Cognitive Mentorship: Mediating Protégé Performance Thesis
نویسندگان
چکیده
The role of cognitive apprenticeship has been emphasized in facilitating individual performance in the classroom, but there is limited quantitative research directly linking cognitive behaviors to mentoring relationships and workplace performance. This study investigated the characteristics of mentoring behavior that influence group performance using archival data from 52 different organizations. A mediation model was developed and the results indicate that the group-level of mentors’ cognitive behavior plays a central role in the mentor-protégé relationship. The findings suggest that the mentors’ collective articulation of problem-solving processes fully mediate the unit’s performance, while reflection and exploration partially mediate the relationship. The theoretical and practical implications of the findings are discussed.
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