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Most of us are continuously available and direct people using our knowledge and skills. Nevertheless, not all people benefit equally from this kind of assistance. For example, the pressure to guide co-workers in developing their capabilities and moving through with their plans will make the operation more unfavorable. Mentoring is an unstructured administrative discourse that is highly enticing for job advancement. Workers and managers in all types of organizations need to understand this reality and how it relates to achieving their objectives to professionally promote their staff members and achieve remarkable success at work. Also, it is a tool that businesses use to support the development and growth of their workforce. Organizations are adopting the mentoring approach as a manner of different knowledge administration as they work to preserve their labor-intensive knowledge and wisdom. In-depth research on this topic has been done during the past few years. Incredible advancements in performance and competence, as well as the dissemination of business information and leadership abilities, are being seen throughout enterprises. Using a variety of working community cases and a period of observational research, the authors of this paper integrate the mainstream mentoring literature framework while examining the significant effects of mentoring on both the mentor and mentee's career performance. Although there is increasing literature on mentoring, definitional, conceptual, and methodological flaws make the research less valuable. The research on mentoring is critically reviewed in this article, focusing on the connections between mentorship and student educational excellence, organizations, and other domains.Mentoring is something that is present knowingly or unknowingly when there is a learning. In this study mentoring has shown its significance in higher education, management and psychological areas. How these skills are a part of our existing behavior in various fields. The study mainly focuses on the what exactly mentoring is now a days in brief manner to understand the purpose in developing the behavior to work effectively.

To understand the significance of mentoring in today's environment.

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).

The study also aimed to determine the role of mentoring acquisition in the association between informal and formal mentoring and professional success. Profession success, career aspiration, career satisfaction, career obligation, and the depth of acquired mentorship were all linked to mentoring. Those findings lined up with some of the research that had been done before (Allen et al., 2006). Therefore, the current study laid the groundwork for further strengthening the evidence that having a mentor increases one's likelihood of becoming a mentor and that becoming a mentor provides undeniable benefits for one's career. The preceding highlights the necessity of providing informal mentorship to establish a supportive culture inside the organization (Leavitt, 2011). The research shows that becoming a guide benefits one's career subjectively (i.e., personal delight). To conclude, mentored versus non-mentored results strongly affected career-specific variables such as job responsibility, desire for advancement, and job satisfaction. These findings suggest that mentorship impacts work environment emotions and career satisfaction. Increased career expectations might be a solid reason to become a mentor at a time when increased workload and lower career certainty dissuade managers and executives from mentoring junior executives. The findings suggest that offering and receiving coaching mutually commit to career success and anticipation. The benefit is that mentoring is still essential for career growth even after people reach leadership roles. As predicted, career coaching is more strongly associated with career success indicators like remuneration and advancement than psychosocial tutoring. Considering profession versus psychological tutoring techniques, the results are not surprising. The impact sizes for goal vocation pointers were more vital when comparing coached versus non-mentored groups than when comparing mentoring capacities and objective vocation benefits. The analysts began this study with the idea that mentorship benefits have been well-documented (Lankau & Scandura, 2002; Ragins et al., 2000; Scandura, 1992; Godshalk & Sosik, 2003; Scandura and Schriesheim, 1994:Dreher and Ash, 1990). This research shows that mentorship programs can predict individual improvement in the competent example. This result has strengthened past studies and mentoring study writing in traditional Western settings. Thus, the present study and mentoring inside tutoring programs require mentors to recognize mentoring class as an essential element of a hierarchical coaching program where properly implemented informal and formal mentorships exercises can emphatically increase positive successive attitudinal and behavioral results (e.g., career improvement, psychosocial support, work fulfillment, representative obligation, employment fulfillment, trust, and morals). Despite this, coaching is more strongly associated with protégé attitude than behavior and professional success. States of mind may be more changeable than results dependent on logic or stable circumstances. The mentee will succeed if the mentor is effective and has the necessary expertise and determination.

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