Formalized Mentor Relationships for Management and Executive Development Programs in the Federal Government

Klauss, Rudi

doi:10.2307/975712

Cited by 94 publications

(46 citation statements)

References 2 publications

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“…The process was considered important, though time-intensive and exhausting. Allowing protégés to select their mentors from a limited pool of qualified candidates is a recommended strategy to allow for autonomy and empowerment (Klauss, 1981;Noe, 1991); however, only two companies in this study utilized this option. A lack of available mentors could play a role in more companies' not employing this strategy.…”

Section: Discussionmentioning

confidence: 99%

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The development and maintenance of exemplary formal mentoring programs in fortune 500 companies

Hegstad¹,

Wentling

2004

Human Resource Dev Quarterly

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Business organizations today are faced with numerous challenges: increased globalization, rapid technological advancements, and the need to retain a highquality-and thus highly employable-workforce, to name a few. In an effort to increase employee retention and satisfaction, among other reasons, many organizations have implemented formal mentoring programs as a human resource development (HRD) strategy. A formal mentoring program is an organized mentoring program managed by the organization that typically uses a systematic selection and matching process (Chao, Walz, & Gardner, 1992). Such programs can take on a variety of forms, from a traditional one-to-one pairing of a senior level employee mentoring a new or less experienced employee to a group mentoring process in which a number of employees essentially mentor each other in a group setting (Dansky, 1996). The relationship often results in benefits on many levels: the mentor and protégé develop 421

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Section: Discussionmentioning

confidence: 99%

“…The mentor is often thought of as an advisor, counselor, or role model (Geiger-DuMond & Boyle, 1995;Klauss, 1981;Phillips-Jones, 1983).…”

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confidence: 99%

The development and maintenance of exemplary formal mentoring programs in fortune 500 companies

Hegstad¹,

Wentling

2004

Human Resource Dev Quarterly

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“…Psychosocial roles include those of a friend, intimate, and counselor (Dreher & Ash, 1990;Kram, 1983Kram, , 1985Kram & Isabella, 1985;Levinson, et al, 1978). The instrumental functions of a mentor include the provision of specific knowledge and skills in areas such as career and educational advancement (Hunt & Michael, 1983;Kanter, 1977;Klauss, 1981;Zey, 1984). Both natural mentors and formal mentoring programs vary in their emphases on psychosocial and instrumental roles.…”

Section: Mentors: Definition and Functionmentioning

confidence: 99%

Expanding employment skills and social networks among teen mothers: Case study of a mentor program

Zippay

1995

Child Adolesc Soc Work J

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The use of mentors in social services programs has become an increasingly common intervention, and typically aims to increase education and job skills among at-risk youth. Because of a lack of social services research, most of what is known about the effects of mentoring relationships has been generalized from studies conducted in corporate settings. This article examines assumptions about the potential effects of mentor programs, and presents the results of an exploratory case study of outcomes of low-income teen mothers who were paired with a professionally employed mentor. Drawing on the concepts of social network theory, it is hypothesized that mentors can link at-risk youth with information and resources not readily available from their extant personal networks.

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“…Indeed, the current rapid implementation of mentoring programs may represent a situation where practice has outpaced empirical research. Organizations often do not anticipate or understand the challenges associated with formal mentoring programs (Klauss, 1981;Kram, 1985;Murray, 1991;Phillips-Jones, 1982). The limited research that has compared formal versus informal mentoring relationships indicates that the outcomes dfifer.…”

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confidence: 99%

Developing Effective Mentoring Relationships: Strategies From the Mentor's Viewpoint

Allen

Poteet²

1999

The Career Development Quart

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104

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Mentoring is being increasingly used by companies as a means of fostering employee learning and development. Limited research exists from the perspective of the mentor on these relationships. This article presents the results of a qualitative study that investigated the characteristics that the ideal mentor should possess and ways that both mentors and proteges can make mentoring relationships most effective. Findings from the study are used to frame suggestions for future research and practice.The topic of mentoring has received much research attention in the career development literature in recent years. Mentoring reflects a relationship between two individuals, usually a senior and junior employee, whereby the senior employee takes the junior employee "under his or her wing" to teach the junior employee about his or her job, introduce the junior employee to contacts, orient the employee to the industry and organization, and address social and personal issues that may arise on the job (Kram, 1985). The mentoring relationship is distinguished from other organizational relationships (e.g., supervisor-subordinate) in that the involved individuals may or may not formally work together, the relationship is typically not sanctioned by the organization, the relationship usually lasts longer than most organizational relationships, the issues addressed during the course of the relationship may and often include nonwork issues, and the bond between the mentor and protbgb is usually closer and stronger than those of other organizational relationships (Hunt &Michael, 1983;Phillips-Jones, 1982 It is well established that mentoring relationships offer a number of important career benefits to the prot6g6. For example, individuals who are mentored report higher levels of overall compensation, career advancement, and career satisfaction (Dreher & Ash, 1990;Fagenson, 1988Fagenson, , 1989Scandura, 1992;Turban & Dougherty, 1994;Whitely, Dougherty, & Dreher, 1991). In today's turbulent business environment, the development of mentoring relationships can be a key strategy for enhancing individual growth and learning. Furthermore, as the ability to grow, adapt, and develop becomes more essential to organizational competitiveness, organizations are being called upon to facihtate He-long employee learning. To take advantage of the benefits of mentoring and build a competitive advantage through human and intellectual capital, many organizations are implementing formal mentoring programs as a method of fostering career development. Indeed, it has been estimated that a third of the nation's major companies have implemented a formal mentoring program (Bragg, 1989). Moreover, a recent study by Douglas and McCauley (1997) found that many organizations that &d not currently have a program in place were planning on developing one within 3 years. As more organizations implement formal mentoring programs, the effective management of these programs becomes an increasingly important challenge for organizations and career development practitioners....

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Formalized Mentor Relationships for Management and Executive Development Programs in the Federal Government

Cited by 94 publications

References 2 publications

The development and maintenance of exemplary formal mentoring programs in fortune 500 companies

The development and maintenance of exemplary formal mentoring programs in fortune 500 companies

Expanding employment skills and social networks among teen mothers: Case study of a mentor program

Developing Effective Mentoring Relationships: Strategies From the Mentor's Viewpoint

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