Mentoring in the Army: From Buzzword to Practice

Steinberg, Alma G.; Foley, Diane

doi:10.1207/s15327876mp1104_2

Cited by 19 publications

(12 citation statements)

References 16 publications

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“…They did point out, however, that their sample focused on the first West Point class with women and therefore there was an explicit strong endorsement of gender equality from the Army and the Military Academy. In a similar study, Steinberg and Foley (1999) conducted surveys and interviews in the U.S. Army to determine if white men were less likely to mentor women. They found no gender differences in whether the women were mentored, in the type of assistance they received, and in the helpfulness of those mentoring behaviors.…”

Section: Gender and Other Demographicsmentioning

confidence: 99%

Military leadership: A context specific review

Wong

Bliese

McGurk

2003

The Leadership Quarterly

159

117

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The purpose of this article is to review the literature on military leadership and highlight research opportunities for leadership scholars. The review uses a context specific approach and turns to a simplified version of Hunt's (Hunt, J. G. (1991). Leadership: A new synthesis. Newbury Park, CA: Sage) extended multilevel leadership model as a template to examine the many facets of military leadership. The military leadership literature is stratified into the systems, organizational, and direct levels of leadership with an examination of studies on the critical tasks and individual capabilities required at each level. Additionally, studies on organizational culture and effectiveness at each level are addressed. The article emphasizes that the military is undergoing substantial change as it adjusts to the changing nature of war and a fluid world situation. Based on trends in the military, the review concludes with several general recommendations for future research. Published by Elsevier Inc.

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Section: Gender and Other Demographicsmentioning

confidence: 99%

Military leadership: A context specific review

Wong

Bliese

McGurk

2003

The Leadership Quarterly

159

117

View full text Add to dashboard Cite

show abstract

“…Interestingly, job and task support (sometimes referred to as transfer of expertise) has received little empirical attention. However, a factor analysis by Steinberg and Foley (1999) identified task support as important in mentoring relationships. Specifically, career development, psychosocial support, and job coaching were found to be the three functions that account for 95 percent of mentoring behaviors (Steinberg & Foley, 1999).…”

Section: Key Characteristics Of Effective and Ineffective Developmentmentioning

confidence: 99%

“…However, a factor analysis by Steinberg and Foley (1999) identified task support as important in mentoring relationships. Specifically, career development, psychosocial support, and job coaching were found to be the three functions that account for 95 percent of mentoring behaviors (Steinberg & Foley, 1999). Our research examined these three common developmental topics and explored the factors associated with their effectiveness.…”

Section: Key Characteristics Of Effective and Ineffective Developmentmentioning

confidence: 99%

Key characteristics of effective and ineffective developmental interactions

Eddy

D’Abate

Tannenbaum

et al. 2006

Human Resource Development Quarterly

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The success of any organization relies in great part on the talent of the people comprising that organization. Many leaders recognize that in order to compete effectively, they must take actions that ensure the ongoing learning and development of their employees. Historically, most organizational resources directed toward employee development have been allocated to formal, structured learning experiences such as classroom training and, more recently, computer-based training (Tannenbaum, 2002). Yet research has shown that formal training accounts for less than 10 percent of employee learning (Tannenbaum, 1997). Increasingly, companies recognize that their employees will and should acquire

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“…Although mentoring has become a common buzzword in the military, mentoring research in the military context remains scarce (Baker, Hocevar, & Johnson, 2003;Steinberg & Foley, 1999). Only two studies conducted in military settings (Johnson, Lall, Holmes, Huwe, & Nordlund, 2001;Prevosto, 2001) were referenced by three recent review articles on mentoring (Allen et al, 2004;Noe, Greenberger, & Wang, 2002;Wanberg et al, 2003).…”

mentioning

confidence: 99%

“…Only two studies conducted in military settings (Johnson, Lall, Holmes, Huwe, & Nordlund, 2001;Prevosto, 2001) were referenced by three recent review articles on mentoring (Allen et al, 2004;Noe, Greenberger, & Wang, 2002;Wanberg et al, 2003). Although several studies using the military populations provide preliminary evidence of the importance and the benefits of mentoring (Baker et al, 2003;Johnson et al, 2001;Prevosto, 2001;Steinberg & Foley, 1999;Yoder, 1992), these studies were either exploratory or descriptive in nature. This highlights a need for more empirical studies in order to increase our understanding of the prevalence and the dynamics of mentoring in the military (Baker et al, 2003).…”

mentioning

confidence: 99%

Formal Mentoring in Military Academies

Wang

Sun

et al. 2008

Military Psychology

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We examined the relationship between mentoring functions and protégé outcomes in formal mentoring relationships in military academies. A total of 424 (listed as 424 under Method) freshmen and 659 senior cadets from six different military academies participated in the survey. Results of hierarchical multiple regression analyses suggest that career mentoring was positively related to mentor satisfaction and participants' provision of career mentoring to their protégés. Surprisingly, career mentoring was negatively related to freshmen's commitment to a military career. We found that psychosocial mentoring was positively related to mentor satisfaction and participants' commitment to a military career, leadership competency, and provision of psychosocial mentoring to their protégés. Furthermore, psychological mentoring was negatively related to stress. We discuss these findings and their implications for mentoring research and practices in the military.Mentoring is an interpersonal exchange between an experienced colleague (mentor) and a less experienced colleague (protégé) in which the mentor helps the protégé with career advancement and personal development (Kram, 1983(Kram, , 1985. Kram (1985) outlined two types of mentoring functions served by mentors: career functions (sponsorship, coaching, exposure and visibility, protec-

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Mentoring in the Army: From Buzzword to Practice

Cited by 19 publications

References 16 publications

Military leadership: A context specific review

Military leadership: A context specific review

Key characteristics of effective and ineffective developmental interactions

Formal Mentoring in Military Academies

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