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Article
Publication date: 1 August 2006

Kirsten M. Poulsen

The purpose of this paper is to present the challenges posed by designing and implementing mentoring programs when program coordinators, managers and participants may hold

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Abstract

Purpose

The purpose of this paper is to present the challenges posed by designing and implementing mentoring programs when program coordinators, managers and participants may hold different assumptions about what mentoring is and what career development is. It aims to create an awareness of the inherent conflicts between the old and the new definitions of careers when implementing mentoring programs.

Design/methodology/approach

The paper is a presentation of the different definitions of careers as well as the different approaches to mentoring and a discussion of the implications of these in corporate mentoring programs.

Findings

This paper presents viewpoints on where to focus the attention in designing and implementing mentoring programs to achieve maximum results for the organization as well as for the participants.

Originality/value

Human resource professionals, managers and potential mentors and mentees might find value in reading this paper to become aware of obstacles for learning and growth.

Details

Industrial and Commercial Training, vol. 38 no. 5
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 5 December 2023

Yaw Owusu-Agyeman

Scholarly studies on mentoring have mostly focused on traditional mentor–mentee relationships, with little or no emphasis on how institutionalized mentoring activities that…

Abstract

Purpose

Scholarly studies on mentoring have mostly focused on traditional mentor–mentee relationships, with little or no emphasis on how institutionalized mentoring activities that include different pedagogical approaches could be used to enhance the professional development of academics. To address this knowledge gap, this article examines how an institutionalized multilevel mentoring program could be used to enhance the professional development of early-career academics and academics in designated groups in a South African university.

Design/methodology/approach

The data for the study were gathered from 18 mentees and 2 program administrators using semi-structured interviews. The data gathered were assessed by way of thematic analysis that involved a detailed process of identifying, analyzing, organizing, describing and reporting the themes that were developed from the data set.

Findings

The findings revealed that when mentees participate in different mentoring and professional development activities that are structured based on different pedagogies, they can engage in higher-order thinking processes and develop multidisciplinary experiences within an expanded professional learning community. Enabled by the situated learning setting, mentees can negotiate the meaning of their professional practice within a professional community and comprehend the nuanced pedagogical approaches including scaffolding learning used by mentors to shape their career trajectory and guide them to secure promotions.

Originality/value

The current study contributes to the scholarly discourse on situated learning by showing that mentoring could be planned and implemented as a pedagogical endeavor with diverse learning activities and structured as a form of professional development program within a professional community.

Details

Journal of Professional Capital and Community, vol. 9 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

Book part
Publication date: 25 September 2015

Saquifa B. Seraj, Maria Tsouroufli and Mohamed Branine

This chapter investigates the role of gender, mentoring and social capital and contributes to literature about the career development of women in senior management roles in the…

Abstract

This chapter investigates the role of gender, mentoring and social capital and contributes to literature about the career development of women in senior management roles in the National Health Service of the UK. It draws on a doctoral study of senior-level managers in a Scottish NHS Board. The data collected are: (i) documentary; (ii) quantitative; and (iii) qualitative. The quantitative data are collected through questionnaires, while the source of qualitative data is in-depth semi-structured interviews. The doctoral study is embedded within an interpretivist and feminist paradigm. Although access to mentoring and social capital was seen as likely to enhance the career progression of females to senior managerial roles, gendered work and family expectations, gendered organisational culture, and normative performances of gendered senior management were identified as obstacles in taking advantages of mentoring and social capital. To the best of our knowledge, this is the only piece of work that explicitly investigates the role of mentoring and social capital in managing gender diversity at the senior managerial positions of the NHS.

Details

Gender, Careers and Inequalities in Medicine and Medical Education: International Perspectives
Type: Book
ISBN: 978-1-78441-689-8

Keywords

Article
Publication date: 4 August 2023

Xiangyu Wei and Guangtao Yu

The purpose of this paper is to investigate how mentors affect the career satisfaction of protégés. Drawing from the Elaboration Likelihood Model (ELM), the authors propose a dual…

Abstract

Purpose

The purpose of this paper is to investigate how mentors affect the career satisfaction of protégés. Drawing from the Elaboration Likelihood Model (ELM), the authors propose a dual processing model that considers both cognition and emotion in the relationship between mentoring and the career satisfaction of protégés.

Design/methodology/approach

The study employed a three-stage questionnaire survey to collect data from employees in Chinese enterprises, resulting in a total of 329 valid responses.

Findings

The results showed that mentoring had a significant positive impact on protégé career satisfaction. Additionally, role clarity and positive affect of protégés played dual-mediating effects between mentoring and protégé career satisfaction. Moreover, as a non-mentoring behavior, mentor advice-seeking behavior strengthened the positive impact of mentoring on role clarity and positive affect.

Originality/value

In the study, the authors utilize the ELM as a new perspective to construct a dual-mediating model of protégé role clarity and positive affect to illuminate the mechanism of mentoring on protégé career satisfaction, advancing the literatures of mentoring relationship and career development. Further, the authors put forward the moderating effect of mentor advice-seeking behavior by considering it as a non-mentoring behavior of mentors to deepen the understanding of mentorships. Moreover, the authors attempt to propose the long-term cumulative effect of the dual processing to expand the application of the ELM in interpersonal processes.

Details

Career Development International, vol. 28 no. 5
Type: Research Article
ISSN: 1362-0436

Keywords

Book part
Publication date: 30 December 2004

Angela M. Young

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…

Abstract

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.

Details

Exploring Interpersonal Dynamics
Type: Book
ISBN: 978-0-76231-153-8

Article
Publication date: 25 September 2009

Gillian Maxwell

The purpose of this paper is to analyse how formal mentoring programmes may enhance female mentees' career development, particularly in a case study of a major high street bank.

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Abstract

Purpose

The purpose of this paper is to analyse how formal mentoring programmes may enhance female mentees' career development, particularly in a case study of a major high street bank.

Design/methodology/approach

Empirical case study work, from mentees' and mentors' points of view, on the evaluation of a pilot formal mentoring programme for the career development of females is discussed. The two stage evaluation encompasses gender issues such as the impact of gender imbalance and the nature of ambition, together with mentoring issues such as expectations and development of the programme.

Findings

Overall, it is found that the mentoring programme is considered, in different ways to mentees and mentors, to be highly successful. Further, it can offer benefits to mentors too. Although females' self‐perceptions, gendered values and perceptions of management and leadership can often impede the career development of females, effective, formal mentoring can be seen to offset such impediments.

Practical implications

The main inference is that effective formal mentoring can actively bolster females' management career development. The case evaluation exposes a series of good practice points in formal mentoring programmes. Capitalising on these points, organisations can enable females' development in management roles.

Originality/value

The paper acts to support greater gender equity in females' career development in management in the UK finance sector, conceptually and practically.

Details

Equal Opportunities International, vol. 28 no. 7
Type: Research Article
ISSN: 0261-0159

Keywords

Article
Publication date: 6 November 2017

Hyondong Kim

The purpose of this paper is to identify whether work-family spillovers significantly affect company managers’ determination of career goals by examining the importance of gender…

Abstract

Purpose

The purpose of this paper is to identify whether work-family spillovers significantly affect company managers’ determination of career goals by examining the importance of gender and formal mentoring to these managers.

Design/methodology/approach

The study sample consisted of 4,222 Korean managers compiled from a large-scale data set (Korean Women Manager Panel) that was collected by the Korea Women Development Institution in two waves (2009 and 2011).

Findings

Positive work-family spillover is positively related to managers’ career goals, whereas negative work-family spillover is negatively related to such goals. In the presence of positive work-family spillover, formal mentoring is more effective in helping male managers establish and develop career goals.

Research limitations/implications

The mentoring programs company managers are willing to engage in should be consistent with the gender role. Mentoring programs for female managers are moderately related to the importance of positive work experiences in establishing and developing their career goals. Therefore, to promote the career success of female managers, companies and societies must take actions to change the female managers’ perceptions of their management potentials.

Originality/value

Gender and formal mentoring programs influence the salience of company managers’ work and family roles, which determines the relationship between positive and negative work-family spillovers and career goals.

Details

International Journal of Manpower, vol. 38 no. 8
Type: Research Article
ISSN: 0143-7720

Keywords

Article
Publication date: 20 September 2011

Nikos Bozionelos, Giorgos Bozionelos, Konstantinos Kostopoulos and Panagiotis Polychroniou

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

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Abstract

Purpose

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

Design/methodology/approach

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

Findings

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.

Research limitations/implications

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.

Practical implications

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

Originality/value

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.

Details

Career Development International, vol. 16 no. 5
Type: Research Article
ISSN: 1362-0436

Keywords

Article
Publication date: 1 June 2005

Hetty Van Emmerik, S. Gayle Baugh and Martin C. Euwema

This study investigates the influence of affective organizational commitment, career aspirations, and networking activities on propensity to mentor (serving as a mentor and…

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Abstract

Purpose

This study investigates the influence of affective organizational commitment, career aspirations, and networking activities on propensity to mentor (serving as a mentor and desiring to become a mentor).

Design/methodology/approach

Data from websurveys of 262 managerial employees of a Dutch bank are analyzed using logistic regression.

Findings

Results indicate that affective organizational commitment is unrelated to propensity to mentor, whereas career aspirations are positively related, and networking activities are negatively related to serving as a mentor, but not desiring to be a mentor.

Research limitations/implications

The study is limited by its reliance on self‐report data and the Dutch culture may have influenced the results of the study to an unknown degree.

Practical implications

Results of this study suggest that employees volunteering to be a mentor are clearly ambitious in terms of their own career, but are not necessarily highly committed to their organization nor do they perform exemplary behaviors in terms of extra role behavior or networking.

Originality/value

Individuals are more likely to engage in mentoring activities and to desire to become a mentor if they have high career aspirations. This relationship may be the result of an instrumental perspective on the part of the mentor, who sees developing a cadre of loyal and supportive organizational members as having a positive effect on his or her own career advancement.

Details

Career Development International, vol. 10 no. 4
Type: Research Article
ISSN: 1362-0436

Keywords

Book part
Publication date: 12 June 2020

Marlin Marissa Malek Abdul Malek and Hassan Abu Bakar

This chapter examines how leader–member dyadic communication in the Malaysian workplace operates at the leader–member dyadic level in the context of cultural norms. We propose a…

Abstract

This chapter examines how leader–member dyadic communication in the Malaysian workplace operates at the leader–member dyadic level in the context of cultural norms. We propose a model of leader–member dyadic communication based on the cultural norms of budi bicara, which in turn influences the perception of workplace mentoring in Malaysia. The model is tested by using hierarchical multiple regression with data obtained from a sample of 510 employees in three Malaysian organizations. Results show that leader–member dyadic communication in the workplace is linked with the career mentoring perceptions. These findings partially validate our proposed model and provide empirical support for the central roles of communication exchange processes in mentoring.

Details

Mentorship-driven Talent Management
Type: Book
ISBN: 978-1-78973-691-5

Keywords

11 – 20 of over 11000