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Does Mentoring Matter? A Multidisciplinary Meta-Analysis Comparing Mentored and Non-Mentored Individuals
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.
... It appears to be as important as finding a job for successful, long-run integration. Most of the relevant insights on WM come from organizational and management research; it benefits from a long track record (see Eby et al. 2008, for an early take). And it has been analyzed across a range of professions-for example, in medicine (Sheri et al. 2019 reviewed the literature from 1990 to 2017). ...
... First, expected outcomes can and should vary across mentees. Eby et al. (2008) take a cross-disciplinary perspective to suggest that many types of outcomes could Bagnoli and Estache improve with mentoring at all stages of educational, personal, and professional development: ...
... Indeed, many studies assess only the short-term impact of mentoring. Larger effects were also found for AM mentoring than for WM and YM (the absolute effect sizes associated with the different types of mentoring range respectively from 0.11 to 0.36; 0.03 to 0.19; and 0.03 to 0.14; Eby et al. 2008). ...
... [27][28][29][30][31] Meta-analyses have shown that individuals with mentors have higher incomes, motivation, and performance; more positive interpersonal relations, career, and work attitudes; quicker promotion rates, greater helping behaviors, and less stress than those without mentors. 32,33 While Indigenous students are likely to benefit from any mentorship in a manner similar to non-Indigenous students, there is evidence that Indigenous mentorship (IM) involves behaviors and considerations that are unique to Indigenous students and may offer supports that non-Indigenous mentoring does not. ...
... 42 A priori codes were based on Murry et al's 36 IM model components and the established outcomes on mentorship. 32,33 The codes were on a scale from 1 (presence) to 0 (absence) and were defined by any mention of mentor behaviors that aligned with a particular IM model component or an outcome of interest. Outcomes counted included income, career and work attitudes, promotion rates, helping behaviors, quality of interpersonal relations, motivation, stress, and performance. ...
... The initial codebook was comprised of eight a priori codes based on mentee outcomes described in the literature. 32,33 However, of these codes only three were addressed by Indigenous mentees: 1) career and work attitudes, 2) engaging in helping behaviors, and 3) motivation. Improvements in stress, quality of interpersonal relationships, performance, income, and promotion rates were not covered in mentees' stories (see Appendix B for definitions of these codes). ...
Construct: In 2021, Murry et al. put forward a model of Indigenous mentorship within the health sciences based on the behaviors of Indigenous mentors toward their Indigenous mentees. This study explored mentees' endorsements and/or criticisms of the IM model and how IM constructs and behaviors described in the model benefited them. Background: Models of Indigenous mentorship have been developed previously yet have not yet been empirically examined, restricting our ability to measure or make claims as to their consequences, correlates, and antecedents. Approach: Interviews with six Indigenous mentees asked about their: 1) resonance with the model, 2) stories related to mentors' behaviors, 3) perceived benefits of their mentors' behaviors on their journey, and 4) components they felt were missing from the model. Data were analyzed using qualitative content analysis. Findings: Overall, the model resonated with participants. Mentees told stories about mentors engaging in the IM constructs practicing relationalism most frequently, followed by fostering Indigenous identity development, utilizing a mentee-centered focus, and imbuing criticality, advocacy, and abiding by Indigenous ethics. Benefits included improved career and work attitudes, motivation, and overall well-being, engaging in helping behaviors, and enhanced criticality. Recommendations to expand the model included incorporating: 1) additional mentor behaviors (e.g., transference of traditional knowledge), 2) higher-order dimensions (e.g., the impact of the institution), 3) specific mentee characteristics (e.g., age and gender), and 4) additional types of mentoring relationships (e.g., peer, multiple mentors). Conclusions: This study showed that Murry et al.'s model resonated with primary stakeholders (i.e., Indigenous mentees), that Indigenous mentorship behaviors have perceived consequences that are important for adjustment, and ways the model is limited or mis-specified. This information can inform mentor practices, selection and support, and program evaluation.
... Mentorship programs have become more frequent in teacher education institutions since research suggested positive outcomes for teacher candidates such as improved performance, attitude, and retention (Eby, Allen, Evans, Ng, & DuBois, 2008). The authors found that mentor teacher perceptions of professional development changed for the group receiving trainingthey recognized the complexity of mentoring, acknowledged a professionalized role, and advocated professional development and support for mentor teachers. ...
... Recent years provided more research on what mentoring includes and its potential influences on teacher candidates (Butler & Cuenca, 2012;Eby et al., 2008;Sayeski & Paulsen, 2012). Butler and Cuenca (2012) conceptualized the role of the mentor teacher as an instructional coach, an emotional support system, and a socializing agent. ...
... Opportunities for mentor teachers' professional development Mentor training contributed to improving mentoring skills and therefore supported the teacher candidates (Eby et al., 2008;Jones, 2009;Sayeski & Paulsen, 2012). The recruitment for mentor teachers in the Waiwai complex-wide PDS mandated a form of mentor training. ...
Purpose
Professional development schools (PDSs) advocate links between schools and teacher education programs, but how do mentor teachers in schools experience their role in this? Therefore, this research focuses on mentor teachers to investigate the change brought about by the implementation of a complex-wide PDS.
Design/methodology/approach
This qualitative single case study in a newly formed complex-wide PDS is based on surveys and individual interviews with mentor teachers from one school complex area. Activity systems analysis provided the framework to analyze mentor teachers interactions, their role and activities.
Findings
Mentor teachers expressed a sense of purpose in educating the next generation of teachers, experienced continuous learning in the collaboration with the teacher candidates and recognized opportunities for professional development offered by teacher education programs.
Practical implications
Schools and teacher education institutes rely on mentor teachers in their support to educate the next generation of teachers. Knowing what activities and values mentor teachers place on their mentoring can guide school administrations and teacher education institutes in their support and recruitment for mentor teachers.
Originality/value
This research contributes to the development of teacher education in the State of Hawaii and has identified helpful structures for meaningful teacher education.
... Based on the literature review, the following hypotheses are proposed: H1: Workplace learning has a positive correlation with transfer of learning. Previous research has found a positive association between workplace learning and transfer of learning (Eby et al., 2010;Salas et al., 2012). Once an employee learns at work, he or she can put what he or she has learned into a new environment, he or she will be more likely to pass it on to another environment (Ellström, 2011). ...
... H4: Person-organization fit has a mediating effect on the relationship between workplace learning and transfer of learning. Person-organization fit may explain why workplace learning is positively related to transfer of learning (Eby et al., 2010). Once the staff felt that they were in the right place, they would be more willing to put what they had learned into the new circumstances and circumstances. ...
... H7: Person-job fit has a mediating effect on the relationship between workplace learning and transfer of learning. Person-job fit may account for the positive correlation between workplace learning and transfer of learning (Eby et al., 2010). Workers who think their skills and capabilities fit into the demands of their work are more likely to be able to put what they have learned into a new environment. ...
This study examines the effect of workplace learning on employees’ transfer of learning, which refers to the application of new knowledge and skills to their work. The study categorizes workplace learning as either formal or informal and uses the Situated Learning Theory to explore how person-environment fit affects the transfer of learning, with person-supervisor fit as the moderator. Data was collected through questionnaires and analyzed using SPSS and AMOSE. The results show that workplace learning positively impacts employees’ transfer of learning, with person-organization fit and person-job fit mediating this relationship, and person-supervisor fit moderating it. The study concludes that organizations must invest in effective workplace learning programs that support their employees’ career development and promote transfer of learning.
... Across reviews (e.g. DuBois et al., 2011;Eby et al., 2008), mentoring programs have positive effects, albeit small, in behavioral, social, emotional, academic, and vocational domains. Based on these reviews and the National Mentoring Partnership (National Mentoring Partnership, 2015) best practice guidelines, the most effective programs include on-going training and support for mentors that provide guidance on relationship development, support on teaching/guiding roles, and program activities designed to facilitate youth development. ...
... While past research has included peer and college student mentors, minimal, if any, research has involved Kinesiology students as mentors for overweight adolescents in a one-onone setting. Scholars (DuBois et al., 2011;Eby et al., 2008) note that mentoring programs are most effective for youth who are at risk for problem behaviors and when a strong fit exists between the educational/occupational backgrounds of the mentors, the goals of the program, and the specific needs of the mentees. As such, Kinesiology students may be effective mentors in a program serving youth with obesity. ...
... Mentoring programs have been successfully implemented across a variety of settings, but are typically associated with small effect sizes (DuBois et al., 2011;Eby et al., 2008). However, a majority of mentoring interventions have not been grounded in theory. ...
Purpose: This study examined the feasibility of Project Mentor, a mentoring program based on self-determination theory (SDT) for youth classified as overweight or obese. Methods: In Study 1, youth (N = 23) ranging from 12-18 years of age were randomly assigned to a mentoring intervention or wait-list control condition. Study 2 served as a replication sample and consisted of N = 38 youth who participated in the mentoring program. As part of a process evaluation, attendance and exercise heart rate were monitored to assess whether participants exercised at a moderate-to-vigorous level as intended. Mentees also rated whether mentors created a need-supportive environment. For outcome evaluation, basic need satisfaction, behavioral regulation, fitness, and body composition were assessed at pre, post, and follow-up. Results: Across both studies, participants attended over 80% of the exercise sessions and exercised at a moderate to vigorous intensity level. Mentees also perceived that mentors created a need-supportive environment. Post-test and follow-up basic need scores were higher than baseline values and autonomous motivation increased for mentoring program participants. Effect sizes were generally moderate to large in magnitude based on partial eta-squared and Cohen d. Aerobic fitness (i.e., Vo2peak) showed a moderate to large increase at post-test that was partially maintained at follow-up. Body composition changes were nonsignificant and small in magnitude. Participants in the wait-list control reported showed small changes or decreases across SDT related constructs, fitness, and body composition across both studies. Conclusions: Results across both studies support the feasibility of a mentoring program focused on CARE (competence, autonomy, relatedness, and enjoyment).
... L'evidenza empirica ha infatti dimostrato che le relazioni personali con i mentori influenzano positivamente il grado di padronanza percepita, mentre la formazione formale, le lezioni frontali e la lettura di libri possono esercitare l'effetto opposto [26][27][28]. Questo risultato è in piena sintonia con il modello di mentalizzazione precedentemente esposto in relazione alle esperienze trasformative. ...
... Infatti, i modelli di riferimento non solo promuovono le capacità di mentalizzazione nei loro allievi, ma determinano in definitiva un rafforzamento della fiducia epistemica e dell'autostima percepita. Una relazione di mentoring durante la formazione può garantire all'allievo una prospettiva di scopo e di significato per la propria narrazione di sé [26,27]. Il mentore può avere un impatto sul processo decisionale circa il proprio percorso di carriera, in quanto contribuisce in modo significativo al successo lavorativo e al riconoscimento sociale, eventualmente attenuando l'impatto di precedenti esperienze avverse o di svantaggio socio-economico [32]. ...
La mentalizzazione è stata descritta come la capacità di comprendere sé stessi o gli altri, e quindi
come una forma di immaginazione in grado di cogliere i fattori causali alla base sia dei
comportamenti manifesti che del contenuto ideico sottostante. È stato dimostrato che una maggiore
capacità di mentalizzazione protegge l'individuo dalla sofferenza mentale, attraverso la sinergia
esercitata da fattori di coping efficaci e da competenze emotive adeguate. Oltre che nell'infanzia e
nell'adolescenza, anche nell'età adulta è possibile rimodellare le proprie capacità di mentalizzazione,
in particolar modo durante gli anni degli studi o della formazione. In tali contesti, infatti, il ruolo
fondamentale che durante l’età dello sviluppo è svolto dalle figure genitoriali, viene rivestito da altre
soggettività (es. insegnanti, mentori, tutor), favorendo la (ri)definizione delle identità personali e
professionali durante la vita adulta. Pur essendo tale fenomeno generale e trasversale nel contesto
occupazionale, in alcune specifiche professioni questo è maggiormente presente. Ad esempio, è stato
visto come il ruolo del mentore risulti cruciale nel promuovere un successivo senso di realizzazione
in ambito lavorativo, favorendo lo sviluppo di una maggior resilienza contro un possibile
esaurimento emotivo nei confronti di lesioni morali (es. morte di un paziente, fattori organizzativi).
Al contrario, i maltrattamenti, l'oggettivazione o il franco sfruttamento, sopprimono il rinforzo
positivo della formazione dell'identità, aumentando il rischio di un successivo burnout. In questa
revisione narrativa si prenderà in esame il ruolo svolto dalla fiducia epistemica, dalle esperienze
trasformative e dalla relazione col tutor durante la formazione professionale.
... This mentoring can be either formal or informal in nature and structured or unstructured. Eby et al. (2008) offer that formal mentoring is often described as a way to "increase desirable behavior (e.g., academic performance, job performance) and decrease undesirable behavior (e.g., school drop-out, substance use)," particularly targeting behaviors that may be detrimental to student success (e.g., drug use, absenteeism, drop-out, etc.) (p. 255). ...
... 255). According to Eby et al. (2008), formal mentoring programs, then, seek to support primarily at-risk youth and simultaneously encourage alternative positive behaviors. Because traditional mentoring focuses on changing attitudes, behaviors, and aspirations of mentees, it may lead to blaming the victim, searching for deficiencies in the mentored, making assumptions about what is in the mentees' best interests, and striving to fix the mentees and their aspirations rather than empowering the mentored to recognize their self-determined possibilities (Alston & Hansman, 2020;Hurd et al., 2018;Jernigan et al., 2020). ...
Despite the transformative nature of mentoring in postsecondary education, there are many students who either do not benefit from or are harmed by the practice. One such example is first-generation students. The purpose of this conceptual article is to suggest that mentoring might be enhanced by using possible selves as a theory to guide and inform the practice, especially as it relates to first-generation students. Possible selves as a mentoring practice enables a student to envision the person(s) they could become instead of simply reproducing what a mentor thinks they should become. This approach recognizes all the forms of capital that first-generation students hold.
... The mentor-mentee relationship has also an important impact on reducing dropout rates among students through increasing self-efficacy, improving self-awareness and building meaningful opportunities. A series of research on career attitudes and passion have highlighted the importance of others, especially family, colleagues, and mentors in developing a meaningful career (Eby, Allen, Evans, Ng and DuBois, 2008). ...
... Among the desirable characteristics of the mentor listed by scholars are the ability to provide constructive feedback, openness, availability, proactivity, compassion, ability to inspire, passion for one's profession (mentoring as a central part of one's personal calling), trust, mutual respect, the ability to share knowledge. Regarding the mechanisms that explain the mentor's influence, it seems that the mentor's trust, emotional security, and unconditional acceptance are aspects that contribute significantly to greater career and professional satisfaction, career commitment and involvement, positive attitude, and motivation (Eby et al., 2008). It also appears that mentoring relationships with a strong informal component are more effective in influencing a student's career choice compared to a formal mentorship relation (Ragins, Cotton & Miller, 2000). ...
The study examined the predictability of social media modelling, mentoring and parental support on undergraduates' career choice. Two hundred and twenty-five undergraduates drawn from Alvan Ikoku Federal College of Education, Owerri, participated in the study. Participants comprised of 100 male and 125 female undergraduates within the ages of 20-31 (M = 25.69; SD = 5.39). They were selected through the convenience sampling technique. Three instruments, namely; the social media modelling inventory (SMMI), mentoring functions questionnaire (MFQ) and parental career related support scale (PCRSS) were used for data collection. The design of the study was cross-sectional survey design while data was analysed using hierarchical multiple regression statistic. Findings showed that social media modelling inversely predicted career choice of undergraduates while mentoring positively predicted career choice. However, parenting support did not significantly predict career choice. The study recommends, among others, that tertiary institution and other educations institutions should have active student advisers/counsellors who will work effectively to assist students make suitable career choices. This will help to reduce commonly mistakes that occur during career selection
... On the other hand, the mentoring methodology is characterized by a one-on-one relationship between a mentor and mentee to help maximize the benefit of the mentee [45]. Three distinct areas of mentoring scholarship exist [46]: (a) youth tutoring, which implies a relationship between an adult and a child or adolescent, where supportive relationships with adults are relevant to personal, cognitive, psychological and emotional growth; (b) academic tutoring, in which a faculty member imparts knowledge, support, and guidance to a student on academic (e.g., classroom performance) and non-academic (e.g., identity issues) performance (e.g., this program); and (c) workplace mentoring, which occurs in a work environment with the idea of achieving the greatest personal and professional growth of the mentee. The programs that incorporate this type of methodology show great improvement, where their results demonstrate high levels of effectiveness, efficiency, and usefulness. ...
... In short, the results obtained with this research work can be considered satisfactory, resembling the benefits revealed by research when participating in this type of program [46,47,56,60,82,83]. This study has contributed to understanding how this type of program helps students to know their competence level and to develop new learning strategies and social skills suitable for the resolution of different academic and professional situations. ...
Background: Currently, educational attainment has risen significantly among young people, causing changes in the labor market where skills have become more important. Thus, tertiary education has become an “essential vehicle” to develop high-level skills that would boost students’ professional, social, and personal lives. Methods: The aim of the survey is to study the effects of an intervention program based on two methodologies, service-learning and peer mentoring, to enhance the learn-to-learn and social skills of undergraduate students. The sample was composed of 69 undergraduate students of four different degrees. The methodological design adopted was quasi-experimental pretest–posttest. The intervention consisted of 955 mentoring sessions (878 one-to-one and 77 in groups) among the undergraduate students and students in compulsory education. The undergraduate students participated as mentors. Before, they had three sessions of training. Weekly mentoring sessions were spread out during out-of-school time for 90 min each. Results: The results show a few statistically significant differences in favor of the posttest phase in strategies for the learning and social skills of the participants. Conclusions: Although the program did not obtain the expected results, these outcomes agree with the other studies that investigate intervention programs that use service-learning and peer mentoring methodologies.
... Le mentorat présente des avantages aussi bien pour le mentoré, le mentor que l'organisation (Brien et Hamburg, 2014;Craig, Allen, Reid, Riemenschneider et Armstrong, 2013;Eby et al., 2008;Murphy et Kram, 2014). Pour le mentoré, le mentorat représente un excellent moyen d'apprentissage pour développer ses compétences, promouvoir sa carrière, accroître sa satisfaction au travail et réduire son stress . ...
... Pour le mentoré, le mentorat représente un excellent moyen d'apprentissage pour développer ses compétences, promouvoir sa carrière, accroître sa satisfaction au travail et réduire son stress . Il est également une source de changement de son comportement, d'amélioration de sa motivation, de sa santé au travail (Eby, Allen, Evans et DuBois, 2008) et de sa rétention au sein de l'organisation (Craig, Allen, Reid, Riemenschneider et Armstrong, 2013). Pour le mentor, la participation à un programme de mentorat permet le développement de son réseau, un accroissement de sa satisfaction au travail, un épanouissement personnel lié à la perception d'avoir été utile à autrui (Bozionelos, 2004;Collins, 2004;Ehrich et Hansford, 2008) et, ultimement, une promotion et un meilleur salaire (Johnson et Ridley, 2018;. ...
The pyramid of age at the level of OECD countries members has a reversed structure with regard to the aging of populations and Quebec is no exception to this reality. This situation has repercussions on the job market and particularly among managers in the public sectors in Quebec who are retiring massively each year. For public sector organizations, the massive retirement of managers poses significant problems related to the potential loss of knowledge, especially tacit knowledge, developed and held by experienced managers and highlights the need for their management and sharing in order to accelerate the development of skills for emerging managers. The main objective of this thesis is to identify the determinants of the management and sharing of tacit knowledge of managers, to analyze the tacit knowledge essential for strengthening the managerial skills of the next generation of managers and to determine the factors and conditions for the success of their sharing and acquisition within publics administrations in Quebec. This general objective is broken down into three specific objectives, namely: 1) making an inventory of research on managerial knowledge and on the determinants of its management and sharing; 2) identify the knowledge essential to strengthening the skills of young managers and the conditions and mechanisms promoting their sharing and acquisition; and finally, 3) empirically validate the determinants of sharing and acquiring the tacit knowledge of public managers in Quebec.
This thesis is made up of three articles which each respond to one of these specific objectives. The first article meets the first specific objective. Using a structured literature review method, 57 studies published between 1997 and 2016 were identified, codified and analyzed. The results show that an average of 3.2 publications per year were produced by 128 authors. A multiplicity of conceptualizations of managers' knowledge, of their management and of their sharing emerges. Several individual and organizational determinants of knowledge sharing for managers and their management have been identified.
The second article of this thesis responds to the second specific objective. By adopting a qualitative approach with 52 mentees and 11 mentors who participate in government mentoring program, this research shows that the tacit knowledge transferred to young managers concerns the public service environment, management and self-perception as manager. In addition, the results show that for knowledge sharing to be effective, the mentoring relationship must be structured and flexible and that the actors of the dyad must use deductive and inductive approaches, simulation, observation, support and application of the knowledge received followed by feedback.
The last article responds to the third specific objective. By analyzing data from a survey of 202 managers working in the federal public service, whose offices are located in Quebec and using two binary logistic regression models, this research shows that the sharing of tacit knowledge is determined by the formalized structure of organizations, measurement of knowledge and intrinsic motivation of managers. Acquisition, on the other hand, is determined by a culture of collaboration.
Through these different results, this thesis contributes to a fairer understanding of the management, sharing and acquisition of tacit knowledge of public sector managers. We then speak of theoretical and practical contribution.
... Learning in practicum occurs in two main ways: that which happens spontaneously in everyday activities and that which occurs through guided learning strategies (Billet, 2000, p. 272) initiated by the mentor. Thus, when students are linked with an effective mentor, a variety of positive student outcomes are highly likely, including effects on work attitudes, interpersonal relations, motivation, situational satisfaction and performance (Eby, Allen, Evans, Ng & DuBois, 2008). ...
... Therefore, it is vitally important that both the learning institutions and leaders in the field-based context support the work of the mentors. Expectations of mentoring outcomes are unrealistic, if this does not occur (Eby et al., 2008). ...
... Second, this study strongly suggests that organizational policymakers and human resource development professionals should provide mentors with paradox mindset-related training to cultivate their paradox mindset; that is, mentors' paradox mindsets strengthen favorable mentoring relationships and career outcomes by enhancing their positive attitudes and psychological states (Eby et al., 2008). ...
... Third, HR specialists should pay attention to not only mentee's affective and psychological states within the mentoring (Carter and Youssef-Morgan, 2019), but also the mentors' states in the changing and demanding workplace. Notably, it is recommended that decision-makers think carefully when developing policies and programs about how to deal with increasing demands and tensions in the workplace, and mentors with higher level of paradox mindset may be the best solution to such a challenge (Miron-Spektor et al., 2018;Eby et al., 2008). Thus, the result of this study can be used in HRD practice to facilitate the implementation of career mentoring. ...
Purpose
This study aims to investigate the relationship between mentors’ paradox mindset and career mentoring directly and indirectly through self-efficacy and work engagement, drawing insights from attachment theory.
Design/methodology/approach
A serial mediation model was tested using survey data from 297 employees working in a bank company in China.
Findings
Paradox mindset had a significant indirect effect on career mentoring through self-efficacy and work engagement, self-efficacy had a significant indirect effect on career mentoring through work engagement, and paradox mindset had a significant indirect effect on career mentoring through self-efficacy and work engagement.
Practical implications
The results offer practical insights for human resource managers by investigating how mentors’ mindsets affect their psychological states and behaviors. By training and developing mentors’ paradox mindset, mentors can better deal with tensions with a high level of self-efficacy and work engagement in the increasingly changing and demanding work environment and foster functional mentoring relationships.
Originality/value
Findings of this study provide fresh insights into the relationship between individual differences and mentoring relationships by uncovering the critical role of paradox mindset in enhancing self-efficacy and work engagement. Moreover, the interaction of mentors’ paradox mindset and self-efficacy advances previous studies on attachment theory by investigating the underlying mechanisms of mentoring relationships involving affectionate or emotional factors.
... As with coaching, the positive effects of mentoring on the development of learner autonomy have been well-documented in the literature. Eby et al. (2008), for example, found that mentoring relationships were associated with a range of positive outcomes for mentees, including increased self-efficacy, goal attainment, and academic success. Similarly, a study by Allen et al. (2004) reported that students who participated in a mentoring programme exhibited higher levels of autonomy, critical thinking, and self-regulation than non-mentored students. ...
This article considers the potential ways for coaching and mentoring practices in higher education to support the development of learner autonomy, a key espoused aim of university education. I argue that coaching and mentoring can foster self-regulated learning, critical thinking, and goal-setting among students, empowering them to take greater responsibility for their learning, and that higher education institutions should make greater use of coaching and mentoring practises, particularly for non-traditional learners[what in the UK are identified as 'widening participation' students]. The aim is to stimulate reflection and discussion among higher education practitioners.
... Furthermore, it allows for collecting rich data from multiple perspectives and helps mitigate common source bias (Podsakoff et al., 2012). In addition, research has demonstrated that using multiple informants can enhance the validity and reliability of survey data in organizational research (Eby et al., 2008). ...
This study utilized a comprehensive framework to investigate the adoption of Business Analytics (BA) and its effects on performance in commercial banks in Jordan. The framework integrated the Technological-Organizational-Environmental (TOE) model, the Diffusion of Innovation (DOI) theory, and the Resource-Based View (RBV). The recent trend of utilizing data for business operations and decision-making has positively impacted organizations. Business analytics (BA) is a leading technique that generates valuable insights from data. It has gained considerable attention from scholars and practitioners across various industries. However, guidance is lacking for organizations to implement BA effectively, specific to their business contexts. This research aims to evaluate factors influencing BA adoption by Jordanian commercial banks and examine how its implementation impacts bank performance. The goal is to provide needed empirical evidence surrounding BA adoption and outcomes in the Jordanian banking sector. The study gathered empirical data by conducting an online questionnaire survey with senior and middle managers from 13 commercial banks in Jordan. The participants were purposefully selected, and the questionnaire was designed based on relevant and well-established literature. A total of 307 valid questionnaires were collected and considered for data analysis.The findings revealed that various technological (data quality, complexity, compatibility, relative advantage), organizational (top management support, organizational readiness), and environmental (external support) factors are crucial in shaping the decision to adopt BA. Furthermore, the study findings demonstrated a positive relationship between BA adoption and performance outcomes in Jordanian commercial banks.
... These programs should emphasize commitment to the school's mission and vision, encourage professional development, support innovative ideas, and enhance communication abilities through feedback and rewards. Formalized mentoring programs can also be beneficial, providing support and guidance to teachers facing educational challenges ( [74] p. 3). Creating a shared culture with a clear mission can increase school identification, fostering reciprocal support among teachers in dealing with high workloads [39]. ...
Teachers and educators are experiencing turmoil under the drastic changes in educational practices caused by the COVID-19 pandemic. According to research, transformational leaders effectively facilitate organizational change by fostering teachers’ sense of belonging and boosting social identity in their team members, which can result in better team well-being via higher team cohesion. Recently, research has increasingly explored the role of emotional contagion and its relationship with leadership. Accordingly, the current study aims to delve deeper into the role of emotional contagion in linking transformational leadership to cohesion among teachers in the school setting. To this purpose, 581 teachers from northern Italy filled out a self-report questionnaire (72.1% female, Mage = 47.06, and SDage = 11.42). A moderated mediation model was tested to assess the mediating role of organizational identification in the relationship between transformational leadership and team cohesion and how emotional contagion may moderate this association. The obtained results provided support to the hypothesized model. Overall, the present study corroborates the critical role of school principals’ behavior in fostering greater organizational identification among teachers, which is associated with better team cohesion. This study constitutes an early attempt to gain more insight into the role of emotional variables in explaining the influence of leadership behavior.
... Manz and Sims (1981) also found that observing another perform at a certain level can increase the observer's outcome expectancy and motivation when the model performs at a high level. Eby, Allen, Evans, Ng, and DuBois (2008) found that mentoring is associated with positive motivational outcomes. Formal leadership mentoring may encourage protégés to attempt leadership acts with enhanced MTL, and to subsequently recognize and validate those acts, in turn validating the protégé's identity as a leader (DeRue & Ashford, 2010). ...
Formal mentoring helps protégés overcome perceived leadership role barriers. Thus, the number of protégés in leadership positions may be increased with good mentoring that will enhance their motivation to lead. In this paper, we examined the extent to which formal leadership mentoring influences protégés' motivation to lead via increased leadership self-efficacy. Data were collected from 174 mentor-protégé dyads in nine organizations in South Korea. We found that motivation to lead was related to formal leadership mentoring through enhanced leadership self-efficacy. In addition, mentoring quality and motivation to learn played important roles in elaborating this mechanism in positive ways. Contrary to our hypothesis, female protégés were less likely than male protégés to reap benefits from formal leadership mentoring. Theoretical and practical implications are provided.
... Unsurprisingly, then, having instrumental others by one's side can be a boon for goal success. Instrumental others have been found to facilitate success for health and fitness goals (Orehek & Ferrer, 2019;Uchino, 2009), academic goals (Martin & Dowson, 2009;Roksa & Kinsley, 2019), career goals (Allen et al., 2004;Eby et al., 2008), among many others (Orehek, Forest, & Wingrove, 2018). ...
Why are some people more successful than others? In addition to individual factors (e.g., self-control), research has recently suggested that the quality of people’s interpersonal relationships is crucial for success. Successful people seem to recognize this, as they tend to like and draw closer to both instrumental objects and instrumental others (IOs; other people who make goal success more likely). For instance, students who are successful at their academic goals tend to like and feel close to both their study materials and study partners. Yet instrumental people have one crucially distinct feature that instrumental objects do not: a mind of their own. One key way to relate to the minds of others is by establishing a shared reality—the perception of shared attitudes and judgments about the world. Therefore, we propose that shared reality, or the sense of having “merged minds”, is an
important, previously unexplored component of relationships with IOs that contributes to goal success. Specifically, the present research (N = 1,326) explored (a) whether people are especially likely to experience shared reality with IOs, and (b) whether those who do so are more likely to achieve their goals. Participants who
perceived their romantic partner as more instrumental for their goals experienced more shared reality with that partner (Study 1); participants also reported greater shared reality with IOs relative to noninstrumental others (NIOs; Study 2). Those who experienced a greater sense of shared reality with IOs reported more goal success initially (Studies 2–4), 3–4 weeks later (Study 2c), and achieved higher Grade Point Averages (GPAs; Study 4).
These effects held when controlling for IO liking, closeness, and epistemic trust, as well as NIO shared reality. Self-efficacy consistently mediated the effect of IO shared reality on goal success (Studies 3 and 4), indicating that IO shared reality may bolster people’s epistemic confidence in their abilities. Overall,
findings suggest that experiencing a shared reality with IOs plays an important role in goal success.
... Mentorship is a process of information exchange within a hierarchical social relationship between a person with extensive experience in a particular career path (i.e., the mentor) and a person with relatively limited experience within the same career path (i.e., the mentee). Effective mentorship results in higher degrees of academic self-efficacy, productivity, and satisfaction for the mentee (2)(3)(4)(5)(6)(7)(8)(9). However, gaps in communication on shared goals, undefined or wrongly perceived roles, limited communication channels for feedback, and the inability to establish psychological safety hinder the development of effective mentoring relationships (4,5,10,11). ...
Effective mentorship relationships increase mentee academic success and satisfaction. However, existing mentorship models are limited by miscommunication, undefined roles, and mismatched goals. The agile mentorship process aims to address these limitations by leveraging insights from agile science and the existing evidence on effective mentorship models to support effective mentoring relationships in healthcare environments. To illustrate the agile mentorship process and the growth of a mentored clinician-scientist (H.L., first author), we describe the model and share qualitative findings generated from the independent analysis of 18 months of mentee reflections. In two iterative cycles, reflections (n = 56) were analyzed using exploratory content and relational analysis. Coauthors C.S. and B.T. employed inductive and deductive coding approaches to explore the data using an ontological lens. We discuss and share quotes representing the identified four main themes. Identification of shortcomings, adaptive perspective, managing relationships, and personal growth. In addition, personal growth had three subthemes: Awareness, continual reflection, and toolkit development. In summary, the reflections of one mentee within the agile mentorship process illustrated the growth process which occurred within an effective mentorship relationship. The agile mentorship process is a scalable and sustainable framework that is adaptable to various career development processes. Further evaluation is needed to understand the longitudinal impact of the model on mentee performance and satisfaction.
... So mentors should be able to contribute to their protégés' learning and growth by serving as role models and sharing their insights. Thereby, exposing protégés to new experiences and opening their eyes to different possibilities and opportunities (Eby et al. 2008). ...
University mentoring programs are often implemented as an instrumentto support students’personal development and successful transition touniversity. Scholars and practitioners alike emphasize the importance ofmatching for high-quality peer mentoring. However, mentoring theoryand research lacks specificity regarding relevant characteristics and typeoffit, as well as predictive power, asfit between mentors and protégésis often conceptualized as subjective perception of a conglomerate ofvarious characteristics. In the present study, we address these issues byexamining the extent to which deep-level similarity between mentors’and protégés’personal values (i.e. conservation, self-transcendence,openness to change, self-enhancement) predicts high-quality mentoringrelationships in terms of protégés’learning and growth and willingnessto mentor 12 months later through role modeling. We tested theproposed mediation model in a prospective three-wavefield study,using polynomial regression analyses and response surface analysis in asample of 149 mentor-protégé dyads in a formal peer mentoringprogram at a German university. Results show that the impact of deep-level value congruence on the mentoring process varied depending onthe value dimension, revealing self-enhancement as a key dimension. Inthis regard, deep-level congruence in self-enhancement values–independently rated prior to the mentoring relationship–positivelypredicted protégé’s learning and growth and willingness to mentor inthe future through role modeling support. The implications of thesefindings, especially for the matching process, are discussed.
... As LMICs strive to ensure quality sexual and reproductive health care, mentorship is increasingly being promoted. Previous research indicates that facility mentorship provides a wide range of positive outcomes (e.g., increased confidence, commitment, and motivation) [12,13]. In addition, mentees reported gaining knowledge and professional competencies [14]. ...
Introduction:
Midwives have the potential to significantly contribute to health-delivery systems by providing sexual, reproductive, maternal, newborn, and adolescent health (SRMNAH) care. However, scant research finds barriers to understanding what midwives need to realize their full potential. There are gaps in the definition of a midwife and an understanding of effective means to support the implementation of midwifery care. Mentorship has been found to support systems and healthcare providers to improve care availability and quality.
Objectives:
We describe the methodology of an integrative review that aims to generate evidence of the impact of introducing midwives and also on-site facility mentoring to better understand facilitators and barriers to implementation of the quality and availability of SRMNAH services in low- and middle-income countries (LMICs).
Methods:
The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines will be used to carry out the integrative review. Four electronic bibliographic databases, PubMed MEDLINE, EMBASE, Scopus, and CINAHL, will be used to identify eligible studies. All types of qualitative or quantitative studies will be considered. Eligible studies will be screened according to Population, Intervention, Comparison, and Outcome (PICO) inclusion criteria, and data will be extracted against a predetermined format. The aspects of health system strengthening in providing improved SRMNCH care will be examined in this review to generate evidence on how midwives and mentorship can improve routine care and health outcomes using the World Health Organization's Six Building Blocks approach. The quality of the articles will be thematically analyzed in four areas: coherence and integrity, appropriateness for answering the question, relevance and focus, and overall assessment using the Gough weight-of-evidence framework.
Expected results:
The literature review will consider assessing both upstream health systems regulators and downstream effectors for implementing midwifery interventions. Within this building block framework, this research will report on the outcomes and experiences of introducing midwives and the effectiveness of mentoring midwives and other staff in midwives' roles in improving care quality and health outcomes.
... A contributor to these challenges may be poor mentorship (Jeste et al., 2009). Multiple studies have shown that mentorship is vital for the success and well-being of trainees in research environments (Eby et al., 2008;Ragins et al., 2000;Sosik and Godshalk, 2000). However, merely being in a mentoring relationship does not always lead to positive outcomes for trainees as not all mentorship interactions are beneficial to mentees (Eby et al., 2000;Ragins et al., 2000). ...
Mentorship is vital for early career researchers in training positions, allowing them to navigate the challenges of work and life in research environments. However, the quality of mentorship received by trainees can vary by investigator and by institution. One challenge faced by those hoping to improve trainee mentorship is that the extent to which mentorship is offered to and experienced by research trainees is not well characterized. To address this knowledge gap, we conducted a survey to examine the quality of mentorship received by trainees in research environments, to identify characteristics of positive and negative mentorship, and to highlight best practices to improve trainee mentorship. We received 2,114 responses from researchers at graduate and postdoctoral career stages worldwide. Quantitative analysis showed that at least ~25-45% of respondents were dissatisfied with some aspects of their mentorship. Qualitative responses revealed that common issues in mentorship include unclear expectations in research and mentoring interactions, lack of guidance, and inadequate support of trainee independence and career goals. Our findings also identified key mentorship elements desired by trainee mentees. Based on trainee suggestions, we describe strategies for individual mentors, departments, and institutions to improve the training experience for graduate and postdoctoral researchers.
... If client satisfaction with the relationship is present, however, professionals clearly demonstrate more positive attitudes towards themselves (self-confidence), their work, promotion prospects, their organisation and their career. The authors of Allen et al. (2004) later confirmed the results summarised above in a much larger meta-analysis, with N >10,000 and including workplace, youth and academic domains (Eby et al., 2008). ...
Purpose
This contribution argues for a new way of studying executive-coaching outcome. The argument accepts that we are not likely to get rigorous data on coaching outcome from well-designed clinical trials in the near future, and assumes a degree of effectiveness that is based upon the first indications and the more rigorous studies that have been undertaken in psychotherapy. Assuming a moderate degree of effectiveness has afforded a concerted effort amongst researchers to identify the ‘active ingredients’ which predict the effectiveness of executive coaching.
Design/Methodology
This article contains a detailed overview of the quantitative studies of executive coaching undertaken to date. It covers both the body of evidence which we believe substantiates our key assumption of general effectiveness and some early research findings resulting from using that assumption. It also gives a brief overview of the findings of the more rigorous randomised control trials in psychotherapy outcome. Altogether we believe we have demonstrated that there are sufficient parallels between the new path of coaching outcome research and the well-trodden path of psychotherapy research to enable the exploration of ‘active ingredients’ research in executive coaching.
Results
By combining the early results in coaching research described in this paper and the overview of meta-analysis studies in the parallel field of psychotherapy, we have been able: (1) to show that – although the effect sizes in coaching are generally found to be smaller than in psychotherapy – it is safe to assume that executive coaching is generally an effective intervention, and: (2) to use that assumption as a basis for further coaching research. We have used this assumption ourselves to carry out research into the ‘active ingredients’ of effective coaching and to design a new research programme on a scale that has not previously been possible.
Conclusions
It is time now to be creative and pull together the limited resources for research we have in coaching psychology. As a profession we should make the most of this opportunity to discover how we might improve our service to our clients.
... For instance, inclusive leadership has a significant positive impact on the craftsman spirit of skilled personnel in the railroad industry [2], and spiritual leadership affects employee craftsman spirit by enhancing the autonomous motivation of employees [1]. A mentoring relationship is distinct from the supervisor-subordinate relationship [49]. By considering the impact of mentoring on the formation of employee craftsman spirit, we enrich the research on the antecedents of employee craftsman spirit and affirm the significance of the mentoring relationship in cultivating protégé craftsman spirit. ...
The craftsman spirit of employees has a direct impact on the core competitiveness of enterprises. As a popular talent development program, can mentorship help cultivate the craftsman spirit of employees? The purpose of this paper is to reveal the positive effect of mentoring on protégé craftsman spirit, as well as its mechanism. Based on mentoring theory, we explored the intermediary role of protégé deliberate practice and investigated the relevant boundary condition. Using a three-stage questionnaire survey, we collected data from employees in Chinese enterprises. Finally, 370 questionnaires were effectively obtained. We utilized data analysis software such as Mplus and SPSS to test the hypotheses. The empirical results showed that mentoring has a significant positive effect on protégé craftsman spirit. Deliberate practice of protégés mediates the relationship between mentoring and protégé craftsman spirit. Mentor advice-seeking behavior can reinforce the positive effect of mentoring on protégé deliberate practice and strengthen the mediating effect of deliberate practice between mentoring and craftsman spirit. In conclusion, we provide a theoretical explanation for mentoring to cultivate the craftsman spirit of employees, as well as relevant management insights for talent management practices within enterprises.
... Mentoring can be a highly effective measure to support individuals in their personal, academic, or professional development (Bloom, 1984;Bloom & Sosniak, 1985;Grassinger et al., 2010;Lipsey & Wilson, 1993;Roch, 1979;Subotnik et al., 2021). However, if not implemented appropriately, its effects remain moderate to small (Allen et al., 2004;Christensen et al., 2020;Dickson et al., 2014;DuBois et al., 2002DuBois et al., , 2011Eby et al., 2008;Eby et al., 2013;Kammeyer-Mueller & Judge, 2008;Raposa et al., 2019;Tolan et al., 2014;Underhill, 2006;van Dam et al., 2018;Wood & Mayo-Wilson, 2012) or can even be negative (Govekar-Okoliš, 2018;Herrera & Karcher, 2014;Laco & Johnson, 2019;Morris, 2016;Wheeler et al., 2010). One factor that has been shown to crucially compromise mentoring success in previous research is premature match closure (Grossman et al., 2012;Grossman & Rhodes, 2002;Herrera et al., 2011;Karcher, 2005;Slicker & Palmer, 1993;Spencer, 2006). ...
Premature closure of mentoring relationships decreases positive effects of mentoring or can even lead to negative effects for mentees. Past studies retrospectively investigated mechanisms of premature match closure. However, a deeper understanding of the dynamics that lead to premature match closure is still missing. In our study, we longitudinally examined the preprogram characteristics, program adherence, as well as program communication and networking behavior of girls (N = 901, M = 13.80 years) who took part in a 1-year online mentoring program in science, technology, engineering and mathematics (STEM), comparing girls who dropped out of the program prematurely (N = 598) with girls who were considered as non-dropouts (N = 303). We used survival analysis methods to simultaneously analyze time-independent characteristics and time-dependent dynamics of mentees' communication and networking behavior. Besides mentees' interest in STEM and compliance with program specifications, a frequent and steady communication with their mentors decreased the risk for premature match closure, especially, if it focused on STEM. Mentors' mentoring experience, mentees' program-wide networking and their networking with other mentees reduced the risk for premature match closure. Regarding the STEM focus of networking, we found competing influences, which need to be further explored in future research.
... This can be a braided river framework that is built from within and sustaining. One where we can individually find worthwhile roles and contribute if we choose, from the local to the national level Eby et al., 2008. ...
We begin with a brief review of the progress being made by the professional space physics community to increase diversity and inclusion. These efforts have been primarily centered on overcoming barriers that have inhibited existing underrepresented minority space physics professionals from being successful at all levels of academic, mission, and administrative achievement. While we find these remediations to be essential, we must recognize that our ability to achieve a diverse professional workforce representative of the US population depends on achieving a diverse population of researchers entering the field. That means the greatest gains can only be achieved by actions that reach into the educational system. We identify and discuss possible issues within the traditional formal education and developmental environment of young inquiring minds, including gaps in resources, the pressure to bring in income during secondary school and graduate school matriculation, and the cultural biases against research careers. We highlight the importance of local mentorship and age-appropriate research-like activities within all levels of education, including Kindergarten through bachelor’s and advanced degree programs, as a means of overcoming barriers to becoming a respected contributing member of the space physics research community. We note these issues extend beyond space physics into all STEM fields. These activities can provide road maps into research careers, practice age-appropriate skills, and provide an avenue for current researchers to become mentors. Specifically, we advocate the development of a formal program of professional chapters for colleges and age-appropriate research-oriented programs for K-12 schools and encourage strong collaborative affiliations with other professional societies. At the core of this is the development and implementation of informed, persistent mentoring.
... Providing opportunities to discuss and decide the career path with professionals, such as teachers and counsellors, is critically useful to reflect individuals' interests and goals and career options, and labour market demands which eventually lay down the educational requirements and possible avenues. According to the literature, those students who involve in career planning and mentorship programmes see a favourable transformation in their perspectives regarding their future careers (Schunk & Mullen, 2013;Eby, Allen, Evans, Ng & DuBois, 2008). In the context of Kram's Mentor Role Theory (1985), mentors offer career and psychosocial advancement to apprentices to grow within the company and to improve personally and professionally. ...
The paper measures youths' career aspiration index based on achievement, leadership, and educational aspirations and determines the role of career counselling and mentorship in career aspirations by applying heterogeneity bias-adjusted OLS on the primary data, collected through a questionnaire in the year 2020 from 1015 youth in Muzaffarabad, Azad Jammu and Kashmir, comprised of 42:58 male-female ratio. Findings show a 39 percent educational, 30 percent achievement, and 31 percent leadership aspirations index score with an overall index of 54 percent. The career plans, academic background, and mentorship appeared significant in shaping career aspirations among selective youth. It is suggested to hire qualified mentors and offer formal career counselling at institutions that can help in reinforcing youths' motivation and efforts for better career choices that will ultimately bridge the labour market gaps in the area.
... Relatedly, undergraduate researchers also highlighted positive mentor-mentee relationships as responsible for decreasing their anxiety. Mentoring in academia has been associated with favorable behavioral, attitudinal, interpersonal, motivational, and career outcomes (Eby et al., 2008), and in the context of undergraduate research is known to promote science identity as well as research self-efficacy . Undergraduate research mentors have been shown to provide students with intellectual support, personal/emotional support, and professional socialization (Thiry and Laursen, 2011), all of which would address specific factors that undergraduate researchers identified as underlying their anxiety. ...
Undergraduate research is lauded as a high-impact practice owing to the array of benefits that students can reap from participating. One unexplored construct that may affect student intent to persist in research is research anxiety, defined as the sense of worry or apprehension associated with conducting research. In this study, we surveyed 1272 undergraduate researchers across research-intensive, master's-granting, and primarily undergraduate institutions to assess the relationship among student demographics, research anxiety, and intent to pursue a research career. Using structural equation modeling, we identified that women and students with higher grade point averages (GPAs) were more likely to report higher levels of research anxiety compared with men and students with lower GPAs, respectively. Additionally, research anxiety was significantly and negatively related to student intent to pursue a research-related career. We coded students' open-ended responses about what alleviates and exacerbates their anxiety and found that experiencing failure in the context of research and feeling underprepared increased their research anxiety, while a positive lab environment and mentor-mentee relationships decreased their anxiety. This is the first study to examine undergraduate anxiety in the context of research at scale and to establish a relationship between research anxiety and students' intent to persist in scientific research careers.
Mentoring is introduced as a magic wand by highly matured organizations to develop the employees personally and professionally. The study investigates the influence of mentoring on personal learning, career satisfaction and job involvement. Research participants including IT professionals from Kerala (N = 390) are selected by multistage sampling method. A structured questionnaire was completed by the respondents, which measured mentoring functions, personal learning, job involvement and career satisfaction. The factors identified from exploratory factor analysis of mentoring functions are career mentoring, psychosocial mentoring and role modeling function. Path analysis was exercised to examine the hypothesis evolved from the literature. The study found that career mentoring influences personal learning and career satisfaction, role modelling influences personal learning, job involvement and career satisfaction, personal learning influences job involvement and career satisfaction. The study also revealed that job involvement results in career satisfaction and it is the strongest relationship when compared with other variables.
Introduction
Promoting interprofessional collaborative practice (IPCP) is necessary. Consequently, investigating strategies associated with increased interprofessional socialization, the beliefs, behaviors, and attitudes underlying socialization toward IPCP is suggested. The purpose of this study was to examine the relationship, in the presence of control variables, between students' perception of servant leadership by physical therapy faculty mentors and interprofessional socialization.
Review of the Literature
Although faculty mentors are associated with influencing students' socialization process and servant leadership is suggested to support collaborative care, investigations exploring these concepts within physical therapy education are limited.
Subjects
Three cohorts of students (60 each) at an entry-level physical therapist education program in the Midwest of the United States. One hundred seventy individuals completed an anonymous paper-based composite survey, with 117 identifying the presence of an informal physical therapy faculty mentor.
Methods
This cross-sectional survey study, inclusive of student demographic control variables, examined the relationship between interprofessional socialization and perceptions of physical therapy faculty mentors, as measured by the Interprofessional Socialization and Valuing Scale (ISVS-21) and the Servant Leadership Measure (SL-7), respectively. Multiple linear regression was used to obtain the semi-partial correlation (s r ) between the SL-7 and the ISVS-21, with significance accepted at P < .05.
Results
Upon necessary assumptions being met, 114 participants were included with an analysis of variance identifying the model to be significant ( F (8,105) = 2.59, P = .01). Multiple linear regression analysis found that the SL-7, in the presence of control variables, was associated with a significant proportion of ISVS-21 scores ( R ² = 0.17, F (8,105) = 2.59, P = .01). Notably, only the SL-7 demonstrated a significant contribution to ISVS-21 estimates (β = 0.358, P < .001), with a significant and positive s r of 0.34 ( P < .001).
Discussion and Conclusion
Perceptions of servant leadership by faculty mentors were positively correlated with interprofessional socialization. Findings bolster the theoretical link between servant leadership and interprofessional socialization, servant leadership in the development of faculty and mentorship programs, and the relevance of informal social interactions.
First, you will learn a definition of good university teaching based on the Humboldtian ideal of education. Then I will introduce you to the individual dimensions of good university teaching—in particular, the areas that you can influence as a teacher. We then focus on the effectiveness of the individual dimensions of good university teaching, after which we will discuss the five strongest effects. Finally, I will explain the practical examples that you will find in chapters 4, 5, 6, 7, 8, 9, 10, 11, 12, and 13. Because university didactics are sometimes cirticized for being unscientific, the following chapter includes a detailed scientific derivation of university didactics as well as an enumeration of all results from meta-analyses. All findings can also be found later in their respective chapters.
This chapter first deals with the advice given by us teachers, including typical procedures and important counseling skills. This is followed by supervision and mentoring by teachers. The chapter concludes with the usual practice examples.
Basic principles in designing studies to assess the effects of interventions
This study aimed at analysing the effectiveness of learing improvement programme as well as succession planning initiative of Lagos State University based on the "mentor-mentee policy Programme". The core objective of this study was to determine whether relationship exists between the mentor-mentee policy programme of Lagos State University and learning improvement of young lecturers and students on the programme. The population of the study included the 600 staff and students of a Faculty involved in the programme. A sample of 265 respondents was selected from a population size of 600 staff and students using Taro Yamane. 222 copies of questionnaires were returned and analysed with the aid of SPSS 21.0. Reliability of the questionnaire was estimated (0.731) using Cronbach-Alpha. The rate of return was 83 percent. Data were analysed using descriptive and inferential statistical method and authors employed Kram's descriptive mentoring theory as theoretical lens for illustration. Results revealed that the mentor-mentee policy programme of Lagos State University has positive relationship with work performance. The study also found that the staff and students on the mentor-mentee programme experienced learning improvement for enhanced performance. Therefore, the Lagos State University Management needs to uphold the initiative and ensure its sustainability. Moreso, Ministries of Education at different levels of educational governance should be encouraged to formulate Mentorship Policy Initiative in the education sector which implementation will cut across different levels of education in Nigeria.
Purpose
The purpose of this paper is to investigate how mentors affect the career satisfaction of protégés. Drawing from the Elaboration Likelihood Model (ELM), the authors propose a dual processing model that considers both cognition and emotion in the relationship between mentoring and the career satisfaction of protégés.
Design/methodology/approach
The study employed a three-stage questionnaire survey to collect data from employees in Chinese enterprises, resulting in a total of 329 valid responses.
Findings
The results showed that mentoring had a significant positive impact on protégé career satisfaction. Additionally, role clarity and positive affect of protégés played dual-mediating effects between mentoring and protégé career satisfaction. Moreover, as a non-mentoring behavior, mentor advice-seeking behavior strengthened the positive impact of mentoring on role clarity and positive affect.
Originality/value
In the study, the authors utilize the ELM as a new perspective to construct a dual-mediating model of protégé role clarity and positive affect to illuminate the mechanism of mentoring on protégé career satisfaction, advancing the literatures of mentoring relationship and career development. Further, the authors put forward the moderating effect of mentor advice-seeking behavior by considering it as a non-mentoring behavior of mentors to deepen the understanding of mentorships. Moreover, the authors attempt to propose the long-term cumulative effect of the dual processing to expand the application of the ELM in interpersonal processes.
The Advancing Inclusive Mentoring (AIM) Program was created to share best practices in inclusive and positive mentoring with faculty members who work with undergraduate or graduate students on independent research, scholarly, or creative works across disciplines. This hybrid program contains 35 online episodes within six modules and is complemented by six facilitated group discussion sessions. Participants' viewing behaviors and responses to a post-program survey were assessed. Results showed that the AIM program was beneficial, useful, and engaging to participants. Furthermore, the program increased the participants' knowledge base and relevant mentoring skills for serving diverse and underrepresented students.
Mentorship is the path to grow, develop, and retain future researchers and scholars, yet in the context of nursing the mentor/mentee process is not always well described or supported. In this chapter, we give a brief summary of the evidence supporting the importance of mentorships, calling attention to the current trends, including two important shifts. The first shift is the move away from using mentoring and its hierarchical, unidirectional approach, toward mentorships, which are bidirectional and collaborative in nature. The second shift is moving away from using superficial-level similarities to match mentors/mentees toward seeking out and prioritizing deep-level similarities. A narrative exemplar from two nurses, a PhD advisor/chair (mentor) and a PhD student (mentee), is offered and framed in Kram’s (Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott Foresman) four theoretic stages of initiation, cultivation, separation, and redefinition. The story told is one of an enduring relationship that begins with common interests and matures through the shared values of respect, trust, and mutuality. A brief reflective summary provides clarity of the process and outcomes. The chapter ends with a call to action for nursing academia and academics to advocate for time and resources to develop effective mentorship programs. The future of inclusive excellence in nursing demands that we cast off our yoke of collegial competition and our proclivity for creating mini-me’s and lean in to deeper-level values that support effective mentorship.KeywordsMentorMentorshipMenteeResearchProfessional relationship
Background: Equality in training opportunities, studying abroad, and satisfaction with work are not well investigated among Japanese cardiologists.
Methods and Results: We studied cardiologists’ career development using a questionnaire that was emailed to 14,798 cardiologists belonging to the Japanese Circulation Society (JCS) in September 2022. Feelings regarding equality in training opportunities, preferences for studying abroad, and satisfaction with work were evaluated with regard to cardiologists’ age, sex, and other confounding factors. Survey responses were obtained from 2,566 cardiologists (17.3%). The mean (±SD) age of female (n=624) and male (n=1,942) cardiologists who responded to the survey was 45.6±9.5 and 50.0±10.6 years, respectively. Inequality in training opportunities was felt more by female than male cardiologists (44.1% vs. 33.9%) and by younger (<45 years old) than older (≥45 years old) (42.0% vs. 32.8%). Female cardiologists were less likely to prefer studying abroad (53.7% vs. 59.9%) and less satisfied with their work (71.3% vs. 80.8%) than male cardiologists. Increased feelings of inequality and lower work satisfaction were investigated among cardiologists who were young, had family care duties, and had no mentors. In the subanalysis, significant regional differences were found in cardiologists’ career development in Japan.
Conclusions: Female and younger cardiologists felt greater inequality in career development than male and older cardiologists. A diverse workplace may prompt equality in training opportunities and work satisfaction for both female and male cardiologists.
Organizations are becoming increasingly diverse with more women and people of color moving into managerial positions previously only held by White males. The experiences of stereotype threat and perceptions of organizational diversity may lead to voluntary turnover. Some individuals may have a salient role model of the same gender or race who has previously occupied their position, which may buffer this threat. We examine the impact of stereotype threat on organizational and workers’ well-being and the negative ramifications, including employee efficacy, voluntary turnover, and disengagement for women and ethnic minorities. We examine possible differences in susceptibility to the effects of stereotype threat for those who are the first of their ethnicity or gender to hold a position of visible leadership (pioneers) and those who have had a successor or have tenure within their organization (settlers). We examine potential protective factors the organization may instate to reduce impact of stereotype threat on employees from marginalized backgrounds. Finally, we explore the importance of assessing organizational diversity climate consistently to gauge the effects of these factors as well as other best practices employers may use to demonstrate their commitment to diversity and foster more inclusive workplace environments.KeywordsStereotype threatEthnic identityDiversityClimatePioneersTurnover intentions
Recent changes in mental health policies within Japanese organisations have been marked by the introduction of Work Style Reforms, however, workplace mental health still faces significant challenges, including an excessive reliance on psychiatric treatment and cultural stigma surrounding mental health in Japan. This commentary, therefore, suggests an in-house mentoring scheme as a solution, facilitating conversations about mental health in a dyad format. Though this scheme has been proven effective mostly in western countries, our professional experiences indicate it can be applied to the Japanese contexts. Considering the serious impact of COVID-19 since 2020 on employee mental health and the increasing emphasis on workplace communication, this commentary offered timely insights into the improvement of mental health among Japanese workers.
As health care organizations in the United States move toward recovery from the COVID-19 pandemic, physicians and clinical faculty are experiencing occupational burnout and various manifestations of distress. To mitigate these challenges, health care organizations must optimize the work environment and provide support for individual clinicians using a variety of approaches, including mentoring, group-based peer support, individual peer support, coaching, and psychotherapy. While often conflated, each of these approaches offers distinct benefits. Mentoring is a longitudinal one-on-one relationship, typically focused on career development, usually with an experienced professional guiding a junior professional. Group-based peer support involves regular, longitudinal meetings of health professionals to discuss meaningful topics, provide mutual support to one another, and foster community. Individual peer support involves training peers to provide timely 1-on-1 support for a distressed colleague dealing with adverse clinical events or other professional challenges. Coaching involves a certified professional helping an individual identify their values and priorities and consider changes that would allow them to adhere to these more fully, and providing longitudinal support that fosters accountability for action. Individual psychotherapy is a longitudinal, short- or long-term professional relationship during which specific therapeutic interventions are delivered by a licensed mental health professional. When distress is severe, this is the best approach. Although some overlap exists, these approaches are distinct and complementary. Individuals may use different methods at different career stages and for different challenges. Organizations seeking to address a specific need should consider which approach is most suitable. Over time, a portfolio of offerings is typically needed to holistically address the diverse needs of clinicians. A stepped care model using a population health approach may be a cost-effective way to promote mental health and prevent occupational distress and general psychiatric symptoms.
This project aimed to share stories of six Indigenous mentees and their successes, struggles, and experiences in health science and in the Indigenous Mentorship Network Program. All participants were mentees within a mentorship network specific to their province. Mentees participated in semi-structured interviews about their experiences, which were transcribed and qualitatively coded using narrative analysis and Indigenous Storywork method. Stories were organized into motifs, or recurring narrative themes. Story vignettes based on each motif were created to express prominent experiences mentees faced. Our analysis derived motifs of struggle, overcoming, and traditional ways of learning. This project is intended to give Indigenous mentees a voice, expose areas where health education can support them, and share experiences of strength through adversity. Overall, this information can be used to educate, assist Indigenous mentorship programs, and support Indigenous mentees in health science.
PLUSTRACK ist ein Projekt der Universität Salzburg mit dem Ziel, ein Community -Netzwerk für Studierende aufzubauen. Durch eine bessere soziale Vernetzung soll der Studieneinstieg erleichtert und Studierenden darüber hinaus geholfen werden, in herausfordernden Studiensituationen Unterstützung zu finden. Studie-rende werden hierzu durch verschiedene Vernetzungsinitiativen und Maßnahmen zur Förderung ihrer Resilienz in zentralen Phasen ihres Studiums begleitet, durch Mentoring-, Coaching-und Trainingsangebote unterstützt und dazu angeregt, sich mit ihren Ideen und Verbesserungshinweisen einzubringen. Aber auch Lehrende und Mitarbeitende der Universität werden zu einem verstärkten Austausch mitei-nander und zur Mitgestaltung von Veränderungsprozessen eingeladen. Unterstützt und begleitet werden diese Angebote durch digitale Tools und Aktivitäten.
PLUSTRACK is a project of the University of Salzburg designed to build a community network for students. The aim is to foster social connectedness to make it easier for students to start their studies and to help them find support in challenging situations. To this end, students are accompanied through various networking initiatives and measures to build resilience in key phases of their studies; supported through mentoring, coaching, and training activities; and encouraged to contribute their suggestions for improvement. Furthermore, university lecturers and employees are invited to build relationships with each other and to actively shape change processes. These offerings are supported and accompanied by digital tools and activities.
Mentorstvo se definira kao kompleksan proces između mentora (profesionalca u
određenom području) i mentoriranog (studenta) tijekom inicijalnog obrazovanja,
ali i poslije, tijekom profesionalnog razvoja. Osobito je važna uloga mentora u
inicijalnom obrazovanju tijekom vježbovne nastave. Pandemija bolesti Covid-19
rezultirala je promjenama u organizaciji nastave te je nastava organizirana u
mrežnom okruženju, na daljinu. Posljedično, mentori su trebali promijeniti
način mentoriranja studenata i osmisliti način izvođenja vježbovne nastave u
novonastalim uvjetima. Moguće je da je to rezultiralo promjenama u zadovoljstvu
mentorskom podrškom. Provedeno je istraživanje kojem je cilj bio ispitati percepciju
studenata sestrinstva i studenata odgojiteljskih studija o mentorskoj podršci za
vrijeme studija, njihovo zadovoljstvo mentorskom podrškom za vrijeme pandemije
bolesti Covid-19 te utvrditi postoje li razlike s obzirom na studij koji pohađaju. U
istraživanju je sudjelovalo 245 studenata, od čega 163 studenata sestrinstva (N1
=
163) i 82 studenata odgojiteljskog studija (N2
=82). Istraživanje je provedeno pomoću
upitnika College Student Mentoring Scale (CSMS) (Crisp, 2009). Rezultati istraživanja
pokazali su kako postoji statistički značajna razlika u percepciji mentorske podrške
između studenata sestrinstva i odgojiteljskih studija. Studenti odgojiteljskog studija
zadovoljniji su mentorskom podrškom tijekom pandemije Covid-19 za razliku od
studenata sestrinstva. Istraživanjem je utvrđeno kako postoje razlike u procjenama
studenata s obzirom na način studiranja (izvanredni i redoviti studij). Studenti
redovitoga studija, za razliku od studenata izvanrednoga studija, procjenjuju kako
imaju veću podršku mentora u stjecanju profesionalnih znanja i vještina, a mentori
im predstavljaju bolji profesionalni model. Također procjenjuju kako su imali veću
podršku mentora za trajanja pandemije bolesti Covid-19. Dobiveni rezultati ukazuju
na potrebu obrazovanja mentora – putem inicijalnog obrazovanja, ali i putem
programa cjeloživotnog učenja. Osiguravanje podrške mentorima može se tumačiti
kao nužnost za osiguravanje kvalitete obrazovanja pripadnika profesija koji u svojem
obrazovanju imaju vježbovnu nastavu i samim time ovise o mentorskoj podršci.
The purpose of this study was to examine the perceptions of alumni of color in two graduate programs at a predominantly white institution (PWI) in rural Virginia. Through an electronic survey, alumni from a communication sciences and disorders (CSD) program and an educational leadership program reflected on their perceptions of their program’s recruitment, retention, and mentorship efforts for graduate students of color. Results showed that while graduate students of color in the educational leadership graduate program indicated a high level of support, some changes may need to be made in the CSD program to address the unique needs of graduate students of color. Future directions and addressing overarching needs for graduate students of color are discussed.
Purpose
The aims of this critical review are to identify the mentor characteristics that lead to superior mentoring outcomes and to provide human resources development (HRD) professionals with evidence-based suggestions for recruiting, selecting and training mentors to improve mentorship programme effectiveness.
Design/methodology/approach
The authors conducted a critical review of existing quantitative research on mentor characteristics that have an impact on effective mentoring.
Findings
The authors identified five key categories of mentor characteristics linked to successful mentoring outcomes: competency in context-relevant knowledge, skills and abilities; commitment and initiative; interpersonal skills; pro-social orientation and an orientation toward development, exploration and expansion.
Research limitations/implications
There is limited research on the characteristics of ineffective mentor characteristics, exclusion of articles that used qualitative research methods exclusively and how technology-based communication in mentoring may require different characteristics. Most of the included studies collected data in the United States of America, which may exclude other important mentor characteristics from other non-Western perspectives.
Practical implications
To ensure that there is both a sufficient pool of qualified mentors and mentors who meet the desired criteria, focus on both recruitment and training mentors is important. Incorporating the desired mentor characteristics into both of these processes, rather than just selection, will help with self-selection and development of these characteristics.
Originality/value
Despite the ongoing interest in identifying effective mentor characteristics, the existing literature is fragmented, making this challenging for HRD professionals to determine which characteristics are crucial for mentoring relationships and programme success. Addressing this practical need, this critical review synthesises the research literature and identifies patterns and inconsistencies. Based on the review, the authors provide evidence-based recommendations to enhance the recruitment, selection and training of mentors.
Supervisory mentoring represents a type of social dilemma called a delayed social fence. This study adopts a social dilemma perspective to examine how the three types of psychological contracts (balanced, relational, and transactional) perceived by supervisors differently influence their mentoring. Drawn on social dilemma perspective, we proposed that supervisory mentoring would be more likely to occur when supervisors perceived benefit return from their mentoring provision in a timely manner. The results obtained from a sample of 596 supervisor–subordinate matched data from the self-reported questionnaires completed by 225 sales agent teams in the insurance industry in Taiwan support our predictions. Consistent with the social dilemma perspective, supervisory mentoring is more likely among subordinates whose supervisors perceived balanced psychological contract, while supervisory mentoring is less likely among subordinates whose supervisors perceived transactional psychological contract. Furthermore, we found that supervisory mentoring is positively related to subordinate performance. Our mentor-centric multilevel framework helps identify the social dilemma nature underlying mentoring provision, and verify the positive influence of mentoring on protégé performance.
Wo und wie kann Diversity Management die Personalentwicklung mit Konzepten unterstützen? In diesem Kapitel geht es um mehr als die allseits bekannten Unconscious Bias Trainings. Es zeigt auf, welchen Beitrag Lernen und Entwickeln für eine Kultur der Zugehörigkeit leisten kann. Anhand der „4P“ Prozesse, Policies, Praktiken und Persönliche Haltung gibt dieses Kapitel Impulse für die Personalentwicklung in Organisationen. Die Prozesse fokussieren hier auf regelmäßige quantitative und qualitative Analysen, die dazu dienen, verdeckte Ausgrenzungsmechanismen im hauseigenen Trainings- und Weiterbildungssystem zu erkennen. Bei den Policies wird auf die Zugangs- und Teilhabechancen der Personalentwicklung geblickt. Überdies wird mit einem Muster-Lernpfad der Aufbau sukzessiver Diversity-Kompetenz dargestellt. Die Praktiken befassen sich mit der eingeschränkten Wirkung klassischer Mentoring- und Netzwerkprogramme und zeigen bessere Alternativen auf. Perspektivwechsel und eigenes Erleben von Vielfalt werden im Abschnitt der Persönlichen Haltung thematisiert. Hierbei wird auch auf Unconscious Bias Trainings und einer wirksameren Einbettung in das betriebliche Lernen eingegangen. Hinweise für das Change Management in diesem Abschnitt des Employee Lifecycles runden das Kapitel ab.
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.
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.
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.
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.
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
Organizations have become increasingly interested in developing their human resources. One tool that has been explored in this quest is mentoring. This has led to a surge in mentoring research and an increase in the number of formal mentoring programs implemented in organizations. This review provides a survey of the empirical work on mentoring that is organized around the major questions that have been investigated. Then a conceptual model, focused on formal mentoring relationships, is developed to help understand the mentoring process. The model draws upon research from a diverse body of literature, including interpersonal relationships, career success, training and development, and informal mentoring. Finally, a discussion of critical next steps for research in the mentoring domain is presented.
This research brief highlights studies of nationally- and locally-based youth mentoring programs. The programs were evaluated on an experimentally based design which compared a group of youth randomly assigned to a mentoring program with a group of youth who were not so assigned. The study found overall that mentoring programs can be effective tools for enhancing the positive development of youth. Mentored youth are likely to have fewer absences from school; better attitudes towards school; fewer incidents of hitting others; less alcohol and drug use; and improved relationships with their parents or caregivers. One cautionary note was that mentoring of short duration might do more harm than good. Considerations that policymakers and practitioners may want to keep in mind are addressed. The most important policy consideration suggested is that, in general, mentoring programs are worth the investment. (Contains 19 references.) (JDM)
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)
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.
We used meta‐analysis to review 55 evaluations of the effects of mentoring programs on youth. Overall, findings provide evidence of only a modest or small benefit of program participation for the average youth. Program effects are enhanced significantly, however, when greater numbers of both theory‐based and empirically based “best practices” are utilized and when strong relationships are formed between mentors and youth. Youth from backgrounds of environmental risk and disadvantage appear most likely to benefit from participation in mentoring programs. Outcomes for youth at‐risk due to personal vulnerabilities have varied substantially in relation to program characteristics, with a noteworthy potential evident for poorly implemented programs to actually have an adverse effect on such youth. Recommendations include greater adherence to guidelines for the design and implementation of effective mentoring programs as well as more in‐depth assessment of relationship and contextual factors in the evaluation of programs.
Initially, achieving lean manufacturing required major investment. At present, the leap from traditional manufacturing to more modern, leaner practices is already affordable, brought about by the increasing sophistication of packaged software applications. With the availability of Internet-based software in manageable chunks, manufacturers can address one aspect of their operations at a time, and gradually add more compatible pieces to build the full picture.
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
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
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.
Mentoring is now widely accepted as a useful tool for helping individuals develop their careers, and for organizations to enhance their human resource capability. Using the results from the 2000 Career Progression Survey, this paper sketches the status and nature of mentoring evident in the New Zealand Public Service (NZPS). In particular, the survey results show that mentoring is now practiced throughout NZPS, and contrary to evidence elsewhere, women - specifically, women managers - are more likely to be mentored than their male counterparts. The paper also compares the survey results with existing jurisdictional and conceptual evidence, in particular on Hale's (1995) categorization of four sets of problems in mentoring. While evidence on two of the four questions ('recognition' and 'mentor identification') is corroborated in the NZPS, further inquiry is necessary on the 'variance' and 'socialization' problems.
There are 2 families of statistical procedures in meta-analysis: fixed- and random-effects procedures. They were developed for somewhat different inference goals: making inferences about the effect parameters in the studies that have been observed versus making inferences about the distribution of effect parameters in a population of studies from a random sample of studies. The authors evaluate the performance of confidence intervals and hypothesis tests when each type of statistical procedure is used for each type of inference and confirm that each procedure is best for making the kind of inference for which it was designed. Conditionally random-effects procedures (a hybrid type) are shown to have properties in between those of fixed- and random-effects procedures.
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There has been extensive debate among scholars and practitioners concerning whether self-beliefs influence academic achievement. To address this question, findings of longitudinal studies investigating the relation between self-beliefs and achievement were synthesized using meta-analysis. Estimated effects are consistent with a small, favorable influence of positive self-beliefs on academic achievement, with an average standardized path or regression coefficient of .08 for self-beliefs as a predictor of later achievement, controlling for initial levels of achievement. Stronger effects of self-beliefs are evident when assessing self-beliefs specific to the academic domain and when measures of self-beliefs and achievement are matched by domain (e.g., same subject area). Under these conditions, the relation of self-beliefs to later achievement meets or exceeds Cohen's (1988) definition of a small effect size.
Mentor relationships have been identified as contributing to resilience in high-risk youth. Despite their promise, as well as a recent increase in volunteer mentoring programs, our understanding of mentor relationships rests on a base of observational data and very few empirical studies. Literature in several fields is reviewed and synthesized as it bears on mentoring. Although the literature converges on the importance of mentor relationships in shaping and protecting youth, many programmatic and conceptual issues remain unresolved. These issues constitute a compelling research agenda for this emerging field.
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.
Based on a four-year, qualitative study of graduate students, the article discusses graduate student development, students' perceptions of the academic career, and graduate students' suggestions for improving graduate socialization experiences. The article concludes with recommendations and policy questions for faculty advisors, chairpersons, teaching assistant supervisors, and graduate deans.
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)
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.
There are 2 families of statistical procedures in meta-analysis: fixed- and random-effects procedures. They were developed for somewhat different inference goals: making inferences about the effect parameters in the studies that have been observed versus making inferences about the distribution of effect parameters in a population of studies from a random sample of studies. The authors evaluate the performance of confidence intervals and hypothesis tests when each type of statistical procedure is used for each type of inference and confirm that each procedure is best for making the kind of inference for which it was designed. Conditionally random-effects procedures (a hybrid type) are shown to have properties in between those of fixed- and random-effects procedures. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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
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.
This chapter contains section titled:
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
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.
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.
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.
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.
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.
This study asked graduate students at the University of California about their relationships with their advisors, satisfaction, and academic success. Both the women and men students worked primarily with male advisors, but not disproportionately to the availability of male and female professors. Instrumental help and networking help contributed positively to productivity (i.e., publications, posters, and conference talks). Psychosocial help contributed to students' satisfaction with their mentor and with their graduate school experience. The results are interpreted and implications are discussed in a framework of recent research on mentoring in organizations.