A sabbatical from blogging

As many of you may have already noticed, I have not posted a new entry in some time. I have started a new position and have been focusing all of my efforts on my projects. Therefore, I am taking a temporary break from my blog to focus on my current position. I plan to return in the near future. Thank you for all of your support.

By Karin Soweid, SIOP Blogger

Recently, on a flight to Boston, I found myself immersed in thought about the psychological preferences that are categorized and defined by the Myers Briggs Type Indicator. I suppose this is what one does with their ‘off time’ when they are immersed in a doctoral program in industrial-organizational psychology. In parallel with the hum of the engines, I quietly reflected, acknowledging how many times I have taken this assessment tool over the past eight years and my subsequently varying four-letter outcomes during vastly different life experiences in that timeframe. I couldn’t help but remark and marvel at how these considerable transitions in preference underscore a woman in her doctoral journey.

via siopexchange.typepad.com

A Comparison of Face-to-Face and Distance Coaching Practices: Coaches’ Perceptions of the Role of the Working Alliance in Problem Resolution

By Ian Mondrow, PHR

In psychoanalytical psychology, the term working alliance discusses the relationship that buds between a patient and a therapist but there are many professionals who claim that the working alliance is also prevalent in the relationship with a leadership coach and their client. A working alliance is defined by the commitment between a client and a therapist to agree on the planned therapy outcomes, the process to achieve the outcome, and the bond created between the two that a established a relationship with a capacity for warmth. Much of these factors are also crucial to the success of coaching within the corporate realm. In any coaching scenario, this relationship is essential for success.

However, technology has introduced some modifications to the therapeutic process. A coach now have the option to use telephone, web-conferencing, or e-mail to provide services; with telephone being the most prominent means. Within psychotherapy, the practice of using these technologies has been found to be equally effective to face-to-face sessions when achieving the end result. This study intends to examine the impact of distance relationships on business/leadership coaching.

All data for this study was collected exclusively from professional coaches using the internet as a primary recruitment method. 51 coaches provided all of the needed information. 20 coaches only provided details on a face-to-face client while 26 coached completed the details only about a distance client. Only 51 responses were utilized as these coaches utilized both methods.

 Participants completed a survey online that included a form to collect data on their demographics and coaching experiences/practices. The coaches were asked to identify one coaching client who primarily receives face-face coaching within the past year and are still seeing.  They were also asked to identify an individual who they have and continued to coach over the past year on a distance format.  Participants were asked to complete the Working Alliance Inventory-Short Form, which demonstrates a strong working alliance with higher scores and the Target Complains Scale that lists one to three conditions and the level of severity for which treatment was sought. Additionally, the researchers developed a short survey to understand the coaches’ background.

When examining the results, it was found the clients working with their coach face-to-face or  at a distance had similar levels of problem severity, t = -.37,  p > .05. A repeated-measures MANOVA was conducted to determine the difference between working alliance and the method used by the coach (face-to-face vs. distance). No significance was found and no follow-up analyses were completed. When examining the severity of a client’s condition and the working alliance, a regression showed that the face-to-face condition did not have an impact. However, when working in the distance condition, results were significant between working alliance and client severity, R² =.11, F = 9.65,  p < .01. A MANOVA was conducted to determine if the coaches’ experiencse differed whether they provided services via distance or face-to-face, but no significance was found.

Overall, the study demonstrates that face-to-face and distance coaching are similar in regards to effectiveness. Specifically, working relationships between a client and a coach are not impacted by the distance. However, the change in severity was higher in the distance relationship, which may be a result of a stronger working alliance.

While the study produces some interesting findings, there are some important limitations to consider. One big constraint is the fact that there was a low ceiling in scores in the working alliance and problem resolution measurement, making data difficult to analyze. Furthermore, since the study used a convenience sample, there was an overall low response rate. It is also suggested that recruiting participants online may have been a factor because these participants may have already been technologically savvy.

IMPLICATIONS FOR HR PROFESSIONALS

Although the limitations of the study demonstrate that further investigation is needed, the findings reveal revelations that could be utilized by learning and development professionals. Primarily, future organizational leaders do not have to be limited by locations. Organizations that don’t have mentors available on-site for these employees can utilize mentors at other site to provide distance coaching. The findings show that the coaching relationship continues to impact others even if done through the telephone or internet.

If an organization decides to implement this approach, the structure of a program is the key to success. Organizations should not rely on mentors alone to create the coaching program for growing talent. Instead, human resources can create a structure developmental program by using scheduled telephone calls with the coach, weekly online journaling (to be reviewed by coach), and online group discussions for all employees. Effectiveness of a leadership program relies on providing individuals with a well-rounded a background and therefore introducing a variety of events can enhance the learning experience, whether it be local of through technology.

This also introduces cost-saving methods for organizations. Many smaller organizations have not been  able to afford executive coaches due to the costs of travel expenses. However, today’s technology offers organizations the same coaching quality through a long-distance relationship. Human resources departments can rest assured that there will be resources available to them even if they are not located in a primary city without the need to pay for the travel of the cost.

Much like many other aspects of human resources, technology introduces cost saving methods to assist the organization with its continuous growth. Thanks to technology, affordable and competitive programs can be implemented by organizations without fear of going bankrupt.   


Source: Berry, R.M., Ashby, J.S., Gnilka, P.B., Matheny, K.B. (2011). A comparison of face-to-face and distance coaching practices: coaches' perceptions of the role of working alliance in problem resolution.. Consulting Psychcology Journal: Practice and Research, 63 (4), 243-253.

Trainee reactions to learner control: an important link in the e-learning equation

Summary by Ian B. Mondrow, PHR

The evolution of e-learning technology has revolutionized employee development for corporations due to its convenience, electronic record keeping and learning management. The benefits to e-learning include reduced delivery cycle time, more convenience for learners and consistency within training among locations. E-learning also opens the opportunity for learner control, or the degree to which a learner is given control over the course features including pace, content and structure of courses. This allows the learner to modify the learning experience to their liking.  It may also assist in comprehension of learning content because a learner is able to review unclear information or provide additional details on areas of interest.

In this quasi-experimental study, 237 undergraduate students at a large public university in the Eastern United States were recruited as participants. Participants were put into one of two groups: training with interactive features (no learner control) or training with or without interactive offered at the learner’s choice (learner control). Participants in the group with learner control were asked if they would like to complete the course with interactive controls. 8 individuals in the learner control group opted out of using learner controls and therefore were not included in analysis. In the sample offered learner control, users could chose the number and order of videos to view, utilization of a video progress bar, interactive transcripts, access to an interactive outline and pop-up windows to highlight key learning points.

Reactions to control-based features offered were evaluated using 10 items developed by the researchers to measure affective-based reactions and utility-based reactions on a 5-point scale. Affective-based reactions were used to measure the emotional responses from participants (i.e. if they liked it, annoyed by it, etc.) while utility-based actions are based on their perceived ease of use (i.e. difficult, easy, etc.). In addition, four items were used to measure learner satisfaction on a five-point scale.  Finally, learning was measured using a multiple choice knowledge assessment with 12 questions.

Participants completed the study during a regular class period of their management class and completed the course with 20-35 people in the room at the same time.  Results showed that were was no correlation between control condition and satisfaction as the statistical analysis was not significant. However, a statistically significant correlation was found between learner control and trainee reactions (r = .13, p < .05), suggesting that learner controls created an experience that had more positive reactions. An independent samples t-test confirmed the difference between the two learning conditions, t (225) = -2.00, p <.05), with the no control condition (m = 3.58) and control condition (m = 3.74).  It was also found learner satisfaction was positively related to course reactions (r = .42, p < .01). Training satisfaction was then examined to determine if it positively affected learning satisfaction. Findings were significant using a hierarchical regression on training program satisfaction and learner GPA (β = .14, ΔR²=.02, p <.05).

The study introduces a variety of findings. First off, it shows that overall satisfaction is not enhanced by control but participants are more likely to prefer an e-learning program with learner control, even if makes the training more complex. As a result of the findings, learners are likely to be more satisfied with a learning course that provides control, thus increasing the overall perception of learning.  However, several limitations are present in this study. First off, the sample used is composed of college students, who are generally accustom to web-based technology. In addition, they are not working professionals so their preferences for learning may be different. Furthermore, the study only included students from one university, and therefore cannot be applied to the population.

IMPLICATONS FOR HR PROFESSIONALS

The study introduces some fascinating findings that are applicable to both training and instructional design professionals. It shows that learners like to feel as though they are control of the online training. To increase the overall reactions, it is suggested to provide learners with a variety of options within e-learning modules. This can include the option to obtain additional information, controlling the speed of the presentation, and providing different learning options (i.e. audio transcripts, outlines, etc.), and the order of information.

These findings show how important it is for organizations to utilize instructional designers. Instead of just creating a basic slideshow, instructional designers can create innovative online courses that grant learners more control of the content. Instructional designers are knowledgeable about the tools offered in software, such as Adobe Captivate or Articulate, and can design intricate learning.

One easy way to achieve learner control is develop e-learning that is not sequential. Therefore, learners can cover different sections of the training as long as they complete it all. This allows learners to first learn about the content that appeals to them most. Online training should not feel like participants are watching a slideshow that only allows them to move forward. Give learners the option to replay, review and pause. This can be easily achieved by providing a table of contents on the side of the training. This allows for easier navigation for the learner.

If learners are offered online courses that provide them more control, it may be suggested that learners feel more empowered in their learning; thus, resulting in more positive reactions towards training offered and increasing their satisfaction of the overall learning experience. This is crucial for learning organizations that emphasize employee development and want their employees to continue to utilize learning resources.

Source: Fisher, S.L., Wasserman, M.E., Orvis K.A. (2010). Trainee reactions to learner control: an important link in the e-learning equation. International Journal of Training and Development, 14 (3), 198-208. 

Understanding Participation in E-Learning in Organizations: a Large-Scale Empirical Study

Summary and Commentary by Ian B. Mondrow

In 2009, it was estimated that the training industry was worth $90 billion worldwide (ASTD, 2009 as cited in Garavan, Carbery, O’Malley and O’Donnell, 2010). $20 billon was focused primarily on e-learning (Patterson et al.,2 009 as cited by Garavan et al., 2010). In the UK alone, it is estimated that the e-learning business will increase 8-15% per annum. This increased interest is the reason that e-learning has become a popular topic in academic research.

E-learning is education that is supplied and facilitated through modern technology with the intent of employee development. As e-learning has increased in popularity, several concerns have been identified, including: poor participation, increased drop-outs, and e-learning acting as a sole source of learning. Garavan, Carbery, O’Malley O’Donnell (2010) sought out to examine a several variables that may impact the participation of employees in e-learning training (the dependent variable). These are listed and defined below:

•  General-person characteristics – The general demographics of a population. In this specific study, it focuses on age, gender, education level, years of experience, mobility experiences and organizational tenure.
• Instructional Design Characteristics - Characteristics of e-learning that include the quality of the content, quality of facilitation, allotted time and the option to provide feedback or receive additional support.
• Motivation to learn – An individual’s motivation to learn reflects the extent to which an individual is interested in participating in a training and utilizing the knowledge acquired.
• Self-efficacy – An employee’s perception of his/her ability to participate in e-learning.
• Perceived barriers and enablers – Events or conditions that can hinder or encourage the participation in e-learning activities.

Surveys were administered to 275 Irish organizations with a response rate of 557 individuals. 40% of these individuals worked for a multinational organization that were Irish owned. Participants had the option to complete the survey online or mail in a paper copy. The survey asked for responses on a 5 point scale (1 strong disagree/low importance; 5 strongly agree/high importance) with 16 items evaluating motivation to learn, 13 items to measure self-efficiency,  32 items to review perceived barriers and enablers, 12 items reflecting on the instructional design of e-learning.  Participation in learning was measured by asking participants if they had participated AND completed any e-learning sessions in the past year.

General-person characteristics (β = .12, p < .05) shared a positive relationship with participation in e-learning. More specifically, positive small relationships existed between social class (β = .10, p < .05) and participation. Job tenure (β -.12, p < .05) also had a minor relationship to e-learning participation. Several negative relationships were also present for the following variables: age (β = -.42, p < .05) and company tenure (β = -.14, p < .05).

Instructional design characteristics (β = .11 p < .05) had significant relationships to participation. Motivation to learn also had a relationship to participation. After further examination, it was found that content quality (β = .15, p < .05) and feedback/recognition (β = .11, p < .05) shared a weak relationship with e-learning participation.

Furthermore, motivation (β = .49, p < .05) shared a moderate relationship with e-learning participation. Social support and self efficacy (β  = .37 , p < .05) were found to have a positive relationship with learning participation but situational constraints (β = -.32, p < .05)  shared a negative relationship with participation.

The findings show that motivation to learn had the strongest relationship to course participation. Motivation can be influenced by creating a culture that encourages employees to be continuous learners and regularly provides them with learning opportunities. In addition, if leadership and management demonstrate this behavior, employees will be more likely to see the value of education and be more motivated to participate in e-learning. All of the other findings support the notion that training needs to be applicable to the job, easy to understand, and engaging.

Overall, the study had a large population of data to work with, which is a rare quality of academic articles. However, one limitation of the study is that the data was collected using self-reprots from participants. Therefore, there is a possibility of bias from study participants.

As a reader, there were several additional concerns that were noticed. What was most shocking was to find several typos in an article published in an academic journal. There were several instances where the wrong letter was missing or the numbers did not match up to the wording. This raises some questions regarding the validity of the journal and the article. If it was able to be published with these mistakes, what does it say about the researchers attention to detail when implementing the experiment, entering data and conducting analysis. One must question if their results are truly accurate.

IMPLICATONS FOR HUMAN RESOURCES PROFESSIONALS

While there are some valid concerns about the articles creditability, it introduces some interesting findings.

First and foremost, it identifies that e-learning may not be appropriate for all audiences. There is a possibility that older employees may benefit more from classroom training. Therefore, it is would be an organization’s best interest to determine their intended audience for all training before it is implemented in e-learning. A training is no help if the intended audience has no interest in its training approach.

It also identifies that learner motivation is crucial for participation in e-learning. Therefore, for an organization to  ensure the e-learning courses are being utilized, it is vital to instill a culture that encourages employees to take the initiative in their own professional development. Management should work closely with employees to help them with developmental plans so they are aware of what training they need to grow. Company executives should also demonstrate the importance of learning by regularly discussing its value, participating in professional associations and participating in learning opportunities within the company. An organization that does not communicate this is likely to have employees with less motivation and interest in utilizing the available e-learning courses.

The study also demonstrates the importance of appropriate instructional design. Employees need to ensure that they are receiving the content they need to be successful in their role at the organization. However, there are two levels to content: (1) offering the right courses and (2) providing accurate and easy to understand information. The best way to achieve both of these is to conduct a needs assessment before designing any training. A needs assessment will help to determine if a training will assist employees in their job or if there is a solution outside of training that would be more efficient. During a needs assessment, a designer will also work with subject matter experts to understand the content. This is an opportunity for the designer to ensure that learners will get the information that is applicable to their job and the organization. In addition, learners should have the option to provide feedback on training to allow instructional designers to make needed updates. Employee feedback is crucial for employees to continue using e-learning because they want to ensure that their voice is being heard.

Source: Garavan, T.N., Carvery, R., O’Malley, G., & O’Donnell, D. (2010). Understanding participation in e-learning in organizations: a large-scale empirical study of employees. International Journal of Training and Development, 14 (3), 155- 168). 

Examining the Job Search - Turnover Relationship: The Role of Embeddedness, Job Satisfaction & Available Alternatives

Summary & Commentary by Ian Mondrow, M.A.

A Job search is defined as "the actions of an individual to generate job opportunities in other organization" (Swider, Boswell & Zimmerman, 2011).  The relationship between job searching and turnover is based on the notion that a job search reveals alternative employment opportunities. This search identifies favorable alternatives, thus resulting in turn over. Previous research by Griffeth, Hom & Gaertner (2000) demonstrated a positive relationship between job search behaviors and turnover, which accounted for 7% of the variance. Swider, Boswell, & Zimmerman (2011) sought out to examine the search efforts of currently employed individuals. Their study focuses only on voluntary turnover and examines embeddedness, job satisfaction and employment alternatives.

Job embeddedness includes stable forces that refrain employees from seeking alternatives and are broken into three subdimensions: Links (i.e. formal or informal connections), fit (i.e. alignment with organizational culture), and sacrifice (i.e. the cost of tangible or intangible benefits that would be forfeited by resignation). Job embeddedness is defined as the ease at which an employee can be without these subdimensions. In other words, the more difficult it is to be without these ties, the less likely an employee will separate from the organization.

Job satisfaction is the affective and/or attitudinal reaction to the job and its responsibilities. Previous research promotes two models regarding job satisfaction: (1) dissatisfied workers will have a increased desire to seek opportunities with increased likelihood of accepting an alternative and (2) job seekers with low satisfaction are more likely to seek other opportunities with the intent to leave.

Job alternatives is defined as the available opportunities to employees that they are both qualified for and willing to accept. Alternative opportunities may entice employees away from organization and may be a contributing factor in their turnover decision. These opportunities are heavily based on the job market and can fluctuate with the economy.

Griffeth, Hom & Gaertner collected a study sample of staff employees are a large university located in the southwest of the United States. 3,600 individuals were invited to participate in a survey via e-mail. The survey measured job embeddedness using the 31 items from Lee et. al.'s (2004) six job embeddedness dimensions. It measured job satisfaction using 24 items from Spector's (1985) job satisfaction survey. Available alternatives were collected utilizing a weighted average of the nation and local employment level from BLS.gov. Voluntary turnover was collected from the organization's record over an 18 month period.

The study ended up with a total of 895 completed responses. 68% of the participants were female. The race/ethnicity distribution of participants can be seen in Figure 1. Since the dependent variable was dichotomous, a hierarchal moderated logistic regression was conducted. Results showed that all three two-way interactions produced a significant model improvement, X(3) = 13.54, p < .01. Search-job satisfaction and search-available alternatives were also statistically significant at p < .05.

Based on the results, it was determined to examine each two-way interaction independently:

Job search - turnover & job embeddedness: The test was conducted by entering the control variables at step 1, main effects and job embeddedness at step 2 and the interaction in step 3. Step 2 produced a significant chi-squared model improvement, x(2) = 76.62, p < .01, with a significant main effect for job search (p < .01). Adding the search embeddedness interaction produced a marginally significant model improvement, x(1) = 2.94,  p  = .08.  Based on these results, the relationship between job search and turnover was stronger with those who experienced low job embeddedness.

Job search - turnover & job satisfaction: Control variables were entered in step 1, the main effects of job search and job satisfaction in step 2. This produced a significant chi-square model improvement, X(2) = 77.09, p < .01. The interaction was added at step 3 and produced a significant model improvement, X(1) = 9.56, p < .01. These results suggest that turnover was significantly higher for individuals who conducted high levels of job search activity and had low job satisfaction when compared to individuals with similar job search activity and high job satisfaction.

Job search - turnover and available alternatives: Control variables were entered into step 1, main effects for job search and available alternatives were entered into step 2, and the interaction in step 3. Step 2 produced a significant chi-square model improvement, X(2) = 76.60, p < .01. After adding the interaction, a significant chi-square model improvement was present, X(1) = 4.19, p < .05. The results reveal that when more jobs available, turnover is increased.

Overall, the results revealed that job search activity was increased when employees were less embedded, had lower job satisfaction and more employment opportunities were present. Based on the findings of the research, one can conclude that retention strategies that are not targeted are ineffective. Instead, it is beneficial for organizations to regular assess and oversee employee work attitudes. Organizations need to examine market trends to determine where the greatest risk and implement organization initiatives to reduce the likelihood of turnover.

A variety of limitations exist in this study. First and foremost, the study was conducted on one organization and therefore can't be applied to the population. Furthermore, the sample was from a public organization and therefore results may differ in the private sector. The surveys were also self-reported which increase the risk of bias.

IMPLICATIONS FOR HR PROFESSIONALS

The authors of this article suggest that if an employee is exhibiting high levels of search activity, it may be beneficial for a manager or HR profession to approach them & discuss their concerns. This can be a valuable approach if it is implemented properly. When approaching employees, one should always be supportive and emphasize how valuable they are the organization. Ask for their feedback and listen to them more instead of talking. It is also important to understand that turnover happens and you can't stop every employee from leaving. The best approach is collect information to prevent other employees from leaving and do what you can to improve the work situation for the employee who is considering resignation. 

The best approach for any organization is a proactive retention strategy. If employees have already started to actively explore new opportunities, it can be considered too late. One of the most affective strategies is to regularly survey employees on the organizational culture, job satisfaction, and how they perceive their position/organization compared to other companies. The data from these surveys can help HR professionals assess the organizational strengths and the areas that need improvement. However, just surveying employees is not sufficient. HR professionals need to share the results of the survey to employees and take action on the results. Failure to do result will produce counterproductive results of the survey and a decreased amount of participation in the next survey.

Exit interviews are also a valuable source of information when a company is experiencing turnover. Unlike other surveys, these results should not be communicated to the organization but when action is taken, employees should be able to notice the difference. 

When the job market is competitive, it is especially important for organizations to show value to their employees. However, failure to recognize employees in a job market with low alternatives can still result in turnover. Talented employees are generally unaffected by the economy and are likely to be the first ones to leave. Futhermore, when the economy improves, employees will be more likely to jump ship based on how they were treated in the past. Therefore, it is important for organizations to continually evaluate the perspectives of their employees and strive to provide the best workplace for all employees.





Source: Swider, B.W., Boswell, W.R., Zimmerman, R.D. (2011). Examining the job search-turnover relationship: the role of embeddedness, job satisfaction and available alternatives. Journal of Applied Psychology, 96 (2), 432-441.

Assessing the Influence of Psychosocial and Career Mentoring on Organizational Attractiveness

Summary and Commentary by Ian Mondrow, M.A.

Today, organizations receive hundreds of resumes from both qualified and under-qualified individuals. Although there is an abundance of jobseekers, the war for top talent is still intense. Organizations want the best of the best and therefore they need to be innovative and strategic when sourcing talent. Over the past decade, companies such as Siemens and Daimler-Chrysler have developed mentoring programs to proactively recruit potential talent. However, mentoring is a time consuming process which can also be costly and many organizations attempt to simplify this process by providing all mentoring via internet. Overall, there is limited research on the effectiveness of student-mentoring programs and little knowledge of the impact of providing these programs remotely. Spitzmuller, Neumann, Spitzmuller, Rubino, Keeton, Sutton and Manzey (2008) set out to examine  the differences between virtual and face-to-face mentoring and also how these programs impact organizational attractive, intentions to pursue and the acceptance of employment at the mentoring organization.

In an attempt to do, the researchers established a partnership with a German company that focuses on identifying students for partner organizations and the establishing of mentoring relationships between students and mentors. Students' participation was selected based on their majors, past experience and academic experiences. In addition to the mentorship, the organization provided career-related programs and events among participants.

18 organizations nominated mentors to participate in this program. All mentors created an electronic profile that could be accessed by fellow participants, who would submit applications to mentors of their interest. Mentors would then be provided the profiles of interested applicants and selected the students they wish to mentor. After selecting students, mentors participated in a formal mentoring program that was done via internet and/or in paper form. There was no set guidelines for mentors but the partner organization informed them that average mentoring time involved 2-3 hours a month. Mentors were not assigned more than 5 students.

The researchers worked with the partnering organization to develop a short web-based survey that was emailed to all students. Participants were rewarded by the opportunity to participate in a raffle. Overall, 194 students completed the survey, with a response rate of 32.3%. The survey measured several factors including: psychosocial & career mentoring, realistic job previews, method of mentoring (face-to-face vs. internet), organization attraction, intentions to pursue, and attainment of a job at the mentoring organization.

56.7% of students claimed they spoke with their mentor every 6 weeks and 19.1% reported communicating biweekly or more often. All communication methods involved use of internet, therefore no relationship was primarily based on face-to-face interaction.

Two regressions were conducted. The first regression predicted organizational attractiveness from psychosocial functions and realistic job previews. It was found that perception of psychosocial mentoring  was a significant predictor of organizational attractiveness (β = .27, p < .05) and the intent to pursue employment (β = .29, p < .01).The second regression sought to determine if career functions were a predictor of organizational attractiveness and the intention pursue. However, no significance was found. 

Table 1: Perceptions of Mentors

A logistic regression analysis was conducted to predict whether the hiring of a student was based on the perceived quality of psychosocial and career mentoring function in addition to realistic job previews. No significance was found. Group differences were examined to determine if face-to-face interactions  impact psychosocial functions, career functions, and organizational attractiveness. These results were not statistically significant. However, it was found that individuals who had face-to-face interactions rated their relationships with their mentors higher in career functions (t = -2.73, p <.01) and psychosocial functions (t = -2.43, p < .05). Individuals with face-to-face interactions rated their mentors higher in serving in career functions and psychosocial functions. Please refer to the table on the side for the means and standard deviations. 


Results continued to reveal that psychosocial mentoring functions have he largest impact on organizational attractiveness and the intent to pursue employment.  It is believed that high quality psychosocial mentoring functions establish positive attitudes towards the mentor's organization. However, realistic job previews were found to negatively affect one's intent to pursue employment. In the end, it was found that  only 23 our of 188 students obtained an internship, research position or full time position as a result of the mentorship.


If organizations interested in persuading students to seek employment at their organization may want to focus their efforts on providing high quality psychosocial mentoring functions. Therefore, training should be provided to mentors on how to achieve this. However, organizations need to balance the realistic job previews with psychosocial support, as the job preview may discourage students from pursuing the organization as an employer. 


Several limitations exist in this study. The most prominent is that it only studied interactions within Germany and therefore cannot be applied to the population. Furthermore, the study utilized cross-sectional survey data which resulted in low reliability measures on realistic job previews. 


IMPLICATIONS FOR HR PROFESSIONALS
In the war on talent, this sort of mentoring program may assist organizations in attracting talent before candidates begin their job search. However, this study shows that this sort of mentoring program produces little result in candidate placement, as only 23 students landed an opportunity as a result of the mentoring relationship. Organizations interested in participating in such program should do so due to philanthropy efforts or dedication to help students. They should not utilize such program as a method to actively recruit college talent. However, continuous participation in such programs may have a positive image on the organization as a whole and may bring in talent who commend the organization's actions.


If an organization does indeed decide to implement a student mentoring program, it should require mentors to provide some sort of face-to-face interaction with their students. This is likely to increase the student's perception of a supportive mentor. Mentors should also be trained on how to properly provide both career and psycho-social support as both as vital to a successful mentoring relationship. Organizations can assist mentors with providing career support by providing them training on basic practices within career coaching and a background in counseling practices to assist with providing students with psychosocial support.


The most captivating finding of this study is that realistic job previews discouraged students from pursuing opportunities at a mentors organization. I believe this is because students do not have an understanding of the real world and what it is like to hold a full-time job. This supports the notion that colleges and universities need to start providing students with insight on life after college. Students often struggle upon entering their first full-time job because schools only portray the positives of the corporate world and not the realistic aspects. 










Source: Spitzmueller, C., Neumann, E., Spitzmuller, M., Rubino, C., Keeton, K.E., Sutton, M.T. & Manzey, D. (2008). Assessing the influence of psychosocial and career mentoring on organizational attractiveness. International Jour of Selection & Assessment, 16(4), 403-414.