ABSTRACT
This study focused on Evaluation of the relationship of workplace mentoring and organizational performance (A study of selected tertiary institutions in Abia State). The specific objectives of the study were to; examine the effect of mentoring formalization of staff on organizational effectiveness in the selected tertiary institutions in Abia State, determine the impact of effective mentee matching on organizational productivity in the selected tertiary institutions in Abia State, ascertain the impact of mentee goal setting on performance improvement of academic staff in the selected tertiary institutions in Abia State and ascertain the challenges of workplace mentoring in the selected tertiary institutions in Abia State. The study was guided by a survey design because it gives detailed information about issues, problems, events and describes events as they are. Both primary and secondary data were used. The population of the study was 3350 and the sample size of 357 respondents was obtained using Taro Yamane technique. The researcher used questionnaire for data collection. The data gathered for the study were analyzed using descriptive analysis. Anova, Pearson correlation, paired sample test and Pearson Chi square were used to test hypotheses with the aid of statistical packages for social sciences (SPSS). The study showed that mentoring formalization of staff has significant effect on organizational effectiveness in the selected tertiary institutions in Abia State. The study submitted that there is significant impact of effective mentee matching on organizational productivity in the selected tertiary institutions in Abia State. The study also revealed that mentee goal setting has significant impact on performance improvement of academic staff in the selected tertiary institutions in Abia State. Finally, ineffective matching of the mentors and mentees and difficulty in setting limits and boundaries for the workplace mentoring relationship were among the challenges of workplace mentoring in the selected tertiary institutions in Abia State. The study recommended that the management of tertiary institutions in Abia State should create an enabling environment that would foster mentoring formalization of staff in order to stimulate their organizational effectiveness.
TABLE OF CONTENTS
Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
List of Tables vi
Abstract vii
CHAPTER 1:
INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of the Problem 3
1.3 Objectives of the Study 5
1.4 Research Questions 6
1.5 Research Hypotheses 6
1.6 Significance of the Study 6
1.7 Scope of the Study 7
1.8
Limitations of the Study 7
1.9 Brief History of Organizations under
Study 8
1.10 Operational Definition of Terms 10
CHAPTER 2: REVIEW
OF RELATED LITERATURE
2.1 Conceptual Framework 11
2.1.1
Workplace mentoring 11
2.1.2
Types of workplace mentoring 12
2.1.3
Benefits of workplace mentoring 13
2.1.4
Workplace mentoring in educational
institutions 15
2.1.5
Perceptions and reasons for workplace
mentoring 16
2.1.6 Mentee
matching 17
2.1.7 Mentee
goal setting 19
2.1.8 Mentee openness 21
2.1.9 Structured mentoring process 22
2.1.10 Mentoring formalization 23
2.1.11
Challenges of workplace mentoring 25
2.1.12
Factors that affect mentoring in an
organization 26
2.1.13 Effects of mentoring on the mentee performance
29
2.1.14 Workplace mentoring and career success 30
2.1.15 Effect of workplace mentoring on employee
performance 34
2.1.16
Organizational effectiveness 34
2.1.17
Organizational performance 35
2.2
Theoretical Framework 38
2.2.1 Social learning theory 38
2.2.2
Social exchange theory 38
2.2.3
Social cognitive theory 39
2.2.4
Leader member exchange theory 40
2.3
Empirical Review 41
2.4
Gap in Literature 45
2.5
Summary of Reviewed of Related
Literature 46
CHAPTER 3: METHODOLOGY
3.1 Research Design 47
3.2 Sources of Data 47
3.2.1 Primary data 47
3.2.2 Secondary data 47
3.3 Population of the Study 47
3.4 Sample Size Determination 48
3.5 Sampling Technique 49
3.6 Description of the Research Instrument 49
3.7 Validity of the Research Instrument 49
3.8 Reliability of the Research Instrument 49
3.9 Method of Data Analyses 50
CHAPTER 4: DATA PRESENTATION AND ANALYSES
4.1 Questionnaire Return Rate 51
4.2 Data Presentation 54
4.3 Test of Hypotheses 60
4.4 Discussion of Results 64
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION
AND RECOMMENDATIONS
5.1 Summary of findings 67
5.2 Conclusion 67
5.3 Recommendations 68
5.4 Area for Further Studies 68
References
Appendices
LIST OF TABLES
3.1 Population Distribution 47
4.1 Distributed and Return of the
Questionnaire 51
4.2 Distribution of Respondents According to
Gender 51
4.3 Distribution of Respondents According to
Age 51
4.4: Distribution of Respondents According to
Years of Experience 52
4.5: Distribution of Respondents According to
their Academic Qualification 52
4.6: Distribution of respondents according to
their Marital Status 53
4.7: Effect of Mentoring Formalization of Staff
on Organizational Effectiveness
in
the Selected Tertiary Institutions in
Abia State 54
4.8: Impact of Effective Mentee Matching and
Openness on Organizational
Productivity
in the Selected Tertiary Institutions
in Abia State 56
4.9 Impact of Mentee Goal Setting on
Performance Improvement of Academic
Staff in the Selected Tertiary
Institutions in Abia State 58
4.10: Challenges of Workplace Mentoring in the
Selected Tertiary Institutions in
Abia State 59
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Workplace
mentoring is a learning process between employees for purpose of sharing
technical information, institutional knowledge and insight with respect to a
particular occupation, profession, organization or endeavor. If this process is
done correctly, the organization may reduce turnover and increase productivity.
Workplace mentoring is not confined to a certain age and is a relationship that
develops through close interactions with mentors and their protégé. Mentoring
practices differ from other developmental relationships in the workplace, such
as supervision and leadership (Ofobruku and Nwakoby, 2015).
Workplace mentoring in Nigeria Tertiary institutions help
reduce stress and workplace burnout. It allows for the new employee to learn
faster on the job. As a result, new employees typically learn different roles
through their transition. Therefore, workplace mentoring has a tendency to
create an amicable relationship between colleagues. Mentors then have the
opportunity to impact growth on mentees, which ultimately helps their work
performance (Afolabi,
Faleye and Adeola, 2015).Experts, leaders, and professionals benefit from
passing the knowledge they have gained over the years to the next generation.
Their self-images are reinforced by these interactions and in turn commit them
to a sense of professional identity and engagement in development activities. If
high-quality mentoring is done it can create an experience where both the new
and veteran employees can learn and grow in their jobs and have the opportunity
to advance in the future. This relationship lowers company turnover rate if
executed effectively because the mentors then have the opportunity to create a
greater success rate in mentees by giving them the proper tools to complete
their jobs (Njoku,
2017).
Despite
workplace mentoring relations not been a new phenomenon, yet its effect on
organizational performance remains a subject that has not attracted much
debate. According to Okurame (2008), workplace mentoring as an organizational
concept gained the attention of academicians and practitioners in the past twenty
five (25) years. This view was earlier
held by Scandura and Pellegrini (2007) who argued that the role and importance
of workplace mentoring to organizations came to the fore following the seminal
works of Levinson, Darrow, Klein, and Mckee (1978) and Kram (1985). Based on
the compelling views expressed by Levinson et
al (1978) and Kram (1985), workplace mentoring was seen as a psychological
and career development tool. This is owing to the fact that the mentee sees the
mentor as a ‘demi-god’ whose conduct and achievements should be emulated; and
with this, the mentee is psychologically geared to achieving what the mentor
has achieved, thereby developing his/her own career. As the mentee strives to
achieve as much and even more than the mentor and his/her career advanced,
organizational performance is enhanced (Holland, 2009).
In
organizational setting, workplace mentoring has been defined as a developmental
tool in workplace aimed at providing guidance, counseling, sponsorship and
knowledge transfer from the mentors to the mentees (Ilesanmi and Lasisi, 2015).
Mundia and Iravor (2014) see workplace mentoring as instrumental to
organizational efficiency, productivity and knowledge transfer from one
generation to the next generation. Putting it more succinctly, Okurame (2008)
had defined workplace mentoring as the ability of an older and experienced
person to guide another person (usually a younger person) through his/her
career development. Here, the age criterion is based on the number of years an
individual has been involved in a particular task(s) and not on an individual’s
age of existence. In line with these conceptualizations and views on workplace
mentoring, Muzaffar, Abdul and Mohd (2016) argue that mentors within an
organization provide guidance to the mentees without any monetary compensation
or gain on the part of the mentors.
Thus,
organizational workplace mentoring may come from friends, co-workers,
supervisors etc within the organization. Observing ones ‘older’ friends,
co-workers and supervisors within an organization may serve as mentorship for
the ‘younger’ or relatively new staff. This is against the backdrop that in the
course of such observations, the younger staff may identify a mentor among the
older staff who then stand as a source of inspiration for him/her and which
will help him/her to develop his/her career within such organization. It is
therefore not surprising that many organizations over the years have developed
numerous workplace mentoring programs aimed at nurturing and growing their
personnel (Ofobruku and Nwakoby, 2015). These programs serve as forms of
inter-personal knowledge transfer and gives room for mentees to observe,
question and explore the experiences of the mentors (Wanberg, Welsh and
Hezlett, 2003).
In
the tertiary institutions in Nigeria in general and Abia state in particular,
workplace mentoring has been acknowledged as pivotal to the increased
performance of academic staff thereby enhancing the effectiveness of the
institutions (Ofovwe and Eghafona, 2011). Of particular interest to this study
are Michael Okpara University of Agriculture, Umudike, Abia State University
Uturu and Abia State Polytechnic Aba. The institutions’ mottos are “Knowledge,
food and security”, “Excellence and Service” and “Excellent in Technology”
respectively. Their missions are to; provide high quality practical training to
students to become professionally competent and confident persons capable of
self-employment; expand and bring professional skills, expertise and modern
research facilities close to the city and rural dwellers; and to establish a
responsive leadership that will expand the academic base of the institution
through promotion of entrepreneur studies respectively (Wikipedia, 2017). Given
the mottos and missions of MOUAU, ABSU and ABIAPOLY, it is understandable why
workplace mentoring could be used as a viable tool in the achievement of these
mandates and ensures that the desired efficiency and effectiveness is brought
to the institutions. At Michael Okpara University of Agriculture, Umudike, Abia
State University, Uturu and Abia State Polytechnic Aba, workplace mentoring has
been enthroned through both non-directive (informal) and sponsorship (formal)
methods.
In the non-directive workplace mentoring
model, the mentor (usually an older and more experienced academic staff) acts
as a spring board and a catalyst for the younger academic staff that sees
him/her as a role model. In this case, the younger academic staff follows the
footsteps of the more experienced academic staff and with time tends to act and
behave as the older academic staff. However, this method of workplace mentoring
is not formal as the institutions did not in any way formally assign the
younger (inexperienced) academic staff to the older (experienced) academic
staff. All that the younger academic staff does is to study the more experienced
academic staff over time. On the other hand, in the sponsorship workplace
mentoring model also adopted in MOUAU, ABSU and ABIAPOLY, a more senior
academic staff promotes, oversees and takes control of a junior (mentee’s)
career. In this case, the older (more experienced) academic staff
systematically ‘adopts’ the younger academic staff through having special
interest in the career progression of the younger academic staff. The salient
question that then arises is: Does workplace mentoring affect the
organizational performance of MOUAU, ABSU and ABIAPOLY? An attempt to answer
this question necessitated this study.
1.2 STATEMENT OF THE PROBLEM
Workplace
mentoring has no doubt been acknowledged as most important to the performance,
effectiveness and efficiency of organizations. This is because of its ability
to empower and develop the employees in such organizations. Despite these
benefits, workplace mentoring in tertiary institutions in Abia State has been
dubbed by narrow perceptions of what workplace mentoring is all about in
Michael Okpara University of Agriculture, Umudike, Abia State University Uturu
and Abia State Polytechnic Aba. The bulk of workforce in the selected
institutions in Abia State do not have adequate knowledge about workplace
mentoring due to the largely informal workplace mentoring policy adopted in the
institutions. It is factual that the institutions do not formally attach any
mentee to the often experienced hands (mentors) which would have enlarged the
perception of the individuals (especially the mentees). What can be termed
formal workplace mentoring in both institutions is a mere ‘adoption’ of a
mentee by a mentor. If the workplace mentoring program in the institutions was
completely formalized, it would have enabled the institutions to monitor the
progress of the mentee and adequately access the contribution of both the
mentor and mentee to the performance of the institutions.
A
mentor may believe that his or her mentee lacks the motivation and commitment
to carry out the considerable work required to develop a successful career in
academia as a result of inadequate mentee goal setting. This situation is
difficult for both the mentor and mentee because the mentee has a real chance
of failing and because the mentor may believe that he or she has wasted a great
deal of valuable time working with the mentee. At the same time, it is also
possible that the mentee believes that the mentor lacks commitment to the
mentee’s career. The mentee’s frustrations and lack of guidance can inhibit his
or her movement toward independence. Because of the differential in power
between the mentor and mentee, this problem is difficult to resolve while
maintaining a productive and amiable relationship. Unrealistic
expectations and assumptions can wreak havoc on a mentoring relationship.
Overloading the mentee with information and expecting the mentee to become the
mentor's clone are two examples of unrealistic expectations that can have a
negative impact on the relationship. Conversely, the mentee may expect the
mentor to provide more support and direction than is reasonable under the
circumstances.
Unfortunately,
a mismatch between a mentor and mentee often occur in Nigeria tertiary
institutions. The mismatch may result from conflicting personalities, differing
career goals or areas of scientific expertise, differences in work ethic, or
any number of other reasons. Fortunately, the mismatch is usually discovered
early in the relationship by the mentor, the mentee, or both. The longer the
mismatch continues, the more difficult it is to resolve. Also, Individuals at
the beginning of their career have a great deal of difficulty saying “no”.
Junior faculty, fellows, and postdocs with multiple mentors or supervisors sometimes
become inundated with demands for work. Since they do not have the experience
to know how to prioritize these demands, their workloads can become burdensome
and a threat to their career development.
One
of the main challenges experienced by our mentees in the tertiary institutions is
providing open feedback. It is not uncommon for mentees to be guarded,
especially when their mentor is a leader in the organization. They may also be
worried about making a good impression or being completely open about how the
mentoring relationship is going.
Furthermore, because workplace mentoring in
both institutions is not formalized, any junior (mentee) staff that tries to
get attached to a senior (mentor) staff is often viewed with suspicion. At
times the junior (would-be mentee) is suspected to have been sent as a spy by
school management against the senior staff. This breed distrust among the staff
as the would-be mentor (senior) staff withholds information from the junior
staff thereby making mockery of the very idea of workplace mentoring. Overall,
the benefit which the junior staff would have enjoyed if there was a formal
workplace mentoring program is eroded and his/her performance is not enhanced
thereby reducing the performance of the institutions.
Thus,
stemming from the non-formal policies of the institutions on workplace
mentoring relations and the distrust on the minds of both the mentee and
mentor, the issue of poor knowledge sharing and transfer arises. This is
because no man equips his enemy with tools with which to destroy him. Thus, the
mentor would not be eager to share any knowledge with the mentee because the
mentor feels that the mentee will eventually use such information against him
in the future. All the mentor does is to release small and often irrelevant
information to the mentee and guard his position with the rest. This does not
encourage knowledge sharing and transfer which are the centerpiece of workplace
mentoring and organizational performance is not enhanced as the career of the mentee
is not in any way developed.
1.3 OBJECTIVES OF THE STUDY
The
main objective of the study was the evaluation of the relationship of workplace
mentoring and organizational performance in selected tertiary institutions in
Abia State. The specific objectives of the study are to;
i.
examine the effect of mentoring formalization of staff on organizational
effectiveness in the selected tertiary institutions in Abia State.
ii.
determine the impact of effective mentee matching on organizational
productivity in the selected tertiary institutions in Abia State.
iii.
ascertain the impact of mentee goal setting on performance improvement
of academic staff in the selected tertiary institutions in Abia State.
iv.
ascertain the challenges of workplace mentoring in the selected tertiary
institutions in Abia State.
1.4 RESEARCH
QUESTIONS
To
achieve the specific objectives of the study, the following questions were answered;
i.
What are the effects of mentoring formalization of staff on
organizational effectiveness in the selected tertiary institutions in Abia
State?
ii.
Does effective mentee matching have impact on organizational
productivity in the selected tertiary institutions in Abia State?
iii.
What are the impacts of mentee goal setting on performance improvement
of academic staff in the selected tertiary institutions in Abia State?
iv.
What are the challenges of workplace mentoring in the selected tertiary
institutions in Abia State?
1.5 RESEARCH
HYPOTHESES
H01: Mentoring
formalization of staff has no significant effect on organizational
effectiveness in the selected tertiary
institutions in Abia State
H02: There
is no significant impact of effective mentee matching on organizational productivity
in the selected tertiary institutions
in Abia State
H03: Mentee
goal setting has no significant impact on performance improvement of academic staff
in the selected tertiary institutions in Abia State
H04: Ineffective
mentee matching and inadequate mentee goal setting are not among the challenges of workplace mentoring in the
selected tertiary institutions in Abia State.
1.6 SIGNIFICANCE
OF THE STUDY
The
results of this study will be useful to the following group of people:
Management: To management of tertiary institution the
study will help them to understand the factors which influence the
effectiveness of tertiary institutions. This will help the institution focus on
the factors which influence the performance of the employees.
Registry Unit: The study will be useful to the Registrar
Unit in the institutions as they plan the management of their resource persons.
Their understanding of the factors that affect employee performance will
increase their strategy during human resource planning.
Employees: The study will help them understand the
factors which affect workplace mentoring responsibility. This will help the
employee to interrelate with one another in the most efficient way especially
during the time of workplace mentoring.
Researchers: The research will provide theoretical and
empirical input to the body of knowledge in the factors which affect workplace
mentoring among the members of the workforce. Further researchers who will wish
to extend studies on this would find the report useful as a reference point.
1.7 SCOPE OF THE STUDY
The study
focused on the Evaluation of the Relationship of workplace Mentoring and
Organizational Performance of selected tertiary institutions in Abia State.
Unit Scope: The study is restricted to Michael Okpara
University of Agriculture, Umudike, Abia State University Uturu and Abia State
Polytechnic Aba. It means that all the
employees of the study area were involved in the study as they constituted the
population.
Content Scope: The study aims are to; examine the effect of
mentoring formalization of staff on organizational effectiveness in the
selected tertiary institutions in Abia State, determine the impact of effective
mentee matching on organizational productivity in the selected tertiary
institutions in Abia State, ascertain the impact of mentee goal setting on
performance improvement of academic staff in the selected tertiary institutions
in Abia State, ascertain the challenges of workplace mentoring in the selected
tertiary institutions in Abia State.
Time Scope: The study covers the period of four years
(2016 to 2020).
Geographical Scope: The study covers Tertiary institutions in
Abia State, Nigeria
1.8 LIMITATIONS OF THE STUDY
In
an attempt to carryout meaningful research, certain factors seem to affect the
researcher’s efforts and among these factors are:
Inadequate
orientation of the study: The employees of the
selected tertiary institutions in Abia State were not adequately oriented and
most of them have little or no knowledge about workplace mentoring.
Inadequate
Information: Respondents were reluctant to give out all
the needed information with the fear of being punished by their superiors. The
researcher was able to get letter of permission from the management which
enabled the employees to respond to the questionnaire without been biased.
Methodological
Constraints: this study was limited to the design and
statistical applications utilized regardless of other method that can be
adopted by another researcher.
1.9 BRIEF
HISTORY OF ORGANIZATIONS UNDER STUDY
Michael Okpara University of Agriculture,
Umudike
Michael
Okpara University of Agriculture Umudike, formerly Federal University of
Agriculture, Umudike, was established as a specialized University by the
Federal Government of Nigeria via Decree No 48 of 2nd November 1992. It began formal activities on May 1993 with
the appointment of the first Council and Vice-Chancellor, Professor Placid C.
Njoku on 27th May, 1993, while other key officials of the University were
appointed later. Prof. Francis Ogbonnaya
Otunta, a distinguished Professor of Mathematics is the 5th and present
Vice-Chancellor of the University. He assumed office on Tuesday, March 1, 2016.
The
Institution is located in the well-known Agricultural Training and Research
town of Umudike, about 9 kilometers from Umuahia town, the capital of Abia
State. The major link road to the University is the Umuahia – Ikot Ekpene
Federal Road, a direct route to the State capitals of Abia, Akwa - Ibom and
Cross River. Being close to Umuahia, the University is linked through a major
North- South Express Road to most parts of the country. It commenced its
activities at the premises of the former Federal College of Agriculture,
Umudike (At present the Federal College of Agriculture has been moved to
Ishiagu, Ebonyi state). Michael Okpara University of Agriculture Umudike, is
envisioned to be a University par excellence and hopes to help the peoples of
Nigeria and beyond through the provision of practical knowledge for
agricultural transformation in order to achieve sustainable food production.
The
first set of students were admitted into the institution during the 1993/94
academic year with a population of 82 students.
It is the intention of the University to gradually increase the number
of students matching her intake with her available resources. One of the
responsibilities of a University is to impart understanding of the processes
that govern human experience. Therefore the Michael Okpara University of
Agriculture, Umudike as a specialized tertiary institution, will impart
understanding of the processes that relate to the biophysical, biochemical and
socioeconomic components of the environment, and how these processes can be
harnessed for the production of food and fiber to meet human needs without the
degradation of the natural environment. It is the plan of the University to
serve the people of Nigeria and the world through education, manpower
development and quality research aimed at the development of technologies that
will overcome major constraints to agricultural production. This, the
University does through a range of activities carried out in its undergraduate
and postgraduate programs.
Abia State University, Uturu.
As a
foremost state University in Nigeria founded in 1981, Abia State University has
maintained its leadership within and beyond the Eastern heartlands of Nigeria.
It has remained resilient in the acquisition and dissemination of ICT-driven
skills, comparable to graduates anywhere in Africa. Located in the Igbo
heartland where skill acquisition and entrepreneurship constitute the culture
of the people, the University’s academic plan is structured to act as the
backbone in the realization of the entrepreneurship drive of the people; hence,
the University runs a comprehensive entrepreneurship / skill acquisition
program as to actualize the University’s slogan of One Graduate-Two Skills.
The
University is located in Uturu at Longitude 5o42’N and Latitude 6o48’E on an
average elevation of 450m. It is accessible to three International airports:
The Port Harcourt International Airport with a driving time of about two and
half hours, Akanu Ibiam International Airport, Enugu with about two hours driving
time, and Dr. Sam Mbakwe International Airport, Owerri with about two hours
driving time. The University accepts partnership with institutions,
governments, and private sector in broad areas of science and technology
(including the Geographic Information Systems), Law, Education, Social science
and the Humanities. The serene university environment with surrounding knolls
and irresistible flora presents a micro-climatic condition that allows serious
academic work.
Abia State Polytechnic, Aba
Abia
State Polytechnic Aba, is owned by the Abia State Government. The edict
establishing Abia State Polytechnic Aba, stated in section 8 of the 1994 edict
that Abia State Polytechnic should be established in Aba to provide studies,
training, research and development of techniques in the applied arts and
sciences, technology, management, commerce and other fields of learning to
students. Abia State Polytechnic is located in the heart of Aba. It is composed
of different Schools or Faculties such as the School of Science and Industrial
Technology, School of Engineering Technology, School of Environmental
Technology, School of Business and Management Technology etc. The colours of
the institution are yellow and dark red. Dr. L. C. Odinuko was the founding
Rector while Mr. E. S. Edeh was the first Registrar of the institution. The
National Diploma Program started in 1994/1995 academic year and the Higher
National Diploma was introduced in 1999/2000 Session.
Abia
State Polytechnic environment gives the perfect ambience to research scholars
willing to share their practical knowledge with the world in particular those
in the academic field. There are also positions for non-academic staff that are
willing to bridge the gap between academic jargons of the classroom and the
administration of a scholarly environment. Annually, students on industrial
attachments are engaged within the school to apply their knowledge on real life
scenarios and learn up to speed working ethics.
1.10 OPERATIONAL
DEFINITION OF TERMS
Workplace mentoring: Workplace mentoring is a “learning
partnership between experienced and non-experienced employees for purposes of
sharing technical information, institutional knowledge and insight with respect
to a particular occupation, profession, organization or endeavor
Organizational performance: Organizational performance comprises the
actual output or results of an organization as measured against its intended
outputs
Diversity mentoring: is a developmental process of open dialogue
that aims to achieve both individual and organizational change through shared
understanding and suspending judgment within a relationship of mutual learning
in which differences that exist are perceived as integral to learning, growth,
and development
Mentee matching: Is the process of pairing a mentor and a
mentee to achieve a specified goal.
Mentee goal setting: Mentee goal setting involves the development of an action plan designed to motivate and
guide a person or group toward a goal.
Mentee openness: Is the degree to which mentor and mentee
access each other. It deals on degree of freedom and accessibility that exists
between a mentor and a mentee.
Organizational effectiveness: Organizational effectiveness is the concept
of how effective an organization is in achieving the outcomes the organization
intends to produce.
Reverse mentoring: Reverse mentoring refers to an initiative in
which older executives are paired with and mentored by younger employees on
topics such as technology, social media and current trends.
Organizational productivity: Organizational Productivity is the capacity
of an organization, institution, or business to produce desired results with a
minimum expenditure of energy, time, money, personnel, materiel, etc.
Career mentoring: A career mentor is
someone who shares their knowledge and expertise with you in order to help you
set goals, fix problems, and make good choices along your career path.
Communication: Communication is the act of conveying
meanings from one entity or group to another through the use of mutually
understood signs, symbols, and semiotic rules.
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