Protégés’ and mentors’ reactions to participating in formal mentoring programs: A qualitative investigation

Eby, Lillian T.; Lockwood, Angie

doi:10.1016/j.jvb.2004.08.002

Cited by 314 publications

(246 citation statements)

References 25 publications

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“…For the mentor, some of the frequently cited outcomes in workplace mentoring literature are learning, enhanced managerial skills, self reflection, confirmation, improved job performance, career success, rejuvenated career, increased confidence, respect and recognition by others, and a sense of personal fulfilment, commitment and satisfaction (Eby & Lockwood, 2005;Ragins & Kram, 2007;Hunt & Michael, 1983;Kram, 1985;Johnson, 2007). Other mentor outcomes identified include collegiality and networking, positive reinforcement or constructive criticism, creative and rejuvenating life challenge, greater insight into mentees challenges, gaining information and prestige, enhanced professional and psychosocial development, increased visibility and organisational power, greater professional identity, loyal support from previous mentees, assistance with work from mentee, increased productivity, etc.…”

Section: Mentoring Outcomesmentioning

confidence: 99%

“…(Hunt & Michael, 1983;Gaskill, 1993;Hegstad, 1999;Young & Perrewé, 2000;Wanberg et al, 2003;Baugh & Fagenson-Eland, 2007;Ehrich et al, 2004). Other general concerns (negative outcomes) related to mentoring identified in the literature include a lack of time for mentoring, poor planning of the mentoring process, unsuccessful matching of mentors and mentees, a lack of understanding about the mentoring process, and a lack of access to mentors from minority groups (Eby & Lockwood, 2005).…”

Section: Mentoring Outcomesmentioning

confidence: 99%

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Mentoring future engineers in higher education: a descriptive study using a developed conceptual framework

Agholor

Nalda

Barcena

2017

Prod.

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Mentoring research is recent and multidisciplinary and is found in mostly English speaking cultural contexts. The purpose of this study is to describe a fifty-year old mentoring practice involving faculty-mentors and engineering student-mentees, at the school of engineering of a Spanish university, a non-English speaking context. Mentoring is part of the process of developing the career of the engineering students. For this description, we first developed a more complete conceptual framework of mentoring from literature, identifying the key elements or components. The description of each element in the mentoring practice at the study setting was obtained from archival documents, records, observations and interviews of faculty-mentors and student-mentees. The usefulness of the framework is thereby tested and areas for improvement of the mentoring practice are identified. In addition, this study extends mentoring research into the Spanish speaking European culture and highlights a mentoring experience that could be replicated in other universities. We provide a definition of mentoring that is based on the mentoring experience and practice at the institution given the lack of a generally accepted definition of mentoring.

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Section: Mentoring Outcomesmentioning

confidence: 99%

Section: Mentoring Outcomesmentioning

confidence: 99%

Mentoring future engineers in higher education: a descriptive study using a developed conceptual framework

Agholor

Nalda

Barcena

2017

Prod.

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“…Ragins & Kram point out that mentors provide positive exposure by coaching and offering protection to the protégé. Eby (2004) points out that career-related support refers to mentor behaviors that are oriented toward helping the protégé understand how the organization works and preparing the protégé for advancement. Sponsorship and providing challenging assignments are also associated with career-related mentoring.…”

Section: Mentor Functions (Career Development Vs Psychosocial Functimentioning

confidence: 99%

“…Findings suggest that the more personality traits the mentor and protégé have in common, the more successful the mentoring might be (Burke, et al, 1994;Noe, 1998;Raabe &Beehr, 2003;Ragins & Cotton, 1999). However, this is not the widespread reality, or we would see that all mentoring programs would merely match mentoring dyads with comparable traits (Eby, 2004).…”

Section: Formal Mentor Relationshipsmentioning

confidence: 99%

Assessing the Marine Corps Mentorship Program: Planned vs. Actual Use and Perceived Effectiveness

Rauschelbach¹

2013

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Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instruction, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to SPONSORING /MONITORING AGENCY NAME(S) AND ADDRESS(ES)N 12a. DISTRIBUTION / AVAILABILITY STATEMENTApproved for public release; distribution is unlimited 12b. DISTRIBUTION CODE ABSTRACT (maximum 200 words)This research will describe and assess the Marine Corps Mentoring Program (MCMP). The MCMP is meant to help shape future leaders, increase unit cohesion, reinforce solidarity, foster relationships of genuine concern and better prepare Marines to handle the increased challenges of today's operational climate. This research will document the motivation, goals and implementation plan of the program and assess the extent to which the actual implementation is consistent with the plan. It will examine how extensively the program is used and also examine mentors' and protégés' assessments of the program. These data is used to compare the MCMP planned versus the actual implementation and perceived effectiveness in order to make recommendations for improving any identified shortcomings. The MCMP is meant to help shape future leaders, increase unit cohesion, reinforce solidarity, foster relationships of genuine concern, and better prepare Marines to handle the increased challenges of today's operational climate. This research documents the motivation, goals, and implementation plan of the program and assesses the extent to which the actual implementation is consistent with the plan. It examines how extensively the program is used and also examines mentors' and protégés' assessments of the program. These data is used to compare the MCMP planned versus the actual implementation and perceived effectiveness in order to make recommendations for improving any identified shortcomings. SUBJECT TERMS vi THIS PAGE INTENTIONALLY LEFT BLANK vii

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“…Formal mentoring programs match individuals as part of an organized, facilitated employee development program (Eby & Lockwood, 2005;Wanberg, Kammeyer-Mueller, & Marchese, 2006), while mentors and protégés seek out each other spontaneously in informal mentoring (Chao, Walz, & Gardner, 1992;Ragins & Cotton, 1999). About one third of large companies in the United States are estimated to have formal mentoring programs (Hezlett & Gibson, 2005).…”

Section: Mentoringmentioning

confidence: 99%

The Role of Attachment in Faculty Mentoring

Banerjee¹

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Protégés’ and mentors’ reactions to participating in formal mentoring programs: A qualitative investigation

Cited by 314 publications

References 25 publications

Mentoring future engineers in higher education: a descriptive study using a developed conceptual framework

Mentoring future engineers in higher education: a descriptive study using a developed conceptual framework

Assessing the Marine Corps Mentorship Program: Planned vs. Actual Use and Perceived Effectiveness

The Role of Attachment in Faculty Mentoring

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