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Mentoring Relationships (mentoring + relationships)
Selected AbstractsMentoring relationships for youth: Investigation of a process-oriented modelJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 4 2002Gilbert R. Parra We investigated a process-oriented model of mentoring using data on 50 relationships in a Big Brothers/Big Sisters program. Data were collected on a monthly basis from both mentors and youth over a one-year period; relationship benefits for youth were assessed at the end of the year by each type of informant. The degree to which relationships were continued throughout the one-year period also was assessed. Path analyses using both youth and mentor report data revealed relations among study variables consistent with the proposed model. Mentors' ratings of their efficacy, obtained prior to the start of relationships, predicted greater amounts of mentor/youth contact as well as more positive experiences in relationships (e.g., fewer obstacles). Feelings of closeness between mentors and youth, in turn, were a final common component in model pathways that linked mentor/youth contact and most other measures to greater perceived benefits and relationship continuation. Implications for the design and evaluation of mentoring programs for youth are discussed. © 2002 Wiley Periodicals, Inc. [source] Recruiting and Retaining Students in Family and Consumer Sciences Education: El Puente Para El Futuro (The Bridge to the Future) Mentoring ProjectFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 1 2006Wanda A. Eastman El Puente Para El Futuro (The Bridge to the Future) mentoring project was undertaken to meet the need for family and consumer sciences (FCS) teachers. The centerpiece of the project was one-on-one mentoring relationships between family and consumer sciences education (FCSE) mentor students from New Mexico State University and mentee students from the Education Program at Dona Ana Branch Community College. During fall 2003, the researchers developed curricula, recruitment materials, and assessment instruments. Seven mentor-mentee pairs completed the project during spring 2004. The researchers planned monthly structured events, and each mentor-mentee pair arranged for unstructured events. Valid and reliable cognitive and affective assessments were administered to participants at the beginning and end of the project. Mentees had significant increases in both cognitive and affective mean scores regarding teaching FCS. This mentoring model is recommended to FCSE educators and others working in recruitment settings. [source] Covance's global mentoring initiative develops people through exceptional partnershipsGLOBAL BUSINESS AND ORGANIZATIONAL EXCELLENCE, Issue 1 2006Miriam Darmstadter The global mentoring program at Covance plays a dual role as a diversity initiative and a resource-efficient developmental tool, providing a powerful developmental experience that enriches worklife for all participants. After studying successful programs in leading companies, the Covance team crafted a program that includes selection criteria and a careful matching process, training and tools for mentoring pairs, ongoing support, and close monitoring and evaluation. The company has also tackled the challenges of long-distance mentoring relationships to make the program more accessible to its global workforce. As the program continues to grow and receive rave reviews, the Covance team continues to refine it for even greater effectiveness. © 2006 Wiley Periodicals, Inc. [source] Boundaryless Mentoring: An Exploratory Study of the Functions Provided by Internal Versus External Organizational Mentors,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 5 2005S. Gayle Baugh The changing nature of careers suggests that mentors and protégés may work in different employment settings. Little research has examined whether mentoring relationships that are interorganizational are as enriched, in terms of mentoring functions provided and received, as those that are intraorganizational. The present study examines the effect of the mentor's employment setting on both protégé and mentor reports of career support, psychosocial support, and role modeling received or provided. Data were collected via questionnaire from mentors and protégès in 2 computer technology firms. Results from a MANCOVA controlling for protégé gender and duration of relationship indicate that protégés whose mentors work in the same employment setting as themselves reported more career and psychosocial support than did protégés whose mentors work in a different setting. Results are discussed in view of current career structures. [source] Personality Predictors of Protégé Mentoring HistoryJOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 12 2001Ellen A. Fagenson-Eland The present study identifies personality characteristics that are predicted to be associated with protégé status in a series of mentoring relationships, an area of research that has not been explored previously. Predictors of mentoring history identified are need for achievement, need for dominance, self-esteem, and tension dissipation. A MANOVA, using number of previous mentors as the independent variable and 4 personality characteristics (need for achievement, need for dominance, self-esteem, and tension dissipation) as outcome variables, showed a significant relationship. Univariate follow-up tests indicated that the number of previous mentoring relationships was significantly associated with need for achievement, need for dominance, and self-esteem, but not tension dissipation. Results are discussed in terms of protégé development, and directions for future research are suggested. [source] Natural mentoring under the microscope: an investigation of mentoring relationships and latino adolescents' academic performanceJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 4 2008Bernadette Sánchez The current study examined the role of natural mentoring relationships in the academic performance of urban, diverse, Latino high school students. Participants reported up to three mentors in their lives, and they were asked about their mentors' demographic characteristics and the characteristics of their mentoring relationships. The presence of a mentor was associated with fewer absences, higher educational expectations, and greater expectancies for success and sense of school belonging. Further, the number of reported mentors predicted fewer absences, higher educational expectations and a greater sense of school belonging. Mentors' educational level, frequency of contact, relationship duration, and total form of support provided by mentors were related to participants' academic outcomes. Mentor type also made a difference in youth's academic outcomes. Implications for future mentoring research and programs are discussed. © 2008 Wiley Periodicals, Inc. [source] A model for the influence of mentoring relationships on youth developmentJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 6 2006Jean E. Rhodes Anecdotal reports of the protective qualities of mentoring relationships for youth are corroborated by a growing body of research. What is missing, however, is research on the processes by which mentors influence developmental outcomes. In this article, we present a conceptual model of the mentoring process along with a delineation of some of the current research on what makes for more effective mentoring relationships. A set of recommendations for future research is offered. © 2006 Wiley Periodicals, Inc. [source] Formal mentoring versus supervisor and coworker relationships: differences in perceptions and impactJOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 3 2003Babette Raabe Formal mentoring programs in two companies were examined regarding (1) the extent to which mentees and mentors agreed on the nature of the mentoring relationships and (2) the extent to which dimensions of mentoring relationships were related to outcomes for the mentees, compared with the extent to which dimensions of supervisory and coworker relationships were related to the same outcomes: job satisfaction, organizational commitment, and turnover intentions. Mentors were at least two hierarchical levels above the mentee, and both were part of the companyies' formal mentoring program. Sixty-one pairs of mentors and mentees participated. Overall, there was little agreement between mentees and mentors regarding the nature of the mentoring relationship. Furthermore, the mentoring relationship was not related to mentee outcomes, while supervisory and coworker relationships were. It is suggested that, if one desires to affect job satisfaction, turnover intentions, and organizational commitment, mentoring functions may be best performed by supervisors and coworkers rather than assigned formal mentors from higher up in the organizational hierarchy. Copyright © 2003 John Wiley & Sons, Ltd. [source] Mutual but unequal: Mentoring as a hybrid of familiar relationship rolesNEW DIRECTIONS FOR YOUTH DEVELOPMENT, Issue 126 2010Thomas E. Keller This chapter employs a conceptual framework based on the relationship constructs of power and permanence to distinguish the special hybrid nature of mentoring relationships relative to prototypical vertical and horizontal relationships common in the lives of mentor and mentee. The authors note that mentoring occurs in voluntary relationships among partners with unequal social experience and influence. Consequently, mentoring relationships contain expectations of unequal contributions and responsibilities (as in vertical relationships), but sustaining the relationships depends on mutual feelings of satisfaction and commitment (as in horizontal relationships). Keller and Pryce apply this framework to reveal the consistency of findings across several qualitative studies reporting particular interpersonal patterns in youth mentoring relationships. On a practical level, they suggest that the mentor needs to balance the fun, interest, and engagement that maintain the relationship with the experienced guidance, structure, and support that promote the growth and well-being of the mentee. [source] Communicating in Mentoring Relationships: A Theory for EnactmentCOMMUNICATION THEORY, Issue 1 2002Pamela J. Kalbfleisch The theory explicated herein postulates that communication is central to the initiation, maintenance, and repair of mentoring relationships. The initiation of mentoring is likened to the initiation of friendships and love relationships in terms of communicating appropriate relational expectations. Because the mentor has the most power in a mentoring relationship, the protégé is anticipated to direct more communicative attempts toward initiating, maintaining, and repairing the relationship than the mentor. Protégées are proposed to be more likely than males to use communicative strategies in achieving their mentoring goals. Mentors are proposed to use communication to initiate, maintain, and repair mentoring relationships if they are invested in the success of their protégés. [source] To All the Girls I've Loved Before: Academic Love Letters on Mentoring, Power, and DesireCOMMUNICATION THEORY, Issue 1 2000Elizabeth Bell This epistolary essay features 6 letters portraying mentoring relationships among 4 women in the academy. Interrogating both genderless and gendered models of mentoring, this essay argues for "entrustment," a symbolic mother-daughter relationship between women is a better account of women's power and desire than traditional frameworks of male power and female mutuality. Second, these letters put academic labor in the background to foreground the multiple contexts-career, family, heterosexual relationship-from which women of different ages, races, and status approach work and relationship in the academy. Third, these letters pay debts to specific women, as well as paint portraits of past and future generations of women, in the creation and inheritance of legacies of cultural work. This project takes the risk of strategic separatism to create and to enact women-centered spaces in the academy where academic and relational labor thrives. [source] | ||||||||||||||||