Abstract
This study examined learning for matched pairs of mentors and proteges who participated in a formal workplace mentoring program in the United States. The use of matched pairs enabled the analysis of how affective trust, perceived organizational support, and mentoring received were related to the learning by both the proteges and the mentors. Protege learning was positively related to protege affective trust and the amount of mentoring received by the protege. Mentor learning was positively related to mentor affective trust and protege perceived organizational support. Recommendations are offered to enhance the learning for participants in workplace mentoring programs.
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