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• W2609876260 abstract "Administrators in community colleges are retiring at an alarming rate (Pearch, Craig, & Willits, 2005; Peterman, 2002; Rowan, 2012), with almost half of the current college presidents aged 61 or older (American Council on Education [ACE], 2007). In anticipating the urgent need to develop community college leaders in 2010 and beyond, Fulton-Calkins and Milling (2005) noted the need to grow leaders within their own organizations to deal with the ever-changing nature of the community college and to better serve its diversified student population. Mentoring by a senior level administrator is a common method of moving up the ladder in leadership positions for aspiring community college employees. In fact, a majority of community college administrators had a mentor in higher education (VanDerLinden, 2005).Although it is common to have informal mentoring relationships in which mentees select their own mentors and facilitate the meetings on their own, it is uncommon to have formal mentoring programs sponsored by institutions, namely community colleges. The reasons lie in the two obstacles facing the establishment and development of such programs: (1) the values of a formal mentoring program and (2) the community college organizational culture. Therefore, there are few studies on the effectiveness of formal mentoring programs organized by community colleges (Murrell, Blake-Beard, Porter Jr., & Perkins-Williamson, 2008; Parise The prevalence of workplace mentoring can be noted from the amount of research papers and various definitions on this topic. In reviewing the ways that workplace mentoring was defined in empirical studies over the past three decades, Haggard, Dougherty, Turban, and Wilbanks (2011) identified over 40 different varieties of definitions based on the level of specificity and mentor identity and behaviors. For example, was the mentoring relationship formal or informal? Does the mentor take a supervisory or nonsupervisory role in the same or different organization from the mentee? Despite increasing discussions about workplace mentoring, extant research still lacks agreement on the value of formal mentoring programs (Allen, Eby, «fe Lentz, 2006; Eby, 2012; Egan Based on the characteristics of formal mentoring programs, such programs can be easily seen as compulsory and authoritarian. For example, mentees may participate in a program involuntarily, in which such relationship is subject to the control of the senior managers (Darwin, 2000). Another challenge involves mismatching mentors and mentees based on the organization's recruitment and selections (Godshalk «fe Sosik, 2000). Rather than seeking input from the mentors and mentees during the selection process, participants become less motivated to engage in the relationship. Research has also found that when mentoring programs were structured with a pre-defined time period, it was rather difficult to sustain mentor and mentee relationships beyond the designated timeframe (Weinberg «fe Lankau, 2011). Thus, literature has found that highlevel support, including on-going check-ins from the facilitators or the coordinators, is necessary to make these types of programs beneficial to both parties (Egan Regarding the latter, an organization's history, expectations of its employees, workplace diversity, and urgency of other priorities can all have an important impact on the mentoring relationship and outcomes. …" @default.
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• W2609876260 date "2015-04-01" @default.
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• W2609876260 title "Fostering a Cross-College Mentoring Program: A Case Study among Six California Community Colleges" @default.
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