Veronica M. Godshalk

Leadership styles, mentoring functions received, and job-related stress: a conceptual model and preliminary study

This research examined linkages between mentor leadership behaviors (laissez-faire, transactional contingent reward, and transformational), protege perception of mentoring functions received (career development and psychosocial support) and job-related stress of 204 mentor–protege dyads. Results of Partial Least Squares analysis revealed that mentor transformational behavior was more positively related to mentoring functions received than transactional contingent reward behavior, while mentor laissez-faire behavior was negatively related to mentoring functions received. Both mentor transformational behavior and mentoring functions received were negatively related to protege job-related stress. The relationship between mentor transformational behavior and protege job-related stress was moderated by the level of mentoring functions received. Results are discussed as they relate to researchers and practitioners who are becoming interested in finding ways to develop organizational members and allay job-related stress. Copyright

Aiming for career success: The role of learning goal orientation in mentoring relationships.

Abstract Learning goal orientation of mentors and proteges was investigated as it relates to proteges’ mentoring functions received and outcomes (i.e., managerial career aspirations and career satisfaction). Data from 217 mentor–protege dyads comprised of working professionals from a variety of industries were analyzed using multivariate analysis of covariance. Results indicated that proteges who possessed high levels of learning goal orientation similar to their mentor were associated with the highest levels of psychosocial support. These proteges also reported higher levels of career development, idealized influence, enacted managerial aspirations, desired managerial aspirations, and career satisfaction when compared to mentor–protege dyads who possessed low levels of learning goal orientation or dyads with dissimilar levels of learning goal orientation. Implications for practice and future research are discussed.

Does Mentor-Protégé Agreement on Mentor Leadership Behavior Influence the Quality of a Mentoring Relationship?

This study examined whether mentor-protégé agreement regarding mentor transformational leadership behavior would influence the quality of mentoring relationships. Mentors in 199 mentor-protégé dyads were classified as overestimators, underestimators, or in agreement based on the difference between mentor’s self-rating and protégé’s rating of mentor’s transformational leadership behaviors. Results of multivariate analysis of variance indicated that underestimator dyads experience the highest quality of mentoring relationships in terms of psychosocial support received, career development, and perceived mentoring effectiveness. The practical implications of these findings are discussed.

Self-Other Rating Agreement in Mentoring: Meeting Protégé Expectations for Development and Career Advancement

This study used Atwater and Yammarino’s (1997) self-other rating agreement process model to examine whether mentor-protégé agreement regarding mentor transformational leadership would influence mentoring functions (i.e., psychosocial support and career development) and protégé outcomes (i.e., career satisfaction, job satisfaction, desired aspirations, enacted aspirations). Mentors in 217 mentor-protégé dyads were classified as over-estimators, under-estimators, in-agreement/poor, or in-agreement/good based on the difference between mentors self-rating and protégé’s rating of mentor’s transformational leadership. Results of multivariate analysis of covariance indicated that protégés in over-estimator dyads reported the lowest levels of psychosocial support and career satisfaction. Protégés in under-estimator dyads reported higher levels of psychosocial support, career development, and enacted aspirations than in-agreement/poor and over-estimator dyads. Protégés in in-agreement/good dyads reported higher levels of psychosocial support than in-agreement/poor and over-estimator dyads. The practical implications of these results are discussed.

Examining gender similarity and mentor’s supervisory status in mentoring relationships

This study examined the influence of mentor’s status (supervisor vs. non‐supervisor) and gender similarity (homogeneous vs. diversified) of mentor–protégé dyads on protégé’s perception of mentoring functions and outcomes. We collected and analyzed data from 217 mentor–protégé dyads comprised of working professionals from a variety of industries. Results of MANCOVA indicated that supervisory mentors provided more career development functions than non‐supervisory mentors. Mentor–protégé gender similarity and mentor’s supervisory status interacted to influence psychosocial support, career development, and career satisfaction. Key findings are discussed in terms of implications for future research and career counseling in industry and education.

The role of e-mentoring in protégés' learning and satisfaction

Today’s professionals require a network of mentors to help them navigate complex organizational and individual challenges. Consistent with current trends, a growing number of these mentor relationships will be initiated and carried out electronically, via e-mentoring. We build on existing social network research to investigate the role of e-mentoring in protégé outcomes. On a sample of graduate and undergraduate students, we examine the impact of dyad characteristics (e.g., interaction frequency, pre-existing relationship, perceived similarity, relevant mentor knowledge) on e-mentoring received as well as the impact of e-mentoring on protégés’ learning and satisfaction. Several dyad characteristics and e-mentoring functions received were positively associated with protégés’ learning and satisfaction. Limitations and implications for future research are offered.

The Role of Learning Tasks on Attitude Change Using Cognitive Flexibility Hypertext Systems

In this study, the authors examined the impact of task assignment on the effectiveness of a Web-based experiential exercise based on cognitive flexibility theory to enlighten learner attitudes toward the ill-structured topic of sexual harassment. In the research study, we sought to shed light on the use of a cognitive flexibility approach when measuring attitude changes. Specifically, in this study, we examined whether a learning task assigned to the learner impacts his or her attitude toward the emotionally charged and complex topic of sexual harassment. Results suggest a task need to be carefully constructed so that learners may adapt their attitudes toward sexual harassment.

External and Internal Reasons for Career Plateauing Relationships With Work Outcomes

Career plateauing has received little attention in the literature of late, even when employees are retaining their positions longer with little likelihood for advancement or increased job responsibilities. Relationships between reasons for structural and content plateauing and work outcomes are investigated among professional accounting association members. Contributing to the literature, our findings confirm existence of external and internal plateauing reasons and various relationships with outcomes. External reasons for structural plateauing were negatively related to job and career satisfaction, while content plateauing for external reasons was negatively related to job involvement and work motivation. Structural plateauing for internal reasons lowered job involvement, but increased job and career satisfaction, as well as intention to stay. Job involvement and work motivation mediated relationships between several reasons and job satisfaction, career satisfaction, and intention to stay. Managerial implications and future research opportunities are noted.