The present study compared the relative impact of peer-mentoring that took place either face-to-face or through electronic chat. Protégés were 106 college freshmen randomly assigned to a senior ...college student mentor and to one of the two communication modes. Fifty-one mentors interacted with one of these proteges face-to-face and one solely through electronic chat. Electronic chat resulted in less psychosocial support, career support, and post-mentoring protege self-efficacy for those with male but not female mentors. Analyses of coded transcripts revealed that males condensed their language to a greater extent than did females in the electronic chat condition relative to the face-to-face condition. Dyads in the electronic chat condition had more interactive dialogue than did those in the face-to-face condition. Finally, dialogue interactivity predicted post-mentoring self-efficacy but only for those who communicated through electronic chat.
Eighty pilots participated in a study of variables influencing the transfer process. Posttraining performance was assessed in a flight simulation under 1 of 2 conditions. Those in the maximum ...performance condition were made aware of the skill to be assessed and the fact that their teammates were confederates, whereas those in the typical performance condition were not. The results indicated that (a) simulator ratings correlated with a measure of transfer to the cockpit for those in the typical condition only; (b) team leader support, manipulated in a pretask brief, moderated the disparity between maximum and typical performance; (c) team climate mediated the impact of support on performance in the typical condition; (d) those with a stronger predisposition toward the trained skill viewed their climate as more supportive; and (e) perceptions of team climate were better predictors of performance for those with a more external locus of control.
Toxic mentors and how to deal with them Smith-Jentsch, Kimberly A.; Sullivan, Sherry E.; Ford, Robert C.
Organizational dynamics,
October-December 2019, 2019-10-00, Letnik:
48, Številka:
4
Journal Article
The research presented here investigated the impact of making targeted dimensions transparent to participants prior to their performance of a simulation exercise, on the level of dimension ratings ...and their correlations with typical performance predictors. Results from two studies, both employing between-subjects designs, showed that conceptually matched typical performance predictors were more positively associated with dimension ratings when targeted dimensions were not made transparent than when they were. In addition, only when targeted dimensions were not made transparent did conceptually matched typical performance predictors correlate more positively with dimension ratings than conceptually distinct typical performance predictors. Finally, those who were made aware of targeted dimensions received higher mean ratings in Study 1 but not in Study 2.
The present paper extends the existing literature on assertiveness in a way that supports industrial training as well as the selection of individuals for team positions. Data are reported from three ...studies that examined determinants of team performance‐related assertiveness. First, data from 149 college students demonstrated that assertiveness consists of multiple dimensions which were not all related to performance in a team decision‐making task. Second, data obtained from 225 business students indicated that correlations among self‐report measures and peer ratings of the same assertive responses assigned by intact team members varied according to the interpersonal context (i.e., personal, stranger, work related) in which scale items were framed. Third, data from 60 college students suggested that team performance‐related assertiveness has a significant skill component. Whereas both attitudinally focused and skill‐based training improved attitudes toward team member assertiveness, practice and feedback were essential to producing behavioral effects. Implications for selection and team training are discussed.
We tested relationships between students' expectations of psychosocial and career support through a peer advising program, the frequency of advisor behaviors consistent with these types of support ...(coded from transcripts), and advisee perceptions after receiving such support. Participants were 179 advisor-advisee dyads at a large southeastern university. Results demonstrated that advisees' expectations of psychosocial support were positively related to their perceptions of having received such support but not to the frequency of relevant advisor behaviors. Advisee expectations for career support did not predict advisor behavior. However, such expectations strengthened the relationship between the frequency of relevant advisor behaviors and advisees' perceptions of the career support received. These results underscore the importance of aligning advisor-advisee expectations and behaviors.
We used an online academic-advising program to examine the effects of preparatory training designed to elicit high states of learning-goal orientation and low states of avoid goal orientation. ...Results indicate that training was effective in some cases for manipulating states of goal orientation. The training did not directly affect behaviors as anticipated; however, perceptions of partner behaviors showed effects. Moreover, learning-goal orientation was related to advisee postprogram academic self-efficacy. Thus, individuals working with such mentoring programs should consider implementing goal-oriented preparatory training programs to increase mentoring relationship effectiveness. (Contains 5 tables and 2 figures.)
This study examined the effects of having experienced negative events related to the purpose of a training program on learning and retention. Participants were 32 private pilots who participated in ...an assertiveness-training study. The purpose of the training was to prevent aviation accidents caused by human error. Structured telephone interviews were conducted to determine whether participants had previously experienced 3 types of negative events related to the purpose of training. Results indicated a linear relationship between these negative events and assertive performance in a behavioral exercise 1 week after training. The same negative events, however, were not significantly related to the performance of untrained participants in the same behavioral exercise. It is suggested that previous experiences influenced posttraining performance by increasing motivation to learn.
Although many academic organizations offer formal mentoring programs, little is known about how individual characteristics of peer mentors and their protégés interact to reduce new-student stress. ...First-year college students participated in a peer-mentoring program designed to reduce stress. The results of this study demonstrated that protégés who received greater psychosocial and career support showed greater stress reduction. Additionally, protégés with a higher avoid performance goal orientation showed lesser stress reduction. Mentor avoid performance goal orientation was positively associated with stress reduction for protégés high on avoid performance goal orientation, but negatively associated for those low on avoid performance goal orientation.
The primary purpose of the current research was to examine the relationship between factors that facilitate continuous learning and the demonstration of peer mentoring behaviors. Subjects were 185 ...members of the U.S. Navy — fifteen teams from five separate submarines. We first explored the appropriate "level of analysis" for analyzing the continuous learning environment. Results of the within and between analysis (WABA) tests suggest that factors in the learning environment and peer mentoring behaviors resided at the individual level rather than the team level. Unfortunately, sample size restrictions precluded testing boat-level hypotheses. Next, we explored the relationship between continuous learning and peer mentoring. Results suggest that respondents who work in a strong continuous learning environment tend to engage in a greater number of peer mentoring behaviors than respondents who do not work in a strong continuous learning environment. Implications for research and practice are discussed.
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