This study explored how perceptions of reciprocal support in mentoring influence mentors' and protégés' intent to extend work‐related help to coworkers in organizations. Our findings shed light on the role that organization‐based self‐esteem (OBSE) and affective organizational commitment (AOC) play as mediators in transmitting the effect of perceived reciprocal support in mentoring to mentors' and protégés' intent to engage in organizational citizenship behavior (OCB). A central premise of this study was that positive feelings of reciprocal learning and growth for mentors and protégés produce interdependence and inclinations towards organizational citizenship. Mentors (n = 82) and protégés (n = 160) from three U.S.‐based corporations were surveyed. Results of mediation analyses employing multiple mediation model testing shows statistical and practical significance for protégés' AOC and OBSE as mediators. The lack of support for any mediators for the mentors indicates that the process underlying the link between mentoring and OCB may differ for mentors and protégés. We discuss the implications of these findings for organizational mentoring and human resource development and offer suggestions for future research.

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Purpose-The purpose of this paper is to elaborate how an adult development perspective can further the understanding of developmental networks as holding environments for developing leaders confronted with challenging experiences. Design/methodology/approach-The article utilizes constructive developmental theory (C-D theory) to explore and address the implications of an adult development lens for leader development, especially as they confront complex leadership challenges that trigger anxiety. Findings-Theoretical propositions suggest different kinds of holding behaviors (e.g. confirmation, contradiction, and continuity) necessary for enabling growth and effectiveness for leaders located in different developmental orders. Research limitations/implications-Propositions offered can guide future researchers to explore how leaders confronted with different kinds of leadership challenges sustain responsive developmental networks over time and how the developers in the leader's network coordinate to provide confirmation, contradiction, and continuity needed for leader development. Practical implications-Leaders and their developers should reflect on how developmental orders may determine which types of holding behaviors are necessary for producing leader effectiveness amidst challenging leadership experiences. Organizations should provide assessment centers and appropriate training and development interventions to facilitate this reflection. Social implications-This paper demonstrates the important role that developmental relationships play in leadership effectiveness and growth over time. Individuals and organizations are urged to attend to the quality and availability of high quality developmental relationships for purposes of continuous learning and development. Originality/value-This article re-conceptualizes developmental networks as holding environments that can enable leader's growth as an adult and, hence, increase their effectiveness as leaders amidst complex leadership challenges.

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