Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
School of Education
Philip H. Kelly
Gibbs Y. Kanyongo
Formal mentoring, Informal mentoring, Mentee, Mentor, Mentoring, Organizational socialization
Organizations created formal mentoring programs to replicate the benefits of informal mentoring. With regard to measuring mentoring functions, organizations are using informal measures to measure formal mentoring programs. As a result, empirical measurements of the effectiveness of university formal mentoring programs are limited. Researchers suggest that using organizational socialization measures may be a way to assist the formal mentoring measurement process. The overall purpose of this study is to examine the interrelationships among mentor relationship functions (MRI), mentor relationship satisfaction (SWMS), perceived effectiveness of formal mentoring (PEQ), and the dimensions of organizational socialization (OSQ) as it relates to a formal mentoring program at a university.
The university in this study is located within an urban area in Western Pennsylvania. The target population was comprised of faculty members within the university that have been involved in a one year formal mentoring program. The faculty completed a formal mentoring questionnaire that is made up of four questionnaires/surveys that combine informal mentoring, formal mentoring, and organizational socialization. A correlation and mediation approach was used to examine the data.
Results suggest that while there were strong relationships between satisfaction, effectiveness and mentor functions, there were no correlations between organizational socialization, formal mentoring effectiveness and mentor functions. In terms of the two mediation studies, organizational socialization was not found to mediate between the mentor functions and perceived effectiveness of formal mentoring in the first study. In the second study, satisfaction with the mentor relationship was found to partially mediate between mentor functions of the relationship and perceived effectiveness of formal mentoring. Based on this study, together the MRI, SWMS, and the PEQ share a relationship that may offer more of a comprehensive picture when it comes to measuring the effectiveness and satisfaction of formal mentoring.
Connelly, J. (2011). Interrelationships Among Elements of Formal Mentoring and the Dimensions of Organizational Socialization (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/430