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Yang W, Wang Y, Choi M, Li Y. Influence of mentoring on the proactive behavior of new employees: moderated mediation effect of agreeableness. Front Psychol 2024; 15:1370815. [PMID: 38566938 PMCID: PMC10986366 DOI: 10.3389/fpsyg.2024.1370815] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2024] [Accepted: 03/04/2024] [Indexed: 04/04/2024] Open
Abstract
Objective In recent years, faced with a complex economic development environment and the evolving dynamics of the Chinese workplace, talent has become a precious resource that is invaluable yet scarce for every enterprise. As Generation Z employees have gradually entered the labor market, they contribute new perspectives and energies to various enterprises and pose unique challenges. The traditional step-by-step approach no longer meets the needs of today's businesses. Companies require more proactive talents to drive superior performance. Individuals with proactive behavior can effectively plan their career paths and are better equipped to fulfill core organizational tasks. Therefore, it is crucial for organizations to effectively mitigate the perceived negative impacts of proactive behavior, encouraging individuals to exhibit more positive proactive actions. Methods Based on the proactive motivation model, this study investigates the effects of mentoring, balanced psychological contract, proactive behavior, and agreeableness on the proactive behaviors of new employees. The research surveyed 417 new employees from Guangdong Province, China, who had graduated within the last three years, with a gender distribution of 49.4% male and 50.6% female. Results Structural Equation Modeling was used for data analysis, and the following results were obtained: First, mentoring positively affected the balanced psychological contract and new employees' proactive behavior. Second, mentoring positively affected the new employees' proactive behavior through the balanced psychological contract. Third, agreeableness played a moderating role in the relationship between mentoring and new employees' proactive behavior, and in the relationship between mentoring and the balanced psychological contracts. Finally, the positive indirect effect of mentoring through the balanced psychological contract on new employees' proactive behavior is positively moderated by agreeableness. Conclusion The results of this study offer new insights into mentoring research for new employees and provide practical guidance for fostering the balanced psychological contract and proactive behavior among new employees. This research enriches the existing literature on mentoring for new employees by demonstrating the integral roles of agreeableness and a balanced psychological contract in fostering proactive behavior, offering valuable insights for organizational practices aimed at enhancing employee proactivity.
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Affiliation(s)
- Wenjie Yang
- Business School, Lingnan Normal University, Zhanjiang, China
- Guangdong Coastal Economic Belt Development Research Center, Zhanjiang, China
| | - Yuxue Wang
- Department of Business, Gachon University, Seongnam, Gyeonggi, Republic of Korea
| | - Myeongcheol Choi
- Department of Business, Gachon University, Seongnam, Gyeonggi, Republic of Korea
| | - Yannan Li
- Graduate School of Technology Management, Kyung Hee University, Yongin, Republic of Korea
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Queiruga-Dios M, Perez-Araujo A, de Ávila-Arias CR, Queiruga-Dios A. Improvement of individual learning with mentoring programs for first-year undergraduate students. Front Psychol 2023; 14:1046999. [PMID: 37008882 PMCID: PMC10050353 DOI: 10.3389/fpsyg.2023.1046999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2022] [Accepted: 02/17/2023] [Indexed: 03/17/2023] Open
Abstract
IntroductionThis study presents a brief analysis of Spanish universities that promote mentoring programs with students. These mentoring programs are divided into different categories depending on the persons (faculty or students) involved in the process and their characteristics (for novice, senior, or international students). The case of the Universidad Francisco de Vitoria is presented, where first-year students from all undergraduate degrees are involved in an annual course where the core part is related to formal mentoring activities.MethodsThis study analyzes undergraduate degree students' outcomes and results from 10 different degrees for a period of 4 academic years (from 2016–2017 to 2019–2020). This first analysis corresponds to students' activities and marks awarded on the assessment of the assigned mentoring tasks related to the competencies of critical thinking, proactivity, personal knowledge (with the objective of acceptance and improvement), and the ability to ask transcendental questions. Then, a reliable and valid survey, conducted every year to all senior students, was used to get feedback from students.ResultsAfter a quantitative and qualitative analysis of students' results, it was noticed that they become more confident in their studies when they engage in mentoring-based courses and sessions, and this benefits their lives. All this information led to the improvement of the mentoring process.
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Affiliation(s)
| | - Alvaro Perez-Araujo
- Faculty of Law, Business and Government, Universidad Francisco de Vitoria, Madrid, Spain
| | | | - Araceli Queiruga-Dios
- Higher Technical School of Industrial Engineering, Universidad de Salamanca, Salamanca, Spain
- *Correspondence: Araceli Queiruga-Dios
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Venktaramana V, Loh EKY, Wong CJW, Yeo JW, Teo AYT, Chiam CSY, Foo DJM, Teo F, Liang J, Raveendran V, Chng LCL, Xiao S, Chong K, Quek SL, Chiang CLL, Toh RQE, Ng CWH, Lim EG, Leong S, Tay KT, Chan A, Chia EWY, Tan LHS, Ong YT, Sheri K, Ng JX, Chin AMC, Zhou JX, Chiam M, Lee ASI, Mason S, Krishna LKR. A systematic scoping review of communication skills training in medical schools between 2000 and 2020. MEDICAL TEACHER 2022; 44:997-1006. [PMID: 35653622 DOI: 10.1080/0142159x.2022.2054693] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
BACKGROUND Communication skills training (CST) remains poorly represented and prioritised in medical schools despite its importance. A systematic scoping review (SSR) of CST is proposed to better appreciate current variability in their structure, content, and assessment. This is to guide their future design in medical school curricula. METHODS The Systematic Evidence-Based Approach (SEBA) was used to guide concurrent SSRs of teaching and assessment in CST. After independent database searches, concurrent thematic and content analysis of included articles were conducted separately. Resultant themes/categories were combined via the jigsaw perspective to provide a more holistic view of the data. These were then compared to tabulated summaries of the included articles to create funnelled domains. RESULTS 52,300 papers were identified, 150 full-text articles included, and four funnelled domains were identified: Indications, Design, Assessment, and Barriers and Enablers of CST. CSTs confer numerous benefits to physicians and patients. It saw increased confidence, improved diagnostic capabilities and better clinical management, as well as greater patient satisfaction and treatment compliance. Skills may be divided into core, prerequisite competencies, and advanced skills pertinent to more challenging and nuanced scenarios - such as population or setting-specific situations. CST teaching and assessment modalities were found to align with Miller's Pyramid, with didactic teaching gradually infused with experiential approaches to enhance their understanding and integration. A plethora of CST frameworks, teaching and assessment methods were identified and are presented together. CONCLUSION While variable in approach, content and assessment, CST in medical schools often employ stage-based curricula to instil competency-based topics of increasing complexity throughout medical school education. This process builds on the application of prior knowledge and skills, influencing practice and, potentially, the students' professional identity formation. In addition, the institution plays a critical role in overseeing training, ensuring longitudinal guidance and holistic assessments of the students' progress.
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Affiliation(s)
- Vaishnavi Venktaramana
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Eleanor Kei Ying Loh
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Clarissa Jing Wen Wong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Jun Wei Yeo
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Andrea York Tiang Teo
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Celest Sin Yu Chiam
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Dillon Jie Ming Foo
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Faith Teo
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Jonathan Liang
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Vijayprasanth Raveendran
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Luke Cheng Lin Chng
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Shiwei Xiao
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Kevin Chong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Seng Leong Quek
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Christine Li Ling Chiang
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Rachelle Qi En Toh
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Caleb Wei Hao Ng
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Elijah Gin Lim
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Shariel Leong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Kuang Teck Tay
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Amos Chan
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Elisha Wan Ying Chia
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Laura Hui Shuen Tan
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Yun Ting Ong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Krish Sheri
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Jun Xuan Ng
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
| | - Annelissa Mien Chew Chin
- Medical Library, National University of Singapore Libraries, National University of Singapore, Singapore, Singapore
| | - Jamie Xuelian Zhou
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
| | - Min Chiam
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
| | - Alexia Sze Inn Lee
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
| | - Stephen Mason
- Palliative Care Unit Liverpool, University of Liverpool, Liverpool, UK
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Palliative Care Unit Liverpool, University of Liverpool, Liverpool, UK
- Centre of Biomedical Ethics, National University of Singapore, Singapore, Singapore
- PalC, The Palliative Care Centre for Excellence in Research and Education Singapore, Dover Park Hospice, Singapore, Singapore
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Shuler H, Cazares V, Marshall A, Garza-Lopez E, Hultman R, Francis TK, Rolle T, Byndloss MX, Starbird CA, Hicsasmaz I, AshShareef S, Neikirk K, Johnson PEC, Vue Z, Beasley HK, Williams A, Hinton A. Intentional mentoring: maximizing the impact of underrepresented future scientists in the 21st century. Pathog Dis 2021; 79:6324567. [PMID: 34283236 PMCID: PMC8326955 DOI: 10.1093/femspd/ftab038] [Citation(s) in RCA: 34] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2021] [Accepted: 07/16/2021] [Indexed: 12/30/2022] Open
Abstract
Mentoring is a developmental experience intended to increase the willingness to learn and establish credibility while building positive relationships through networking. In this commentary, we focus on intentional mentoring for underrepresented mentees, including individuals that belong to minority racial, ethnic and gender identity groups in Science, Technology, Engineering, Mathematics and Medicine (STEMM) fields. Intentional mentoring is the superpower action necessary for developing harmony and comprehending the purpose and value of the mentor/mentee relationship. Regardless of a mentor's career stage, we believe the strategies discussed may be used to create a supportive and constructive mentorship environment; thereby improving the retention rates of underrepresented mentees within the scientific community.
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Affiliation(s)
- Haysetta Shuler
- Department of Biological Sciences, Winston- Salem State University, Winston-Salem, NC, USA
| | - Victor Cazares
- Department of Psychology, Neuroscience Program, Williams College, Williamstown, MA, USA
| | - Andrea Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University School of Medicine, Nashville, TN, USA
| | - Edgar Garza-Lopez
- Department of Molecular Physiology and Biophysics, Vanderbilt University School of Medicine, Nashville, TN, USA.,Hinton and Garza Lopez Consulting Company, Iowa City, IA, USA
| | - Rainbo Hultman
- Department of Molecular Physiology and Biophysics, Iowa Neuroscience Institute, Pappajohn Biomedical Institute, University of Iowa, Iowa City, IA, USA
| | | | - Tiffany Rolle
- National Human Genome Research Institute, Bethesda, MD, USA.,American Society for Human Genetics, Rockville, MD, USA
| | - Mariana X Byndloss
- Department of Pathology, Microbiology, and Immunology, Vanderbilt University Medical Center, Nashville, TN, USA
| | | | - Innes Hicsasmaz
- Department of Internal Medicine, University of Iowa, Carver College of Medicine, Iowa City, IA, USA
| | - Salma AshShareef
- Department of Internal Medicine, University of Iowa, Carver College of Medicine, Iowa City, IA, USA
| | - Kit Neikirk
- Department of Natural Sciences, The University of Hawaii at Hilo, Hilo, HI, USA
| | | | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University School of Medicine, Nashville, TN, USA
| | - Heather K Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University School of Medicine, Nashville, TN, USA
| | - Aislinn Williams
- Department of Psychiatry, Iowa Neuroscience Institute, Pappajohn Biomedical Institute, University of Iowa, Iowa City, IA, USA
| | - Antentor Hinton
- Department of Molecular Physiology and Biophysics, Vanderbilt University School of Medicine, Nashville, TN, USA.,Hinton and Garza Lopez Consulting Company, Iowa City, IA, USA
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