The purpose of this paper is to highlight university-based mentor education as a negative antecedent to mentors’ beliefs which are consistent with judgementoring (Hobson and Malderez, 2013). The concept of beliefs consistent with judgementoring (evaluative or judgemental mentoring) is introduced as a quantitative construct which is then used as a dependent variable. The concept of “folk mentoring” is introduced to theorise why and how mentor education may challenge mentors’ beliefs about mentoring.
This paper reviews the literature on informal mentoring at work. Based on two basic premises of interpersonal relationships, it discusses four promising areas in current mentoring research that could be cultivated further by future research. The first premise that we hold is that relationships never exist in a vacuum. Traditionally, however, mentoring literature has often overlooked the context of mentoring. We propose that the developmental network approach can be further extended to gather more insight into the interplay between mentoring dyads and their context. Also, mentoring literature could pay more attention to temporal influences in mentoring studies. The second premise that is applied is that relationships are not only instrumental in nature. However, mentoring research to date has mostly applied a one-sided and transactional view to mentoring. Relational mentoring theory could be helpful in examining relational motivations of both members. Also, mentoring literature can achieve more explanatory power by examining the underlying mechanisms of mentoring, next to social exchange principles, that cause these developmental changes. In summary, in each of these four research areas, we identify and discuss fundamental questions and developments in research that can advance mentoring theory and practice.
The purpose of this study is to examine the role of mentor beliefs about effort related to the knowledge and learning process on their extent of mentoring at work, and to determine the role that the mentor’s perception of psychological safety plays in tempering this relationship.
Organizations establish formal mentoring programs to advance personal and professional development, but not all relationships between mentors and protégés deliver these results. Based on the similarity-attraction paradigm, it is proposed that protégés receive more career and psychosocial support if mentors and protégés have similar personalities. A test of the model with data from a sample of 68 mentor–protégé dyads of a formal mentoring program showed, first, that career support is linked to mentor and protégé similarity in the personality trait openness to experience and, second, that psychosocial support for protégés is linked to mentor and protégé similarity in openness to experience and conscientiousness. It is concluded that matching mentors with protégés on two specific personality traits, openness to experience and conscientiousness, enhances the outcomes of mentoring relationships for protégés.
Research into workplace mentoring is principally focussed on predictors and psychosocial and instrumental outcomes, while there is scarcely any in-depth research into relational characteristics, outcomes and processes. This article aims to illustrate these relational aspects. It reports a co-constructed auto-ethnography of a dyadic mentoring relationship as experienced by mentor and protégé. The co-constructed narrative illustrates that attentiveness towards each other and a caring attitude, alongside learning-focussed values, promote a high-quality mentoring relationship. This relationship is characterised, among other things, by person centredness, care, trust and mutual influence, thereby offering a situation in which mutual learning and growth can occur. Learning develops through and in relation and is enhanced when both planned and unplanned learning takes place. In addition, the narrative makes clear that learning and growth of both those involved are intertwined and interdependent and that mutual learning and growth enrich and strengthen the relationship. It is concluded that the narrative illustrates a number of complex relational processes that are difficult to elucidate in quantitative studies and theoretical constructs. It offers deeper insight into the initiation and improvement of high-quality mentoring relationships and emphasises the importance of further research into relational processes in mentoring relationships.