Mentoring as a Career Enhancement Strategy for Women

Haring‐Hidore, Marilyn

doi:10.1002/j.1556-6676.1987.tb00822.x

Cited by 19 publications

(11 citation statements)

References 2 publications

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“…Mentoring is one strategy that fosters and facilitates academic progress as well as career advancement (Bird, Didion, Niewohner, & Fillmore, 1993; Boyle & Boice, 1998; Deneef, 2002; Haring‐Hidore, 1987; O'Neill, Horton, & Crosby, 1999; Ragins & Cotton, 1999; Terrell & Hassell, 1994; Woolston, Hrabrowski, & Maton, 1997). Even though there is not clear agreement about what makes mentoring successful (Boyle & Boice, 1998; Hall & Sandler, 1983; Haring, 1997; Healy, 1997; Wunsch, 1994; Zachary, 2000), there is widespread agreement that it does work and that more of it is needed.…”

Section: Introductionmentioning

confidence: 99%

Mentoring in a Post‐Affirmative Action World

Girves

Zepeda

Gwathmey

2005

Journal of Social Issues

138

115

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Mentoring can be an effective strategy in improving retention of college students and faculty from fields where historical underrepresentation has occurred. This article reviews the benefits of mentoring in higher education, and identifies components of effective mentoring strategies that promote educational and career advancement. It illustrates how effective programs can be institutionalized and scaled through consortial and national collaborations. Traditional and alternative mentoring models are described through four successful programs designed to increase the academic and professional success of undergraduates, graduate students, and junior faculty. The article concludes with a set of general recommendations and caveats gleaned from the literature and programs reviewed.

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Section: Introductionmentioning

confidence: 99%

Mentoring in a Post‐Affirmative Action World

Girves

Zepeda

Gwathmey

2005

Journal of Social Issues

138

115

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“…An ideal mentoring program consists of five major phases. These include goal setting, initiation, cultivation, separation, and redefinition (e.g., Bernstein & Kaye, 1986;Haring-Hidore, 1987;Kram, 1983). The only stage not directly requiring the mentor's participation is that of goal setting; however, many potential mentors participate in this process as subject-matter experts and as a prelude to their later involvement.…”

Section: Phases Of a Mentoring Programmentioning

confidence: 99%

The Value of Mentoring

Newby

Heide

2008

Performance Improvement Quarterly

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watchmaker has years of exposure and practice with all types of timepieces. He has learned, among other things, which tools and materials work well, what problems might occur, and the difference between poor, good, and outstanding quality. Under the master's tutelage, the protegé is guided past the usual trial and error pitfalls and is given insights that otherwise might require years of experience to acquire.Although the value of learning from a master may be apparent for those receiving the instruction, an important question is why an individual would invest time, energy, and effort to develop another's potential. This paper is directed to answering that question. Following brief explanations of the phases within a traditional mentoring program and the Mentoring programs are used widely within business as well as academia. Although program formats and subject matter vary, the overall goal is common: To efficiently and effectively develop the knowledge, talents, and skills of a less experienced person through individualized attention from someone with more experience and knowledge in a given area of expertise. Healy and Welchert (1990, p. 17) consider mentoring to be "a dynamic, reciprocal relationship in a work environment between an advanced career incumbent (mentor) and a beginner (protegé) aimed at promoting the career development of both."Under the direction of the mentor, the protegé is given immediate access to valuable insights and past experiences. For example, the master ABSTRACT Mentoring involves the use of an experienced individual to teach and train someone with less knowledge in a given area. Through individualized attention the mentor/teacher transfers needed information, feedback, and encouragement to the protegé/learner. The success of such a program depends heavily on the investment of effort by the mentor. Although benefits for the protegé are typically easily discerned and have been well documented in the past, the factors affecting motivation for the mentor have been less well defined. Therefore, after a discussion of the basic mentoring process and a summary of the protegé and organizational benefits, the major focus of our paper is directed to the extrinsic and intrinsic rewards attained by those who participate as mentors and to the establishment of guidelines that help to maximize the value for all involved.

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“…In studies of successful women, mentorships have been cited as a critical factor in their success (Bowen, 1985: Merriam, 1983: Missirian, 1982. However, there is a shortage of female mentors in business, academia, and other professions (Haring-Hidore, 1987: Shapiro et al, 1978.…”

Section: Mentor and Protege Relationshipsmentioning

confidence: 99%