Employability and Job Performance as Links in the Relationship Between Mentoring Receipt and Career Success

Bozionelos, Nikolaos; Κωστόπουλος, Κωνσταντίνος; Heijden, Beatrice van der; Rousseau, Denise M.; Bozionelos, Giorgos; Hoyland, Thomas; Miao, Ran; Marzec, Izabela; Jędrzejowicz, Piotr; Epitropaki, Olga; Mikkelsen, Aslaug; Scholarios, Dora; Heijde, Claudia van der

doi:10.1177/1059601115617086

Cited by 64 publications

(82 citation statements)

References 123 publications

(166 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Managing and mentoring students and postdocs in the laboratory parallels management in other fields, particularly the technological sector (e.g., "knowledge workers"). In contrast to academia, companies in the private sector have long recognized that good management practices increase employee productivity and retention and have consequently made management training a priority (Bozionelos et al, 2016;Kantor, 2015;Kram & Hall, 1989;Pololi et al, 2016;Rampton, 2015;Weese, Jakubik, Eliades, & Huth, 2015). Although rewards in academia differ from industry, the reward structures are similar: Rewards in academia are publications, grants, and accolades, as opposed to bonuses, raises, and profit margins.…”

Section: The Way Forward: a Model For Improving Mentor S Hip In S Temmentioning

confidence: 99%

Transforming mentorship in STEM by training scientists to be better leaders

Hund

Churchill

Faist

et al. 2018

Ecology and Evolution

View full text Add to dashboard Cite

Effective mentoring is a key component of academic and career success that contributes to overall measures of productivity. Mentoring relationships also play an important role in mental health and in recruiting and retaining students from groups underrepresented in STEM fields. Despite these clear and measurable benefits, faculty generally do not receive mentorship training, and feedback mechanisms and assessment to improve mentoring in academia are limited. Ineffective mentoring can negatively impact students, faculty, departments, and institutions via decreased productivity, increased stress, and the loss of valuable research products and talented personnel. Thus, there are clear incentives to invest in and implement formal training to improve mentorship in STEM fields. Here, we outline the unique challenges of mentoring in academia and present results from a survey of STEM scientists that support both the need and desire for more formal mentorship training. Using survey results and the primary literature, we identify common behaviors of effective mentors and outline a set of mentorship best practices. We argue that these best practices, as well as the key qualities of flexibility, communication, and trust, are skills that can be taught to prospective and current faculty. We present a model and resources for mentorship training based on our research, which we successfully implemented at the University of Colorado, Boulder, with graduate students and postdocs. We conclude that such training is an important and cost‐effective step toward improving mentorship in STEM fields.

show abstract

Section: The Way Forward: a Model For Improving Mentor S Hip In S Temmentioning

confidence: 99%

Transforming mentorship in STEM by training scientists to be better leaders

Hund

Churchill

Faist

et al. 2018

Ecology and Evolution

View full text Add to dashboard Cite

show abstract

“…Par ailleurs, la récente méta-analyse de Ng et Feldman 2014 Selon Kammeyer-Mueller et Judge (2008), l'effet du mentorat sur la réussite subjective est susceptible de passer par deux voies distinctes, à savoir directement ou par le truchement de la réussite objective de carrière. En effet, comme nous l'avons mentionné précédemment, de nombreuses recherches ont mis en évidence un lien de causalité entre la réussite objective et la réussite subjective de la carrière (Bozionelos et al, 2016;Nicholson et de Waal-Andrews, 2005;Spurk et Abele, 2014;Tremblay et al, 2014;Yap et al, 2010).…”

Section: Mentorat Et Réussite De Carrièreunclassified

“…Dans la lignée des travaux les plus récents, nous avons opérationnalisé la réussite objective de carrière par le biais d'une échelle mono-item portant sur le nombre de promotions obtenues (Bozionelos et al, 2016;Tremblay et al, 2007;Wu et al, 2008). Suivant les recommandations de Bozionelos (2004), le nombre de promotions obtenues a été statistiquement contrôlé par l'ancienneté orga-nisationnelle.…”

Section: Instrument De Mesureunclassified

“…Le mentorat, qui constitue un élément central du capital social, a fait l'objet de nombreux travaux au cours des trois dernières décennies en raison de ses liens établis avec la réussite de carrière (Bozionelos et al, 2016), l'engagement organisationnel (Craig et al, 2013;Donaldson et al, 2000), les comportements de citoyenneté organisationnelle (Ghosh et al, 2012;Kwan et al, 2011), le stress (Qian et al, 2014) et la rétention des employés (Craig et al, 2013;Payne et Huffman, 2005). En dépit de cette littérature scientifique abondante, et à l'exception de quelques rares études (Godin et Le Louarn, 1986), ce n'est que récemment que les chercheurs francophones se sont penchés sur la question des retombées positives de la relation mentorale sur les protégés (Abonneau et Campoy, 2014).…”

Section: Introductionunclassified

See 1 more Smart Citation

L’effet du mentorat sur la réussite de carrière : quelles différences entre hommes et femmes ?

Ouerdian

Malek

Dali

2018

View full text Add to dashboard Cite

Nombreuses sont les recherches ayant examiné l’impact du mentorat sur la réussite de carrière. Toutefois, davantage d’études sont requises afin d’appréhender cette relation, car force est de constater que la majorité des recherches menées jusque-là ont occulté la bi-dimensionnalité de chacun de ces deux construits. Par ailleurs, vu les spécificités féminines, nous estimons que la compréhension de l’impact du mentorat sur la réussite de carrière serait améliorée par l’intégration du genre. Le but de ce travail est de démontrer que le genre joue un rôle modérateur entre le mentorat reçu — estimé par ses deux fonctions instrumentale et psychosociale — et la réussite de carrière aussi bien objective que subjective. Des analyses en équations structurelles, notamment des analyses multigroupes ont été conduites à partir de données recueillies dans le secteur bancaire tunisien auprès de 237 cadres moyens et supérieurs. Nos analyses montrent que les femmes obtiennent moins de promotions et semblent moins satisfaites de leur carrière. Il ressort aussi que les femmes perçoivent moins de soutien de la part de leur mentor, particulièrement d’ordre psychosocial. Si la présente recherche démontre que pour les hommes, comme pour les femmes, le soutien prodigué par le mentor est associé à la réussite de carrière objective, il n’en est pas de même pour le type du mentorat à l’origine de cette réussite. Ainsi, seule la fonction instrumentale favorise l’avancement des femmes, contrairement aux hommes, dont l’avancement est lié uniquement à la fonction psychosociale du mentorat. Enfin, la présente étude indique l’inexistence d’un lien direct entre les fonctions du mentorat et la réussite subjective, et ce, aussi bien pour les hommes que les femmes. Toutefois, nos résultats permettent de mettre en évidence un effet indirect du mentorat psychosocial sur la réussite subjective des hommes par le biais de leur succès objectif.

show abstract

“…A mentoria formal é um processo planejado e executado pela organização, com metas bem-definidas e com o objetivo de reter talentos, transmitir valores, perpetuar a cultura, formar sucessores, desenvolver carreiras e compartilhar o conhecimento tácito de seus empregados, para, assim, manter o conhecimento no ambiente interno e aumentar seu capital intelectual (KRAM, 1988 e) a mentoria como função de apoio e suporte psicossocial e feedback; f) como função de estímulo ao crescimento da carreira dos mentorados; g) o papel dos mentorados como sujeitos ativos no processo; h) avaliação de programas de mentoria; i) as habilidades necessárias para o exercício da tutoria; j) a cultura organizacional e a estrutura organizacional para o compartilhamento do conhecimento; k) os fatores motivadores do compartilhamento do conhecimento; l) a avaliação das expectativas do iniciante para preparar colegas e líderes (NOE, 1988;SCANDURA, 1998;LAHTI;BEYERLEIN, 2000;BER-NHOEFT, 2001;SHEA, 2001SHEA, , 2003ALBUQUERQUE, 2004;GUPTAN, 2006;MONTE, 2011;SCULLY;KHOSROWSHAHI, 2011;WANG;NOE, 2010;CARVALHO, 2013 Pode ser aplicada em uma variedade de contextos, como: nos seguimentos de varejo, entretenimento e centros de saúde (STRAUS et al, 2013;BELO;ACCIOLY, 2015), incubadoras tecnológicas (BRUNO-FARIA; VARGAS, 2013), micro e pequenas empresas (SILVA; SOUZA-SILVA, 2015;BOZIONELOS et al, 2016), além de universidades públicas (ALBANAES; SOARES; BARDAGI, 2015) e empresas pú-…”

Section: Introductionunclassified

Programa de mentoria: uma estratégia seminal de compartilhamento do conhecimento em uma empresa pública de energia

Brito

Silva

Castro

et al. 2017

Race

View full text Add to dashboard Cite

Neste estudo teve-se como objetivo analisar a percepção de mentores e mentorados de uma empresa pública de energia sobre o processo de compartilhamento do conhecimento, em um programa de mentoria implantado. Quanto à abordagem do problema, a pesquisa foi qualitativa com natureza descritiva. Seu modo de investigação foi o estudo de caso. O quadro de análise encontra-se no modelo de compartilhamento de conhecimento de Tonet e Paz (2006). Os resultados evidenciaram que as quatro fases do modelo teórico utilizado (iniciação, implementação, apoio e incorporação) apresentaram valores aceitáveis, sinalizando-se pela existência de planejamento da demanda, interação entre mentores e mentorados, apoio do mentor ao mentorado no uso do conhecimento recebido e assimilação do conhecimento compartilhado e sua incorporação ao dia a dia de trabalho para a tomada de decisões sobre novos serviços, processos, tecnologias e produtos.Palavras-chave: Gestão do Conhecimento. Compartilhamento do conhecimento. Mentoria. Empresa pública. Energia. Abstract This study aimed to analyze the perception of mentors and mentored of a public energy company about the process of knowledge sharing in an implemented mentoring program. Regarding the problem approach, the research was qualitative with a descriptive nature. His mode of investigation was the case study. The framework of analysis is found in the knowledge-sharing model of Tonet and Paz (2006). The results evidenced that the four phases of the theoretical model used (being initiation, implementation, support and incorporation) presented acceptable values, signaled by the existence of demand planning, interaction between mentors and mentored, support of the mentor to the mentored in the use of the knowledge received and the assimilation of shared knowledge and its incorporation into the day to day work for decision making about new services, processes, technologies and products.Keywords: Knowledge management. Sharing knowledge. Mentoring. Public company. Energy.

show abstract

Employability and Job Performance as Links in the Relationship Between Mentoring Receipt and Career Success

Cited by 64 publications

References 123 publications

Transforming mentorship in STEM by training scientists to be better leaders

Transforming mentorship in STEM by training scientists to be better leaders

L’effet du mentorat sur la réussite de carrière : quelles différences entre hommes et femmes ?

Programa de mentoria: uma estratégia seminal de compartilhamento do conhecimento em uma empresa pública de energia

Contact Info

Product

Resources

About