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This study examines the concept of mentoring as a career-strategy tool in Greek organizations from a protege's point of view and the effect of mentoring on women's career advancement. In particular, we hypothesize, first, that seeking mentoring is a multidimensional concept, consisting of a number of activities and behaviours interconnected in a career strategy scheme; second, that mentoring has a positive effect on career advancement; third, that organizational culture has a moderating effect in the relationship between mentoring and career advancement. The research was carried out in a sample of 297 women employed in Greek organizations. A series of factor and regression analyses were performed. The findings support our hypotheses and indicate the necessity for women to assume proactive behaviours in developing mentoring relationships in order to advance their careers; they also stress the role of the organization in creating a relationship-oriented organizational culture in order to facilitate women's mentorship.

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The globalization of economic activity and the rapid technological developments require a more qualified workforce with multiple skills. As a result, rapid obsolescence of competences makes the capacity to update continuously and develop the required skills the key to competitiveness and growth. Moreover, under the pressure of competitive forces, developments in the HRM [human resources management] practices become increasingly important. The first part of this article draws from the findings of the Cranfield survey, in which Greece participated three times (in 1993, 1996 and 1999), in order to present an overall picture of HRM in Greece. The second part analyzes the results of a larger European Union project to study skills benchmarking in Europe, in which Greece participated along with eight European countries. The results from the Greek study do not show considerable deviations from the whole European sample. Some of the main conclusions of the study are: training can no longer be treated as a method to cure skills deficiencies, but rather as a continuous, life-long learning process with considerable impact to the growth of the firms; acquiring human skills presents the greatest challenge for training; and adaptability and self-learning are necessary elements that need to be incorporated in the educational system from its early stages.

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Purpose - The purpose of the paper is to present an empirical study based on a trainee-oriented systemic model for training transfer. The paper examines trainee characteristics which affect the motivation to learn and transfer and determine the trainees’ entry behaviour. Then, during the training process, the complex interactions among the trainer, the trainees and the content and method used are taken into account to assess what are here termed direct and indirect training transfer. Finally, organizational factors affecting both the training transfer and the trainee him/herself are examined. Design/methodology/approach - The authors used 44 in-depth interviews with trainees from different organizations who participated in a training program that was based on an innovative experiential training method (project method). Findings - The results reveal the importance of trainee characteristics in the training transfer process and provide useful insights regarding the design and management of the training program. Originality/value - The qualitative methodology used is a strong element of this study as it provides rich information regarding the training transfer process. The research design framework, i.e. interviewing trainees one year after the training took place, revealed important factors affecting the training transfer process.

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This study focuses on the relationship between training and development and performance. It expands existing research on the subject by combining national and organizational factors through a hierarchical linear model to explore the training and development and performance relationship in 14 European countries. The main findings point out the importance of cultural, institutional and organizational factors in analysing the relationship between training and development and performance.

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