Aiming for Career Success: The Role of Learning Goal Orientation in Mentoring Relationships.

Abstract Learning goal orientation of mentors and proteges was investigated as it relates to proteges’ mentoring functions received and outcomes (i.e., managerial career aspirations and career satisfaction). Data from 217 mentor–protege dyads comprised of working professionals from a variety of industries were analyzed using multivariate analysis of covariance. Results indicated that proteges who possessed high levels of learning goal orientation similar to their mentor were associated with the highest levels of psychosocial support. These proteges also reported higher levels of career development, idealized influence, enacted managerial aspirations, desired managerial aspirations, and career satisfaction when compared to mentor–protege dyads who possessed low levels of learning goal orientation or dyads with dissimilar levels of learning goal orientation. Implications for practice and future research are discussed.

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