An interpersonal model for participation in mentoring relationships (original) (raw)
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Examination of the interpersonal predictors of mentoring relational quality
Career Development International, 2014
Purpose – A continued focus in organizational research has been on career development, and mentoring has been identified as a key determinant of career success. The purpose of this paper is to focus on the interpersonal dynamics which contribute to variations in the effectiveness of mentoring support behaviors. Specifically, the effects of mentoring relational quality (MRQ) (i.e. affective perceptions held by mentors and protégés) on mentoring behaviors (i.e. vocational and psychosocial) as well as professional identification are considered. Interpersonal skills (e.g. behavioral integrity and political skill) of mentors and protégés are examined for their impact on MRQ. Design/methodology/approach – Utilizing matched dyadic survey data from 100 mentor-protégé pairs in academe (i.e. dissertation chairs and doctoral candidates or recent doctoral alumni), partial least squares was used to test the research model. Findings – Results support MRQ as an integral component in mentoring dyna...
Perceptions of Mentoring Relationships
The influence of mentor-protégé relationship structure and experience factors on perceptions of mentoring were examined for a sample of mentors and also for a sample of protégés from the same work environment. Experience with mentor-protégé relationships (number of mentors/protégés and relationship length) and the relationship structure (formally arranged vs informally developed and subordinate vs non-subordinate protégé) significantly affected reports of the amount of psychosocial support, career guidance, role modeling, and communication that occurred in the mentoring relationships in which the protégés and mentors engaged. 1997 Academic Press Much research has investigated the outcomes of mentor-protégé relationships. Mentoring has generally been shown to have a positive effect on proté-gés' performance and overall success in organizational settings.
Mentoring and relational mutuality: Proteges' perspectives
Journal of Humanistic Counseling, Education and …, 2002
This article discusses the concept of mentoring as a mutually beneficial relationship in which both the mentor and the protigi grow as a result of their relational connection. It identifies the characteristics of mentoring from the perspective of diverse college students. Results suggested that mentoring is perceived as important for success and that neither race nor gender were perceived as critical influences on the mentoring process but that friendship, nurturance, open-mindedness, and trustworthiness are key to mentoring relationships.
The Quality of Mentoring Relationships and Mentoring Success
The quality of the relationships that mentors forge with their protégés is assumed to significantly affect the success of mentoring interventions. Building on previous research, this study examined the association between relationship qualities and protégé functioning. Multiple reporters (e.g., mentors, protégés and teachers) were used in a prospective research design spanning eight months in Israel's largest mentoring program-Perach. The sample consisted of 84 protégés ranging in age from 8 to 13 years (M = 10.75). Qualities in the mentoring relationship such as closeness, dependency and unrealistic expectations for the continuation and deepening of the relationship, beyond the planned period, were positively associated with the children's social and academic adjustment, and contributed to perceived academic competence, social support and wellbeing. Generalization of positive mentoring experiences to other relationships (such as the mother-child relationship) and the role of unrealistic expectations and dependency as key elements are considered. Implications of the findings for research and mentoring intervention are discussed.
An Investigation of the Determinants of Successful Assigned Mentoring Relationships
Personnel Psychology, 1988
This study examined the influence of protege characteristics, gender composition of the mentoring relationship, the quality of the relationship, and the amount of time the protege spent with the mentor on career and psychosocial benefits gained by the protege. Proteges were assigned to mentors as pan of a development program designed to facilitate personal and career development of educators. An instrument designed to assess the extent to which mentors provide career and psychosocial outcomes to proteges was developed. Protege gender, job involvement, and career planning activity was related to attainment of psychosocial outcomes. Implications and future directions for research regarding mentoring are discussed.
The Mentoring Relationship Challenges Scale: The impact of mentoring stage, type, and gender
Journal of Vocational Behavior, 2011
The current study investigated the role of relational challenges as reported by 309 protégés in various stages and types of mentoring relationships. The Mentoring Relationship Challenges Scale (MRCS) was newly constructed using the results of an earlier qualitative study (Ensher & Murphy, 2005). The scale measured three factors of relational challenges which were: Demonstrating Commitment and Resilience, Measuring Up to a Mentor's Standards, and Career Goal and Risk Orientation. The results demonstrated that with respect to mentoring stages, those protégés in the beginning stages of their relationships reported experiencing significantly fewer challenges related to Demonstrating Commitment and Resilience than those in the mature or ending stages of the relationship. Also, it was found that the type of mentoring relationship (traditional, step-ahead, or peer) affected the prevalence of the three types of challenges. Protégés in peer relationships reported significantly fewer of all three types of challenges than those in step-ahead or traditional relationships. However, contrary to predictions, there were no significant differences found between those in informal versus those in formal mentoring relationships. As expected, protégé and mentor gender interacted significantly. Female protégés reported experiencing significantly fewer challenges related to the factor of Measuring Up to a Mentor's Standards, than did male protégés. Also, female protégés reported experiencing a significantly higher degree of relational challenges related to Career Goal and Risk Orientation from their male mentors than from their female mentors. Finally, after controlling for perceptions of career and psychosocial support for protégés in traditional mentoring relationships, two of the three relational challenges factors remained significant and explained a significant amount of variance in overall satisfaction with the mentoring relationship. This suggests that relational challenges, at least for traditional mentoring relationships, serve as an important mechanism to impact overall relationship satisfaction.
The Exchange Relationship between Mentors and Protégés: The Development of a Framework
Human Resource Management Review, 2000
A model for examining mentoring relationships which encompasses both mentor and prote Âge  perspectives is proposed. The model focuses on the exchange of behaviors exhibited by both partners in the mentoring relationship. Developing a framework of the exchange between the mentor and prote Âge  is important for a number of reasons including the identification of why some relationships become true mentoring relationships and others do not, the development of training and counseling to evaluate and assist individuals in mentoring relationships, and the development of a process to provide guidance to corporations wishing to incorporate mentoring programs. The mentoring relationship is becoming an increasingly important issue to organizations. Advantages of mentoring have been found to accrue for the organization as well as to the individuals in a mentoring relationship. Organizations benefit from a more effective exchange of information among employees (
Mentoring Functions: A Contemporary View of the Perceptions of Mentees and Mentors
British Journal of Management, 2005
The purpose of this study was to develop an instrument for assessing mentoring based in contemporary organizational life. In the first phase of the study, 24 mentees and 24 mentors were interviewed about their mentoring experience. In-depth analysis of the interview data resulted in the development of an instrument to measure mentoring functions. In the second phase of the study, the instrument was tested for its factor structure using a large sample of 272 mentees and 228 mentors. A two-phase statistical analysis, principal components analysis with one sample followed by confirmatory factor analysis with the other, revealed eight distinct functions of mentoring. Mentees and mentors were found to share similar perceptions about the mentoring functions that occur in their relationships. The results represent a thorough attempt to define and describe mentoring in a contemporary organizational environment.
2016
The purpose of this module is to establish a framework for successful mentoring practices in order to enhance the teaching and learning process. The module addresses the importance of the Four Pillars as a framework for building successful mentor/mentee relationships. The framework pillars are identified as pedagogical competencies,relationship building, reflection, and administrative support. Each pillar is defined with research provided to support the importance of each as a foundational element of successful mentor/mentee relationships. Additionally the module provides reflection activities and additional resources for consideration and site-level implementation. The learning module is intended for use by all educators. Visit professional learning module.https://digitalcommons.gardner-webb.edu/improve/1005/thumbnail.jp