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Structural mentoring barriers are policies, practices and cultural norms that collectively disadvantage marginalized groups and perpetuate disparities in mentoring. This study aims to better understand structural mentoring barriers at the postdoctoral training stage, which has a direct impact on faculty diversity and national efforts to retain underrepresented groups in research careers.

A diverse sample of postdoctoral scholars (“postdocs”) from across the USA were asked to participate in focus groups to discuss their training experiences. The authors conducted five 90-min focus groups with 32 biomedical postdocs, including 20 (63%) women and 15 (47%) individuals from underrepresented racial/ethnic groups (URG).

A social-ecological framework was used to categorize both the upstream and downstream manifestations of structural mentoring barriers, as well as mentoring barriers, overall. Notable structural barriers included: academic politics and scientific hierarchy; inequalities resulting from mentor prestige; the (over) reliance on one mentor; the lack of formal training for academic and non-academic careers; and the lack of institutional diversity and institutional mentor training. To overcome these barriers, postdocs strongly encouraged developing a network or team of mentors and recommended institutional interventions that create more comprehensive professional development, mentorship and belonging.

For postdoctoral scientists, structural mentoring barriers can permeate down to institutional, interpersonal and individual levels, impeding a successful transition to an independent research career. This work provides strong evidence for promoting mentorship networks and cultivating a “mentoring milieu” that fosters a supportive community and a strong culture of mentorship at all levels.

The purpose of this study is to examine the role of organisational conditions and workplace characteristics in midcareer and senior employees’ intention to volitionally provide career support to junior organisational members, their protégés.

Hypotheses are tested using multilevel linear modelling on a heterogeneous sample of Dutch employees ages 29 to 69 who participated in a vignette study in the autumn of 2017.

In line with the hypotheses, the findings of this study show that volitional (informal) mentoring is positively related to an organisation’s endorsement of intrinsic values (e.g. learning opportunities) and negatively to the presence of hindrance demands (e.g. time pressure).

Practitioners could facilitate co-mentor consultation, employ autonomy-supportive direct supervisors and fulfil psychological contract obligations by providing job security and learning opportunities. Organisations could also lower time pressures through job carving.

This study extends extant mentoring research by combining insights from perceived organisational support (POS) and self-determination theory (SDT) to examine the role organisational conditions and workplace characteristics play in aiding or hindering volitional mentoring. It enriches extant knowledge management studies on the link between organisational aspects and (intended) knowledge sharing behaviour by showing that similar organisational motivators predict volitional mentoring, thereby launching a call to study knowledge management through volitional mentoring using a SDT- and POS-based lens. A methodological novelty is the reliance on a vignette study.

The purpose of this literature review is to critically analyze, synthesize and integrate the currently fragmented literature concerning the factors affecting the international transfer of individual career capital (CC).

This paper is a systematic literature review of the factors affecting the international transfer of individual CC from/for expatriates, repatriates and other employed highly skilled migrants and return migrants. The findings are classified based on the Social Chronology Framework (SCF) proposed by Gunz and Mayrhofer (2015).

This systematic literature review suggests that the international transfer of individual CC, which can be expressed both as (1) individual-level transfer across different organizations located in different countries as the direct use and application of CC and (2) individual knowing-how transfer to other individuals within organization, is affected by the individual, organizational and broader contextual-level factors that are bound by the aspect of time. The authors summarize the findings by presenting a model of the factors affecting the international transfer of individual CC.

The authors align the CC framework (Defillippi and Arthur, 1994) to the SCF (Gunz and Mayrhofer, 2018) by explaining the factors affecting the international transfer of individual CC that go beyond the qualities of CC, including the Being, Space and Time domains. Moreover, the authors critique the current focus on the international CC transfer in the present suggesting that future research should explore this phenomenon as a more dynamic process. Finally, the authors contribute to the literature on the global mobility of highly skilled employees' by highlighting gaps in the knowledge of the international transfer of CC and presenting a future research agenda.

Social capital, an important mechanism for the creation and maintenance of healthy organizational life, may be developed through initiatives such as leadership development as effective leadership development not only enhances individual effectiveness, but serves to build relationships, coordinate actions, and extend and strengthen the social network. An ongoing iterative process which engages all participants such as action learning can facilitate this process. This research supports the connection between leadership development and social capital based on an extended action learning engagement in a healthcare system.

This paper reviews the literature of formal mentoring programs in organizational settings. Additionally, the components of mentoring, how it works, and how it can be implemented in an organization is addressed. Further this paper also proposes that formal mentoring is possible in organizations. Formal mentoring will be shown to be less effective than informal mentoring. Furthermore, it will be shown that formal organizational mentoring can be effective to meet the needs for all employees to have the opportunity to be mentored, to learn from the wisdom, experience and mistakes of others, and to increase the protégé’s career opportunities.

The search for competitiveness by family-owned companies has led us to research topics that may help these companies succeed. The management of human capital is undoubtedly one of the keys to success, and the practices of employee development (training, promotion, succession, career planning, mentoring and coaching) help improve the performance of these companies.

This paper is based on studying a sample of 560 family companies and analyzing the relationship between performance of the family businesses and the use of employee development practices. The techniques used were confirmatory factor analysis and structural equation modeling.

The results show that employee development has a direct effect on the indicators of performance in family companies. The authors have developed a series of practical implications for companies that justify investments in and efforts with regard to employee career development.

Family businesses need to understand the development needs of their employees. In addition, the very processes and tasks performed. The authors have developed a number of practical implications for companies that justify the investments and efforts made in employee career development. This work validates the usefulness of the use of certain practices for the development of employees in family businesses, allowing the company to generate human capital to build a competitive position in the market.

The results of this study suggest that family businesses should understand the development needs of their employees and that various practices are available to help detect these needs. Family businesses should see individual development processes as an opportunity to improve the performance of employees, which could avoid conflicts in such businesses (Qiu and Freel, 2020). Companies should develop career and succession plans that enable these changes to be faced throughout the company, ensuring that when handover occurs, the candidates are sufficiently qualified in accordance with their career paths. The present research study shows that coaching is a powerful tool for improving performance. Moreover, mentoring appears to be an important part of employee development. For this reason, mentoring programs should be formally planned with designated objectives. In addition, family businesses should provide employees with real opportunities for promotion and the development of their skills and abilities, which is a way to retain nonfamily professionals (Ramankutty and Pujar, 2017).

Family businesses are a very important part of the productive activity of a country and their continuity is necessary to maintain employment and income. The management of people in family businesses is a key aspect for their success, therefore knowing the key aspects for the development of human capital will have a positive influence on maintaining employment and income.

This paper addresses the study of people development processes in family businesses and proves its usefulness to improve performance, considering the formal planning of succession processes and professional careers, providing qualifications to candidates and ensuring that they are show satisfaction with their professional evolution in the company. Likewise, it is positive for family businesses to use coaching relationships, formally scheduled and employing a coach from abroad. The other tool that will favor the development of employees is mentoring, formally programmed, establishing objectives and properly studying the mentor's profile. For this tool to be applied successfully, it is necessary to get the participants to commit to the mentoring process. Finally, the organization must provide its employees with real opportunities to promote, training them and developing their skills.

This study explored the motives, relationship dynamics and outcomes of male executives in mentoring Black African women within the context of South Africa. The authors investigated the experiences of White, Black African, coloured, and Indian male mentors conducting cross-gender and cross-race mentoring in South Africa.

A qualitative study was conducted with 21 male executives within South Africa's male-dominated financial services industry. Data were collected via semi-structured, one-on-one virtual video interviews. The study endeavoured to deeper understand the mentors' experiences during their interactions with the intersecting marginalised identities of Black African women as protégés.

The authors found that the mentoring relationship is central to mentoring Black African women. This relationship is often influenced by the mentors' parental approach to mentoring, with resultant negative consequences, including the protégé not taking accountability for driving the relationship. Mentors' stereotypical expectations of women as homemakers and carers also influenced mentoring experiences. Mentors' motives included growing next generation leaders, which led to mentors' job satisfaction.

This study contributes an account of male executives' motivations for mentoring Black African women, the relationship dynamics as well as negative mentoring experiences, and the mentoring outcomes for protégés and mentors. Intersectionality theory was used to highlight the mentors' lack of insight into the intersecting marginalised identities of Black African women in the unique South African context, where inequalities in terms of class, race, and gender are amplified.

Students pursuing doctoral degrees are expected to become leaders in their disciplines. Given that, leadership development should be an important part of any curriculum that prepares doctoral students for professional careers after graduation. However, there are questions regarding the effectiveness and prevalence of formal leadership development structures in graduate school. With this gap in formal professional preparation, faculty mentors are expected to provide the necessary socialization, support, and guidance for doctoral students to develop as leaders in their disciplines. This mixed-methods study of graduate students was conducted using online questionnaires and personal interviews to determine the impact of faculty mentoring behaviors on the development of doctoral student leadership self-efficacy. Findings suggest that students in doctoral programs experience significant negative emotional arousal in the form of uncertainty, anxiety, and self-doubt. Faculty mentors that are accessible, trustworthy, and provide constructive feedback can mitigate these negative feelings and encourage the development of leadership self-efficacy through verbal support and mastery experiences. In addition, the data suggests that active student cohorts and effective departmental leadership are also important to the development of doctoral student leadership self-efficacy.

Many employers experiment with virtual working modes for project-based work. Virtual internships are one such mode that is gaining increasing popularity worldwide, particularly e-internships that require remote working with employers. However, little is known about the extent to which e-internships present learning opportunities to such e-interns.

The current study examined mentoring experiences among a cross-sectional sample of 158 e-interns working for different companies. Data were collected using an online survey in two data collection rounds.

The length of the e-internships did not increase mentoring satisfaction, but the likelihood of e-interns having a mentor was higher the longer the e-internships. Mentoring was offered irrespective of working hours per week. Mentoring increased reported skill development, particularly in relation to their communication skills and their ability to think strategically about problems. In addition, mentored e-interns were more likely to have opportunities to cooperate with and help others. They likewise had opportunities to share information, knowledge and experiences.

The study recruited interns from various countries. Potentially relevant cultural differences were not explored as part of this study.

The results demonstrate that the benefits of mentoring observed in relation to traditional internships can be fostered in e-internships. E-internships represent an opportunity for managers and employees, regardless of company size, to become mentors. E-internships thus represent another work-integrated as well as work-applied learning and skill development opportunity that creates additional options for many interns and organisations alike.

The evidence suggests that mentoring is becoming a regularly available feature for virtual and temporary workers such as e-interns, many of which are hired for short-term projects. As remote working has become a standard practice, e-internships are on the rise – and worthy of further study in order to promote best practices.

The purpose of this article is to present a systematic review of scientific production on career stages in the last decade (2011–2020). More specifically, it seeks to understand the methodological approaches, how career stages have been operationalized in research in the Management field, and the main results of these researches.

The authors searched articles about career stages on the Web of Science database published between 2011 and 2020. The final portfolio for the systematic review included 20 article based on pre-established criteria for the selection.

The results present an overview of these articles, as well as the methodological approaches used. The authors confirmed that there is no consensus on the operationalization of the career stage. Five topics associated with career stages were discussed: workers' attitudes and behaviors; training and mentoring; intentions; perception of success and work-life balance; and work values.

The authors found no other studies concerning the review of scientific production on career stages and divergences in the operationalization of the theme. However, considering the large number of research studies that deal with careers and their stages, it is relevant to discuss how the career stages can be operationalized and whether their operationalization is valid.