For verification of this paper, please visit on http://www.socialresearchfoundation.com/innovation.php#8

In today's dynamic and fast-paced business environment, the necessity for adaptability has led to flatter organizational hierarchies and frequent reorganization initiatives (Guadalupe & Wulf, 2014). This trend has altered the structure of organizational career development to the point where lifelong jobs and predictable career pathways based on hierarchical promotions are no longer automatic (Voelpel et al., 2005). Career development must become more flexible to provide an adaptive workforce, and supervisors must provide career support along with staff self-management (Taneja, 2007; Sullivan & Baruch, 2009). An essential step in administrative specialization and career advancement is mentoring. Learning more about what businesses and employees can do to foster and enhance their mentoring privileges is critical, given that this method of relatively definite and spontaneous knowledge yields such an astounding effect (Bahniuk and Hill, 1998). Through the centuries, traditional mentoring has demonstrated a significant role in providing the direction juniors, and seniors need to thrive in their careers. Due to the increased publicity, mentoring has become one of the most extensively researched topics today. Even in an academic and professional society, it has drawn a tonne of attention. According to research, employees with mentors are more likely to advance in their careers, earn higher salaries, and establish high levels of professional achievement than employees without mentors (Dreher & Ash, 1990; Scandura, 1993; Turban & Dougherty, 1994; Ragins et al., 2000). For instance, a meta-analysis found a correlation between the mentoring approach and subjective conclusions such as career fulfillment and the expectation of career progress (Allen et al., 2004). Mentoring has been viewed from various perspectives, including administration, interaction, training, and career advancement. Here, the focus is on business mentorship and its distinctive and significant influence on professional success. We were writing for business benefits from focusing on mentoring from an association's political perspective. Nowadays, advancing a policy perspective in the hierarchical communication hypothesis has sparked an essential perspective of correspondence outlining many methods and tactics that may be applied to complete individual goals and professional success (Bahniuk & Hill, 1998). An extensive multi-corrective meta-analysis was conducted to spur mentoring analysis, predict more broadly referring to the alleged role of mentoring in protégés' growth, and support the mentoring hypothesis. Our main goal was to provide an answer to the query, "How important is mentoring to one's job success?" This is a crucial subject because the influential media consistently stresses the importance of mentoring, and both public and private funding is used to support various mentoring initiatives (Rhodes, 2005). 1.2 Evolution of Mentoring Mentoring, which is concisely defined as the process of guidance becoming transmitted from one individual with more expertise to another with less experience, has now been considered a vital component across all fields and professions. Its origins are frequently attributed to the figure of Mentor in Homer's Odyssey, which describes Odysseus' arduous trip after the Trojan War. Mentor, an old acquaintance, appears in this story and offers assistance and direction throughout the plot's different difficulties. Fast-forward several centuries, and the art of mentorship and the vital necessity for mentoring are crucial in achieving one's professional and personal achievement. The difficulties Odysseus and his son experienced are distinct from those that require targeted mentorship in the workplace or classroom today. The fundamentals are similar. In the past couple of years, we have watched mentoring programs evolve from the connection respectively different individuals who may share complete a goal, vision, aspirations, or assignments to a much more structured pathway that was initially delegated in the work environment to assist certain groups become knowledgeable and easily adapted to professional politics. As even the concept of mentorship evolved to a more standardized protocol, with graduate practitioners, interns, and researchers urged to find mentors, the term "mentorship" has become so common that even Odysseus would be surprised. Academic societies prize the finest mentors, and faculty advancement choices take into account how many people a candidate has mentored. As a result, we have observed a growth in both the number of people seeking mentors and the number of people wanting to mentor others across all professional designations (Thompson & Taylor,2023).

Mentoring Definition by Various Authors

Despite the efforts of numerous scholars to pin down precise definitions of mentoring and mentors, the literature still needs to be marked by definitional variance. There are a variety of definitions of mentoring in the fields of education, administration, and psychology. Moreover, here is a summary of how these terms are used differently. The mentoring phenomena need to be completed, which causes ambiguity about what is being evaluated or presented as a success factor. In my experience, developmental psychologists, business professionals, and academics all have different conceptions of what mentoring entails. In light of these divergent interpretations, Merriam's (1983) conclusion holds.

Wrightsman (1981) also emphasized the range of definitions of mentorship among the existing psychological research and highlighted the challenges of such a lack of consensus.

Table1. Definitions in different fields are as follows:Part I, II & III

FIELD OF ORGANIZATIONAL BEHAVIOR OR MANAGEMENT
(Fagenson ,1989)	According to (Fagenson ,1989)   A mentor is "an individual with authority leadership role who looks outside for you, provides guidance, or draws attention to your accomplishments among other individuals who have control over the organization," according to the dictionary (p. 312).
Kogler-Hill et al. (1989)	Kogler-Hill et al. (1989) defined mentoring as "the phenomenon of an experienced, more knowledgeable member of the organisation assuming a paternalistic, guiding position with a less inexperienced protege" (p. 356).
Kram (1985)	Kram (1985)   "The word, which is originated from Greek mythology, alludes to a partnership between someone young person and an older, more seasoned adult that aids the younger person in learning to function in the adult and professional worlds. While the young adult completes this crucial duty, a mentor assists, advises, and supports them " (p. 2).
Olian et al. (1988)	A highly skilled professional or organisation member who "shares ideals, offers emotional support, career guidance, guidance and information, professional and organisational sponsorship, and promotes access to critical organisational and professional networks" is referred to as a mentor (p. 16).
Phillips-Jones (1982)	"Mentors are prominent people who considerably help you attain your primary life goals," said Phillips-Jones (1982). (P- 21).
Roche (1978)	"A relationship with the an individual who took a genuine interest in your work and who directed or supported you," according to Roche (1978), is what mentoring is (p. 15).
Zey (1984)	According to Zey (1984), "a mentor is an individual who supervises the career and evolution of another person, typically a junior, through educating, counselling, offering psychological support, safeguarding, and occasionally encouraging or sponsoring" (p. 7).

 

FIELD OF HIGHER EDUCATION
Blackwell (1989)	According to Blackwell (1989), "Mentoring is a process through which individuals of superior status, exceptional accomplishments, and prominence instruct, encourage, guide, and support the cognitive and/or career growth of those selected called proteges" (p. 9).
Lester & Johnson (1981)	According to Lester & Johnson (1981), "Mentoring like a function of academic institutions could be described as just a one-to-one systematic framework between a more senior person and a less experienced employee that is based on modelling behaviour and extended discourse amongst them" (p. 119).
Moore & Amey (1988)	Moore and Amey, 1988 "According to the concept, mentoring is a type of professional socialisation in which an older, more seasoned person serves as a mentor, role model, teacher, and patron to a less seasoned, frequently younger, protégé. The relationship's goal is the protege's continued development and enhancement of skills, capabilities, and understanding " (p. 45).
Moses (1989)	According to Moses (1989), "Preferably, a professor takes a graduate or undergraduate students under his or her wing, assists the student in developing skills and setting goals, and supports the student's successful introduction into professional and academic circles" (p. 9).
Schmidt & Wolfe (1980)	In 1980, Schmidt and Wolfe "Colleagues and superiors who actively offer the protege advice, opportunity, and support are known as mentors. The roles of a mentor include serving as an example, a consultant or counsellor, and a sponsor " (p. 45).
Shandley (1989)	Shandley (1989)  "There must be at least two people involved in order for communication to occur. Mentoring, secondly, is a form of guidance that encourages the protégé's personal and professional development. Finally, mentoring is a method of developing one's potential through the acquisition and application of the mentor's knowledge and experience. And finally, mentoring is a process that provides safety and support for those who need it. The mentor's role might be crucial because he or she can introduce the protege towards the real world and serve as a guidance or reality check. As a last point, role modelling is a crucial part of being a mentor " (p. 60).

 

FIELD OF PSYCHOLOGY
Levinson et al. (1978)	Authors Levinson et al. (1978) "A man's relationship with his mentor is one of the most nuanced and consequential of his early adulthood. There is no existing term that adequately conveys the depth and complexity of the connection we mean to describe. Terms like "counsellor" and "guru" allude to the nuanced senses, but they also carry other meanings that could mislead. In common usage, a mentor is a teacher, counsellor, or sponsor. The term encompasses all of these meanings and more when applied in the context in which we typically use it. The nature of the mentoring relationship and its goals are more important than any assigned titles or responsibilities for defining what constitutes mentoring " (pp. 97-98).
	"The terms 'mentor' and 'sponsor' are frequently used interchangeably to denote senior people in a profession or organisation who take younger co-workers under their wing and help and encourage them as they advance in their careers until midlife" (p. 708).

Evolution of Mentoring

Mentoring, which is concisely defined as the process of guidance becoming transmitted from one individual with more expertise to another with less experience, has now been considered a vital component across all fields and professions.

Its origins are frequently attributed to the figure of Mentor in Homer's Odyssey, which describes Odysseus' arduous trip after the Trojan War. Mentor, an old acquaintance, appears in this story and offers assistance and direction throughout the plot's different difficulties. Fast-forward several centuries, and the art of mentorship and the vital necessity for mentoring are crucial in achieving one's professional and personal achievement. The difficulties Odysseus and his son experienced are distinct from those that require targeted mentorship in the workplace or classroom today. The fundamentals are similar. In the past couple of years, we have watched mentoring programs evolve from the connection respectively different individuals who may share complete a goal, vision, aspirations, or assignments to a much more structured pathway that was initially delegated in the work environment to assist certain groups become knowledgeable and easily adapted to professional politics. As even the concept of mentorship evolved to a more standardized protocol, with graduate practitioners, interns, and researchers urged to find mentors, the term "mentorship" has become so common that even Odysseus would be surprised. Academic societies prize the finest mentors, and faculty advancement choices take into account how many people a candidate has mentored. As a result, we have observed a growth in both the number of people seeking mentors and the number of people wanting to mentor others across all professional designations (Thompson & Taylor,2023).

Background Study of Mentorship

Human resource management functions are implemented and complemented by supervisors because of their accessibility to and effect on employees' work realities (Alfes et al.,2013; Dysvik&Kuvaas, 2012; Purcell & Hutchinson, 2010). For instance, managers may help workers progress in their careers by providing them with sponsorship and educational opportunities (Ragins& McFarlin, 1990). Career mentoring, a practice typically carried out by managers, is an effective strategy for helping employees grow and advance in their careers (Kim et al., 2022; McDonald & Hite, 2005; Rafferty & Griffin, 2006). Because it creates unique learning opportunities that help protégés advance in their careers, conventional wisdom holds that career mentoring essentially functions at the individual level (Alfes et al., 2013).

Mentoring can be beneficial, but only if mentees review it positively (Eby et al., 2010). Consider the negative impact on mentoring when mentees worry, they will not measure up to their mentor (Ensher& Murphy, 2011). Employees' opinions are influenced by their unique mentoring experiences and how their employer interacts with other employees. Career mentoring can occur at individual and group levels (Nielsen & Daniels, 2012). We hypothesize that the effects of career mentoring, as conceived by different groups, will vary with respect to supervisors' assessments of mentees' potential for advancement and workers' commitment to remaining with the organization.

Some employees receive more career mentoring than others because of varied supervisor-employee interactions (Dansereau et al., 1975). According to Nielsen and Daniels' (2012) effective implementation of distinct leaders (i.e., variations in leadership behaviors for specific followers), differentiated career mentoring is the difference between an employee's impression of career mentoring and that of the groups. Differentiated career coaching describes how much an individual receives contrasted to others in the group. Differentiated mentoring can be favorable or detrimental depending on whether an employee receives more or less career mentorship. Mentoring is a relationship between two persons who desire to improve professionally. The relationship does not broadcast, and substitutes zero hierarchical structures. It supplements classroom leadership, formative tasks, and work preparation and coaching. The terms "mentor" and "mentee," respectively, refer to both the mentor and the mentee (the individual being mentored). Both partners have room to grow. Traditional mentorship matches junior individuals (mentees) with much more experienced and usually ranked people (coaches) for a term to develop them. Thus, fundamentally it means seniors' assistants, ad vices, or directing less knowledgeable juniors in the opinion of the following components. Regardless of its framework, mentoring facilitates the interchange and cooperative learning of knowledge, skills, abilities, and experiences. It promotes members' professional and self-improvement (Ragins& Kram,2007).

Leader–member exchange (LMX) research found that leaders and employees have very different connections (Dansereau et al., 1975; Li et al., 2021). This variation in LMX relationship quality is called LMX differentiation (Liden et al., 2013). Similarly, group members may notice mentorship relationships that differ.

According to the concept of social comparison (Festinger, 1954), people compare themselves to others, particularly those in their immediate social context. Social comparison has been considered in organizational justice studies. Thus according to justice concepts and studies (van den Bos & Brouwer, 2014), social comparison processes are essential for evaluating individual experiences and results. Workers value diverse supervisory behaviors (Henderson et al., 2008). Vidyarthi et al. (2010) explored the connection between social assessments of supervisor behavior. They studied if employees' genuine interaction with the supervisor compared to other employees would create social comparisons. Workers' subjective assessment of their different group relationships reflected their genuine relative relationship quality. In addition, Wu et al. (2019) reported that diversified leadership (i.e., a leader who reacts differently to different group members) led to differing experiences among group members, such as leader identification and self-efficacy beliefs. Social comparison theory and previous research on the repercussions of various leader behaviors anticipate that distinct career mentoring will be associated with diverse member outcomes, such as applied in various fields overall retain intentions.

In order to advance in career succession and growth, mentoring was a fundamental and core tool (Ghosh et al., 2019; Al-Zoubi, 2020). It had been discovered that individuals who served as the cornerstones of enormous corporations and had a mentor were more likely to flourish in the organizational structure (Lester et al., 2019; Usak & Masalimova, 2019). It was discovered that there are some preconditions for higher pay, more bonuses, and better — that is, there have been guiding mentors for some extremely well-known executives who led to their proper career progression (Tomikoski et al., 2020; Dokko et al., 2020). Jyoti & Rani (2019) explained how important it is to have an influential mentor to experience significant career success. Professionals learned technical knowledge, and learning proceeded in an enhanced manner at all organizational levels as a result of mentoring, which assisted organizations in creating an effective protégé and mentor connection (Sharples & Marcon-Clarke, 2019). An unfavorable connection through any mentor may place one in a risky situation regarding his career goals and build a picture of him acting dishonestly in the association, banning his accomplishments (Robbnet et al ., 2019).

The Purpose of Mentoring

The mentoring system aims to achieve a trustworthy relationship between a mentor and the protégé based on responsibility and obligation. The primary objective of mentoring reflects attracting, persuading, generating, and maintaining gainful ability while increasing efficiency by using continuous consideration and fostering a good association between the mentor and the protégé. Following are further details to help understand this:
(i) To train and develop current representatives to increase productivity.
(ii) To promote growth and fulfillment in the workplace for both individuals and professionals.
(iii) Recognising and responding to the workforce's various quality needs.
(iv)To recruit new representatives and assist them in acclimating to their profession and the association.
(v) To identify and develop candidates with promising talent for critical administrative roles.

Forms of Mentoring

Formal and informal mentoring relationships between mentors and mentees fall into two categories (Buell, 2004). First, formal or career improvement programs focus more on preparation, worker socialization, individual and professional improvement, sponsorship, or deceitfulness/introduction than internally planned psychosocial formative capacities. By a hierarchical process of assistance, a mentor and mentee are assigned to be as one (Ragins et al., 2000). Second, informal mentoring, also known as psychosocial capacities, is a previous framework in which the mentor picks a mentee with whom he or she can connect; it frequently develops spontaneously and without assistance from the organization, and the mentor sets a positive example for the mentee. When done successfully, mentoring can increase significant effects and be a relationship that changes lives by providing many chances for mutual learning, growth, and development (Ragins & Kram, 2007; Hoffman & Loughead, 2016).

The Functions of Mentorship

The distinct qualities or components of mentorship have been the subject of more research. There is no consensus on what qualifies as mentoring capabilities because these abilities and functions vary throughout the different industries. Notwithstanding the case, the majority of studies agree that coaching is multi-dimensional. A small number of studies have identified two metrics for mentoring: career improvement, which helps the mentee learn the ropes and prepare for career advancement, and psychosocial support, which helps the mentee develop a sense of expertise and character assurance (Cho et al., 2011; Lankaua et al., 2006; Haggard et al., 2011). The capability for career progression has received the most fantastic attention. This aspect of mentoring focuses on providing support so that a mentee may take control of his or her job information, develop work-related skills, and handle work-related challenges (Patwardhan & Venkatachalam, 2012; Allen &Eby, 2003; Ayres, 2006; Viator, 2001).

An earlier study found that mentorship greatly facilitated data sharing among command representatives in the workplace, which was crucial for professional success (Patwardhan & Venkatachalam, 2012). According to these studies, mentorship can help individuals succeed in their careers, such as moving up the corporate ladder or switching to a better business (Leavitt, 2011). Another study found that one of the career aptitude measurements aided by mentorship was systems administration and correspondence with other people. The career advancement capability enables mentees to improve their working performance and accomplish their career goals. However, it encourages mentees to forcibly take advantage of mentoring and tends to overemphasize "aspiration for achievement" or "advantage for achievement" (Allen et al., 2008; Noe, 1988; Viator, 2001). This means that a mentee may learn how to surprise or considerably complement a common, how to successfully do tasks using temporary expedient methods, or how to advance quickly.

These challenges prompted academics to think about the psychological and social aspects of mentoring. The career development role has traditionally received more attention in writing about mentoring than the psychological support function. However, according to Allen et al. (2008) and Kram (1985), another crucial role of mentoring is to help mentees adjust to actual hierarchical surroundings and resolve their mental link to an association or organization. As mentees develop positive relationships with their mentors and share their stresses or anxieties with them, such assistance happens (Lankaua et al., 2006). This mentoring function is clarified by the leader-member interchange hypothesis (LMX), which depicts strong LMX connections as based on admiration and trust. Such ties are cultivated through extensive mentoring ( Kim et al., 2010; Schyns& Croon, 2006; Graen&Uhl Bien, 1995). Consequently, this function is advanced through a variety of methods, including the personal guidance and support of a mentor, the formation of kinships, or the cumulative effects of the mentees' psychological suitability in their hierarchical group (Kim et al., 2015; Cho et al., 2011; Eby et al., 2000; Mullen & Noe, 1999; Fagenson, 1992).

Scope of the Study
Research papers were selected for this systematic review using Google and the Google scholar database. With the use of search strings and limiting the eligibility criteria with elements such as publications year, Titles, description of Mentorship as the research area, and application in many fields, a wide range of relevant journals, conference papers, articles, and report sources were uncovered.
Figure.1 Algorithm for the screening procedure
 

Implication of Mentorship in Indian Perspective

Indian managers strongly believe in their mentors' encouragement and assistance, given that India is a conservative nation (Salminen-Karlsson, 2015). Managers desire to be fostered and mentored by an older, more seasoned individual who serves as a father figure in guiding them along the appropriate professional path (Sinha, 1980). Senior mentors and supervisors show a keen interest in the professional development of their organizational members. According to Jain et al. (2008), Hindu leaders and superiors operate on the tenet that cooperation and harmony are the foundations of successful action. Also, Indian businesses place a primary emphasis on the training and growth of their employees, with Indian leaders and superiors serving as role models for them to follow to keep them motivated at all times. This increases employee engagement and motivation (Tutton, 2010). TISCO, Procter & Gamble, and Coca-Cola India are just a few companies that use mentorship programs to prepare their staff for essential leadership roles worldwide (Rao, 2007). As part of their performance review processes, organizations like Essar have also implemented coaching and mentoring procedures, allowing every employee to benefit from mentorship from their immediate superior (Tewari & Sharma, 2014). Given India's high ranking on Hofstede's (1983) cultural characteristics of power distance and collectivism, mentoring these practices significantly influences practices in Indian organizations. So, in these Indian organizations, there is a culture of submission to and respect for the higher authority (Arora & Rangnekar, 2015). Because mentoring practices are so prevalent in Indian organizations, it is crucial to evaluate the many types of mentoring roles and how Indian employees view current mentoring programs.

Managers in Indian companies should operate in conditions that foster trust, belonging, and the freedom to discuss their worries with their mentors. Organizations should use diversity initiatives to guide mentoring operations. After the financial crisis, Deutsche Bank developed sponsorship programs to give crucial positions to women executives (https://www.db.com/cr/en/concrete-diversity-management.htm). CSC India's diversity programs stress that gender diversity fosters a creative, innovative, market- and society-responsive organization. This organization argues that recognizing gender strengths improves workplace efficiency. This company's mentorship program likewise emphasizes women's skill and career advancement with experienced workers as mentors.

(http://www.csc.com/careersin/ds/11948/15713gender diversity attracting and retaining women).

Additionally, organizations can adopt modern practices like "management mentoring" to help junior, less experienced employees learn essential lessons from senior, experienced managers in a setting that prioritizes the development of psychosocial, technical, and organizational abilities. In this approach, both the mentees and the mentors are better equipped to impart important behavioral lessons to the mentees (Mathis et al., 2012).

1. Alfes, K., A. Shantz, C. Truss, and E. Soane. 2013. “The Link between Perceived Human Resource Management Practices, Engagement and Employee Behaviour: A Moderated Mediation Model.” The International Journal of Human Resource Management 24 (2): 330–351 2. Allen, T. D., Eby, L. T. & Lentz, E. (2006). Mentor and protégé outcomes associated with formal mentoring programs: Closing the gap between research and practice. Journal of Applied Psychology, 91(3), 567–578. 3. Allen, T.D., Eby, L.T., O’Brien, K.E. & Lentz, E. (2008). The state of mentoring research: a qualitative review of current research methods and future research implications.Journal of Vocational Behavior, 73(3), 343-357. 4. Allen, T.D., Eby, L.T., Poteet, M.L., Lentz, E. & Lima, L. (2004). Career benefits associated with mentoring for protégés: a meta-analysis. Journal of Applied Psychology, 89(1), 127-136. 5. Allen, T.D.,& Eby, L.T. (2003). Relationship effectiveness for mentors: Factors associated with Learning and Quality. Journal of Management, 29(4), 469-486. 6. Al-Zoubi, M. O., Alrowwad, A. A., & Masa’deh, R. E. (2020). Exploring the relationships among tacit knowledge sharing, mentoring and employees’ abilities: The case of Al-Hikma pharmaceutical company in Jordan. VINE Journal of Information and Knowledge Management Systems, 50(1), 34-56. 7. Arora, R., & Rangnekar, S. (2015). The joint effects of personality and supervisory career mentoring in predicting occupational commitment. Career Development International, 20(1), 63-80. 8. Ayres, H. (2006). Career development in tourism and leisure: an exploratory study of the influence of mobility and mentoring. Journal of Hospitality Tourism Manage, 13(2), 113–123. 9. Bahniuk, M.H. & Hill, S.K. (1998). Promoting career success through mentoring. Review of Business, 19(3), 4-7. 10. Blackwell, J. E. (1989). Mentoring: An action strategy for increasing minority faculty. Academe, 75, 8-14. 11. Cho, C.S., Ramanan, R.A. & Fieldman, M.D. (2011). Defining the Ideal Qualities of Mentorship: A Qualitative Analysis of the Characteristics of Outstanding Mentors.The American Journal of Medicine, 124(5), 453-458. 12. Cho, C.S., Ramanan, R.A. & Fieldman, M.D. (2011). Defining the Ideal Qualities of Mentorship: A Qualitative Analysis of the Characteristics of Outstanding Mentors.The American Journal of Medicine, 124(5), 453-458. 13. Dansereau, G., G. Graen and W. Haga. 1975. "A Role Making Model of Leadership in Formal Organizations: A Developmental Approach." In Leadership Frontiers. 14. Eds. J. Hunt and L. Larson. Kent, OH: Comparative Administration Research Institute, Kent State University. 15. Diversity management: Realizing employee potential. (2015, March 10). Retrieved fromhttps://www.db.com/cr/en/concrete-diversity-management.htm 16.Dokko, G., Nigam, A., & Chung, D. (2019). Mentoring institutional change: Intergenerational construction of meso-structure and the emergence of new logics in American healthcare. In Agents, actors, actorhood: Institutional perspectives on the nature of agency, action, and authority (Vol. 58, pp. 163-186). Emerald Publishing Limited. 17. Dreher, G. F.,& Ash, R. A. (1990). A comparative study of mentoring among men and women in managerial, professional, and technical positions. Journal of Applied Psychology, 75(5), 539-546. 18. Dreher, G. F.,& Ash, R. A. (1990). A comparative study of mentoring among men and women in managerial, professional, and technical positions. Journal of Applied Psychology, 75(5), 539-546. 19. Dreher, G. F.,& Ash, R. A. (1990). A comparative study of mentoring among men and women in managerial, professional, and technical positions. Journal of Applied Psychology, 75(5), 539-546. 20. Dysvik, A., & Kuvaas, B. (2012). Perceived supervisor support climate, perceived investment in employee development climate, and business‐unit performance. Human Resource Management, 51(5), 651-664. 21. Eby, L. T., Butts, M. M., Durley, J., & Ragins, B. R. (2010). Are bad experiences stronger than good ones in mentoring relationships? Evidence from the protégé and mentor perspective. Journal of Vocational Behavior, 77(1), 81-92. 22. Eby, L.T., McManus, S.E., Simon, S.A.,& Russell, J.E. (2000). The protégé’s perspective regarding negative mentoring experiences: the development of taxonomy. Journal of Vocational Behavior, 57, 1–21. 23. Ensher, E. A., & Murphy, S. E. (2011). The mentoring relationship challenges scale: The impact of mentoring stage, type, and gender. Journal of Vocational Behavior, 79(1), 253-266. 24. Fagenson, E. A. (1989). The mentor advantage: Perceived career/job experiences of proteges versus non-proteges. Journal of Organizational Behavior, 10, 309-320. 25. Fagenson, E.A., (1992). Mentoring: who needs it? A comparison of protégés’ and non-protégé needs for power, achievement, affiliation, and autonomy. Journal of Vocational Behavior, 41(1), 48–60. 26. Festinger, L. (1954), "A Theory of Social Comparison Processes", Human Relations, Vol. 7 No. 2, pp. 117-140 Gender diversity: Attracting & retaining women. (2015, January 15). Retrieved from http://www.csc.com/careersin/ds/11948/15713gender_diversity_attracting_and_retaining _women 27. Ghosh, R., Shuck, B., Cumberland, D., & D'Mello, J. (2019). Building psychological capital and employee engagement: Is formal mentoring a useful strategic human resource development intervention?. Performance Improvement Quarterly, 32(1), 37-54. 28. Godshalk, V.M. & Sosik, J.J. (2003). Aiming for career success: The role of learning goal orientation in mentoring relationship. Journal of Vocational Behavior, 63(3), 417-437. 29. Graen, G.B. & Uhl-Bien, M. (1995). Relationship-based approach to leadership: development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective. The Leadership Quarterly, 6(2), 219–247. 30. Guadalupe, M., Li, H., & Wulf, J. (2014). Who lives in the C-suite? Organizational structure and the division of labor in top management. Management Science, 60, 824–844. 31. Haggard, D.L., Dougherty, T.W., Turban, D.B. & Wilbanks, J.E. (2011). Who is a mentor? A review of evolving definitions and implications for research.Journal of Management, 37(1), 280–304. 32. Henderson A, Fox R, Malko-Nyhan K (2006) An evaluation of preceptors’ perceptions of educational preparation and organisational support. Journal of Continuing Education in Nursing. 37, 3, 130-136. 33. Hofstede, G. (1983). The cultural relativity of organisational practices and theories. Journal of international business studies, 14(2), 75-89. 34. Hutchinson, S., & Purcell, J. (2010). Managing ward managers for roles in HRM in the NHS: overworked and under‐resourced. Human Resource Management Journal, 20(4), 357-374. 35. Jain, R.K., Mistri, V.M., Patel, P.V., & Joshi, M.C. (2008). Majumdar Transformers Ltd. Ecch, Cranfield University United Kingdom, Ref. No. 808-029-1 and Ref. No. 808-029-8. 36. Jyoti, J., & Rani, A. (2019). Role of burnout and mentoring between high performance work system and intention to leave: Moderated mediation model. Journal of Business Research, 98, 166-176. 37. Kim, B., Lee, G. & Carlson, K. (2010). An examination of the nature of the relation-ship between Leader-Member-Exchange (LMX) and turnover intent at different organizational levels.International Journal of Hospitality Management, 29(4), 591-597. 38. Kim, S.S., Im, J. & Hwang J. (2015). The effects of mentoring on role stress, job attitude, and turnover intention in the hotel industry. International Journal of Hospitality Management, 48, 68-82. 39. Kim, S.S., Im, J. & Hwang J. (2015). The effects of mentoring on role stress, job attitude, and turnover intention in the hotel industry.International Journal of Hospitality Management, 48, 68-82. 40. Kim, T. Y., Liden, R. C., Liu, Z., & Wu, B. (2022). The interplay of leader–member exchange and peer mentoring in teams on team performance via team potency. Journal of Organizational Behavior, 43(5), 932-945. 41. Kogler-Hill, S. E., Bahniuk, M. H., Dobos, J., & Rouner, D. (1989). Mentoring and other communication support in the academic setting. Group and Organization Studies, 14, 355-368. 42. Kram, K.E. (1985). Mentoring at Work: Developmental Relationships in Organizational Life. Human Resource Management, 25(4), 639-644. 43. Lankau, M.J. & Scandura, T.A. (2002). An investigation of personal learning in mentoring relationships: content, antecedents, and consequences. The Academy of Management Journal, 45(4), 779-790. 44. Lankaua, M.J., Carlson, D.S. & Nielsonc, T.R. (2006). The mediating influence of role stressors in the relationship between mentoring and job attitudes.Journal of Vocational Behavior, 68(2), 308–322. 45. Lankaua, M.J., Carlson, D.S. & Nielsonc, T.R. (2006). The mediating influence of role stressors in the relationship between mentoring and job attitudes.Journal of Vocational Behavior, 68(2), 308–322. 46. Leavitt, C. (2011). Developing Leaders through Mentoring: A Brief Literature Review.Columbus, OH: ERIC. 47. Leavitt, C. (2011). Developing Leaders through Mentoring: A Brief Literature Review.Columbus, OH: ERIC.https://eric.ed.gov/?id=ED517965 48. Lester, A. M., Goodloe, C. L., Johnson, H. E., & Deutsch, N. L. (2019). Understanding mutuality: Unpacking relational processes in youth mentoring relationships. Journal of community psychology, 47(1), 147-162. 49. Lester, V., & Johnson, C. (1981). The learning dialogue: Mentoring. In J. Fried (Ed.), Education for student development. New directions for student services: No. 15 (pp. 49-56). San Francisco: Jossey-Bass. 50. Levinson, D. J., Carrow, C. N., Klein, E. B., Levinson, M. H., & McKee, B. (1978). The seasons of a man's life. New York: Ballentine. 51. Lin, H. L., Guo, J. L., Chen, H. J., Liao, L. L., & Chang, L. C. (2021). Cultural competence among pre-graduate nursing students, new graduate nurses, nurse mentors, and registered nurses: a comparative descriptive study. Nurse education today, 97, 104701. 52. Linden, J., Ohlin, M., & Brodin, E. M. (2013). Mentorship, supervision & learning experience in PhD education. Studies in Higher Education, 38(5), 639-662. 53. Mathis, R.L., Jakson, J.H., & Tripathy, M.R. (2012). Human Resource Management-A South-Asian Perspective, Cengage Learning., Delhi. 54. McDonald, K. S., & Hite, L. M. (2005). Ethical issues in mentoring: The role of HRD. Advances in developing human resources, 7(4), 569-582. 55. Merriam, S. (1983). Mentors and proteges: A critical review of the literature. Adult Education Quarterly, 33, 161-173. 56. Moore, K. M., & Amey, M. J. (1988). Some faculty leaders are born women. In M. A. D. Sagaria (Ed.), Empowering women: Leadership development strategies on campus. New directions for student services: No. 44 (pp. 39-50). San Francisco: Jossey-Bass. 57. Moses, Y. T. (1989). Black women in academe: Issues and strategies. Washington, DC: Association of American Colleges. (ERIC Document Reproduction Service No. ED 311 817) 58. Mullen, E.J. & Noe, R.A. (1999). The mentoring information exchange: when do mentors seek information from their protégés? Journal of Organizational Behavior, 20(2), 233–242. 59. Nielsen, K., & Daniels, K. (2012). Does shared and differentiated transformational leadership predict followers' working conditions and well-being?. The Leadership Quarterly, 23(3), 383-397. 60. Noe, R.A. (1988). An investigation of the determinants of successful assigned mentoring relationships.Personnel Psychology, 41(3), 457–479. 61. Olian, J. D., Carroll, S. J., Giannantonia, C. M., & Feren, D. B. (1988). What do proteges look for in a mentor? Results of three experimental studies. Journal of Vocational Behavior, 33, 15-37. 62. Patwardhan, V.,& Venkatachalam, V.D. (2012). A study on career management issues of women managers in Indian Hospitality Industry. In: International Conference on Information Technology, 4-5th Nov 2011, Dehradun. 63. Phillips-Jones, L. (1982). Mentors and proteges. New York: Arbor House. 64. Rafferty, A. E., & Griffin, M. A. (2006). Refining individualized consideration: Distinguishing developmental leadershipand supportive leadership. Journal of occupational and organizational psychology, 79(1), 37-61. 65. Ragins, B. R., & McFarlin, D. B. (1990). Perceptions of mentor roles in cross-gender mentoring relationships. Journal of vocational behavior, 37(3), 321-339. 66. Ragins, B.R., Cotton, J.L.,& Miller, J.S. (2000). Marginal mentoring: the effects of type of mentor, quality of relationship, and program design on work and career attitudes. Academy of Management Journal, 43(6), 1177-1194. 67. Ragins, B.R., Cotton, J.L.,& Miller, J.S. (2000). Marginal mentoring: the effects of type of mentor, quality of relationship, and program design on work and career attitudes.Academy of Management Journal, 43(6), 1177-1194. 68. Ragins, B.R.,& Kram, K.E. (2007). The Handbook of Mentoring at Work Theory, Research and Practice. Sage Publications,Inc.: Los Angeles. 69. Rhodes, J. E. (2005). A model of youth mentoring. In: DuBois, DL.; Karcher, MJ., editors. Handbook of youth mentoring. Thousand Oaks, CA: Sage. 70. Rhodes, J. E. (2005). A model of youth mentoring. In: DuBois, DL.; Karcher, MJ., editors. Handbook of youth mentoring. Thousand Oaks, CA: Sage. 71. Robnett, R. D., Nelson, P. A., Zurbriggen, E. L., Crosby, F. J., & Chemers, M. M. (2019). The form and function of STEM research mentoring: A mixed-methods analysis focusing on ethnically diverse undergraduates and their mentors. Emerging Adulthood, 7(3), 180-193. 72. Roche, G. R. (1979). Much ado about mentors. Harvard Business Review, 57, 14-16, 20, 24, 26-28. 73. Salminen-Karlsson, M. (2015). Expatriate paternalistic leadership and gender relations in small European software firms in India. Culture and Organisation, 21(5), 409-426. 74. Scandura, T. A.,& Ragins, B. R. (1993). The effects of sex and gender role orientation on mentorship in male-dominated occupations.Journal of Vocational Behavior, 43(3), 251-265. 75. Scandura, T., A.,& Schriesheim, C. A. (1994). Leader-member exchange and supervisor career mentoring as complementary constructs in leadership research.The Academy of Management Journal, 37(6), 1588-1602. 76. Scandura, T.A. (1992). Mentorship and career mobility: an empirical investigation.Journal of Organizational Behavior, 13(2), 169-174. 77. Schmidt, J. A., & Wolfe, J. S. (1980). The mentor partnership: Discovery of professionalism. NASPA Journal, 17, 45-51. 78. Schyns, B.,& Croon, M.A. (2006). A model of task demands, social structure, and leader-member exchange and their relationship to job satisfaction.International Journal of Human Resource Management,17(4), 602-615. 79. Shandley, T. C. (1989). The use of mentors for leadership development. NASPA Journal, 27, 59-66. 80. Sharples, L., & Marcon-Clarke, G. (2019). Collaborative approach to mentoring in the tourism sector: Embracing new partners to enhance an industry programme. Tourism and Hospitality Research, 19(1), 132-136. 81. Sinha, J. B. P. (1980). The nurturant-task leader. New Delhi: Concept Publishing House. 82. Speizer, J. J. (1981). Role models, mentors, and sponsors: The elusive concepts. Signs: Journal of Women in Culture and Society, 6, 692-712. 83. Sullivan, S. E., & Baruch, Y. (2009). Advances in career theory and research: A critical review and agenda for future exploration. Journal of management, 35(6), 1542-1571. 84. Taneja, A. (2007). Leadership and mentorship (Doctoral dissertation, Massachusetts Institute of Technology). 85. Tewari, R. & Sharma, R. (2014). Mentoring for effective positive workforce: A case study. Global Journal of Finance and Management, 6(1), 88. 86. Thompson, K., & Taylor, E. (2023). Inclusive Mentorship and Sponsorship. Hand Clinics, 39(1), 43-52. 87. Tuomikoski, A. M., Ruotsalainen, H., Mikkonen, K., & Kääriäinen, M. (2020). Nurses' experiences of their competence at mentoring nursing students during clinical practice: a systematic review of qualitative studies. Nurse education today, 85, 104258. 88. Turban, D. B. & Dougherty, T.W. (1994).Role of Protégé Personality In Receipt Of Mentoring And Career Success. The Academy of Management Journal, 37(3), 688-702. 89. Tutton, M. (2010). What bosses can learn from India‟s business leaders. available at http://edition.cnn.com/2010/BUSINESS/03/05/india.leadership.lessons/ Usak, M., & Masalimova, A. R. (2019). Mentoring on science teacher education in Russia and international perspectives. Journal of Baltic Science Education, 18(3), 320. 90. van den Bos, P., & Brouwer, J. (2014). Learning to teach in higher education: how to link theory and practice. Teaching in Higher Education, 19(7), 772-786. 91. Viator, R.E. (2001). The association of formal and informal public accounting mentoring with role stress and related job outcomes.Accounting, Organizations and Society, 26(1), 73–93. 92. Vidyarthi, P. R., Liden, R. C., Anand, S., Erdogan, B., & Ghosh, S. (2010). Where do I stand? Examining the effects of leader–member exchange social comparison on employee work behaviors. Journal of Applied Psychology, 95(5), 849. 93. Voelpel SC, Dous M and Davenport TH (2005) Five steps to creating a global knowledge-sharing system: Siemens’ ShareNet. Academy of Management Executive 19: 9–23 94. Wrightsman, L. S. (1981, August). Research methodologies for assessing mentoring. Presented at the Annual Conference of the American Psychological Association, Los Angeles. (ERIC Document Reproduction Service No. ED 209 339). 95. Wu, X., Lyu, Y., Kwan, H. K., & Zhai, H. (2019). The impact of mentoring quality on protégés' organization‐based self‐esteem and proactive behavior: The moderating role of traditionality. Human Resource Management, 58(4), 417-430. 96. Zey, M. G. (1984). The mentor connection. Homewood, IL: Dow Jones-Irwin.