusion about the nature of the construct, and made it difficult for all but the most avid readers to keep up with developments in this domain. This paper critically examines the literature on organizational citizenship behavior and other, related constructs. More specifically, it: (a) explores the conceptual similarities and differences between the various forms of "citizenship" behavior constructs identified in the literature; (b) summarizes the empirical findings of both the antecedents and consequences of OCBs; and (c) identifies several interesting directions for future research.
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Research has not adequately separated the factors responsible for prosocial behaviors intended to benefit specific individuals from those intended to benefit an organization. Antecedents of the behavior of 100 secretaries were examined as a function of the beneficiary of the behavior. The value of concern for others and empathy explained significant variance in prosocial behaviors directed only at specific individuals (prosocial individual behavior). Perceptions of reward equity and recognition explained significant variance in behaviors directed only at the organization (prosocial organizational behavior). With these effects removed, the relationship between job satisfaction and prosocial organizational behavior was no longer significant, whereas the relationship between job satisfaction and prosocial individual behavior remained significant. Results suggest that the psychological processes that underlie prosocial behavior are different depending on the beneficiary of the behavior.
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This article briefly introduces the criterion construct, citizenship performance, describes how this construct is different from task performance and presents a recently derived 3-dimension model of the domain. Evidence is then reviewed for links between personality constructs and citizenship performance. An update of the Organ and Ryan (1995) meta-analysis of personality-organizational citizenship behavior relationships suggests slightly higher correlations than those found in the meta-analysis and also indicates that personality, at least the conscientiousness and dependability constructs, correlates more highly with citizenship performance than with task performance. These results are discussed in the broader context of building models of job performance and studying linkages between individual differences and relatively specific criterion constructs.
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This study used survey data collected from mobile employees (n = 66) and their spouses over a 5-year span to link attitudes, behavioral intent, and behavior in a model of the individual job transfer decision. Results showed that willingness to relocate strongly predicted the decision to accept or reject a job transfer. In turn, willingness to relocate was reliably associated with key demographic, career attribute, and attitudinal variables. Not only do these results have important implications for organizations that regularly relocate employees, but they also provide another example of a work situation in which attitudes reliably predict behavior.
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Data from qualitative field studies of 22 cross-race (African-American and white) supportive work relationships between pairs of junior and senior people are used to examine how people's strategies for dealing with the issue of race affect the kind of relationship that develops between the two and whether the senior person becomes merely a sponsor for the protege, providing him or her with career support such as advocacy for promotions, feedback, and coaching, or whether the senior person becomes a mentor, offering psychosocial support and friendship along with instrumental career support. The study showed that the parties' preferred strategy for dealing with racial difference-either denying and suppressing it or discussing it openly-and whether both parties preferred the same strategy influenced the kind of relationship that developed. Only when the parties preferred the same strategy did the more supportive mentor-protege relationship develop. The paper provides a model of how racial dynamics affect cross-race developmental relationships.
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This article reports the results of a comprehensive meta-analysis of turnover antecedents, extending an earlier one by Hom and Griffeth (1995). As such, this updated meta-analysis represents the most wide-ranging quantitative review to date of the predictive strength of numerous turnover antecedents. Importantly, the present investigation identifies various moderators of antecedent-turnover correlations. The implications of these findings for both theory and practice are discussed.
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The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
Article
The rapid growth of research on organizational citizenship behaviors (OCBs) has resulted in some conceptual confusion about the nature of the construct, and made it difficult for all but the most avid readers to keep up with developments in this domain. This paper critically examines the literature on organizational citizenship behavior and other, related constructs. More specifically, it: (a) explores the conceptual similarities and differences between the various forms of “citizenship” behavior constructs identified in the literature; (b) summarizes the empirical findings of both the antecedents and consequences of OCBs; and (c) identifies several interesting directions for future research.
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This paper is divided into two parts. In the first, the rank order stability of individual differences in altruism across situations is examined and it is found that substantial consistency occurs when due regard is given to the principle of aggregation. In the second, a self-report altruism scale, on which respondents rate the frequency with which they have engaged in some 20 specific behaviors, is found to predict such criteria as peer-ratings of altruism, completing an organ-donor card, and paper-and-pencil measures of prosocial orientation. These data suggest there is a broad-based trait of altruism.
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We investigated differences in willingness to mentor among men and women in three organizations. When controlling for gender differences in factors relating to decisions to mentor (age, rank, tenure, and mentorship experience), women expressed equivalent intentions to mentor as men, even though they anticipated more drawbacks to becoming a mentor. Additionally, individuals with prior experience in mentoring relationships, either as a protégé or as a mentor, reported greater willingness to mentor than individuals lacking mentorship experience.
Article
It is a well-established fact that job attitudes and organizational variables are causally related to organizational citizenship behavior (OCB), but it is unlikely that they are the only causes of this important organizational behavior. This article concerns some other possible causes of OCB. On the basis of prior research on OCB and a conceptually related phenomenon - volunteerism - we propose that two kinds of dispositional variables may play significant roles in OCB. The first of these is an individual's motives for engaging in OCB. It is argued that because OCB may serve different needs or motives for different individuals, the measurement of these motives will improve the prediction of OCB. The other dispositional variable is a personality trait - the prosocial personality orientation. Because OCB is a prosocial action and this personality trait involves prosocial thoughts, feelings, and actions, it may predict OCB better than more general personality traits. Data are presented to support the argument that both of the dispositional variables are related to OCB. Finally, it is suggested that engaging in OCB might affect a person's self-concept. Specifically, there is reason to believe it can produce changes in personal identity that are consistent with the role of an organizational citizen. Role identity and the more psychological variables mentioned earlier are integrated into a model of the causes of enduring OCB. In this model, job attitudes, organizational variables, motives, and personality traits all affect initial levels of OCB. This behavior, in turn, influences the extent to which a person develops a role identity as an organizational citizen. And it is this role identity that directly causes enduring levels of OCB. The utility of this model for predicting OCB and increasing the incidence of this behavior is discussed.
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Researchers have begun to examine the mentoring relationship and, along with practitioners, consider it an important, if not critical, assimilation and/or development tool for employees (proteges), particularly for those new to the organization and/or in the early stages of their careers (e.g., Chao, Walz, & Gardner 1991; Dreher & Ash 1990; Fagenson 1989). Yet we still know relatively little about mentoring. The focus of mentoring research, thus far, has been largely on outcomes for proteges; the mentor's perspective has not received the same attention. This article aims to focus our attention on better defining the mentoring relationship and suggests a model that considers outcomes for both the mentor and the protege and frames the mentorship as a two-way exchange of information, bringing together the mentoring and information seeking literatures. Both literatures indicate that contextual variables and individual differences should be considered as antecedents in the study of information seeking by mentors and proteges. This article suggests considering relationship characteristics as antecedents to information seeking by mentors and proteges as well. Future research directions for mentoring in this information-exchange framework are discussed.