Factor Analytic Support for Psychosocial and Vocational Mentoring Functions

Schockett, Melanie R.; Haring‐Hidore, Marilyn

doi:10.2466/pr0.1985.57.2.627

Cited by 88 publications

(74 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…14,16 The mentor encourages the protégé by building self-confidence through emotional support and positive feedback. 14,16 The mentor counsels the protégé regarding personal and career-related issues while also providing colleagueship.…”

Section: Understanding the Mentoring Processmentioning

confidence: 99%

“…14,16 In other words, the career function goal is to promote advancement of the protégé. 14,16 The psychosocial functions of a mentor include acting as a role model and providing encouragement, counseling, and colleagueship.…”

Section: Understanding the Mentoring Processmentioning

confidence: 99%

“…14,16 The psychosocial functions of a mentor include acting as a role model and providing encouragement, counseling, and colleagueship. 14,16 The mentor acts as a role model when the protégé is able to observe the mentor's interaction with others, including the observation of conflict, and that of balancing personal and professional American Journal of Pharmaceutical Education 2008; 72 (2) Article 41.…”

Section: Understanding the Mentoring Processmentioning

confidence: 99%

“…Basically, the vocational function of mentoring involves educating, coaching, sponsoring, and protecting the protégé or mentee. 14,16 A mentor educates a protégé by providing challenging assignments followed by constructive criticism of the work. 14,16 The mentor also coaches by clarifying mentee goals and the ways in which the goals can be achieved.…”

Section: Understanding the Mentoring Processmentioning

confidence: 99%

“…14,16 A mentor educates a protégé by providing challenging assignments followed by constructive criticism of the work. 14,16 The mentor also coaches by clarifying mentee goals and the ways in which the goals can be achieved. 14,16 Providing visibility and exposure of the protégé in the professional community is the manner in which the mentor provides sponsorship.…”

Section: Understanding the Mentoring Processmentioning

confidence: 99%

See 4 more Smart Citations

The Role of the Mentor in Retaining Junior Pharmacy Faculty Members

Fuller¹,

Maniscalco-Feichtl²,

Droege³

2008

Am J Pharm Educ

View full text Add to dashboard Cite

The American Association of Colleges of Pharmacy (AACP) has identified faculty retention as a top concern since 76 colleges of pharmacy reported a total of 406 vacant and/or lost positions in the 2004-2005 academic year. Since today's junior faculty members are tomorrow's leaders in pharmacy education, retention of quality faculty members is critical to our future. Mentoring is one effective method of retaining faculty members and decreasing workplace stress, especially in the area of scholarship. However, in the last decade, the disproportionate increase of junior faculty members to the number of senior faculty members employed has resulted in a major limitation of the dyad (mentor and protégé) mentoring process. One effective method of overcoming this limitation is the use of the triad mentoring model (organization, mentor, and protégé). Colleges of pharmacy that consider adopting this triad model will likely promote an environment that nurtures relationships, resulting in job satisfaction, and thereby leading to retention of junior faculty members.

show abstract

Section: Understanding the Mentoring Processmentioning

confidence: 99%

Section: Understanding the Mentoring Processmentioning

confidence: 99%

Section: Understanding the Mentoring Processmentioning

confidence: 99%

Section: Understanding the Mentoring Processmentioning

confidence: 99%

Section: Understanding the Mentoring Processmentioning

confidence: 99%

See 3 more Smart Citations

The Role of the Mentor in Retaining Junior Pharmacy Faculty Members

Fuller¹,

Maniscalco-Feichtl²,

Droege³

2008

Am J Pharm Educ

View full text Add to dashboard Cite

show abstract

The mentoring information exchange: when do mentors seek information from their protégés?

1999

View full text Add to dashboard Cite

SummaryThe mentoring literature has focused largely on outcomes associated with having been mentored. This study considered informational outcomes associated with being a mentor, viewing the proteÂ geÂ as a source of information for the mentor and vice versa. Survey data were collected across 17 organizations from 161 mentors and 140 proteÂ geÂ s. Mentor characteristics and perceptions and characteristics of the relationship were hypothesized to be related to mentors' seeking information from their proteÂ geÂ s. Hierarchical regression analyses indicated that perceived appropriateness of mentor information seeking, perceived proteÂ geÂ competence, vocational mentoring functions and proteÂ geÂ in¯uence contributed signi®cantly to the prediction of mentor information seeking among the mentor sample; hierarchical distance, perceived appropriateness and mentor self-monitoring were signi®cant predictors in the proteÂ geÂ sample. Future research directions are discussed.

show abstract

Mentoring as an HRD approach: Effects on employee attitudes and contributions independent of core self‐evaluation

Thurston

D’Abate

Eddy

2012

Human Resource Dev Quarterly

View full text Add to dashboard Cite

Mentoring as a form of strategic human resource management is an interesting addition to the HRD literature because it provides a mechanism of change for individual employees. Numerous studies have demonstrated the benefits of mentoring to both the employee and the firm; yet, a recent review of mentoring research argues that mentoring has less effect on important job‐related outcomes than some characteristics of the individual being mentored. While individual characteristics such as personality and core self‐evaluation are good predictors of job‐related attitudes and performance, they can't be acted on in an HRD capacity. The firm can, however, improve the quality of its human resources by taking actions that foster an environment for mentoring to flourish. The current research developed a model to examine whether efforts to reduce barriers and encourage mentoring can, in fact, lead to individual and organizational benefits like greater job, career, and coworker satisfaction; more organizational commitment; and higher performance and competency, and if these effects are independent of core self‐evaluations. Data from 121 supervisors and 632 employees in a Fortune 500 insurance firm were subjected to linear structural relations (LISREL) analysis. Results demonstrated that while both mentoring and core self‐evaluation had positive and independent relationships with job and organizational attitudes, only mentoring had a statistically reliable relationship with supervisors' reports of employee contributions. The findings suggest that the individual and organizational benefits of mentoring are important outcomes of a strong strategic HRD system.

show abstract

Factor Analytic Support for Psychosocial and Vocational Mentoring Functions

Cited by 88 publications

References 0 publications

The Role of the Mentor in Retaining Junior Pharmacy Faculty Members

The Role of the Mentor in Retaining Junior Pharmacy Faculty Members

The mentoring information exchange: when do mentors seek information from their protégés?

Mentoring as an HRD approach: Effects on employee attitudes and contributions independent of core self‐evaluation

Contact Info

Product

Resources

About