Mentoring Flashcards
Allen et al. (2004)
Summary: Meta-analysis examining the career benefits associated with mentoring for proteges.
Major Contribution 1: Benefits for both objective and subjective career outcomes. Effect sizes somewhat smaller for objective outcomes.
Major Contribution 2: Career and psychosocial mentoring contributed to subjective well-being (job and career satisfaction).
Allen & O’Brien (2006)
Summary: Study designed to test if formal mentoring programs enhance organizational attraction.
Major Contribution 1: Results in study of undergrads indicated higher organizational attraction when an org had a formal mentoring program.
Major Contribution 2: Learning goal orientation = moderator of the main relationship.
Major Contribution 3: Mentoring is a tool for not only development of current employees, but attraction of prospective ones.
Al-Zoubi et al. (2019)
Summary: Looks at tacit knowledge sharing as a way to drive business success and sustainability. Facilitated by mentoring.
Major Contribution 1: Mentoring mediated the relationship between tacit knowledge sharing and employees’ ability to solve problems.
Major Contribution 2: Mentoring = mechanism through which organizations can pass tacit knowledge along to new or developing employees.
Major Contribution 3: Tacit knowledge sharing can be proactive and woven into the core functions of an organization.
Apriceno et al. (2020)
Summary: Study on how mentoring through the college transition can impact belonging among STEM students.
Major Contribution 1: Those engaged with a mentor reported greater academic self-efficacy and sense of belonging.
Burke and McKeen (1990)
Summary: Reviews literature on organizational mentoring and why mentoring can be critical to the success of professional women.
Major Contribution 1: Mentoring = two-part function – career and psychosocial.
Major Contribution 2: Highlights issues specific to mentoring in women context – stereotypes, tokenism, fear of transgressing org norms, beliefs that women aren’t socialized in a suitable way to lead.
Major Contribution 3: Paper highlights challenges associated with gendered mentoring but takes a deficit approach to many of the issues.
Ghosh and Reio (2013)
Summary: Studying the “other side” of mentorship where mentors (not only proteges) benefit from being in the mentor relationship.
Major Contribution 1: Associated with five subjective career outcome increases for mentors: job satisfaction, org commitment, turnover intent, job performance, career success.
Major Contribution 2: Career mentoring most associated with career success, psychosocial with org commitment.
Major Contribution 3: Mentoring quality (utilizing self-report scale in meta-analysis) associated with mentor’s job satisfaction and career success.
Giacumo et al. (2020)
Summary: Meta-analysis linking mentoring to workplace learning.
Major Contribution 1: Few organizational studies linking mentoring to org-level learning and success. But ones that do show mentoring programs can support org goals associated with change management, retention, and capacity development.
Major Contribution 2: More studies linking mentorship to individual learning and improvement.
Grima et al. (2014)
Summary: Looks at mentoring benefits to mentors through formal/informal nature, as well as gender composition of the dyad.
Major Contribution 1: Mentors value the personal dimension of relationships more than the professional dimension.
Major Contribution 2: Informal mentoring favors perception of a rewarding experience by the mentoring, where formal is associated with improved professional performance.
Major Contribution 3: Calls into question same-sex dyads. Heterogeneity may be more effective.
Hinton et al. (2020)
Summary: Makes case that minorities in academia face specific challenges that need to be addressed through mentorship.
Major Contribution 1: Addressing imposter syndrome.
Major Contribution 2: Easing cultural differences, implicit and unconscious bias, micro and macroaggressions.
Major Contribution 3: Creating inclusive lab environments, funding challenges, unwritten rules.
Ivey and Dupre (2022)
Summary: Looks at potential risks and costs associated with workplace mentorship.
Major Contribution 1: Potential for negative mentoring relationships. Can have short-term and long-lasting negative impacts.
Major Contribution 2: Unequal access to mentors and associated outcome discrepancies.
Major Contribution 3: Does not directly attack the efficacy of mentoring but raises question about access and equity.
Millwater and Yarrow (1997)
Summary: Mentoring mindset.
Major Contribution 1: Trust and respect, respecting learning style of mentees.
Major Contribution 2: Accepting but helping work through mistakes.
Major Contribution 3: Responding to personal and professional needs.
Mullen and Klimaitis (2021)
Summary: Literature review of contemporary mentoring. Identifies an expansion of how mentoring has typically been defined.
Major Contribution 1: New types of mentoring = diverse mentoring, electronic mentoring, collaborative mentoring, group mentoring, peer mentoring, multilevel mentoring, cultural mentoring.
Ragins (1997)
Summary: Power perspective used to examine the linkage between diversity and mentorship in organizations.
Major Contribution 1: Minorities are more likely to be in diversified mentor relationships purely because of the composition of most organizations.
Major Contribution 2: Application of macro power perspectives to micro-level mentoring relationships to understand their nuanced dynamics.
Major Contribution 3: Mentoring relationships (AND ORGANIZATIONAL LIFE) does not play out in a vacuum!!
Ragins and Cotton (1991)
Summary: Study exploring perceived barriers to gaining a mentor.
Major Contribution 1: Women reported more barriers than men.
Major Contribution 2: Those who had no experience as proteges reported greater barriers than experienced proteges.
Schenk et al. (2021)
Example of transactional/instrumental mentoring relationship. Did not show that lack of closeness prevented the gains from a mentoring relationship.
South-Paul et al. (2021)
Summary: Looking at the dual pandemic – racism and COVID-19 on career and psychosocial well-being of diverse faculty in academic medicine.
Major Contribution 1: Frames mentorship as a “buffer” for women and people of color, especially when working in institutions that lack diversity.
Major Contribution 2: Specifically looks in the context of the dually-occurring racism and COVID-19.
