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Jing EL, Gellatly IR, Feeney JR, Inness M. Social Undermining and Three Forms of Organizational Commitment. JOURNAL OF PERSONNEL PSYCHOLOGY 2022. [DOI: 10.1027/1866-5888/a000307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. In this study, we set out to challenge the widely held belief that mistreatment will always lower feelings of organizational commitment. We test this widespread belief by examining the relationship between social undermining (SU) and three forms of organizational commitment, affective, normative, and continuance commitment. Using time-lagged data provided by an online panel of 626 working adults, we found that exposure to SU lowered reported levels of affective (emotion-based) and normative (obligation-based) commitment but increased the level of continuance (economic-based) commitment. Subsequent moderated regression analyses revealed that the negative relations between SU and both affective and normative commitment were nuanced – they were both stronger for individuals whose anxious attachment was low rather than high. Theoretical and practical implications are discussed.
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Affiliation(s)
- Emma Lei Jing
- Department of Strategy, Entrepreneurship and Management, Alberta School of Business, University of Alberta, Edmonton, AB, Canada
| | - Ian R. Gellatly
- Department of Strategy, Entrepreneurship and Management, Alberta School of Business, University of Alberta, Edmonton, AB, Canada
| | - Justin R. Feeney
- Department of Management and Marketing, Rhode Island College, Providence, RI, USA
| | - Michelle Inness
- Department of Strategy, Entrepreneurship and Management, Alberta School of Business, University of Alberta, Edmonton, AB, Canada
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2
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Fulham NM, Krueger KL, Cohen TR. Honest feedback: Barriers to receptivity and discerning the truth in feedback. Curr Opin Psychol 2022; 46:101405. [DOI: 10.1016/j.copsyc.2022.101405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Revised: 06/10/2022] [Accepted: 06/16/2022] [Indexed: 11/27/2022]
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3
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Mu X, Mao JY, Huang R, Yuan S. How employees with a depressogenic attributional style respond to negative workplace gossip: Evidence based on a survey and a scenario experiment. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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4
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Chen C, Wen P, Chen Z, Liao S, Shu X. Formal mentoring support and protégé creativity: A self‐regulatory perspective. ASIAN JOURNAL OF SOCIAL PSYCHOLOGY 2020. [DOI: 10.1111/ajsp.12440] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Cheng Chen
- College of Public Administration Huazhong University of Science and Technology WuhanChina
| | - Peng Wen
- School of Economic and Business Management Central China Normal University WuhanChina
| | - Zhixia Chen
- College of Public Administration Huazhong University of Science and Technology WuhanChina
| | - Shudi Liao
- School of Business Hubei University WuhanChina
| | - Xiaobing Shu
- College of Public Administration Central China Normal University Wuhan China
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5
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Kwan HK, Chen H, Hu Z, Li J. The effects of mentor alcohol use norms on mentorship quality: The moderating role of protégé traditionality. HUMAN RESOURCE MANAGEMENT 2020. [DOI: 10.1002/hrm.22022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Ho Kwong Kwan
- Organizational Behavior and Human Resource Management Department China Europe International Business School (CEIBS) Shanghai China
| | - Haixiao Chen
- College of Business Shanghai University of Finance and Economics Shanghai China
| | - Zhonghui Hu
- College of Business Shanghai University of Finance and Economics Shanghai China
| | - Jinsong Li
- College of Business Shanghai University of Finance and Economics Shanghai China
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6
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Eby LT, Robertson MM. The Psychology of Workplace Mentoring Relationships. ANNUAL REVIEW OF ORGANIZATIONAL PSYCHOLOGY AND ORGANIZATIONAL BEHAVIOR 2020. [DOI: 10.1146/annurev-orgpsych-012119-044924] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Workplace mentoring relationships have been advanced as critical to employee development. However, mentoring research has tended to find small to moderate effects of mentoring on protégé and mentor outcomes and considerable heterogeneity in effect sizes. These findings underscore the need to better understand the psychology of mentoring relationships in order to maximize the benefits of mentoring for mentors, protégés, and organizations. In this article, after briefly reviewing established research on workplace mentoring relationships, we introduce five relationship science theories from outside organizational psychology and organizational behavior that provide new insight into the psychology of workplace mentoring: attachment theory, interdependence theory, self-expansion theory, Rhodes’ model of formal youth mentoring, and the working alliance. We then discuss several unique features of workplace mentoring that should be considered when applying these relationship science theories and introduce provocative ideas for future research. We conclude by discussing practical implications for mentors, protégés, and organizations.
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Affiliation(s)
- Lillian T. Eby
- Department of Psychology, University of Georgia, Athens, Georgia 30602, USA
| | - Melissa M. Robertson
- Owens Institute for Behavioral Research, University of Georgia, Athens, Georgia 30602, USA
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Wu X, Lyu Y, Kwan HK, Zhai H. The impact of mentoring quality on protégés' organization‐based self‐esteem and proactive behavior: The moderating role of traditionality. HUMAN RESOURCE MANAGEMENT 2019. [DOI: 10.1002/hrm.21968] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Xiangfan Wu
- School of Business AdministrationXinjiang University of Finance and Economics Xinjiang China
| | - Yijing Lyu
- College of BusinessShanghai University of Finance and Economics Shanghai China
| | - Ho Kwong Kwan
- Organizational Behavior and Human Resource Management Department, China Europe International Business School (CEIBS) Shanghai China
| | - Haiyan Zhai
- School of Business AdministrationShanghai Lixin University of Accounting and Finance Shanghai China
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8
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Chawla N, Gabriel AS, da Motta Veiga SP, Slaughter JE. Does feedback matter for job search self‐regulation? It depends on feedback quality. PERSONNEL PSYCHOLOGY 2019. [DOI: 10.1111/peps.12320] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Nitya Chawla
- Department of Management and OrganizationsEller College of ManagementUniversity of Arizona Tucson Arizona
| | - Allison S. Gabriel
- Department of Management and OrganizationsEller College of ManagementUniversity of Arizona Tucson Arizona
| | | | - Jerel E. Slaughter
- Department of Management and OrganizationsEller College of ManagementUniversity of Arizona Tucson Arizona
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Kluger AN, Lehmann M. Listening first, feedback later. MANAGEMENT RESEARCH: JOURNAL OF THE IBEROAMERICAN ACADEMY OF MANAGEMENT 2018. [DOI: 10.1108/mrjiam-12-2017-0797] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
- Avraham N. Kluger
- School of Business Administration, The Hebrew University of Jerusalem, Jerusalem, Israel
| | - Michal Lehmann
- School of Business Administration, The Hebrew University of Jerusalem, Jerusalem, Israel
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10
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Zhang X, Qian J, Wang B, Jin Z, Wang J, Wang Y. Leaders' Behaviors Matter: The Role of Delegation in Promoting Employees' Feedback-Seeking Behavior. Front Psychol 2017; 8:920. [PMID: 28638357 PMCID: PMC5461250 DOI: 10.3389/fpsyg.2017.00920] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2017] [Accepted: 05/18/2017] [Indexed: 11/28/2022] Open
Abstract
Feedback helps employees to evaluate and improve their performance, but there have been relatively few empirical investigations into how leaders can encourage employees to seek feedback. To fill this gap we examined the relationship among delegation, psychological empowerment, and feedback-seeking behavior. We hypothesized that delegation promotes feedback-seeking behavior by psychologically empowering subordinates. In addition, power distance moderates the relationship between delegation and feedback-seeking behavior. Analysis of data from a sample of 248 full-time employees of a hotel group in northern China indicated that delegation predicts subordinates' feedback seeking for individuals with moderate and high power distance orientation, but not for those with low power distance orientation. The mediation hypothesis was also supported.
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Affiliation(s)
- Xiyang Zhang
- Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal UniversityBeijing, China
| | - Jing Qian
- Department of Human Resource Management, Business School, Beijing Normal UniversityBeijing, China
| | - Bin Wang
- Department of Human Resource Management, Business School, Beijing Normal UniversityBeijing, China
| | - Zhuyun Jin
- Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal UniversityBeijing, China
| | - Jiachen Wang
- Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal UniversityBeijing, China
| | - Yu Wang
- Department of Political Science, University of Rochester, RochesterNY, United States
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Mikulincer M, Shaver PR. Augmenting the Sense of Attachment Security in Group Contexts: The Effects of a Responsive Leader and a Cohesive Group. Int J Group Psychother 2017; 67:161-175. [PMID: 38449235 DOI: 10.1080/00207284.2016.1260462] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
According to attachment theory, the availability of caring, supportive relationship partners, beginning in infancy, is important to developing a sense of attachment security, which in turn fosters the development of stable self-esteem, constructive coping strategies, maintenance of mental health, and formation of mutually satisfying relationships throughout life. In this article, we move beyond the well-researched correlates of attachment security and the laboratory priming of security-enhancing mental representations to propose a broader group-related model of psychological change. According to this model, repeated interactions with responsive and supportive leaders and cohesive groups beneficially alter a person's attachment patterns and psychological functioning. We review prospective longitudinal findings showing that being involved in a relationship with a responsive and supportive leader or a cohesive and supportive group creates long-term beneficial changes in attachment-related cognitions and feelings and in broader psychological functioning. The findings provide strong support for Bowlby's ideas about the plasticity of the attachment system across the life span and the growth-enhancing consequences of responsive leaders and cohesive groups.
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12
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Pfund C, Byars-Winston A, Branchaw J, Hurtado S, Eagan K. Defining Attributes and Metrics of Effective Research Mentoring Relationships. AIDS Behav 2016; 20 Suppl 2:238-48. [PMID: 27062425 DOI: 10.1007/s10461-016-1384-z] [Citation(s) in RCA: 99] [Impact Index Per Article: 12.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Despite evidence of mentoring's importance in training researchers, studies to date have not yet determined which mentoring relationships have the most impact and what specific factors in those mentoring relationships contribute to key outcomes, such as the commitment to and persistence in research career paths for emerging researchers from diverse populations. Efforts to broaden participation and persistence in biomedical research careers require an understanding of why and how mentoring relationships work and their impact, not only to research training but also to promoting career advancement. This paper proposes core attributes of effective mentoring relationships, as supported by the literature and suggested by theoretical models of academic persistence. In addition, both existing and developing metrics for measuring the effectiveness of these attributes within mentoring relationships across diverse groups are presented, as well as preliminary data on these metrics from the authors' work.
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Affiliation(s)
- Christine Pfund
- Mentor Training Core, National Research Mentoring Network, University of Wisconsin-Madison, Madison, WI, USA.
- Institute for Clinical and Translational Research, Department of Medicine, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, WI, USA.
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, USA.
| | - Angela Byars-Winston
- Department of Medicine, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, WI, USA
- Center for Women's Health Research, University of Wisconsin-Madison, Madison, WI, USA
| | - Janet Branchaw
- Mentor Training Core, National Research Mentoring Network, University of Wisconsin-Madison, Madison, WI, USA
- Department of Kinesiology, University of Wisconsin-Madison, Madison, WI, USA
- Wisconsin Institute for Science Education and Community Engagement (WISCIENCE), University of Wisconsin-Madison, Madison, WI, USA
| | - Sylvia Hurtado
- Graduate School of Education and Information Studies, University of California-Los Angeles, Los Angeles, CA, USA
| | - Kevin Eagan
- Graduate School of Education and Information Studies, University of California-Los Angeles, Los Angeles, CA, USA
- Cooperative Institutional Research Program, University of California- Los Angeles, Los Angeles, CA, USA
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Ashford SJ, De Stobbeleir K, Nujella M. To Seek or Not to Seek: Is That the Only Question? Recent Developments in Feedback-Seeking Literature. ANNUAL REVIEW OF ORGANIZATIONAL PSYCHOLOGY AND ORGANIZATIONAL BEHAVIOR 2016. [DOI: 10.1146/annurev-orgpsych-041015-062314] [Citation(s) in RCA: 77] [Impact Index Per Article: 9.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Susan J. Ashford
- Department of Management and Organizations, Ross School of Business, University of Michigan, Ann Arbor, Michigan 48109;
| | - Katleen De Stobbeleir
- Department of People and Organization, Vlerick Business School, 9000 Gent, Belgium
- Department of Work and Organization Studies, KU Leuven, 3000 Leuven, Belgium
| | - Mrudula Nujella
- Department of Management and Organizations, Ross School of Business, University of Michigan, Ann Arbor, Michigan 48109;
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Son S, Kim DY. The Role of Perceived Feedback Sources’ Learning-Goal Orientation on Feedback Acceptance and Employees’ Creativity. JOURNAL OF LEADERSHIP & ORGANIZATIONAL STUDIES 2015. [DOI: 10.1177/1548051815613732] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In this study, we endeavor to explain comprehensively how a feedback receiver’s perception of feedback sources (i.e., leaders) encourages employee feedback acceptance and enhances their creativity through a mediating and moderating mechanism. A total of 190 employees and 53 leaders from 8 different organizations in South Korea were included in the final analysis. Using structural equation modeling, this study found that a feedback receiver’s perception of the feedback sources’ learning-goal orientation was positively related to their credibility through the high-quality feedback. Furthermore, the feedback acceptance was found to play a mediating role in the relationship between source credibility and employee creativity. Moreover, the results showed that the relationship between feedback acceptance and employee creativity was stronger when employees perceived their organizations as having a high-level learning organization culture. The theoretical and practical implications of this study are also addressed.
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Affiliation(s)
- SuJin Son
- University of Ulsan, Ulsan, South Korea
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Mitchell ME, Eby LT, Ragins BR. My Mentor, My Self: Antecedents and Outcomes of Perceived Similarity in Mentoring Relationships. JOURNAL OF VOCATIONAL BEHAVIOR 2015. [DOI: 10.1016/j.jvb.2015.04.008] [Citation(s) in RCA: 53] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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16
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Poteat LF, Shockley KM, Allen TD. Attachment anxiety in mentoring: the role of commitment. CAREER DEVELOPMENT INTERNATIONAL 2015. [DOI: 10.1108/cdi-12-2014-0157] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
– The purpose of this paper is to examine the mediating role of commitment in the relationship between protégés’ anxious attachment styles and feedback behaviors of both mentors and protégés.
Design/methodology/approach
– Data were collected from 100 academic protégé-mentor dyads, and reports from both members of the mentoring relationships were used to test hypotheses.
Findings
– The results suggested that protégé perceptions of mentor commitment and self-reported protégé commitment mediated the relationships between protégé anxious attachment style and protégé feedback seeking and feedback acceptance. Additionally, mentor perceptions of protégé commitment played an important role, mediating the relationships between protégé anxious attachment and quality and quantity of mentor feedback.
Research limitations/implications
– Taken together, the results reveal the important role of perceptions of partner commitment in high-quality mentoring behaviors.
Originality/value
– This study was among the first to examine feedback and commitment in academic mentoring relationships, particularly taking into account commitment of each member of the dyad as well as their perceptions of the other person’s commitment.
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Nae EY, Moon HK, Choi BK. Seeking feedback but unable to improve work performance? Qualified feedback from trusted supervisors matters. CAREER DEVELOPMENT INTERNATIONAL 2015. [DOI: 10.1108/cdi-08-2014-0107] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
– The purpose of this paper is to investigate the boundary conditions in the relationship between feedback-seeking behavior (FSB) and work performance. The authors hypothesized that the positive influence of employees’ FSB on their work performance is influenced by perceived quality of feedback. The authors also expected that employees’ trust in their supervisors moderated the interaction between their FSB and perceived feedback quality.
Design/methodology/approach
– Data were collected from 202 employees in South Korea. A hierarchical multiple regression analysis was performed to test the hypothesis.
Findings
– The results showed that while employees’ FSB was positively related to work performance, the influence was stronger for employees who perceived they were receiving high quality of feedback from supervisors. The authors also found that the moderating effect of feedback quality on the relationship between FSB and work performance was stronger when employees had high levels of trust in their supervisors.
Practical implications
– The findings suggest that if managers wish to encourage employees to achieve work goal and desirable performance levels by actively engaging in FSB, they should pay more attention to providing high quality of feedback and building trust with employees.
Originality/value
– This study contributes to expand the understanding of FSB-work performance relationship by verifying the boundary conditions, which suggests the importance of examining the moderating factors in the FSB mechanism.
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Lord RG, Dinh JE. What Have We Learned That Is Critical in Understanding Leadership Perceptions and Leader-Performance Relations? INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2015. [DOI: 10.1111/iops.12127] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
In this article, we provide a brief review of the current and past research on leadership perceptions and performance. We then describe four principles that have emerged from many decades of research, which can provide new directions for future leadership theory and research.
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Best practices in academic mentoring: a model for excellence. Nurs Res Pract 2012; 2012:937906. [PMID: 22685645 PMCID: PMC3366249 DOI: 10.1155/2012/937906] [Citation(s) in RCA: 45] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2011] [Accepted: 02/08/2012] [Indexed: 11/17/2022] Open
Abstract
Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities.
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Creager MFS. Practice and Research in Career Counseling and Development-2010. THE CAREER DEVELOPMENT QUARTERLY 2011. [DOI: 10.1002/j.2161-0045.2011.tb00973.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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