Enhancing Learning for Participants in Workplace Mentoring Programmes

Abstract

This study examined learning for matched pairs of mentors and protégés who participated in a formal workplace mentoring program in the United States. The use of matched pairs enabled the analysis of how affective trust, perceived organizational support, and mentoring received were related to the learning by both the protégés and the mentors. Protégé learning was positively related to protégé affective trust and the amount of mentoring received by the protégé. Mentor learning was positively related to mentor affective trust and protégé perceived organizational support. Recommendations are offered to enhance the learning for participants in workplace mentoring programs.