The mentor relationship is increasingly being seen as an important ingredient in career development, particularly for women managers and professionals. This study examined sex differences and cross-sex effects of the mentor-protege relationship. Data were collected, using questionnaires, from 81 male and 13 female mentors in high technology firms. Both sex and cross-sex effects were observed. Psychosocial functions were more prevalent when women were involved as either mentors or proteges and most prevalent in pairs of women.
The purpose of this study was to investigate and describe the mentoring experiences between female executives and junior women. The research question was: What is the nature of the mentoring relationship between senior women and junior women in organizations? The related questions were: (1) How do mentoring relationships evolve between female executives and junior women? (2) What characterizes the mentoring relationship between senior women and junior women? (3) What are prominent mentoring strategies employed by executive women to foster professional growth of junior women? (4) What mentoring strategies are perceived to be most effective at promoting junior women? (5) Why are particular mentoring strategies perceived to be most effective?
A phenomenological research design was employed to examine the experience of mentoring relationships from the perspective of ten senior executive women and thirteen junior women in the organization. Methods of data collection included in-depth interviews and focus group discussions.
Research findings include the following: (1) All participants indicated that their mentoring experiences were positive and characterized by trust, based on the dimensions of honesty, respect, and confidentially. (2) All participants believed that guidance and encouragement were effective mentoring strategies employed by senior executive women with junior women in their organization. Employment of those mentoring strategies was perceived to result in better career development, greater levels of career maturity and more advancement opportunities for junior women. (3) The mentoring relationship between executive and junior women evolved into either a business relationship or friendship. (4) Senior women also assumed informal mentor roles with junior women in their organization that contributed to learning, career development and advancement opportunities. (5) Senior women recognized that they personally experienced benefits in the form of new skills and perspectives from mentoring junior women in their organization.
Purpose – This paper seeks to examine the methodologies for developing a group mentoring component as an add-on to an existing or new corporate mentoring program. Design/methodology/approach – The paper defines group mentoring and explains the differences between group mentoring and classroom training. It provides the hallmarks of mentoring that should exist in a group mentoring program along with the individual development areas that can be successfully addressed through group mentoring. Also included are seven tips for starting and
sustaining a group mentoring program. These tips cover areas such as the optimal group structure, logistics, the use of facilitators, obstacles and measuring the success of the program.
Findings – When implemented correctly, mentoring groups have proven to be a successful training and development strategy. Some of the documented outcomes for participants are increased confidence, expanded understanding of the organization and increased commitment and connectedness to the organization.
Originality/value – Training and development managers who are struggling to expand their mentoring programs can use the information provided in the paper to add group mentoring to their mentorship program
Women continue to be underrepresented in leadership positions within sport. As the number of women entering sport increases, a growing number of professionals recognize the inherent benefits of the mentoring relationship across a range of professional settings including sport (Bower, Hums, & Keedy, 2006; Grappendorf, Burton, & Lilienthal, 2007). Unfortunately, mentors are not always a viable option for women wanting to advance within leadership positions in sport. A primary reason for limited opportunities is the shortage of female in leadership positions within sport organizations creating a dearth of potential female mentors (Weaver & Chelladurai, 2002). Therefore, this paper explored the dynamics of the mentoring relationship between one professional organization (NAGWS) and potential career outcomes for women in sport. Specifically, how does NAGWS use group mentoring initiatives for girls and women in sport which may lead to potential advancement opportunities?
Mentoring has been identified as a key strategy to career development and has been argued to be indispensable for women to advance to positions of power. For mentoring to succeed, it is imperative that mentors trust their protégés. However, recent research has suggested that male mentors trust their male protégés more so than their female protégés. Since women are frequently mentored by men, it is imperative that they gain the same level of trust as their male peers enjoy. According to an established model of trust, trust is shaped by the mentor’s perceptions of protégé ability, benevolence and integrity, as well as perceptions of the risk inherent to mentoring. This exploratory research aims to examine what influences these perceptions to shed light on how protégés can gain the trust of their mentors.
Effective mentoring is essential to the growth and success of librarianship in all types of library. This paper considers the possibilities for fostering mentoring activities among early career librarians, mid-career transitional librarians, and non-professional library workers. First, the paper describes existing studies to illuminate the urgency of mentoring activities to address the diminishing number of librarians and changing librarianship in the workforce as well as to support ongoing staffi ng needs. Secondly, it documents the academic library and professional organizations’ typical mentoring activities including their extensiveness and limits. The paper focuses on academic librarians in a university setting. Thirdly, the article describes one librarian’s mentoring activities to support and encourage beginning librarians to advance their careers in library and information science, to become active members of professional associations and to think about possible leadership roles. The paper concludes with (a) an account of how the author’s own mentoring/mentee roles have infl uenced her professional direction and (b) linking effective mentoring to library leadership. It demonstrates how the effective mentor will help the mentee not only to navigate the maze of professional organizations and committees, but also to achieve a more global understanding of the platform of libraries without borders.
The purpose of this study was to test the theory of mentoring functions by comparing women in business from the Generation X and Baby Boomer generations to determine the mentor roles and functions each perceived to have most impacted their career advancement. A sample of 250 women in business, 125 each from the two generations, was used for this quantitative study. The Mentoring Functions Questionnaire (MFQ-9) developed by Castro and Scandura (2004) was implemented to determine any similarities or differences between the two generations of women. This study focused on the roles and functions developed by and expanded upon in seminal research by Kram (1983; 1985) and Burke (1984) who identified the three functions provided by a mentor which include career, psychosocial, and role modeling.
Mentoring is a time-tested, cost-effective developmental tool an organization can implement to facilitate the sharing of skills, insight, knowledge, and experiences. It can provide many benefits to all those involved. A mentor can have a major impact on a protege’s professional career and this can encourage employee engagement which consequently increases employee retention and productivity.
For early emerging adults with serious mental health conditions, vocational services with peer mentors are a promising adaptation of adult system evidence-based practices. Peer mentors were added to the Individual Placement and Support model of supported employment for 17- to 20-year-olds receiving residential and psychiatric care. To explore the feasibility of vocational peer mentors, open-ended satisfaction surveys and the Working Alliance Inventory were administered to mentees at 12 months. Thematic analysis of surveys reveals the importance of peer mentor authenticity, flexibility, and being a graduate of the mental health program where vocational services were based. Valued relational processes include the act of talking in the community, feeling understood, and forming a bond with peer mentors. Mentees with positive peer mentoring experiences reported stronger working alliances. This study sheds light onto near-age mentoring relational processes for this population, which can inform future research of mentoring processes and intervention design.