Mentorship Behaviors and Mentorship Quality Associated with Formal Mentoring Programs: Closing the Gap Between Research and Practice
Document Type
Article
Publication Date
5-2006
Keywords
career & psychosocial & formal mentoring, mentoring relationships, mentors, protégés, perspectives, mentorship behaviors & quality, mentoring programs, perceived design features, role modeling
Digital Object Identifier (DOI)
https://doi.org/10.1037/0021-9010.91.3.567
Abstract
Formal mentoring programs continue to gain popularity within organizations despite limited empirical research regarding how these programs should be designed to achieve maximum effectiveness. The present study examined perceived design features of formal mentoring programs and outcomes from both mentor and protégé perspectives. The outcomes examined were career and psychosocial mentoring, role modeling, and mentorship quality. In general, the results indicated that perceived input into the mentoring process and training perceived as high in quality were consistently related to the outcome variables. Implications for the design of formal mentoring programs and future theory development are discussed.
Rights Information
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Journal of Applied Psychology, v. 91, issue 3, p 567-578
Scholar Commons Citation
Allen, Tammy D.; Eby, Lillian T; and Lentz, Elizabeth, "Mentorship Behaviors and Mentorship Quality Associated with Formal Mentoring Programs: Closing the Gap Between Research and Practice" (2006). Psychology Faculty Publications. 30.
https://digitalcommons.usf.edu/psy_facpub/30
