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In the digital age, the development of students’ career intentions requires serious concentration since these are associated with the students’ future employment and, ultimately, their survival. This study attempted to demonstrate in Pakistan’s Higher Educational Institutes (HEIs) the role of soft skills towards the students' career development (CD) and their future career intentions (CI).

In this study, the researchers used a quantitative approach and a questionnaire to collect the data from the surveyed participants. Finally, the researchers based this study’s findings on 392 useable samples.

By employing the structural equation model (SEM), this study’s findings show that soft skills, such as Creative Self-Efficacy (CSE), Problem-Solving Confidence (PSC) and Teamwork (TW) have a positive and significant effect on CD and CI. However, while Critical thinking and Creativity (CRC) has a positive and significant effect on CD, it has no effect on CI. In addition, this study’s findings confirm, also, that CD has a positive and significant effect on CI.

This study’s findings assist policymakers and university administrators to understand the importance of soft skills in creating CD and CI. These promote the development of employability skills and fulfill its part in preparing graduates for the unpredictable job market. This study’s findings help, also, to develop logical reasoning in making decisions and in dealing with complex organizational issues.

In a practical way, in Pakistan, this study’s findings confirm the role of soft skills towards students' CD and CI.

This study aims to explore the relationships between career competencies and job search self-efficacy via the serial multiple mediation effect of career adaptability and self-perceived employability within multiple theoretical frameworks.

This study adopts a cross-sectional design to collect data at a specific point in time and employs self-report questionnaires to collect data from participants. In total, 302 students from the “management and organization department” in a vocational school of a public university completed the survey forms. To test the hypothesized model, a serial multiple mediation analysis was performed using structural equation modeling (SEM) via SPSS (Statistical Package for Social Sciences) AMOS (Analysis of Moment Structures).

The results indicated that career competencies, career adaptability, job search self-efficacy and self-perceived employability all had significant and positive relationships. Additionally, the relationship between career competencies and job search self-efficacy was serially mediated by career adaptability and self-perceived employability as anticipated.

Considering the growing importance of the subject of how universities might better prepare their graduates for the job market, the study's findings have important policy implications. University students should also be provided with career management resources, specifically adaptation resources, to help them navigate their individual characteristics and transfer more successfully into the existing job market. This is the cause of the need for constant planning, adaptation, assessment and evaluation of career competencies in current labor markets.

The study contributes to international career development and vocational education research by filling a gap in the literature by demonstrating that job search self-efficacy, which is a predictor of job search behavior, can be promoted by career competencies, career adaptability and self-perceived employability. These findings are particularly significant because they highlight the importance of career-related knowledge, skills and abilities in engaging university students seeking employment in a developing country with a highly competitive labor market.

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.

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.

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.

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.

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 paper was to identify talent development practices and processes that enhance professional and career growth of employees in South African higher education institutions (HEIs).

A quantitative study was carried out to investigate the subject matter. A structured questionnaire was used to collect the data from 265 academics in three South African HEIs. The Statistical Package for the Social Sciences, version 27.0, was used to analyse the data. Cronbach’s alpha coefficient and factor analysis were used to test the reliability and validity of the measuring instrument. Pearson’s correlations and regression analysis were used to interpret the relationship between the independent and dependent variables.

The results of the Pearson correlation test established a strong positive influence of training development, coaching and mentoring and career development on talent development. On the other hand, linear regression results indicated that training and development, coaching and mentoring and career development made a strong contribution to the model.

The scope of the study only applied to South African HEIs, making the generalisation of the findings to be limited because of the differences in an organisational context. Hence, future research should focus on different industries.

The study contributes to understanding how talent development can be leveraged to assist academics in HEIs to improve their professional and career goals. The findings suggest that HEIs must invest in talent development to help academics acquire the skills, knowledge and competencies required to perform their tasks.

This paper sheds more light on talent development practices and processes that enhance academic skills, knowledge and competencies in HEIs. Moreover, the study expands on the findings of prior studies concerning talent development in learning organisations.

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 paper aims to consider the practices and experiences of the new school-based mentors for Early Career Teachers (ECT's), emerging from the UK Government's new early career framework (ECF) policy (DfE, 2019a). The paper uses Lipsky's (2010) framing of professionals as “street level bureaucrats” to consider the extent to which the ECT mentors, as new policy actors, exercise professional discretion (Lipsky, 2010) in negotiating and aligning the new ECF policy with existing practice.

To research the mentor's interpretation and enactment of the new ECF policy, semi structured interviews were undertaken with an initial sample of nine mentors and four induction tutors who were also mentors. Online semi structured interviews were held, lasting around 50 min. This method was largely pragmatic as the study started during a period when schools were still cautious of face-to-face visitors in terms of COVID-19. Although the benefits for the interviewer experiencing the culture and context in which the ECT mentor was situated were lost, offering online interviews was critical in securing mentors' time.

Findings suggest a disconnect between the intentions of the policy and the reality of its enactment at a local level. The ECT mentors have limited professional discretion, but some are exercising this in relation to their own professional development and the training they are providing for their ECTs. Most of the mentors are adapting the ECT's professional development journey whilst mindful of the programme requirements. The degree to which the ECT mentors used professional discretion was linked and limited largely by their own levels of confidence and experience of mentoring, and to a lesser extent the culture of their schools.

The ECF policy represents an important step in acknowledging the need to professionally develop mentors for the work they undertake supporting beginning teachers. However, the time and the content of the mentor training have not been given sufficient attention and remains a hugely missed opportunity. It does not appear to be recognised by the government policy makers but more significantly and concerning in this research sample it is not being recognised sufficiently by those mentoring the ECTs themselves.

There is an urgent need by the UK government and school leaders to understand the link between the quality of mentor preparation and the quality of the ECTs who will be entering the profession and influencing the quality of education in future years. More time and resourcing need to be focussed on the professional development of mentors enabling them to exercise professional discretion in increasingly sophisticated ways in relation to the implementation of the ECF policy.

The ECF policy is the latest English government response to international concerns around the recruitment and retention of teachers. The policy mandates for a new policy actor: the ECT mentor, responsible for the support and professional development of beginning teachers. The nature of the mentor's role in relation to the policy is emerging and provides an interesting case study in the disconnect between the intentions of a policy and its initial enactment on the ground. The mentors may be viewed as street level bureaucrats exercising degrees of professional discretion as they interpret the policy in their own school context.

Racially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is one strategy that can support their participation. This study explores the experiences of Black women peer mentors in an online peer mentoring program at two historically Black institutions.

A qualitative case study approach was utilized to explore the impact of an online peer mentoring program on peer mentors' STEM self-efficacy, sense of community, STEM identity and intent to persist in STEM.

Analysis identified five themes relating to peer mentors' experiences in the program: (1) an “I can do this” approach: confidence and self-efficacy; (2) utility of like others; (3) “beacons of light”: intersecting and malleable identities; (4) skills development and (5) motivation and reciprocity. Further, challenges of the online relationship were shared.

The study contributes to the body of knowledge by demonstrating the utility of an online peer mentoring model among women mentors enrolled in STEM programs at two historically Black institutions. The findings support those who are historically marginalized in participating in and remaining in STEM.

This study aims to investigate the relationship between mentors’ paradox mindset and career mentoring directly and indirectly through self-efficacy and work engagement, drawing insights from attachment theory.

A serial mediation model was tested using survey data from 297 employees working in a bank company in China.

Paradox mindset had a significant indirect effect on career mentoring through self-efficacy and work engagement, self-efficacy had a significant indirect effect on career mentoring through work engagement, and paradox mindset had a significant indirect effect on career mentoring through self-efficacy and work engagement.

The results offer practical insights for human resource managers by investigating how mentors’ mindsets affect their psychological states and behaviors. By training and developing mentors’ paradox mindset, mentors can better deal with tensions with a high level of self-efficacy and work engagement in the increasingly changing and demanding work environment and foster functional mentoring relationships.

Findings of this study provide fresh insights into the relationship between individual differences and mentoring relationships by uncovering the critical role of paradox mindset in enhancing self-efficacy and work engagement. Moreover, the interaction of mentors’ paradox mindset and self-efficacy advances previous studies on attachment theory by investigating the underlying mechanisms of mentoring relationships involving affectionate or emotional factors.

Based on the mentoring literature, this study aims to explore the mentoring functions developed by the travel industry and develop a multiple mentoring function scale (MMFS) for tour leaders.

Study One of this research involved in-depth interviews with 23 tour leaders for establishing the initial question bank and pilot test scale. In Study Two, the initial scale was pilot tested by 225 tour leaders for identifying the factor structure through exploratory factor analysis. In Study Three, the model was verified through confirmatory factor analyses of 251 calibration samples. In Study Four, cross-validation was verified by 227 validation samples.

In Study One, through the content analyses, an initial question bank of 51 questions was established. The question bank was reviewed by 15 experts, resulting in the development of a pilot test scale of 36 questions. In Study Two, 16 questions were retained after the initial scale was pilot tested, and four dimensions were identified, including career competency, reverse mentoring, career development and psychosocial functions. In Study Three, the model was verified through confirmatory factor analyses and confirmed to have good reliability and construct validity. Finally, a first-order, four-factor scale that consisted of 16 questions was established. In Study Four, cross-validation was verified.

MMFS establishment underwent a rigorous development process, and the scale’s reliability and validity are supported. It is suggested that future research should develop and construct a multifunctional model for tour-leading professionals based on the MMFS to evaluate the long-term impact of the MMFS.

Previous studies have mainly focused on typical mentoring functions. Multiple mentoring functions derived from the characteristics of tour leaders and guides have rarely been discussed. This research can fill the gap in the application of mentoring system to human resource management research in the tourism industry. As a result, this four-dimensional multiple mentoring functions scale provides a progressive perspective and be regarded as the first version of the scale development in the tourism industry.

基于师徒文献, 本研究探讨了旅游业的师徒功能, 并为旅游领队发展多元师徒功能量表（MMFS）。

研究一, 涉及与 23 位领队的深度访谈, 以建立初始题库和预试量表。研究二, 初始量表由225名领队进行试测, 通过探索性因素分析确定因素结构。研究三, 通过验证性因素分析251个校准样本以验证模型。研究四, 由 227 个验证样本进行复合效化。

研究一, 经过内容分析, 建立了51道题的初始题库。初始题库由 15 位专家审阅, 最终形成36 个问题的预试量表。研究二, 预试量表进行预试后, 保留了16个问题, 确定了四个构面, 包括职业能力、反向师徒、职业发展和社会心理功能。研究三, 通过验证性因素分析对模型进行验证, 证实具有良好的信度和建构效度。建立了一个由 16 个题项所组成的一阶四因素量表。研究四, 复合效化获得验证。

过往的研究主要集中在典型的师徒功能上。很少有人讨论基于领队和导游的特点而衍生出的多元师徒功能。本研究填补了师徒制在旅游行业人力资源管理研究中的应用空白。因此, 这四个构面的多元师徒功能量表提供了一个渐进的视角, 被视为量表发展的旅游业第一版。

MMFS的建立经历了严格的开发过程, 量表的信度和效度得到支持。建议未来的研究应基于 MMFS开发和建构旅游领队专业人士的多元功能模型, 以评估MMFS 的后续影响。

Basándose en la bibliografía sobre la mentoría, este estudio exploró las funciones de mentoría desarrolladas por el sector de los viajes y elaboró una escala de funciones de mentoría múltiple (MMFS) para guías y jefes de grupo turísticos.

En el Estudio Uno de esta investigación se realizaron entrevistas en profundidad a 23 guías turísticos para establecer el banco de preguntas inicial y la escala de prueba piloto. Estudio Dos, la escala inicial fue sometida a una prueba piloto por 225 guías de tours para identificar la estructura factorial mediante un análisis factorial exploratorio. Estudio Tres, el modelo se verificó mediante análisis factoriales confirmatorios 251 muestras de calibración. En el Estudio Cuatro, la validación cruzada se verificó mediante 227 muestras de validación.

Estudio Uno: a través de los análisis de contenido, se estableció un banco de preguntas inicial de 51 preguntas. El banco de preguntas fue revisado por 15 expertos, lo que dio lugar a la elaboración de una escala de prueba piloto de 36 preguntas. Estudio Dos, se retuvieron 16 preguntas, tras la prueba piloto de la escala inicial, y se identificaron cuatro dimensiones, que incluían la competencia profesional, la mentoría inversa, el desarrollo profesional y las funciones psicosociales. Estudio Tres, el modelo se verificó mediante análisis factoriales confirmatorios y se confirmó que tenía una buena fiabilidad y validez de constructo. Por último, se estableció una escala de primer orden y cuatro factores que constaba de 16 preguntas. En el Estudio Cuatro, se verificó la validación cruzada.

Los estudios anteriores se han centrado principalmente en las funciones típicas de la mentoría. Rara vez se han tratado las funciones múltiples de mentoría derivadas de las características de los guías y jefes de grupo turísticos. Esta investigación puede llenar el vacío existente en la aplicación del sistema de mentoría a la investigación de la gestión de recursos humanos en la industria turística. Como resultado, esta escala de funciones de mentoría múltiple de cuatro dimensiones proporciona una perspectiva progresista y puede considerarse como la primera versión del desarrollo de la escala en la industria turística.

El establecimiento de la MMFS se sometió a un riguroso proceso de desarrollo, y la fiabilidad y validez de la escala están respaldadas. Se sugiere que en futuras investigaciones se desarrolle y construya un modelo multifuncional para guías profesionales de turismo basado en la MMFS para evaluar el impacto a largo plazo de la MMFS.