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Research on mentorship has been dominated by the West and little is known about the cultural variations of the mentoring phenomenon in Asian countries. A richer understanding of the cultural context that is more attuned to mentoring experience in Asia can help to improve workplace experience, in general, for those working in and for those who intend to work in the region. This chapter captures the important theoretical lenses in the mentoring literature, and also provides a clear demarcation between negative mentoring and dysfunctional mentoring. This is followed by contextualizing mentoring as per four of Hofstede's six cultural dimensions by dwelling on mentoring experience in countries such as China, India, Pakistan, Japan, South Korea and Taiwan. It is hoped that this chapter will pave the way for further research, which may be a precursor for theory development.

This chapter discusses how attachment theory, a theory that provides insight into the processes through which psychological and emotional bonds are developed in relationships, can be useful for understanding mentoring relationships. We develop a conceptual model emphasizing how attachment-related constructs and their relationships with mentors’ and protégés’ behaviors and emotions influence each phase of a mentoring relationship. Recognizing reciprocity in the mentoring process, the model also explains how the interpersonal dynamics of the mentor–protégé relationship influence the benefits gained by both partners. Propositions for future research on mentoring relationships are provided. We contend that examining mentoring through the lens of attachment theory can increase our understanding of the underlying factors or mechanisms that determine individuals’ involvement in mentoring relationships and differentiate successful from unsuccessful mentoring relationships. The research and practical implications are discussed.

While there are well-established personal benefits to being a mentor, such as increased life satisfaction and job performance (Ramaswami & Dreher, 2007), how mentors grow and develop requires exploration. We meet this need by presenting six key themes from two recent research studies related to the experiences that mentors perceived as contributing to their development. The growth of two leadership theories in particular were explored: generativity and Psychological Capital. Six themes emerged: (a) curricular training, (b) exposure to leadership outcomes, (c) being mentored by peers, (d) experiences with mentee, (e) reflection, and (f ) observing a ripple effect. These themes offer insights on how curricular and co-curricular experiences might maximize leadership development of students and ground leadership interventions, such as mentoring, in theory and research.

Interest in employee mindfulness has increased dramatically in recent years, fueled by several important conceptual articles, numerous studies documenting the benefits of mindfulness for employee outcomes, and the adoption of mindfulness-based practices in many Fortune 500 organizations. Despite this growing interest, the vast majority of research on employee mindfulness has taken an intrapersonal focus, failing to appreciate the ways in which mindfulness may enhance work-related relational processes and outcomes. The authors explore possible associations between mindfulness and relationally oriented workplace phenomena, drawing from interdisciplinary scholarship examining mindfulness in romantic relationships, child–parent relationships, patient–healthcare provider relationships, and student–teacher relationships. A framework is proposed that links mindfulness to three distinct relationally oriented processes, which are expected to have downstream effects on work-related relational outcomes. The authors then take the proposed framework and discuss possible extensions to a variety of unique workplace relationships and discuss critical next steps in advancing the relational science of mindfulness.

The alta mentoring platform, launched within the aviation and aerospace industry in 2019, is the outcome of a joint knowledge exchange project between academics and industry. It was designed and launched to meet the mentoring needs of women in this male dominated industry, who otherwise had no, or very little, mentoring support. The aim of alta was to create an on-line mentoring platform that was based upon the mentoring support that women identified as being important and that would address their under-representation and the lack of support for career progression. The chapter draws upon a body of literature focussing upon mentoring, specifically its meanings (see Dashper, 2018), benefits (see Phillips et al., 2016) and barriers (see Eby et al., 2010); as well as gender specific mentoring (see Johns & McNamara, 2014). The authors adopt a feminist relational mentoring framework (Ragins, 2016), that views mentoring as a two-way process where mentors and mentees learn from each other. The project was under-pinned by six months of research across the industry (a survey, interviews and focus groups with professional women and employers) to ascertain the need for the mentoring platform. This chapter is based upon four focus groups held with women across the industry, in both technical and middle/senior managerial roles, to ascertain their experiences of mentoring and their perceived and experienced benefits and barriers to mentoring. The focus groups were also utilised to find out specifically what women wanted from the alta mentoring platform and their views on its women-only focus.

This chapter critically examines a Pakistani initiative on youth mentoring at workplace, namely the National Internship Program (NIP), which aims to increase fresh graduates' capability and employability. Through a situational analysis of prevalent education systems, occupational choices and job-related tendencies of Pakistani youth in the backdrop of mega economic activities like the China–Pakistan Economic Corridor (CPEC), this chapter brings forth virtues and limitations of NIP. Further, an elaborative appraisal of the key features, design and process of NIP through an illustrative cycle, a conceptual model has been designed which may fulfil the mentoring needs of developing countries. This conceptual model of youth mentoring at workplace proposes a cycle of six activities: planning, engaging, performing, appraising, ensuing and reflecting.

This chapter attempts to critique the role of mentoring relationships which are identified by Levinson (1987) as ‘one of the most complex and developmentally important relations’. Providing psychosocial and career support (Kram, 1983, 1985) public relations practitioners, employers and professional bodies could benefit from the literature and empirical studies which demonstrate the powerful relationships that can develop through mentoring. This chapter critiques the mentoring programmes identified through empirical research of public relations’ professional bodies (Kiesenbauer et al., 2015) and the findings of a European study of public relations practitioners (Zerfass et al., 2014) in order to contextualise the literature and consider how the public relations profession can make better use of the dynamic mentoring relationship.