邊界指導-在工作和職業(yè)態(tài)度中的指導者類型、關系質(zhì)量和項目設計效應

1、2022-3-31邊界指導：在工作和職業(yè)態(tài)度中的指導者類型、關系質(zhì)量和項目設計效應MARGINAL MENTORING:THE EFFECTS OF TYPE OF MENTOR ,QUALITY OF RELATIONSHIP ,AND PROGRAME DESIGN ON WORK AND CAREER ATTIUDESThe Academy of Management JournalVol. 43 No. 6 Dec. 20002022-3-32一、摘要Employing a national sample of 1,162 employees, we examined the rela

2、tionship between job and career attitudes and the presence of a mentor, the mentors type(formal or informal ) ,the quality of the mentoring relationship,and the perceived effectiveness and a design of a formal mentoring program. 在美國抽取1162名員工作為實驗樣本，調(diào)查工作態(tài)度與導師配備、導師類型（正式或非正式），導師關系和培訓計劃的效能、目的之間的相關性。 2022

3、-3-33二、研究目的 purpose 1、 這項研究的第一個目的是通過新員工對導師關系的滿意程度的分析來比較導師的類型和導師的配備對員工工作態(tài)度的影響。The first purpose of this study was to compare career and job attitudes among individuals with formal mentors, informal mentors, and no mentors while controlling for and investigating the degree of satisfaction obtained fro

4、m the mentoring relationships.2、 第二個目的是檢驗導師計劃的質(zhì)量、設計對員工工作態(tài)度和對導師關系的影響。The second purpose of this study was to examine the effects of the design and quality of mentoring programs on career and job attitudes and on the satisfaction obtained from mentoring relationship.2022-3-34三、文獻綜述 literature review （

5、一）、Mentoring in the workplace 當前的導師制度1、 Mentoring and work attitudes. 導師對新員工工作態(tài)度的影響2、 Marginal mentoring (二)、 Formal and Informal Mentoring Theory 正式導師和非正式導師理論（三）正式導師和非正式導師的調(diào)查研究 Research on Formal and Informal Mentoring 2022-3-35四、假設Hypotheses1、 導師關系：類型（正式的、非正式的），存在（有導師、沒有導師），滿意度(Mentoring Relations

6、hip:Type,Presence,and Satisfaction)a) 假設1：對導師表示非常滿意的員工比那些對導師表示不滿或者基本滿意的員工將顯現(xiàn)出更積極的工作態(tài)度(Protgs who report highly satisfying informal or formal mentoring will report more positive job and career attitudes than protgs who are marginally satisfied or dissatisfied with their informal or formal mentors)b)

7、假設2：在已定的三種滿意度內(nèi)，有非正式導師的員工比那些有正式導師的員工將顯現(xiàn)出更積極的工作態(tài)度，反過來，有正式導師的員工比那些沒有導師的員工將顯現(xiàn)出更積極的工作態(tài)度。) 2022-3-36 i. (With a given level of reported satisfaction ,protgs with informal mentor will report more positive job and career attitudes than protg with formal mentors,who in turn will report more positive attitude

8、s than no mentored individuals) 研究問題一、導師關系的存在或者類型是否比導師關系的滿意度高低更影響員工的工作態(tài)度？(Does the type or the presence of a mentoring relationship account for more of the incremental variance in job and career attitudes than the level of satisfaction with the mentoring relationship) 2、員工培養(yǎng)計劃的目的、特征 假設3：具有有效指導計劃的員工將

9、比那些沒有有效指導計劃的員工顯現(xiàn)出更積極的工作態(tài)度與導師關系滿意度。(Formal protgs who report being in effective mentoring programs will have more positive career and job attitudes and report greater satisfaction with their mentoring relationships than protgs who report being in less effective mentoring programs .2022-3-37 假設4：自愿參與員

10、工將比那些強制參與的員工顯現(xiàn)出更積極的工作態(tài)度，而且導師計劃將更具有效性。(protgs in formal programs that involve voluntary participation will view the programs as more effective and will have more positive career and job attitudes than protgs in mandatory programs.) 假設5：在導師分配當中，直接參與分配計劃的員工將比那些隨意指定導師的員工顯現(xiàn)出更積極的工作態(tài)度，而且導師計劃將更具有效性。(protgs

11、in formal programs that involve participation in matching will view the programs as more effective and will have more positive career and job attitudes than protgs in programs that assign members to one another) 2022-3-38 假設6：為員工提供職業(yè)化發(fā)展道路的導師計劃與只為員工提供一般工作任務的導師計劃相比，能更加激勵員工積極地工作。 (protgs in formal prog

12、rams aimed at career development will view the programs as more effective and will have more positive career and job attitudes than protgs in programs aimed at providing general job orientation ) 假設7：那些提供經(jīng)常性指導和有導師評價機制的導師計劃將比沒有上述特征的計劃更能激發(fā)員工的工作熱情。protgs in formal programs that offer guidelines for fre

13、quency of meeting and recognition for the mentors will view the programs as more effective and will have more positive career and job attitudes than protgs in programs lacking such features)(） 2022-3-39 研究問題二、導師的部門與級別是否影響員工的工作態(tài)度？（Does the rank or department of a formal mentor affect a protgs report

14、of program effectiveness or the protgs career and job attitudes）五、研究方法 Methods1、 Dillman mail survey method.，Dillman問卷調(diào)查法為了得到一個性別對等的樣本，隨機選取相等數(shù)量的男女進行調(diào)查，我們共發(fā)了3000份調(diào)查問卷，工人、工程師、記者各1000人（男女各500）。2022-3-310 2 、 測量 Measures All measures had acceptable coefficient alphas(系數(shù))（1） 職業(yè)與工作態(tài)度的測量（Career and job att

15、itudes）。我們用量表對七種態(tài)度進行了評價：（a）、職業(yè)責任感(career commitment)（b）、工作滿意度(job satisfaction)（c）、提升機會滿意度(satisfaction with opportunities for promotion )（d）、組織責任感(organization commitment)（e）、過程公正性(procedural justice)（f）、在組織中的自尊感(organization-based self-esteem)（g）、離職意向 (intentions to quit )2022-3-311 (2) 關系滿意度的測量(R

16、elation satisfaction )員工的關系滿意度用七分量表對以下四項指標進行測量，我的導師：（a）、是否是我喜歡的人（b）、是否能適應他/她的角色（c）、不滿足我的需求（d）、使我失望(My mentor:Is someone Iam satisfied with.Has been effective in his/her roleFails to meet my needs.Disappoints me .)每項進行打分，分數(shù)17,1代表很不同意，7代表完全同意。=0。83 2022-3-3122022-3-313(3)導師計劃的有效性（the Perceived Program

17、 Effectiveness )我們用七分量表對以下指標來測量導師計劃的有效性：（a）、員工與導師各自是否自愿參與這個導師計劃mentor volunteers and protg volunteers （b）、導師分配Method of matching （c）、計劃目的Purpose of program（d）、經(jīng)常性指導(Meeting frequency guidelines)（e）、導師的級別(Mentors rank)（f）、導師的部門(Mentors department)（g）導師的評價（recognition given to mentor）2022-3-314A quest

18、ion of the survey：(Perceived Program Effectiveness 問卷問題：The formal mentoring program in my organization is effective.The formal mentoring program allows me access to mentors who otherwise would have been unattainable I am satisfied with the formal mentoring programthe formal mentoring program smooth

19、ed the way for me to get a mentor.I would be unable to get a mentor if not for the formal mentoring program.)對每項進行打分，分數(shù)17,1代表很不同意，7代表完全同意。4代表既不贊成也不反對。=0。792022-3-315（4)正規(guī)導師計劃的設計 Design of formal mentoring programs（5)變量的設計 Control variables 設計了27個與工作態(tài)度、導師制度相關的變量。設置兩類變量：組織/人口統(tǒng)計變量和導師變量（organizational/d

20、emographic variables and mentoring variables）利用協(xié)方差、因變量的相關性檢驗、回歸分析的一致性檢驗 2022-3-316六、研究結果Result 通過多元協(xié)方差分析（multivariate analyses of covariance|）、 Duncan多元實驗方法（Duncans multiple range test）和 一元分析一元分析(univariate analyses)(univariate analyses) 方法證明上述7條假設成立。 2022-3-317七、討論（Discussion）1、這項研究提出了兩個與組織發(fā)展相關的重要問

21、題，第一個是，證明所有的導師關系都是平等的而且利用導師的基本效能結構來檢驗具有正式導師、非正式導師和不具有導師的員工之間的不同。（This study addressed two questions that have particular relevance for organizations entering the new momentum.First, we tested the assumption that all mentoring relationships are created equal and used the construct of marginal mentori

22、ng to examine differences between individuals with formal and informal mentors ,and no mentored individuals ） 第二個是力圖證明導師計劃的目的能否影響參與者的工作態(tài)度，他們對計劃效能的理解，以及他們對導師關系的滿意程度。（ Second,we examined whether the design of a formal mentoring program affected participantswork attitudes,their perception of the effect

23、iveness of the mentoring program,and their satisfaction with the mentoring relationship）2022-3-3182、這項研究結果支持了Levinson 的理論即導師制度不是 完全 絕對的而是一個連續(xù)發(fā)展的過程。（ The results of our study support Levinsontheory that mentoring is onto a simple ,all-or-none matter but falls along a continuum of effectiveness ）3、在解釋員工工作態(tài)度的 差異上，員工對導師的滿意程度比導師的類型、導師的配備更具有解釋力。（these results indicate that satisfaction with the mentoring relationship accounted for more of the variance in job and career attitudes than the type of m