Culture fit has been studied in numerous ways conceptually and methodologically, yielding conflicting results. This study explored it in terms of perceived and objective value congruence in relation to both acculturation and socio‐cultural adjustment among 187 international students (or internationals, compared to 138 domestic students or locals) in the USA. First, for 9 out of 10 values, internationals' perceptions of U.S. values significantly differed from locals' actual values. Second, locals perceived greater stimulation and self‐direction value congruence (i.e., when personal values are consistent with respondents' perceptions of U.S. values), but weaker benevolence, power, and universalism value congruence than internationals. Third, marginalised and/or separated internationals perceived incongruence on benevolence and/or tradition values. Moreover, objective value incongruence (i.e., when personal values are inconsistent with U.S. respondents' actual reported values) on power, tradition, conformity, and security values related with marginalisation. Finally, for internationals, perceived value congruence related to socio‐cultural adjustment, and the correlations are opposite from expectations for locals' perceived value congruence.
Although mentoring often confers valuable benefits to the protégé, mentoring may also entail costs (e.g., time, effort, ego threat), resulting in added stressors and strain. Drawing on the job demands-resources model, the present quantitative review examines how mentoring influences protégé stressors and strains. We reviewed 90 published and unpublished studies with at least one mentoring variable and one stressor or strain measure to identify commonly studied relationships to analyze (e.g., mentoring functions received and role conflict). Due largely to heterogeneity in the operationalization of mentoring, only 18 samples representing six effects could be aggregated. Results indicate that mentoring may have both positive and negative relationships with stressors and strains. This is consistent with the job demands-resources theory, which suggests that job demands induce strain, but these job demands may be mitigated by resources that may be available via characteristics of the mentoring relationship.
Previous research has examined the benefits that protégés' (and to a lesser extent, mentors and organizations) receive from mentoring. Surprisingly, however, there has been a lack of research on the potential negative effects of mentoring on the mentor and the protégé. As per the stressor-strain model, mentors might help relieve job stress by providing protégés with emotional support or teaching stress management skills. Conversely, mentoring might cause strain by increasing the workload for protégés and mentors. In the current evaluation of the literature, we address whether mentoring is better described as causing or mitigating job stress. Overall, studies showed that for protégés, mentoring related to less role ambiguity and role conflict, but mixed findings regarding work-family conflict and subjective stress. There is an inadequate number of studies to address other mentoring-stress relationships. In general, this body of research is scanty but may have important practical implications regarding employee health.Thus, further exploration of the relationship between mentoring and stress, particularly for the mentor, is encouraged. Toward this goal, the current paper provides explicit research questions that can be addressed as we continue to aim toward practical implications. K E Y W O R D Sjob stress, mentoring, protégé, strain, stressors 2 of 15 | O'BRIEN Et al.
Purpose The purpose of this study is to develop and validate a taxonomy useful for classifying the training activity preference patterns adopted by executives and for describing how these patterns relate to important workplace measures. Although many organizations hold that well-trained and developed leaders are important for organizational success, little is known about the patterns of self-developmental activities that such leaders choose to initiate and how such training impacts organizational outcomes. Understanding these patterns may be useful in characterizing leaders in terms of training interest and showing a relation between executive training and valued organizational outcomes. Design/methodology/approach Using a sample of 4,624 senior executives who completed a training activity and attitude survey, cluster analysis was used to derive a five-type training and development (T&D) taxonomy. Types varied by training activity pattern/attitudes and the proportion of well-trained and less-well-trained executives in each agency were described. The researchers collected an independent sample of employee perceptions of engagement and leader effectiveness and number of equal employment opportunity (EEO) complaints within each agency. Findings Organizations with higher concentrations of well-trained/developed leaders tend to have employees with more favorable workplace attitudes and higher regard for senior leaders and generate smaller proportions of EEO complaints. Research limitations/implications Data were collected from 2011 and 2012, government leaders were sampled, and outcome analyses were conducted at the agency level rather than at the individual level. Practical implications A link between leader training and organizational outcome is useful for promoting and justifying such training to stakeholders. Social implications Characterizing leaders by training pattern will be useful in examining training usage/interest and in crafting programs tailored to leaders of different patterns. Originality/value An executive training pattern taxonomy is unique in the literature and evidence linking such training to outcome is rare.
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