Mentoring Functions Research Articles

The “Ripple Effect”: The Effect of Family-Work Conflict on Mentor-protégé Relationship

ABSTRACT Drawing from conservation of resources theory, this research examines how and when mentors’ family – work conflict is related to protégés’ work outcomes (i.e. job performance and career satisfaction). We proposed mentors’ family – work conflict depleted their resources, thus had a negative influence on protégés’ work outcomes. Further, we addressed the mediating role of mentoring functions (i.e. career support, psychosocial support, and role modeling) and the moderating roles of mentors’ core self-evaluation and mentor – protégé relational quality. We tested the hypothesized moderated mediation model using time-lagged data from 162 mentor – protégé dyads in a large Chinese pharmacy chain company. The results demonstrated that (a) mentors’ family – work conflict was negatively associated with protégés’ work outcomes; (b) mentoring functions mediated this relationship; (c) mentors’ core self-evaluation and mentor – protégé relational quality moderated the main effect of mentors’ family – work conflict on mentoring functions and the indirect effect of mentors’ family – work conflict on protégés’ work outcomes via mentoring functions; and (d) the indirect effect was significant when mentors’ core self-evaluation or mentor – protégé relational quality was low. Important implications for management research are discussed.

Examining the Role of Mentoring on Perceived Employability Among University Students in China

The purpose of this study is to examine the impact of mentoring on university students’ perception of employability in China and to investigate the role of mentoring duration, frequency, and mentor-mentee similarity as potential moderating factors. This quantitative study was conducted by administering an online survey among university students in China. All participants ( N = 1023) completed demographic questions and a Likert scale questionnaire consisting of 16 self-perceived employability scale items and 25 college student mentoring scale items. After controlling for the university students’ age, gender, academic field, and university rank, mentoring was significantly positively associated with perceived employability. Our results further reveal that out of the four mentoring functions, psychological emotional support is significantly positively associated with perceived employability. The findings suggest that mentoring duration, frequency, and mentor-mentee similarities shape the impact of psychological emotional support on employability. The findings of this study contribute to the literature on mentoring and perceived employability, and provide valuable insights for educators, policymakers, and mentoring program developers. By emphasizing the importance of key mentorship functions, educational institutions can develop effective mentoring programs and interventions to enhance university students’ career prospects and employability.

What makes mentors thrive? An exploratory study of their satisfaction in undergraduate medical education

BackgroundMentoring medical students with varied backgrounds and individual needs can be challenging. Mentors’ satisfaction is likely to be important for the quality and sustainability of mentorships, especially in programs where the mentor has responsibility for facilitating a group of mentees. However, little is known about what influences mentors’ satisfaction. The aim of this study was to measure mentors’ self-reported satisfaction with the mentoring experience and to explore associations between satisfaction and its putative factors.MethodsAn online survey was sent out to all physician mentors in each of the three mentorship programs (UiT The Arctic University of Norway, the University of Bergen, and McGill University, graduation years 2013–2020, n = 461). Data were analyzed by descriptive statistics, dimension reduction, and linear regression.ResultsOn a scale from 1 to 5, mean mentor satisfaction score at two Norwegian and one Canadian medical school was 4.55 (95% CI 4.47, 4.64). In a multilevel multivariate regression analysis, two predictors were significantly associated with mentors’ satisfaction: (1) the perception that students found the group meetings valuable (β = 0.186, 95% CI 0.021, 0.351, p = 0.027) and (2) mentors’ perceived rewards (β = 0.330, 95% CI 0.224, 0.437, p < 0.001). Perceived rewards included experiencing gratifying relationships with students, and mentors’ perception of self-development.ConclusionsIn this study, mentors appeared to be highly satisfied with their mentoring functions. Our findings suggest that mentors’ overall satisfaction is closely linked to their experiences of fulfilling mentor-student relationships and personal and professional development. Interestingly, and perhaps contrary to commonly held assumptions, we found no association between mentor satisfaction and financial compensation. Furthermore, satisfaction was not associated with the provision of pre-assigned topics for discussions for mentor group meetings. We propose that the mentors’ experienced psycho-social rewards, and their competence in establishing well-functioning group dynamics, should be areas of focus for faculty development.

Role Of Village Capacity Building In Increasing Original Village Income From The Tourism Sector: A Case Study Of Organization Output

This study aimed to determine the impact of capacity-building activities through Tourism Village training and assistance to alums of the Tourism Village training conducted by the Human Resources Development Agency and Empowerment of Village Communities, Disadvantaged Regions, and Transmigration, Indonesia, on increasing village original income. Village community training and assistance activities are one of the tasks of the Human Resources Development Agency and Empowerment of Village Communities Disadvantaged Regions, and Transmigration (HRDA), through training centres spread across nine work areas throughout Indonesia. The tasks and functions of training and mentoring have been carried out as primary tasks. Still, so far, no evaluation has explicitly reviewed the impact of capacity building in the tourism village sector with specific indicators, namely increasing original village income (OVI) at the locus of training and mentoring at the HRDA. This research was conducted to see the impact of capacity building on increasing the original village income, which is the primary goal of carrying out the duties and functions of the organization, namely developing the capacity of village communities, underdeveloped regions and transmigration to create prosperous, advanced and independent village communities. This study used a qualitative method by collecting data through questionnaires, training implementation reports and interviews with key informants. Data were analyzed using the descriptive analysis method.

Effects of E-Mentoring on Japanese clerical employees’ vocational identity during teleworking

ABSTRACT This study examined the effect of e-mentoring on vocational identity during teleworking; it clarified the relationship between teleworkers’ vocational identity and e-mentoring compared with that of non-teleworkers according to career stage. An online survey was conducted and measured vocational identity and mentoring function (career function and psychosocial function). Collected data from 419 clerical workers (211 teleworkers, 208 non-teleworkers) who had a mentor or a protégé were analyzed. The results of multiple-group structural equation model suggested that in the early career stage, it was especially important for teleworkers to receive psychosocial functions from mentors as protégés. At the late career stage, it was necessary for teleworkers to provide psychosocial functions to protégés as mentors; at that stage, it was important for non-teleworkers to offer career functions. The results also suggested that toward developing vocational identity, the mentoring relationship was more important for teleworkers, who easily become isolated, than for non-teleworkers.

THE ROLE OF MENTORING IN FOSTERING THE PROFESSIONAL IDENTITY OF FUTURE TEACHERS

Relevance of the research. Identification of the individual with the chosen profession indicates a significant level of professional growth and readiness to systematically develop, improve professional skills, deepen knowledge, that is, to recognize oneself as part of an important professional process. The description of this phenomenon in the scientific literature is understood as the acquisition of professional identity. A professional identity for future teachers is a guideline that needs to be perceived while studying in a higher educational institution since it shows the teacher’s readiness to work with children and reveals the possible quality result of this work. It is quite difficult to acquire a professional identity through independent self-development; consequently, the support and assistance of a teacher or a mentor is of particular importance in this case. The purpose of the research is to reveal the role of mentoring in the formation of future teachers’ professional identity. The research methods are as follows: theoretical (analysis, synthesis, generalization), empirical (sociological survey, description), generalization. The academic paper is focused on revealing the specifics of the formation of future teachers’ professional identity and analyzing the role of a mentor as a coach, advisor, and professional friend for future teachers. The research analyzes approaches to the interpretation of the concept of a mentor and mentoring as a process, as well as related concepts such as a coach, a tutor, and a facilitator. The understanding of the phenomenon of mentoring in Western European scientific thinking has been characterized. The primary focus of the academic paper is on the reformation of Ukrainian education, the New Ukrainian School Concept, and the importance of mentoring at the current stage of educational transformation.The research results emphasize that the functions of a mentor for future teachers are indispensable and important. According to the survey, the majority of respondents indicate that they are willing to seek help from their mentors and can become such mentors for junior students. Conclusions. The academic paper proves that professional identification is an important personal formation that characterizes a high level of professionalism of a specialist, in particular, a teacher. The function and role of mentoring is a way for future teachers to achieve professional identity. The survey conducted among master’s students confirms the importance of mentoring for future teachers in general and for acquiring professional identity. A mentor has to concentrate on working with students from the beginning of their studies and progressively take on a more involved role by the end of their final year in order to be effective in carrying out these duties.

Fostering the Protégé Career Success through Traditional and Relational Mentoring Functions: A Complementary Fit Perspective

In today's dynamic and continuously changing environment, achieving a successful career can be challenging for a protégé. A range of stakeholders, including mentors, influence the protégé's career success in their professional network. Mentors play a crucial role in a protégé's professional network. They are strong predictors of the resources that a protégé can acquire, such as career self-efficacy, which is essential for making informed career decisions and achieving success in professional life. Following this, the current study explores the connection between traditional and relational mentoring functions and career success via the intervening construct of career self-efficacy. Data were gathered from 384 staff employed in Pakistan's private, public, and Islamic banks. PLS-SEM was utilized to analyze the data. The findings show that mentoring functions are significantly related to the career success of protégés, with relational mentoring emerging as a more potent predictor of career success and career self-efficacy than traditional mentoring. Additionally, the findings suggest that protégé career self-efficacy mediates the direct association between mentoring and career success. This study adds to the literature by studying traditional and relational mentoring roles as predictors of protégé career self-efficacy and success. By highlighting the importance of relational mentoring, this study emphasizes the need for employers to develop effective mentoring programs that prioritize establishing supportive and collaborative mentor-protégé relationships.

Mentoring as a Social Institution and Its Types in Modern Realities

The purpose of this article is to consider and determine the features of the types of mentoring in modern realities. The relevance of the consideration of this topic for the successful implementation of the individual’s activities in various fields, as well as within the framework of the revival of the institute of mentoring, is substantiated. The essence of mentoring as a social institution at the present time is analyzed. The factors that contributed to the change in the organizational andcontent side of mentoring are described. The types of mentoring are presented and differentiated: tutoring, mentoring, coaching, facilitation, reverse mentoring, as well as forms of mentoring: individual and group. The scope of application of each type of mentoring is described. Based on the analysis of publications, the issue of mentoring functions in various fields is considered: supportive, diagnostic, developmental, communicative and mediative. Research methods include analysis, synthesis, generalization and classification of theoretical works. In the process of writing this article, we analyzed domestic and foreign sources, which allowed us to summarize the experience in this direction and identify the characterological signs of mentoring as a social institution in modern realities. The results provide a description of the specific characteristics of each type of mentoring in the context of modern times, a description of the functions of mentoring.

Mentors' motives and mentoring functions: comparing social and commercial new ventures

PurposeEntrepreneurial support programs, like incubators and accelerators, often offer mentorship to new ventures. However, existing research on mentoring has mainly focused on the entrepreneur's perspective, leaving researchers with limited understanding of why experienced mentors provide support to new ventures. This study aimed to explore mentors' motives in mentor–venture relationships and their impact on the advisory process. It also examined different types of mentors (social and commercial) and their motivations for assisting and supporting new ventures.Design/methodology/approachThe present study utilizes a qualitative research approach to investigate the motivations and mechanisms through which new venture mentors assist founders in their growth and success. In-depth interviews were conducted with 18 mentors supporting both social and commercial ventures. These mentors were selected from ten accelerator and incubator programs situated in Belgium. The interviews aimed to gain insights into the mentors' motivations and their experiences in the role of mentors.FindingsBased on the social exchange theory and the norm of reciprocity, this study identified two main motives of mentors: “gaining back” reflecting mentors’ self-interest in deriving benefits from the relationship and “paying back” representing their altruistic reasons for supporting new ventures. Additionally, the study identified mentor functions that primarily involved providing career-related support to new ventures. Moreover, the research revealed intriguing similarities and differences in the motivations and mentoring functions between mentors of social and commercial ventures.Research limitations/implicationsFuture research should explore the evaluation process and criteria used by mentors and new ventures when selecting each other for a productive mentoring relationship. Additionally, further investigation is needed to examine the firm-level impact of various mentoring services on the performance of social and commercial new ventures at different stages of development. Comparing mentor motives and functions across diverse geographical settings would address the limitation of the study and provide a more comprehensive understanding of the topic.Practical implicationsThe findings of the study can inform policymakers, accelerator and incubator program managers and new ventures seeking mentors and support initiatives. They can use the insights to design effective mentoring programs that align with the specific needs and motivations of mentors and new ventures. Understanding the different motives and functions of mentors can help in the selection of appropriate mentors who can provide the necessary support and expertise to new ventures.Social implicationsThe study highlights the importance of mentorship in the development of entrepreneurial ecosystems. Accelerator and incubator programs play a crucial role in connecting new ventures with mentors who have the right motivation and expertise, contributing to the growth and success of new ventures and the overall entrepreneurial ecosystem. By identifying both altruistic and self-interest motivations in mentoring relationships, the study emphasizes the dual dimensions that characterize the mentor–venture relationship. This understanding can foster stronger collaborations and reciprocal exchanges between mentors and new ventures, ultimately benefiting both parties.Originality/valueThis research contributes to the entrepreneurship literature by exploring the mentor–new venture relationship from mentors' perspective. It expands the existing research on mentor–protégé relationships, broadening the understanding of mentoring dynamics in different organizational settings. The findings offer insights grounded in social exchange theory and provide directions for future research on mentor–venture relationships, resource exchange and relationship development. The study also holds practical implications for policymakers and program managers involved in fostering mentoring initiatives for new ventures.

Institutional Models of Scientific Mentoring for Russian University Students: Organizational and Managerial Aspects

The article aims at characterizing the institutional models of Russian university students’ scientific mentoring in the context of managing research activities. The institutional practices of scientific mentoring are an effective way to make an early academic career, to involve and retain talented students in the field of research and development, to popularize and strengthen the social status of science. Meanwhile, the traditional institutional forms existing in Russian universities should be developed and renewed. In addition, some practices of scientific mentoring are informal, which means that they do not have organizational support and conditions for reproduction. We focus on scientific mentoring for students of the first and second levels of higher education (bachelors, specialists, master students), who are considered as a «reserve» of the community of scientific youth. Our conclusions are based on the data of a sociological study carried out in 2023. Therein, we used methods of systematic analysis of scientific literature, of Russian and foreign universities’ websites content. The study included an online survey of 3032 students of Russian universities. The theoretical task is to substantiate the features of scientific mentoring as a scientific and educational institution. We highlight the institutional features and functions of scientific mentoring. Based on empirical data, we present the content of scientific mentoring institutional models, which have developed in modern foreign and Russian universities. The online survey of students showed their involvement in research activities, motivation for it, and the level of their scientific activity. The results of our research can be used in practice – to develop and improve scientific mentoring programs in Russian universities. The paper in general is the first attempt to interpret scientific mentoring from the standpoint of an institutional approach. We summarize the Soviet experience of scientific mentoring, as well as its modern institutional practices in foreign and Russian universities.

Exploring mentors’ perceptions of the benefits and challenges of mentoring in a constellation model

ABSTRACT In a mentoring constellation model, mentoring is conceptualized as a set of meaningful relationships with multiple mentors. Mentoring constellation models move away from hierarchical ‘one-mentor to one-mentee’ models; multiple mentors support different mentoring functions, without an expectation that one mentor has expertise in all areas. Utilizing results of an interview study with 26 faculty (academic staff), we explored the perceived benefits and challenges of mentoring undergraduate students in a constellation model in our institutional context. Six themes were derived from these analyses and their implications for academic development are discussed. We conclude that a mentoring constellation model offers interesting potential for community-building and should be structured to scale mentoring efforts.

Mentoring as a Focus of Russian and International Research Investigations

Introduction. Modern Russian educational environment is characterized by a rapid growth in research and practical interest in the phenomenon of mentoring. Currently, it is significant to reconsider the approaches to mentoring taking into account its historical foundations. The purpose of this article is to review the topics and problems of mentoring in Russian and international scholarly literature and to identify common theoretical foundation in understanding the phenomenon of mentoring as well as reveal the current trends of studying and implementing mentoring. Methodology. In order to solve the research problem, the authors applied the following methods: review and analysis of Russian and international research literature devoted to mentoring, systematization and summarizing the research data. Results. The analysis of Russian and international research literature enabled the authors to conclude that understanding the phenomenon of mentoring has evolved from ‘the tool of preparing to independent adult life’ to ‘the tool of continuing education and development, societal development, preserving and increasing of human capital’. The first attempts to understand and clarify mentoring were made in belles-lettres and philosophical treatises addressing the problems of moral education. Then, the focus shifted to the professional field: mastering the profession, development of professional competence. Mentoring has been studied according to the fields of implementation (education, professional and industrial activities, social sphere, etc). Researches has focused on the functions of mentoring and its models, development and stages of mentoring relationships, conceptualization of mentoring and its differentiation from other forms of individualized support, guidance and learning. Conclusion. The article concludes that currently mentoring is studied as a complex interdisciplinary phenomenon which is conceptualized within the meaningful paradigm of dialogue, collaboration, intellectual and moral efforts aimed at discovering personal meanings of the activity.

Learning Goal Orientation (LGO) and Mentor Function Effect on Entrepeneurship Self-Efficacy in Medium Small Enterprises Bojonegoro

Background: The role of an entrepreneur's internal dispositions and external support mechanisms in influencing self-efficacy remains a subject of keen interest. The Bojonegoro region, with its unique entrepreneurial landscape, provides a rich context for such exploration. Objective: To unravel the intricate relationships which shape an entrepreneur's self-efficacy, focusing primarily on the contributions of Learning Goal Orientation (LGO) and Mentoring Function (MF). Method: A questionnaire-based approach was employed targeting 30 small and medium-sized enterprises (SMEs) in Bojonegoro, using the purposive sampling method. The gathered data was meticulously analyzed using SPSS's 25th edition under multiple linear regression analysis. Results: Findings highlighted the significant positive effect of LGO on Entrepreneur Self-Efficacy. While MF alone did not directly influence self-efficacy, its combined effect with LGO showcased a synergistic positive impact. Conclusion: The research underscores the importance of both an entrepreneur's learning mindset and effective mentoring in shaping self-efficacy. Emphasizing these factors can offer a more holistic approach to entrepreneurial training and development programs, especially in regions akin to Bojonegoro. Keywords: Entrepreneur Self-Efficacy, Learning Goal Orientation (LGO), Mentoring Function (MF), Small and Medium-sized Enterprises (SMEs)

Social functions of mentors for graduates of orphanages (on the example of Novosibirsk)

The study of the phenomenon of mentoring is determined by challenges in the social existence of individuals and groups that find themselves in a difficult life situation. The article focuses on the graduates of organizations for orphans and children left without parental care, who face adaptive, social and social-cultural difficulties after leaving the orphanage, and in this situation the role of mentors is crucial. Based on the semi-structured interviews with mentors (N = 17) and graduates (N = 15) of orphanages in Novosibirsk, the author identifies social functions of mentors and the graduates’ attitude to them. Novosibirsk was chosen as the first city in Russia, in which mentoring system for graduates of orphanages was tested. The article focuses on the social functions of mentors based on the idea that the social function is an effective means for achieving goals that are significant for society or its groups. The following social functions of mentors were identified: socializing, social-communicative and social-cultural. These functions allow to define mentoring not only as a pedagogical phenomenon, but also as a social practice that determines the interaction of representatives of different social groups/communities. Such interaction is purposeful, reflects the completeness of the subjects’ life worlds and their value orientations, forms meaningful attitudes and improves the quality of life in general. The study showed that the interaction between mentors and graduates is positive and contributes to the improvement of the graduates’ social life. The author identifies the key markers of the mentors’ attitude to the social practices of the orphanage, their estimates of its role in the formation of personality and value orientations. The approach presented in the article allows to consider mentoring as an important factor of socialization.

The Classroom‐Research‐Mentoring Framework: A lens for understanding science practice‐based instruction

AbstractReformed science curricula provide opportunities for students to engage with authentic science practices. However, teacher implementation of such curricula requires teachers to consider their role in the classroom, including realigning instructional decisions with the epistemic aims of science. Guiding newcomers in science can take place in settings ranging from the classroom to the undergraduate research laboratory. We suggest thinking about the potential intersections of guiding students across these contexts is important. We describe the Classroom‐Research‐Mentoring (CRM) Framework as a novel lens for examining science practice‐based instruction. We present a comparative case study of two teachers as they instruct undergraduate students in a model‐based inquiry laboratory. We analyzed stimulated‐recall episodes uncovering how these teachers interacted with their students and the rationale behind their instructional choices. Through the application of the CRM Framework, we revealed ways teachers can have instructional goals that align with those of a research mentor. For example, our teachers had the goals of “creating an inclusive environment open to student ideas,” “acknowledging students as scientists,” and “focusing students on skills and ideas needed to solve biological problems.” We suggest three functions of research mentoring that translate across the classroom and research laboratory settings: (1) build a shared understanding of epistemic aims, (2) support learners in the productive use of science practices, and (3) motivate learner engagement in science practices.

Mentorship Function to Reduce Turnover Intention in Public Accounting Firm

The phenomenon of auditors transitioning to Public Accounting Firms (KAP) or other professions has resulted in a decline in both auditor performance and the overall functioning of KAP. Therefore, this study empirically examines the predictive capabilities of role dynamics theory within the framework of planned behavior theory on mentoring behavior and its potential to prevent auditors from transitioning to KAP or other professions. The study design used explanatory causality and the data were collected through survey using a questionnaire, with primary data as the source. The sample included 191 auditors at various levels, namely managerial, partner auditors, senior auditors, and staff members, within KAP. Furthermore, a proportional random sampling method was used, and structural equation modeling [SEM] was employed for data analysis. The individual auditor served as the analytical unit, while time horizon was considered as the cross section. The results showed the mentor's position positively impacted the level and mentoring function of protégé organization, and the degree of the organization positively influenced the status of the mentor. Meanwhile, the mentor's level and mentoring function negatively impacted turnover intention, and organizational structure enhanced the connection between protégé organizational level and the mentoring role. The results indicated that both the position and function of mentoring can enhance the retention of protégé of staff, and the less structured office environment can strengthen mentoring activities within the KAP.&#x0D; &#x0D; Received: 6 June 2023 / Accepted: 08 August 2023 / Published: 5 September 2023

Ntoring Functions to Self-Efficacy and Organizational Commitment

Mentoring, one of the human relations intervention program, aims to harness employees skills for professional development. Focusing on the mentees' level of mentoring functions received from their mentors, level of occupational self-efficacy (OSE), and level of organizational commitment (OC), the study examined these among 50 mentees from a local BPO company using three standardized tests - Mentoring Functions Questionnaire (MFQ-9), Occupational Self-Efficacy Short Version, and Three Component Organizational Commitment Questionnaire. It was supplemented by a one-on-one interview with 10 respondents using an open-ended questionnaire. The study determined that the psychosocial support function though high (x̄=4.11) may still be improved in terms of ensuring an accepting and confirming relationship as revealed during the interview. Meanwhile, career support (x̄=4.30) and role modelling (x̄=4.30) are at very high level. Very high level was found on OSE (x̄=4.47) and OC (x̄=4.74) with normative commitment (x̄=4.86) as the dominant type. A correlation was established between psychosocial support and OSE (p=0.048) attributed to the importance of motivation, counseling, coaching, and friendship. No statistical significant correlation was established between mentoring functions and OC (p=0.88). Age may have been a factor as majority of the respondents are millennials who are known to have a stronger concept of task commitment instead. A proposed strategic response roadmap for learning and development plan focuses on enhancing the accepting and confirming aspect of psychosocial support through building a support system. This includes capacity building for mentors and establishing mentors and mentees' circle.

Employee resilience and mentoring functions as moderators of the relationship between workplace hazing and affective organizational commitment

Although numerous studies have discussed hazing through qualitative methods, few have investigated workplace hazing as an antecedent, and the mechanisms influencing the relationship between workplace hazing and affective organizational commitment (AOC) in hospitality contexts. The present study applied leader-member exchange theory and the challenge–hindrance stressor framework to determine the roles of employee resilience and mentoring functions in buffering the negative effects of workplace hazing on AOC. A multi-group analysis was conducted on data collected from newcomers working at hotels in China. The results revealed that workplace hazing significantly and negatively influenced AOC. Both Employee resilience and mentoring functions positively correlated with AOC and buffered the negative relationship between workplace hazing and AOC. This study provides insights into how employee programs can be enhanced to reduce the negative effects of workplace hazing on AOC in the hospitality industry.

Tour leaders and guides’ multiple mentoring functions: scale development and validation

ObjetivoBasándose en la bibliografía sobre la mentoría, este estudio exploró las funciones de mentoría desarrolladas por el sector de los viajes y elaboró una escala de funciones de mentoría múltiple (MMFS) para guías y jefes de grupo turísticos.Diseño/metodología/enfoqueEn el Estudio Uno de esta investigación se realizaron entrevistas en profundidad a 23 guías turísticos para establecer el banco de preguntas inicial y la escala de prueba piloto. Estudio Dos, la escala inicial fue sometida a una prueba piloto por 225 guías de tours para identificar la estructura factorial mediante un análisis factorial exploratorio. Estudio Tres, el modelo se verificó mediante análisis factoriales confirmatorios 251 muestras de calibración. En el Estudio Cuatro, la validación cruzada se verificó mediante 227 muestras de validación.ResultadosEstudio Uno: a través de los análisis de contenido, se estableció un banco de preguntas inicial de 51 preguntas. El banco de preguntas fue revisado por 15 expertos, lo que dio lugar a la elaboración de una escala de prueba piloto de 36 preguntas. Estudio Dos, se retuvieron 16 preguntas, tras la prueba piloto de la escala inicial, y se identificaron cuatro dimensiones, que incluían la competencia profesional, la mentoría inversa, el desarrollo profesional y las funciones psicosociales. Estudio Tres, el modelo se verificó mediante análisis factoriales confirmatorios y se confirmó que tenía una buena fiabilidad y validez de constructo. Por último, se estableció una escala de primer orden y cuatro factores que constaba de 16 preguntas. En el Estudio Cuatro, se verificó la validación cruzada.Originalidad/valor (límite 100 palabras)Los estudios anteriores se han centrado principalmente en las funciones típicas de la mentoría. Rara vez se han tratado las funciones múltiples de mentoría derivadas de las características de los guías y jefes de grupo turísticos. Esta investigación puede llenar el vacío existente en la aplicación del sistema de mentoría a la investigación de la gestión de recursos humanos en la industria turística. Como resultado, esta escala de funciones de mentoría múltiple de cuatro dimensiones proporciona una perspectiva progresista y puede considerarse como la primera versión del desarrollo de la escala en la industria turística.Limitaciones/implicaciones de la investigación (límite 100 palabras)El establecimiento de la MMFS se sometió a un riguroso proceso de desarrollo, y la fiabilidad y validez de la escala están respaldadas. Se sugiere que en futuras investigaciones se desarrolle y construya un modelo multifuncional para guías profesionales de turismo basado en la MMFS para evaluar el impacto a largo plazo de la MMFS.

일 가정 중심 멘토링과 멘티의 조직시민행동

Despite the growing body of research examining the impact of mentoring on mentees' work behavior, there has been a notable gap in exploring the role of mentoring at the work-family interface. Our study sought to investigate whether work-family focused mentoring uniquely contributes to mentees' behaviors. In particular, we assessed the effects of work-family focused mentoring on organizational citizenship behavior, taking into account general mentoring functions. Furthermore, our study aimed to uncover the underlying mechanism connecting work-family focused mentoring with mentees' organizational citizenship behavior. Drawing on social exchange theory, we examined the mediating role of perceived organizational support (POS) in this relationship. By analyzing data from 237 mentor-mentee pairs across various organizations in China, we discovered that POS indeed mediated the association between work-family focused mentoring and mentees' organizational citizenship behavior. This study offers valuable insights and implications for future research and practice in this area.