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.

This paper examines the social context of turnover, defined by the influence of supervisors, peers, and family. Using a mixed-methods research design, data were collected by two rounds of semi-structured interviews with 75 IT professionals working in the IT outsourcing industry in India. After a span of 10 months, the respondents were contacted again to longitudinally measure actual turnover behavior. Using structured equation modeling, the study shows that family and supervisory justice play a critical part in the turnover process. The model has sufficient explanatory power and explains 37% of the variance in turnover intentions and 27% of the variance in actual turnover behavior. In addition, we used logistic regression to show the effect of various antecedents on the dependent variable. The detailed qualitative analysis offers insights into the dichotomy between intentions and behavior. Finally, implications for practice and research are discussed.

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