Protégé selection by mentors: what makes the difference?

By Tammy D. Allen, Mark L. Poteet, Joyce E. A. Russell. 2000

184 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4c5e86e7e94f3216033ec7962ba599fd70af7583

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. D. Turban
2. Connie R. Wanberg
3. Sarah A. Hezlett
4. Tammy D. Allen
5. Melenie J. Lankau
6. Frankie J. Weinberg
7. Catherine Kirchmeyer
8. Thomas W. Dougherty

In Safety Research

1. Tammy D. Allen
2. Melenie J. Lankau
3. Frankie J. Weinberg
4. Sarah A. Hezlett
5. D. Turban
6. Catherine Kirchmeyer
7. Thomas W. Dougherty
8. J. Wilbanks

In Social Psychology

1. Tammy D. Allen
2. Melenie J. Lankau
3. D. Turban
4. Sarah A. Hezlett
5. Frankie J. Weinberg
6. Connie R. Wanberg
7. Thomas W. Dougherty
8. J. Wilbanks

Citations in the corpus

• Gender, Race, and Perceived Similarity Effects in Developmental Relationships: The Moderating Role of Relationship Duration (2002, background): “Evidence suggests that individuals form developmental relationships with others who are seen as similar (identification) and competent (perceived competence) and with whom they feel interpersonally comfortable (Allen et al., 1997, 2000; Olian et al., 1993, 1998; Ragins, 1997).”
• Protégé selection by mentors: Contributing individual and organizational factors (2004, background): “Similarly, Allen et al. (2000) found mentors were more interested in mentoring high ability prot eg es than in mentoring prot eg es in need of help.”
• The effects of mentoring on academic careers over time: Testing performance and political perspectives (2005, background): “The importance of power as a factor in mentor and protégé selection has been acknowledged widely (e.g. Allen et al., 2000; Dreher & Cox, 1996; Ensher et al., 2001), and the need for power has been shown to be stronger among protégés than nonprotégés (Fagenson, 1992).”
• A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review (2007, background): “In an earlier study, Allen et al. (2000) discovered a positive correlation between a mentor’s advancement aspirations—’strong, personal career advancement goals’ (p. 273)—and willingness to assist mentees needing or soliciting help.”
• MENTORING RESEARCH: A REVIEW AND DYNAMIC PROCESS MODEL (2003, background): “Although age is not related to perceived barriers to mentoring, older employees may be slightly less likely to intend to serve as mentors (Allen et al., 2000; Allen, Poteet, Russell & Dobbins, 1997; Ragins & Cotton, 1993).”