Julia M Fullick-Jagiela
Assistant Professor of Management
BS, MS, PhD, University of Central Florida
Faculty Office Building 135
|MG 210||Essentials of Management and Organizational Behavior
|MG 306||Staffing: Recruitment, Selection and Placement
|MG 345||Training and Development
I am an Assistant Professor of Management and teach courses in the areas of HRM and OB/management. I earned my Ph.D. in I/O Psychology, M.S. in I/O Psychology, and B.S., HIM in Psychology from the University of Central Florida. My research interests include mentoring and professional identity. I am also interested in advising and teaching methods as they relate to fostering resiliency and motivation. I have developed formal mentoring programs for various non-profits and professional organizations and am an active member of SIOP, SHRM, and AOM. In 2015 I was awarded the Quinnipiac University Pi Beta Phi Certificate of Excellence in Teaching Award. I was named a 2014-2015 Faculty SoTL Scholar at QU, and am the founding faculty advisor for SHRM@QU, a Superior Merit Award winning student chapter. In 2011 I was awarded the William R. Jones Most Valuable Mentor Award from the Florida Education Fund. I coordinate the HRM Concentration at QU. I am a member of the National SHRM Student Chapter Advisor Council, the SoB Advising Committee, the QU Excellence in Advising Committee, the QU Athletic Council, and am the Faculty Liaison for the QU Women's Golf Team.
Recommendation Letter Guidelines
We take empowerment from tasks to relationships by introducing the construct of psychological empowerment in the context of mentoring episodes. We introduce a new perspective for examining psychological empowerment, derived from a protégé’s perceptions of relational impact, developmental meaning, interpersonal competence, and relational self-determination arising out of relational mentoring episodes. Empowered protégés are expected to be more proactive in their careers. By applying an empowerment perspective to relational mentoring, we propose a conceptual model to investigate critical interpersonal processes and to discover more about how developmental relationships work. Finally, our aim is also to further our theoretical understanding of relational mentoring episodes. This new direction holds exciting implications for career scholarship, human resource development (HRD) practitioners, and employees.
This study examines mentoring from the perspective of academic mentors involved in relationships with protégés of color. Specifically, we look at factors that influence academic mentors’ relationship satisfaction, commitment, and intentions to mentor protégés of color. Results suggest that interpersonal comfort, perceived similarity, and intrinsic motivation contribute positively to these mentor outcomes. As hypothesized, our data also suggests that interpersonal comfort, intrinsic motivation, and perceived similarity are more important for primary mentors than for informal mentors. The management education and career development implications of these findings are discussed.
The present study tested relationships between students’ expectations of receiving psychosocial and career support through a peer-advising program, the frequency of advisor behaviors consistent with these types of support (coded from transcripts), and advisee perceptions of receiving such support. Participants were 179 advisor/advisee dyads at a large Southeastern University. Results demonstrated that advisees’ expectations of receiving psychosocial support were positively related to their perceptions of having received such support but not to the frequency of relevant advisor behaviors. Advisee expectations of receiving career support did not predict advisor behavior. However, such expectations strengthened the relationship between the frequency of relevant advisor behaviors and advisees’ perceptions of receiving career support. These results underscore the importance of aligning advisor-advisee expectations and behaviors.
We investigated supervisors’ mentoring motivations as a moderator of the relationship between protégé characteristics and mentoring experiences. Participants were employees of a marketing communications company. Results indicated that protégé advancement potential was more positively associated with psychosocial support from supervisors who were strongly motivated to mentor for intrinsic satisfaction. Potential for advancement was less positively associated with career support provided by supervisors who were motivated to mentor for the benefit of others. Protégé ingratiation was associated with greater psychosocial support from supervisors strongly motivated to mentor for their own self-enhancement but negatively related for those not strongly motivated by self-enhancement.
Although many academic organizations offer formal mentoring programs, little is known about how individual characteristics of peer mentors and their protégés interact to reduce new-student stress. First-year college students participated in a peer-mentoring program designed to reduce stress. The results of this study demonstrated that protégés who received greater psychosocial and career support showed greater stress reduction. Additionally, protégés with a higher avoid performance goal orientation showed lesser stress reduction. Mentor avoid performance goal orientation was positively associated with stress reduction for protégés high on avoid performance goal orientation, but negatively associated for those low on avoid performance goal orientation.