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Marginal Mentoring: The Effects Of Type Of Mentor, Quality Of Relationship, And Program Design On Work And Career Attitudes
Abstract
Employing a national sample of 1,162 employees, we examined the relationship be-tween joh and career attitudes and the presence of a mentor, the mentor's type (formal or informal), the quality ofthe mentoring relationship, and the perceived effectiveness and design of a formal mentoring program. Satisfaction with a mentoring relationship had a stronger impact on attitudes than the presence of a mentor, whether the rela-tionship was formal or informal, or the design of a formal mentoring program. Mentoring has been the focus of much research and discussion over the past decade. Comparisons of nonmentored and mentored individuals yield consistent results: compared to nonmentored indi-viduals, individuals with informal mentors report greater career satisfaction (Fagenson, 1989), career commitment (Colarelli & Bishop, 1990), and career mobility (Scandura, 1992). Informal proteges also report more positive job attitudes than nonmen-tored individuals (cf.. Many organizations have attempted to replicate the benefits of informal mentoring by developing formal mentoring programs (Burke & McKeen, 1989). Formal mentoring relationships develop with organizational assistance or intervention, which is usually in the form of matching mentors and proteges. A third of the nation's major compa-nies apparently have formal mentoring programs (Bragg, 1989), and formal mentoring has been iden-tified as an emerging trend in the new millennium (Tyler, 1998). Three questions come to mind when viewing these emerging trends. First, are all mentoring re-lationships created equal? Existing studies imply this assumption by comparing mentored and non-This study was supported by a 1991 grant from the Women's Bureau of the U.S. Department of Labor. We would like to thank the editor and the three anonymous reviewers for their excellent feedback and help with our manuscript: this was reviewing at its best.
... The difference in the two forms varies in styles and activities. According to Ragins, Cotton, and Miller (2000), these relationships are diverse in their length, structure, purpose, and definition. Moreover, there are noteworthy variances between formal and informal mentoring relationships that can sway both delivery and acceptance of mentoring functions and career outcomes (Kao et al., 2014). ...
... Formal versus informal mentoring has been used as variables in numerous studies. Ragins et al. (2000) conducted a study with results generating the thought that informal mentoring relationships can be employed in formal mentoring relationships. By applying the unstructured, naturally occurring mechanisms that happen in informal mentoring, formal mentoring can have a higher success rate (Finkelstein et al., 2012). ...
... Organizations and individuals who seek the concept of developing mentoring relationships should focus on the type of relationship that best fits all parties involved. Ragins et al. (2000) conducted a study focusing on the assumption that all types of mentoring are equal. However, the author's results revealed that protégés in nourishing formal mentoring relationships were reported more positive than protégés in insufficient informal relationships. ...
Though mentoring is well recognized and widely practiced, researchers have had difficulty specifically identifying what a mentor does. Although definitions vary, they do convey to guidance and instruction.This research attempts to identify the self-perceived needs of female entrepreneurs regarding mentoring. survey instrument was developed in order to assess the demand and interest for mentoring among women who are currently engaged as small business owners and entrepreneurs through the SBA Small Business Development Center network. Specifically, women surveyed were those participating in the annual conference for women entrepreneurs jointly sponsored by Southeastern Oklahoma State University and the Oklahoma Small Business Development Center. During the 2022 Women in Entrepreneurship Conference, 29 of women completed the survey. Results are at a 90% confidence level with a margin of error of 10%. Results are reported, and a basic model for a mentoring program for female entrepreneurs is proposed.
... 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). ...
... 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). Constructive mentorship can improve trainee research performance and selfefficacy (Tenenbaum et al., 2001), accelerate their time to degree completion (Lunsford, 2012), promote satisfaction with their academic program (Lovitts, 2001;Sverdlik et al., 2018;Zhao et al., 2007), enhance their career progression (Allen et al., 2004), and improve prospects of securing academic positions (Fernandes et al., 2020;Liénard et al., 2018). ...
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.
... Notably, Noe (1988) highlighted the mentor's role as a role model for young people, guiding them toward their future in a professional trajectory. Ragins et al. (2000) emphasized that a mentor does not always have to be part of the same organization as the mentee or protégé. Hunt and Michael (1983) defined the mentor as someone with experience and knowledge committed to promoting their protégé in the professional world. ...
Introduction
In the last decade, higher education has undergone a transformation in different areas. The most recent and impactful one may have been the need to keep it updated during the COVID-19 pandemic and to be able to teach remotely and affect university life as little as possible. Another significant change is the emergence of personal attention, accompaniment, or mentoring programs, which have become the prevalent leitmotif in many universities.
Methods
This study compares the different programs at 60 Spanish universities. The relevant information collected during this research is related to the existence of an accompaniment program, and in this program, which plays the role of mentor, or what year is it for. Other information collected from the search is related to the type of mentoring programs, whether they are regulated, have a formal program, or are linked to specific courses. Finally, the assessment procedures are also indicated in case any evaluation is used. After the analysis developed during this research, the mentor-mentee program implemented at the Francisco de Vitoria University is detailed, highlighting differences from other programs, its advantages, and students' benefits.
Results
The number of accompaniment and mentoring programs offered by Spanish universities continues to rise. In Spanish universities, some accompaniment and mentoring programs offer different and specific mentoring activities designed to enhance and further the kind of education and preparation institutions of higher learning should ideally provide. Accompaniment processes generally have a longer duration in private universities than in public universities, offering a wider range of programs for both current and incoming students and those with specific needs, such as international students.
Discussion
The authors found that not many studies have highlighted the value of the accompaniment, and even fewer have conducted comparative analyses of the diverse realities across various universities. Mentoring programs will have the potential to be part of a university's strategy to help students succeed when the shortcomings of mentoring programs. This study opens new avenues for research into the ideal profile of mentors to best accompany university students.
... 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.
... The executive coaching profession is still young and although there are several studies on coaching outcome (e.g. Ragins,Cotton & Miller, 2000;Smither et al., 2003;Evers, Brouwers & Tomic, 2006), all rigorous quantitative research papers can probably be counted on the fingers of one hand. For recent overview studies that together cover some 20 serious coaching outcome research papers, see Kampa-Kokesch andAnderson (2001), Feldman and Lankau (2005) and Greif (2007). ...
‘I don’t understand. I just don’t understand. (…) I don’t understand it at all. I just don’t understand.’ ‘What’s wrong? What don’t you understand?’ ‘I’ve never heard such a strange story.’ ‘Why don’t you tell me about it?’ Opening lines of Rashomon (1950), Akira Kurosawa.
Purpose: In this study descriptions of critical moments of coaching as experienced by both executive coaches and their clients are analysed and compared, to find out more about what works in coaching conversations.
Design/Methodology: This is a real-time direct-comparison study of coaches’ and clients’ critical-moment experiences with data collected straight after mutual coaching conversations. Eighty-six critical-moments descriptions were collected by independent researchers (not the authors) from measurements straight after independent coaching conversations (not with the authors). Exactly half of these descriptions were taken from clients and the other half from their coaches. They are analysed with reference to the full dataset of 352 critical-moment descriptions (102 by clients and 250 by executive coaches).
Results: Both coaches and clients report new realisations and insights as most critical in their direct experience of coaching, and they are also in substantial agreement about the specific moments that were critical in the sessions and why. Hence we find no evidence for the so-called ‘Rashomon experience’ in executive coaching. Differences with earlier coach data which showed a completely different picture could be explained by drawing attention to the fact that those earlier data were biased towards moments of exceptional tension experienced by the coach, verging on ‘ruptures’ within the coaching relationship.
Conclusions: This study has produced both a confirmation of earlier work when studying critical moments in executive coaching as well as a connection between the various diverging results hitherto found. The findings help us to understand better: (1) why clients’ and coaches’ descriptions in earlier studies were so different; and (2) how descriptions from clients and coaches coming out of coaching sessions can be extremely similar, as was the case here. The main conclusion is that coaches need to be prepared for quite different circumstances in ‘run-of-the-mill’ coaching and in the presence of exceptional tensions and ruptures.
Introduction:
High-performing primary care is recognised as the foundation of an effective and efficient healthcare system. Many medical graduates report they are not prepared for independent practice. To date, no research has been conducted to identify the key capabilities and competencies of high-performing family medicine graduates in Canada. This pilot project aims to identify the capabilities and competencies of high-performing early-career family physicians in Ontario, Canada, and explore opportunities for enhancing learning, teaching and assessment within family medicine residency programmes.
Methods and analysis:
Employing a mixed-methods explanatory sequential study design, this research will use a theory-driven Professional Capability Framework, previously validated in studies across nine professions, to guide the investigation. The first (quantitative) phase involves surveying ~50 high-performing early-career family physicians identified as high performing by educators, colleagues and leaders. The objective of the survey is to identify the key competencies and personal, interpersonal and cognitive capabilities of high-performing family physicians. The second (qualitative) phase involves conducting workshops with stakeholders, including educators, professional associations, regulators and colleges, to test the veracity of the results. Quantitative data will be analysed using descriptive statistics, and qualitative data will be analysed using Braun and Clarke's thematic analysis. The first and second phases will identify the key capabilities and competencies required to confidently adapt to the independent practice of comprehensive family medicine and inform fit-for-purpose educational strategies for teaching, learning and assessment.
Ethics and dissemination:
The study is approved by the University of Toronto's Health Sciences Research Ethics Board (#41799). Research findings will be discussed with professional bodies, educators responsible for family medicine curricula and universities. Study findings will also be disseminated through academic conferences and academic publications in peer-reviewed journals. Project summaries and infographics will be developed and disseminated to key stakeholders.
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.
The COVID-19 pandemic has forced companies to change the way they operate. It has accelerated the shift from conventional to digital business processes. Human resource management is at the centre of such extraordinary changes, where digital solutions can help employees to effectively manage them. Two major aspects that have grabbed the researchers’ attention here are reverse mentoring and employer branding initiatives. This paper is an attempt to test whether the determinants of employer branding and reverse mentoring influence employee performance at work also. An analytic hierarchical process has been applied to test the same. The findings reveal four key variables that boost employee performance. They are employee engagement, employee empowerment, developmental value and interest value. Based on the results, the study offers some useful insights to the leaders and policy makers on determining priority during policy formulation, developing work practices and building or encouraging a work culture.
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.
We seek to better understand how formal mentoring may impact protégés’ leadership development by arguing that protégés’ informal mentoring networks help explain the relationship between formal mentoring and two protégé leadership development outcomes: motivation to lead and promotability. We also argue that protégés’ political skill and gender serve as boundary conditions of these mediated relationships. Using 100 South Korean mentor-protégé dyads in four organizations across three points in time, we find that a higher level of formal mentoring is positively associated with the quality of protégés’ informal mentoring networks, which, in turn, is positively associated with protégés’ motivation to lead, but not protégés’ promotability. We also find that the relationship between a higher level of formal mentoring and the quality of protégés’ informal mentoring networks is strengthened when protégés have a higher level of political skill. In addition, we find that female protégés obtain more informal mentoring networking benefits from their formal mentors than male protégés. Theoretical and practical implications are discussed.
Mentoring is being increasingly used by companies as a means of fostering employee learning and development. Limited research exists from the perspective of the mentor on these relationships. Using interview data from 27 mentors (aged 26–62 yrs) from 5 different organizations, this article presents the results of a qualitative study that investigated the characteristics that the ideal mentor should possess and ways that both mentors and protégés can make mentoring relationships most effective. Findings from the study are used to frame suggestions for future research and practice. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Using a sample of 119 registered nurses from a large urban hospital, this longitudinal study investigated the nomological network of career commitment by: (a) determining if a distinct measure of career commitment could be operationalized, and (b) examining whether such a measure showed a different relationship to withdrawal cognition scales than measures of other work commitment concepts. The study also tested the importance of situational and individual difference variables in predicting career commitment.
Reports a survey of 30 UK mentoring scheme organizers by
questionnaire, concerning how long schemes had been established, mentor
roles, reasons for schemes being introduced, how mentors are selected,
how mentors and prot\?\g\?\s are matched, and about various aspects of
other formal features of the schemes, including confidentiality, mentor
development, rewards for mentors, mentor training, fixed periods for
mentoring, the use of learning contracts, seniority of managers,
mentor/prot\?\g\?\ ratios, the evaluation of mentors and schemes,
organizational benefits, strengths and weaknesses of schemes and
mentoring policies. Proposes a new agenda for those involved in such
schemes and for further research.
The process used by Douglas Aircraft in implementing their mentoring program identified the following success factors: (1) identify high-performance employees; (2) introduce them to the mentoring process; (3) match high performers with executives; and (4) have the mentor and mentoree determine goals for the relationship. (JOW)
Mentoring programs have been advocated for a variety of higher educational settings, including medical education. Reviewing the literature suggests that consensus is lacking on definitions of mentoring, resulting in difficulties with evaluation of mentoring programs. This article describes a systematic approach to designing a mentoring program for medical students that addresses questions of goals, mentor functions, mentor selection, preparation and matching to protgs, and evaluation of mentoring programs. Student participation in all phases of program design and implementation is emphasized.
Is a mentor program in your future? Sales and Marketing Management
- A Bragg
Bragg, A. 1989. Is a mentor program in your future? Sales and Marketing Management, 141(September):