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Journal articles on the topic 'Mentoring functions'

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Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Brashear-Alejandro, Tom, Hiram Barksdale, Danny Norton Bellenger, James S. Boles, and Channelle James. "Mentoring characteristics and functions: mentoring’s influence on salespeople." Journal of Business & Industrial Marketing 34, no. 2 (March 4, 2019): 303–16. http://dx.doi.org/10.1108/jbim-09-2017-0223.

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PurposeThis paper aims to examine a longitudinal study of mentoring functions and their effect on salesperson attitudes and intentions.Design/methodology/approachThe research is based on a multi-year study of salespeople beginning when the salesperson entered the industry being examined.FindingsThe level of interaction between the mentor and protégé was found to be the only antecedent examined that related to the perceived quality of mentoring functions. Age, education and length of employment for both parties; the degree of age and education difference; and the length of the mentoring relationship were not significant. Successful mentoring appeared to be based heavily on a mentor’s willingness and ability to interact frequently with the protégé.Originality/valueThis study adds to the literature on mentoring, looking at mentoring in a sales context. Research examining mentoring in a sales setting is much more limited than in many other professions, so the findings represent a valuable addition to the sales mentoring literature. Its influence on sales socialization may be very important.

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2

Chen, Yin-Che. "Effect of Reverse Mentoring on Traditional Mentoring Functions." Leadership and Management in Engineering 13, no. 3 (July 2013): 199–208. http://dx.doi.org/10.1061/(asce)lm.1943-5630.0000227.

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3

Ben Salem, Anis, and Lassaad Lakhal. "Mentoring functions questionnaire: validation among Tunisian successors." Journal of Management Development 37, no. 2 (March 5, 2018): 127–37. http://dx.doi.org/10.1108/jmd-12-2016-0272.

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Purpose The purpose of this paper is to shed light on the usefulness of the mentoring dimensions and to test and validate the mentoring functions questionnaire (MFQ) among Tunisian successors. Design/methodology/approach To test and validate the MFQ among Tunisian successors, this study used a sample of 111 Tunisian successors, adopted the Churchill’s paradigm and followed the structural equation modeling. Findings This study confirms the importance of both vocational and psychological support but does not take into consideration the succession context. Originality/value Mentoring programs concern essentially employees and help them develop and grow both vocationally and personally. Successors, however, although they do face some hardships throughout their careers, they are outside the focus of attention. Thus, this study contributes to the mentoring literature by exploring the usefulness of the mentoring dimensions and by using the mentoring functions.

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Fagenson, Ellen A., and Karen L. Amendola. ""TQM--TOTAL QUALITY MENTORING": FACTORS INFLUENCING MENTORING FUNCTIONS PROVIDED AND RECEIVED." Academy of Management Proceedings 1993, no. 1 (August 1993): 58–62. http://dx.doi.org/10.5465/ambpp.1993.10315261.

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Jyoti, Jeevan, and Poonam Sharma. "Impact of Mentoring Functions on Career Development: Moderating Role of Mentoring Culture and Mentoring Structure." Global Business Review 16, no. 4 (July 23, 2015): 700–718. http://dx.doi.org/10.1177/0972150915581110.

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6

Son, SuJin. "Facilitating employee socialization through mentoring relationships." Career Development International 21, no. 6 (October 10, 2016): 554–70. http://dx.doi.org/10.1108/cdi-02-2016-0014.

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Purpose The purpose of this paper is to advance understanding of the mentor factors that promotes mentoring outcomes. This was done by investigating the role of mentors’ learning goal orientation (LGO), their learning activity such as reflection, the perceived relationship quality in relation to the mentoring functions received by protégés, and the furtherance of their socialization in a formal mentoring relationship. Design/methodology/approach In total, 131 matched mentor-protégé dyads were recruited from three different organizations in Korea, for the final analysis. Structural equation modeling and Hayes's PROCESS macro were used to test the proposed model and the moderating effect of perceived relationship quality. Findings Results show that mentors’ LGO was positively related to their reflection. Additionally, mentors’ reflection was positively associated with mentoring functions received by protégés. Further, mentoring functions received by protégés were positively related to protégés’ socialization. In particular, mentors’ reflection mediates the relationship between mentors’ LGO and mentoring functions received by protégés. Moreover, perceived relationship quality moderates the relationship between mentors’ LGO and their reflection. Originality/value Even though mentoring research is well advanced, not many researches have yet investigated mentors’ LGO and their learning activity such as reflection, in relation to mentoring functions received by protégés and their socialization.

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Maynard-Patrick, Stephanie, and S. Gayle Baugh. "The role of felt obligation to mentor in mentor performance." Career Development International 24, no. 7 (November 11, 2019): 619–35. http://dx.doi.org/10.1108/cdi-11-2018-0286.

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Purpose The authors introduce a new measure of felt obligation to mentor in order to explore generalized reciprocity in mentoring. The purpose of this paper is to explore whether felt obligation to mentor adds prediction to mentor job performance in combination with mentoring functions provided and mentor-assessed benefits and costs of mentoring. Design/methodology/approach Hypotheses were tested in a sample of firefighters in the Southwestern USA using moderated regression analysis. Findings Protégé reported mentoring functions provided predicted mentor performance, but neither mentoring benefits nor costs predicted mentor performance. Felt obligation to mentor interacted with mentoring functions reported such that mentor performance was highest when both mentoring functions provided and felt obligation to mentor were high. Research limitations/implications The results indicate that the new measure may prove to be of value for exploring generalized reciprocity in mentoring. Further, more research using mentoring benefits and costs is merited. Findings are limited by use of a new measure of felt obligation to mentor as well as the fact that the research was conducted in a setting in which employees were expected to serve as mentors. Practical implications Organizations may leverage felt obligation to mentor in order to support effective informal or formal mentoring relationships, whereas focusing on the benefits of mentoring may be a less valuable strategy. Originality/value The research offers a new measure to help to understand generalized reciprocity as a motivation to mentor as well as suggesting that more empirical attention should be given to the perceived benefits and costs of mentoring.

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Haran, Vidya V., and Anand Jeyaraj. "Organizational E-Mentoring and Learning." Information Resources Management Journal 32, no. 1 (January 2019): 58–72. http://dx.doi.org/10.4018/irmj.2019010104.

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This article explores the process by which e-mentoring unfolds in organizational settings, emphasizing the crucial role of learning that acts as the intermediate step between mentoring functions and organizational outcomes. Specifically, the authors investigate how e-mentoring functions—career support, psycho-social, and role modeling—support the protégé's learning, and how learning increases organizational commitment of the protégés. Data was collected through an online survey of 59 individuals in two multinational organizations that had mentoring programs. Analysis using SmartPLS 3.0 showed that career and role modeling support are statistically significant predictors of learning, and learning predicts organizational commitment as expected. Contrary to face-to-face mentoring literature, the direct link between the mentoring functions and organizational commitment is not supported. The authors conclude with implications for research and practice.

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ASADA, Tadashi. "Student Teaching in Kindergarten: Functions of Mentoring." Annual Report of Educational Psychology in Japan 46 (2007): 156–65. http://dx.doi.org/10.5926/arepj1962.46.0_156.

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Okurame, David E. "Perceived mentoring functions: does mentor's gender matter?" Women in Management Review 22, no. 5 (July 24, 2007): 418–27. http://dx.doi.org/10.1108/09649420710761473.

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Kim, Jisu, and Yoonhyung Cho. "Does Mentoring Functions Increase Employees’ Adaptive Performance?" Korean Academy Of Leadership 10, no. 1 (December 31, 2018): 29–54. http://dx.doi.org/10.22243/tklq.2018.10.1.29.

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Dickson, Jubilee, Katie Kirkpatrick-Husk, Dana Kendall, James Longabaugh, Ajal Patel, and Shannon Scielzo. "Untangling Protégé Self-Reports of Mentoring Functions." Journal of Career Development 41, no. 4 (July 29, 2013): 263–81. http://dx.doi.org/10.1177/0894845313498302.

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St-Jean, Etienne, Miruna Radu-Lefebvre, and Cynthia Mathieu. "Can less be more? Mentoring functions, learning goal orientation, and novice entrepreneurs’ self-efficacy." International Journal of Entrepreneurial Behavior & Research 24, no. 1 (January 8, 2018): 2–21. http://dx.doi.org/10.1108/ijebr-09-2016-0299.

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Purpose One of the main goals of entrepreneurial mentoring programs is to strengthen the mentees’ self-efficacy. However, the conditions in which entrepreneurial self-efficacy (ESE) is developed through mentoring are not yet fully explored. The purpose of this paper is to test the combined effects of mentee’s learning goal orientation (LGO) and perceived similarity with the mentor and demonstrates the role of these two variables in mentoring relationships. Design/methodology/approach The current study is based on a sample of 360 novice Canadian entrepreneurs who completed an online questionnaire. The authors used a cross-sectional analysis as research design. Findings Findings indicate that the development of ESE is optimal when mentees present low levels of LGO and perceive high similarities between their mentor and themselves. Mentees with high LGO decreased their level of ESE with more in-depth mentoring received. Research limitations/implications This study investigated a formal mentoring program with volunteer (unpaid) mentors. Generalization to informal mentoring relationships needs to be tested. Practical implications The study shows that, in order to effectively develop self-efficacy in a mentoring situation, LGO should be taken into account. Mentors can be trained to modify mentees’ LGO to increase their impact on this mindset and mentees’ ESE. Originality/value This is the first empirical study that demonstrates the effects of mentoring on ESE and reveals a triple moderating effect of LGO and perceived similarity in mentoring relationships.

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Selke, Mary J., and Terrence D. Wong. "The Mentoring-Empowered Model: Professional Role Functions in Graduate Student Advisement." NACADA Journal 13, no. 2 (September 1, 1993): 21–26. http://dx.doi.org/10.12930/0271-9517-13.2.21.

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The Mentoring-Empowered Model provides a developmental framework for graduate student advisement that addresses the psychosocial and developmental needs of graduate students. The model is based upon (a) existing concepts of graduate student advisement, (b) the recently formalized knowledge base pertaining to educational mentoring, and (c) Erikson's stages of human development. The Mentoring-Empowered Model provides graduate advisors with six characteristics essential to creating a developmental context for graduate student advisement and five behavior-specific role functions to facilitate implementation.

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Hassan, Tahir, and Sajid Rahman Khattak. "Mentoring Functions and Job Satisfaction: Moderating Role of Cognitive Based Trust." Global Social Sciences Review VI, no. I (March 30, 2021): 320–28. http://dx.doi.org/10.31703/gssr.2021(vi-i).33.

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This study is to find out an attempt to verify the mentoring role of trust between mentoring function received and work attitude. For this purpose, national and international level NGOs working in multisectorial of Khyber Pakhtunkhwa have been selected through stratified sampling techniques. 273 questionnaires were distributed among various employees in selected Districts. Out of which, 246 questionnaires were included for research analysis purposes. The responses of the respondents were measured through a structured questionnaire having a five-point Likert scale. Mentoring function has been found as a dependent variable, while work attitude has been termed as the independent variable. Mentoring function has been further categorized into two subclasses, i.e. career development and psychological support and work attitude have further elaborated into job satisfaction. It can be included that career support and psychological support are significant with job satisfaction, and there is a positive relationship between dependent and independent variables.

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Montalvo, Wanda, and Mary W. Byrne. "Mentoring Nurses in Political Skill to Navigate Organizational Politics." Nursing Research and Practice 2016 (2016): 1–8. http://dx.doi.org/10.1155/2016/3975634.

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Objective. The aim of this study was to describe and analyze the correlations between mentoring functions and political skill development among nurses who have earned or are candidates for a Ph.D. or doctorate of nursing practice (DNP) degree. Background. The healthcare system is in flux; future generations of Ph.D. and DNP nurse leaders will be required to demonstrate political acumen. Political skill to navigate organizational politics has had limited research within nursing. Methods. A cross-sectional research design using a web-based survey of 222 nurses who have earned or are candidates for a Ph.D. or DNP. This study utilized two validated tools to measure mentoring functions and political skill. Results. The response rate was 52% (n=115) of which 86 were Ph.D. and 29 were DNPs. An informal mentoring relationship was described by 62% of the respondents and formal mentoring by 35% of the protégés; only 25% (n=74) established a mentoring contract. Mentoring score showed significance for total political skill and moderate effect on the networking ability. The mentoring functions of advocacy, career development facilitation, learning facilitation, and friendship were found to correlate significantly with total political skill scores. Conclusions. This study established a benefit for nurses who have earned or are candidates for a Ph.D. or DNP from mentoring to support political skill development.

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Wolfe, Ashley, Michael Retallick, Robert Martin, and Charles Steiner. "Mentoring Functions Practiced by Undergraduate Faculty in Agriculture." Journal of Agricultural Education 49, no. 3 (September 1, 2008): 99–108. http://dx.doi.org/10.5032/jae.2008.03099.

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Joseph, Ebenezer, Veena Easvaradoss, Suneera Abraham, and Melissa A. Chan. "Mentoring Children through Chess Training Enhances Cognitive Functions." International Journal of Information and Education Technology 7, no. 9 (2017): 669–72. http://dx.doi.org/10.18178/ijiet.2017.7.9.951.

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Raman, S. Raghu, and C. Vijayalakshmi. "Mentoring social entrepreneurs in India: attributes and functions." International Journal of Indian Culture and Business Management 11, no. 2 (2015): 137. http://dx.doi.org/10.1504/ijicbm.2015.071304.

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Johnson, W. Brad. "Are advocacy, mutuality, and evaluation incompatible mentoring functions?" Mentoring & Tutoring: Partnership in Learning 16, no. 1 (February 2008): 31–44. http://dx.doi.org/10.1080/13611260701800942.

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Bynum, Yvette P., and Clara Young. "Female Superintendents and the Effects of Mentoring Relationships." International Journal for Innovation Education and Research 3, no. 10 (October 31, 2015): 117–25. http://dx.doi.org/10.31686/ijier.vol3.iss10.452.

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Women make up the majority of personnel in today’s school systems yet few are employed in the highest position-superintendent. In one southern state, the State Department of Education (2009) reported 22 % of superintendents were women. Nationwide, the percentage is 24.1% (Kowalski, McCord, Petersen, Young, & Ellerson, 2011). However, in comparison to the number of women who begin their careers in education, there is still a wide inequity between the percentages of those in the ranks and those in positions of superintendent (Katz, 2012). One of the reasons for the lack of women in upper level administration is the lack of mentoring, both formal and informal. Therefore, mentoring becomes an essential element in providing the guidance and support for women who aspire to be in a leadership position.This study examined the effects of career and psychosocial mentoring functions on the careers of women superintendents currently serving in a southern state by exploring both informal and formal mentoring relationships and the way these relationships serve as effective tools on the position attained and career development. The results of this study showed that the career mentoring functions and psychosocial mentoring functions had a statistically significant impact on the careers of female superintendents. Findings from this research indicate that mentoring relationships have the potential for female administrators to make successful career advancement.

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Beres, Jacqueline L., and Jess C. Dixon. "Exploring Mentoring Functions Within the Sport Management Academy: Perspectives of Mentors and Protégés." Sport Management Education Journal 8, no. 1 (October 2014): 14–26. http://dx.doi.org/10.1123/smej.2012-0007.

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Mentoring has typically been studied in business environments, with fewer studies focusing on academic contexts and even fewer in the field of sport management. This study examined the mentoring relationships, and specifically the mentoring functions that occurred among sport management doctoral dissertation advisors (mentors) and their doctoral students (protégés). Semistructured telephone interviews were conducted with 13 individuals. Participants collectively described examples of all of Kram’s (1988) mentoring functions, with coaching, counseling, and exposure and visibility cited most frequently. Fewer instances of protection and direct sponsorship were mentioned, although there was evidence of considerable indirect sponsorship. Protégés provided more examples of role modeling as compared with their mentors, and the entire process of completing a doctoral degree can be viewed as a challenging assignment. A discussion of these findings within the context of the relevant previous academic literature and suggestions for future research are also provided.

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Quinlan, Elly, Trevor Crowe, Frank P. Deane, and Meredith Whittington. "Functions of peer mentoring, satisfaction and the “real” relationship in postgraduate psychology education." International Journal of Mentoring and Coaching in Education 8, no. 1 (March 4, 2019): 52–68. http://dx.doi.org/10.1108/ijmce-06-2018-0033.

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Purpose The purpose of this paper is to examine how a peer mentoring relationship may support provisional psychologists engaged in postgraduate education in Australia. The theoretical lens for this study draws from the real relationship framework and significant events literature. Design/methodology/approach Quantitative and qualitative data were obtained via a web survey from a sample of 23 mentors and 41 mentees. Participants had engaged in a one-year peer mentoring program on a volunteer basis. The survey contained measures of functions of mentoring, perceived genuineness and realism in the relationship, and overall satisfaction with peer mentoring. Participants also provided accounts of helpful events, hindering events and open feedback. Findings Perceived satisfaction was significantly correlated with greater genuineness and realism in the relationship. Satisfaction was associated with psychosocial and clinical functions of mentoring for both mentors and mentees, and career functions for mentees only. Qualitative findings indicated that the most helpful events included psychosocial support, mutual understanding and skill development. The most frequent hindering events were logistics/time, lack of structure and mentor technique/activity. Practical implications Peer mentors show great promise for supporting provisional psychologists. Recommendations for higher education providers include providing peer mentors with guidance regarding the importance of psychosocial support, clinical skill development and creating genuine and real relationships. Peer mentor training would also benefit from the inclusion of career development strategies and psychoeducation on transference. Originality/value This study is the first to apply the real relationship framework and significant events analysis to the psychology peer mentoring context.

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Bouquillon, Edward A., John J. Sosik, and Doris Lee. "‘It’s only a phase’: examining trust, identification and mentoring functions received across the mentoring phases." Mentoring & Tutoring: Partnership in Learning 13, no. 2 (August 2005): 239–58. http://dx.doi.org/10.1080/13611260500105808.

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Schockett, Melanie R., and Marilyn Haring-Hidore. "Factor Analytic Support for Psychosocial and Vocational Mentoring Functions." Psychological Reports 57, no. 2 (October 1985): 627–30. http://dx.doi.org/10.2466/pr0.1985.57.2.627.

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Eight 50-word vignettes which portrayed either psychosocial or vocational mentoring functions were presented to 144 college students who rated the desirability of each function on a scale of 1 to 7. A principal axis factor analysis with oblique rotation yielded two factors, one on which the psychosocial functions loaded more heavily (and which accounted for 33.4% of the variance) and one on which the vocational functions loaded more heavily (and which accounted for an additional 5.9% of the variance). The results may help researchers formulate different questions about mentoring than the basic questions which have guided prior work.

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Weaver, Margie A., and Packianathan Chelladurai. "Mentoring in Intercollegiate Athletic Administration." Journal of Sport Management 16, no. 2 (April 2002): 96–116. http://dx.doi.org/10.1123/jsm.16.2.96.

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Associate/Assistant athletic administrators from Division I (139 males, 123 females) and Division III (130 males, 123 females) universities of the NCAA responded to a questionnaire consisting of (a) items eliciting background information, (b) perceived and preferred mentoring functions measured by the Mentor Role Instrument (Ragins & McFarlin, 1990), (c) perceived barriers to mentoring measured by Perceived Barriers Scale (Ragins & Cotton, 1991), and a scale of satisfaction developed for the study. Factor analysis yielded three facets of satisfaction: Work Group, Extrinsic Rewards, and Intrinsic Rewards. The results of MÁNOVA showed that an equal proportion of males and females had experienced mentoring relationships, and mentored individuals were more satisfied with work than their non-mentored counterparts. Respondents from Division I received significantly higher salaries, and they were more satisfied with their extrinsic rewards than the respondents from Division III. Finally, correlational analyses showed positive but weak relationships between mentoring functions and the satisfaction facets.

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Asgari, Mahboubeh. "STUDENTS' EVALUATION OF SUCCESS IN AN ONLINE MENTORING PROGRAM." Asian Association of Open Universities Journal 5, no. 1 (March 1, 2010): 1–9. http://dx.doi.org/10.1108/aaouj-05-01-2010-b001.

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This paper examines the contributors to a successful online educational program. In particular, it focuses on an online mentoring program called Tracking Canada's Past (TCP) which was implemented in three high schools in British Columbia, Canada, in 2003. Tracking Canada's Past investigated the application of online mentoring in the high school history curriculum through the use of Knowledge Forum® software–a web-based group workspace in which students could share and discuss their ongoing research with their online mentors and other students. The goal of TCP project was to help students understand the concept of history as a discipline through online mentoring and the use of “primary” sources, in addition to standard textbooks. There were 72 students and 16 online mentors involved in this study, approximately one mentor for each group of 5-11 students. Through a series of pre- and post-program surveys and interviews, data were collected on the students' backgrounds, expectations for specific mentoring functions, affective responses to mentoring, and the mentoring functions they recognized receiving. Volunteer mentors were also asked about the mentoring functions and the type of advice they would offer to their students. Findings from this study indicated that students' judgments of a successful online mentoring program were best predicted by the helpfulness of the questions mentors asked, the usefulness of the reading materials and/or web resources they recommended, the helpfulness of mentors in developing questions or ideas to investigate, the level of trust students placed in their mentors, and the helpfulness of the online workspace where students and mentors shared their ideas. These findings suggest that the most important determinants of a successful online mentoring program are those that online program designers have the ability to refine over time.

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Allen, Tammy D., and Lisa M. Finkelstein. "Beyond Mentoring: Alternative Sources and Functions of Developmental Support." Career Development Quarterly 51, no. 4 (June 2003): 346–55. http://dx.doi.org/10.1002/j.2161-0045.2003.tb00615.x.

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Levesque, Laurie L., Regina M. O'Neill, Teresa Nelson, and Colette Dumas. "Sex differences in the perceived importance of mentoring functions." Career Development International 10, no. 6/7 (October 2005): 429–43. http://dx.doi.org/10.1108/13620430510620539.

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Basharat, Taimoor. "Applying ISPAR Model of Service Dominant Logic on Mentoring a Part of Training and Development Function of HRM Functions." International Journal of Service Science, Management, Engineering, and Technology 11, no. 1 (January 2020): 46–54. http://dx.doi.org/10.4018/ijssmet.2020010104.

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This is a conceptual article written to apply I-S-P-A-R model which was presented in 2009 by research scholars Maglio, Vargo, Caswel and Spohrer on the Mentoring in Service Dominant Logic (SDL) perspective. The author has taken a deep insight of mentoring which is a part of training and development: a function of the Human Resource Management in Good Dominant Logic (GDL) perspective. For this research, a wide range of literatures is reviewed and many disciplines have been explored which include mentoring roles, need, responsibilities, and context. Here, it is worthy to mention that mentoring and supervision are two different terms and both have different roles, too. Roles of supervisors are: boss, teacher, evaluator, expert and counselor; whereas mentoring consisted of assisting, befriending, guiding, advising and counseling. In service science, all the service systems do not fulfill the requirement to be a service system. There is also presented I-S-P-A-R which stands for Interact-Serve-Propose-Agree-Realize model of service system interactions episodes. This model is applied on mentoring in SDL perspective. At the end of this article, a conclusion is drawn and areas for further research have been mentioned.

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Rahmawati, Rahmawati, Rispantyo Rispantyo, and Subekti Djamaluddin. "Mentoring Function and Quality of Supervisor Auditor Relationship: Organizational Justice as A Mediation." Indonesian Journal of Sustainability Accounting and Management 1, no. 1 (June 13, 2017): 40. http://dx.doi.org/10.28992/ijsam.v1i1.26.

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This study empirically examines the antecedents and consequences of organization justice consisting of distributive justice, procedural justice, and interactional justice. The hypothesis of this study are mentoring function positive effect on organization justice, organizational justice positive effect on quality of supervisor-auditor relationship, mentoring function positive effect on quality of supervisor-auditor relationship. In additional, this study also hypothesized that organization justice as mediation between mentoring functions and quality of supervisor-auditor relationship. This study is a survey of 228 government internal auditors of Financial and Development Supervisory Agency-Badan Pengawasan Keuangan dan Pembangunan (BPKP) in Java-Bali Indonesia. The technique of collecting data using questionnaires. Test hypotheses using path analysis with SEM-AMOS. The results showed that mentoring function positive effect on organization justice, organizational justice positive effect on quality of supervisor-auditor relationship, mentoring function positive effect on quality of supervisor-auditor relationship. The study also provide an empirical finding that organization justice as mediation between mentoring functions and quality of supervisor-auditor relationship. The study provides recommendations to the BPKP in solving the problems faced by the government in realizing good and clean governance. This study is the first empirically examines the potential benefit of organization justice as a mediation between mentoring function and quality of supervisor-auditor relationship.

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Hoffmann, Matt D., and Todd M. Loughead. "Preliminary development of a questionnaire to assess peer athlete mentoring functions: the Athlete Mentoring Questionnaire (AMQ)." Measurement in Physical Education and Exercise Science 23, no. 1 (June 12, 2018): 10–25. http://dx.doi.org/10.1080/1091367x.2018.1479708.

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Becher, Ayelet, and Lily Orland-Barak. "Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education." Journal of Teacher Education 69, no. 5 (July 27, 2017): 477–92. http://dx.doi.org/10.1177/0022487117720388.

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This article explores the contextual factors that shape mentoring practice in Art Initial Teacher Education. Based on in-depth interviews, nonparticipant observations and stimulated recall interviews with participants, we examine how various factors related to the context of mentors’ work influence their approaches to subject matter mentoring. Adopting a discursive stance to mentoring, we use critical discourse analysis to expose connections between mentors’ language, ideas, and beliefs and the broader context of subject matter mentoring. In each mentoring setting studied, the analysis surfaces distinctive contextual factors that are grounded in mentors’ interpretations of the roles and functions of their subject matter domains. We show how these factors inform mentors’ perceptions of the purposes and processes of mentoring and their enactments in practice. Our findings offer an extended perspective to subject matter mentoring and new directions for thinking about context in mentoring. Implications for mentor preparation and selection are discussed.

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El HALLAM, HORIA, and ÉTIENNE ST-JEAN. "NURTURING ENTREPRENEURIAL LEARNING THROUGH MENTORING." Journal of Developmental Entrepreneurship 21, no. 02 (June 2016): 1650012. http://dx.doi.org/10.1142/s1084946716500126.

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This study highlights the factors that maximize the entrepreneur’s learning that occurs throughout a mentoring relationship. To achieve this, we conducted a hierarchical regression analysis involving a sample of 314 mentees participating in a business-mentoring program. The findings show that to maximize the learning from this relationship, the entrepreneur must perceive similarity and mutual trust with his or her mentor. The data shows that in exerting psychological and career-related functions, the mentor enables the entrepreneur’s learning.

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Burke, Ronald J., Carol A. McKeen, and Catherine McKenna. "Correlates of Mentoring in Organizations: The Mentor's Perspective." Psychological Reports 72, no. 3 (June 1993): 883–96. http://dx.doi.org/10.2466/pr0.1993.72.3.883.

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This study examined mentoring relationships in organizations from the perspective of mentors. A model which included personal and situational antecedents of mentoring was developed, based on previous research findings. Data were obtained by questionnaire from 94 mentors employed in 7 high technology firms. Support was found for the proposed model Mentor-protege similarity emerged as an important predictor of mentors' functions Practical implications of the findings for organizations and further directions for research on mentoring are proposed.

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Mullen, Ellen J. "Vocational and psychosocial mentoring functions: Identifying mentors who serve both." Human Resource Development Quarterly 9, no. 4 (1998): 319–31. http://dx.doi.org/10.1002/hrdq.3920090403.

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Form, Sven, Kerrin Schlichting, and Christian Kaernbach. "Mentoring functions: Interpersonal tensions are associated with mentees’ creative achievement." Psychology of Aesthetics, Creativity, and the Arts 11, no. 4 (November 2017): 440–50. http://dx.doi.org/10.1037/aca0000103.

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Chong, Yenwan, and Lip-Sam Thi. "University Freshman Mentoring Effectiveness and Scale Enhancement." Asian Journal of University Education 16, no. 4 (January 24, 2021): 181. http://dx.doi.org/10.24191/ajue.v16i4.11950.

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Graduate unemployment has worsened following the global crisis caused by the coronavirus disease 2019 (COVID-19) and has created increased pressures on universities to enhance their graduates’ employability. Past studies have indicated that mentoring programs can positively impact student soft skills development and employability. While undergraduate mentoring programs have mushroomed, research on undergraduate mentoring has not kept pace. This study used a mixed methods approach to examine the effectiveness of a public university’s initiative in mentoring new undergraduates. Using the College Student Mentoring Scale (CSMS), this study found that the university’s undergraduate mentoring initiative is moderately effective. The CSMS assessed four mentoring dimensions, namely academic subject knowledge support, degree and career support, psychological and emotional support as well as role modelling. The results of this study highlighted the mentoring functions that are considered as least effective so that informed and targeted efforts can be undertaken to enhance university freshman mentoring. Findings from this study suggest that a new dimension namely mentor-mentee compatibility, competencies and expectations could be added to the College Student Mentoring Scale (CSMS) to enhance concept operationalization. A limitation of this study is that it is based on mentees’ perspectives only. Future research could include the perspectives of mentors as well. Keywords: Graduate employability, Mentoring effectiveness, Mentoring scale, University education, University freshman

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Beres, Jacqueline L., and Jess C. Dixon. "Examining the Role of Friendship in Mentoring Relationships between Graduate Students and Faculty Advisors." Collected Essays on Learning and Teaching 9 (June 20, 2016): 111. http://dx.doi.org/10.22329/celt.v9i0.4440.

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Although previous studies have offered empirical and anecdotal support for academic mentoring, there are still considerable gaps in understanding the specific actions or components that are present in these relationships. Research has shown that academic faculty mentors provide all of Kram’s (1988) mentoring functions to their graduate student protégés. Despite numerous claims to the presence of “friendship” in graduate student-faculty advisor mentoring relationships, others question if friendship is even possible within this context. Thus, there is ambiguity about the role of this particular function in academic mentoring. In our attempt to reconcile results from a previous study on graduate student-faculty advisor mentoring and better understand the potential role and temporal development of friendship within this domain, we sought clarification in the existing literature. To our surprise, the literature lacks consensus on the topic and requires additional scholarly attention. Consequently, the purpose of this paper is to share insights from our previous study examining mentoring in academia, summarize empirical findings and conceptual advancements on the topic of friendship in graduate student-faculty advisor mentoring relationships, and propose directions for further inquiry in this area, in the hope of strengthening academic mentoring relationships.

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Bang, Hye-Min, and In-Oh Jeon. "A study on the Effect of Mentoring Skills and Mentoring Functions on Initial Start-up Performance and Satisfaction." Journal of the Korea Contents Association 15, no. 5 (May 28, 2015): 444–54. http://dx.doi.org/10.5392/jkca.2015.15.05.444.

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Hoffmann, Matt D., Todd M. Loughead, and Gordon A. Bloom. "Examining the Experiences of Peer Mentored Athletes Competing in Elite Sport." Sport Psychologist 31, no. 2 (June 2017): 134–46. http://dx.doi.org/10.1123/tsp.2016-0052.

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The general objective of the current study was to explore the experiences of elite level athletes who reported being peer mentored by other athletes during their sporting careers. The primary purpose was to identify the mentoring functions provided by athlete mentors, while the secondary purpose was to examine the outcomes related to peer mentored athletes’ (i.e., protégés) mentoring experiences. Individual interviews were conducted with 14 elite peer mentored athletes, and the data were analyzed using a hierarchical content analysis. The results indicated that athlete mentors provided a variety of specific functions that facilitated protégés’ progression through sport and development from a personal standpoint. The findings also showed that protégés benefitted in terms of enhanced performance and confidence, and also demonstrated a willingness to provide mentorship to their peers. In sum, the results of the current study may be used to enhance the effectiveness of peer mentoring relationships between athletes.

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Dziuba, Natalia, and Lesia Mukoseieva. "Mentoring mechanisms to improve the efficiency Of youth work." Social work and social education, no. 1(6) (April 15, 2021): 86–97. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234138.

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The problem of youth passivity is one of the main ones, according to experts who work with youth in Ukraine. Increasing the involvement of young people in the social and economic life of society is a priority of the youth policy of Ukraine. These tasks can be implemented more effectively with the introduction of mentoring as the most sensitive to the needs and problems of young people format of interaction. In Ukraine, the term “mentoring” is mainly used in social work with children and adolescents from vulnerable categories and in education. At the same time, professionals who work with young people and implement youth policy at the local level use extensively the various forms of mentoring and act on the principles of mentoring. But mentoring as long-term relationships with young people is not practised in Ukraine in youth work. It is a long-term relationship that gives a positive effect for a young person - in self-realization, in behaviour, concerning others and the community. In Ukraine, the term “mentoring in youth work” is not officially enshrined in any document, and is not actively used, although this term is found in texts about youth work as one of its forms of work with youth at the individual or group level. The United States and Europe have extensive experience in implementing, evaluating, and analyzing youth mentoring programs. The article analyzes the tools of mentoring as a format of effective interaction between mentor and ward, such as the role of mentor (learning consultant, coach, counsellor, information resource, role model, critical friend) in the process of interaction with young people based on US youth experience and developed European countries. The article also analyzes the functions of mentors in building relationships with wards, and areas of mentoring identified based on these functions. The analysis of the experience of mentoring helps to raise awareness of professionals working with young people about the mechanisms of building effective relationships with young people and, ultimately, greater inclusion of young people in public life and promote their self-realization.

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Yang, Chunjiang, Nan Guo, Yuting Wang, and Chunling Li. "The effects of mentoring on hotel staff turnover." International Journal of Contemporary Hospitality Management 31, no. 10 (October 14, 2019): 4086–104. http://dx.doi.org/10.1108/ijchm-07-2017-0398.

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Purpose Mentoring was considered as an efficient way to facilitate staff attachment with hotels. Such a strong attachment has been demonstrated to reduce employees’ intention to quit. This study aims to investigate the mediating roles of organizational and occupational embeddedness in the relationships between mentoring functions and turnover intention. Design/methodology/approach The responses were collected from a sample of 354 employees in four hotels group across three Chinese provinces. A structural equation model (SEM) was applied to test the model and mediating roles of organizational and occupational embeddedness. Findings The results of SEM suggest that both organizational and occupational embeddedness mediated the relationships between mentoring functions (career and psychosocial support) and turnover intention. Specifically, employees who are able to receive successful mentoring can easily embed in their organization and occupation. Thus, these employees are reluctant to leave. Research limitations/implications Although this study reveals the important role of mediation, it has several limitations. First, the data drawn from Hebei, Beijing and Zhejiang provinces may lack geography representativeness. Second, this paper neglects potential moderating role of certain personal or context factors. Third, the time lag between the three data collections are not the same. Practical implications Managers should retain proper employees by introducing mentoring programs. Furthermore, to increase organizational and occupational embeddedness, managers should also consider the person-organization/occupation attachments of this industry. Originality/value This study tests organizational and occupational embeddedness simultaneously as mediators between mentoring and turnover intention through data obtained from the Chinese hotels.

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Arora, Ridhi, and Santosh Rangnekar. "Dispositional traits influence on mentoring relationships." South Asian Journal of Global Business Research 5, no. 3 (October 17, 2016): 306–22. http://dx.doi.org/10.1108/sajgbr-04-2016-0030.

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Purpose The purpose of this paper is to investigate the role of personality factors in influencing mentoring relationships in the South-Asian context. Design/methodology/approach The sample included 363 subjects from public and private sector organizations in North India. Findings Results revealed that in the Indian context, conscientiousness acts as significant predictor of perceived psychosocial mentoring, agreeableness acts as significant predictor of perceived career mentoring support, and emotional stability acts as significant predictor of both categories of mentoring relationships. Further, managers employed in public sector organizations were found to be high on all the Big Five personality factors and mentoring functions in contrast to managers from private sector organizations. Research limitations/implications Overall, the results suggest that mentoring relationships should operate in organizations with a firm understanding of employees’ personality traits. Implications and future research directions were also discussed. Further, suggestions have also been given for incorporating various interventions in order to handle employees with different personality attributes such as counseling for helping emotionally unstable employees manage their emotions and stress. Originality/value To the knowledge, this is the first study that seeks to examine impact of personality factors on mentoring relationships in the South-Asian context.

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KANTEN, Selahattin, Pelin KANTEN, and Funda ÜLKER. "The Effects of Mentoring Functions on Career Adaptabilities and Career Self-Efficacy: the Role of Career Optimism." European Journal of Multidisciplinary Studies 6, no. 2 (June 10, 2017): 259. http://dx.doi.org/10.26417/ejms.v6i2.p259-272.

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This study aims to investigate the effects of mentoring functions on undergraduate student’s career adaptabilities and career self-efficacy levels and the mediating role of career optimism. It is suggested in the literature that some factors stimulate student’s career adaptability levels. Therefore, mentoring functions, career optimism and career self-efficacy are considered as predictors of career adaptabilities within the scope of the study. Accordingly, data which are collected by the survey method from 311 undergraduate students having an education on different field such as business administration, international trade and logistics, public management and labor economics are analyzed by using the structural equation modeling. The results of the study indicate that mentoring functions, which is labeled as role modeling, have significant effects on student’s career adaptability, career optimism and career self-efficacy levels. However, it has been observed that career optimism has a significant effect on career self-efficacy and career adaptabilities. On the other hand, it is seen that career optimism has a fully mediating role between the role modeling and career adaptabilities. In addition, career optimism has a fully mediating role between role modeling and career self-efficacy.

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Picariello, Manuela, and Steven N. Waller. "The Importance of Role Modeling in Mentoring Women: Lessons from Pat Summitt Legacy." Physical Culture and Sport. Studies and Research 71, no. 1 (October 1, 2016): 5–13. http://dx.doi.org/10.1515/pcssr-2016-0017.

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AbstractThe role of mentoring for women in sports industry has gathered attention among researchers in the past years (Bower, 2009; Bower, & Hums 2009, 2014; Weaver, & Chelladurai, 1999, 2002). Since few women are in leadership positions (Acosta, & Carpenter, 2014), cross-gender mentoring relationships are more likely to happen (Hopkins et al., 2008). However, according to Kram (1985), cross-gender mentoring relationships are more complex in terms of individual development and quality of the developmental relationship. In particular, role modeling function is limited (Kram, 1985). Therefore, the purpose of this study was to examine the functions of the same gender mentoring relationships looking at coach Pat Summitt, the winningest coach in NCAA Division I basketball history and a woman in leadership position (Becker & Wrisberg, 2008). Due to the exploratory nature of the study and the huge impact of Pat Summitt on sport (Janssen, & Dale, 2002, De Marco, & Mccullick, 1997), a single case study design to analyze her relationships from the staff and players’ perspectives was utilized as the method for data collection. This study collected data published on American news sites located using Internet search engines Google News (http://www.google.com) for 7 days. The dataset included content published through national and regional online news media, radio, television and entertainment websites and blogs. Texts were qualitatively reviewed with a content analysis and coded (Patton, 2002). This study identified career and psychosocial functions that were important in developing an effective mentoring relationships. In particular, the psychosocial functions of “role modeling” was identified as the most important for the relationship. In fact a female mentor as a role model can be perceived as a woman that has successfully overcome discriminatory barriers to career advancement.

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Orland-Barak, Lily, and Jian Wang. "Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform." Journal of Teacher Education 72, no. 1 (January 6, 2020): 86–99. http://dx.doi.org/10.1177/0022487119894230.

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Preservice teacher education programs worldwide are increasingly becoming field based with student teaching as the capstone experience for preservice teacher learning in the program. Consequently, mentor teachers at field-placement program schools are bestowed with new and unique functions to support preservice teachers’ learning to teach, which calls for new conceptualizations of teacher mentoring approaches. This article critically examines the theoretical underpinnings of four existing approaches to teacher mentoring during student teaching, analyzes the focuses and practices associated with each approach, and identifies the major challenges that each approach faces in guiding preservice teachers to learn to teach as expected by the field based teacher education reforms. Finally, it proposes an integrated approach to teacher mentoring for field-based teacher education that transcends the four existing teacher mentoring approaches.

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Dowejko, Marta Katarzyna, and Elsa Chan. "What Do Startup Mentors Do? Founders’ Perspective on Entrepreneurial Mentoring Functions." Academy of Management Proceedings 2018, no. 1 (August 2018): 12263. http://dx.doi.org/10.5465/ambpp.2018.12263abstract.

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Huang, Ching-Yuan, Rhay-Hung Weng, and Yi-Ting Chen. "Investigating the relationship among transformational leadership, interpersonal interaction and mentoring functions." Journal of Clinical Nursing 25, no. 15-16 (April 24, 2016): 2144–55. http://dx.doi.org/10.1111/jocn.13153.

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Shin, Hyo-Jin. "Structural Relationship Analysis Among Variables of Mentoring Network Characteristics, Mentoring Functions, and the Working Attitudes of North Korean Defectors." Journal of Social Service Research 45, no. 3 (September 27, 2018): 373–81. http://dx.doi.org/10.1080/01488376.2018.1480562.

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