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The development and maintenance of exemplary formal mentoring programs in Fortune 500 companies
Abstract
This study sought to advance current mentoring research by examining the development and maintenance of exemplary formal mentoring programs in the nation's top performing companies. The ADDIE model of instructional systems design, which incorporates five steps from needs analysis to evaluation, formed the conceptual framework guiding the study. The methodology involved interviewing twenty-nine participants within a sample of seventeen companies, selected from the Fortune 500 listing, housing exemplary formal mentoring programs. Results indicated that the steps of the ADDIE design system provide a useful framework in the development and maintenance of exemplary formal mentoring programs. A discussion of the results and recommendations for further research are presented.
... Although other authors have developed models for the practice of traditional mentoring (Giancola et al., 2016;Hegstad & Wentling, 2004), no author except Vance et al. (2017) has developed a model within the practice of IOM, the latter being, therefore, a good reference point for our evolved model. Our model proposal will be based on the literature review presented in this section and on the information presented in the following sections and obtained through a focus group with experts in implementing traditional and IOMPs. ...
... These authors recommend, if possible, launching a small pilot program with about 5-10 pairs to design the final program in light of the lessons learned. Hegstad & Wentling (2004) recommend identifying the objectives of the program (career management, skills development, etc.) as well as considering the target audience (junior, mid-career, gender, etc.). These two parameters can be identified through focus groups, surveys, or individual interviews. ...
... It is essential to plan adequate time for meetings and preparation (Mains & MacLean, 2017) to ensure the contact frequency (Cull, 2006) and the program duration. Some authors on traditional formal MPs recommend a period from 1 to 2-3 years (Giancola et al., 2016;Hegstad & Wentling, 2004). Giancola et al. (2016) recommend that mentors and mentees meet at least twice a month for the first few months and then continue monthly. ...
Inter-organizational mentoring (IOM) occurs whenever the mentor and mentee belong todifferent organisations. IOM has grown recently in the light of professional associations. Thiswork proposes a model for implementing IOM programs based on a literature review onmentoring best practices and experts’ experience. The model, completed with a focus groupwith 20 experts in IOMPs, highlights differences to be considered in implementing IOMPs,compared to traditional mentoring programs. This paper fills the gap in implementing IOMPsand provides keys to mentors and program coordinators for their efficient implementation.
... Noe (1988a), por su parte, fue uno de los primeros estudiosos en identificar algunas de las causas del fracaso de los programas de mentoring. Hegstad (2004), estudiando elementos para la mejora de la eficacia de los programas sugirió que la investigación sobre los programas de mentoring debe centrarse especialmente en la evaluación de los programas. En este mismo sentido, y evidenciando la falta de conocimiento sistematizado en este campo, Allen et al., (2006b) declararon que se necesita más investigación sobre las características de los programas formales de mentoring que permita establecer una relación efectiva entre los intervinientes. ...
... Diseño e implementación de programas formales de mentoring Más allá de los estudios parciales comentados anteriormente, algunos autores han presentado propuestas sobre el diseño completo y la implementación de programas formales de mentoring. Hegstad (2004), propuso un modelo para el desarrollo y mantenimiento de programas formales de mentoring, basado en entrevistas con empresas del Fortune 500 y compuesto de 5 etapas (análisis de necesidades, diseño, desarrollo, implementación y evaluación). Giancola et al., (2016) exploraron las mejores prácticas en programas formales de mentoring tradicional en un estudio longitudinal de más de 10 años efectuado en 5 centros médicos. ...
... Etapa 1 -Establecer la finalidad Vance et al., (2017) recomiendan diseñar el programa considerando la misión y las necesidades de organización. En este sentido, Hegstad (2004) recomienda identificar los objetivos del programa (gestión de carrera, desarrollo de habilidades, etc.), así como tener en cuenta el público objetivo (junior, a mitad de carrera, directivas, emprendedores, etc.). El autor sugiere que la identificación de estos dos parámetros, objetivos y público objetivo, puede hacerse a través de grupos focales, encuestas o entrevistas individuales. ...
El propósito de este trabajo es doble: de un lado, analizar las prácticas de diseño e implantación de programas formales de mentoring inter-organizacional identificadas en el ámbito nacional y, de otro, establecer qué factores son los más críticos entre los que intervienen en el diseño e implantación de tales programas. El trabajo empírico se basa en la recogida de información a través de 24 entrevistas semi-estructuradas en profundidad realizadas con expertos en el diseño e implementación de programas de mentoring inter-organizacional, la discusión de los resultados con un Focus Group, y la realización de una encuesta final sobre los factores clave. Los resultados obtenidos revelan la existencia de diferencias importantes en la implementación de los programas de mentoring inter-organizacional en comparación con el mentoring tradicional, siendo los factores más relevantes en el éxito de los programas los relativos al compromiso de los actores (mentores y mentorizados), la voluntariedad de los procesos y la gestión efectuada por las personas responsables de estos programas.
... HR managers and diversity managers are urged to conduct a needs analysis to identify their organization's own particular issues which need to be addressed (e.g., Koonce, 2001;Larkin, and Ford, 2004). Other recommendations commonly seen in the diversity literature include ''get top management support'' (e.g., Hayes, 1999;Schmidt, 2004) and ''establish metrics'' (e.g., Anonymous, 2004;Babcock, 2006). While sound advice for any organizational change effort, these recommendations do not address the critical question of which diversity interventions will lead to which desired diversity outcomes. ...
... Mentoring programs can take a variety of forms -from programs that establish a traditional dyadic relationship between a junior person and a more senior member, to group or team mentoring programs that involve groups of junior employees meeting with a senior person (Douglas and McCauley, 1999;Hegstad and Wentling, 2004). In Douglas and McCauley's (1999) survey of 246 firms, 21% offered a formal program to facilitate developmental relationships, with 70 percent of those involving the pairing of junior and senior people. ...
... When part of a diversity initiative, mentoring programs target (but are not limited to) women and people of color. Hegstad and Wentling (2004) interviewed participants from mentoring programs in 17 Fortune 500 companies. Fifty-three percent of participants reported that the mentoring programs in their organizations were begun as part of a diversity strategy. ...
The organizational literature began emphasizing the “business case” for diversity in the late 1980s (Cox and Blake, 1991; Johnston and Packer, 1987; Robinson and Dechant, 1997). The business case predicted a range of benefits resulting from greater workforce diversity within organizations (Jayne and Dipboye, 2004; Konrad, 2003). Specifically, an organization making maximum use of the talent available in the labor pool would select a diverse group of employees. These diverse employees would be more effective in dealing with a diverse customer base, and the diverse employees would bring a greater range of perspectives to bear on organizational decision making. In sum, “a more diverse workforce, [managers] say, will increase organizational effectiveness. It will lift morale, bring greater access to new segments of the marketplace, and enhance productivity” (Thomas and Ely, 1996: 79). The business case for diversity, and its optimistic expectations of the benefits achieved through employee diversity, has been enthusiastically embraced by managers. In a Catalyst-sponsored study of 15 Fortune 500 companies, every corporate executive interviewed by the researchers cited the business case as the primary rationale for their organizations' diversity efforts (Giscombe and Mattis, 2002). And there is evidence of a trickle-down effect to the employee level: a diversity program accompanied by a “competitive advantage” justification is likely to generate the most positive employee attitudes (Kidder et al., 2004). Given the widespread acceptance of the business case, it is ironic that the academic literature has documented so many negative outcomes associated with workforce diversity.
... While it has been indicated that the age of greatest impact in influencing women's decisions to select STEM careers is in elementary school, there is evidence that with a mentoring program during high school it helps in orientation and in this selection by STEM careers [8,10]. Mentoring programs are widely used in the industry to support the inclusion and development of minority groups such as women in STEM areas and in leadership positions [11,12]. These programs usually consist of a one-on-one relationship, or a group relationship, where a more experienced person shares with a new or less experienced person. ...
... Both roles (mentor and mentee) are important in understanding the mentoring process and the benefits that flow from it. A mentor is a person "more experienced, knowledgeable, and committed to providing personal or professional developmental support to the mentee" [12]; this role in an educational environment becomes relevant to guide and motivate students in their search for financial support as well as to strengthen their engagement with their studies for better academic performance. The mentor not only shares technical or professional knowledge and expertise, but also inspires, advises and helps the mentee learn. ...
In recent years, global efforts to generate a culture of gender equity have been made. However, in Latin American countries, these efforts have been insufficient in the presence of the latent reality of inequality and violence suffered by women. Faced with this reality, universities should not be distant from this environment, so initiatives have been developed that impact women and this culture of gender equity, especially in the academic area. The purpose of this research is to determine the variables that directly affect the engagement of public high school students in their development and empowerment as women and to awaken their interest in STEM areas, and the personal impact in undergraduate students of STEM areas about equity gender and social responsibility. The methodology is of a mixed nature: 1) design of Mentoring Program and workshops in STEM and Gender equity, and research´s methodology planning ; 2) integration of the leading team, 3) implementation of the program with public high school women students, undergraduate students , and women teacher of STEM areas; 4) preliminary evaluations through beneficiary surveys, reflection blogs with undergraduate students and interviews with a sample of student mentors and mentor teachers; and 5) data analysis and exploration of the replicability of the model on another campus. Among the preliminary findings with high school women students are: a) a high interest in topics of STEM careers (despite not being in the specialty in high school), b) resources limitations and time restrictions due to their reality and c) a personal discovery through the interaction of undergraduate women students and women teachers, both as mentors. Despite the circumstances, it was decided to develop it because this reality cannot wait to seek a change, and it is the women helping other young women that can make possible the cultural and social change.
... Mentoring relationships are vitally important for both mentors and protégés in terms of objective career success (e.g., higher compensation, promotion rates, competency development) and subjective career success (e.g., feeling one ' s career was on or ahead of track) (Eby et al., 2013 ). Approximately 70% of Fortune 500 companies employ mentoring programs as a form of HRD (Hegstad & Wentling, 2004 ), and scholars suggest that everyone, from CEOs to first-line employees, needs a mentor (Clutterbuck, 2004 ). ...
... HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq Training and Development Our findings have implications for transferring learning gained in a training setting to its application as new knowledge, skills, and abilities-a major objective and obstacle for HRD initiatives (Hegstad & Wentling, 2004 ). According to Larson ( 2010 ), transactive memory is a foundational mechanism for performance gains in learning, as group learning benefits subsequent performance gains on tasks where the learning occurred. ...
The present qualitative research provides an in-depth study of synergistic co-mentoring (SCoM) to understand its features and implications for HRM. We examine dyadic synergistic qualities and processes, and dyadic co-mentoring developmental qualities and processes that complement each other to make possible the emergence of SCoM. Using NVivo qualitative software, we analyzed interviews from a diversified sample of 26 matched mentoring dyads. Results demonstrate that communal sharing in the endeavor toward combinative outcomes complemented by co-mentoring supports intra-relational conditions for the emergence of SCoM.
... For systematically effective mentoring to occur in more complex organizations, it apparently must be formalized. Furthermore, most Fortune 500 executives report being effectively mentored (Hegstad & Wentling, 2004). Formal mentoring programs are ubiquitous in complex, public organizations. ...
... In summary, a careful review of the components of effective talent development programs in private companies points to specific elements that may be emulated in public organizations (Douglas & McCauley, 1999;Hegstad & Wentling, 2004;and Zachary, 2005). There are seven specific criteria of successful programs : ...
... It is well known that top companies such as IBM, Apple, and Johnson & Johnson use mentoring programs as a human resource development strategy. These mentoring programs significantly enable them to sustain their leading position in the sector [3]. ...
Mentoring for the professional development of school administrators has become widely acknowledged as an essential means of providing psychosocial and career support, particularly for novice administrators. Due to its strong potential to support the sustainability of schools by enabling successful administration, much research has been conducted on mentoring for the professional development of schools and an extensive knowledge base has been accumulated. The current study aims to evaluate this knowledge base holistically, to reveal the intellectual structure and evolution of this research field. With this purpose, the study conducted a combined bibliometric and science mapping analysis of 121 articles selected from the Scopus database using SciMAT software. The period-based science mapping analysis results showed that research initially focused on professional development and networking functions and later focused on developing school administrators’ leadership skills through mentoring. During the last five years, the most prominent themes were enhancing the quality of mentoring and supporting school administrators’ capacity to enable social justice. The results suggest several implications for the sustainability of mentoring programs to improve school administrators’ professional capabilities and leadership skills, which would eventually help sustain a high level of school innovation and success.
... For instance, Manuel and Poorsattar (2021) show that effective mentorship is not only important for the attainment of the professional success of mentees but also, it enhances their career advancement, job performance, self-confidence and the development of their sense of community and fulfilment. Also, mentoring enhances the development and retention of high potential talent (Hegstad & Wentling, 2004), engenders effective communication among employees, increases employees' sense of commitment and loyalty, and can lead to reduced employee turnover (Ensher & Murphy, 2011). ...
This study examines how the mentoring experiences of professional staff in a South African university enhance their social integration and professional development. Drawing on social constructivist theory, semi-structured interview were used to gather insights from 41 professional staff. The results reveal that professional staff receive practical training, familiarise themselves with their new job roles, build social networks and, learn the culture of the university when they are mentored. Conversely, professional staff have to develop their own perceptions about the institution's culture and adopt a painstaking approach to understanding work procedures and policies in the absence of mentoring.
... Past studies on mentoring have been conducted predominantly in the context of industry (Phillips-Jones 1983;Hegstad & Wentling 2004;Allen et al. 2011); nursing studies (Tuomikoski et al. 2020;Kazerooni et al. 2020); industry mentors (Scerri et al. 2020); in schools (Villani 2002;Randolph & Johnson 2008;Heider 2005) especially in the US. This study has a two-fold contribution to the existing body of literature. ...
Mentoring programs have been on the increase in business schools in recent years. This study aims to look into the features of mentoring programs in business education in India and capture the mentees' opinions regarding the issues related to such programs. Using a qualitative approach, the study conducted 28 in-depth interviews of final-year business management students from a reputed education institution in India. Findings revealed that mentors expected to play specific roles in the personal and academic life of students, and any deviance from their expectations caused high dissatisfaction among mentees. Mentors' lack of communication and behavioural issues were significant setbacks to the mentoring relationship. The success of such programs depends on the guidelines implemented by the institution. Mentors and mentees should also be aware of their roles and expected outcomes from the programme within cultural contexts. This study has important implications for institutions and policymakers in India and other emerging nations.
... Requirement analysis, also called requirement engineering in the literature, aims to meet consumer expectations with new or significantly improved products (Aurum and Wohlin 2005). It is thought that deciding by conducting a needs analysis for the company before starting any new project or process will contribute to achieving the goals more efficiently by managing the process and costs (Hegstad and Wentling 2004). In this regard, it is recommended to meet with company executives as the first stage of the innovation management process and to conduct a comprehensive needs analysis in line with the strategic plan, vision, and mission. ...
The world has become a unique market due to the increasing competition conditions, and there are many options that consumers can access the product they desire under various conditions. For this reason, how companies produce and how they sell their products has become more important than what they produce to provide a competitive advantage. Therefore, companies focus on producing better ideas than their competitors and offering fast delivery to consumers. Creating innovation management and innovation culture is of great importance for success in this regard. Although there are many models developed for innovation management in the literature such as “Technology Push Model”, “Market Pull”, “Coupling Model”, “Interactive Model”, “Network Model”, “Open Innovation”, it is not easy to innovate. This study aims to offer an integrated innovation model that can take companies one step ahead of the competition, ensure sustainability, and adapt to every sector and company. This framework includes the interactive model as an innovative management approach, brainstorming as a creative thinking method, and the Delphi technique as a group decision-making method. It is suggested that the people who will participate in the study from the institutions to which this framework will be applied are selected from the employees who have a closer relationship with the customers and know their demands and expectations. The effectiveness of the proposed model is experienced with a field study. It was applied to an international insurance company, and successful results were found. According to the results, the ideas that were revealed were brought to life by the company. In conclusion, the proposed framework has the potential to be an end-to-end solution for companies that desire to adopt an innovation culture.
... Krams forskning fikk innflytelse på grunn av hennes fokus på den gjensidige nytteverdien av begge mentorprosessene. Siden mentorprosesser antas å gi innsikt i organisasjonens maktstrukturer og kulturspesifikke innhold, vil det vaere nyttig å utnytte dette til egen og organisasjonens vinning (Kram, 1985;Hegstad & Wentling, 2004). Etter hvert som mentorprogrammer vokste til å bli et populaert format for lederutvikling, ble også innholdet mer mangfoldig og tilpasset kulturelle betingelser (Merrick, 2017), samtidig som de også ble mer standardisert. ...
This chapter explores ways in which legacy newspapers may transform their business and operational models to ensure profitability and protect journalistic ideals. This transformation is explored through the lens of Norwegian media company Amedia, an early innovator. Our analysis sheds light on the ways in which the industry has come to understand the digital attention economy as defined through key innovations initiated by Google and Facebook. At Amedia, these innovations paved the way for a major corporate turnaround in which data harvesting and AI play major roles. The turnaround is still ongoing after seven years, but preliminary conclusions can be drawn. Within an ecological view of organizational adaption, this chapter proposes six theses about design requirements and transformation for legacy newspapers and concludes with four key findings: a) survivability will be difficult without the implementation of a new AI-operational model and business model built on software, b) a space is emerging that supports profitable quality journalism with strong commitments to veracity and fairness, c) most outlets still need advertising revenue to achieve profitability, and d) roles and skill-sets of top managers and journalists are undergoing major changes.
... Krams forskning fikk innflytelse på grunn av hennes fokus på den gjensidige nytteverdien av begge mentorprosessene. Siden mentorprosesser antas å gi innsikt i organisasjonens maktstrukturer og kulturspesifikke innhold, vil det vaere nyttig å utnytte dette til egen og organisasjonens vinning (Kram, 1985;Hegstad & Wentling, 2004). Etter hvert som mentorprogrammer vokste til å bli et populaert format for lederutvikling, ble også innholdet mer mangfoldig og tilpasset kulturelle betingelser (Merrick, 2017), samtidig som de også ble mer standardisert. ...
Norwegian sports today are characterized on the one hand by a need to innovate organizationally and rethink current practices, and on the other hand to respect national traditions and values of sporting culture. This dual responsibility poses a particular challenge to sports leaders of tomorrow. Whereas other studies have examined sports management education or sports leadership qualities as solutions to this challenge, this chapter examines the potential of a mentoring program to improve leadership skills. It draws upon qualitative interviews with participants, mentors and organizers of the 2019/2020 Mentor Program for Young Sport Leaders offered by the Norwegian Federation of Sports (NIF) and the Norwegian Association of Student Sports (NSI). Our findings reveal that this program enables young sports leaders to become more aware of their personal strengths and weaknesses. At the same time, the transfer value they represent to the organization is conditioned by prior experience, attendance motives and mentee-mentor relations. Consequently, this program reproduces known pros and cons found in earlier research on mentoring programs, yet offers something new in the sense that it allows young leaders to be part of the solution to issues in Norwegian sports by defining the relevant problems.
... which build a protégé's confidence and efficacy in career-related activities (Allen et al., 2004;Alessa, 2017); effects are opposite to those having a bad mentor. Together with the negative effect of mentoring among public sector workers, this suggests the importance of studying bad mentoring outcomes, especially given the longer impact it displays particularly in the midst of proliferation of mentoring program in organization (Burke et al.,1994;Hegstad & Wentling, 2004;Geber, 2010;Washington & Cox, 2016) and in youth and student mentoring (Karcher et al. , 2006;Brodeuret al., 2017). ...
Mentoring is generally touted as beneficial, yet not all mentoring is good, and the literature gives scant attention to the effects of quality of mentoring on career outcomes. Our study aims to close the gap by providing a comparison among three groups - employees with a good mentor, a bad mentor, and no mentor at all. The study finds that for more than 3,000 respondents, those with a mentor, even a bad one, enjoy the benefits of mentorship. However, the idea that having a bad mentor is better than no mentorship is only partly correct - it is contingent on just how bad and bad in what ways. The quality of the mentoring experience influences job satisfaction more while a mere presence of a mentor is important for the salary of the protégés. Furthermore, mentored public sector workers, unlike workers in the private and non-profit sectors, have a lower salary and job satisfaction compared to those who have no mentor. We provide suggestions about what may account for this unexpected and curious finding.
Keywords: mentoring, bad mentoring, quality of mentoring, work outcomes, mentoring outcomes, mentoring experience, sector difference
... which build a protégé's confidence and efficacy in career-related activities (Allen et al., 2004;Alessa, 2017); effects are opposite to those having a bad mentor. Together with the negative effect of mentoring among public sector workers, this suggests the importance of studying bad mentoring outcomes, especially given the longer impact it displays particularly in the midst of proliferation of mentoring program in organization (Burke et al.,1994;Hegstad & Wentling, 2004;Geber, 2010;Washington & Cox, 2016) and in youth and student mentoring (Karcher et al. , 2006;Brodeuret al., 2017). ...
Mentoring is generally touted as beneficial, yet not all mentoring is good, and the literature gives scant attention to the effects of quality of mentoring on career outcomes. Our study aims to close the gap by providing a comparison among three groups - employees with a good mentor, a bad mentor, and no mentor at all. The study finds that for more than 3,000 respondents, those with a mentor, even a bad one, enjoy the benefits of mentorship. However, the idea that having a bad mentor is better than no mentorship is only partly correct - it is contingent on just how bad and bad in what ways. The quality of the mentoring experience influences job satisfaction more while a mere presence of a mentor is important for the salary of the protégés. Furthermore, mentored public sector workers, unlike workers in the private and non-profit sectors, have a lower salary and job satisfaction compared to those who have no mentor. We provide suggestions about what may account for this unexpected and curious finding.
Keywords: mentoring, bad mentoring, quality of mentoring, work outcomes, mentoring outcomes, mentoring experience, sector difference
... In a few organizations the mentoring program were conducted formally. Hegstad (2004) collect interviewed from 500 companies who were making participation in the programs of mentoring establish in consistence with the theory of human resource development and made a conclusion that for the development of corporate mission and vision, the programs which are systematically designed was considered beneficial. The study of Hoigaard and Mathison (2009) investigated that 36 female leaders participated in the formal programs of mentoring and concluded that the job satisfaction is increased with the relationship of mentor and will result in more positive influence. ...
This current study explores the relationship between mentoring, social capital, innovation practices, environmental turbulence, and small business performance. A proposed model has been developed on the basis of an extensive literature. However, literature failed to find consistent conclusions about the relationship between innovative practices, social capital, mentoring and business performance and a range of performance-related variables such as, sales growth, profitability, and survival, even there is no symmetrical and precise definition of these variables which are wildly accepted. The novelty of this current study is that it provides valuable information for the implication for different sorts of organizations to conceive the effect of mentoring, social capital, innovation practices on small businesses. In addition, the major contribution of this paper is to explore the moderating role of environmental turbulence on the relationship between mentoring, social capital, innovation practices and small business performance in developing economies. This paper provides useful information and adds knowledge to the literature aiming to increase their business performance.
... In a formal mentoring process, the organization establishes the program objectives and program duration Vance et al., 2017), designates a coordinator to guide and accompany the process (Hegstad and Wentling, 2004), selects and matches the mentor and mentee (Gisbert-Trejo et al., 2018a;Vance et al., 2017), conducts pre-program training and performs program monitoring, program target achievement Interorganizational mentoring for managers and evaluation, with the guidance of the program coordinator (Mains and MacLean, 2017). In this sense, traditional mentoring (that which takes place when the mentor and mentee belong to the same organization), aims at achieving a "networked development" of the mentee manager, using the terminology proposed by Garavan et al. (2015), being planned and interdependent within his/her organization. ...
Purpose:
Inter-organizational mentoring (IOM) is a human resource development tool that is used when the mentor and mentee belong to different organizations. As mentees are the focus of the IOM process, the success of this type of program is highly reliant on their characteristics. Therefore, the purpose of this paper was to derive the most desirable characteristics for mentees in IOM.
Design/methodology/approach:
An intensive review of the literature on mentoring for managers and business professionals was carried out to identify mentee characteristics. These characteristics were then ranked for their importance to IOM using the Hybrid Delphi method (with 130 informants taking part in a Delphi survey and 19 expert IOM practitioners taking part in Focus Group and Nominal Group Technique sessions). An exploratory factor analysis identified the three main underlying factors behind the listed mentee characteristics.
Findings:
In total, 17 relevant mentee characteristics were identified and ranked and then synthesized into three essential factors for the mentee. The results were discussed in the light of existing studies.
Originality/value:
The mentee characteristics and factors identified in this study will be of great practical value to coordinators of IOM programs. Also, the review of the literature and the obtained results will help other researchers who wish to expand on this topic.
... Organizations typically implement a supervision program with the aim to develop employee skills in order to stimulate employee and ultimately organizational performance (Hegstad and Wentling 2004). Indeed, Huselid (1995) demonstrates that across a wide range of industries and firm sizes, HRM practices including performance management systems have economic significant impact on short-and long-term measures of corporate financial performance. ...
... Mentors provide informational and instrumental social support (McManus and Russell, 1997) which builds a protégé's confidence and efficacy in career-related activities (Allen et al., 2004;Alessa, 2017); effects are opposite to those having a bad mentor. Together with the negative effect of mentoring among public sector workers, this suggests the importance of studying bad mentoring outcomes, especially given the longer impact it displays particularly in the midst of proliferation of mentoring program in organisation (Burke et al., 1994;Hegstad and Wentling, 2004;Geber, 2010;Washington and Cox, 2016) and in youth and student mentoring (Karcher et al., 2006;Brodeur et al., 2017). ...
Mentoring is generally touted as beneficial, yet not all mentoring is good, and the literature gives scant attention to the effects of quality of mentoring on career outcomes. Our study aims to close the gap by providing a comparison among three groups - employees with a good mentor, a bad mentor, and no mentor at all. The study finds that for more than 3,000 respondents, those with a mentor, even a bad one, enjoy the benefits of mentorship. However, the idea that having a bad mentor is better than no mentorship is only partly correct - it is contingent on just how bad and bad in what ways. The quality of the mentoring experience influences job satisfaction more while a mere presence of a mentor is important for the salary of the protégés. Furthermore, mentored public sector workers, unlike workers in the private and non-profit sectors, have a lower salary and job satisfaction compared to those who have no mentor. We provide suggestions about what may account for this unexpected and curious finding.
Keywords: mentoring, bad mentoring, quality of mentoring, work outcomes, mentoring outcomes, mentoring experience, sector difference
... Mentors must play different roles within the mentoring relationship. They provide advice, motivate the mentee and give constructive feedback (Germain, 2011;Savoie et al., 2008), listen without judging (Hamlin and Sage, 2011), ask the right questions (Hansford et al., 2003), help the mentees to reflect on their career goals (Hegstad and Wentling, 2004) and are role models (Poulsen, 2013). ...
Purpose – The purpose of this paper is to explore the essential mentor characteristics for effective
inter-organizational mentoring. This kind of HR development technique, where mentor and mentee belong
to different organizations, is becoming increasingly popular and so far has been scarcely studied.
Design/methodology/approach – First, a rigorous literature analysis to identify primary mentor
characteristics for managers and professionals has been performed; second, a Delphi analysis has
determined their relevance according to the opinion of 125 experienced mentors, mentees and program
coordinators that have carried out inter-organizational mentoring processes in Spain; and third, an
exploratory factor analysis has reclassified the mentor characteristics into a smaller number of factors.
Findings – In total, 29 relevant mentor characteristics have been identified and valued. The foregoing
characteristics are related to seven underlying dimensions or factors that serve to characterize an effective
mentor for inter-organizational mentoring programs.
Originality/value – The research extends the existing literature regarding mentor characteristics of those
mentors who are engaged in inter-organizational mentoring. In addition, this work offers a valuable
contribution to inter-organizational mentoring research based in a Delphi method that includes both
academic and practitioner perspectives in a cultural context that may have not received previous attention.
The findings can be valuable for both academics who investigate this topic of growing interest, and for
practitioners who must face the selection and training of mentors.
... T he popularity of formal mentoring has grown substantially in recent years. Many major organizations such as Bank of America, IBM, Johnson & Johnson, Honeywell, AT&T, Sodexo, and Walmart, among others, are initiating formal mentoring programs (Ghosh & Reio, 2013;Hegstad & Wentling, 2004). In addition to individual-level benefits such as learning and career planning as well as the enhancement of leadership and managerial skills (Eby & Lockwood, 2005), formal mentoring programs have been reported to enhance organizational attraction and brand development (Allen & O'Brien, 2006). ...
The popularity of formal mentoring has grown substantially in recent years. Literature has demonstrated individual‐level benefits such as learning, career planning, and enhancement of leadership as well as the acquisition of managerial skills from formal mentoring programs within work organizations. The primary purpose of this study was to examine whether and how formal mentoring programs could impact psychological capital and employee engagement, two key business drivers that can directly affect an organization's bottom line. A mixed‐methods design was employed to address the research questions through collecting data at multiple time points from a sample at a national franchise chain with more than 300 franchisee locations across the United States. Findings indicated that frequency of contact between the mentors and mentees was a key factor for engaging in mutually beneficial learning, which was instrumental for building psychological capital and employee engagement. Limitations and implications for research and practice within the context of our findings are discussed.
... The relationship between mentoring and HRD can be found in the functions of mentoring and how they link to the three realms of HRD. From an organization development standpoint, mentoring can serve as a function of planned change used to improve employee effectiveness [7]. Mentoring can function as a form of on-the-job training to develop key competencies enhancing employees' abilities to perform their job functions, the defining component of training and development. ...
A significant percentage of the workforce, within the construction sector is nearing retirement age over the next ten years. These employees have acquired a tremendous amount of knowledge about how things work, how to get things done and who to go to when problems arise. Losing their expertise and experience could significantly reduce efficiency, resulting in costly mistakes, unexpected quality problems, or significant disruptions in services and or performance. The business world has long known and relied upon mentoring as a proven technique for developing in house talent. Previous studies proved that the implementation of mentoring programme is beneficial for enhancing employee skills and attitudes. Few researchers are devoted to exploring the impact. This paper is aimed at examining the effects of mentoring functions on the job satisfaction and organizational commitment of new graduates in the South African construction industry. The study was mainly a literature review, with a special focus on the impact of mentoring functions on job satisfaction and organizational commitment of employees within organizations. The data used in the report was mainly qualitative, based on the content analysis, and historical data. The study indicated that career development and role modelling functions have a positive effect on the job satisfaction and organizational commitment of new entry employees. However, the psychosocial support function was incapable of providing adequate explanation for these work outcomes. The study suggest that graduate managers should improve the career development and role modelling functions of mentoring in order to enhance the job satisfaction, organizational commitment of new entry graduates employees. The early success of the initiatives described provide useful lessons for the construction industry and executives who recognize that mentoring functions on job satisfaction and organizational commitment are critical for sustaining future organizational performance.
... et al. (1997) argued that the known causes of failure can be minimized if precautions and interventions are taken at the time of pre-start of a business. In relation to economic growth Audretsch & Keilbach (2004) (Butyn, 2003;Fagenson, Marks, & Amendola, 1997;Hegstad & Wentling, 2004;Perrone, 2003). A mentor can be considered as a human resource capital and will mentor an entrepreneur by providing guidance, coaching, advice and training etc. Pegg Mike (1999) The role of mentor and the nature of mentorship in entrepreneurship development are very critical and challenging. ...
Objective: The primary objective of the study is to theoretically explore the importance of mentorship support to potential entrepreneurs and their response for rewards extended to mentors for entrepreneurial development in India.
Purpose: The purpose of the study is to analyze the mentorship support required by the first generation entrepreneurs and potential entrepreneurs from business family in conjunction with their interest in entrepreneurship. Also, how potential entrepreneurs react to the financial rewards based mentorship.
Methodology: Logistic regression is used to analyze the binary dummy variables along with scale variable. The results are analyzed with correlation matrix and descriptive statistics. Paired sample t-test is used to analyze the statistical significance of mean between the groups.
Findings: Significant relationship found between groups. First generation entrepreneurs and potential entrepreneurs from business family both require mentorship support but significantly different. Mentorship support for first generation entrepreneurs found consistent with financial rewards to mentor whereas opposite has been found in case of potential entrepreneurs from business family.
Implications: The findings can be used to formulate curriculum for entrepreneurship courses and can be applied in understanding the entrepreneurship and mentorship programs.
Originality: Very few studies have come so far to explain the mentorship support for potential entrepreneurs in conjunction with financial rewards to mentor.
... Many of the most successful Fortune 500 leadership programs include formal mentoring (Hegstad & Wentling, 2004), and it is advocated as part of leadership development through career and professional activities. For example, the U.S. Office of Personnel Management supports mentoring relationships as part of career development initiatives ("Training and Development," 2015). ...
This study systematically examines collegiate leadership centers and their role in leader development. The findings extend research from the Multi-Institutional Study of Leadership by focusing on centers as the unit of analysis. Our mixed-method approach involved coding center websites and analyzing center director responses from an online survey. Results indicate a proliferation of leadership centers, especially at public universities, as well as a leader-centric philosophy that directs much leader development programs. The results from 69 leadership centers in the United States highlight a disconnect between research and practice, and an opportunity to advance leader development through greater use of evidence-based methods.
... The concept of mentoring has diverse implications in the context of human relationships and has been used continuously in various sectors to enhance the growth of individuals who seek help in accomplishing their career/ personal goals. The most common areas of mentoring are academics (student-teacher) (Blackburn et al. 1981), hospital (nurse-patient) (Joel 1997), organization (senior-junior employees) (Noe 1988;Dreher and Cox 1996;Fagenson-Eland et al. 1997;Butyn 2003;Perrone 2003;Allen et al. 2004;Hegstad and Wentling 2004;Hezlett and Gibson 2005) and entrepreneurship (experienced-inexperienced entrepreneurs) (Sullivan 2000). Despite multidisciplinary nature of mentorship (Janssen et al. 2005;Levenburg et al. 2006), most researchers have converged to establish that mentors are important for the growth of mentees. ...
Mentoring has been found instrumental for successful survival of enterprises; yet, the enablers of the mentoring process, i.e., the mentors are under-researched in terms of their typology and effectiveness. Consequently, it leads potential entrepreneurs (mentees) to remain uneducated about their future mentors, which creates a gap in the process of uniting mentors and mentees, leading to a less amicable relationship with less possibility of entrepreneurial growth. The purpose of this study is to provide a knowledge base about mentors for their selection while engaging in mentoring of potential entrepreneurs. A mix-method approach has been adopted to conceive the study in a logical and sequential manner. First, experts from the field were interviewed to develop a typology of mentors, the inductive phenomenon facilitated in the development of a list of types of mentors. Next, the effectiveness of listed mentors was measured through a survey data of potential entrepreneurs. We argued that since mentees take a risk on their capital and career, they should be educated about the mentors and their preferences should be examined; thus, data were analyzed using multivariate analysis, which enhanced the validity of finding in an exploratory design through post hoc tests. The results of the study revealed that at least twenty types of mentors or combination of mentors exist in entrepreneurship domain and potential entrepreneurs preferred mentors from academia and a group of mentors with varied expertise. Interestingly, they have not preferred mentors from industry. The findings were rationalized based on the background of the mentees and the complex business environment. Policy makers may develop policies for entrepreneurship development considering not only entrepreneurs but also mentors. Understanding the preferences of potential entrepreneurs would help in the recruitment, training, and selection of mentors for the venture as well as in outlining the entrepreneurship development programs. The typology of mentors would make them aware about the available mentors and help them to contact mentors according to their mentoring and entrepreneurial needs. The findings have helped in filling the gaps in the literature by providing the understanding about types of mentors available in entrepreneurship domain and their effectiveness in mentoring. Moreover, a scale has been developed to conduct further research and hence provided the ground for prospective researchers in the domain. The study is first of its kind in India and no similar studies have been reported in other countries. The study has provided tangible grounds to mentors and mentees to understand respective perspectives. Additionally, it will help both of them in preparing themselves for forthcoming challenges.
... Mentoring is a strategic plans specifically designed by University management to train and retain highly competent faculty for quality teaching and robust research through mentee-mentor relationship (Hegstad and Wentling, 2004). Most Universities see the need for regular and timely mentoring and workplace learning to enhance quality teaching and research performance to promote sustainability and competitive advantage (Darwin, 2000). ...
Human resource development strategy is considered to be an indispensable strategic tool for enhancing employee job performance and organisation’s competitiveness. The main objective of this study is to examine the strategic role of human resource development on employee performance and organisational competitiveness in private universities. A descriptive research method (Structural Equation Model (AMOS 21)) was applied, to analyse the three hundred and fifty seven (357) valid questionnaires which were completed by the academic staff of the selected universities using stratified and simple random sampling techniques. The results show closed relationships between the dependent variable and independent variables. However, the study indicated that executive advance, mentoring, research collaboration and academic linkage, organisational learning and induction/orientation have positive effects on teaching, research, innovation and community service and subsequently impact on faculty performance and organisational competitiveness.
DOI: 10.5901/mjss.2016.v7n3p89
... Par ailleurs si le mentoring est étiqueté comme un levier favorable au changement organisationnel (De Janasz, Sullivan et Whiting, 2003), il reste très difficile de mesurer l'impact des programmes de mentoring, notamment en matière d'intelligence émotionnelle et de transfert de culture organisationnelle. Il en est de même en ce qui concerne la rétention des personnels clés, objectif pourtant souvent affiché des programmes formalisés de mentoring (Hegstad et Wentling, 2004). Le mentoring formalisé est un mentoring programmé par l'organisation pour constituer des binômes entre seniors et juniors, alors que le mentoring informel se déploie entre deux personnes sans intervention externe. ...
Distribution électronique Cairn.info pour Management Prospective Ed.. © Management Prospective Ed.. Tous droits réservés pour tous pays. La reproduction ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement. Toute autre reproduction ou représentation, en tout ou partie, sous quelque forme et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Il est précisé que son stockage dans une base de données est également interdit. Le mentoring à la française : un processus informel, silencieux mais efficient 35 par Silvester Ivanaj 36 et Sybil Persson 37 Résumé En France, on parle peu de mentoring qui figure pourtant en bonne place dans les pratiques anglo-saxonnes de développement RH. Une enquête conduite auprès de 402 managers montre que les apports enregistrés par les bénéficiaires français d'un mentoring informel existent bel et bien. Le mentoring informel constitue un gisement d'avenir qui s'inscrit dans un processus écologique et efficient de socialisation organisationnelle. Abstract Although very little is spoken about mentoring in France, it appears to be at the right place in the Anglo-Saxon practices of HR development regardless. A web-based survey with a participating number of 402 managers illustrated the benefits of informal mentoring as perceived by the French. As a result, the view of informal mentoring was seen as a base contribution to establishing a more efficient process of organizational socialization.
... In many companies, mentoring is used to develop high-potential managers and to prepare them for future key management positions (Kim 2007). Furthermore, it serves to increase the number of women and minorities in leadership positions, to support the socialization of new managers, as well as to further develop senior executives (Hegstad and Wentling 2004;McCauley and Douglas 2004). While mentors can develop their leadership by supporting mentees, the latter can benefit from their mentors' encouragement or feedback and role modelling by observing their mentors' leadership behaviour (Kim 2007). ...
Previous literature on foreign assignments shows a high relevance of mentors for expatriates’ success. In this study we analyse the impact of different mentor-related factors on skill and career development. Drawing on social exchange theory, we develop five research hypotheses and test them using a sample of 59 US expatriates on assignments in Germany. Linear regression modelling reveals that organizational distance between the mentee and the mentor as well as the mentor’s involvement in career planning are positively related to skill development. Furthermore, there is a positive relationship between skill development and career development. We derive important implications for the implementation of mentoring in multinational corporations. The study is of value for researchers and practitioners in the areas of human resource management and organization.
... El tercer factor que influye en la efectividad es la composición demográfica del equipo (género y raza principalmente). Nielson y Eisenbach (2003) demuestran que en los casos en que ambas partes tienen el mismo género y raza se alcanzan mejores resultados que en el resto (Brown, Zablah & Bellenger, 2008) y, además, PUPILO DESARROLLO PERSONAL cuanto más homogénea es la pareja mentor-pupilo, con similares niveles laborales, afinidades, preferencias e inquietudes, mayores son los rendimientos del proceso (Egan et al.;Godshalk & Sosik, 2003), debiendo existir confluencia de orígenes e intereses entre el mentor y el pupilo (Hegstad & Wentling, 2004). Por su parte, Russell y Adams (1997) concluyen a este respecto que la identificación con su mentor es considerada como el factor clave de la relación, teniendo en consideración características individuales como la personalidad o el carácter ya que cuanto más identificado esté con su mentor, mayor grado de desarrollo alcanzará dentro de la fase inicial de su carrera profesional. ...
Abstract
Purpose: The expansion of coaching in firms reflects its potential use as a tool to improve the development of human capital and of the firm itself. Nevertheless, research into the effects of coaching is lagging some way behind practice and there is a need to establish a theoretical framework capable of explaining how the coaching process proceeds and its outcomes. The goal of this research is to analyze the effects of coaching in both, employees development, and organizational performance. Thus, we extend Joo’s (2005) conceptual model by adding social exchange theory and the resource-based view, so as to to develop a model that allow us to investigate coaching.
Design/methodology/approach: We test our model on a sample of 498 Spanish firms. The hypotheses were analyzed using structural equations modeling.
Findings: Our results confirm that coaching has an influence on both individual performance and organizational performance indicators. Besides, social exchange theory and the resource-based view, are a proper frameworks so as to study the effects of coaching.
Practical implications: Coaching also helps firms to improve their competitive position. maximise benefits and minimise costs. We highlight several tips for practitioners in order to develop properly coaching processes.
Organizations invest heavily in supervision to increase the competitive advantage of their human capital. Although recent studies show that supervisors add value in general, it is not well understood what specific supervisory behaviors are relevant for employee career outcomes. To that end, this study explores the performance evaluation process and focuses on supervisors’ evaluation behavior. Interpreting a supervisor’s tendency to differentiate as a way of advancing employee development, I provide theory-consistent evidence revealing the relevance of differentiation for employee career outcomes. Using proprietary archival data, I demonstrate that differentiation relates positively to employees (1) performing more successfully in a new position upon promotion, (2) receiving a promotion to the next position, and (3) remaining in the organization. Therefore, this study presents novel and relevant evidence on the importance of specific supervisory behaviors in establishing effective human capital management practices.
Problem
Mentorship directly and indirectly impacts an organization. Therefore, human resource development and higher education professionals often become responsible for mentoring program design, implementation, and assessment.
Solution
Mentoring literature for HRD and higher education contexts describes the complexity and benefits for individuals and organizations. Workplace themes associated with HRD are present in higher education mentoring ecosystems. This practitioner contribution reviews relevant mentoring research and evidence-based practices, prior to a descriptive and thematic analysis of current mentoring program design frameworks, two rooted in HRD and two associated with higher education. An aspirational goal for higher education professionals engaging in applied HRD efforts and HRD academic programs and their participants to span the institutional silos and learn more about each other.
Stakeholders
Mentorship practitioners and scholars, regardless of workplace affinity, will be able to easily identify actionable ways to incorporate evidence-based practices and recommendations into their mentoring ecosystem, program, and organization.
Current research data list correlations between mentoring and success and the positive effects on mentoring performance. A literature review highlights that mentoring in the leader-follower dyadic relationship significantly impacts effective leadership, succession planning, organizational support, and career development (Lester, P.B., Hannah, S. T., Harms, P.D., Vogelgesang, G.R., & Avolio, B. J., Mentoring impact on leader efficacy development: A field experiment. Academy of Management Learning & Education, 10(3), 409–429, 2011). While the result of mentoring is well researched and often reports positive outcomes for followers, limited research exists exploring how developmental activities and relational processes influence the leader and follower, respectively. This chapter explores how mentoring is a construct that positively impacts the development of a mutually beneficial dynamic for both the leader/mentor and follower/protégé.KeywordsMentoringFollowershipDyadicSymbiosis
Although mentoring often confers valuable benefits to the protégé, mentoring may also entail costs (e.g., time, effort, ego threat), resulting in added stressors and strain. Drawing on the job demands-resources model, the present quantitative review examines how mentoring influences protégé stressors and strains. We reviewed 90 published and unpublished studies with at least one mentoring variable and one stressor or strain measure to identify commonly studied relationships to analyze (e.g., mentoring functions received and role conflict). Due largely to heterogeneity in the operationalization of mentoring, only 18 samples representing six effects could be aggregated. Results indicate that mentoring may have both positive and negative relationships with stressors and strains. This is consistent with the job demands-resources theory, which suggests that job demands induce strain, but these job demands may be mitigated by resources that may be available via characteristics of the mentoring relationship.
This article explores the position of organisational ambidexterity in a Norwegian mentor programme for young leaders in sport. It examines to what degree it enabled participants to reflect on two main themes in theories of organisational ambidexterity: to sense the possibility for, and/or seise, actual change opportunities within their own sport organisations. Drawing upon 22 in-depth interviews (14 mentees, split into 10 males and 4 females), six mentors (3 males and 3 females), and two female programme organisers, two key findings emerged. First, the mentor programme provided a useful arena for improving the mentees’ self-awareness of the type of leaders they would like to become. Second, the programme fell short of addressing the educational preconditions for ambidextrous leadership as the ability to solve work-life challenges requires insight into the contextual factors that influence leadership practices in sports. The article introduces Time, Agency and Change as conceptual additions to the theory and application of ‘organisational ambidexterity’ in sport management work. These additions improve the analytical usefulness of organisational ambidexterity in studies of sport organisations and itemise its applicability to further mentor programme developments. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Individuals are less likely to make morally desirable decisions when they are in groups. I study when this phenomenon makes groups less likely to produce a morally desirable outcome than one individual alone. I formulate and test a model in which a moral outcome occurs if at least one individual makes a costly decision. Using a lab experiment and data from field experiments on the bystander effect, I show that if most individuals are moral, the moral outcome is more likely to be produced by one individual, whereas if most individuals are immoral, it is more likely to be produced by a group. This rule is not only useful for reconciling previous mixed evidence on moral decision-making in groups, but may also be applied to better design organizations and institutions.
Women make up almost half of the workforce, but only a small percentage are ever promoted above middle management (Zarya). Although more women are working now than ever before, the numbers of high‐level management positions still are primarily occupied by men, and the reason for this imbalance is still unclear. Why are women not able to break that glass ceiling? What is keeping them out of positions of power and decision making, and what might be done to assist women with professional development and promotion? Formal mentoring programs designed specifically for women have been in existence for many years, and they have great potential to be beneficial for career advancement. Although these programs are not new, most women have never participated in them (Montazavi). From a human resource development perspective, formal mentoring programs, especially effective formal mentoring programs, should be encouraged for women. Establishing effective formal mentoring programs can help to reduce the barriers that women face when trying to succeed in the workplace. Formal mentoring programs are the answer in how to break through that glass ceiling. They can provide encouragement and foster the self‐advocacy needed to overcome career barriers and succeed.
Introduction
The American Association of Colleges of Pharmacy Pharmacy Practice Section appointed a task force charged with developing a formal, national mentorship program for association section members. This manuscript provides insight into the creation of a mentorship program in a professional organization.
Methods
Eighteen task force volunteers were divided into four sub-teams, along with a chair and vice chair. Sub-team responsibilities were segmented into the following: (1) mission and vision development, (2) structure and content, (3) assessment and impact, and (4) dissemination and scholarship. Task force members were surveyed to generate recommendations for creating a formal mentorship program within a professional organization and reflect on the process.
Results
Seven of 14 eligible task force members completed the questionnaire (50% response rate). Most participants were mid-career, involved in a range of development aspects, and represented both committee members and leadership within the task force. The average time commitment was 15–19 hours over the year. The most common resource utilized was published literature and guidance documents. Identified needs included validated assessment tools, a wider range of exemplary programs to review, and guidance on broader organizational support. Strengths included organization and sub-team structure. Areas for improvement included coordination between sub-teams and resources available. Participants noted the challenges of creating a program to meet the diverse needs of a large membership.
Conclusions
This manuscript demonstrates the feasibility and evidence-based approach in creation of a mentorship program within a national organization.
The majority of instructional design models have directed focus on instructional design activities such as analysis, design, development, implementation, and evaluation. Criticisms regarding instructional design models have suggested that the use of these models provides instructional designers with a limited view of the design environment. This systematic review seeks to offer guidance and a conceptual framework for how instructional designers can utilize existing instructional design models without excluding the systemic nature of design practices. This review explores how instructional designers are using models and the systemic relationship between the instructional design components typically outlined in a model.
Maintaining the police workforce level is one of the most salient challenges facing law enforcement today. In the long run, both the supply of and demand for qualified officers are changing in a time of increasing attrition, expanding law-enforcement responsibilities, and decreasing resources. These contribute to the difficulties that many agencies report in creating a workforce that represents the demographics of their communities, that is committed to providing its employees the opportunity for long-term police careers, and that effectively implements community policing.
These difficulties, perhaps surprisingly, have persisted through recent recessionary times and may become more challenging as the economy improves. Department resources have continued to decrease and responsibilities to increase, with agencies being asked to do more police work with fewer resources. Some agencies report staffing shortages (a small number still claim continuing drops in applications). Others question whether the long-term commitment of applicants and current officers will persist in times of economic improvement.
To help address these challenges and provide lessons for the law-enforcement community, this monograph does not offer any new data but rather summarizes for police practitioners lessons on recruiting and retaining diverse, effective workforces. It provides a means for local officials to identify what has been tried elsewhere and what might be applicable in their own communities. It is a broad analysis of issues confronting many agencies and how these have developed over time. Each agency will face unique circumstances that it must consider in workforce planning; this monograph can provide guidance on relevant lessons learned elsewhere. Focusing specifically on recruitment and retention, this guide does not address other key personnel planning issues, such as specific ways of determining staffing need, allocation of staffing resources, distribution of staff attributes and qualities, and opportunity costs and implications of implementing recruiting and retention strategies on other parts of the organization, which are also important to development of an effective, efficient workforce. Challenges might vary by agency, especially by local conditions confronting each agency.
Most universities have adopted a traditional classroom-teaching mode for teaching computer networking courses. Moreover, with the limitations of computer networking experimental environment, there tend to incur some issues, such as the discrepancy of theory and practice, poor effect of experimental teaching, students’ lack of professionalism, etc. In this paper, upon the basis of exploring the theory of blended learning, and oriented by adopting appropriate technologies to support learners for critical problem solving, we propose the design mode of blended learning course from the perspective of “Learning Powered by Technology”. In order to provide reference for computer network teaching practice, at the end of the paper, we take computer networking course as a case to study how to apply for the proposed idea to a specific course design. We conducted a survey to investigate the effect of the blended learning course design and obtained encouraged results.
The purpose of this chapter is to provide a review of the mentoring literature in the human resource development (HRD) context. First, we discuss the definitions and distinguishing features of workplace mentoring. Next, we delineate what influential factors and consequences of mentoring in the workplace have been identified in previous studies published in HRD-related academic journals. Lastly, we provide a critique followed by practical implications and suggestions for future research.
In dit artikel beschrijven we aan de hand van een bestaande typologie een aantal actuele ontwikkelingen op het terrein van management development (MD). Het aantal doelgroepen binnen MD neemt toe en MD verschuift van een aanbod gestuurde naar een meer vraag gestuurde activiteit. Verder blijken organisaties hun MD-beleid en -strategie beter op elkaar aan te laten sluiten en neemt het belang van rolmodellen bij MD toe. Dit maakt dat MD (top down) steeds effectiever wordt ingezet als strategisch HRM-instrument en (bottom-up) zorgt voor meer aandacht voor persoonlijke ontwikkeling van managers, professionals en andere sleutelfunctionarissen.
Fortune 500 Listesi Dünyada ve Türkiye’de işletme performans ve büyüklüklerini belirli kriterlere göre sıralayan ve sınıflandıran saygın bir indeks olarak bilinmektedir. Bu sıralamada yer alan ve bir çoğu global normlu iş yönetme yeterliliğine sahip büyük işletmelerin, vizyon ve misyon ifadeleri ile kalite politikaları, işletmecilik açısından hep ilgi duyulan konulardan biri olmuştur. Fortune 500 listelerindeki firmalar ile ilgili literatürde çok sayıda araştırma bulunmaktadır. Bununla birlikte spesifik olarak bu listedeki lojistik firmaların vizyon ve misyon yaklaşımlarına göre incelenip yorumlandığı araştırma oldukça azdır. Bu çalışmanın amacı, Fortune 500 Türkiye Listesindeki lojistik firmaların vizyon ve misyon ifadelerinin belirli kriterlere göre incelenmesidir. Yöntem olarak araştırmada 2016 Fortune 500 Türkiye Listesi baz alınmış ve bu listeye lojistik kategorisinde giren ilk 10 firma incelenmiştir. Araştırmada birincil veriler olan hedef işletmelerin vizyon, misyon
ve slogan ifadelerine bu işletmelerin web sitelerinden ulaşılmıştır. Elde edilen bilgiler sıralanıp sınıflandırılmış ve araştırmanın amacı doğrultusunda yorumlanmıştır. Araştırma bulguları, Fortune 500’de kendi kategorisinde ilk sıralarda yer alan işletmelerin vizyon ve misyon ifadelerinin farklı özellikler içerdiğini göstermektedir. Bir grup firmanın vizyon ifadeleri sürdürümcü bir içerik ile misyonlarına yaklaşırken, diğer grup firmalarda
değişimci, dönüşümcü ve yarı ütopik ifadeler içeren vizyon algılaması olduğu anlaşılmıştır. Diğer taraftan sosyal sorumluluk ve sürdürülebilirlik olgularının işletme misyon ve vizyonlarında ağırlıklı olarak yer bulduğu anlaşılmaktadır. Endüstri 4.0 olarak bilinen yeni kavram ve uygulamaların bazı lojistik firmaların sembol ve sloganları ile vizyon ifadelerine de yansıdığı görülmektedir. Firma sloganlarının ise firmaların misyon ve vizyon ifadeleri tarafından desteklenir nitelikte olduğu görülmektedir.
This paper explores another format for mobile learning (mLearning) content consisting of Still Pictures, Audio, and Text (SPAT; Rha, Instructional contents delivery through SPAT format in mobile environment: introduction to gglearn system, Global Knowledge Alliance International Forum, 2015) by considering a variety of mLearning needs. SPAT-based content is deemed to have potential for mLearning because the SPAT format can provide mobile content scenes individually, where each scene is an integration of independent still pictures, audio, and textual elements. This study aims to (1) expand the scope of mLearning materials from streaming video to SPAT and (2) develop a design model for SPAT-based mLearning content. An initial model was constructed based on a literature review and experiential data collection, from which essential processes and principles were derived. Then, the model was revised and refined by iterating the model between the researcher and the instructional designers. The resulting SPAT design model consists of two parts: a design process and design principles along with related guidelines for each principle. The model is expected to enhance effective and efficient learning and to systematically and comprehensively guide instructional design.
There is growing evidence that being peer mentored by another athlete is beneficial to one’s athletic and personal development. Drawing primarily on the mentoring literature from organizational psychology, the purpose of this article is to forward strategies for practitioners (i.e., coaches, sport psychology consultants) interested in facilitating the development of peer athlete mentoring relationships. Strategies for facilitating peer mentoring relationships in an organic, informal manner are introduced, as well as approaches that can be employed to formalize mentoring partnerships between athletes. This article concludes with a brief discussion of some contemporary views on mentoring that may be relevant to practitioners.
In an increasingly global world, there is a definite need for culturally adept leadership. Mentorship has proved to be an effective tool for developing individual leadership skills. Successful businesses recognize the value of mentoring to the degree that 70% of Fortune 500 companies include formal mentoring in their leadership development programs (Hagstad & Wentling, 2004). However, there are disconnects in research and practice around these ideas. In the last decade research suggests that formal networking programs are not as effective as developmental networks (Kram & Higgins, 2008). In addition, current cross-cultural training does not typically include mentoring (Durazo, Manning, & Wright, 2015). Overall, there is a lack of academic research demonstrating how mentoring can be used to develop relevant global leadership skills, i.e. cultural intelligence, or CQ (Earley & Ang, 2003). We draw on existing and original research to demonstrate how mentoring can be leveraged to increase cultural intelligence. We review the literature related to mentoring and cultural intelligence, highlighting the potential divides in research and practice. Next, we propose a methodology and pedagogy for implementing this approach in practice, as presented in a course design. The paper concludes with implications for leadership educators and scholars.
The aim of this paper is to identify and describe possible measurement indicators for monitoring the performance within a mentoring relationships system. We propose to investigate which factors can provide an adequate assessment of mentoring recognized as one innovative and specific technique to support the human resources management policies within any organizations. We analyze mentoring programs applied in different organizational settings evidencing their main functions and application areas and trying to evidence if and how some specific factors can affect their effectiveness. Starting from these dimensions, we develop and analyze key performance indicators which can support the mentoring evaluation process. This is a theoretical study that, through a review of the literature on mentoring topic, allows us to identify and evidence a set of effective and successful key performance indicators. This study outlines some relevant key factors for generating and developing effective mentoring programs by systematizing and clarifying the main contributions on this topic and identifying new research perspectives.
This book presents an evidence-based best practice approach to the design, development, and operation of formal mentoring programs within organizations. It includes practical tools and resources that organizations can use such as training exercises, sample employee development plans, and mentoring contracts. Case studies from organizations with successful mentoring programs illustrate various principles (e.g., how the mentoring program is aligned with other organizational systems) and suggest best practice contemporary strategies. © 2009 Tammy D. Allen, Lisa M. Finkelstein, and Mark L. Poteet.
Introduction The Formal Mentoring of Under-represented Individuals and Groups: Setting the Stage Challenges to Studying Under-represented Groups Formal and Informal Mentoring: A Comparison Future Research Conclusion References
This chapter contains section titled: Social Scientists Examine Mentoring Mentoring in Practice Integration Note Reference Social Scientists Examine Mentoring Mentoring in Practice Integration Note Reference
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.
Employing a national sample of 1,162 employees, we examined the relationship be-tween joh and career attitudes and the presence of a mentor, the mentor's type (formal or informal), the quality ofthe mentoring relationship, and the perceived effectiveness and design of a formal mentoring program. Satisfaction with a mentoring relationship had a stronger impact on attitudes than the presence of a mentor, whether the rela-tionship was formal or informal, or the design of a formal mentoring program. Mentoring has been the focus of much research and discussion over the past decade. Comparisons of nonmentored and mentored individuals yield consistent results: compared to nonmentored indi-viduals, individuals with informal mentors report greater career satisfaction (Fagenson, 1989), career commitment (Colarelli & Bishop, 1990), and career mobility (Scandura, 1992). Informal proteges also report more positive job attitudes than nonmen-tored individuals (cf.. Many organizations have attempted to replicate the benefits of informal mentoring by developing formal mentoring programs (Burke & McKeen, 1989). Formal mentoring relationships develop with organizational assistance or intervention, which is usually in the form of matching mentors and proteges. A third of the nation's major compa-nies apparently have formal mentoring programs (Bragg, 1989), and formal mentoring has been iden-tified as an emerging trend in the new millennium (Tyler, 1998). Three questions come to mind when viewing these emerging trends. First, are all mentoring re-lationships created equal? Existing studies imply this assumption by comparing mentored and non-This study was supported by a 1991 grant from the Women's Bureau of the U.S. Department of Labor. We would like to thank the editor and the three anonymous reviewers for their excellent feedback and help with our manuscript: this was reviewing at its best.
Do protégés report having more power than nonprotégés? Do male protégés report having more power than female protégés? Do high-level protégés report having more influence than low-level protégés? To answer these questions, mentored and nonmentored men and women in high- and low-level positions were asked to evaluate their level of organizational policy influence, access to important people and their level of resources in their organizations. The results of the study revealed that mentored individuals reported having more of each of these three forms of power than nonmentored individuals. Protégés' perceptions of their power were not affected by their gender or level.
Mentoring provides career guidance and psychological support to employees. However, women may have difficulty establishing a mentoring relationship. This paper describes the individual and organizational factors that may inhibit the development of mentorships for women. An agenda for research on the development and dynamics of mentoring relationships is proposed.
The importance of mentoring as a component of career development has been well supported empirically. Yet mentors may not be a viable option for individuals who would like to progress on a management track but have limited opportunities to do so. This study proposed that professional associations may function as a source of mentoring for its members. The influence of affiliation with a professional organization on career outcomes was tested. Four components of group mentoring were identified through factor analysis: psychosocial support, inclusion, networking, and role modeling. Inclusion predicted higher job attainment, whereas role modeling made a significant contribution to salary. This study has practical implications for management development.
Examined the effects of mentoring in newcomers' information acquisition by surveying 343 university graduates with majors in engineering and management. Ss with mentors tended to rely on observation of others and their mentors, while those without mentors generally relied on observation and co-workers to acquire information about their new setting. The most significant difference between mentored and nonmentored newcomers emerged for the organizational domain; those with mentors were able to learn more about organizational issues and practices compared with nonmentored newcomers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The influence of mentor–protégé relationship structure and experience factors on perceptions of mentoring were examined for a sample of mentors and also for a sample of protégés from the same work environment. Experience with mentor–protégé relationships (number of mentors/protégés and relationship length) and the relationship structure (formally arranged vs informally developed and subordinate vs non-subordinate protégé) significantly affected reports of the amount of psychosocial support, career guidance, role modeling, and communication that occurred in the mentoring relationships in which the protégés and mentors engaged. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
"Mentoring at Work" is about relationships in organizations that enhance individuals' development in the early, middle, and later career years. What began as a study of mentor relationships between junior and senior managers in one corporate setting evolved into a program of research designed to clarify the nature of a variety of relationships between junior and senior colleagues, or between peers, who provide mentoring functions. The primary purpose is to present an intricate and realistic view of mentoring, to delineate its potential benefits and limitations, and to illustrate the various forms of developmental relationships that can exist in work settings.
I have brought an open systems perspective to this project. This means that I assume that relationships are significantly affected by the context in which they evolve and by the expectations, needs, and skills that individuals bring to them. Thus, I set out to understand how individuals' career histories and current situations, as well as the surrounding organizational circumstances, have jointly shaped the essential characteristics and evolution of their relationships with mentors, proteges, and peers.
Throughout this book I address three distinct audiences. First, for individuals at every career stage, I discuss a perspective on mentoring that I hope will discourage the "search for the right mentor" and encourage systematic self-diagnosis of relationship needs as well as strategies for building relationships that provide relevant developmental functions. Second, for practicing managers, I outline the major forces that must be taken into account when creating a context that stimulates an effective mentoring process. Finally, for human resource specialists and organizational researchers, I consolidate the available research to date and outline strategies for intervention and further research that will help improve the quality of worklife and organizational effectiveness. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Utilization-focused evaluation begins with the premise that evaluations should be judged by their utility and actual use; therefore, evaluators should facilitate the evaluation process and design any evaluation with careful consideration of how everything that is done, from beginning to end, will affect use. This is consistent with standards developed by the Joint Committee on Standards for Evaluation and adopted by the American Evaluation Association that evaluations should be judged by their utility, feasibility, propriety, and accuracy. (See chapter on standards and principles for evaluations.)
Rev.& expanded from Case study research in education,1988.Incl.bibliographical references,index
Mentoring provides career guidance and psychological support to employees. However, women may have difficulty establishing a mentoring relationship. This paper describes the individual and organizational factors that may inhibit the development of mentorships for women. An agenda for research on the development and dynamics of mentoring relationships is proposed.
This study compared mentor relationships with typical supervisory relationships. Data were collected from 94 managers employed in high technology firms using questionnaires completed anonymously. Proteges were rated more promotable, tended to be more similar, in longer relationships, and hired and placed by managers, but were communicated with less frequently and tended to be physically further away from managers than were typical subordinates. Managers reported providing significantly more psychosocial functions, but not more career development functions, to proteges than to typical subordinates.
This article examines mentor relationships in the public sector, with special attention to the role of formal mentoradvisor systems in management and executive development programs within the federal government. It draws on experience of three case studies of formal mentor systems, as well as other recent experience in the public and private sector.' The intent is to extract from this experience some major themes and lessons which can be used to facilitate the development of more effective mentor relationships. This topic is especially pertinent to federal managers in light of new initiatives in management and executive development that have resulted from the passage of the Civil Service Reform Act of 1978. Recent guidance from the Office of Personnel Management explicitly calls for the assignment of incumbent officials of the Senior Executive Service (SES) as formal mentors or advisors to each SES candidate selected to participate in agency executive development programs.2 While the guidance to agencies does not define specific roles and responsibilities for mentors, the general intent is that these individuals should provide counsel and support to SES candidates as they make the transition from mid-level manager or professional positions to senior level careers.
This paper reviews the literature on mentorship and presents an intitial framework for research on mentor-protege relationships for both men and women. Critical dimensions of this framework include the context within which a mentor-protege relationship exists, the gender of these role partners, the characteristics each partner seeks in the other, the stages of the relationship, and the positive and negative outcomes accruing to the mentor, to the protege, and to their organization.
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Proteges′ and nonproteges′ relationships with their peers, superiors, and departments were compared. Evaluations were made by proteges′ mentors and nonproteges′ supervisors as well as by proteges and nonproteges. The prediction that proteges would be perceived to have less favorable relationships with their peers, superiors, and departments than nonproteges was partially supported. Mentors rated their proteges′ relationships with their peers, superiors, and departments less favorably than proteges rated their own relationships. Supervisors rated their nonproteges′ relationships with their superiors and departments more favorably than nonproteges rated them. Mentors′ and supervisors′ ratings of their proteges′/nonproteges′ relationships did not differ nor did proteges′ and nonproteges′ ratings of their own relationships.
The Problem and the Solution. A problem faced by almost all organizations, and by those who work in them, is in meeting the constant demand for high performance The demand for high performance affects everything, from assunng sustainable financial growth of the organization to satisfying the next customer standing at the front counter But without a holistic mental model of performance and the theoretical elements that drive it, practitioners are left with the task of dissecting and interpreting each situation they face Or even worse, they simply charge ahead in a trial-and-error mode Performance improvement theory results in powerful and practical principles and models to help practitioners identify and solve performance problems
The process used by Douglas Aircraft in implementing their mentoring program identified the following success factors: (1) identify high-performance employees; (2) introduce them to the mentoring process; (3) match high performers with executives; and (4) have the mentor and mentoree determine goals for the relationship. (JOW)
Describes a mentoring program that matched senior managers with high-potential people. Steps include matching mentors and proteges, meeting with participants, implementing the program, and evaluating the program. (JOW)
Mentoring is being increasingly used by companies as a means of fostering employee learning and development. Limited research exists from the perspective of the mentor on these relationships. Using interview data from 27 mentors (aged 26–62 yrs) from 5 different organizations, this article presents the results of a qualitative study that investigated the characteristics that the ideal mentor should possess and ways that both mentors and protégés can make mentoring relationships most effective. Findings from the study are used to frame suggestions for future research and practice. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Formal mentoring programs encourage the mentors to provide their mentees with advice on career goals and advancement strategies, instruction in technical as well as social-managerial skills, visibility and exposure, counseling about work-related or personal problems, encouragement, confrontation, and actual opportunties to perform the new skills that are acquired. A review of several mentoring programs revealed 10 features critical for success. These include insuring that top management supports the program, making the program part of a larger career development or management training effort, and preparing for potential challenges. (4 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The use of the term
career development as descriptive of both the factors and the processes influencing individual career behavior and as synonymous with intervention in career behavior (e.g., the practice of career development) is relatively recent. As professional vocabulary evolves across time, so do the form and substance of career interventions and those to whom they are directed. At the beginning of the new millennium, this article reviews the legacy of the 20th century and considers selected theoretical and practical issues likely to be prominent in the practice of career development and vocational guidance in the decades immediately ahead. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Discusses the importance of establishing high-quality mentoring programs in organizations. It is argued that since mentoring occurs constantly, it is in the organization's best interest to foster efficient and meaningful mentor–apprentice relationships. Five components of the training function are described as essential to such relationships: job identification, selection and training of mentors, guidance of apprentices, controlling the quality of the learning, and validating the program. (0 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the effects of similarity, both actual (race and gender) and perceived, and amount of contact between mentor and protégé on the quality of mentor relationships. Ss were 104 16–22 yr old summer intern protégés and their volunteer staff mentors employed at a media organization. Protégés were randomly assigned to 1 of 2 types of mentor pairings, same and different race mentors. Mentor relationship quality was measured by liking, satisfaction, intended retention, and degree of psychosocial and instrumental functions experienced by the protégé. Results indicate that liking, satisfaction, and contact with mentor were higher when protégés perceived themselves to be more similar to their mentors. Actual race pairing was related to protégés' perceptions of the amount of career support and to mentors' liking of protégés. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
246 employees of a large company who received or did not receive mentoring completed a multi-item questionnaire investigating their work actions, personality profiles, experiences, and backgrounds. Other measures included scales for rating job satisfaction. Mentored Ss reported having more career mobility/opportunity, recognition, satisfaction, and promotions than did nonmentored Ss. Ss' organizational positions were also related to career/job experiences. High-level Ss reported having more career mobility and satisfaction than low-level Ss. In terms of sex and job level, mentoring was egalitarian in its positive effect on job/career outcomes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The current study compared the extent to which the needs of protégés differed from nonprotégés. The needs for power, achievement, affiliation, and autonomy were examined. Protégés were found to have significantly higher needs for power and achievement than nonprotégés. Protégés' gender was also considered but was not found to be a significant factor.
This study examined the influence of protégé characteristics, gender composition of the mentoring relationship, the quality of the relationship, and the amount of time the protégé spent with the mentor on career and psychosocial benefits gained by the protégé. Protégés were assigned to mentors as part of a development program designed to facilitate personal and career development of educators. An instrument designed to assess the extent to which mentors provide career and psychosocial outcomes to protégés was developed. Protégé gender, job involvement, and career planning activity was related to attainment of psychosocial outcomes. Implications and future directions for research regarding mentoring are discussed.
Representatives from a random sample of 300 U.S. corporations were interviewed by telephone to examine their use of formal developmental relationships as a management development strategy. Based on an 82 percent response rate, findings were obtained regarding the frequency of programs using formal developmental relationships, expectations regarding future use of formal developmental relationships, program characteristics, program visibility, and program effectiveness. In addition, comparisons between organizations with programs and organizations without programs were made on the basis of organization size, sales volume, employee trends, sales trends, and organizational age. From the 246 participating organizations, 52 respondents indicated that their organization had at least one management development initiative currently in place that paired employees with peers, senior managers, or outside consultants. Specific types of initiatives discussed by the respondents included one-on-one mentoring, apprenticeships, team coaching, peer coaching, executive coaching, action learning, and structured networks. Organizations with initiatives in place tended to employ more individuals and have larger sales volumes than organizations with no programs in place.
Research on mentorships has suffered from fragmentation of key issues; specifically, type of mentoring relationship, functions served by the mentor, and outcomes of the mentoring relationship. A field study was conducted comparing 212 protégés who were involved in informally developed mentorships, 53 protégés involved in formal mentor-ship programs, and 284 individuals who did not have mentors. Individuals in informal and formal mentorships were compared along two mentoring dimensions: psychosocial and career-related functions. All groups were compared on three outcome measures: organizational socialization, job satisfaction, and salary. Results indicated protégés in informal mentorships reported more career-related support from their mentors and higher salaries than protégés in formal mentorships. For all outcome variables, protégés in informal mentorships also reported more favorable outcomes than nonmentored individuals. However, outcomes from protégés in formal mentorships were generally not significant from the other two groups. Implications for mentorship practices and research are discussed.
This text focuses on the use of organisation development, which is a process that applies behavioural science knowledge and practices to help organisations achieve greater effectiveness. Other paradigms, including organisation tranformation, are also discussed in order to give a balanced perspective on the challenges of being an agent. <br /
Incl. bibl p.303-308
Thesis (Ed. D.)--Northern Illinois University, 1997. Dept. of Management. Includes bibliographical references (leaves [260]-264).
An international management firm conducted a study of executives that included questions regarding compensations, personal data, and current position. It was of special interest to determine the effect of mentor and protege relationships on business careers. Of the individuals surveyed, two-thirds reported a relationship with a senior person who took a special interest in their career, during the first five years of their professional development. In general, executives who had a mentor are better educated, earn more money at an earlier age, more apt to follow a career plan and report high job satisfaction. The majority of sponsors are older businessmen holding positions of authority and who feel that personnel development and management succession are key responsibilities. The following characteristics of a mentor are judged most important: willingness to share experiences, knowledge of the organization, organizational power and respect from peers. Mentor-protege relationships frequently develop into lengthy friendships which in turn encourage young executives to eventually sponsor their own proteges.
Getting a helping hand: How to choose and get the most out of mentors
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The principles and practices of mentoring The return of the mentor: Strategies for workplace learning
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Instructional design: New alternatives for effective education and training
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Tips for developing a mentoring program
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Models for excellence Models for HRD prac-tice: The research report
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