Topic: Mentoring
Publication: Journal of Vocational Behavior
Article: Protégé anxiety
attachment and feedback in mentoring relationships (APR 2010)
Author: T. D. Allen, K. M. Shockley, L. Poteat
Reviewed by: Sarah Teague
Many organizations have systems in place
to help new hires transition smoothly into the workplace. This process is
called socialization. One
technique that has garnered increased attention and proven successful is mentoring.
This process partners new hires (protégés) with experienced employees (mentors) who guide them through their transition to becoming
full contributors to the organization.
investigate the feedback process in mentor-protégé relationships and the impact
that feedback has on performance; particularly with regard to individuals
exhibiting anxious attachment styles. Anxious attachment is one dimension used to describe bonds formed by
adults (Brennan, Clark, & Shaver, 1998) in which individuals are “preoccupied
with thoughts about relationships and the need for
approval” (Allen, Shockly, & Poteat, 2010, p. 74). These individuals
typically have a more negative view of themselves and desire to protect
themselves from failure and rejection.
Results show that protégés exhibiting anxious attachment engaged in
less feedback seeking and were less likely to accept the feedback offered to
them by mentors. Additionally, protégé feedback acceptance was linked to more frequent
(and better quality) feedback from the mentor.
Finally, higher frequencies
(though not quality) of feedback provided by mentors resulted in higher protégé
productivity.
What it boils down to is this: Feedback
is hugely important in mentor-protégé relationships in terms of both protégé
development and organizational bottom-line and cannot be overstated to either
party before or during the process. Other studies have addressed this issue
over the years, but none to date have made the connection between feedback and performance
(as opposed to the more typical outcome of job satisfaction). Results also
suggest that organizations implementing mentoring programs need to be attentive
to individual differences that may impact feedback-seeking and encourage
mentors to work through this with their protégés as part of the experience.
