scholarly journals Formal mentoring programs and organizational attraction

2006 ◽  
Vol 17 (1) ◽  
pp. 43-58 ◽  
Author(s):  
Tammy D. Allen ◽  
Kimberly E. O'Brien
Keyword(s):  
Mentoring Programs ◽  
Organizational Attraction ◽  
Formal Mentoring ◽  
Formal Mentoring Programs

Mentoring dyads in higher education: It feels lucky, but it's more than luck

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Angela Fitzgerald ◽  
Noeleen McNamara
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Formal Mentoring ◽  
Content Type ◽  
Body Of Knowledge ◽  
Self Study ◽  
Formal Mentoring Programs ◽  
Formal Mentoring Program

PurposeThe purpose of this paper is to explore the formation, maintenance and sustenance of a mentoring dyad in higher education. By investigating the reflections of a female mentor and mentee, who both engaged in a formal Mentoring Program, the intention is to inform the design of future programs and expectations of participants, enhance the quality of future practice and understand the benefits mentoring might offer to the academic community.Design/methodology/approachThe researchers utilised a self-study research design to explore their reflections of a mentoring dyad in higher education. The project was informed by a personal–constructivist–collaborative approach, with participants maintaining journals throughout the partnership. These reflections were then compared in order to understand the perceptions of the participants as their relationship developed.FindingsSix themes emerged from the analysis representing the mentoring dyad experience under three categories: (1) forming – making the match, (2) maintaining – flexibility, responsiveness, and persistence, and (3) sustaining – desire to not disappoint and reciprocal learning.Research limitations/implicationsWhile this paper focuses on the experiences of two participants, the in-depth nature of this exploration draws out significant practical considerations that can be applied to the development and/or reinvigoration of formal mentoring programs and/mentoring dyads in other contexts.Originality/valueThese unique insights into their mentoring dyad over a significant period of time add to this dynamic body of knowledge. This study gives voice to female academics and lays bare their vulnerability and openness in sharing their lived experiences of participating in a formal mentoring program.

scholarly journals Formal Versus Informal Mentoring Of MAS Professionals

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
Philip H. Siegel ◽  
Todd Schultz ◽  
Sharon Landy
Keyword(s):  
Poor Performance ◽  
Mentoring Programs ◽  
Public Accounting ◽  
Formal Mentoring ◽  
High Turnover ◽  
Informal Mentoring ◽  
Cpa Firms ◽  
Significant Difference ◽  
Formal Mentoring Programs ◽  
Management Advisory

<span>CPA firms have consistently experienced high turnover and poor performance amongst their management advisory and information systems professionals. As Keller (2008) suggests, mentoring programs are a mechanism to help attract and maintain good employees. The extant accounting literature well documents the benefits of mentoring such as enhanced communication, greater organizational commitment, higher professional performance and reduced personnel turnover (Scandura &amp; Viator, 1994; Siegel &amp; Reintein, 2001; Siegel et al., 1997). In light of their potential benefits, CPA firms have begun to develop formal mentoring programs for accounting specialists to ensure that the advantages of mentoring are maintained rather than relying on happenstance (Siegel et al., 1997). The extant literature also addresses the benefits and shortcomings of formal mentoring programs for both auditing and tax professionals. (Viator, 2001; Siegel, et al., 1997; Herbohn, 2004). However, to date, no research addresses formal mentoring relative to management advisory services (MAS) professionals employed by CPA firms. MAS professionals work milieu is generally less structured than other professionals employed by CPA firms. In addition, they have greater operating autonomy than is usually the case in public accounting. Thus the purpose of this study is to compare the effects of formal and informal mentoring program effects on MAS professionals working at international public accounting firms. To evaluate the different mentoring programs, the study examines the mentoring processes within the tax departments of two international CPA firms that employ both formal and informal mentoring programs. The results indicate no significant differences between formal and informal programs on MAS professionals career development. However, the statistical analysis did show a significant difference in the perceived influence of the programs at two professional levels on personal development that appears at the middle range of the programs. The results suggest that the informal mentoring approach leads to stronger personal relationships but does not extend to higher professional firm levels. Neither formal nor informal programs appear to have a significant influence to staff level professionals.</span>

Formal mentorships: examining objective-setting, event participation and experience

2015 ◽  
Vol 30 (6) ◽  
pp. 675-691 ◽  
Author(s):  
Kristina L. Matarazzo ◽  
Lisa M. Finkelstein
Keyword(s):  
Field Experiments ◽  
Mentoring Programs ◽  
Future Research ◽  
Exploratory Research ◽  
Formal Mentoring ◽  
Cross Sectional ◽  
Content Type ◽  
Program Administrators ◽  
Formal Mentoring Programs ◽  
Repeat Participation

Purpose – The purpose of this paper is to empirically investigate commonly recommended practices for formal mentoring programs (FMP). The authors examine how objective-setting, participating in organizational FMP events, and repeat participation in a FMP relates to how mentors and mentees perceive their relationship. Design/methodology/approach – Mentor and mentee participants in an 18-month FMP within a consumer goods organization responded to a survey. Proposed hypotheses, competing hypotheses, and exploratory research questions were tested using regression. Findings – Setting objectives was most important to the mentoring relationship when mentors were unable to attend orientation events. Veteran mentees reported learning more from the relationship when paired with a veteran mentor; novice mentees reported the same when paired with novice mentors. Research limitations/implications – The findings provide some research evidence supporting practitioner-recommended best practices. The conclusions are limited by the cross-sectional nature of the data collection and the lack of random assignment to FMP events. Future research should consider field experiments, and explore a wider range of events and activities. Practical implications – The importance of goal setting should be stressed more often in training and orientation for FMPs, and program administrators should consider using repeat participation as a factor in matching. Originality/value – This is the first study to examine relationship-quality variables and learning in relation to participation in organization-sponsored events and to repeat involvement in a program. It also answers a call in the literature for studies on the characteristics that can enhance the success of formal mentoring efforts.

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