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CAREER CONNECTION: This assignment builds socialization skills and establishes the importance of mentoring to aid in career advancement.

The team has been invited to present at a conference before top executives of Fortune 500 companies. The topic the team is presenting on is “How Can Socialization and Mentoring Be Used For Career Advancement?”

Create a  10-15 slide Powerpoint presentation in which you address the following as they relate to the topic:

• How can socialization and mentoring be used to advance a career?
• How can socialization and mentoring help minimize resistance to change using the contingency approach?
• How can socialization and mentoring help people embrace these changes as a part of career advancement?

Format your project consistent with APA guidelines to include a title page slide, introduction slide, conclusion slide, and a references slide.  Ensure speaker’s notes are used to represent the discussion for each slide.  Speaker’s notes will be reviewed just like papers for content, grammar, spelling, and usage.  The content of the slides should be prepared in third-person narrative.  

Facilitating employee

socialization

through

mentoring relationships
SuJin Son

The Institute for Asian Studies,
University of Ulsan, Ulsan, Republic of Korea

Abstract
Purpose – The purpose of this paper is to advance understanding of the mentor factors that promotes
mentoring outcomes. This was done by investigating the role of mentors’ learning goal orientation
(LGO), their learning activity such as reflection, the perceived relationship quality in relation to the
mentoring functions received by protégés, and the furtherance of their socialization in a formal
mentoring relationship.
Design/methodology/approach – In total, 131 matched mentor-protégé dyads were recruited from
three different organizations in Korea, for the final analysis. Structural equation modeling and Hayes’s
PROCESS macro were used to test the proposed model and the moderating effect of perceived
relationship quality.
Findings – Results show that mentors’ LGO was positively related to their reflection. Additionally,
mentors’ reflection was positively associated with mentoring functions received by protégés. Further,
mentoring functions received by protégés were positively related to protégés’ socialization.
In particular, mentors’ reflection mediates the relationship between mentors’ LGO and mentoring
functions received by protégés. Moreover, perceived relationship quality moderates the relationship
between mentors’ LGO and their reflection.
Originality/value – Even though mentoring research is well advanced, not many researches have yet
investigated mentors’ LGO and their learning activity such as reflection, in relation to mentoring
functions received by protégés and their socialization.
Keywords Reflection, Mentor learning goal orientation, Mentoring functions received,
Perceived relationship quality, Protégé socialization
Paper type Research paper

Organizational socialization refers to a learning process through which newcomers
move from being outsiders, to becoming effective insiders, by acquiring the
organizational values, norms, knowledge, skills, attitudes, and behaviors required in a
new work role (Bauer et al., 1998). Since organizational socialization is positively
associated with important organizational outcomes, including job performance and
employee turnover, many organizations are interested in learning how to help
newcomers become insiders of the organization more quickly and easily (Bauer et al.,
2007; Saks et al., 2007). One widely known intervention for newcomers’ organizational
socialization is formal mentoring relationships, which facilitate interactions between
newcomers and others in workgroups (Chao, 2007; Slaughter and Zickar, 2006).

Since mentors serve as a guiding and learning resource to help protégés acquire the
skills, knowledge, attitudes, and behaviors required of their protégés, it is important to
investigate the factors that influence mentors to be more facilitative and effective in
relation to their protégés. Previous research has revealed that not all mentors are
supportive in mentoring relationships (Eby and Allen, 2002). Despite the important role
of mentors for successful mentoring relationships, surprisingly little empirical research

Career Development International
Vol. 21 No. 6, 2016
pp. 554-

570

© Emerald Group Publishing Limited
1362-0436
DOI 10.1108/CDI-02-2016-0014

Received 3 February 2016
Revised 10 May 2016
6 July 2016
23 August 2016
Accepted 25 August 2016

The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/1362-0436.htm

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on the factors affecting mentors’ behavior has been conducted (Eby et al., 2014).
Particularly, far less research has examined the antecedents and outcomes of mentors’
learning in mentoring relationships (Eby et al., 2014).

The current study attempts to advance understanding of the factor that promotes
effective mentoring outcomes, by investigating the role of mentors’ learning goal
orientation (LGO), learning activity such as reflection, perceived relationship quality in
relation to mentoring functions received by protégés, and how they further their
socialization in a formal mentoring relationship. First, it is suggested that mentors’
LGO, which is one of the mentors’ characteristics, is an antecedent of the mentors’
reflection. As many researchers have emphasized, individual differences are an
influential factor for engaging in learning activities (Colquitt et al., 2000). In mentoring
literature, Lankau and Scandura (2007) have called for further research that explores
the role of the LGO of mentors and protégés in relation to mentoring and personal
learning. Building on previous research that indicates LGO is one of the critical
dispositions for pursuing learning activities (Phan, 2009; Runhaar et al., 2010), it is
insisted that LGO is a predictor for engaging in reflection. Even though mentoring
researchers have speculated that LGO is an important personality characteristic in
mentoring relationships (Ghosh, 2014), not many researches have yet investigated
mentors’ LGO in relation to their learning activity such as reflection. Consequently, the
present study explores the role of mentors’ LGO in relation to their learning activity,
namely, reflection.

Reflection refers to an intentional cognitive process that enables the person to
increase his or her awareness of personal experiences, and thereby develop his or her
ability to learn from them (Hullfish and Smith, 1961). Numerous educational scholars
have emphasized that reflection on one’s experience is a key component of the learning
process (Clayton and Ash, 2005). Even though several scholars have mentioned the
fundamental role of reflection in facilitating learning in mentoring relationships
(Lankau and Scandura, 2007), there has been little effort to describe the role of mentors’
reflection in relation to mentoring outcomes. Thus, it is imperative to examine the role
of mentors’ reflection as a learning activity that influences mentoring functions
received by protégés. Moreover, the current study proposes that the perceived quality
of relationships by mentors is a critical boundary in the relationship between mentors’
LGO and their reflection. Based on social cognitive learning theory (Bandura, 1986),
which emphasizes that person variables, situation variables, and behaviors
continuously impact on and interact with one another, perceived high-quality
relationships with protégés can be considered to be an important situational factor for
mentors’ self-reflection. Thus, the current study is intended to broaden knowledge
regarding the boundary conditions that maximize mentors’ learning behavior in formal
mentoring relationships.

Theoretical background and hypothesis development
Mentors’ LGO and reflection
Researchers have long argued that reflection is an important component in individual
learning processes (Gray, 2007). Although there are different concepts regarding
reflection, reflection is concerned with the purposeful cognitive process by which
individuals make sense and reconstruct the meaning of what has been planned,
observed, or achieved in practice, in order to achieve deeper meaning and
understanding of the experience (Kember et al., 2000). In the present study, it is

555

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employee

socialization

theorized that mentors who have high LGO are more likely to engage in reflection in the
workplace. LGO refers to the motivation to improve one’s competencies through
learning and training in new skills, as well as through learning to complete new and
more complex tasks (Dweck and Leggett, 1988). According to goal orientation theory,
people with strong LGO focus more on building their competence and self-development,
and therefore, they tend to view challenging situations as opportunities to learn
(Dweck and Leggett, 1988).

Since reflection helps mentors to increase their understanding of personal
experiences that may have been overlooked in practice, and therefore their ability to
learn from them, learning-goal oriented mentors may engage in learning activities such
as reflection to enhance their competencies, in comparison to mentors with low LGO.
In other words, reflection would be perceived as a useful cognitive process for
advancing their competencies for mentors with strong LGO, while those who have low
LGO would not perceive it this way. Empirical evidence has shown that individuals’
LGO is positively related to their reflective practice (Phan, 2009; Runhaar et al., 2010).
In line with these empirical findings, the following is hypothesized:

H1. Mentors’ LGO will be positively related to mentors’ reflection.

Mentors’ reflection and mentoring functions received
It is also suggested that mentors’ reflection would influence the mentoring functions
received by protégés. In a seminal research work, Kram (1985) classified two different
supports mentors provide as career functions and psychosocial functions. Career
functions are work-related supports that include sponsorship, exposure, and visibility,
providing opportunities to develop job-related knowledge and skills, and the coaching
and protection of protégés; psychosocial functions include mentors’ provision of role
modeling, counseling, friendship, acceptance, and confirmation. Role modeling was
later considered to be a separate function (Scandura and Ragins, 1993). This is
explained by role modeling support being passive in nature, in contrast to other
psychosocial functions such as counseling, friendship, acceptance, and confirmation
that need mentors to take a more active role. Several empirical studies have supported
the three-factor treatment of mentoring functions (Scandura, 1992; Scandura and
Ragins, 1993).

Reflection helps individuals reconstruct existing knowledge, recognize areas in need
of improvement, and change routine behaviors (Parsons and Stephenson, 2005). Since
reflection enables mentors to examine and explore an issue of concern deeply and
thoroughly, it is possible for them to critique their taken-for-granted assumptions, and
become more receptive to alternative ways of reasoning and behaving (Cunliffe, 2009;
Gray, 2007), thereby providing more appropriate mentoring functions to their protégés.
In particular, mentors develop self-awareness as learners through reflective practice
(Geber and Nyanjom, 2009), so that they can make better use of their experiences when
they provide mentoring support for their protégés. More specifically, reflective practice
helps mentors to enhance their mentoring capacity by improving their feedback,
listening, and communication skills, which are the key skills of mentors (Geber and
Nyanjom, 2009). Further, reflection enables mentors to reappraise values and behaviors
that are needed for their protégés (Geber and Nyanjom, 2009). Consequently, it is
proposed that protégés would receive a greater amount of mentoring support from
mentors who are engaged in reflection, than from mentors who are less engaged in
reflection. Some research in counseling has shown that self-reflection by the counselor

556

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is a crucial component for increasing counselor self-awareness, and improving
counseling practice (Rosin, 2015). Thus, the following is suggested:

H2. Mentors’ reflection is positively related to the mentoring functions received by
protégés.

The mediating role of reflection between mentors’ LGO and mentoring functions
The present study also sought to further investigate the mediating role of mentors’
reflection in the relationship between mentors’ LGO and mentoring functions received
by protégés. In mentoring literature, LGO was emphasized as a prominent personal
characteristic of protégés and mentors for receiving mentoring support from mentoring
relationships (Ghosh, 2014). Since mentors with LGO usually view mentoring
experiences as a learning opportunity for increasing their competence, they are more
likely to engage in providing appropriate mentoring support for protégés. Recently, a
meta-analysis conducted by Ghosh (2014) has shown that both protégés LGO and
mentors’ LGO are positively associated with mentoring support. Given the previous
link between mentors’ LGO, their reflection, and the mentoring functions received by
protégés, it is proposed that the mentors’ reflection mediates the relationship between
mentors’ LGO and the mentoring functions received by protégés. In other words,
mentors with LGO would provide a great extent of mentoring support by engaging in
reflection. Based on this logic and previous research, the following is hypothesized:

H3. Mentors’ reflection partially mediates the relationship between mentors’ LGO
and the mentoring functions received by protégés.

Mentoring functions received and protégés’ socialization
In addition, it is also suggested that receiving mentoring support from mentors may
facilitate the socialization of protégés in their workplace. Researchers have emphasized
that a key component of organizational socialization is the act of adopting an
organizational role (Haueter et al., 2003; Van Vianen, 2000). Through receiving career
support and psychosocial assistance, protégés would be enabled to adopt an
organizational role more effectively (Chao, 2007). More specifically, protégés easily
learn the new skills required to complete their task roles through direct coaching and
challenging project assignments from mentors (Lankau and Scandura, 2007).
In addition, protégés who receive a great amount of psychosocial support will feel
confident and encouraged thereby, and are able to be more proactive in seeking
information regarding task/role learning, and this may consequently result in facilitating
their socialization (Lankau and Scandura, 2007). Some studies have supported the positive
relationships between mentoring support received and employee socialization in diverse
contexts (Cawyer and Friedrich, 1998; Thomas and Lankau, 2009). Thus, the following
is proposed:

H4. Mentoring functions received by protégés are positively related to their
socialization.

A moderating role of perceived relationship quality in the relationship between
mentors’ LGO and their reflection
Furthermore, it is proposed that the relationship quality perceived by mentors
moderates the relationship between mentors’ LGO and their reflection. Perceived

557

Facilitating
employee
socialization

relationship quality refers to a mentor’s overall assessment of mutual benefits,
relational depth, and satisfaction with the protégé, and satisfaction with the mentoring
relationship as a whole (Allen and Eby, 2003). Several researchers have emphasized the
importance of the perceived relationship quality between mentors and protégés for the
effectiveness of mentoring relationships (Allen and Eby, 2003; Ragins and Verbos,
2007). In particular, Eby et al. (2014) have argued that mentor learning would be
maximized in relationships characterized by great mentoring support behavior and
higher relationship quality.

According to social cognitive learning theory (Bandura, 1986), a variety of
experiences influence an individual’s learning. In particular, since individual learning is
socially constructed and situated within a social context (Elkjaer, 2003; Gherardi et al.,
1998), interaction with other people, therefore, plays a pivotal role in motivating people
to learn. Consequently, the nature of their relationships could either facilitate or hinder
an individual’s learning behaviors. More specifically, high-quality relationships
characterized by a sense of “deep contact” with others (Quinn and Quinn, 2002) could
help individuals to engage in learning processes more actively in order to contribute to
one another’s development.

In a similar vein, mentors’ perceptions of high-quality relationships with their
protégés can generate situational cues that promote mutual growth and learning
through mentor-protégé relationships, thereby stimulating learning-goal oriented
mentors to engage in more learning activities such as reflection. That is, when mentors
perceive high-quality relationships with their protégés, mentors perceive that they have
reciprocal learning relationships that encourage mutual growth, and thus are strongly
motivated to use their previous experiences and existing knowledge by engaging in
reflection. However, the relationship between mentors’ LGO and reflection would be
weaker under conditions of having low-quality relationships with their protégés.
In mentoring literature, Ragins and Verbos (2007) suggested that high-quality
relational mentoring is associated with LGO. In addition, past research in leader-
member relationships has indicated that high-quality relationships between the leader
and employees foster the psychological safety of employees on the basis of emotional
closeness, which, in turn, enables employees to engage in the learning process (Carmeli
et al., 2009; Carmeli and Gittell, 2009). Thus, the following is hypothesized:

H5. Perceived relationship quality moderates the relationship between mentors’
LGO and their reflection, such that the relationship is stronger for mentors with
high-quality relationships with protégés, than for mentors with low-quality
relationships with their protégés.

Methods
Samples
The sample for this study included 131 matched mentor-protégé dyads recruited from
three different organizations – energy, construction and trading, and an insurance
company – all of which have a formal mentoring process for newly hired employees.
Most of the mentors from the three companies are selected by HR managers based on
their work experiences. The average length of the program is nine months across the
three companies. Participation in a mentoring program is mandatory for newly hired
employees in all three companies. In general, the mentor’s role is to help their protégé
to adjust to the organization as quickly as possible. A total of 251 mentor-protégé
dyads from three different organization (comprising 165 in an energy company, 54 in

558

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a construction and trading company, and 32 in an insurance company) were asked to
participate in the study. After excluding returned surveys with either missing data or
an incomplete dyad, the number of dyads for analyses totaled 131 (comprising 83 in
an energy company, 28 in a construction and trading company, and 20 in an
insurance company).

The protégé sample consisted of 92 males (70.2 percent) and 39 females
(29.8 percent). The mentor sample consisted of 116 males (88.5 percent) and 15 females
(11.5 percent). The majority of mentors had completed a bachelor’s degree (n ¼ 92,
70.2 percent), and the majority of protégés also had completed a bachelor’s degree
(n ¼ 103, 78.6 percent). The average age of mentors was 37.85 years (SD ¼ 7.53) while
the average age of protégés was 26.76 (SD ¼ 4.25). The average tenure of protégés in
their current organization was 8.6 months (SD ¼ 4.74); the average length of the
working relationship with their mentor was 2.87 months (SD ¼ 3.33).

Procedures
Two different survey packages, one containing a mentor questionnaire set and
the other a protégé questionnaire set, were distributed to each organization. For the
mentors’ survey, LGO, reflection, relationship quality, and demographic information
such as gender, age, years of education, length of employment, and mentoring duration
were included. For the protégés’ survey, mentoring functions received by protégés,
their socialization and demographic information, such as gender, age, years of education,
length of employment, and the mentoring duration were included.

Measures
Both of the questionnaires used in this study were originally developed in English;
thus, a forward-backward translation process with support from bilingual assistants
was used (Behling and Law, 2000).

Mentor’s LGO. Mentor’s LGO was assessed with a four-item instrument developed
by VandeWalle (1997). A seven-point Likert-type scale, from 1 (strongly disagree) to 7
(strongly agree), was used. A sample item is “I enjoy challenging and difficult tasks
where I’ll learn new skills.” The Cronbach’s α for this scale was 0.81.

Reflection. A five-item instrument developed by Peltier et al. (2006) was used to
measure a mentor’s reflection. Reflection is originally developed as the subscale of the
reflective learning continuum (Peltier et al., 2006). A sample item is “I often reflect on
my actions to see whether I could improve them.” Each item was evaluated using a five-
point Likert-type scale from 1 (strongly disagree) to 5 (strongly agree). The Cronbach’s
α for reflection was 0.79 for this study.

Relationship quality. Mentoring relationship quality as perceived by mentors was
measured using five items developed by Allen and Eby (2003). A sample item on the
questionnaire was “The mentoring relationship between my protégé and I was very
effective.” Responses were scored on a five-point scale ranging from 1 (strongly
disagree) to 5 (strongly agree). The Cronbach’s α was 0.89 for this study.

Mentoring functions received. Mentoring Functions Questionnaire (MFQ-9), the
most recent version of the MFQ, was used for measuring mentoring functions (Castro
and Scandura, 2004). The MFQ-9 has three items for each dimension of the mentoring
function: career support, psychosocial support, and role modeling. One of the items
for career support was “My mentor takes a personal interest in my career.” For
psychosocial support, one of the items was “I share personal problems with my

559

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socialization

mentor,” and for role modeling it was “I try to model my behavior after my mentor.”
All the items were measured using a five-point Likert-type scale ranging from 1
(strongly disagree) to 5 (strongly agree). Cronbach’s α was 0.89 for mentoring
functions received.

Organizational socialization. The 12 items for organization socialization from the
newcomer socialization questionnaire developed by Haueter et al. (2003) were used to
measure the degree of protégé socialization. The items were rated on a five-point Likert
scale from 1 (strongly disagree) to 5 (strongly agree). A sample item was “I know the
specific names of the products/services produced/provided by this organization.” For
the current study, the Cronbach’s α was 0.88.

Control variables. Since several studies have shown that some demographic
variables – such as protégé gender, protégé age, mentoring duration, and protégé
tenure – may be associated with mentoring support and socialization (Chao et al., 1994;
Fagenson-Eland et al., 1997; Ragins and McFarlin, 1990), these variables were,
therefore, employed as potential control variables. Additionally, organizational
differences were controlled in analyses because data were collected across three
different organizations.

Results
Descriptive statistics and correlations are presented in Table I. As seen in Table I,
mentors’ LGO was positively related to their reflection (r ¼ 0.47, po0.01). Mentors’
reflection was also positively associated with mentoring functions received by protégés
(r ¼ 0.21, po0.05). Additionally, mentoring functions received by protégés were
positively related to protégé socialization (r ¼ 0.34, po0.01). Furthermore, relationship
quality perceptions by mentors were positively related to mentors’ LGO (r ¼ 0.32,
po0.01).

Measurement model testing
A two-step modeling approach (Anderson and Gerbing, 1988) was applied using
structural equation modeling (SEM) with the Amos 19.0 software package. First, using
SEM, a measurement model was conducted in order to examine the factor structure of the
five-factor model, which has five latent variables including mentors’ LGO, reflection,
relationship quality, mentoring functions received by protégés[1], and socialization.
Multiple fit indices, including the incremental fit index (IFI), Tucker-Lewis index (TLI),
comparative fit index (CFI), and root mean square error of approximation (RMSEA), were
used to determine the goodness-of-fit of the hypothesized structural model (Lance and
Vandenberg, 2001). Four parcels for the measure of socialization were used in order to
maintain a favorable indicator-to-sample-size ratio (Bagozzi and Edwards, 1998). The
five-factor model fits the data reasonably well ( χ2 (180) ¼ 252.82, CFI ¼ 0.93, TLI ¼ 0.92,
IFI ¼ 0.94, RMSEA ¼ 0.06). Then, the four-factor model, in which mentors’ LGO and
reflection merge into a single factor, was tested against this baseline model. The results
show that the model does not fit the data satisfactorily ( χ2 (184) ¼ 333.14, CFI ¼ 0.86,
TLI ¼ 0.84, IFI ¼ 0.87, RMSEA ¼ 0.08), and is significantly poorer than the five-factor
model (Δχ2(4) ¼ 80.32, po0.001). Further, the single-factor model, in which all variables
merge into a single factor, was tested. However, it does not fit satisfactorily
( χ2 (189) ¼ 776.72, CFI ¼ 0.46, TLI ¼ 0.40, IFI ¼ 0.47, RMSEA ¼ 0.16), and is significantly
poorer than the five-factor model (Δχ2(9) ¼ 523.9, po0.001). These findings confirm that
the five factors are distinct constructs in this study.

560

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21,6

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Table I.
Means, standard
deviations, and

correlations

561

Facilitating
employee
socialization

Proposed model testing
Next, the proposed model was tested. The proposed model shows the association between
mentors’ LGO and mentoring functions received by protégés as mediated by mentors’
reflection. Further, this association, in turn, affects the protégés’ socialization. Control
variables (e.g. gender, age, mentoring duration, protégés’ tenure, and organizational
differences) were included in the model, with paths to the other variables. The proposed
model fits the data well ( χ2(160) ¼ 216.67, CFI ¼ 0.93, TLI ¼ 0.91, IFI ¼ 0.94,
RMSEA ¼ 0.05). Following Tomarken and Waller’s (2003) suggestion, the proposed
model was compared with alternative models in order to confirm that the proposed model
is the best one. First, the proposed model was compared an alternative model, which
added a path from mentors’ LGO to protégés’ socialization. The alternative model was
found to fit the data satisfactorily ( χ2(159) ¼ 215.52, CFI ¼ 0.93, TLI¼ 0.91, IFI¼ 0.94,
RMSEA ¼ 0.05). However, the χ2 difference test between these two models (Δχ(1) ¼ 1.15,
pW0.05) indicated that the addition of the path did not significantly improve the overall
fit of the model. Additionally, the proposed model was compared with another alternative
model that removed the direct path from LGO to mentoring functions received (the full
mediation model). This alternative model was found to fit the data well ( χ2(161)¼ 216.71,
CFI ¼ 0.93, TLI ¼ 0.91, IFI ¼ 0.94, RMSEA ¼ 0.05). The χ2 difference test between the
proposed model and alternative model (Δχ(1) ¼ 0.04, pW0.05) showed that the alternative
model (the full mediation model) is the best fitting model.

As seen in Figure 1, mentors’ LGO was positively related to their reflection
( β ¼ 0.51, po0.001), thus supporting H1. In addition, mentors’ reflection was
positively associated with mentoring functions received by protégés ( β ¼ 0.32,
po0.05), thus supporting H2. Furthermore, mentoring functions received by protégés
were positively related to protégé socialization ( β ¼ 0.53, po0.001), supporting H4.

The mediating effect of mentors’ reflection on mentors’ LGO and mentoring functions
received by protégés
The bootstrapping approach suggested by Cheung and Lau (2008) was used in order to
test the significance of the mediating effect of mentors’ reflection on the relationship

LG1

RF1

S1

CF PF

MF

MLGO

0.51** 0.32* 0.53**

Socialization
Mentor’s
reflection

Role

S2

S3

S4

RF2 RF3 RF4 RF5

LG2

LG3

LG4

Notes: MLGO, mentor’s learning goal orientation; MF, mentoring functions received; CF,
career function; PF, psychosocial function; and role, role modeling function. A rectangle
represents an indicator (or measured variable), and an ellipse a latent variable. Control
variables (e.g. protégé gender, protégé age, mentoring duration, protégés’ tenure, and
organizational differences) are not shown here to preserve simplicity in the presentation of
the model. Parameter estimates were from the completely standardized solution and were
significant at *p< 0.05; **p< 0.001

Figure 1.
The final model with
standardized path
coefficients

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between mentors’ LGO and mentoring functions received by protégés. According to
Cheung and Lau (2008), the mediations are statistically significant if the bias-corrected
(BC) confidence intervals for these indirect effects do not overlap with zero. After
creating 1,000 bootstraps, it was shown that the indirect effect of mentors’ LGO on
mentoring functions received by protégés as mediated by mentors’ reflection was 0.19;
and the 95 percent BC confidence intervals for the indirect effects were between 0.09
and 0.35, which did not overlap with zero ( p ¼ 0.03). This suggested that mentors’
reflection significantly mediated the relationship between mentors’ LGO and mentoring
functions received by protégés. Thus, H3, which posited that the mentor’s reflection
partially mediates the relationship between the mentors’ LGO and the mentoring
functions received, was partially supported, since the fully mediated model was found
to be the best fitting model.

The moderating effect of relationship quality on the relationship between mentors’
LGO and reflection
To investigate the moderation effect of relationship quality on the relationship between
the mentors’ LGO and reflection, Hayes’s (2013) PROCESS macro version 2.15 (model 1)
for SPSS was used. With the mean-centered continuous predictor variables,
heteroskedasticity consistent standard errors and BC confidence intervals using
1,000 bootstrap draws were used. As shown in Table II, the interaction between the
mentors’ LGO and relationship quality was significant (B(SE) ¼ 0.19(0.09), po0.05).
In addition, using values of 1 SD below the mean and 1 SD above the mean on
relationship quality, the interactions were plotted graphically in Figure 2. As presented,
the relationship between the mentors’ LGO and reflection was stronger for
mentors who perceive a high-quality relationship with their protégés, therefore
supporting H5.

Discussion
The purpose of this study was to advance understanding of the mentor factors that
promote mentoring outcomes, by investigating the role of mentors’ LGO, learning
activity such as reflection, and perceived relationship quality in relation to mentoring
functions received by protégés, and their further socialization in a formal mentoring
relationship. The findings of the current study make several contributions to the
mentoring literature.

First, the current study answered the call for further study of the role of LGO in
relation to learning activity in a mentoring relationship (Lankau and Scandura, 2007),
by exploring the relationship between mentors’ LGO and their reflection. Even though
previous research has shown that LGO is an important predictor of learning activity

Reflection
Predictor B SE

RQ 0.16** 0.06
Mentors’ LGO 0.28** 0.07
Mentors’ LGO × RQ 0.19* 0.09
R2 0.30***
Notes: n ¼ 131. LGO, learning goal orientation; RQ, relation quality. *po0.05; **po0.01;
***po0.001

Table II.
Regression

results of the
moderating effects

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such as reflection (Phan, 2009; Runhaar et al., 2010), the role of mentors’ LGO in relation
to their reflection in mentoring relationships has not been investigated so far.
Consistent with previous studies (Phan, 2009; Runhaar et al., 2010), the results of the
present study provide empirical evidence that LGO is a critical individual characteristic
that is closely related to learning activity such as reflection.

In addition, the current study adds meaningful knowledge of effective mentoring
behavior in relation to mentoring outcomes in the literature, by indicating the role of
mentors’ reflection in relation to mentoring support received by protégés. Even though
mentors’ learning activity such as reflection was emphasized as a fundamental
behavior that facilitates personal learning (Lankau and Scandura, 2007), not many
studies examine the relationship between mentors’ reflection and the outcomes of
mentoring relationships. The findings of the current study highlighted that engaging in
a learning activity such as reflection is closely related to mentoring functions provided
to their protégés and further protégé socialization. In particular, the current study
advanced the comprehensive understanding of mentor factors by examining the
mechanism that associates the relationship between mentors’ LGO and mentoring
functions received by protégés.

Finally, the findings of the current study contribute to the mentoring literature by
investigating the moderating role of relationship quality to the relationship
between mentors’ LGO and their reflection. Based on social cognitive learning theory

4.50

4.25

4.00

3.75

3.50

Low

High

MLGO

R
F

RQ

Low

High

Notes: n= 131. MLGO, mentors’ LGO; RF, reflection; RQ, relationship
quality

Figure 2.
The moderating
effect of relationship
quality on
the mentors’
LGO-reflection
relationship

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(Bandura, 1986), the current study confirmed the critical role of perceived
relationship quality in the process of learning (Carmeli et al., 2009; Carmeli and
Gittell, 2009). That is, in the presence of a high-quality relationship with protégés,
mentors with a high LGO are more likely engaged in learning activities such as
reflection than those having a low-relationship quality with their protégés. These
findings are in line with research that emphasizes the importance of relationship
quality for effective mentoring (Allen and Eby, 2003; Kram, 1985; Ragins and Verbos,
2007). Consequently, the present study extends previous research by adding
knowledge of relationship quality as a boundary condition that stimulates mentors to
engage in reflection.

The findings also have implications for managers. Given the central role of mentors’
learning activity such as reflection in providing mentoring support for protégés and to
further their socialization, mentors should be encouraged to have enough time to reflect
on their performance by having regular meetings with other mentors or colleagues.
In particular, providing training sessions using reflective practices for mentors would
be useful, since not all mentors use reflection when they are engaged in mentoring
relationships. In addition, as the findings suggest that mentors’ LGO is an important
personality characteristic that has a strong impact on their learning activities, HR
managers should carefully consider shaping the organizational culture in such a way
that it activates the LGO of mentors. Furthermore, given the importance of relationship
quality as a boundary condition that activates learning-goal oriented individuals to
engage in learning activities, HR managers should help protégés and mentors build
open and trusting relationships, particularly in formal mentoring relationships. For
example, as interaction frequency is essential for building trusting relationships
(Becerra and Gupta, 2003), providing guidelines for meeting frequency might be helpful
for both mentors and protégés. Scholars have recommended that meeting once a week
is appropriate for mentors and protégés (Noe, 1988). In addition, setting clear
expectations, goals, and responsibilities is beneficial for developing successful
mentoring relationships (Finkelstein and Poteet, 2007); thus, it is helpful to create a
mentoring action plan, including activities, resources, and criteria for success based on
the mentor-protégé agreements.

Limitations and future research direction
Aside from this study’s findings, several limitations of the current research should be
noted. First, since the current study implies a cross-sectional design, causal inferences
should be made with caution. Applying a longitudinal research design for future
research would help to clarify the direction of causality in these associations. Second,
although data were collected from matched mentors and protégés, using such data
from protégés as mentoring support received by protégés and protégés’ socialization,
would cause common method bias. Third, since the current study only has a relatively
small sample size (paired N ¼ 131), additional research with a larger sample size is
warranted. Furthermore, a large portion of the study respondents were males (N ¼ 116),
there is a potential limitation regarding the generalizability of these results. In addition,
although there are some organizations, such as hospitals that have intensive (three-
month) mentoring programs (Masny et al., 2008), the average length of the mentoring
relationship in this study (2.87 months) is a limited timeframe for assessing protégés’
socialization. A potential bias is further limitation of the study. Participants’
recollection of the mentoring functions received may not reflect the actuality of the

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mentoring functions received, because it is difficult to assess the exact length of time
since each protégé participated in the mentoring program.

The findings of this study also indicate several future research directions. First,
the present study highlighted the mentors’ reflection in relation to mentoring
functions received by protégés; therefore, it would be interesting to examine the
protégés’ learning activity, such as their reflection, on receiving mentoring support
and further mentoring outcomes, in future studies. In particular, protégés’ reflection
may play an important role when they apply their learning from mentors to their
performance. In addition, in future research, the role of the learning organization’s
culture in relation to mentors’ learning activity should be carefully considered, since
previous research stressed the central role of organizational culture increasing
employees’ learning behavior.

Conclusion
Mentoring is considered as an important learning process for both mentors and
protégés. The results of the current study indicated that mentors’ LGO is a predictor for
mentors’ learning activity such as reflection. In addition, mentors’ reflection is closely
associated with the mentoring functions received, and further protégé socialization.
In particular, it is important to note that how mentors perceive the relationship quality
with their protégés represents a critical boundary condition in that learning-goal
oriented mentors engage in reflection. Therefore, in order to maximize the effectiveness
of mentoring relationships in workplaces, mentor factors such as their individual
characteristics, learning behavior, and perceived relationship quality should be taken
into account in arranging mentoring relationships.

Note
1. A separate CFA for mentoring functions received was also conducted. The three-factor model

( χ2(24) ¼ 45.78, CFI ¼ 0.97, TLI ¼ 0.95, IFI ¼ 0.97, RMSEA ¼ 0.08) was compared with
one-factor model where all items were set to load onto a single factor ( χ2(27) ¼ 143.61,
CFI ¼ 0.83, TLI ¼ 0.77, IFI ¼ 0.83, RMSEA ¼ 0.18). Results of the fit indices and χ2 differences
showed that the three-factor model fitted the data significantly better than the one-factor
model (Δχ2(3) ¼ 97.89, po0.001).

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Further reading
Dutton, J.E. and Heaphy, E.D. (2003), “The power of high quality relationships at work”,

in Cameron, K.S., Dutton, J.E. and Quinn, R.E. (Eds), Positive Organizational Scholarship,
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Corresponding author
SuJin Son can be contacted at: sjson@ulsan.ac.kr

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