Summary
Contents
Subject index
The Handbook of Mentoring at Work: Theory, Research, and Practice brings together the leading scholars in the field in order to craft the definitive reference book on workplace mentoring. This state-of-the-art guide connects existing knowledge to cutting-edge theory, research directions, and practice strategies to generate the “must-have” resource for mentoring theorists, researchers, and practitioners. Editors Belle Rose Ragins and Kathy E. Kram address key debates and issues and provide a theory-driven road map to guide future research and practice in the field of mentoring. Key Features Takes a three-pronged approach: Organized into three parts—Research, Theory, and Practice. Breaks new theoretical ground in a time of change: The theory section extends the theoretical horizon by providing perspectives across related disciplines in order to enrich, enliven, and build new mentorship theory. Makes sense of research and planning new directions: The research part brings together leading scholars for the dual purpose of chronicling the current state of research in the field of mentoring and identifying important new areas of research. Builds bridges between research and practice: The practice part brings together leading mentoring practitioners to connect theory and research to practice, specifically, addressing how mentoring has changed over the past 20 years. Offers coherence within and across each section: At the beginning of each part, the editors provide a roadmap of the main themes—how they relate to one another, as well as to other parts of the book. Examines the impact of the changing landscape of careers: Framed within the new career landscape, the book incorporates changes in diversity, organizational structure, and technology.
Stone Center Relational Cultural Theory: A Window on Relational Mentoring
Stone Center Relational Cultural Theory: A Window on Relational Mentoring
Mentoring scholars are just beginning to explore the processes, functions, and outcomes that distinguish different levels of quality in mentoring relationships. Mentoring relationships fall along a continuum (see Ragins, Cotton, & Miller, 2000), and while significant theoretical and empirical inroads have been made in understanding negative forms of mentoring (Eby, Chapter 13, this volume; Eby & Allen, 2002; Eby, Butts, Lockwood, & Simon, 2004; Scandura, 1998), little attention has been placed on the positive end of the relationship continuum. Inspired by the positive psychology movement (Seligman & Csikszentmihalyi, 2000; Snyder & Lopez, 2002) and the emerging field of positive organizational scholarship (Cameron, Dutton, & Quinn, 2003; ...
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