The pace of organizational and environmental change seems to demand that such professional organizations as CPA firms become learning organizations in order to compete with other firms. The flattening or thinning out of traditional hierarchical structures within organizations argues that traditional mentoring and supervisory structures may be inadequate for fostering needed individual learning about (a) organizational goals and politics, and (b) personal learning about job context and skill development, thus the ability of individuals within CPA firms to master new skills may be impaired. One effect of the lack of such learning may be increased role stress, job burnout, loss of commitment to the organization, intention to leave, and diminished job satisfaction. Using a sample of 440 accounting professionals from major CPA firms in the southeastern, southwestern, and northeastern regions of the United States, this research studies the ability of peer developmental relationship functions foster the requisite personal and organizational learning, and also to directly and indirectly influence attitudinal outcomes. We further examine whether the impact of developmental peer relationships on attitudinal outcomes is mediated by personal and organizational learning. A hierarchical regression-based test was used to evaluate our hypotheses. The results partially supported our expectations that such peer developmental relationship functions were significantly related to attitudinal outcomes, to elements of organizational learning, and to the skill development aspect of personal learning. Elements of organizational socialization, personal learning, and team-source learning were significantly related to attitudinal outcomes as well.

“In the Fortune 500 there are thousands upon thousands of statistics that reveal very little that’s meaningful about the corporations they purportedly describe. At least that’s the verdict of a growing number of forward-thinking market watchdogs, academics, accountants, and others.”(Fortune, April 2001). In today’s economy value is often created by intangible (intellectual) capital. The accounting profession has not met the challenge of measuring and reporting the results of knowledge-based entities. The Federal Reserve Bank of Philadelphia estimates that in the year 2000 more than US$ 1 trillion was invested in Intangibles. The problems relating to the measurement and recognition of intangibles are international in scope.

The pace of organizational and environmental change seems to demand that such professional organizations as CPA firms become learning organizations in order to compete adequately with other firms. The flattening out of traditional hierarchical structures within organizations argues that traditional mentoring and supervisory structures may be inadequate for fostering needed individual learning and personal learning. One effect of the lack of such learning may be increased role stress, job burnout, loss of commitment to the organization, intention to leave, and diminished job satisfaction. Using a sample of 440 accounting professionals from major CPA firms in several regions of the USA, studies the ability of team social interaction processes within work teams to foster the personal, organizational, and team‐source learning, and also to influence attitudinal outcomes directly and indirectly. Also examines whether personal learning, organizational socialization and team‐source learning mediate the impact of team social interaction process on attitudinal outcomes. Uses a hierarchical regression‐based test to evaluate our hypotheses. The results supported our expectations. A structural equation modeling test of the model showed that organizational and personal learning mediated the relationship between team social interaction processes and the attitudinal outcomes, but team‐source learning did not.

Analyzes mentoring as a learning forum for the accounting professional. Data collected from national CPA firms was utilized in the model development and hypotheses. This study examined how learning forums contribute to individual professional growth, performance and attitudes. Analysis of the model indicates that mentoring functions account for significant variance in job satisfaction, organizational commitment, intentions to leave, role ambiguity and job burnout. The analysis indicates that mentoring functions considerably influence socialization and personal learning. The research results highlighted the significance of the socialization process for accounting professionals within a CPA firm. Results of this study stressed the critical role of mentoring as a forum for individual learning. Accounting professionals who experience personal learning through mentoring relationships are less likely to leave the CPA firm since the socialization educates them to the firm’s goals, values and politics.