Direct Abstracts with citations

Two variables were identified related to protege selection: perception regarding the protege's potential/ability and perceptions regarding the protege's need for help. The relationships of these 2 factors with perceived barriers to mentoring others, mentor advancement aspirations, and mentor gender were investigated. Data from 282 mentors revealed that mentors were more likely to choose a protege based on perceptions regarding the protege's ability/potential than based on perceptions regarding the protege's need for help. Additionally, women were more likely to choose a protege based on the protege's perceived ability than were men.

Allen, T., Poteet, M. L., & Russell, J. E. A. (2000). Protege selection by mentors: What makes the difference? Journal of Organizational Behavior, 21(3), 271-282.

Mentors report significant benefits for themselves and the mentee as well as the organisation itself as a result of their participation. The findings suggest that a long-term mentoring programme for women has the potential to be an effective organisational change intervention. In particular, men involved in that programme increased their understanding and sensitivity regarding gendering processes in the workplace.

de Vries, J., Webb, C., & Eveline, J. (2006). Mentoring for gender equality and organisational change. Employee Relations, 28(6), 573-587.

The role of expectation in the mentoring process was examined by testing antecedent factors such as need for achievement, need for power, opportunities for mentoring, and perceived reward structures in relation to expectations formed for a mentoring partner. The relationship between expectations for mentoring support and perceptions of support received was also examined. Samples comprised of data from dissertation chairs in the mentor role and doctoral students or recent graduates in the protege role were used to test hypotheses. Findings indicated that female proteges and proteges with higher need for achievement formed higher expectations of a mentor than did male proteges and proteges with lower need for achievement. In addition, proteges who perceived more opportunities for mentoring formed higher expectations for social support than did proteges perceiving few mentoring opportunities. The relationship between expectations formed for a mentoring partner and perceptions of support received was significant and positive for both mentors and proteges. Implications and suggestions for future research and practice are discussed in detail.

Young, A. M., & Perrewe, P. L. (2004). The role of expectations in the mentoring exchange: An analysis of mentor and protege expectations in relation to perceived support. Journal of Managerial Issues, 16(1), 103-126.

This study addresses the gap in the literature on learning and mentoring. A descriptive case study was conducted to explore what and how protégés learn from their mentors. Participants were cooperative education students and interns who were assigned mentors while working for a large public agency. Consistent with the dynamic process model of formal mentoring, protégés' learning outcomes included cognitive, skill-based, and affective learning. Protégés primarily learned through observation, explanations from their mentors, and interactions with their mentors but also used other processes to learn from their mentors. Certain learning outcomes were associated with particular learning methods. The favorability of learning experiences (positive/neutral vs. negative) also was explored. Implications for human resource development professionals involve using mentoring to support diverse organizational interventions, aligning formal mentoring policies and practices with program goals, and preparing mentors and protégés for their roles. Recommendations for future research are suggested.

 

Hezlett, S. A. (2005). Protégés' learning in mentoring relationships: A review of the literature and an exploratory case study. Advances in Developing Human Resources, 7(4), 505-526.