The impact of frequency of contact on protégé mentoring outcomes: the moderating effects of protégé general self-efficacy and face-to-face interaction

Ayoobzadeh, Mostafa

doi:10.1080/13678868.2019.1615309

Cited by 10 publications

(10 citation statements)

References 50 publications

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“…We envision that this individual would function somewhat differently than a traditional mentor, being an organizational peer and companion rather than a superior and/or advisor. The advantage of this ‘buddy’ system would be to eliminate barriers to communication that often exist in the workplace, even in the best mentoring relationships developed in HRD interventions (Ayoobzadeh, 2019). Employees who are victims or observers of bullying would then have an approachable individual who could advocate on their behalf, while concurrently providing needed emotional support.…”

Section: Discussionmentioning

confidence: 99%

Workplace bullying, socially aversive attitudes, reduced work group effectiveness, and organizational frustration

Valentine

Giacalone

Fleischman

2020

Human Resource Dev Quarterly

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Given that workplace bullying can harm employees' thoughts, perceptions, and experiences, this study explored how bullying triggers socially aversive attitudes in victims, as well as diminished work group effectiveness and increased organizational frustration. Using time-lagged data collected from research panelists, the hierarchical regression results indicated that workplace bullying can lead to distrust of others, a self-focused strategy based on the belief that workplace advancement is political, and reduced work group cohesion and communication, ultimately resulting in organizational frustration. The managerial/practical and research implications of these findings and the connections to human resource development (HRD) are highlighted, including the need for managers and professionals involved in HRD to prevent and arrest workplace bullying. The research limitations and suggestions for future work are also presented.

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Section: Discussionmentioning

confidence: 99%

Workplace bullying, socially aversive attitudes, reduced work group effectiveness, and organizational frustration

Valentine

Giacalone

Fleischman

2020

Human Resource Dev Quarterly

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“…Mentoring programs—factor (2)—provide mentors with various resources for regulation. For example, in‐person mentoring and online mentoring offer mentors different didactic options 125 . Mentees—factor (3)—bring different amounts of educational and learning capital to mentoring 19,76,89,119 .…”

Section: Regulatory Insight Regulatory Power Space Conflicts and Tmentioning

confidence: 99%

“…47 At the mentor level, mentors who have been trained or have higher levels of competence achieve better mentoring outcomes. 96,118 At the level of the mentor-mentee dyad, mentors are more effective when they know their mentees better, either because the mentor and mentee interact personally 125 or have more frequent personal contact. 13,35 At the mentee level, mentoring episodes are more successful where mentors have been able to pass on their insights to mentees, for example, by teaching them to navigate the unwritten rules and the norms of a profession.…”

Section: Regulatory Insightmentioning

confidence: 99%

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Spaces of possibilities: a theoretical analysis of mentoring from a regulatory perspective

Ziegler

Gryc

Hopp

et al. 2020

Annals of the New York Academy of Sciences

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A review of the literature on the effectiveness of mentoring reveals a paradox: on the one hand, there is evidence that mentoring can be highly effective. On the other hand, meta-analyses usually only show small to moderate effect sizes, and sometimes even negative effects. To better understand this mentoring paradox, we discuss three fundamental problems in mentoring research. We propose working definitions and theoretical premises to overcome these problems. We apply various systemic concepts to the field of mentoring that might help to resolve the mentoring paradox. We introduce mentees' actiotopes and their interaction with other systems as the unit of analysis, and the regulations for which mentors are responsible for in the context of mentoring as the categories of analysis. To systemize and elaborate on the regulatory dimensions of mentoring, we introduce the nonagonal framework of regulation in mentoring (NFR-M). To facilitate the analysis of ongoing changes caused by mentoring and therefore a dynamic understanding of mentoring, we introduce the concept of spaces of possibilities in mentoring (M-spaces). Finally, we introduce the concepts of the Athena Mentor to explain why mentors can differ so dramatically in the effectiveness of the regulations they are responsible for in the context of mentoring. We conclude by describing how mentoring comparisons based on the NFR-M, mentors' regulatory insight, regulatory power, and M-spaces can help to resolve the mentoring paradox.

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“…However, interventions to mitigate the COVID-19 pandemic are not only changing transsituational aspects of school mentoring. Situational factors of mentoring interactions are also affected in various ways, such as with respect to the frequency of contact ( Waters et al, 2002 ; Ayoobzadeh, 2019 ), the inclusion of social actors, such as parents or peers in mentoring ( Keller, 2005 ; Keller and Blakeslee, 2014 ), or emotional variables ( DuBois and Neville, 1997 ; Grossman and Rhodes, 2002 ; DuBois et al, 2011 ). In the case of emotional variables, the COVID-19 pandemic has been shown to have a particularly large impact on learners ( Ahorsu et al, 2020 ; COSMO, 2020 ; National Center for Immunization and Respiratory Diseases, 2020 ; Zhang and Ma, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

How Mentors Think About the Attainability of Mentoring Goals: The Impact of Mentoring Type and Mentoring Context on the Anticipated Regulatory Network and Regulatory Resources of Potential Mentors for School Mentoring Programs

et al. 2021

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Research shows that trained mentors achieve better results than untrained ones. Their training should particularly address their expectations for their future mentoring. Our study involved 190 preservice teachers, potential mentors of ongoing school mentoring for primary and secondary school students of all grades. They were randomly assigned to one of four conditions in a 2-x-2 between-subjects design of mentoring type (traditional mentoring versus e-mentoring) and mentoring context (non-pandemic versus COVID-19 pandemic). Participants assessed mentoring conducted under these four conditions in terms of its appropriateness for achieving four mentoring program targets: learning, key skills, social targets, and problem coping. Participants were also asked to assess the resources available to achieve each program target. Overall, the potential mentors considered the various conditions to be suitable for achieving the four program targets. They were particularly favorable in their assessment of the possibility for the realization of learning targets. Likewise, they assumed that sufficient resources were available to achieve the targets. However, a repeated-measures MANOVA showed that the potential mentors considered more ambitious targets to be possible in traditional mentoring than in e-mentoring and normal (i.e., pre-pandemic) contextual conditions than during the COVID-19 pandemic. In contrast, they estimated the resources available to achieve the targets to be about the same in the four conditions. This indicates a decoupling of mentoring targets from the consideration of the resources needed to achieve them. This assumption was confirmed in correlation analyses and has implications for mentor training.

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The impact of frequency of contact on protégé mentoring outcomes: the moderating effects of protégé general self-efficacy and face-to-face interaction

Cited by 10 publications

References 50 publications

Workplace bullying, socially aversive attitudes, reduced work group effectiveness, and organizational frustration

Workplace bullying, socially aversive attitudes, reduced work group effectiveness, and organizational frustration

Spaces of possibilities: a theoretical analysis of mentoring from a regulatory perspective

How Mentors Think About the Attainability of Mentoring Goals: The Impact of Mentoring Type and Mentoring Context on the Anticipated Regulatory Network and Regulatory Resources of Potential Mentors for School Mentoring Programs

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