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Examines the effects of a two‐year formal mentoring programme in a medium‐sized manufacturing company on the work motivation, organizational commitment and job performance of mentees. Single measures were obtained, for each mentor‐mentee pair, at the completion of the programme, from the 39 mentors and 39 mentees who remained. These measures included the pairs’ interaction opportunities; and the closeness of their relationship. At the same time, measures were obtained from mentees of their work motivation and organizational commitment. The performance of each mentee was given by ratings from their superiors. Significant relations were found between interaction opportunities and both motivation and commitment, and between relationship closeness and both these attitudes. Finds that the relations between the two mentoring variables and performance were both non‐significant. The results suggest that formal mentoring can improve employee attitudes without necessarily raising their performance, at least in the short term.

Integrative curriculum is sometimes understood in terms of utilizing two or more disciplines to explore and inquire into ideas to achieve certain tasks and learning outcomes. “Integrative” as an educational and curricular term, concept, and set of processes is more concerned with integrating students’ experiences across the teaching and learning activities of their academic program, constructing their knowledge and a range of competencies and capabilities in a meaningful and student-centered manner. This chapter approaches integrative curriculum in higher education through peer teaching and learning. The chapter presents and analyzes the case study of Phoenicia University, Lebanon, where one of the approaches to emphasizing integrative curriculum is through the “Peer Support Program” (PSP). In the PSP, excelling students (mentors) across various courses (e.g., calculus, English, etc.) mentor and tutor their marginal peers (mentees) who are underperforming in their studies. This study analyzed the attitudes, perceptions, and confidence levels of both the mentors and mentees in the PSP across freshman calculus courses. The chapter found that the PSP revealed reciprocity and mutual benefit for both the mentors and mentees in terms of academic gain, self-satisfaction, and personal growth. Some of the identified concerns about the program were that mentees seemed to be too dependent on the mentors and majorly driven by studying for the mark. The program was a win-win combination for the mentors, mentees, and the institution itself, serving as an effective integrative curriculum avenue, where students’ experiences, commitment, and ownership in the teaching and learning process are actively integrated into a meaningful, connected, and student-centered university environment.

Drawing on social exchange theory, we consider mentoring in Indonesia in terms of practices and challenges. Characterized by high power distance, mentoring in Indonesia is formal, with certain performance criteria set by the organization for the selection of mentors. While the extent of formality differs depending on the organizational culture, mentoring is perceived to consist of relationship building that goes beyond a superior–subordinate relationship. Preliminary findings of this study also indicate several challenges in the mentoring relationship, one being the expectation to conform and the consequent punishment if one were to disobey orders. Another challenge is the lack of training for the mentors. Participants further noted the challenge associated with gift-giving practices whereby mentees are often obliged to give gifts to the mentors, given the high power distance context. Furthermore, obtaining continuous commitment from top leaders poses another challenge. We also discuss theoretical and practical implications of this study for mentoring, leadership and employee development, thus adding to the literature on workplace mentoring in an emerging economy.

This chapter dwells upon reverse mentoring as a specific kind of mentoring practice. This chapter draws upon a consulting assignment on reverse mentoring at a global metal company in India. Presented in the form of a case study, this chapter highlights the possible conditions under which reverse mentoring becomes a strategic HR initiative in an organization. It does this by drawing attention to various contextual dimensions such as organizational culture of the firm, the socio-cultural and economic context of the firm. After describing the process of setting up a reverse mentoring program, it also suggests the manner in which reverse mentoring addresses some of concerns arising from such a context, as well as the manner in which efficacy of the practice is likely to be impacted by those conditions such as high power distance.

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.

When examining the need to increase student retention and persistence at universities, one must consider how leveraging community partnerships can assist institutions of higher education realize success that they may have not thought otherwise possible.

Additionally, individuals must look at the number of high school students who have not seen college as a viable option for them given the absence of tangible models in their homes. Creating a strong mentoring program that incorporates the expertise of community stakeholders with personal experiences of current successful college students offers a viable solution. This chapter will cover the success of the “Placing Opportunities Within Everyone’s Reach” (POWER) mentoring program developed at a Historically Black College and University (HBCU) in the South and its long-term impact on students.

Mentoring is an essential tool for teacher education, not least because it allows knowledge and experience sharing. Research findings suggest a close relationship between mentoring and the well-being of those involved. However, little is known about this relationship or the mechanisms involved. This paper aims to discuss the aforementioned issues.

Through an integrative literature review, important links between mentor and mentee well-being and certain aspects of mentoring are explored. The results of the review are then synthesised into a theoretical framework.

The framework developed here posits that the well-being of teachers relates to the quality of mentoring. This includes teachers' perceptions of mentoring and their decision to get involved, their contributions to functional mentor–mentee relationships and the selection and use of mentoring styles that support both mentor and mentee well-being. Moreover, the framework hypothesises that the quality of mentoring received by mentees is related to their well-being, which is in turn connected to their professional development. Most of these relationships appear to be bidirectional, meaning that mentee well-being also contributes to mentoring quality and mentor well-being. Finally, it is hypothesised that the well-being of both mentors and mentees is connected to the school context in which the mentoring takes place.

This work provides a novel, comprehensive framework for future examinations of the connections between well-being and mentoring. It synthesises the prior work on this topic by integrating findings from both the mentor and mentee perspectives into a single framework.

The purpose of the paper is to contribute to an understanding of the relational work carried out in mentoring programmes and the implications for learning capabilities in future practices.

This study is based on field research of a mentoring programme bringing together senior and newly graduated workers in a large Swedish health care organisation. In total, 54 qualitative interviews with mentors, mentees, HR, managers and union representatives are included.

The findings point to the role of trust and a psychological sense of community in the socialisation work that goes on in relationships between the mentor and the mentee. This in turn leads to increased social capital in the form of learning and retaining workers. The conditions for being vulnerable and asking questions, as well as daring to be independent, are an essential and decisive part of constructing bonding within the professional group and bridging out to other professions and parts of the organisation.

The practical contribution from this study is the workplace conditions that are central to organising mentoring programmes, with implications for learning capabilities in future practices.

With its theoretical focus on social capital, the study shows the importance of relationships for learning and retaining both newly graduated and experienced employees in a context of high employee turnover. It is central to achieving strong and mutually beneficial relationships through continual and trustful interaction between actors. By using the concepts of social capital, socialisation agents and psychological sense of community, this study contributes to an understanding of mentoring and workplace learning.

The dual purpose of this paper is (1) to describe and contextualize encounters between mentors' and mentees' differing needs in a leadership development programme and (2) to posit that practice negotiating frictional encounters constructs “good fit” between mentors and mentees and is a potentially important skill for leadership development.

The authors gathered data through qualitative, semi-structured interviews of mentors, mentees and mentoring programme staff participating in a mentoring programme for leadership development offered at a mid-sized Canadian business school. Using a grounded theory, interpretive analytical approach, the authors examine the notion of “good fit” and how it emerged in encounters between participants' diverse needs.

The authors identified participants' mentoring needs by eliciting their experiences of “good fit” in the focal leadership development programme. The findings revealed that encounters between contrasting needs fell into two categories: (1) the need for career advising versus leadership development and (2) the need for structured versus free-flowing conversation. Those encounters, in turn, generated opportunities for leadership development.

The findings have valuable implications for designing mentoring for leadership programmes. Namely, the authors propose pairing individuals with similar deeper-level qualities but diverse educational backgrounds and experiences to allow for practice in negotiating encounters with friction and contrast.

As an empirical study of mentoring for leadership development in practice, this study applies a dialectical approach to encounters across contrasting mentoring needs. In doing so, it locates leadership development potential in those frictional encounters.

This paper aims to identify, assess and classify the most significant mentee outcomes of formal mentoring processes aimed at managerial development.

After conducting an extensive literature review to identify the most significant mentee outcomes in the management field, a survey was conducted with a sample of 80 experienced mentees. An exploratory factor analysis (EFA) has been performed to simplify and contribute to operationalizing these results. Finally, focus group and nominal group techniques were conducted with practitioners to better understand the findings.

A total of 27 mentee outcomes have been identified in the literature. EFA analysis has allowed us to downsize the 27 outcomes into four factors encompassing the most relevant mentee outcomes. The authors then provide an interpretation and discussion of the results.

This work compiles, reviews and systematizes existing studies on mentee outcomes in the field of management, classifying the results in a novel manner.