The Role of E-Mentoring in Proteges' Learning and Satisfaction

Today's professionals require a network of mentors to help them navigate complex organizational and individual challenges. Consistent with current trends, a growing number of these mentor relationships will be initiated and carried out electronically, via e-mentoring. We build on existing social network research to investigate the role of e-mentoring in protege outcomes. On a sample of graduate and undergraduate students, we examine the impact of dyad characteristics (e.g., interaction frequency, pre-existing relationship, perceived similarity, relevant mentor knowledge) on e-mentoring received as well as the impact of e-mentoring on proteges' learning and satisfaction. Several dyad characteristics and e-mentoring functions received were positively associated with proteges' learning and satisfaction. Limitations and implications for future research are offered.