Article

Does Mentoring Matter? A Multidisciplinary Meta-Analysis Comparing Mentored and Non-Mentored Individuals

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Abstract

The study of mentoring has generally been conducted within disciplinary silos with a specific type of mentoring relationship as a focus. The purpose of this article is to quantitatively review the three major areas of mentoring research (youth, academic, workplace) to determine the overall effect size associated with mentoring outcomes for protégés. We also explored whether the relationship between mentoring and protégé outcomes varied by the type of mentoring relationship (youth, academic, workplace). Results demonstrate that mentoring is associated with a wide range of favorable behavioral, attitudinal, health-related, relational, motivational, and career outcomes, although the effect size is generally small. Some differences were also found across type of mentoring. Generally, larger effect sizes were detected for academic and workplace mentoring compared to youth mentoring. Implications for future research, theory, and applied practice are provided.

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... Sustainable mentoring entails fostering an environment where mentoring relationships can thrive over time, benefiting both mentors and mentees while advancing the overall organizational goals (Hintz, DeBoor, and Gabot 2023). Empirical research demonstrates that the positive ripple effect of mentoring yields a spectrum of favorable outcomes that support sustainability of mentoring (Eby et al. 2013;Noe, Tews, and Gully 2013). By acknowledging and leveraging the ripple effect inherent in mentoring, both organizations and communities stand to amplify the impact of mentoring initiatives, thereby fostering enduring positive change. ...
... Mentors and mentees benefit equally from these relationships, with mentors gaining renewed passion for their work, expanded professional networks, and a sense of fulfillment (Eby et al. 2013). Mentees, on the other hand, acquire critical professional and academic skills, alongside valuable socio-emotional support that helps them navigate the challenges of academia (Thiry, Laursen, and Hunter 2011;Palmer et al. 2018a) as well as developing more defined identity at various stages of their career (Atkins et al. 2020;Palmer et al. 2018b.). ...
... As mentoring fosters collaboration, knowledge-sharing, and the creation of a supportive professional environment, these interactions extend to research groups, departments, and larger professional networks (cf. Eby et al. 2013). This horizontal spread of influence nurtures a culture of collective learning and professional development, enriching the work environment and enhancing organizational learning (Kahn 2001;Nicholls et al. 2022). ...
Article
This study investigates the experiences and perceived benefits of research mentoring among mentors and mentees in a US higher education institute, with the aim of exploring elements that contribute to establishing impactful research mentoring beyond the confines of the immediate mentor-mentee relationship. The research involved 12 experienced mentors, and their 12 graduate mentees. Through a combined approach of interview studies and hybrid thematic analysis principles, the study fostered collaborative engagement with mentor-mentee dyads as micro-cases, leading to the development of an explanatory framework that highlights the significant impact of mentoring extending beyond the relationship itself. The findings reveal three dimensions of mentoring that diverge and converge in reshaping practitioners’ perceptions of the ripple effect of research mentoring: defining the impact of both positive and negative mentoring experiences, identifying conditions for conveying impact to other mentoring relationships, and exploring the ways in which positive impact spreads. These themes challenge the prevailing discourse surrounding the natural progression of mentoring skills and processes, and they significantly bridge the gap between disparate mentoring practices.
... Depending on the context, mentoring might be defined "as a process whereby one guides, leads, supports, teaches, and challenges other individuals to facilitate their personal, educational, and professional growth and development through mutual respect and trust" (Wright-Harp and Cole, 2008, p. 8) or as a relationship between a young adult and a more experienced one (Kram, 1983) that supports the developmental capacities of the mentee (for a detailed overview of the definitions of mentoring in education, see Ghosh, 2012). Following this, mentoring is often analyzed concerning the (developmental) age of the mentee (Eby et al., 2008(Eby et al., , 2013 and the roles of mentors (see Wright-Harp and Cole, 2008). This paper focuses on a research mentor who shares knowledge and skills with mentees and facilitates their scientific development (Wright-Harp and Cole, 2008). ...
... 132), emphasizing that psychosocial aspects (such as counseling, friendship and acceptance) are more related to satisfaction with the mentor than career-oriented aspects of mentoring. Eby et al. (2008) also associated mentoring with positive but modest effects, thus warning "scholars, practitioners, and policy makers not to overestimate the potential effect of mentoring" (p. 264). ...
... A qualitative research of 117 mentor-prot� eg� e dyads (Eller et al., 2014) revealed that students expected more positive feedback, while mentors also addressed the importance of negative feedback; students (but not the mentors) wanted more friendly relations, and all mentioned a lack of time as a relevant obstacle. Eby et al. (2008) associated the stronger connection of academic mentoring (compared to youth and/or workplace mentoring) to mentees' outcomes to various factors, including that "mentors within the academic context may be better equipped to provide the functions associated with mentoring as it often part of their own job training" (p. 264). ...
Article
Purpose Approaching mentoring from the theoretical tradition of continental pedagogy and contrasting it to the neoliberal organization of the academy, this paper aims to analyze how the Croatian higher education document framework constructs mentoring graduate and postgraduate students' research projects. Design/methodology/approach The analysis of 50 national- and university-level documents, which were coded using an adapted strategy described by Saldaña (2014), was guided by the following research questions. 1. Which elements of the mentor’s activity in guiding the research projects of graduate and postgraduate students are addressed by the relevant Croatian higher education documents? 2. Which elements of the graduate and postgraduate students’ activity in conducting research projects are addressed? 3. Which structural dimensions of mentoring these research projects are addressed? Findings The results point to the construction of mentoring as a pedagogical relationship based on guidance, support and dialog and also signal the processes of quantification of education and responsibilization of individuals. Practical implications The results can be used in the critical revision of the documents as well as in supporting mentors in their professional roles. Originality/value This is the first analysis of the Croatian higher education document framework focused on mentoring students’ research projects.
... B. Grossman & Rhodes, 2002;Herrera et al., 2011;Karcher et al., 2005;Kupersmidt et al., 2017;McQuillin & Lyons, 2021;Raposa et al., 2019;Spencer, 2006). While extensive research in the field of youth mentoring yields valuable insights into the general conditions needed for successful program implementation, meta-analyses do not typically include talented youth as a specified target group nor talent development as a central goal (e.g., Christensen et al., 2020;Eby et al., 2008Eby et al., , 2013Raposa et al., 2019;Wood & Mayo-Wilson, 2012). Therefore, any evidence-based considerations regarding the implementation and potential effects of formal school-based talent mentoring programs require drawing from two additional research avenues: first, research on mentoring programs that focus on talent and career development but usually target adult mentees in academic or work settings (Barrett et al., 2017;Eby et al., 2008;Ghosh, 2014;Hamlin & Sage, 2011;Keller et al., 2014), and second, studies concerned with the needs and trajectories of talented individuals (Debatin et al., 2023;Ericsson & Harwell, 2019). ...
... While extensive research in the field of youth mentoring yields valuable insights into the general conditions needed for successful program implementation, meta-analyses do not typically include talented youth as a specified target group nor talent development as a central goal (e.g., Christensen et al., 2020;Eby et al., 2008Eby et al., , 2013Raposa et al., 2019;Wood & Mayo-Wilson, 2012). Therefore, any evidence-based considerations regarding the implementation and potential effects of formal school-based talent mentoring programs require drawing from two additional research avenues: first, research on mentoring programs that focus on talent and career development but usually target adult mentees in academic or work settings (Barrett et al., 2017;Eby et al., 2008;Ghosh, 2014;Hamlin & Sage, 2011;Keller et al., 2014), and second, studies concerned with the needs and trajectories of talented individuals (Debatin et al., 2023;Ericsson & Harwell, 2019). ...
Article
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Studies on talent development show that attaining expertise relies on long-term active engagement with a domain. Mentoring plays a key role in this, but it usually takes place outside of school in informal mentoring relationships, and research on formal school-based talent development mentoring programs is lacking. In the present research, we examined which factors in a novel school-based Learning Pathway Mentoring program hinder mentees’ active engagement with their domain. Due to a lack of corresponding research, we employed an exploratory sequential mixed-methods design (QUAL → quan). We first explored factors affecting mentees’ engagement from the perspective of 55 mentors in the Learning Pathway Mentoring program. The results of these qualitative analyses served to derive research questions about variables associated with decreased mentee domain activity, which we then studied in auxiliary quantitative analyses based on a sample of 48 mentees of the same program. Our combined analyses suggest that reasons for decreased mentee engagement may, in fact, be very heterogeneous and nuanced. As talent development places a significant demand on mentees in terms of extracurricular engagement, difficulties might occur specifically when mentees are expected to set priorities regarding the implementation of learning activities in their talent domain and simultaneously meet increasing school demands.
... In productive school-university partnerships, university-based teacher educators and school-based teacher-educators, also called mentor teachers, work collaboratively to coordinate clinical experiences for preservice teachers. In effective models, university-based teacher educators seamlessly integrate course content with clinical practice (Burns, Jacobs, & Yendol-Hoppey, 2020) and mentor teachers influence preservice teachers' perspectives and teaching practices, offer guidance on the realities of the school day, working with families, engaging in interpersonal interactions, collaborating with colleagues and on other non-instructional responsibilities (Butler & Cuenca, 2012;Eby, Allen, Evans, Ng, & DuBois, 2008;Sayeski & Paulsen, 2012;Schlaack, 2023). ...
... Mentor teachers, the classroom teachers that support preservice teachers in clinical experiences, teach children, model effective practice, support reflection, provide feedback and serve as gatekeepers of the teaching profession and agents of preservice teachers' socialization (Clarke et al., 2014). A growing body of research demonstrates the impact that mentor teachers have on preservice teachers (Butler & Cuenca, 2012;Eby et al., 2008;Sayeski & Paulsen, 2012;Schlaack, 2023). Mentor teachers who prioritize time for one-on-one discussions with the preservice teacher, provide feedback, model, create a space for the preservice teacher to experiment with practice and include the preservice teacher in all aspects of their professional life are found to contribute to the quality of student teaching experiences (Sayeski & Paulsen, 2012). ...
Article
Purpose School–university partnerships are the core of effective teacher preparation programs, and central to this model are the classroom teachers who mentor preservice teachers into the profession. This article describes an innovative collaboration that transcends institutional boundaries, operating in a hybrid space, aimed at supporting preservice teachers' development as educators, expanding their professional networks and fostering their sense of belonging and professional identity within a broader community of teacher leaders. Design/methodology/approach This article describes a hybrid partnership model that provides preservice teachers with innovative mentoring experiences. Research on hybrid partnership models and boundary-spanning frames the discussion. The article provides a brief overview of two iterations of a collaboration between elementary preservice teachers and a cohort of teacher leaders in a fellowship program. The paper concludes by discussing lessons learned and directions for future research on the topic. Findings Preservice teachers benefit from opportunities to engage with a variety of mentors throughout their program. While the classroom teacher serving as a mentor is central to teacher preparation, there is a space for hybrid partnership models that provide preservice teachers additional mentors to support their development and connections to a professional learning community of teacher leaders. Through innovative hybrid collaborations, preservice teachers engage with diverse mentors, expanding their professional networks and preparing them to navigate the complexities of the educational landscape with a sense of belonging and identity. Originality/value This article contributes to the literature on hybrid partnership models, aimed at empowering preservice teachers by integrating them into a professional community of teacher leaders, fostering their sense of belonging, identity and preparedness to navigate the complexities of the profession.
... Research indicates that mentoring significantly enhances career development by expanding professional networks, providing career advice, and increasing job satisfaction. Mentees often experience greater confidence and motivation, leading to higher levels of engagement and retention in the profession (Eby et al., 2013). Moreover, mentoring facilitates the application of new technologies and methodologies, helping Instructional Designers stay current in an ever-evolving field (Reiser & Dempsey, 2018). ...
... | NOT PEER-REVIEWED | Posted: 24 September 2024 doi:10.20944/preprints202409.1884.v1 6 ...
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In recent years, there has been a significant demand for Instructional Design (ID) professionals due to the rise of remote work, increased reliance on digital learning solutions for professional development, and the integration of digital technologies in formal and informal learning spaces. However, practical and authentic personalized courses are unavailable for professionals who want to transition into the field. This study addresses the gaps in most of the available ID courses and details the design of an Instructional Design Skill-Strength Assessment System (IDSSAS) that evaluates gaps in users' skills and offers them courses and mentors to help them bridge them in preparation for work as an ID in the corporate space. Employing a User-Centered Design (UCD) approach, the system prioritizes personalization, real-world application, and practical skills that better position them to be more employable, a significant improvement over the mostly available traditional, theory-focused ID training programs. IDSSAS, which is integrable with any Learning Management System (LMS) or Learning Experience Platform (LXP), was developed with Storyline 360, and it offers personalized learning and feedback as well as provides users with the agency to choose a mentor that is best aligned with their area of interest. The design was grounded in Self-Determination Theory (SDT) and incorporates design features like a progress bar, feedback loop, challenges, social interaction, and agency to support students' motivation and promote Autonomy, Relatedness, and Competence. IDSSAS, in its manual and present automated form, has been successfully used to mentor some transitioning ID professionals globally who are now gainfully employed.
... For example, coaching has been associated with a shorter-term performance focus, while mentoring has a longer-term holistic focus in which the mentor has direct experience in the setting where the mentee works [1]. As an enduring relationship that seeks to help an inexperienced individual navigate their career path, mentoring is a cornerstone in training researchers and medical professionals in academic medicine, providing essential guidance, support, and valuable networking opportunities for navigating the complex research and medical practice landscape [2,3]. Mentoring supports personal development, career guidance, and research productivity, including publication and grant funding [4]. ...
... Besides the differences described above, themes overlapped to a large extent and responses between groups were comparable. Data were therefore combined, and analysis was structured around five domains: [1] advantages and limitations of virtual mentoring, [2] intentional virtual communities, [3] meeting structure, [4] teleempathy, and [5] self-care for mentors. ...
Article
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Background Virtual activities, hybrid work and virtual mentoring have become part of the ongoing milieu of academic medicine. As the shift to remote mentoring continues to evolve, it is now possible to adapt, refine, and improve tools to support thriving mentoring relationships that take place virtually. This study explores strategies for virtual mentoring as a cornerstone for effective training programs among senior mentors participating in an ongoing mentoring program. Methods We conducted a qualitative study among prior and current participants of an ongoing “Mentoring the Mentors” program about key strategies for optimizing virtual mentoring. Data were coded and analyzed following a thematic analysis approach. Results Respondents were mostly female (62%), white (58%), and associate (39%) or full professors (32%). We found that, with the expansion of hybrid and fully remote work, there are now fewer opportunities for informal but important chance meetings between mentors and mentees; however, virtual mentoring provides opportunities to compensate for reduced interactivity normally experienced in the workplace. The heightened need to plan and be more deliberate in the virtual sphere was woven throughout narratives and was the foundation of most recommendations. Specifically, a central obstacle for respondents was that spontaneous conversations were harder to initiate because virtual conversations are expected to have set agendas. Conclusions Developing new ways to maintain meaningful interpersonal relationships in a virtual training environment, including opportunities for serendipitous and informal engagement, is critical to the success of virtual mentoring programs.
... Research has consistently shown that mentorship improves student engagement, academic performance, and overall satisfaction with the learning experience in both general education and apprenticeship-specific contexts (Eby et al., 2008;Roberts et al., 2019). However, reports such as the St Martin's Group (2022) highlight inadequate employer support as a primary reason for apprentices leaving their programmes. ...
Article
Purpose Degree apprenticeships are becoming more established within the higher education sector, however within England there are growing concerns around the completion rates of apprentices. Whilst there are a number of factors which could be impacting this, the support structure surrounding apprentices throughout their programme is a key consideration. This study aims to investigate the support relationship between construction degree apprentices and their work-based mentors through the lived experiences of both the apprentice and the mentor. Design/methodology/approach This study adopted a qualitative cross-sectional approach, collecting data from three focus groups involving Level 6 apprentices from a higher education institution and their work-based mentors based in England. The data was analysed inductively using NVivo 12 software to identify codes and key themes. Findings The relationship between the apprentice and their work-based mentor is key to the success of degree apprenticeships. The data analysis recognised three key themes: knowledge of the apprenticeship process, support structure and employer provider relationship. Originality/value This study is an original contribution addressing a gap in the literature around higher-level apprentices and their work-based mentors, generating and analysing new primary data, identifying ongoing issues and formulating subsequent recommendations for practice. There are also implications for the current English apprenticeship model and those seeking to adopt or adapt it more widely.
... Numerous benefits of mentoring were shown to be related to habits, health, relationships, motivation, and career, according to the findings of a meta-analysis of 112 individual research papers undertaken by Eby, Allen, Evans, Ng & DuBois (2008). These advantages heavily depend on the mentor fulfilling a variety of roles. ...
Article
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The purpose of the study was to find out relationship between mentoring of English language public secondary school teachers and their classroom practices in Punjab. Quantitative, survey type study was conducted. Researchers selected 198 teachers from public schools using a simple random sampling technique as sample of the study. Researcher developed a tool based on Grant's (2016) suggested mentoring constructs to explore relationship. The tool's initial portion dealt with demographics. There are statements to be scored on a five-point Likert scale in the second part. The researcher shared google forms to collect data. Data was analyzed using correlation analysis and descriptive statistics. It was revealed that there is significant relationship between mentoring of English language public secondary school teachers and their classroom practices in Punjab. As there is positive relationship between mentoring and classroom practices, it is recommended to design teacher training programs that emphasize the importance of mentoring attitude among teachers of English language classes at secondary level, to provide administrative support by creating incentives, awards, or acknowledgment systems that motivate teachers to embrace and implement prosocial practices.
... The mentor-mentee relationship benefits both parties: mentors get personal satisfaction, and mentees gain useful career advice. [2,3] Kram (1985) outlines three key roles of a mentor: offering career advice, providing emotional support, and being a role model. Platforms like Mentor Connect are designed to support these roles by adding features like automated scheduling and video call options.Traditional mentoring programs are effective, but there is a growing need for more flexible, technology-driven solutions. ...
Article
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Mentor Connect is a digital platform designed to bridge the gap between mentors and mentees, fostering relationships that support academic, professional, and personal development. This paper examines the Mentor Connect model, its architecture, and the implementation strategy for maximizing engagement and outcomes for both mentors and mentees. The platform leverages advanced algorithms for matching, analytics to track progress, and user-friendly interfaces for communication, aiming to establish meaningful and productive mentor-mentee relationships. This platform connects industry experts with mentees for career guidance and skill development. It features automated scheduling, real-time video sessions, and mentor mentee matching. Mentees gain valuable insights, improving their skills and employability.
... Outcomes related to mentoring (Eby et al., 2008). ...
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The research was carried out with 2 main objectives: To understand the impact/effect of mentoring on behavioural, attitudinal, motivational, relational, and career outcomes. To make a comparison between Cross-gender Mentoring and Same-gender Mentoring. Having a same-gender or a cross-gender mentor does not affect the (Behaviour, Motivation, Relational, Career Development, Attitude) outcomes that the mentees would get from the mentoring program. ‘Mentoring has helped me get industry-based knowledge’, has the highest weighted average of 4.08 in PG and a comparatively lower weighted average of 3.53 in UG. In this statement the focus variable was ‘career development’. The two lowest weighted averages were seen in the case of ‘Mentoring has helped bring a positive change in my behavior’, having a weighted average score of 3.18 in PG and 3.06 in UG, and ‘Mentoring has helped me cultivate a positive attitude’, having a weighted average score of 3.28 in PG and 3.24 in UG. The variables in these statements were ‘behavior’ and ‘attitude’, respectively. The gender of the mentor and the mentee is usually seen as an important factor when it comes to measuring the effect of mentoring. This has been discussed in many research articles which highlight the problems faced in Cross-Gender Mentoring due to the difficulty in opening up to a mentor of a different gender. But the study conducted by the researchers outlined no significant difference between outcomes received from Cross-gender and Same-gender Mentoring. This could be due to the study being conducted in Academic Institutions which is something that has not been explored much with regards to Mentoring.
... Mentors play a critical role in fostering confidence, enhancing skills, and broadening perspectives, particularly in academic and career contexts (Allen et al., 2004). Research underscores the positive effects of mentorship, including improved psychological well-being, higher career satisfaction, and stronger problem-solving abilities (Eby et al., 2013). Replacing toxic friendships with mentoring relationships encourages a healthier social environment, empowering individuals to achieve their potential and develop a growth-oriented mindset. ...
... Les pratiques de gestion de carrière qui affectent les relations peuvent prendre la forme de relations de mentorat. Les croyances dominantes dans la recherche sur les carrières veulent que « le mentorat est important » (Eby et al., 2008) et que « tous ceux qui réussissent ont un mentor » (Collins et Scott, 1978cités dans Singh, Ragins et Tharenou, 2009). Selon la théorie du mentorat, dans la relation dyadique de mentorat, les mentors remplissent deux fonctions principales, dont l'une est professionnelle et l'autre psychosociale (Eby, Rhodes et Allen, 2007 ;Kram, 1985). ...
Article
Bien qu’un nombre important de personnes immigrantes, y compris des femmes noires, aient intégré le marché du travail au Québec au cours des dernières décennies, les réalités sur leurs expériences de carrière au sein des organisations sont peu connues. S’appuyant sur des données provenant d’entrevues de fond, cet article examine la réussite professionnelle des immigrantes noires sur le marché du travail québécois, et plus particulièrement les perceptions à l’égard de cette réussite professionnelle. Les résultats suggèrent que les perceptions de réussite professionnelle de ces femmes sont largement influencées par des facteurs liés à leur identité sociale. En vue d’améliorer les chances de réussite professionnelle des immigrantes noires au Québec, il convient de faire davantage, aux niveaux méso et macro, afin de minimiser les nombreux obstacles auxquels elles sont actuellement confrontées. Cette étude contribue à l’étude critique des relations industrielles et de la réussite professionnelle. Elle met en avant les voix et les expériences d’individus qui, jusqu’à présent, ont été englobées dans la catégorie dite du travailleur idéal abstrait, qui n’a pas d’identité sociale.
... Mentorship programs are a cornerstone of Girls in ICT Rwanda, offering young women valuable guidance and support from experienced professionals in the tech industry. Research suggests that mentorship can significantly impact career development by providing access to networks, role models, and opportunities for skill development (Eby et al., 2008). By pairing young women with mentors who have succeeded in ICT careers, Girls in ICT Rwanda aims to inspire confidence and ambition in the next generation of female technologists (Fagenson-Eland et al., 2006). ...
Article
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This research paper explores the initiatives undertaken in Rwanda to increase women's participation in the tech industry thirty years after the Tutsi genocide. The paper examines the impact of these initiatives on social and economic development in Rwanda.
... This process aims to produce positive social change and professional growth through inclusive membership, social justice, self-knowledge, empowerment, and service. It is associated with increased confidence, a sense of belonging, academic achievement, and decreased identity conflict, especially among ethnically diverse and first-generation students (Eby, 2008). WJC graduate students were trained as mentors and they met weekly with each scholar to provide emotional support, set goals, and offer professional coaching. ...
Article
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The increased prevalence of behavioral health problems in the US is intensified by the critical shortage of providers in the field. The historical failure of behavioral health specialties to attract BIPOC students and workers limits leadership, access to quality care, and the generalizability of research findings. Most workforce development programs serve only those with earned graduate degrees. This report describes a service-learning program that is successfully attracting new graduates with bachelor’s degrees and culturally diverse professionals into the behavioral health workforce.
... Others are motivated to learn because they love the intellectual activity involved with gaining new knowledge and skills. Something inside them makes them have a strong desire to learn [6]. ...
Article
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In recent years, there has been a significant demand for Instructional Design (ID) professionals due to the rise of remote work, increased reliance on digital learning solutions for professional development, and the integration of digital technologies in formal and informal learning spaces. However, practical and authentic personalized courses are unavailable for professionals who want to transition into the field. This study addresses the gaps in most of the available ID courses and details the design of an Instructional Design Skill-Strength Assessment System (IDSSAS) that evaluates gaps in users' skills and offers them courses and mentors to help them bridge them in preparation for work as an ID in the corporate space. Employing a User-Centered Design (UCD) approach, the system prioritizes personalization, real-world application, and practical skills that better position them to be more employable, a significant improvement over the mostly available traditional, theory-focused ID training programs. IDSSAS, which is integrable with any Learning Management System (LMS) or Learning Experience Platform (LXP), was developed with Storyline 360, and it offers personalized learning and feedback as well as provides users with the agency to choose a mentor that is best aligned with their area of interest. The design was grounded in Self-Determination Theory (SDT) and This work is licensed under a Creative Commons Attribution 4.0 International License. incorporates design features like a progress bar, feedback loop, challenges, social interaction, and agency to support students' motivation and promote autonomy, relatedness, and competence. IDSSAS, in its manual and present automated form, has been successfully used to mentor some transitioning ID professionals globally who are now gainfully employed.
... Programas de Mentoría y Coaching: Establecer programas de mentoría donde los estudiantes puedan recibir orientación y apoyo de profesionales experimentados en su campo. Esto no solo ayuda a desarrollar competencias blandas sino también a proporcionar una comprensión más profunda de las expectativas del mercado laboral (Eby et al., 2013). ...
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El presente estudio examina la alineación entre las competencias y habilidades desarrolladas por los egresados del programa de Administración de Empresas de una institución de educación superior en Neiva y las demandas del sector empresarial local entre 2019 y 2022. Utilizando una metodología cualitativa basada en entrevistas semiestructuradas con 41 egresados y responsables de recursos humanos de grandes empresas, se identificaron brechas significativas tanto en competencias técnicas como blandas. Los resultados revelaron que, aunque los egresados poseen una sólida base teórica, la aplicación práctica de estos conocimientos es limitada. Además, las competencias blandas, como la comunicación efectiva, el liderazgo y la resolución de problemas, mostraron discrepancias aún mayores entre lo demandado por las empresas y lo desarrollado por los egresados. Para abordar estas brechas, se recomienda la integración de más experiencias prácticas en el currículo académico, el fortalecimiento de programas de mentoría y la colaboración estrecha entre universidades y el sector empresarial. Asimismo, se destaca la importancia de fomentar una cultura de aprendizaje continuo para mantener la competitividad en el mercado laboral. Estas estrategias no solo mejorarán la empleabilidad de los egresados, sino que también contribuirán al éxito y sostenibilidad de las organizaciones en las que trabajen.
... Mentorship programs are a cornerstone of Girls in ICT Rwanda, offering young women valuable guidance and support from experienced professionals in the tech industry. Research suggests that mentorship can significantly impact career development by providing access to networks, role models, and opportunities for skill development (Eby et al., 2008). By pairing young women with mentors who have succeeded in ICT careers, Girls in ICT Rwanda aims to inspire confidence and ambition in the next generation of female technologists (Fagenson-Eland et al., 2006). ...
Article
Full-text available
This research paper explores the initiatives undertaken in Rwanda to increase women's participation in the tech industry thirty years after the Tutsi genocide. The paper examines the impact of these initiatives on social and economic development in Rwanda, highlighting the progress made and the challenges that remain.
... Consequently, financial organizations and employers may consider these factors and make effective interventions to reduce work-related stress. Regarding organizational support, workplace mentoring and career development programs should be implemented to provide young employees clearer growth guidance [67,68]. Organizations can offer time management trainings to help less experienced employees manage deadlines effectively [69]. ...
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Objective The aim of this study was to investigate the differences in the level and sources of work-related stress among financial professionals regarding age, work experience, and educational level. Methods A cross-sectional research design was employed among 702 financial professionals in Kazakhstan who worked in different corporate and government organizations. Data on work-related stress were collected via online questionnaires using the Job Stress Survey (JSS). Results The results showed that young financial professionals experienced higher stress than older professionals due to the lack of opportunity for advancement. Moreover, the study findings revealed that less experienced financial professionals reported higher levels of stress than more experienced professionals due to the meeting deadlines and conflicts with other departments. The study also found that financial professionals with a postgraduate degree stressed more than professionals with an undergraduate degree on major JSS scales. Furthermore, financial professionals with a postgraduate degree experienced higher stress due to the assignment of disagreeable duties, working overtime, lack of opportunity for advancement, inadequate support by supervisor, dealing with crisis situations, lack of recognition for good work, difficulty getting along with supervisor, insufficient personnel to adequately handle an assignment, lack of participation in policy-making decisions, inadequate salary, excessive paperwork, and covering work for another employee than professionals with undergraduate and vocational degrees. Conclusion The findings of this study provide valuable insights for organizations to eliminate and alleviate work-related stress.
... (5) Supervision and Mentoring: While there can be considerable overlap between supervision and mentoring, supervision involves overseeing performance, while mentoring focuses on career development. Access to quality supervision and mentoring is linked to improved performance and career planning (Eby et al., 2008;Ivey and Dupre, 2020;Wen et al., 2017). Equity issues arise when access to quality mentoring is limited, especially for underrepresented groups (Burk and Eby, 2010;Giacumo et al., 2020;Kram, 1983;Ragins et al., 2015). ...
Article
Purpose The unprecedented exigencies of COVID-19 and the subsequent spotlight on systemic racial, social and economic disparities have brought workplace equity to the forefront of organizational dialogue. These discontinuities set the stage for discussions about possible limitations of traditional diversity, equity and inclusion (DEI) approaches that may have overlooked disparities in specific organizational systems. In response, we conducted an exploratory study to examine a new framework that focuses attention on the equity of employment systems that contextualize employees’ experiences of equity at the workplace. Design/methodology/approach This paper introduces a framework that focuses on the equity of ten key employment systems (job structures, compensation and benefits, recruitment and hiring, orientation and onboarding, supervision and mentoring, training and career development, employee performance assessment and feedback, employee resources and supports, promotion and separation). Combining the indices that measured the equity of these ten employment systems, we created an Overall Equity of Employment Systems Index and examined antecedent variables and outcomes related to the index. Data were gathered from HR leaders of 1,062 workplaces in the US. Findings Utilizing multivariate analyses, this research found that lower scores on the Organizational Pressures Index were consistently linked to higher levels of equity across all of the employment systems. Furthermore, higher percentages of women and employees of color were positively associated with increased equity in most of the employment systems and in the Overall Equity of Employment System Index. There was a significant positive relationship between the Overall Equity of Employment Systems Index and organizational resilience, while a negative relationship was observed with employee stress. Practical implications This study extends the existing DEI literature by offering a new framework that employers can use to: (1) assess the equity of specific employment systems and (2) strengthen the equity components of the employment systems. Originality/value The framework used for this exploratory study offers an alternative approach to the study of systemic equity in the workplace.
... Mentorship and knowledge transfer from one generation to the next emerged as a significant factor, supporting the findings of Eby et al. (2008), Hamilton (2011) and Higgins and Kram (2001). In the Indian context, it observed that mentorship often extends beyond parent-child relationships to include other family members and long-term employees. ...
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Family business dominates the Indian corporate landscape, reflecting the country’s strong familial culture. While sustainability in family business is a growing research area, its understanding in the Indian context remains limited. This study aims to investigate the factors contributing to family business sustainability in India and examines the relationships among these factors. Employing a qualitative approach, this research analyzes multiple case studies from Gujarat and Rajasthan. Data was collected through in-depth interviews with family business owners and successors and analyzed using content analysis. The findings reveal five key factors contributing to family business sustainability: succession planning, strategic diversification and expansion, innovation and adaptability, mentorship and knowledge transfer, and competitive advantage. A conceptual framework illustrates the interconnectedness of these factors, highlighting how succession planning supports knowledge transfer and fosters innovation, while strategic diversification often requires innovative approaches. This research offers valuable insights for family business owners navigating growth and sustainability challenges. It also provides a foundation for policymakers to develop targeted measures supporting family business, which significantly contribute to India’s economy. The study’s originality lies in its focus on the Indian context, offering a nuanced understanding of family business sustainability in a rapidly evolving emerging economy. By exploring the unique characteristics of Indian family businesses, this research contributes to the literature on family business sustainability in diverse cultural contexts.
... Prior research that examined mentoring programs has documented the benefits to mentees including increased academic achievement, leadership and communication, social interaction, and self-confidence (Eby et. al., 2008). However, little research has collected this information from the perspective of mentors. In her 2013 article "Fostering Close and Effective Relationships in Youth Mentoring Programs," Jean Rhodes concluded that a) programs that provide support to the mentor have a higher likelihood of forming stronger relationships; b) successful relat ...
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Past research examining mentoring programs has explained the benefits that student mentees received from having an adult as a mentor. For the mentee, studies indicate that mentoring relationships positively influence academic performance, social attitudes, communication abilities, and career aspirations. However, there has been very little research from the perspective of the mentor regarding their experiences of being in a mentoring relationship. This study builds upon Berning's (2013) research that extracted the thoughts and opinions of retiree and teen mentors who worked with elementary students. The Berning report recommended that further research study adults involved in the workplace who spent their off time serving as mentors. This study addresses this gap by surveying 69 adult business professionals mentoring high school students in San Antonio, Texas. The survey revealed four central themes: 1) both mentors and mentees require high motivation for a successful relationship, with mentors often motivated by personal fulfillment; 2) mentors are driven by a commitment to give back to the community despite most lacking prior mentoring experience; 3) there is significant interest in mentor training to enhance program effectiveness; and 4) mentors generally enjoy the program, showing high willingness to continue, inclination to recommend it, and satisfaction with a monthly meeting schedule. Successful mentors are active listeners who engage their mentees by setting clear, aligned goals, while gaining the added benefits of enhanced communication and leadership skills through their mentoring roles.
... Prior research that examined mentoring programs has documented the benefits to mentees including increased academic achievement, leadership and communication, social interaction, and self-confidence (Eby et. al., 2008). However, little research has collected this information from the perspective of mentors. In her 2013 article "Fostering Close and Effective Relationships in Youth Mentoring Programs," Jean Rhodes concluded that a) programs that provide support to the mentor have a higher likelihood of forming stronger relationships; b) successful relat ...
Article
Full-text available
Past research examining mentoring programs has explained the benefits that student mentees received from having an adult as a mentor. For the mentee, studies indicate that mentoring relationships positively influence academic performance, social attitudes, communication abilities, and career aspirations. However, there has been very little research from the perspective of the mentor regarding their experiences of being in a mentoring relationship. This study builds upon Berning’s (2013) research that extracted the thoughts and opinions of retiree and teen mentors who worked with elementary students. The Berning report recommended that further research study adults involved in the workplace who spent their off time serving as mentors. This study addresses this gap by surveying 69 adult business professionals mentoring high school students in San Antonio, Texas. The survey revealed four central themes: 1) both mentors and mentees require high motivation for a successful relationship, with mentors often motivated by personal fulfillment; 2) mentors are driven by a commitment to give back to the community despite most lacking prior mentoring experience; 3) there is significant interest in mentor training to enhance program effectiveness; and 4) mentors generally enjoy the program, showing high willingness to continue, inclination to recommend it, and satisfaction with a monthly meeting schedule. Successful mentors are active listeners who engage their mentees by setting clear, aligned goals, while gaining the added benefits of enhanced communication and leadership skills through their mentoring roles.
... The relationship between supervisor mentoring support and career success is well-established (Eby et al. 2008). Therefore, career success constitutes a salient outcome in our model. ...
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Despite consistent findings that stressed employees benefit from social support, these employees do not always have access to such support. We propose and test a conceptual model suggesting employee work stress will negatively affect supervisory career and psychosocial mentoring support. Drawing from social exchange theory, we predict this will indirectly affect employee career success (lower career satisfaction and promotability ratings, fewer promotions), and that the relationship between employee work stress and lower supervisory mentoring support can be explained by lower levels of work engagement experienced by, and attributed to, stressed employees. We tested our model across three studies. In Study 1, we collected four waves of multisource field data (254 employees, 127 managers, and company records) at a large postal organization in the United Kingdom (UK). Employee work stress was negatively related to supervisor career and psychosocial mentoring support, and indirectly affected career satisfaction and manager promotability ratings of employees via supervisor career mentoring support. Cross‐lagged panel analyses in a supplemental study additionally supported the proposed directionality of relationships. Study 2 included data across three waves from employees in Hong Kong (n = 137) and showed that employee work stress had indirect effects on supervisor career and psychosocial mentoring via lower employee engagement. In Study 3, using data from supervisors in the UK (n = 240) we showed that supervisor perceived employee stress had indirect effects on their provision of supervisor career and psychosocial mentoring support via lower perceived employee engagement.
... Effective mentoring fosters holistic development, equips mentees with essential skills and strategies, and helps them navigate challenges effectively. Studies by Guhan, et al. (2020) and Eby, et al. (2018) emphasize the role of mentorship in providing personalized guidance and enhancing mentees' overall well-being and success. ...
... Mentorship in STEMM (science, technology, engineering, mathematics, and medicine) is understood as a "professional working alliance in which individuals work overtime to support the personal and professional growth, development, and success of the relational partners through the provision of career and psychosocial support" [1]. In higher education, research across disciplines has universally demonstrated many positive outcomes for those who report having an effective mentor [2][3][4][5]. Given these consistent findings, a variety of mentorship training approaches have emerged for mentors to become more effective [6,7]. ...
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Introduction:The purpose of this study was to evaluate data from different implementations of the Mentoring Up curriculum, designed by the Center for the Improvement of Mentored Experiences in Research. The study investigated the relationship between participants’ self-reported change in mentoring competence and the behaviors they intended to implement post-training. Methods:The data set included 401 respondents who consented to participate after 59 Mentoring Up training events hosted by 34 institutions between 2015 and 2022. Responses to the Mentoring Competency Assessment (MCA) were analyzed to determine which factors were related to self-reported changes in participants’ mentoring competencies post-training. Results:Quantitative analysis showed that intent to change, perceived value of training, training modality, and prior mentor training were all significantly associated with the magnitude of change in MCA scores between pre- and post-tests. Further, participants who engaged in face-to-face training found significantly more value in the training than those who participated online. Analysis of open-ended questions demonstrated that participants with larger changes in MCA scores were more likely to address core principles of Mentoring Up curriculum when discussing their behavior change plans post-training. Conclusion:Participants improved their mentoring competence by participating in the Mentoring Up curriculum, and this change was significantly and practically associated with an intent to modify their behavior in their mentoring relationships.
... In youth mentoring, mentees are children or adolescents in primary or secondary education, whereas in academic mentoring, mentees are young adults in higher education, such as university students (Eby et al., 2013). Meta-analyses show that mentoring in educational contexts has numerous positive effects for both mentees, such as increased social skills, positive academic adjustment and identity formation (DuBois et al., 2002;DuBois et al., 2011;Eby et al., 2008;Raposa et al., 2019), and as well for mentors, such as career success (Ghosh and Reio, 2013) or increased self-esteem, interpersonal skills and political awareness (Weiler et al., 2013). In practice, youth and academic mentoring is often implemented in formal mentoring programs (Garringer et al., 2017) and exists as an extracurricular activity, offering learning beyond the classroom. ...
Article
Purpose Mentoring supports children, adolescents and young adults on their career paths and presents an important extracurricular educational format. The COVID-19 pandemic created a strong impetus for the deployment of virtual mentoring programs (VMPs), in which mentors and mentees communicate completely or predominantly through information and communication technologies (ICTs). Because it is unclear whether VMPs remain an attractive offer to mentors and mentees in post-pandemic times, this study aims to investigate the specific motivations of mentors and mentees to participate in VMPs and to draw conclusions about the effective design of VMPs. Design/methodology/approach In a qualitative study, the authors recruited 200 university students for an online survey, in which participants provided text responses regarding their motivations to participate in a youth or academic VMP as a mentor or mentee. Findings Potential mentors and mentees expect social components in VMPs. However, the results suggest that participants expect less psychosocial compared to career-related support from virtual mentoring, expect meaningful connections to be established only to a certain extent and do not expect role modeling from mentors. Furthermore, participants voiced mixed opinions about the virtual nature of mentoring programs, revealing a general field of tension (i.e. virtuality improves flexibility vs virtuality impairs relationship building). On this basis, design suggestions regarding VMPs are provided. Originality/value This study expands existing knowledge about VMPs by analyzing relevant factors when forming the intention to participate in a mentoring program, considering both youth and academic mentoring.
... Mentoring is an experiential learning concept, regarded fruitful in higher education (HEI) and widely used in the business industry. The approach is relevant at all life stages, leading to three distinct streams of mentoring namely: youth mentoring; academic mentoring; and workplace mentoring, and ref. [33] find academic-and workplace mentoring to have the largest positive effect. Academic mentoring closely resembles entrepreneurial-and student peermentoring. ...
... Mentorship programs connect students with experienced professionals in the field who can provide guidance, support, and practical insights. Research has shown that mentorship can positively impact students' professional development, self-confidence, and overall career success (Eby et al., 2008). ...
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The study aimed to investigate and understand the impact that graduate school philosophy and objectives had on Master of Arts in Education students. The study employed a qualitative case study approach to gather data from Master of Arts in Education students. Data collection methods included interviews, focus groups, and document analysis. Data were analyzed using thematic analysis to identify patterns and themes related to the impact of graduate school philosophy and objectives on the students. The findings of the study provided insights into the ways in which graduate school philosophy and objectives influenced the perceptions, understanding, and experiences of Master of Arts in Education students. The study highlighted the importance of clear communication of program philosophy and objectives to students, as well as the alignment between these objectives and students' educational goals and aspirations. Based on the findings, recommendations were proposed to enhance the alignment between graduate school philosophy and objectives and the needs of Master of Arts in Education students.
Article
Changes in modern organizations toward shorter tenures and faster employee socializations have shifted the mentoring landscape away from dyadic programs toward more collective approaches where mentoring is provided on an ongoing basis informally and idiosyncratically. However, little is known about how this shift has impacted the ways in which employees personally benefit from providing mentoring to others amid contexts containing multiple sources. Drawing on a social network perspective, our research explores the notion that employees accrue proximal and distal career benefits based upon valuable social capital specifically derived from centrality within intraorganizational developmental networks. In this study, we examine three proximal career benefits: career satisfaction, personal learning, and perceived marketability, and one distal career outcome: employee retention. Using a time-lagged study design, we evaluate the effects of providing mentoring via intraorganizational developmental network centrality in comparison to mentoring received and other pertinent career criteria. Our study findings affirm a mediated link between providing mentoring and several career outcomes. We discuss our findings with theoretical and practical implications.
Chapter
The world needs competent leaders. Research and practices confirm the value of mentoring in developing leadership in society at large. For enhancing practicum of marketplace mentorship, the chapter is to explore holistic mentoring between senior marketplace leaders (SML) as business professionals and marketplace millennials (MM) as the next generation in developed city context. Primarily stemming from senior mentors' practices and perspectives in the business world, the research covers the topics of mentoring intent and objectives, the role and effect of faith or character, resources and interactive dynamic factors. The chapter summarizes the related qualitative research in mentoring practice between SML mentors and MM mentees. It focuses on the professional & holistic development of the millennial generation. The findings were derived from a qualitative explorative approach, using an in-depth semi-structured interview based on the non-probabilistic purposive sample of twelve senior leaders and five of their MM mentees.
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Cet article expose l’origine, les éléments constitutifs et les fonctions d’une grille de paramétrage conçue pour accompagner, de leur conception à leur régulation, la mise en œuvre de dispositifs de mentorat par des professeurs de l’enseignement supérieur. Il spécifie les raisons d’être de ce type d’outil conceptuel et praxéologique et en illustre des usages par l’analyse de trois dispositifs déployés dans le cadre d’un programme de mentorat testé dans 9 établissements francophones belges. La grille et ses applications pratiques intéresseront chercheurs, décideurs et acteurs travaillant sur la transition secondaire-supérieur, dont relève ce type d’aide à la réussite encore peu fréquent dans le contexte francophone européen.
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In cases involving evident or significant crimes, law enforcement agencies have the authority to arrest, detain, and investigate individuals. However, a critical gap exists in many legal systems, particularly in Iran, regarding comprehensive protocols and regulations to uphold the rights and dignity of arrested individuals during this process. While the Iranian legal framework provides for the written notification of charges, it remains silent on several internationally recognized legal safeguards essential for ensuring justice and protecting individual rights. These safeguards include the obligation to respect the fundamental rights of detainees, the assurance of their safety and dignity, and the provision of clear information regarding their rights. Additionally, practices such as recording interrogations, enabling arrested individuals to notify a lawyer or acquaintances about their detention, ensuring private consultations with legal counsel, and requiring the presence of impartial authorities during investigations are notable omissions. Other important protections are also missing, like the right to a lawyer while working for the police, judicial oversight of detention periods, and ways to make sure that illegal investigations are not carried out. In contrast, the English legal system incorporates many of these safeguards, ensuring adherence to the principles of justice and transparency. Such practices include supervision of the investigation process, strict time limits on detention without justification, and the presence of a lawyer to advocate for detainees at every stage. These measures collectively aim to balance the state's investigative powers with the protection of individual rights. The absence of these protections in Iran's legal system underscores a pressing need for reform to align with international standards and ensure a more equitable justice system. This study examines the legal and procedural discrepancies in the Iranian system and highlights the potential benefits of adopting practices from more established legal frameworks, such as the English legal system, to safeguard the rights of individuals during arrest, detention, and investigation.
Chapter
The educational pathways into a STEM career continue to lack diverse perspectives. Latinas are a growing college student population in Hispanic-Serving Institutions (HSIs) that, despite challenges, demonstrate resilience in higher education by engaging their culture. We examined the success strategies of Latina students majoring in STEM and nearing graduation to apply them to a mentorship program. These strategies were provided to mentors and mentees, all Latinas in STEM fields, to guide their mentoring sessions during one academic year. Focus groups at the conclusion of the program allowed reflection of the experience. Findings highlighted the role mentors played in guiding professional and personal development of mentees. Mentors passed down knowledge about successful strategies to mentees, such as joining student organizations. The significance of familial motivation among participants was demonstrated through descriptions of their families as motivation and bringing elements of familial connection to the mentoring relationship. Finally, some participants described their intersectionality (as women and Latines) through engagement of their identities, such as joining Latine and women-led organizations, finding a sense of belonging in these groups. Overall, we demonstrate the importance of non-academic outcomes (e.g., support and validation) through mentoring in an HSI. Recommendations are made based on the findings.
Article
A shortage of trained personnel poses significant challenges to implementing antimicrobial use (AMU) surveillance systems in low- and middle-income countries (LMICs). Traditional training models, such as workshops, seminars and online courses, often lack the sustained engagement and support necessary for deep learning and skill mastery. This article advocates for mentorship as an effective training method for AMU professionals in LMICs. Drawing on our experiences as mentors and mentees from 1- to 2-year mentorship programmes in Nepal, Pakistan, Papua New Guinea and Timor-Leste between 2019 and 2023, we highlight the challenges and success factors of mentorship. Our insights demonstrate mentorship’s value in building expertise and sustaining capacity in AMU surveillance, offering a promising solution to address the personnel shortage in these regions.
Article
Purpose This paper aims to synergize the Job Demands-Resources (JD-R) theory with the Intelligent Career theory (ICT) to identify the potential influence of career competencies (CCs) on individual work performance. Design/methodology/approach We explore a motivational process within JD-R theory, where CCs such as knowing-why, knowing-how, and knowing-whom serve as personal resources to optimize contextual performance (CP), task performance (TP), and reduce counterproductive work behavior (CWB). The study comprises two phases with samples of human resource (HR) professionals in India. Phase-1 ( N = 107) involves adapting measurement instruments through exploratory factor analysis, while phase-2 ( N = 396) tests the model using structural equation modeling. We applied the confirmatory factor analysis marker technique, with “conflict avoidance” as the non-ideal marker variable. Findings Our research indicates that CCs positively influence TP based on statistical and substantive significance. However, their influence on CP and CWB lacks substantive significance. Research limitations/implications This study enhances the JD-R theory by highlighting individual performance as a key outcome of personal resources, like CCs, within the theory’s motivational process. Practical implications Organizations can structure skill development programs to align with specific CCs and desired outcomes, using them as benchmarks to assess effectiveness. Originality/value To our knowledge, this is the first attempt to apply both JD-R theory and ICT in a work context, specifically among Indian HR professionals, which remains an unexplored area. Additionally, we assume that CCs may initiate motivation independently, even in the absence of job resources.
Article
Scholars question whether cultural capital reproduces existing inequalities or leads to upward mobility. While families provide opportunities to increase cultural capital, schools value and reward cultural capital. Thus, adolescents need to obtain cultural capital through their families to be able to navigate the education system. However, most research does not provide causal evidence of cultural capital acquisition and lacks clarity about how disadvantaged adolescents might increase cultural capital. We hypothesize that adolescents may increase cultural capital through social capital access and exposure—their ties to and meeting frequency with other important adults knowledgeable about the education system. Using data from a randomized control trial on mentoring relationships, we find that high levels of social capital positively affect cultural capital, but only for otherwise disadvantaged adolescents with parents who have some college experience. Our findings suggest cultural capital may be a more limited engine of mobility if disadvantaged adolescents from less educated households cannot acquire or increase their cultural capital.
Article
Building on the self‐determination theory and the work of Pelletier and their colleagues, we conducted a study to examine the antecedents of mentors’ interpersonal behaviors. The purpose of this study was to determine how influence from above (administrative, practice, and colleagues’ pressures) and influence from below (perception of mentees’ level of self‐determined motivation) were related to the mentors’ motivations for their work and the mentoring relationship, and how the mentors’ motivations were related to their interpersonal behaviors. In the present study ( N = 600), the results of a cross‐sectional design showed that mentors who perceived greater influence from above and lower influence from below were more non‐self‐determined toward their work and the mentoring relationship. In turn, the more non‐self‐determined they were, the more they were acting in a controlling manner with their mentees. Overall, our findings supported the independent and complementary role of influences from above and from below on mentors’ motivations and interpersonal behaviors.
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The Public Service Act requires that chief executives preserve, protect, and nurture the spirit of service that public servants bring to their work. There is extensive evidence on how the motivations of public servants differ from employees in other work settings. A spirit of service to the community is associated with multiple benefits, from effort to innovation to integrity. However, poorly targeted interventions can lead to reduced diversity, surface acting, cynicism, exploitation, and rule breaking. This paper canvasses many tactics that may help support a spirit of service to the community.
Article
This study investigated gender- and personality-specific differences in academic qualifications, research motivation, and options to increase the attractiveness of leadership positions in radiology. A validated questionnaire with 66 questions was distributed via the German Roentgen Society and individually sent to 4,500 radiologists in Germany. Participants were asked about their gender. Personality dimensions were assessed using the OCEAN (Big Five) model. Multivariable regression analyses were employed. Of 510 included participants (women 237 (46.5%)), men were four times more likely to have acquired an associated professorship (AP, Habilitation Privatdozent) ((odds ratio (OR) 4.39 (2.22–8.67)). Also, they planned to achieve an AP more frequently (OR 2.87 (1.47–5.61)). The only gender-specific motivator for an AP was the option to become eligible for the position of chief physician (men OR 2.56 (1.07–6.15)). Mentors increased the probability of acquiring an AP (OR 2.07 (1.13–3.80)) or striving for an AP (4.82 (2.39–9.73)). Female mentees were likelier to have female mentors (OR 4.62 (1.68–12.73)). To increase the attractiveness of leadership positions, female radiologists perceived gender balance at the management level (OR 3.32 (2.28–4.82)), top sharing (OR 2.22 (1.48–3.32)), and better work-life balance (OR 2.02 (1.19–3.43)) as more relevant than male radiologists. More pronounced openness (OR 1.62 (1.10–2.38)) and extroversion (OR 1.45 (1.07–1.97)) were positively associated with planning an AP. More pronounced agreeableness (OR 0.67 (0.50–0.91)) was negatively associated. Research motivation is mainly independent of gender. Academic qualification varies with gender and personality dimensions. Mentoring, female role models, top sharing, and better work-family compatibility could motivate women to pursue academic leadership.
Article
Adolescents face many difficulties when transitioning to high school, particularly when it comes to their social circles and maintaining friendships. As these challenges can have long-term consequences, providing support to youth during this period is essential. The YWCA Youth Education Programs (YEP) in Vancouver, BC offer group-based, after-school mentoring programs for 7 th grade students to help them navigate the transition to high school. Survey data from 668 students (233 treatment group and 435 control group) were used to examine the impacts of the YEP on friend support. Multilevel regression models show that the YEP is effective at improving perceptions of friend support in the long term. More research is needed to explore potential gender differences in the experience of supportive friendships after youth transition to high school, as well as the impact of group-based mentoring for youth transitioning to the high school environment.
Article
The American Association for Dental, Oral, and Craniofacial Research (AADOCR) has developed a national and sustainable mentoring and mentor training network titled AADOCR Mentoring an Inclusive Network for a Diverse Workforce of the Future (AADOCR MIND the Future). This program is instrumental in fostering a diverse group of early-career investigators in dental, oral, and craniofacial (DOC) research. The network’s principal purpose has been to establish a robust and enduring national mentoring program centrally managed by AADOCR. The overarching goal is to develop a sustainable, nationally recognized mentoring network that enhances the career development of early-career DOC researchers from diverse backgrounds. The program aligns with the National Institute of Dental and Craniofacial Research Strategic Plan and aims to cultivate a robust pipeline of future DOC researchers who can address critical scientific challenges. AADOCR MIND the Future guides mentors and mentees in individual career development as well as improving the quality of mentoring at the home institution through dissemination of lessons learned by mentors and mentees in the program. As science practices have evolved, investigators have moved from isolated individual projects to interactive multidisciplinary teams. Within this research framework, AADOCR MIND the Future offers the global infrastructure and the variety of scientists/AADOCR members. While most institutional mentoring efforts have been developed using conventional single mentor-mentee pairs, the AADOCR MIND the Future program supplements this model with additional group mentoring (mentors-mentees) and peer mentoring (interactions between just the mentees). Mentees commit to 12 mo of programming devoted to enhancing research career development through intensive hands-on work, distance-learning components, and engagement in a mentored grant-writing experience. Mentees are strongly encouraged to remain engaged with the program beyond the initial 12-mo period. Years 1 to 3 alumni (cohorts 1 to 3) mentees continue to participate in a meaningful way, and after the completion of the program, it is envisioned these alumni will become mentors for another generation.
Article
En s’appuyant sur la perspective théorique des ressources de carrière, l’objectif de cette recherche est de comprendre comment des individus évoluant dans un contexte préjudiciable à leur carrière rencontrent tout de même du succès. Notre recherche s’appuie sur l’étude de deux populations ayant en commun d’évoluer dans un contexte a priori défavorable : les réfugiés exilés en France qui perdent leur capital social antérieur et les salariés faiblement qualifiés du groupe Orange. Elle montre de quelle manière et avec quelles ressources certains individus appartenant à ces deux populations poursuivent une trajectoire très ascendante malgré des capitaux sociologiques manquants.
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Crisis intervention, mediation, counseling, and mentoring play critical roles in fostering resilient educational communities. Schools today face various challenges, including student mental health issues, conflicts, academic pressures, and external crises such as natural disasters and violence. Addressing these challenges requires a comprehensive approach integrating crisis intervention, mediation, counseling, and mentoring to support students, teachers, and staff effectively. Crisis intervention involves immediate and effective responses to acute issues, ensuring the safety and well-being of students and staff. By implementing structured protocols and training, schools can mitigate the impact of crises, reducing long-term psychological effects and promoting recovery. Mediation techniques help resolve conflicts constructively, fostering a positive school climate and enhancing interpersonal relationships among students, teachers, and parents. Effective mediation practices contribute to a supportive environment, minimizing disruptions and promoting cooperative problem-solving skills. Counseling services are essential for addressing ongoing mental health needs, providing emotional support, and guiding students through personal and academic challenges. School counselors play a pivotal role in identifying and addressing issues such as anxiety, depression, bullying, and family problems. By offering individual and group counseling, schools can create a safe space for students to express their concerns and develop coping strategies. Mentoring programs complement these efforts by offering students additional support through positive role models. Mentors provide guidance, encouragement, and practical advice, helping students build resilience, set goals, and navigate academic and personal challenges. These relationships foster a sense of belonging and connectedness, which is crucial for student development and success. Integrating these components creates a comprehensive support system that enhances the overall resilience of educational communities. Schools that prioritize crisis intervention, mediation, counseling, and mentoring are better equipped to address the diverse needs of their students and staff, promoting a healthy and conducive learning environment. By building resilient educational communities, schools can improve academic outcomes, reduce dropout rates, and ensure the well-being of all members. In conclusion, the synergistic implementation of crisis intervention, mediation, counseling, and mentoring in schools is vital for developing resilient educational communities. This holistic approach not only addresses immediate and long-term challenges but also fosters a supportive and nurturing environment where students can thrive academically, socially, and emotionally. Keywords: Mentoring, Schools, Building, Educational Communities, Mediation.
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Attachment theory is extended to pertain to developmental changes in the nature of children’s attachments to parents and surrogate figures during the years beyond infancy, and to the nature of other affectional bonds throughout the life cycle. Various types of affectional bonds are examined in terms of the behavioral systems characteristic of each and the ways in which these systems interact. Specifically, the following are discussed: (a) the caregiving system that underlies parents’ bonds to their children, and a comparison of these bonds with children’sattachments to their parents; (b) sexual pair-bonds and their basic components entailing the reproductive, attachment, and caregiving systems; (c) friendships both in childhood and adulthood, the behavioral systems underlying them, and under what circumstances they may become enduring bonds; and (d) kinship bonds (other than those linking parents and their children) and why they may be especially enduring.
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This thoroughly updated Second Edition of the Handbook of Youth Mentoring presents the only comprehensive synthesis of current theory, research, and practice in the field of youth mentoring. Editors David L. DuBois and Michael J. Karcher gather leading experts in the field to offer critical and informative analyses of the full spectrum of topics that are essential to advancing our understanding of the principles for effective mentoring of young people. This volume includes twenty new chapter topics and eighteen completely revised chapters based on the latest research on these topics. Each chapter has been reviewed by leading practitioners, making this handbook the strongest bridge between research and practice available in the field of youth mentoring.
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Research conclusions in the social sciences are increasingly based on meta-analysis, making questions of the accuracy of meta-analysis critical to the integrity of the base of cumulative knowledge. Both fixed effects (FE) and random effects (RE) meta-analysis models have been used widely in published meta-analyses. This article shows that FE models typically manifest a substantial Type I bias in significance tests for mean effect sizes and for moderator variables (interactions), while RE models do not. Likewise, FE models, but not RE models, yield confidence intervals for mean effect sizes that are narrower than their nominal width, thereby overstating the degree of precision in meta-analysis findings. This article demonstrates analytically that these biases in FE procedures are large enough to create serious distortions in conclusions about cumulative knowledge in the research literature. We therefore recommend that RE methods routinely be employed in meta-analysis in preference to FE methods.
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Over 1,000 U.S. Army officers responded to two surveys over a two-year period. Results indicated that mentoring was positively related to affective commitment and continuance commitment and negatively related to "turnover behavior.". The relationship with affective commitment was moderated by the conditions of mentorship (supervisory versus nonsupervisory) but not by the type of mentoring support provided (career-related versus psychosocial). Affective commitment partially mediated the negative relationship between mentoring and actual turnover behavior ten years later.
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This paper presents the findings of an exploratory study investigating the effects of mentoring in a sales setting. Salespeople who had manager mentors inside the organization where they work had high performance and a low intention to leave. Those with peer mentors inside the organization also had a low intention to leave but lower performance. Salespeople with mentors outside the organization where they work had high performance but also a high intention to leave. Finally, salespeople with no mentor had relatively low performance and a high intention to leave. These results suggest that manager mentors inside the organization produce the best combination of results. Study results also raise serious questions about the effects of peer mentoring and mentors outside the organization. The findings suggest two important hypotheses for testing: (1) that peer mentors produce low turnover intentions and high commitment in poor performers, and (2) that mentors outside the organization produce high turnover intentions and low commitment in high performers.
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Meta-analysis is arguably the most important methodological innovation in the social and behavioral sciences in the last 25 years. Developed to offer researchers an informative account of which methods are most useful in integrating research findings across studies, this book will enable the reader to apply, as well as understand, meta-analytic methods. Rather than taking an encyclopedic approach, the authors have focused on carefully developing those techniques that are most applicable to social science research, and have given a general conceptual description of more complex and rarely-used techniques. Fully revised and updated, Methods of Meta-Analysis, Second Edition is the most comprehensive text on meta-analysis available today. New to the Second Edition: * An evaluation of fixed versus random effects models for meta-analysis* New methods for correcting for indirect range restriction in meta-analysis* New developments in corrections for measurement error* A discussion of a new Windows-based program package for applying the meta-analysis methods presented in the book* A presentation of the theories of data underlying different approaches to meta-analysis
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The efficacy of the Hedges and colleagues, Rosenthal-Rubin, and Hunter-Schmidt methods for combining correlation coefficients was tested for cases in which population effect sizes were both fixed and variable. After a brief tutorial on these meta-analytic methods, the author presents 2 Monte Carlo simulations that compare these methods for cases in which the number of studies in the meta-analysis and the average sample size of studies were varied. In the fixed case the methods produced comparable estimates of the average effect size; however, the Hunter-Schmidt method failed to control the Type I error rate for the associated significance tests. In the variable case, for both the Hedges and colleagues and Hunter-Schmidt methods, Type I error rates were not controlled for meta-analyses including 15 or fewer studies and the probability of detecting small effects was less than .3. Some practical recommendations are made about the use of meta-analysis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
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Previous research suggests that mentorships are quite important in the development of junior professionals in a range of fields, including psychology. Yet some evidence suggests that clinical doctoral students may be less frequently mentored by graduate faculty than other psychology doctoral students. Results of a survey of 800 clinical and experimental psychology doctorates who earned the degree in four distinct time frames from 1945 to the present indicated that clinical PhDs (53%) were indeed less likely than experimental PhDs (69%) to be mentored. Potential explanations for this discrepancy include the nature of clinical training, diffusion in clinical training, the advent of professional training models. The implications of less frequent mentoring for clinical doctorates are discussed, and several recommendations for addressing this phenomenon are offered. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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This chapter contains section titled: Who are Natural Mentors? Development of Natural Mentor Relationships Dimensions of Natural Mentoring Relationships Functions and Psychological Processes Individual Differences Conclusion References Who are Natural Mentors? Development of Natural Mentor Relationships Dimensions of Natural Mentoring Relationships Functions and Psychological Processes Individual Differences Conclusion References
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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
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This literature review examines the prevalence and role of informal student–faculty mentorships, focusing on the formation, development, and dissolution of such relationships within graduate education, with reference to the undergraduate context. Empirical research on the graduate level more clearly distinguishes informal from formal mentoring, giving it priority attention here. Content is organized around seven topics: clarification of informal mentoring; benefits and drawbacks of spontaneous relationships; personality characteristics of mentor and protégé; functions of mentoring; frameworks of informal mentoring phases; formation, development, and termination; and new types of mentoring relationships.
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Despite a growing body of research about mentoring, definitional, theoretical, and methodological deficiencies reduce the usefulness of existing research. This article provides a critical review of the literature on mentoring, with an emphasis on the links between mentoring and undergraduate academic success. The first section describes a variety of ways in which mentoring has been defined within higher education, management, and psychology. Issues related to developing a standard operational definition of mentoring within higher education are discussed. The second section provides a critical review of empirical research about mentoring and undergraduate education. The third section describes four different theoretical perspectives that could be used in future research about mentoring. Finally, future directions for research, including methodological issues and substantive concerns, are addressed.
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Mentoring is examined in the context of the changing nature of work. In this context, the construct of mentoring is expanded to consider its use under a variety of situations facing today's organizations such as more participative work arrangements, corporate restructuring, and domestic and international expansion. A typology that differentiates mentoring on two primary dimensions is presented: the form of the relationship (lateral or hierarchical mentor-protege relationship) and the type of skill development obtained through the mentoring experience (job-related or career-related). Specific examples of alternative forms of mentoring that can be used to help individuals and organizations adapt to organizational change are presented. An agenda for future research, as well as implications for counselors and human resource management professionals, is presented.
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This chapter contains section titled: Models of the Consequences of Mentoring Relationships The Protégé Framework The Mentor Framework Moderating Effects of Relationship Quality Summary and Insights Limitations Needed Research Conclusion Reference Models of the Consequences of Mentoring Relationships The Protégé Framework The Mentor Framework Moderating Effects of Relationship Quality Summary and Insights Limitations Needed Research Conclusion Reference
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In summarizing individual means by treatment in tables and figures it is recommended that 84% confidence intervals be produced. Doing this will add an extra dimension to interpretation - allowing an assessment of statistical significance at the 5% level. With 84% confidence intervals, in terms of a range of plausible values for the population mean, interpretation would be different compared to the standard 95%. However, 84% confidence intervals do still also describe a plausible range for the means. In a context with plots by time a multiplicity issue may be raised which will need to be accounted for. However, such graphs are often produced only for exploratory purposes and so any assessment of statistical significance may be made in this context. Relaxing the confidence intervals around individual means is something that has been discussed for sometime now [1-3] and in a context with figures such as Figure 1 does add to the value of diagrammatic representation of studies [4]. When quoting the difference between two means 95% should still be used.
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This chapter contains section titled: Prevalence of Mentoring in Academia Targeted Mentoring Groups Mentoring in Undergraduate and Graduate Programs General Characteristics of Mentoring Programs Developing a Mentoring Program Barriers to Developing a Mentoring Program Recommendations Reference Prevalence of Mentoring in Academia Targeted Mentoring Groups Mentoring in Undergraduate and Graduate Programs General Characteristics of Mentoring Programs Developing a Mentoring Program Barriers to Developing a Mentoring Program Recommendations Reference
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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.
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Using data on former students of fourteen private colleges and universities, this paper examines patterns of alumni giving. The data are taken from the College and Beyond survey, which covers individuals who entered the institutions in the fall of 1951, 1976, and 1989. Contributions by these former students to these colleges and universities tend to be quite concentrated, with half of all donations being given by the most generous 1 percent of the sample. A higher level of contribution is associated with higher income, with having participated in extracurricular activities in college, with having had a mentor in college, and with the degree of satisfaction in one's undergraduate experience. The projected donations for the most generous of these alumni over the course of a lifetime are quite high, with totals for the 1951 cohort exceeding those from the 1976 cohort.
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Using the contest- and sponsored-mobility perspectives as theoretical guides, this meta-analysis reviewed 4 categories of predictors of objective and subjective career success: human capital, organizational sponsorship, sociodemographic status, and stable individual differences. Salary level and promotion served as dependent measures of objective career success, and subjective career success was represented by career satisfaction. Results demonstrated that both objective and subjective career success were related to a wide range of predictors. As a group, human capital and sociodemographic predictors generally displayed stronger relationships with objective career success, and organizational sponsorship and stable individual differences were generally more strongly related to subjective career success. Gender and time (date of the study) moderated several of the relationships examined.
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A conceptual model was tested in which the effects of mentoring relationships on adolescents' academic outcomes were hypothesized to be mediated partially through improvements in parental relationships. The parameters of the model were compared with those of an alternative, in which improved parental relationships were treated as an outcome variable rather than a mediator. The study included 959 young adolescents (M age = 12.25 years), all of whom applied to Big Brothers Big Sisters programs. The adolescents were randomly assigned to either the treatment or control group and administered questions at baseline and 18 months later. The hypothesized model provided a significantly better explanation of the data than the alternative. In addition to improvements in parental relationships, mentoring led to reductions in unexcused absences and improvements in perceived scholastic competence. Direct effects of mentoring on global self-worth, school value, and grades were not detected but were instead mediated through improved parental relationships and scholastic competence. Implications of the findings for theory and research are discussed.
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Many studies over the last 20–25 years have examined the benefits of mentoring for the protégé and the organization. A review of these studies being published revealed that there is not only a lack of studies utilizing or reporting comparison group information but also a general lack of experimental research about mentoring. This quantitative meta-analytic review provides a critical analysis of the effectiveness of mentoring, with an emphasis on research designs that compared career outcomes of mentored individuals to non-mentored individuals. The overall mean effect size of mentoring was significant, indicating that mentoring does improve career outcomes for individuals. Individual career outcomes were analyzed and reported. Informal mentoring produced a larger and more significant effect on career outcomes than formal mentoring. There is a need for more research comparing protégés and non-protégés to determine if it is the receipt of mentoring or individual characteristics that leads to career success.