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MENTORING EXPATRIATE EMPLOYEES: THE INFLUENCE OF MULTIPLE MENTORS ON OVERSEAS EXPERIENCES
Title
MENTORING EXPATRIATE EMPLOYEES: THE INFLUENCE OF MULTIPLE MENTORS ON OVERSEAS EXPERIENCES.
Creator
Littrell, Lisa, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description
Sending employees overseas for international work assignments has become a popular practice among today's multinational corporations, albeit one fraught with challenges. These expatriate employees, individuals who relocate internationally for work assignments, face many difficulties ranging from problematic adjustment to inadequate preparation. Mentoring has been proposed as one strategy for alleviating the challenges faced by expatriates and for providing the support expatriates need...
Show moreSending employees overseas for international work assignments has become a popular practice among today's multinational corporations, albeit one fraught with challenges. These expatriate employees, individuals who relocate internationally for work assignments, face many difficulties ranging from problematic adjustment to inadequate preparation. Mentoring has been proposed as one strategy for alleviating the challenges faced by expatriates and for providing the support expatriates need before, during, and after their assignments (Harvey & Wiese, 2002; Mezias & Scandura, 2005). In fact, expatriates that report having a mentor are more likely than expatriates without mentors to have positive career outcomes such as increased job satisfaction and organizational socialization (Feldman & Bolino, 1999; Feldman & Thomas, 1992). Yet, research on expatriate mentoring is still in its infancy as very little empirical research has been conducted. This study will extend past research by 1) investigating the effects of having a mentor and the amount of mentoring provided, 2) exploring the isolated impact of both career development and psychosocial support on expatriate outcomes, and 3) examining the unique impact of mentoring provided by home and host country mentors. The results revealed that the number of mentors that an expatriate reported having was not related to expatriate socialization, cross-cultural adjustment, job satisfaction, intent to remain for the duration of the assignment, or intent to turnover. The results also showed that for the expatriates having two or more mentors, having a diverse group of mentors, that is, at least one mentor from the home country and one mentor from the host country, was not related to any of the expatriate outcomes examined. Further, the results indicated that home and host country colleagues provide unique mentoring functions that predict expatriate outcomes on overseas assignments. Theoretical and practical implications based upon these findings are discussed.
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Date Issued
2007
Identifier
CFE0001648, ucf:47235
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001648
THE EFFECTS OF TRAINING ON GOAL ORIENTATION, MENTORING RELATIONSHIP PROCESSES, AND OUTCOMES
Title
THE EFFECTS OF TRAINING ON GOAL ORIENTATION, MENTORING RELATIONSHIP PROCESSES, AND OUTCOMES.
Creator
Scielzo, Shannon, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description
The purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be...
Show moreThe purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be perceived by others as having failed at a task. It was hypothesized that mentors and protégés who received goal orientation training prior to beginning their formal mentoring sessions would engage in greater feedback-seeking and would be more willing to self-disclose potentially ego-threatening information. Moreover, it was expected that training would also lead participants to expect such behaviors from their partners and as a result respond more positively when the desired behaviors were demonstrated. Eighty (i.e., first and second semester freshmen) were paired with eighty mentors (i.e., college juniors and seniors with a minimum grade point average of 3.0), resulting in a total of 160 study participants. All participants received one hour of preparatory training. A two by two factorial design was employed whereby mentors and protégés each received either goal orientation training or training simply designed to orient them to computer-mediated communication. After training, mentors and protégés met with one another using online chat for four, 30-minute weekly chat sessions. Results indicated that a) protégés in a high state of avoid goal orientation felt they received less psychosocial support the more their mentor disclosed his/her own personal downfalls, b) mentors who received goal orientation training felt they had provided greater career support the more their protégés sought feedback but the reverse was true for mentors who did not receive goal orientation training, c) mentor self-disclosure was more strongly related to their protégé's self-disclosure if the protégé had received goal orientation training, and finally d) mentor and protégé perceptions of the psychosocial and career support that had been provided/received during online sessions were more strongly correlated if the two had received the same type of preparatory training (especially if both received goal orientation training).
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Date Issued
2008
Identifier
CFE0002203, ucf:47918
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002203
CONTROLLING OUR EMOTION AT WORK: IMPLICATIONS FOR INTERPERSONAL AND COGNITIVE TASK PERFORMANCE IN A CUSTOMER SERVICE SIMULATION
Title
CONTROLLING OUR EMOTION AT WORK: IMPLICATIONS FOR INTERPERSONAL AND COGNITIVE TASK PERFORMANCE IN A CUSTOMER SERVICE SIMULATION.
Creator
Feldman, Moshe, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description
Display rules are used by organizations to define appropriate behaviors and expressions while interacting with others in the workplace. Emotional labor is a function of the effort required to adhere to these display rules and has been associated with negative outcomes such as stress and burnout which can lead to higher levels of turnover and health care costs for the organization. In addition, evidence suggests that emotional labor may come at a cognitive cost as well. Hence, reducing the...
Show moreDisplay rules are used by organizations to define appropriate behaviors and expressions while interacting with others in the workplace. Emotional labor is a function of the effort required to adhere to these display rules and has been associated with negative outcomes such as stress and burnout which can lead to higher levels of turnover and health care costs for the organization. In addition, evidence suggests that emotional labor may come at a cognitive cost as well. Hence, reducing the amount of emotional labor should be beneficial to both employees and organizations alike. The current study used a customer service simulation to investigate the effects of emotion regulation training on cognitive, affective, and performance outcomes. Furthermore, personality display rule congruence was proposed as a moderator. Specifically, I compared the effects of training participants to use deep acting or surface acting strategies. Deep acting involves cognitively reappraising situations so that one genuinely feels the appropriate emotion whereas surface acting simply involves modifying the outward display of one's emotions. I expected deep acting to improve interpersonal performance through an affective route and to improve cognitive task performance through a reduction in emotional labor. Seventy-three participants were randomly assigned to one of the two training conditions. Performance was assessed during an interactive customer service simulation. Training participants to use deep acting strategies improved their positive mood, reduced their emotional labor, and increased their cognitive task performance. Emotional labor was negatively associated with cognitive task performance whereas positive mood was positively related to interpersonal performance. Finally, the effects of training on emotional labor, mood, and cognitive performance differed depending on the degree to which participants' personality was congruent with the display rules given to them. However, contrary to expectations, training condition had a stronger effect on negative mood (reduced it), emotional labor (reduced it), and cognitive performance (increased it) the more congruent participants' personalities were to the display rules given. These findings have implications for both employee selection and training.
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Date Issued
2008
Identifier
CFE0002225, ucf:47921
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002225
YOU SCRATCH MY BACK AND I'LL SCRATCH YOURS: MENTOR-PERCEIVED COSTS AND BENEFITS AND THE FUNCTIONS THEY PROVIDE THEIR PROTéGéS
Title
YOU SCRATCH MY BACK AND I'LL SCRATCH YOURS: MENTOR-PERCEIVED COSTS AND BENEFITS AND THE FUNCTIONS THEY PROVIDE THEIR PROTéGéS.
Creator
Fullick, Julia, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description
Mentoring relationships can have both costs and benefits for mentors and their protégés. The present research examined the degree to which mentors' perceived costs and benefits affect the functional and dysfunctional mentoring they provide to their protégés. Additionally, I investigated whether mentor-perceived costs and benefits were associated with the mentors' own goal orientation and the goal orientation of their protégés. Data were...
Show moreMentoring relationships can have both costs and benefits for mentors and their protégés. The present research examined the degree to which mentors' perceived costs and benefits affect the functional and dysfunctional mentoring they provide to their protégés. Additionally, I investigated whether mentor-perceived costs and benefits were associated with the mentors' own goal orientation and the goal orientation of their protégés. Data were collected from 86 protégés and their current supervisory mentors. Consistent with expectations, when mentors reported greater costs of embarrassment associated with their relationship, the protégé reported receiving greater dysfunctional mentoring. Protégés who reported receiving greater functional mentoring tended to have mentors who perceived greater benefits of mentoring them. Both protégé and mentor goal orientations demonstrated significant correlations with mentor-perceived costs and benefits of their relationships. Implications for training and reinforcing functional mentoring will be discussed.
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Date Issued
2008
Identifier
CFE0002404, ucf:47766
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002404
EFFECTIVE TIMING OF FEEDBACK DURING SCENARIO BASED TEAM TRAINING WITHIN A SIMULATED ENVIRONMENT
Title
EFFECTIVE TIMING OF FEEDBACK DURING SCENARIO BASED TEAM TRAINING WITHIN A SIMULATED ENVIRONMENT.
Creator
Astwood, Randolph, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description
Scenario based training (SBT) allows organizations to train the competencies necessary for effective performance in an environment that replicates critical aspects of the transfer or operational setting. One of the most salient training features that can be delivered during SBT is feedback. Task feedback may be provided to trainees either during a training scenario (immediately following actions) or between training scenarios (after action review). However, little is known regarding the...
Show moreScenario based training (SBT) allows organizations to train the competencies necessary for effective performance in an environment that replicates critical aspects of the transfer or operational setting. One of the most salient training features that can be delivered during SBT is feedback. Task feedback may be provided to trainees either during a training scenario (immediately following actions) or between training scenarios (after action review). However, little is known regarding the effects of immediate versus delayed feedback given to teams. Prior research on training individuals suggests that immediate feedback improves performance as assessed immediately after training (acquisition performance), however delayed feedback improves performance after time has passed (retention performance). Moreover, several individual training studies have found that trainee goal orientation moderates the influence of instructional features such as goal difficulty and content organization. I hypothesized that team member goal orientation would also moderate the influence of feedback timing on team performance. Three facets of goal orientation were assessed. Learning goal orientation refers to the extent to which individuals strive towards the mastery of skills for the sake of continuous improvement. Prove goal orientation refers to the extent to which individuals strive to demonstrate their own competence to others. Finally, avoid goal orientation refers to the extent to which individuals seek to avoid demonstrating their incompetence to others. Participants were 160 undergraduate psychology students assigned to 80 two-person teams. These teams were trained and tested using a simulated military task called the Forward Observer Personal Computer-based Simulator. Teams received 36 minutes of training prior to performing a skill acquisition test on day one of the experiment. One week later teams returned to perform a skill retention test. Teams were randomly assigned to receive immediate feedback during their team training scenarios or delayed feedback following each training scenario. Results indicated that the timing of feedback had no impact on acquisition performance. As predicted, however, teams that had received delayed feedback outperformed those that had received immediate feedback on the retention test. Moreover, the positive impact of delayed feedback on retention performance was greatest for teams that scored higher on a measure of state learning goal orientation on the day of their training. This interaction was mediated by the team's perception of the instrumentality of the feedback provided to them. Theoretical and practical implications, as well as, limitations and directions for future research are discussed.
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Date Issued
2009
Identifier
CFE0002672, ucf:48244
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002672