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The changing nature of work dynamics demands that managers keep up-to-date in skills, knowledge, and competencies. Besides, nowadays these professionals need to understand the business beyond the frontiers of their own organizations. This phenomenon has led to new forms of alternative mentoring for managers and entrepreneurs, as companies battle for talent in a globalized way. Professional associations, consultancy firms, and other agents are starting to offer mentoring programs in which the mentor and mentee often belong to different organizations or take place within a group.

The purpose of this study is to present a conceptual model for alternative mentoring for managers. This model is a new approach to mentoring, and it will try to clarify some of the bases of a phenomenon that is increasingly present in the managerial field.

The paper also suggests some advantages of alternative mentoring when compared to traditional mentoring.

This paper contributes to a better understanding of new forms of alternative mentoring while providing practitioners in the field with a better understanding of key issues for alternative mentoring.

Minority female students are increasingly faced with issues such as financial instability, work-family imbalance, and few growth opportunities in their careers. Within the context of community colleges, the presence of minority female administrators may serve as a venue for the empowerment and attainment of academic and professional goals for minority female students through administrators’ mentoring practices. The purpose of this paper is to explore the lived experience of community college minority female administrators in their role as informal mentors to community college minority female students.

The author used a qualitative phenomenological approach to explore community college minority female administrators’ experiences as mentors of female minority students. Mullen’s (2009) alternative mentoring model guided the study as well as a feminist lens. The purposive sample included six minority female administrators from two Florida community colleges, with individual interviews based on 18 open-ended questions. Data were analyzed with Atlas.ti™ qualitative software.

The findings uncovered four common themes and seven subthemes regarding the experience of informal mentoring as a minority female administrator: facilitating empowerment with two subthemes – modeling and coaching; administrator-student relationship with three subthemes – encouragement, life experiences, and past mentors; personal growth; and formalized mentoring with two subthemes – create a support system and access to information.

In any study, phenomenological or otherwise, the researcher’s biases may cloud the data analysis process, and the researcher may code the data incorrectly or leave out crucial information during the transcription of the interview. It was essential for the author to understand the concept of epochè to bracket the author’s own experiences as a minority female (Bloomberg and Volpe, 2012). The purposeful sample was small and only focused on one region in the US, and the study’s findings may not be transferable to other contexts.

Minority female administrators’ experiences mentoring minority female students have not been comprehensively explored in the scholarly realm; hence, their mentoring journey is unknown. The study sought to shatter that silence and create a dialogue that will hopefully continue in the field of mentoring.

This chapter offers an original conceptualization of co-mentoring – situated in the wider literature – together with evidence of its impact and factors facilitating impact across applications of co-mentoring in transnational schooling contexts. Co-mentoring is an alternative to more traditional, hierarchical, and unidirectional approaches to mentoring in education. Extending the extant literature on collaborative mentoring (or “comentoring”), co-mentoring is a collaborative, compassionate, and developmental relationship – informed by specific approaches to mentoring and coaching – that is intended to support participants' professional learning, development, effectiveness, and well-being, and potentially improve their workplace cultures. Detailing three different applications of co-mentoring across the United Kingdom and United States, the chapter evidences the realization of these intended outcomes (professional learning, etc.), and highlights factors found to be instrumental in facilitating the positive impacts of co-mentoring. We end with recommendations for undertaking research and practice that build human and organizational capacity through co-mentoring. A takeaway is that intentional approaches to co-mentoring can have value for participating parties and broader impact, as well as wide applicability.

Inter-organizational mentoring (IOM) is a human resource development tool that is used when the mentor and mentee belong to different organizations. As mentees are the focus of the IOM process, the success of this type of program is highly reliant on their characteristics. Therefore, the purpose of this paper was to derive the most desirable characteristics for mentees in IOM.

An intensive review of the literature on mentoring for managers and business professionals was carried out to identify mentee characteristics. These characteristics were then ranked for their importance to IOM using the Hybrid Delphi method (with 130 informants taking part in a Delphi survey and 19 expert IOM practitioners taking part in Focus Group and Nominal Group Technique sessions). An exploratory factor analysis identified the three main underlying factors behind the listed mentee characteristics.

In total, 17 relevant mentee characteristics were identified and ranked and then synthesized into three essential factors for the mentee. The results were discussed in the light of existing studies.

The mentee characteristics and factors identified in this study will be of great practical value to coordinators of IOM programs. Also, the review of the literature and the obtained results will help other researchers who wish to expand on this topic.

The context of the present study is the early careers of lawyers. I examine if and how receiving “more” mentoring – in terms both of number of relationships and amount and type of assistance received – affects individuals’ satisfaction at work. Results suggest that the more developmental relationships an individual has and the more developmental assistance he or she receives, the greater will be his or her work satisfaction. Findings also suggest, however, that receiving a high amount of psychosocial assistance from just one person, who is not necessarily of higher status, is associated with high work satisfaction. Practical implications and suggestions for future research that explores the effects of multiple developmental relationships in other contexts are discussed.

Mentoring processes have been researched extensively, but rarely from a perspective that incorporates issues related to stress. In this chapter, a focus is placed on the common themes and connections between these two important literature bases. The first part of the chapter describes the mentoring process, including a description of types of relationships, stages of relationship development, and the mentoring exchange. Stress research is presented along with a presentation of research that explicitly examines stress in relationship to mentoring. Specific stress points related to each aspect of the mentoring process will be described and illusted in a conceptual model. The chapter will conclude with suggestions for future research and methods that will enhance both stress and mentoring research.

Drawing on the social cognitive theory, this study investigated the effect of mentors' drinking norms on their protégés' alcohol misuse by focusing on the mediating role of conformity drinking motives and the moderating role of moral disengagement. We conducted a three-wave survey of 148 mentor–protégé dyads and found that mentors' drinking norms were positively related to their protégés' alcohol misuse and that this relationship was fully mediated by conformity drinking motives. Moreover, the moderated mediation model revealed that moral engagement strengthens the main effects of mentors' drinking norms on conformity drinking motives and the indirect effects of mentors' drinking norms on protégés' alcohol misuse via enhanced conformity drinking motives. The theoretical and practical implications are discussed.

Men have power in organizations that women often lack. Investigates generally men′s and women′s employment, job segregation, and part‐time employment. Discusses the barriers to women′s progress. The first barrier is the role women have been socialized to adopt, for example, passive. The second is lack of support including limited financial resources, education and training, lack of child care arrangements, networks, role models, mentors and domestic constraints. A third barrier is attitudes such as employer biases, negative perceptions of women, attribution of female behaviour and use of language. Suggests how women could gain more power. Positive action is required within schools to encourage girls to pursue non‐traditional career plans. Further awareness of the problems arising from sex stereotyping is needed. Through mentoring women could have access to the power network. However, peer mentoring can be an egalitarian alternative for women. Discusses the importance of assertiveness training for women.

This study aims to investigate the relationship of mentoring provided with career success and organizational commitment in the general managerial population.

Participants were 194 native British who were employed in a variety of jobs, professions and industries in the United Kingdom.

Mentoring provided was positively associated with objective and subjective career success and with mentoring received. Furthermore, mentoring provided mediated the relationship between mentoring received and both aspects of career success. However, although career‐related mentoring provided was positively associated with mentors' career success and affective organizational commitment, socio‐emotional mentoring provided was unrelated to mentors' career success and was negatively related to their affective commitment.

The study adds to the literature by indicating that, at least in the Anglo‐Saxon organizational environment, mentoring provided, and especially its career‐related dimension, is associated with positive outcomes across occupational, professional and organizational boundaries, and that mentoring receipt increases the likelihood of mentoring provision later in the career.

Encouraging organizational members to provide mentoring for junior colleagues establishes and perpetuates a mentoring cycle, which entails benefits for mentors, protégés and the organization.

This is the first study to investigate the relationship of mentoring provision with career success and organizational commitment in the general working population; hence, to yield generalizable conclusions. In addition it informs on the relative contribution of career‐related and socio‐emotional mentoring provided to mentor's career outcomes.

The study investigated the relationship of career instrumental and expressive intra‐organizational network resources with extrinsic and intrinsic career success and with the Big‐Five of personality in a sample of 264 white‐collar workers. Total network resources were associated with extrinsic and intrinsic career success above the contribution of human capital, demographics and mentoring received. And instrumental network resources contributed more strongly than expressive network resources to extrinsic career success. Furthermore, instrumental network resources emerged as important for intrinsic evaluations of hierarchical and interpersonal career success while expressive network resources emerged as important for intrinsic evaluations of job and interpersonal career success. There was limited support for the influence of personality on the accumulation of network resources. As hypothesized, conscientiousness was negatively associated with instrumental network resources; however, extra‐version, openness and agreeableness failed to make significant contributions to network resources over and above the contribution of human capital and demographics. The implications of the findings for individual career tactics and for organizational practices are discussed and the limitations of the study are considered along with directions for future research.