| Not All Relationships are Created Equal: Critical Factors of Productive Mentoring Relationships |
| | Nielson, Troy R. | California State U., San Marcos | tnielson@mailhost1.csusm.edu | (760)-750-4254 |
| | Pate, Larry E. | U. of Wisconsin, Madison | lpate@bus.wisc.edu | (608)-263-1797 |
| | Eisenbach, Regina J. | California State U., San Marcos | regina@mailhost1.csusm.edu | (760)-750-4253 |
| | Organizations are encouraging the development of informal or formal mentoring relationships with increasing frequency. Because of this rising organizational interest, further understanding is needed concerning factors that lead to more productive mentoring relationships. Empirical studies to date have examined demographic characteristics (relationship duration, type-formal or informal, and composition-gender and race of participants). Drawing from the interpersonal relationships literature, this study proposes that the perceived quality of the relationship itself significantly influences how much mentoring actually occurs. The study tests the role of attitudinal (source-valence) and behavioral (communication) variables as potentially critical factors of mentoring productivity. Data was collected as part of a larger study from 400 managers and executives of a large health care organization in the Western United States. Structural equation analysis was performed with data from participants in 150 ongoing mentoring relationships. Results of the LISREL analysis revealed a significant positive relationship between relationship quality and mentoring productivity. The analysis also indicated that participant homophily (in terms of attitudes and values) and feedback quality significantly influenced positive perceptions of the quality of mentoring relationships. Implications of these findings are discussed, study limitations are described, and further research opportunities presented. |
| | Keywords: mentoring; communication |
| Formal Mentoring Systems: An Examination of the Effects of Mentor/Protege Cognitive Styles on the Mentoring Process |
| | Armstrong, Steven John | U. of Lincolnshire & Humberside, Lincoln, UK. | stevearm@globalnet.co.uk | 00 44 (0)1673 863038 |
| | Allinson, Christopher W | U. of Leeds, Leeds, UK | cwa@lubs.leeds.ac.uk | (00-44-0)-113-2332637 |
| | Hayes, John | U. of Leeds, Leeds, UK | jh@lubs.leeds.ac.uk | (00-44-0)-113-2332632 |
| | In informal mentoring systems proteges seek help from other organizational members between whom there is often mutual attraction and rapport, resulting in a level of interpersonal comfort between the members of the relationship. Because of the apparent benefits for both employee and organization, many human resource managers now attempt to establish formal mentoring systems in which mentors and proteges are brought together systematically. However, it is recognized that assigned mentoring relationships are not as beneficial as those that develop informally, which leads to a requirement to match the relationship partners in some way. Some leading researchers, however, suggest that a better grasp of psychological factors needs to be developed before attempting to match mentors with proteges. One personality variable which the autors believe to be partly responsible for shaping the overall effectiveness of such relationships is cognitive style. This study, involving 108 subjects, examined the effects of mentor and protege cognitive styles on the process of formal mentoring. Findings suggest that intuitive mentors may deliver more career and psychosocial functions to the mentoring process. In relationships involving analytic proteges, congruence between the cognitive styles of mentors and their proteges may lead to an increase in psychosocial functions within the mentoring process. |
| | Keywords: cognitive; mentoring; style |
| Career-Related and Social Support: An Examination of Expectations Among Mentors and Proteges |
| | Young, Angela M. | California State U., Los Angeles | amyoung4@juno.com | 909-861-2089 |
| | Perrewe, Pamela L. | Florida State U. | pperrew@cob.fsu.edu | 850-644-7848 |
| | Perceptions of mentors and proteges were examined to understand how the mentoring
exchange is perceived and how perceptions of the exchange influence feelings about the
relationship. In particular, we suggest that there are related career and social support
behaviors exhibited by both mentors and proteges. By enacting these support behaviors, an
exchange is created between the mentor and protege. It was hypothesized that when relevant
career and social support behaviors are exhibited sufficiently to meet the expectations of a
partner, higher levels of relationship effectiveness and trust for a partner are realized.
Findings indicate that when proteges are open to advisement and coaching, and put
forth effort in accomplishing required work or projects, a mentor's perceptions of relationship
effectiveness and trust felt for the protege are positively influenced. Similarly, when mentors
engage in sufficient levels of social support behaviors to meet a protege's expectations, a
protege will form higher perceptions of relationship effectiveness and trust for a mentor.
This interesting finding suggests that proteges value social support exhibited by a mentor
while a mentor values career-related behaviors exhibited by the protege. The findings of this
study, implications for managers, and suggestions for future research are discussed in detail. |
| | Keywords: Exchange; Mentoring; Expectations |
| Comparison of Traditional, Step-ahead, and Peer Mentoring on Proteges' Support, Satisfaction and Perceptions of Career Success: A Social Exchange Perspective |
| | Ensher, Ellen Ann | Loyola Marymount U. | eensher@lmumail.lmu.edu | (310) 338-3037 |
| | Thomas, Craig | Claremont Graduate U. | craig.thomas.cgu.edu | (909)-607-2933 |
| | Murphy, Susan E. | Claremont McKenna College | smurphy@benson.claremont.edu | (909)-607-2933 |
| | This study applied social exchange theory as a conceptual framework to examine the effectiveness of various types of mentors
and mentor support on proteges' satisfaction with their mentors, jobs, and perceived career success. Participants were 142 ethnically
diverse proteges in informal mentoring relationships (54% female and 54% non-white). Scandura and Katerberg's (1988) 18-item
mentor function questionnaire was used to measure the three types of mentor support. Darling's (1986) typology of mentors was
used to categorize different types of mentors such as: peer mentors, step-ahead mentors, and traditional mentors. It was found that
role modeling, reciprocity, and vocational support predicted proteges' satisfaction with their mentors. Vocational support was a
significant predictor of proteges' job satisfaction and perceived career success. Proteges were more satisfied with, had higher job
satisfaction, and reported that traditional mentors provided significantly more vocational and role modeling support than peer or
step-ahead mentors. However, no significant differences were found on the amount of social support or reciprocity provided to
proteges among different types of mentors, suggesting that different types of mentors can be useful in various ways for proteges.
In addition, the application of social exchange theory contributes to the development of theory in the field of mentoring and
suggests a useful conceptual framework for program development.
|
| | Keywords: Mentoring; Careers; Social Exchange |