Factors influencing mentors’ learning from mentoring relationships: insights from a serial mediation study in India

Abstract

The primary objective of the present study is to understand mentoring relationships in Indian organizations from the mentors' perspective. In particular, the study examines whether the learning goal orientation of a mentor can significantly influence the mentoring process and outcomes for the mentor in a mentoring relationship. Two hundred and thirty-six participants were selected using purposive sampling. Data were gathered using standardized questionnaires. Mediating effects were investigated using the PROCESS model by Hayes, Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression Based Approach. The results indicate high levels of support for several hypotheses examining the direct effects of learning goal orientation on willingness to engage by the mentor, mentoring functions provided and mentor outcomes (personal learning and self enhancement). The overall findings of the study suggest that mentors are not only 'providers' but also 'receivers of learning'. Limitations and directions for future research are also discussed in the paper.

Effects of mentoring on work engagement: Work meaningfulness as a mediator

“…We particularly investigated the role of LGO in mentoring from the mentors' perspective by explaining the way goal-oriented mentors may be internally motivated to provide necessary career-related support and function as role models. This differs from prior literature which focused on how LGO relates to the mentee's mentoring function received and their career development (Godshalk & Sosik, 2003;Rekha & Ganesh, 2019). Together, we provide additional insight into mentors' psychological process of completing self-improvement by identifying how ideal mentoring experiences are formed (Janssen et al, 2016;Noe, 1988;Wang et al, 2014).…”

“…Previous studies have reported that mentoring may enhance the mentor's organizationally related self‐esteem and personal learning (e.g. respect and trust; Kram & Isabella, 1985; Rekha & Ganesh, 2019), which is positively related to personal resources (Kram, 1988).…”

“…Learning goal orientation has been investigated as a specific characteristic that leads mentors to engage in mentoring (Dweck, 1986; Huang & Luthans, 2015; Rekha & Ganesh, 2019). Previous studies have shown that individual differences are significantly related to the anticipated costs versus benefits, which affects the willingness to be a mentor (Eby & Lockwood, 2005; Ragins & Scandura, 1999).…”

Fast Method Training Read the Qur’an Bilhikmah for the Tutor Candidate of the Mosque al-Furqan of UPI and the Mosque Around It

“…The question he asked was whether a mentor attended training just to be an organization provider or more than that? Research found mentors were not merely providers but actually learned to master all training materials [11].…”

“…Training for mentors in India succeeded not only as a provider of organizations, but the participants thoroughly mastered the training material [10]. Research on Italian students about entrepreneurship training in lethargic economic situations proved to particularly interest students [11]. Pre and in-service training outside formal vocational education institutions in Australia has proven to be truly effective in increasing participant competence [12].…”