Meeting expectations: The connection to outcomes in mentoring relationships

Jennifer L Buddenbaum, Purdue University

Abstract

This study was conducted to better our understanding of how mentors and protégés interact with and influence each other within a formal mentoring relationship. We hypothesized that one of the most important factors in successful mentoring relationships concerns whether or not each participant’s expectations regarding the mentoring relationship are met. The sample consisted of 47 mentors and 84 protégés of a formal mentoring program fro aspiring school administrators. This study found support for the hypothesis that support behaviors and relationship outcomes are indeed fully or partially explained by the expectations of the relationship. The current study found that if an individual feels their mentoring partner is meeting their expectations they are more committed to continuation of the relationship, trust their partner more, and feel that the relationship itself is more effective. Additionally, those individuals who reported higher levels of relationship effectiveness, trust in one’s partner, and commitment to the mentoring relationship were more likely to continue the mentoring relationship after completion of the program. This provides organizers of formal mentoring programs an insight into these formally arranged relationships – if the relationships are not as beneficial as a mentor or protégé expects, they will only stay in the relationship while the program is active. The current study did not however support the propositions put forth regarding mentor behavior and career related outcomes for the protégé.

Degree

M.S.

Advisors

Williams, Purdue University.

Subject Area

Social psychology|School administration

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