Mentor and protégé predictors and outcomes of mentoring in a formal mentoring program

Wanberg, Connie R.; Kammeyer‐Mueller, John D.; Marchese, Marc C.

doi:10.1016/j.jvb.2006.05.010

Cited by 196 publications

(178 citation statements)

References 25 publications

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“…According to the similarity hypothesis, similar people come to like each other as they remember more rewarding interactions with each other (Byrne, 1971). Although such rationale has been used to explain how similar people may be romantically attracted to each other, this can also be applied to life in general where similarity is beneficial in friendships (e.g., Selfhout, Denissen, Branje, & Meeus, 2009), coach-athlete relationships (e.g., Ianiro, Schermuly, & Kauffeld, 2013, and mentor-mentee relationships (e.g., Wanberg, Kammeyer-Mueller, & Marchese, 2006). Similarly, students may also be applying this general principle to their instructorsÑthey remember more rewarding interactions with the instructors who are similar to them and so come to prefer them.…”

Section: Personality Preferences For University Instructorsmentioning

confidence: 99%

What is students' ideal university instructor personality? An investigation of absolute and relative personality preferences

Kim

MacCann

2016

Personality and Individual Differences

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Section: Personality Preferences For University Instructorsmentioning

confidence: 99%

What is students' ideal university instructor personality? An investigation of absolute and relative personality preferences

Kim

MacCann

2016

Personality and Individual Differences

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“…They also should engage in personal contacts, offering trainees acceptance and confirmation, counselling and collegiality. In their personal contacts, they may discuss goals and expectations, or help trainees explore personal concerns that undermine self-worth or interfere with productive behaviours (Hansford et al, 2002;Ragins and Kram, 2007;Wanberg et al, 2006). Subsequently, they should attend to factors that enhance or hinder learning, create a sphere of mutual support, make room for making mistakes and shield trainees from miss-learning, EJTD 39,5 non-learning or damaging experiences (Eraut, 2007;Illeris, 2007), therewith creating learning situations safe enough for trainees to let go of already established knowledge and to make room for learning new things.…”

Section: Providing Psychosocial Supportmentioning

confidence: 99%

“…This may positively influence feelings of acceptance and competence, enhance self-efficacy in pursuing goals and result in satisfaction with their mentors/ colleagues and their work (Allen and Eby, 2007;D'Abate and Eddy, 2008;Higgins and Kram, 2001;Rawaswami and Dreher, 2007;Wanberg et al, 2006).…”

Section: Providing Psychosocial Supportmentioning

confidence: 99%

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Constituent aspects of workplace guidance in secondary VET

Swager

Klarus

Merriënboer

et al. 2015

European Journal of Training and Development

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(2015),"Exploring shared and distinctive aspects of coaching and mentoring approaches through six disciplines", European Journal of Training and Development, Vol. For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. Design/methodology/approach -To identify constituent aspects of workplace guidance, a systematic search of Web of Science was conducted, focussing on mentoring literature, research on institutional socialization tactics and research on didactical interventions and their effects. Findings -The model interprets workplace learning as a relational and integrated process of participation, acquisition, guidance and social interaction. Psychosocial support, structure-providing interventions and didactical interventions are discussed as essential components of guidance. How these components are enacted is influenced by the characteristics of training firms and their employees' readiness to provide guidance. This makes guidance an intrapersonal process. Workplace guidance is also an interpersonal process in which the agencies of employees mediate the relationship between guidance and interaction, and the agencies of trainees mediate the relationship between, on the one hand, participation and acquisition and, on the other hand, social interaction. Originality/value -Integrated models of what constitutes good workplace guidance are rare. To fill this gap, this paper highlights constituent aspects of workplace guidance and brings them together in an integrated model. The model can help mentors/employees choose effective interventions to improve workplace learning.

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“…Last, formal mentoring relationships are bounded in their duration, while informal mentoring relationships are not. Most formal mentoring relationships last for nine months to a year, and the developmental goals for the protégé should be accomplished in that time (Wanberg, Kammeyer-Mueller, & Marchese, 2006). In contrast, informal mentoring relationships do not have a specified duration.…”

Section: Workplace Mentoringmentioning

confidence: 99%

A self-determination theory perspective on mentoring relationships at work

Janssen¹

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Mentor and protégé predictors and outcomes of mentoring in a formal mentoring program

Cited by 196 publications

References 25 publications

What is students' ideal university instructor personality? An investigation of absolute and relative personality preferences

What is students' ideal university instructor personality? An investigation of absolute and relative personality preferences

Constituent aspects of workplace guidance in secondary VET

A self-determination theory perspective on mentoring relationships at work

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