Procedural voice and distributive justice: their influence on mentoring career help and other outcomes

Abstract The theory on antecedents of mentoring benefits remains in its infancy. To build theory concerning predictors of proteges' career mentoring help, satisfaction with the mentoring relationship, perceived conflict with the mentor, and overall evaluation of the mentor's guidance ability, we recruited 140 employed college students to participate as proteges in a simulated mentoring relationship. We used structural equation modeling to investigate relationships among proteges' perceptions of procedural voice and distributive justice and how they affect all four outcomes. Results generally support our initial theoretical model and illustrate the importance of voice in facilitating positive perceptions of distributive justice as well as personal and organizational outcomes. Implications for future research and practice are offered.

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