Vocational and psychosocial mentoring functions: Identifying mentors who serve both

Abstract

Results of this study help identify those who serve both vocational and psychosocial mentoring functions. Mentoring research has suggested that protégés are drawn to competent mentors (Olian, Carroll, Giannantonio, and Feren, 1988) but has not empirically examined which mentors serve both vocational (career‐related) and psychosocial (personal development) functions. Serving in both capacities indicates the most intense mentoring (Kram, 1983). In this study, older mentors who have greater organization‐based self‐esteem (OBSE), who perceive the protégé as competent, and who are influenced by their protégés reported serving more vocational and psychosocial mentoring functions. Protégés indicated that the matter of who initiates the relationship determines whether vocational and psychosocial functions are both served.

Formal Mentoring: Mentee And Mentor Expectations And Perceived Challenges

“…This in turn promotes trust, understanding and learning (Scandura & Williams, 2002). However, Mullen (1998) reports that time spent together is not necessarily a success predictor of either the formal or the informal mentoring function. The quality rather than the quantity of time spent together are often reported to be of greater importance to both mentors and mentees (Ragins, Cotton & Miller, 2000).…”

“…According to Mullen (1998), mentees tend to be attracted to mentors whom they perceive as interpersonally competent, and mentors are also drawn to mentees they perceive as being competent. Furthermore, mentors select mentees with characteristics similar to theirs and their perception that the mentee is a stereotype of an effective subordinate (Clutterbuck & Ragins, 2002;Hale, 2000).…”

“…It was suggested by Hale (2000) that the selection of mentees be based on their talent, eagerness to learn and willingness to participate in the mentoring programme. The greater the hierarchical distance between mentor and mentee, the greater the communication gap and the less the interaction (Clutterbuck & Lane, 2005;Mullen, 1998), hampering both mutual trust and obligation .…”

“…one's self-concept (Mullen, 1998). Psychosocial functions include acceptance, role modelling, confirmation and friendship (Higgins, 2000;Seibert, 1999).…”

A Research on the Performance Evaluation of University Students' Entrepreneurial Mentors

“…Sullivan (2000) argues that the entrepreneurial mentor is an experienced expert in helping and providing a new perspective to overcome the difficulties. Mullen (2006) describes the relationship as an experienced individual and an inexperienced individual which is the one-to-one relationship, this guidance will provide a series of developmental functions.…”