Shaping Organizational Citizenship Behavior of New Employees: Effects of Mentoring Functions and Supervisor Need for Achievement

In this study, we explored the relationship among mentoring functions (MFs), direct supervisor need for achievement (DSNFA), and employee organizational citizenship behavior (OCB) from the perspective of conservation of resources (COR) theory. A sample of 242 dyads was selected from new employees and direct supervisors employed in four- and five-star hotels in Taiwan. The results revealed that MFs and DSNFA were positively related to new-employee OCB. However, DSNFA negatively moderated the relationship between MFs and new-employee OCB. That is, low DSNFA positively moderated the relationship between MFs and OCB more than high DSNFA did. The results were explained using COR theory, which states that the development of positive personality traits is limited to in specific circumstances. Organizations in the hospitality industry that emphasize on OCB should examine their human resource activities to optimize performance.

A Retrospective Study of Retired Academics: Long-term Career Benefits of Past Mentoring Behaviors

While there is extensive literature on the benefits of mentoring for mentees, less is known about the impact of those relationships on mentors, particularly, after mentors complete their careers (i.e., retirement). For academics, the time and energy spent mentoring students can either be beneficial or costly to productivity. This study explores the associations between past mentoring and present evaluations of retired academics’ careers, seeking to investigate the long-term career benefits of mentoring. Understanding the evaluation of older adults’ careers at retirement in relation to their prior engagement in mentoring is critical, as mentoring is an integral component of careers in academia. Survey data were collected from a national sample of 277 retired academics averaging 73.6 (SD=6.2) years old and 7.7 (SD=5.8) years post-retirement. Results from structural equation models demonstrated that retired academics who reported having more protegees (β=.19, p=.024) and engaged in more mentoring behaviors (β=.18, p=.027) exhibited increased objective career benefits. Providing more mentoring functions was also associated with higher subjective career achievement (β=.33, p<.001). Interestingly, the number of mentees and mentoring behaviors were not correlated to career satisfaction. Findings from the current study demonstrate the association between past mentoring experiences with career success. Examining the link between mentoring behaviors and overall assessments of career in retirement offers important insight into the long-term benefits of mentoring in higher education training prompting further research into the realization of these benefits in later life.

The Relationship between Mentoring Functions and Employee Performance: Mediating Effects of Protégé Relational Self-Efficacy

Organizational scholars concurred that positive workplace relationships with others can helps employee to gain from these relationships but, they lack insights into how or why this occurs. Moreover, the relationship dynamics focus on what the relationships provide without considering the how these relationships initiated, builds and maintains. To line of this, the current study aims to find the impact of mentoring functions (career, psychosocial, role modeling) and employee performance (career success, organization citizenship behavior, and job performance) via mediating effect of relational self-efficacy. For this purpose, the data were gathered from 310 branch banking employees of Pakistani conventional banks. PLS-SEM was used for data analysis. The results indicate that there is direct relationship between mentoring functions and employee’s performance. Moreover, the finding also shows that employee relational self-efficacy mediates the relationship between mentoring functions and employee performance. Theoretical and practical implications are discussed along with suggestions for future research.

The Relationship between Mentoring Functions and Employee Performance: Mediating Effects of Protégé Relational Self-Efficacy

Organizational scholars concurred that positive workplace relationships with others can help the employee to gain from these relationships but, they lack insights into how or why this occurs. Moreover, the relationship dynamics focus on what the relationships provide without considering how these relationships are initiated, builds and maintains. In the line with this, the current study aims to find the impact of mentoring functions (career, psychosocial, role modeling) and employee performance (career success, organization citizenship behavior, and job performance) via mediating effect of relational self-efficacy. For this purpose, the data were gathered from 310 branch banking employees of Pakistani conventional banks. PLS-SEM was used for data analysis. The results indicate that there is a direct relationship between mentoring functions and employee performance. Moreover, the finding also shows that employee relational self-efficacy mediates the relationship between mentoring functions and employee performance. Theoretical and practical implications are discussed along with suggestions for future research.

Mentoring Roles of the School Principals in Turkey: A Literature Review

It is important to explain the scope of the concept of mentoring, which has been becoming increasingly important in training and supporting the professional development of educational administrators. In this context, the aim of this study is to examine the concept of mentoring, the functions of mentoring, and the studies carried out on the mentoring functions of school administrators in Turkey. For this purpose, the study was designed as a literature review, and the studies which were indexed in the TR index and Council of Higher Education Thesis Center between the years 2000 and 2020 were analyzed. As a result of the analysis, it was found out that there were 16 studies conducted on the mentoring roles of school administrators in Turkey, and they were carried out as graduate studies at Master’s level. It was also concluded that the studies generally focused on the mentoring functions of the education administrators in public schools, the level of mentoring functions of the school administrators, and the correlation between the mentoring functions of the school administrators and the job satisfaction of the teachers and vice-principals, academic optimism, organizational adaptation, and professional development. As a result of the study, it may be suggested that more studies are needed for a better understanding of mentoring among the school principals in Turkey.

Enhancing entrepreneurial learning through mentoring: a situational and generic mentor role taxonomy

PurposeThe experiences materialising as learning tasks in the entrepreneurial context do not automatically transform into effective learning for a novice entrepreneur. In this paper, we develop a comprehensive and situational role taxonomy for entrepreneurial mentoring meant to address this challenge.Design/methodology/approachEntrepreneurial mentoring builds on the assumption that it can facilitate the transformation of experience and consequently enhance the learning outcomes for a novice entrepreneur. By integrating and extending the extant research on entrepreneurial learning and mentoring, we argue for a dynamic and situational approach, scrutinising the fit between discrete entrepreneurial learning modes and the mentoring functions targeting them.FindingsWe complete our theorising by developing four propositions and a taxonomy of mentor roles. The role taxonomy comprises a repertoire of four different roles that target the learning modes through learning-enabling mechanisms drawn from the learning literature.Originality/valueThe role taxonomy poses important implications for future entrepreneurship research. The role taxonomy can be directly employed in more targeted, formal training programmes for both mentees and mentors.

Mentoring Functions and Job Satisfaction: Moderating Role of Cognitive Based Trust

This study is to find out an attempt to verify the mentoring role of trust between mentoring function received and work attitude. For this purpose, national and international level NGOs working in multisectorial of Khyber Pakhtunkhwa have been selected through stratified sampling techniques. 273 questionnaires were distributed among various employees in selected Districts. Out of which, 246 questionnaires were included for research analysis purposes. The responses of the respondents were measured through a structured questionnaire having a five-point Likert scale. Mentoring function has been found as a dependent variable, while work attitude has been termed as the independent variable. Mentoring function has been further categorized into two subclasses, i.e. career development and psychological support and work attitude have further elaborated into job satisfaction. It can be included that career support and psychological support are significant with job satisfaction, and there is a positive relationship between dependent and independent variables.

Combining lifelines to thrive: a stage-based need fulfilment network of international assignees

PurposeThe paper tries to understand the needs of the international assignees across the different stages of expatriation and how different developers in the professional and non-professional sphere render support and advice through these stages.Design/methodology/approachIn this paper, the authors have interviewed 20 expatriates of various nationalities and tried to understand the various needs of the expatriates across the three initial stages of an assignment.FindingsThe paper finds that four important mentors in an expatriation assignment play multiple need-based mentoring functions at various assignment stages: host country nationals (HCNs), parent country nationals, fellow expatriates and family.Research limitations/implicationsThis paper contributes to the literature on the need-based support rendered to expatriates during an international assignment. The paper, however, does not incorporate the perceptions of other vital stakeholders in the network and their intentions to contribute to the developmental network.Practical implicationsThis paper lays down important practical implications for expatriates and the human resource management (HRM) professionals. This paper urges the practitioners to take a nuanced approach for developing expatriates than a generalized mentoring programme.Originality/valueThis study highlights the changing needs of the international assignees across the stages of an international assignment and demonstrates the important intra-organizational and extra-organizational developers such as family members in the fulfilment of these needs.