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This paper aims to explore why creating a mentoring culture can help to transform businesses and solve key recruitment, training and development and retention issues. It looks at what a mentoring culture is and the benefits and provides advice for companies on how to build this kind of culture.

This paper considers the approach taken by leadership coaching company The OCM to develop effective coaching and mentoring programmes which can contribute to organisational success in an ever-changing business environment. This paper explores current business challenges and how they can be overcome.

Creating a mentoring culture can transform a business. It can address many talent and leadership-based challenges and tap into the potential of knowledge transfer across a multi-generational workplace. The paper includes two case studies of organisations whose experiences of mentoring and coaching have been overwhelmingly positive and led to much-needed cultural shifts.

This paper attempts to raise awareness of the benefits of mentoring and coaching as an effective method for attracting, developing and retaining people and meeting the challenges of a modern workplace.

Many of today’s top organizations have implemented formal mentoring programs as a vital strategy to attract, develop, and retain talent. Human resource professionals have long recognized mentoring programs as an effective method to grow their organization’s intellectual capital and remain competitive. Both qualitative and quantitative research found that mentored employees experience job satisfaction, productivity and career advancement, which in turn creates profitability and cost savings for organizations. Historically, formal workplace mentoring programs were for a select number of employees. Due to time and geography constraints, face-to-face meetings between mentor and protégé were difficult to coordinate. While traditional mentoring programs provide benefit, logistics prohibit these relationships from taking full progression, giving rise to a new alternative: E-Mentoring. E-Mentoring lowers hurdles to participation using synchronous and asynchronous computer-mediated means. Technological advances and forms of computer-mediated communication such as emails, chat groups, and video conferencing offer the potential for enhancing the E-Mentoring process. These new methods help to transcend functional, sectoral, and hierarchical barriers of formal mentoring relationships. Also, the non-face-to-face nature of the E-Mentoring relationship overcomes traditional barriers of age, race, gender, and status, which might negatively affect a traditional mentoring relationship. This chapter defines and compares traditional mentoring with E-Mentoring. It discusses the benefits and challenges of using technology or computer-mediated communication (CMC) for mentoring purposes. The chapter concludes with a discussion of how organizations can implement E-Mentoring as a professional development tool in the age of technology.

The aim of the article is to explore how mentoring can act as a strategy for developing talent of the emerging young workforce, which predominantly comprises Gen Y and Gen Z.

This briefing is authored by an independent writer who provides insightful commentary and contextualizes the articles.

To gain a competitive edge, firms must adapt to modern ways of Talent Development that foster a passion for work among new hires. Modern ways of mentoring such as Reverse Mentoring, Group Mentoring, Distance Mentoring or Anonymous Mentoring, Flash Mentoring or Speed Mentoring, Peer Mentoring can enable employers to be proactive in managing talent and foster better intergenerational relationships at the workplace.

As Gen Y and Gen Z are redefining workplace norms, it is crucial for HR partitioners to find out new ways to align the entire HR function with the needs of these tech-savvy generations and ensure they can perform to their potential. This study sheds light on various Mentoring methods, which managers can use to transform conventional approaches to Talent Development.

The briefing streamlines the reading process for busy executives and researchers by curating the most relevant information and presenting it in a concise and user-friendly format, allowing them to save time and quickly absorb key insights.

Peer mentoring programs in higher education settings support incoming students in their transition and adaptation to college life. Mentoring program evaluation research primarily focuses on student outcomes and documents mentoring relationship quality (MRQ) as an important component of programs that facilitate change. The current study examines MRQ in a college peer mentoring program and explores its association with mentors’ and mentees’ perceptions of family relationships.

The sample included 629 first-year students (Mage = 18.4 and 54.2% female) and 88 mentors (Mage = 20.6 and 65.9% female). Each mentor was matched with eight to 10 incoming students in the same department. Dyadic data were collected prior to the program (pre-test) and at the end of the fall semester (mid-program) and spring semester (post-test). At pre-test assessment, mentors and mentees rated their family relationships, perceived trust, loyalty, and fairness in their families. At follow-up assessments, mentees reported their MRQ, mentoring duration, and mentoring activities.

A multilevel modeling analysis revealed that mentees’ and mentors’ perceptions of loyalty in their families predicted higher levels of MRQ at the end of the program. However, mentors’ perceived trust in their families was negatively associated with MRQ.

This study adds to the youth mentoring literature by focusing on family-of-origin experiences of both mentors and mentees from a dyadic and relational perspective. These findings have implications for future research and the practice of formal mentoring programs in college settings.

The purpose of this systematic literature review is to catalog, explore and disseminate knowledge developed related to the affordances, constraints and collaborative practices of e-mentoring in order to offer recommendations for mentoring programs.

After identifying studies utilizing inclusion and exclusion criteria and a variety of relevant databases, chosen studies were organized into three categories based on e-mentoring practices.

Results reflect chat-room-based e-mentoring and e-mentoring with a video component both to have various affordances and collaborative features. These forms of e-mentoring can potentially be relevant to new teachers’ needs, may promote community and are disconnected from mentees’ school systems. A third form of e-mentoring, virtual reality e-mentoring, however, has the potential for accessibility issues and lack of relevancy to the mentoring process.

Chat-room-based e-mentoring and e-mentoring with a video component may benefit new teachers who do not have access to in-person mentors. However, these forms of e-mentoring may necessitate a component that ensures mentors and mentees alike remain consistently engaged in the e-mentoring process.

This study tested a holistic model that investigated the interaction effect of negative mentoring experiences and moqi (pronounced “mò-chee”) with a mentor—where moqi refers to a situated state between two parties in which one party understands and cooperates well with the other party without saying a word—on the protégés’ turnover intention, along with the mediating role of protégés’ harmonious work passion.

Data were collected from 281 protégés through a three-wave questionnaire survey with a 1-month lag between waves. We used a hierarchical multiple regression and bootstrapping analysis to test our hypotheses.

Our results support the mediating effect of harmonious work passion on the positive relationship between protégés’ negative mentoring experiences and turnover intention. In addition, our analysis confirmed that moqi with the mentor amplifies both the impact of protégés’ negative mentoring experiences on harmonious work passion and the indirect effect of negative mentoring experiences on protégés’ turnover intention via harmonious work passion.

By demonstrating the interaction effect of protégés’ negative mentoring experiences and moqi with their mentor on turnover intention, as well as the mediating role of harmonious work passion, this study expands our understanding of the mechanism and boundary condition of the effect of negative mentoring experiences and provides inspiration and guidance for mentoring practices.

The purpose is to gain insight into the benefits of mentoring and using femtoring as an inclusive approach for minoritized and underrepresented students and faculty, who are often challenged in feeling welcomed, included and valued at higher education institutions.

This study used a qualitative inquiry design, in which focus groups, interviews and participant testimonios were collected throughout spring and fall 2022. Testimonio and plática (dialogue) techniques were employed to allow participants to describe their journeys in college and as members of the femtoring/mentoring program.

Undergraduate students as mentees/femtees enjoyed finding a place and space to develop meaningful and positive relationships with other students and Latinx faculty. Faculty and graduate students as femtors/mentors perceived their relationships with students as enriching and energizing, practicing values like transparency, honesty and care.

The study included participants of a specific mentoring program whose experiences and opinions might differ from others. Additionally, persons from other minority groups could experience inequities and unfair practices in college in different ways and find other forms of support.

Hispanic-serving institutions (HSIs) must create programs that promote student–faculty community and collaboration. It is also critical to inform international faculty about Latinx students’ characteristics and needs. Training sessions for graduate students and faculty in leadership and mentoring at HSIs are equally significant in fostering an inclusive and supportive educational environment.

This paper contributes to the literature on mentoring practices to support Latinx students in their college journeys and prepare faculty of color for their mentoring and coaching roles. Femtoring and communities of wisdom concepts were applied to a specific femtoring/mentoring program.

This paper aims to evaluate group mentoring as a large‐scale form of collaborative learning.

Researchers used a 12‐question survey and personal interviews to assess the relevancy and success of group mentoring, and its impact on personal productivity/effectiveness and organizational success.

A total of 93 percent said topics discussed during their group mentoring events were relevant to them and their jobs, and 96 percent reported that they could apply information gained during group mentoring directly to their role in the organization.

Further research with a larger survey population would be valuable, particularly as the use of group mentoring expands.

Group mentoring can replace costly classroom training, allowing more people to gain useful and practical knowledge in a setting that supports large‐scale productivity and effectiveness back on the job.

All content in this paper is new. Readers will discover the latest research and trends in group mentoring and collaborative learning.

The article is in three parts. The first, based on survey data, looks at the extent of and the provision for development for mentors and those interested in mentoring. The second part is a discussion about ideas on learning and their relationship to mentoring. It draws on some issues raised by the survey material and highlights the need for a mentor development based on specific contexts and a learner‐centred approach. The third element of the article offers a development programme for mentors devised and used by the authors.

The purpose of this paper is to introduce readers to the special issue on “middle space” education leaders (those individuals who are second-in-command in schools). The special issue contains papers pertaining to mentoring those preparing for and aspiring to the assistant school leader role, as well as papers on programs that support new assistant principals/vice-principals through mentoring and coaching. The authors provide background on middle space leadership and mentoring from existing research literature, introduce the international papers selected for the issue, and identify unifying themes across the papers.

The authors provide highlights of relevant research literature on the importance of mentoring for school leaders in general, but also specifically address the need for mentoring for middle space leaders from the scant literature that exists on the topic. After reviewing the relevant literature, the authors provide an overview of the seven papers that were chosen for the issue through a rigorous peer-review process.

The co-editors of this special issue identify common themes that emerged from the papers chosen for the issue. In general, authors note that middle space leaders have unique mentoring and coaching needs, and there are few formal programs that address their needs. However, there is a growing awareness of the need to support assistant principals through structured mentoring programs, as well as preparing and mentoring those who aspire to the position.

The seven papers chosen for the special issue represent a variety of research methodologies. A limitation is that the majority of the studies are qualitative, with small sample populations. However, even with small sample sizes, commonalities can be seen across the studies and across international contexts.

This review summarizes the issues facing middle space leaders in education and how they can be effectively addressed. The global audience that can benefit from engaging with the papers in this special issue includes educational leadership faculty, educational governing bodies, policymakers, school district central office personnel, senior principals, and assistant principals themselves.

This paper and the seven that follow extend the scant research literature in the realm of middle space leaders in education. They provide unique insights – from different international contexts including the USA, Canada, Hong Kong, and New Zealand – into the need for and potential benefits of mentoring and coaching aspiring and new middle space leaders.