Some Evidence-Based Q&As for Formal Mentoring

1. What aspects of mentoring are important?

Wanberg, Kammeyer-Mueller, and Marchese (2006) suggested that both psychosocial mentoring (e.g., friendship, role modeling, counseling, and acceptance) and career mentoring (e.g., sponsorship, coaching, protection, challenge, and exposure) are important components of a formal mentoring program. Psychosocial mentoring positively predicted mentees’ satisfaction with mentor and mentees’ job performance, and career mentoring positively predicted mentees’ performance and goal clarity.

Wanberg, C. R., Kammeyer-Mueller, J., & Marchese, M. (2006). Mentor and protégé predictors and outcomes of mentoring in a formal mentoring program. Journal of Vocational Behavior, 69(3), 410-423.


2.Should mentors and mentees meet often?


Weinberg and Lankau (2011) found that time spent together by mentors and mentees in a formal mentoring positively predicted mentoring functions 8 months later, reported after the end of mentoring program.

Weinberg, F. J., & Lankau, M. J. (2011). Formal mentoring programs: A mentor-centric and longitudinal analysis. Journal of Management, 37(6), 1527-1557.

3. What can mentors do?

Be committed!

Allen and Eby (2008) found that mentors’ and mentees’ report of mentors’ commitment to the mentoring relationship positively predicted mentorship quality reported by mentees.

Allen, T. D., & Eby, L. T. (2008). Mentor commitment in formal mentoring relationships. Journal of Vocational Behavior, 72(3), 309-316.


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