Summary

Literature pertaining to women and necessary elements for successful mentoring programs may contribute toward Generation Xers’ reaching their definition of success. Mentoring can help create a healthy organization and environment (Crumpacker & Crumpacker, 2007; Feyerherm & Vick, 2005). By shaping the culture through sharing knowledge and stories, mentors could become change agents (Dindoffer et al., 2011; Jackevicius et al., 2014; Ragins, 1997; Sands et al., 1991; Waters, 1992). Mentoring is important, especially for women, as some women say they are “undervalued and

underutilized” (Feyerherm & Vick, 2005, p. 222). Without women in leadership, a team may lack a diverse group; diverse groups can increase valuable solutions and experiences (Gilbert et al., 1991; Ragins, 1997; Waters, 1992). A possible avenue to tailor women for promotion is through mentoring.

Some women choose to stay out of leadership roles, instead committing their time to family (Feyerherm & Vick, 2005; Terri, 2005). It is possible that women want to leave the workforce, but others may choose to leave the workforce because they have peaked in the available options for women in leadership. For a woman to advance in her career, the support and mentoring of a woman who is already in executive leadership is beneficial. The theory of attraction says similar people will connect quicker and be more accepting of any differences (Young et al., 2006). Without common ground, mentors and mentees spend more time getting to know one another and less time managing tasks to accomplish career aspirations.

Page 69 Other hindrances for women in leadership are office politics and power. Young et al. (2006) found that women are less likely to deploy organizational power and gain access to resources to aid their advancement. For those women who are already in

leadership, office politics can shift their focus away from the needs of the organization to settle smaller matters between staff and faculty (Ferris et al., 1996). When uncertainty rises within people, they are more likely to use their positional power to get what they want. Yet power is determined by the role, not the person holding the role (Kelly & Dabul Marin, 1998). This causes women to not possess power within the organization because fewer women are in leadership to hold the power.

Gender may also affect mentoring strengths and successes. Male mentees are reported to desire networking and career development, while female mentees want validation, psychological care, and psychosocial development (Allen & Eby, 2004; Burke, 1984; Sands et al., 1991; Young et al., 2006). Since fewer women are in leadership, some women are mentored by men (Allen & Eby, 2004; Brown, 2005; Cunningham, 1999; Ehrich, 1995; Ragins & Cotton, 1991; Sands et al., 1991). Yet mentoring seems to be most effective for women who want advancement (McKeen & Bujaki, 2007).

Another way for women to create a catalyst for advancement is to network well. The developmental networks theory prescribes that a person should have an arsenal of formal and/or informal mentors (Higgins et al., 2007; Ragins, 1997). Organizations can support this measure by encouraging mentoring and providing avenues for networking (Higgins et al., 2007).

Page 70 Generation X already leans toward networking as a key element for career growth and mentoring programs. As one of the smaller generations, Generation X holds

individualism and experiential learning in high regards (Bova & Kroth, 2001; Glass, 2007; Gronbach, 2008; Rickes, 2016; Shugart, 2001). Generation X wants to keep

learning and growing and will switch employers or positions quickly to fulfill those needs (Bova & Kroth, 2001). Since the large Millennial generation behind Generation X

stereotypically is driven for powerful positions, and Baby Boomers are staying in the workforce longer than anticipated, Generation X is being squeezed out for leadership positions (Crumpacker & Crumpacker, 2007; Gronbach, 2008; Stahl, 2013).

Those who become leaders face the pressure of balancing work obligations and home life. Generation X has three major contributors toward women choosing to stay at home full-time over being employed: young children, older parents, and plateauing careers (Dindoffer et al., 2011; Eckman, 2004; Greenhaus & Singh, 2007; McKeen & Bujaki, 2007; O’Neil & Bilimoria, 2005; Sullivan & Mainiero, 2007). Some women become leaders because their families are supportive, or because a female ancestor was a role model, having both a career and a family (Brown, 2005; Dindoffer et al., 2011). Other women wait to achieve their career aspirations until their children are older

(Eckman, 2004). Mentoring may help those struggling with a work–life balance (Sanfrey et al, 2013).

Mentoring, if structured properly, may address a multitude of issues Generation X women face in the workplace. For example, Generation Xers want their actions to serve a greater purpose (Buckley et al., 2001). They also need good relationships with their mentors. For mentees who do not connect with their mentors, the beginning stages of

Page 71 getting to know each other may hinder the accomplishment of the goal (Raabe & Beehr, 2003). In a formal program, if a good mentor is not provided, a mentee may seek an informal mentor, who could be a friend or a supervisor (Holt et al., 2016; Reyes, 2003; Young et al., 2006). In addition, individualism is a hallmark of Generation X; therefore, some professionals within Generation X may look to shift careers to maintain their individualism (Stahl, 2013; McKeen & Bujaki, 2007).

Mentoring may alleviate turnover for females in Generation X and may help them reach their definition of success. Through a well-designed program, or informal

mentoring with a peer, mentoring provides relationships and networking options to encourage and support women so they can excel.

Finally, defining success may influence the effectiveness of a mentoring program. Success could be subjective, in which the goals are to receive fulfillment through avenues other than those provided by the employer, for example, serving under-served

communities with unimpressive titles. Principals mention working with students as part of their definition of success (Eckman, 2004). Success could also be objective, in which the goals are defined more by the employer, for example, not enjoying the day-to-day work, but knowing that the title provides clout and prestige.

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