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101 Mentorship Essay Topic Ideas & Examples

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Mentorship is a valuable relationship that can provide guidance, support, and inspiration for individuals seeking to achieve their goals and fulfill their potential. Whether you are a mentor or a mentee, mentorship can be a transformative experience that can lead to personal and professional growth.

To help you explore the many facets of mentorship, we have compiled a list of 101 mentorship essay topic ideas and examples. These topics cover a wide range of themes related to mentorship, including the benefits of mentorship, how to find a mentor, the qualities of a good mentor, and the impact of mentorship on personal and professional development.

The importance of mentorship in personal and professional growth

How to find a mentor who aligns with your goals and values

The role of mentorship in building confidence and self-esteem

The qualities of a good mentor and how to cultivate them

The impact of mentorship on career advancement and success

The benefits of mentorship for individuals from underrepresented backgrounds

How mentorship can help individuals navigate challenges and setbacks

The value of peer mentorship in academic and professional settings

The role of mentorship in fostering a sense of belonging and community

The impact of mentorship on mental health and well-being

The benefits of reverse mentorship and learning from younger generations

The role of mentorship in promoting diversity and inclusion in the workplace

The challenges and opportunities of virtual mentorship in a digital age

The impact of mentorship on leadership development and organizational culture

How to establish boundaries and expectations in a mentor-mentee relationship

The benefits of group mentorship and learning from multiple perspectives

The role of mentorship in entrepreneurship and business success

How mentorship can help individuals navigate transitions and career changes

The impact of mentorship on academic achievement and student success

The benefits of mentorship for individuals with disabilities or chronic illnesses

The role of mentorship in promoting work-life balance and well-being

How to cultivate a growth mindset through mentorship

The impact of mentorship on goal-setting and achievement

The benefits of mentorship for individuals seeking to break into a new industry

The role of mentorship in fostering creativity and innovation

How mentorship can help individuals build resilience and adaptability

The impact of mentorship on networking and professional relationships

The benefits of mentorship for individuals seeking to develop new skills

The role of mentorship in promoting ethical leadership and decision-making

The impact of mentorship on mentor'''s own personal and professional development

The benefits of mentorship for individuals seeking to advance in their careers

The role of mentorship in promoting diversity and inclusion in the STEM fields

How mentorship can help individuals navigate workplace conflicts and challenges

The impact of mentorship on building a supportive and inclusive work environment

The benefits of mentorship for individuals seeking to overcome imposter syndrome

The role of mentorship in fostering a sense of purpose and fulfillment

How mentorship can help individuals build emotional intelligence and empathy

The impact of mentorship on building a strong personal brand and reputation

The benefits of mentorship for individuals seeking to transition into leadership roles

The role of mentorship in promoting continuous learning and professional development

The impact of mentorship on building strong communication and interpersonal skills

The benefits of mentorship for individuals seeking to improve their time management

How mentorship can help individuals set and achieve ambitious career goals

The role of mentorship in promoting a culture of feedback and growth

The impact of mentorship on building a strong professional network

The benefits of mentorship for individuals seeking to build a personal board of advisors

The role of mentorship in promoting work-life integration and holistic well-being

How mentorship can help individuals cultivate a sense of gratitude and resilience

The impact of mentorship on building a culture of mentorship within an organization

The benefits of mentorship for individuals seeking to develop leadership skills in a specific industry

The role of mentorship in promoting intergenerational learning and knowledge sharing

How mentorship can help individuals navigate workplace politics and power dynamics

The impact of mentorship on building a strong personal brand and online presence

The benefits of mentorship for individuals seeking to balance work and caregiving responsibilities

The role of mentorship in promoting diversity and inclusion in the arts and creative industries

How mentorship can help individuals build a strong foundation for financial success

The impact of mentorship on building a strong sense of purpose and direction

The benefits of mentorship for individuals seeking to overcome perfectionism and self-doubt

The role of mentorship in fostering a growth mindset and resilience in the face of challenges

How mentorship can help individuals develop a sense of empathy and compassion for others

The impact of mentorship on building a strong sense of community and belonging

The benefits of mentorship for individuals seeking to build a sustainable and ethical business

The role of mentorship in promoting self-awareness and emotional intelligence

How mentorship can help individuals navigate the complexities of relationships and communication

The impact of mentorship on building a strong sense of personal and professional identity

The benefits of mentorship for individuals seeking to overcome burnout and exhaustion

The role of mentorship in promoting a culture of collaboration and teamwork

How mentorship can help individuals build a strong foundation for lifelong learning and growth

The impact of mentorship on building a strong sense of self-confidence and self-worth

The benefits of mentorship for individuals seeking to overcome fear and self-limiting beliefs

The role of mentorship in promoting a culture of innovation and creativity

How mentorship can help individuals navigate the complexities of leadership and decision-making

The impact of mentorship on building a strong sense of resilience and adaptability

The benefits of mentorship for individuals seeking to overcome challenges and setbacks

The role of mentorship in promoting a culture of continuous improvement and growth

How mentorship can help individuals build a strong sense of purpose and direction

In conclusion, mentorship is a powerful tool for personal and professional development. By exploring these 101 mentorship essay topic ideas and examples, you can gain a deeper understanding of the various ways in which mentorship can impact individuals and organizations. Whether you are a mentor or a mentee, mentorship can help you achieve your goals, overcome challenges, and reach your full potential. So, take the time to reflect on these topics and consider how mentorship can play a role in your own journey of growth and success.

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117 Mentorship Essay Topic Ideas & Examples

🏆 best mentorship topic ideas & essay examples, 👍 good essay topics on mentorship, 📝 simple & easy mentorship essay titles, 🥇 interesting topics to write about mentorship.

• The Concept of Mentoring The roles of a mentor create a positive learning process for the mentee. Thus, a mentee determines the success of the mentoring process.
• Hershey’s HR Strategies and Mentoring The purpose of this paper will be that of determining the stages Hershey has to implement in revamping its performance administration framework to appeal to its more and more varied workers.
• Roles of Nurse Preceptors and Mentors Their goal is to enhance the confidence and competence of the novice and new nurses to ensure they deliver high-standard care.
• Coaching and Mentoring in Nursing In order to work effectively as a coach, it is necessary to address the risks of epidemics for each patient individually, depending on the patient’s everyday activities, health status, and lifestyle.
• Coaching and Mentoring in Business Business coaching and mentoring is very important in instilling knowledge, skills, styles, and techniques as well as the ability to make significant decisions that are aimed at improving an individual’s achievement or business goals.
• Mentoring and Coaching Experience The protege is the person with less experience in the relevant field while the mentor is the person with considerable knowledge and experience.
• Coaching and Mentoring in Executive Leadership Moreover, it supports the view that coaching and mentoring are effective tools to build leadership qualities in the executives and use of these programs has a positive impact on the personal and professional growth of […]
• The Summer Undergraduate Mentorship Program I hope to observe and participate in a variety of activities, focusing on the development of my professional skills. I do hope to become a part of this program and use all of the opportunities […]
• Proposal for Peer Mentoring Program Before the formal launch of the program, experts in peer mentorship will be invited to train all the department members and retirees willing to join the program.
• St. Augustine’s Principles Guiding Mentorship in Business The introduction chapter will contain all the necessary information to present the topic in detail, illustrate the specifics and terms of the project, the focus of the thesis, the context of the study, as well […]
• Coaches and Mentors in Business The choice of a mentor by the organization limits the employee’s potential because the employee may not feel comfortable with that person and will be less able to cooperate.
• Research Justification: Mentoring as Performance Management Tool For instance, leaders in the business world have been on the frontline to identify emerging concepts from the fields of theology, education, and medicine to transform organizational performance.
• Mentorship Program for Nurses’ Job Confidence The number of nurses who struggle with confidence at the start of their career is great and this lack of self-assuredness can affect patient quality of care.”Unpreparedness of novice nurses during the process of transition […]
• Mentoring Program: Models of Coaching Practice The task of the mentor, in this case, is to direct the respective interests and goals of the mentee in the right direction for the former to acquire the necessary knowledge and skills.
• Creating Mentoring Program for Principals The author of the article reveals the importance of mentoring for principals and describes the process of creating and the effectiveness of a mentoring program in Kansas.
• Augustine’s Spiritual Mentoring and Manichaeism “The influence of Manichaeism on Augustine of Hippo as a Spiritual Mentor” is Christine McCann’s publication investigating the way Manichaeism doctrines affected Augustine’s spiritual mentoring.
• The Virtue of Mentorship at University Although Watson does not highlight the research question, it can be defined as the ways and impact of professors’ mentoring on the academic and personal success of students.
• Mentoring Youth: Trends and Tradition Considering the information provided in the text, the author’s primary research question concerns the fact what contemporary models of mentorship might be of relevance in the given environment and how these schemes could be implemented […]
• Effective Mentoring for Organizational Performance Enhancement The author’s thesis is that mentoring and coaching are influential and practical strategies to enhance organizational performance. Adeyemi posits that mentorship imparts immense benefits to the mentor, mentee, and the entity.
• Mentorship for Protégé Performance The article seeks to examine the validity of the hypothesis that proteges tend to emulate their mentors to a degree that allows estimating and quantifying the degree to which mentor fecundity determines protege fecundity.
• The Importance of Mentorship for Teachers Implications of this research include the necessity to restructure how teachers are prepared on a fundamental level and to introduce changes to the school system.
• Mentorship Concept in Teaching Profession The argument made by Petrovska et al.is based on the contrasting analysis of views and opinions that teachers have towards the mentoring process and states that “teacher’s work experience plays an important role regarding the […]
• Listening: The Core Skill for Effective Mentors The author notes that mentoring differs from management due to the central significance of altruism in the former, and the coach’s “need to learn to listen first”.
• The Concepts of Leadership and Mentoring When the five practices of the Kouzes and Posner model are applied to mentoring, a person is likely to become a valuable and effective leader.
• Mentorship and Its Impact on Business However, it is worth mentioning that the author does not address the opposing viewpoint in his study. The author did not describe a methodology that allowed him to collect the data, making it challenging to […]
• Mentoring and Goals Achievement “Mentoring can get you straight to your goal” is Milton Chang’s article highlighting the significance of mentorship in stimulating the achievement of career goals. A principal argument in the article is that mentees should enlist […]
• Mentoring in Science and Engineering and Interpersonal Relationship Training An emerging research question from the article is the applicability of interpersonal training programs on mentors in other fields beyond science and engineering.
• Formal and Informal Mentoring Programs Davis’ publication compares the effectiveness of formal and informal coaching schemes by evaluating their quality, superiority of outcomes, and the associated functions.
• Mentoring Disciples and Leaders Using Christian-Based Model The author’s predominant theme is that mentorship is not optional if Christians intend to grow and the criticality of taking an interest in the progress of others.
• Coaching and Mentoring for Organizational Performance The main questions of the author include: What are the effects of coaching and mentoring in performance of a firm? The main implication of the research is the possible power of improving performance in the […]
• The Case for Women Mentoring Women Block and Tietjen-Smith analyzed their own experiences and many studies on females in the workplace in order to determine the influence of mentoring practices.
• “Interracial Mentorship Outcomes” by Leitner The main research question formulated for the study was whether the performance of mentees and the feedback provided by mentors in interracial mentoring dyads could improve as a result of decreasing negative affect and increasing […]
• The American College of Healthcare Executives Mentorship Program Ache is founded on the knowledge that the future of healthcare leadership and management lies in the new entrants and mid-careerists who need mentorship to navigate the changes and developments in healthcare.
• TED Talks in Coaching and Mentoring One of the most widespread tools used in terms of mentoring is the TED talks aimed at displaying one’s story or idea in order to provoke an inner response and desire to grow.
• Leadership and Quality Nursing: A Mentorship Program Based on the conversation with the mentor, it is evident that the leader acknowledges participative theory of leadership by encouraging staff members to collectively pursue the activities and processes in the organization.
• Current Mentoring: Nurse Employee Orientation System From the case study, the current employee orientation system is devoid of nursing ethics as seen in the behaviour of the intern nurse towards a patient.
• Importance of Mentorship in Nursing A good mentor should be able to assess the strengths and weaknesses of the learners and help them deal with their weaknesses.
• Mentoring Program Implementation for New Nurses Since the effectiveness of the program depends on a myriad of factors, I will evaluate and improve the program to ensure the hospital achieves the desired objectives.
• “Mentors and Criminal Achievement” by Morselli The researchers argue that in career field, the role of a mentor is evidently one of the most significant factors that drive the career of an individual.
• Coaching and Mentoring in the Company Objectives that are focused on the welfare of both the company and individual include the ability to carry out a specific task at the same time putting into consideration the personal and career growth development […]
• Mentoring and Coaching in Organization. It is also worth noting that employees who are frequently subjected to mentoring and sessions of coaching can do delicate tasks at the workplace. Furthermore, according to Lansberg, the perspectives of mentoring and coaching should […]
• Mentoring Model in Educational Process The relationship between the learner and the teacher is one of the most essential factors affecting the outcome of education and in the modern learning environment, the development of a cordial and effective relation between […]
• Mentoring and Coaching in Management The only problem that needs solution according to the solicitors of Barton Legal Services is that the employees of the company are rather conservative selecting their working methods and that the solicitors themselves are suspicious […]
• General Mobiles: Need for Extensive Mentoring Program As the company recognizes the importance of mentoring in the firm as the service of a professional mentor with all the potential to solve the problem in the firm would the best expectable solution to […]
• Marketing Mentor Framing Strategies That is the perception and attitude of the people is the primary factor that determines the success of a business and marketing strategy.
• Why International Mentors Are Hard to Find in Universities Guiding students towards a better sense of understanding within their university life, from academics to extracurricular activities, is one of the primary goals of mentors, made pertinent by the rising numbers of international students.
• Nurse Retention & Mentorship: Translational Research The problem is nursing retention, the intervention is a mentorship program, the comparison is no mentorship, and the expected outcome is the increased retention rate.
• Mentorship in Career: Research Design Questions Why do you want to be a leader and a mentor? Do you believe you have what it takes to be a successful leader and a mentor?
• Peer-Mentorship and Self-Management of Pain Thus, the results of the study will remain homogenous. To make sure that the outcomes of the study should remain objective, it will be necessary to provide every participant with an equal choice to be […]
• Mentoring for Nursing Students, Its Stages and History Judging the quality of a student’s practice turns out to be a relevant component of preparing future specialists since the mentor’s evaluation of the practitioner’s progress allows educational establishments to take a more objective approach […]
• Female Managers Careers: Effectiveness of Mentoring In this context, it is important to analyse the effectiveness of mentoring in advancing the careers of female managers with reference to the work of Ehrich and Durbin among others.
• Mentoring Program for Girls in Southern Maryland The problem is that the society is blind to the fact that women are in a disadvantaged position. According to Kaufman and Williams, the biggest challenge that we have in our modern society when empowering […]
• College Student Mentoring and Interest Group To solve the problem of the lack of mentoring in many community colleges of the United States, the national government should guarantee that all community colleges in the country are obligated by a decree to […]
• Mentoring Revisited: An Organizational Behavior Construct To this extent, a research problem helps in the generation of the study questions to be answered. However, the non-inclusion of the hypothesis in the article cannot be argued as a demerit of the research.
• Pain Alleviation and Peer Mentorship: Variables To understand the effects that peer mentorship and self-management have on the process of alleviating pain among patients, one should consider the demographic characteristics of the target population as one of the factors that are […]
• Adult and Peer Mentorship Program Evaluation The research hypothesis is supported by the set of objectives, which designed to form the core of the research. To come up with a credible report the research team will adhere to the code of […]
• Mentoring Plan for Organizational Culture The weaknesses associated with this department have affected the performance of the firm. The program will encourage every employee to promote the best practices.
• Coaching and Mentoring: Developing Effective Practice The strategy has the potential to support the targeted outcomes. The mentor also identifies the strengths of the relationship during this phase.
• Counseling and Mentorship Program for Hispanic Children The purpose of the mentorship program was to educate and widen their learning skills of the targeted children. The program also targeted to inform these individuals about the relevance of schooling in the Hispanic society.
• Mentoring Theory, Research and Practice Since mentoring is a professional relationship, it is important for both the mentor and the mentee to foster trust between themselves as well as a team in the organisation.
• CEO’s Coaching & Mentoring Program The content shall also cover the rationale for coaching and mentoring employees of Skoda, benefits of the program and identification of employees who can participate in the program The program will also evaluate qualities of […]
• Development of Training and Mentoring Program The cause of the program will define the main reason why the program has to be pursued while the focus will clarify and concentrate the specific areas where the training and mentoring will address.
• Mentoring of New Teachers The aim of the paper is to reveal the nature of mentoring, outline key elements of two research findings, and compare them.
• Educator Mentoring in Public Texas Schools Educator mentoring in public Texas Schools It is apparent that Texas education Agency offers a wide range of services to members of staff in the teaching fraternity and mentors to facilitate mentorship programs in public […]
• Human Resource Management: Workplace Shortages (Mentoring) Because of the upgraded demands towards employees and the unwillingness of the latter to train their professional skills on their own, the Australian public companies and private entrepreneurships have developed a strategy of mentoring, which […]
• Effect of Mentorship on Employees The administrators scrutinise the mentoring profiles and match the mentor and the mentee depending on training needs, career goals, and competence.
• Teacher Mentorship Programs in Texas The increase in teacher mentees is instrumental in the enhancement of the sufficient teaching staff in the region’s educational system. Mentors need to have a proper understanding of the vital role that they play in […]
• Employee Mentoring and Coaching In general, any manager who wants to assume this model must instill, in his employees and to himself, the principle that leadership is cooperative and collaborative.
• Mentoring: Analysis of the Articles The peculiar feature of this article is that the authors focus on early career of a teacher and the necessity to mentor new teachers to cope with the duties set.
• Mentoring and Counseling The counselor together with the client use the experiences of the client that took place in the past and taking place in the present to address challenges that are present and those that might happen […]
• Development of Adolescent Mentoring Programs The mentoring programs are aimed at instilling responsibility values to the young fathers, not only to relieve the burden left on the mothers, but also to facilitate parental rights to the children.
• Comparing and Contrasting the Followership and Mentorship in “Wall Street” and “The Matrix” He teaches Fox to use the loopholes of business to his advantage. Neo uses the skills that Morpheus has taught him to save his mentor.
• Mentorship for Health and Social Care Practitioners
• Building Mentorship Capability From Build-A-Bear Workshop
• Changing the Culture With Modern-Day Mentorship
• Mentorship Program for Children: Letter to Parents
• Designing Instructions for the Mentorship Program
• Five Mentorship Must-Haves in the Entrepreneurial Space
• Mentorship Through Maslow’s Self-Actualisation: Teaching, Learning and Assessment Theories
• Health and Social Care: Mentorship, Facilitation, and Supervision
• Increasing Cycling for Transportation Through Mentorship Programs
• Connection Between Juvenile Offenders and Possibility of Mentorship Program
• The Relationship Between Management Theories and Mentorship Programs
• Mentorship Alliance Between African Farmers: Implication for Sustainable Agriculture Sector Reform
• Evaluating Mentorship Program for Ford Motors
• Preparation for Providing Effective and Efficient Mentorship Nursing
• Recruitment and Mentorship Plan For Enlisted Aide Program
• Student Mentorship Program for the Community College
• Where Are the Coast Guard’s Mentorship Programs?
• American Minority Youth Mentoring Program Overview
• Auditor and Non-mentor Supervisor Relationships: Effects of Mentoring and Organizational Justice
• Big Brothers Big Sisters Canada: Mentoring to Prevent Crime
• Can Companies Use Mentoring to Increase Employee Retention?
• The Role of Mentorship in a Successful Journey
• Mentorship in “The Mosquito Coast” and “The Book Thief”
• The Effect of Mentorship and Socialization on Female Attorneys
• How Engaged Pedagogy Can Use Participation in Stimulating Learning
• Exploring Mentoring and the Role of Mentor in Education
• Mentor and Mentee Relationships in the Army
• Why African American Students Need African American Mentors
• Mentorship to Improve the Performance of Underachieving Students
• Skillsfuture Mentorship Programme in Singapore: Developing an Open Mind Towards Diversity
• Career Motivation, Mentoring Readiness, and Participation in Workplace Mentoring Programs
• Coaching and Mentoring for the Leadership and Management
• Combining Mentoring Programs With Cash Transfers for Adolescent Girls in Liberia
• Correlation Between Educator Attrition and Mentoring Programs
• Developing Coaching and Mentoring Programs in the Workplace
• Difference Between Counselling and Mentoring
• Employees Benefit From Coaching & Mentoring Program
• Expanding Leadership Diversity Through Formal Mentoring
• Leadership Mentoring and Succession of the Charismatic Churches
• Personal Growth Research Ideas
• Talent Management Questions
• Career Ideas
• Pedagogy Topics
• Performance Management Ideas
• Growth Strategy Titles
• Motivation Research Ideas
• Wall Street Questions
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30 Mentorship Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Mentorship is a relationship between two individuals where knowledge, skills, and experience are shared.

It involves an experienced individual, known as the mentor, guiding a less experienced person, referred to as the mentee.

The mentorship process aims to foster the professional and personal growth of the mentee.

It serves to bridge the gap between academic learning and real-world skills . The relationship is structured and involves setting specific goals .

The longevity of these relationships can vary, ranging from short-term mentorships to lifelong connections.

Below, we’ll explore examples of mentorship partnerships from various areas of life, as well as examples of good traits for a mentor.

Advantages of Mentorship

Mentorship comes with numerous benefits, whether it’s in the workplace, education, or personal life.

It accelerates personal development, as mentors typically guide mentees toward growth opportunities. Mentors provide valuable insights from personal experience, which are often not readily available.

The learning curve of the mentee is significantly reduced through mentorship, thanks to the mentor’s prior experience in the field (how great would it be to have a personal guide like Warren Buffet in the world of finance?).

Mentorship in professional contexts can also assist in building vast professional networks (imagine the contacts you could acquire from a mentor working in the United Nations!).

Finally, in the workplace, mentorship can lead to increased job satisfaction and retention rates, similar to how experienced teachers often mentor new educators in schools, resulting in a lower dropout rate. It aids in the development of leadership and management skills for mentors (much like CEOs mentoring middle management executives).

Five Famous Real-life Mentorship Examples

• Steve Jobs and Robert Friedland: Steve Jobs, renowned co-founder of Apple, was once mentored by Robert Friedland. Friedland, a charismatic entrepreneur and innovator, influenced Jobs during their time at Reed College. Their relationship played a pivotal role in shaping Jobs’s ability to persuade people and market his ideas effectively.
• Dr. Dre and Eminem: In the realm of music, rapper Eminem had Dr. Dre, a highly esteemed rapper and producer, as his mentor. Dre’s mentorship and faith in Eminem’s talent played a significant role in shaping the latter’s illustrious career. Eminem often credits Dre for his success in the music industry.
• Warren Buffet and Benjamin Graham: Iconic investor Warren Buffet was mentored by renowned economist and investor Benjamin Graham. Graham’s influence is evident in Buffet’s value investment strategy. Buffet has often publicized that Graham’s book “The Intelligent Investor” and his mentorship were integral to his investment technique.
• Oprah Winfrey and Maya Angelou: Media mogul Oprah Winfrey considered late poet and civil rights activist Maya Angelou her mentor. Angelou’s influence on Winfrey was profound, shaping her world view and approach to her career. Winfrey often shared the wisdom imparted by Angelou with her audience during her talk show.
• Larry Page and Eric Schmidt: Google co-founder Larry Page was mentored by software engineer Eric Schmidt. Schmidt, who was brought in as Google’s CEO for his experience, provided essential mentorship to Page on the business front. This mentorship paved the way for Page’s eventual succession as Google’s CEO.

Examples of Mentorship Traits

• Active Listening : This trait is fundamental to effective mentorship. It involves the mentor fully concentrating, understanding, and responding to the mentee. Active listening is supportive as it signals to the mentee that their experiences and perspectives are valued.
• Empathy : Empathy in a mentor-mentee relationship enhances connection and understanding. The mentor comprehends the feelings of the mentee, helping to build a strong emotional bond. This trait nurtures a safe environment where the mentee feels comfortable expressing themselves.
• Patience : It means the mentor tolerates the learning pace of the mentee without irritation. This trait is crucial in building a mentor-mentee relationship that is devoid of unnecessary pressure. Patience makes the learning process enjoyable and less strenuous for the mentee.
• Honesty : In mentorship, honesty provides clarity and direction. A trustworthy mentor gives honest feedback, forming a basis for improvement and growth. Honesty also establishes trust in the mentor-mentee relationship.
• Adaptability : This trait involves the mentor’s ability to adjust their approach, strategies, and expectations based on the mentee’s needs. An adaptable mentor acknowledges the diversity of mentees and tailors mentoring to suit individual contexts. This flexibility enhances the effectiveness of mentorship.
• Knowledgeable: A knowledgeable mentor has extensive understanding and expertise in their field. This deep understanding lends credibility to the advice and guidance provided, adding value to the mentorship relationship. It serves as a source of inspiration for the mentee to enhance their skills and knowledge.
• Open-mindedness : An open-minded mentor appreciates the mentee’s perspectives and suggestions. Valuing the mentee’s input fosters creativity and innovation. This trait helps the mentee feel understood and appreciated, bolstering the effectiveness of the mentorship.
• Constructive Feedback : This involves the mentor providing helpful, specific, and actionable suggestions for improvement. Constructive feedback encourages the mentee’s growth and reframes mistakes as learning opportunities. It’s valuable for constant performance enhancement.
• Integrity : A mentor with integrity blends honesty, trustworthiness, and strong moral principles in their mentoring. Such a mentor sets an example for the mentee, thus encouraging them to cultivate similar traits. It also builds trust and respect in the mentorship relationship.
• Approachability: An approachable mentor maintains an attitude and personal style that encourages open communication. This trait creates an atmosphere where mentees feel comfortable seeking advice or discussing issues. Approachability fosters a transparent and effective mentorship relationship.
• Respectfulness : A respectful mentor values the mentee’s individuality, time, and contributions. Respect nurtures a healthy and productive relationship. This ensures the mentee feels valued and boosts their involvement in the mentorship process.
• Dependability : Dependability in a mentor signifies reliability and constancy. A dependable mentor follows through on commitments, is punctual, and provides consistent support. This trait builds trust and certainty in the mentor-mentee relationship.
• Enthusiasm: An enthusiastic mentor shows excitement and passion in their mentoring role. Enthusiasm is contagious and can motivate the mentee towards their goals. An enthusiastic mentor often leaves a lasting impact, inspiring the mentee even beyond the mentoring relationship.
• Confidentiality: A mentor maintaining confidentiality respects the private information shared by the mentee. It’s vital for building trust and creating a secure environment for open communication. Confidentiality ensures that mentees are comfortable in expressing themselves without fear of repercussions.
• Commitment : A committed mentor devotes time, energy, and resources to the advancement of the mentee. This trait forms the backbone of successful mentorship. Commitment not only meets the mentee’s current needs, but also cultivates a continuous interest in their long-term development.

Mentorship Examples in Various Domains

• Career Guidance: This form of mentorship focuses on navigating the professional ladder. The mentor, equipped with extensive industry experience, guides the mentee through career choices and professional development. It’s a form of mentorship that shapes the mentee’s professional trajectory.
• Skill Development: Skill development mentorship is centered on the expansion of a specific set of skills. The mentor provides practical experience, tips, and guidance on a specific skill, whether artistic, technical, or otherwise. The desired outcome is to enhance the mentee’s proficiency in the skill area.
• Startup Advising: Startup advising involves experienced entrepreneurs guiding emerging business owners. They provide intensive mentoring on business operations, financial planning, and market strategies. This form of mentorship aims to build sustainable and profitable businesses.
• Leadership Training: Leadership training mentorship is concerned with enhancing leadership qualities . The mentor embodies effective leadership characteristics and guides the mentee through management techniques, team coordination, and strategic decisions. The focus here is on cultivating commendable leadership traits.
• Academic Counseling: This mentorship involves guiding students through their academic journey. Advice on course choices, study techniques, and future academic opportunities is provided. The intention is to help students maximise their academic potential and align their studies with their career goals .
• Personal Growth: This form of mentorship is focused on holistic personal development. The mentor guides the mentee through self-awareness training , emotional intelligence, and mindfulness practices. The goal is to foster personal evolution beyond professional confines.
• Technical Training: Here, the mentorship is centered around a specific technical skillset. The mentor, a specialist in the field, imparts advanced knowledge on complex technical processes and best practices. It ensures the mentee’s proficiency in a technical industry, often leading to enhanced job performance.
• Spiritual Guidance: This variant of mentorship focuses on guiding the mentee through spiritual development. This mentorship offers insights into various spiritual practices, offers emotional support, and encourages growth on a spiritual level. It provides a path to peace, understanding, and spiritual fulfillment.
• Financial Advising: Financial advising mentorship involves guidance on managing finances effectively. It offers guidance on investment strategies, budgeting, and retirement planning. Through this mentorship, mentees aim to achieve financial stability and growth.
• Athletic Coaching: Athletic coaching is a form of mentorship dedicated to sports training. It involves sports techniques training, fitness advice, and mental conditioning to promote optimum performance. The goal of this mentorship is to enhance the mentee’s athletic performance and sports career potential.

Description of a Good Mentor-Mentee Relationship

The mentor-mentee relationship is defined by mutual respect and shared objectives.

The mentor, backed by substantial experience and understanding, imparts their knowledge and expertise to the mentee.

This relationship thrives on communication , with both parties engaging in meaningful discussions. Trust forms the bedrock of this relationship, as confidentiality is maintained and respect is mutual.

Mentorship goals and expectations are explicitly set at the beginning of the mentorship. In furthering the mentee’s growth, feedback is given constructively and with the mentee’s best interests at heart.

The mentor’s role may evolve over time, from guiding and advising to inspiring and supporting.

Overall, the mentor-mentee relationship is one of learning and development, set in a culture of sharing, understanding, respect, and progress.

The concept of mentorship encompasses more than just a transfer of knowledge. It’s a comprehensive development process that reshapes both professional and personal aspects of a mentee’s life. Further, the mentors themselves often grow through the experience, refining their leadership, communication, and management skills. Hence, mentorship’s value is indispensable in any growth-oriented society.

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Mentor Essay | Free Mentor Essay Example and How to Becoming a Mentor Essay?

August 27, 2021 by Prasanna

Mentor Essay: What Is A Mentor? An experienced individual who helps you grow your skills, make better decisions, and gain new perspectives in your life and career is called a mentor and the person receiving it is called a mentee. Mentor Essays highlights that Mentors provide guidance, advice, feedback, and support to the mentee. They serve as various role models in the form of a teacher, counselor, advisor, sponsor, advocate, etc. As a mentee, your mentor will share their experience to give you guidance on your career or personal life.

You can read more  Essay Writing  about articles, events, people, sports, technology many more.

Qualities Define a Good Mentor

It is very important to select the best mentor. Some good qualities that all good mentors possess are:

• At the very first, your mentor should have a good record of success and more experience than you.
• A great mentor is someone who will help you to create a better version of yourself.
• “Look for mentors who are authentic, empathetic, creative and honest,” said White.
• You are always in search of someone who can give you proper guidance for your professional growth, but also someone who will speak the truth to you.
• Sometimes you need some constructive criticism, while other times you need someone who can encourage you on your success. A good mentor can provide all of those things.

Responsibilities of a Mentor

Mentor Essays tries to highlight the responsibilities of a good mentor.

A mentor can professionally guide the mentee in a  friendly and supportive way. A mentor should always try to meet the needs of the mentee. Following are the responsibilities of a successful mentor.

• Establishes, good relation with the mentee
• Understand the mentee’s explicit goals and objectives
• Respect your mentee and develop mutual trust with them.
• Ensure confidentiality of the matters and information discussed by the mentee.
• Help the mentee to take responsibility for their growth, development, and career planning on their own.
• Conduct meetings with mentees on a regular basis.
• Actively listens to mentee
• Provides, honest, and constructive feedback
• open to hearing feedback from your mentee.
• Follows the commitments made to the mentee
• Respects mentee’s limits
• Maintains a professional relationship, doesn’t enter into the mentee’s personal life or expects to be close friends
• Ends the relationship at the agreed time

Responsibilities of a Mentee

A healthy relationship is a result of both parties. Mentor essays point out that mentees are also equally important to develop a healthy relationship with a mentor. Some of the responsibilities of the mentees are:

• Share your ideas, concerns and professional goals. with your mentor openly.
• Be punctual for your mentoring sessions.
• provide a brief update on progress.
• Respect and trust your mentor.
• Your mentor’s role is to share valuable experiences with you. He is not responsible for your career..
• Ask direct questions about your needs.
• Ask questions without any hesitation. Don’t be shy about asking,
• Capture ideas and insights from the session
• Stick to the commitments you and your mentor make to each other.
• Respect your mentor’s personal boundaries. Don’t inundate your mentor with emails or phone calls.
• Remember to appreciate your mentor after each session. This will let your mentor know how he or she is making a difference for you.

Mentor and Mentee Relationship

In Mentor essays, I would like to corner that no relationship is perfect, the same is the case with mentor and mentee relationships. Each relationship has its own features. A mentor and mentee should respect and trust each other. And who knows? This mentor and mentee relationship might turn into a life-long friendship.

No mentor and mentee relationship is the same. They come in different shapes and sizes. However, there are key qualities that each mentor-mentee relationship should have to possess:

• Willingness to help each other succeed
• Disseminate information as needed
• Give and receive feedback both ways
• Improve interpersonal skills
• Actively listen and communicate
• Empathize for one another
• Respect each person’s time

Mentor essays will make you aware that rather than learning through trial and error, a mentor is a person you can look for.

Short Mentor Essay

A mentor is someone who educates, instructs, inspires  and shows the correct path to another person through their past experience. In everyone’s life, there is a person who is the role model, or someone you admire and that someone is your mentor. The one who can change the way you feel about certain issues for the better. In the Mentor essays you will get to know that generally, a mentor is someone who is always there for you and enjoys listening and talking to you. A mentor is one of the important people who serves as an advisor and is confident with whom a person can be open to discuss various issues. In fact, a mentor is a source of experience and information from which you can learn.

A mentor can make an actual difference in your work life as well as your personal life. The impact of a mentor’s guidance and wisdom now may not be realized at the beginning but you will realize its positive impact over time and go on to become a mentor to others.

FAQ’s on Mentor Essay

Question 1. What is the role of a mentee?

Answer: To have a strong bond between a mentor and a mentee, mentee also have a certain role;e to play some of them are:

• Share your goals and fears openly with a mentor.
• Don’t expect the mentor to do spoon-feeding.
• Share your failures and struggling issues.
• Listen to the mentor carefully and then apply the mentor’s guidance.
• Always respect and value the mentor’s support.
• Keep a professional relationship with the mentor

Question 2. What are the key qualities of a good mentor?

Answer: Key Qualities of a Good Mentor are

• Good listener

Question 3. What are the 3 A’s in a mentorship?

Answer: In an effective mentorship, the three A’s comprise active listening, availability, and analysis. If your mentor has these 3 A’s you will feel like you’re in safe hands and gain value for your business.

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Center for Engaged Learning

Academic play: the power of mentoring.

by Caroline J. Ketcham

September 5, 2024

If Einstein says play is the highest form of research, I like to think undergraduate research is one of the purist forms of academic play. I thoroughly enjoy the sandboxes, obstacle courses, and playgrounds I have gotten to engage in with students and colleagues over my career. I often think, how did I get so lucky and how did I get started? Let’s do a little reflecting in hopes that it sparks you to think of your scholarly roots and how this concept factors into our work planting roots with our students.

I often think back to my undergraduate experience and the seeds planted for what bloomed along my professional journey. I learned to play in the academic space as an undergrad. I was a student-athlete and pre-med. During a j-term shadowing experience, I learned the reality that my physiology and medicine were not compatible. I hit the floor 3 times in my 3 weeks of shadowing – it got worse, not better. My dream of helping people and doing science had to come from a different doctorate path. I know I was lucky to be at an institution that supported engaged learning. I took advantage. I had two undergraduate research experiences at Colby – both course-imbedded and stacked study away experiences

• The 1st was a Jan-plan course measuring the biodiversity in the Mojave Desert. Two professors and 15 students. We cooked, counted plants in squares, and had some of the most intense discussions about adult issues over campfires at night.
• The 2nd was a study away semester with sea education association in Woods Hole. After 6 weeks of course work, 7 faculty and 21 students were the crew and research staff on a 100ft staysail schooner from Miami – Bahamas – Bermuda – Nova Scotia – Cape Cod. Each of the 21 students led a research project, and we all supported each other’s research. My project was Chlorophyll A in the Sargasso Sea. It was everything – cool, challenging, unique. Celestial navigation is no joke – math skills matter.

These project topics did not become the topics of my academic journey, but I can’t help but credit their role in nurturing my curious spirit, teaching me about collaboration and helping my learning be process- rather than outcome-oriented – perhaps it was an important component of launching me into a career of research, teaching, mentoring. When I graduated from undergrad, I didn’t even know exercise science was a field and I could merge my interests of neuroscience, athletics, and movement together – but here I am.

I kept saying yes to opportunities and grabbed on to mentors that poured into me and my growth in all the ways we know that matter ( mentoring matters ). I like to say, I never really quit college – just changed roles. And while I pursued a career as an academic, I can promise you that this process is transformational to who our students become no matter their next. The process (the fun, the messy, the ah ha moments) of research, the relationship with mentors and peers – this is about bridge building – bridge building to their next – whatever it may be.

Students and mentor work closely together, building a proposal and learning about each other’s goals and expectations. Do not take this time for granted. These are relationships that are foundational to our trajectories. Like me, students may change project focus or career paths, but these relationships shape who we are as scholars, clinicians, leaders, and humans (Mentoring for Learner Success Part 1 , Part 2 , Part 3 ). Treat these relationships with care and know that they, as with all relationships, will not be smooth – but mentoring relationships are worth it.

Research mentoring is a particularly vulnerable lane of teaching and learning. Most of us excel as students, and the research process is by its nature messy, jagged, exciting, frustrating, and well, includes lots of ups and downs. To date I have mentored or co-mentored a lot of students formally and countless more informally.

The conversations, the honesty, the time, and outcomes are a big part of what makes our jobs in academia meaningful. I do it in part because of the mentoring relationships I have had throughout my journey some formal and many more informally. These include a professor who gave me a zero on a lab report I turned in complete and on time – because he wanted to help me be a better writer. He really started me on HOW to be a writer, and mentors and colleagues that came after continue to help me in this ongoing journey; writing is hard for many of us – and for me, letting people into my writing process has made me a better writer!

We are a product of a series of relationships with integrity, with curiosity, with respect, with vulnerability, with fear, with success, with conflict, with consequences – and with each other. My point is we don’t do this alone; we can’t do this alone. We are better together because these relationships allow us to learn and grow as people, as partners, and as scholars. Let your mentors in on your learning process and personal growth; mentors here to guide and support and that part often looks – well – it definitely doesn’t look perfect – and it often requires a lot of patience. I do high quality scholarship with students and colleagues that have been part of my vulnerability as a scholar and letting them into and being part of their process of growth matters!

I also hope all of us find time and space in our respective journeys to read and attend events that don’t fit academic lines or majors. For some, this comes easy, and if you are one of the lucky ones, celebrate this. I have had to build in habits of reading off topic, and it definitely ebbs and flows. Find me on the sidewalks or in our local coffee shop; I am always happy to talk about what I am reading and what events have sparked my curiosity. I also want to hear about yours. Here are some nuggets from two books that continue to resonate with me.

One book that I highly recommend for all ages and stages is Bravey by Alexi Pappas . Alexi is an Olympic runner and filmmaker. Alexi is full of nuggets. She talks about mentors, personal growth, and challenge. She was on our campus in Spring 2024 and her energy and message is accessible and playful – all right up my alley. Here are a few of Alexi’s nuggets I want to amplify:

• First: actions, then thoughts, then feelings. In a time when she was in post Olympic depression, a therapist helped her practice that it is about the actions and habits first – walking the walk eventually leads to change in thoughts and with more practice and time to a change in feelings – but it takes time.
• Another nugget a coach taught her about the rule of 3rds – when doing the work to reach goals you have committed to for a set period of time – 1/3 of the time will feel easy/amazing, 1/3 of the time will feel hard/like a grind, and 1/3 of the time will feel fine/meh. That is the sweet spot of growth – it shouldn’t always feel amazing or like a grind. Our journeys should/will have all the feels and that is ok!
• The last nugget I will share she borrowed from a roommate. Every once in a while, she would hear her roommate yell across the house: “NEW DAY!” Alexi asked her why she yelled that, and the roommate said, when I am having a bad day, I start over. PJs on, back in bed, close eyes for a minute and then start the day over – shower, breakfast, it starts a New Day. This – that pivot of – let’s just try this again can really serve as a reset. Don’t be afraid to reset – reset your day, reset a moment, reset a conversation, reset a semester. You can always start a New Day. Alexi has many more nuggets in Bravey – it is a quick read and worth it.

The second book that has stuck with me after reading it several years ago is Emotional Success by David DeSteno . He discusses the power of three virtues that are important to happiness and success in a forward-thinking framework. What I like about these virtues is they aren’t the typical individually focused virtues – grit, passion, perseverance, work ethic. Rather his three virtues are shared, social, and anti-individual. These capture my experiences as a scholar, mentored and mentoring. Gratitude, Compassion, and Pride. . . gratitude, compassion and pride.

Showing gratitude of the time promised and spent as part of mentored relationships – for work put in and compassion for progress not realized, for life that gets in the way, of the many balls we juggle and hats we wear. The colleagues and students I work with are there to pick up balls dropped. Maybe they do it because I did it for them but more likely because we together have worked to foster our community of caring and community where we want each individual and our work to succeed – we are not in competition but in collaboration.

With this work and success comes Pride; proud of ourselves and proud of each other. Each of these virtues requires the ability to look and live forward; to see the work and relationships built now are also important for the future. I strongly believe this gratitude, compassion, and pride are contagious- we can be the change we want to see. Fostering these virtues as part of a mentored undergraduate research experience is really where the power is in these opportunities.

The last concept I want to touch on should come naturally if our focus is on the three virtues of living with gratitude, compassion, and pride. I have a need to address this explicitly as a mother and a scholar – it matters to our shared futures – comparisons and judgement – not worth it, not helpful.

We need to be more than mindful of wording and rather be mindful of the climate created when comparisons and judgement enter our conversations. This is not easy! No one can guarantee it will all “work out,” whatever that even means. My plea to all humans is to stop this dialogue on comparisons of any sorts. Comparisons as students, as parents, as scholars, as friends. It is hurtful to many families and individuals that will never surpass societal standards. Frankly, it is hurtful to all of us.

Instead, it would be so powerful to help each other embrace our individual and collective strengths right where we are and raise the bar around progress not around some societal/social standard. I think it would do a lot for embracing neurodiversity and diversity of all kinds. I also know many of us would find happiness, joy, and notice success along the journey and in the process in so many important ways –  that is what matters.

Walk your journey with gratitude, compassion, and pride and be willing to start a new day or moment as needed. Treasure mentored opportunities to grow, reflect, and find challenge. To walk with vulnerability and without leading with fear and ego. To resist comparisons and rather embrace building on strengths while growing through challenges.

Our scholarly journey is not done alone. Our journeys are best done with friends. Do the work to foster those relationships, then pay it forward…. And don’t forget to play!

Ketcham, Caroline J., Eric E. Hall, and Paul C. Miller. 2017. “Co-Mentoring Undergraduate Research: Student, Faculty and Institutional Perspectives.” PURM: Perspectives of Undergraduate Research Mentoring 6 (1): 1-13. PDF LINK

Vandermaas-Peeler, Maureen, Cynthia Fair, and Caroline Ketcham. 2022. “Mentoring for Learner Success: Mentoring is not (just) having a cup of coffee, part 1.” Center for Engaged Learning (blog), Elon University, August 8, 2022.  https://www.centerforengagedlearning.org/mentoring-for-learner-success-mentoring-is-not-just-having-a-cup-of-coffee-part-1 .

Vandermaas-Peeler, Maureen, Cynthia Fair, and Caroline Ketcham. 2022. “Mentoring for Learner Success: Mentoring is not (just) having a cup of coffee, part 2.” Center for Engaged Learning (blog), Elon University, August 10, 2022.  https://www.centerforengagedlearning.org/mentoring-for-learner-success-mentoring-is-not-just-having-a-cup-of-coffee-part-2 .

Vandermaas-Peeler, Maureen, Cynthia Fair, and Caroline Ketcham. 2022. “Mentoring for Learner Success: Mentoring is not (just) having a cup of coffee, part 3.” Center for Engaged Learning (blog), Elon University, August 12, 2022.  https://www.centerforengagedlearning.org/mentoring-for-learner-success-mentoring-is-not-just-having-a-cup-of-coffee-part-3 .

About the Author

Caroline J. Ketcham is a professor of exercise science at Elon University and a seminar leader for the  2024-2026 CEL Research Seminar on Affirming and Inclusive Engaged Learning for Neurodivergent Students . As the  2021-2023 Center for Engaged Learning Scholar , she focused on Supporting Neurodiverse and Physically Disabled Students in Engaged Learning . In 2023, she was recognized with Elon’s Distinguished Scholar Award .

How to Cite This Post

Ketcham, Caroline J. 2024. “Academic Play: The Power of Mentoring.” Center for Engaged Learning (blog), Elon University. September 4, 2024. https://www.centerforengagedlearning.org/academic-play-the-power-of-mentoring/

• Mentoring Relationships
• Caroline J. Ketcham

• Career Advice

Making a Mentorship Work

By  Susan L. Phillips and Susan T. Dennison

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Many new faculty members wonder if getting a mentor to help them get started and advance in academe is a good idea. If you are one of them, and you are considering a mentoring relationship, you may be asking yourself if it will be worth the time and effort. Perhaps you are concerned that if you ask for mentoring, you will be seen as needy or incompetent.

In our experience, the new faculty members who pursue mentoring are very successful people who never miss an opportunity to improve their careers. If you search online for “tips for new faculty,” every article or list will include mentoring. You will find that a good mentoring relationship can support you in clarifying your needs and help you strategize ways to meet your goals.

Regardless of how successful you have been through your doctoral program, postdoctorate or other interim employment, you will find that university life is very different. The academic life often puts us alone in our classrooms, offices and labs, so many new faculty members feel a sense of isolation on campus. New faculty typically feel swamped with teaching responsibilities and find themselves facing the constant new deadlines of classes and exams, leaving little time for writing up their research.

The other stressor many new faculty members experience is the impostor syndrome, the sneaking dread that you aren’t really ready for this and that someone will find out. This feeling is common to most people starting something new and momentous. Don’t worry; it will go away.

It might be helpful here to list the characteristics of quick starters:

• They get connected across campus.
• Their work habits reflect goals.
• They write three or more times per week.
• They strategically plan service commitments.
• They seek multiple mentors.

As a new faculty member, you will have some typical needs during your first year or two that reflect the issues that we've raised here. You need to make connections both within and outside your department. Although you can think of several work-related reasons for this, a sense of collegiality and community is essential to a successful and happy career. You will have so many new responsibilities that it will be helpful to have someone who has been where you are to help you prioritize them and develop the time-management skills to keep you productive rather than panicked. A mentor can help you determine the right balance of time spent on teaching and research for your department and institution. Last, but by no means least, a mentor can give you permission to take care of yourself and maintain the work-life balance that prevents burnout.

Selecting a Mentor

In choosing a mentor, you need to consider your personality and communication style. We find that both mentors and mentees come in two varieties: either they want their meetings to be all business and strictly focused on the path to tenure, or they appreciate spending some of the time on relaxed conversation and life balance issues. Do you want someone who is the same as or the opposite of who you are? If you tend to let things slide, you may want someone who will keep the pressure on. If you work until you drop, you might benefit from someone who will tell you to take care of yourself.

There are benefits to having different mentors as you progress toward tenure. A five- to six-year relationship can get stale, and it is a large commitment to ask of someone. If your department is large enough, having one mentor for your first year, then another to take you up to reappointment and a third to take you the rest of the way to tenure allows you to discuss your research with at least three senior faculty members in your department.

It will be helpful to have people on your tenure committee who have had the time to talk with you and understand your research. If it is a large department, you might want to have a different person each year (although that may make a good fit with each person less likely). You might find it helpful to get different points of view on your work, and it is good to know what expectations each senior faculty member has for your tenure dossier.

You will also benefit from having a mentor outside your department. If your university has a campuswide mentoring program, you can find an outside mentor through that program. If not, ask your department head to help you find someone. It is important that you have someone outside the department with whom to talk. There is no way around the fact that the mentor in your department will be voting on your tenure someday, and you may not wish to share all of your concerns with that person.

In each case, it would be helpful to have the opportunity to talk briefly with a potential mentor to see if he or she is a good fit for you. It doesn’t have to be a long conversation; for our universitywide mentoring program, we use a five-minute speed-meet event. So, prepare an elevator talk about yourself that includes questions about potential mentors and use it when you meet colleagues in or outside your department. Then file away potentially good matches for future consideration. Another possibility is to ask a potential next mentor for advice on a particular matter and see how it goes.

What to Expect

Initially you will want to get to know your mentor. What are his or her areas of expertise in teaching? In research? What are your mentor’s outside interests? If you are young and juggling the responsibilities of work and a family, has your mentor been through that experience?

At your first meeting with your mentor, you will also want to set expectations on both sides. It is important to establish the boundaries of the relationship within which you will both feel comfortable. Here are some questions you will want to ask:

• How often will you meet?
• How long will the meetings be?
• Will you have email contact between meetings?
• Can you ask advice for a spur-of-the-moment concern?
• Can you attend university events together?

The second order of business will be a needs assessment. It is a good idea to do this with each new mentor because your needs will change, and each mentor may be able to help you address different needs. You will be the driving force behind what you and your mentor choose to talk about, but ask your mentor to question you as well; he or she may be aware of issues that are not on your radar.

One good use you can make of each mentor is to have him or her hold you accountable to accomplish something between meetings and ask you about it. That will be particularly useful regarding your writing, since teaching and departmental responsibilities have regular deadlines, and it is easy to put off writing time. Writing is part of your job description and should be scheduled just like class time.

We recommend coffee meetings for 90 minutes. Lunch and dinner meetings require too much time spent eating and ordering food. If this is your first year as a professor, and you have a mentor in your department, you might want to meet every couple of weeks for the first month or so. After that, monthly meetings should be adequate for the first year. You might also attend university events together; this will be helpful as you will not feel so isolated and your mentor can introduce you to people.

It is also good to observe your mentor teaching and have your mentor provide a formative assessment of your teaching (rather than a summative assessment, which involves judging the quality of your teaching for your department head). If such summative assessments are part of your departmental mentor’s duties, then ask for several formative assessments, so your mentor can write a summative assessment that includes growth during the year.

You will probably find that, as the year goes on, you need to meet with your mentor less. In our experience, that is a natural progression and serves as an indicator that soon you will move on to a new mentor.

Ask your current mentor for advice on this; discuss the possibilities in terms of your current and expected needs. As your formal relationship ends, ask whether you can contact him or her in the future or meet for coffee once a year. Regular meetings can keep a former mentor who will vote on your tenure up-to-date with developments in your work.

Assessing Your Mentoring Experience

You should take the time to assess how your mentoring experience went at the end of each formalized relationship. The person who set up the program, whether it is universitywide or departmental, will need to know what worked and what did not. Providing feedback to him or her helps to improve the program in the future. If it is within your department, then it will also improve your continuing program.

You probably will want to do some kind of informal assessment at least midway through your year in a mentoring relationship. What is going well that you want to continue? What is proving to be less than helpful that you’d like to stop? What is missing that you need to start addressing? Take a look at the goals you set for yourself. Is the experience meeting your expectations? Were your expectations realistic? Taking careful stock of the experience at the end of each year will help you choose your next mentor and plan what you want to get out of your next mentoring experience.

Finally, show gratitude to your mentor. If your mentor gives you some advice that turns out to be just what you needed, then tell him or her so and say thank you. You will probably find that you can help your mentor in ways as well, so that the relationship is reciprocal. That is the ideal mentoring relationship.

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Introduction to Mentoring: A Guide for Mentors and Mentees

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In 2006, American Psychological Association (APA) President Gerald P. Koocher, PhD, convened a presidential task force on mentoring to connect psychology graduate students and early career psychologists with more experienced senior psychologists in a range of mentoring relationships that cut across areas of scientific and professional interests. The mission of the task force was to work with organizations and individuals to facilitate mentoring relationships both formal and informal; and to leave structures in place that will sustain mentoring as an integral part of being a psychologist. To accomplish this goal, the task force created a training program for potential mentors and mentees that is appropriate for State, Provincial, and Territorial Psychological Associations and Divisions. A pilot mentoring program is being launched at the 2006 convention and if it proves successful, a broader program may be established. A long term goal is to establish web-based networking for the APA membership. Further, the task force hopes these efforts will inspire diverse educational, research, and policy outcomes. To gather support for this endeavor, the task force established partnerships with the Policy and Planning Board as well as other boards and committees. They sponsored special programming at the 2006 convention that stemmed from this initiative. This Introduction to Mentoring was produced as a general guide for prospective mentors and mentees who are interested in engaging in professional developmental relationships

A mentor is an individual with expertise who can help develop the career of a mentee. A mentor often has two primary functions for the mentee. The career-related function establishes the mentor as a coach who provides advice to enhance the mentee’s professional performance and development. The psychosocial function establishes the mentor as a role model and support system for the mentee. Both functions provide explicit and implicit lessons related to professional development as well as general work–life balance.

For the purposes of this document, it is important to differentiate between the terms protégé and mentee . The term protégé has a clear history in mentoring research and primarily applies to individuals engaged in senior–mentor and junior–protégé relationships within an organization where protégés are clearly identified as “under the wing” of a mentor — protected and nurtured over time. The term mentee is used here to refer to the broad range of individuals who may be in the role of “learner” in mentoring relationships, regardless of the age or position of the mentor and mentee.

Research has consistently found mentored individuals to be more satisfied and committed to their professions than non-mentored individuals (Wanberg, Welsh, & Hezlett, 2003). Furthermore, mentored individuals often earn higher performance evaluations, higher salaries, and faster career progress than non-mentored individuals. Mentors can also benefit from a successful mentoring relationship by deriving satisfaction from helping to develop the next generation of leaders, feeling rejuvenated in their own career development, learning how to use new technologies, or becoming aware of issues, methods, or perspectives that are important to their field.

In the initiation stage , two individuals enter into a mentoring relationship. For informal mentoring, the matching process occurs through professional or social interactions between potential mentors and mentees. Potential mentees search for experienced, successful people whom they admire and perceive as good role models. Potential mentors search for talented people who are "coachable." Mentoring research describes this stage as a period when a potential mentee proves him- or herself worthy of a mentor's attention. Both parties seek a positive, enjoyable relationship that would justify the extra time and effort required in mentoring.

Formal mentoring programs manage the matching process instead of letting these relationships emerge on their own. Good matching programs are sensitive to demographic variables as well as common professional interests. The assignment of a mentee to a mentor varies greatly across formal mentoring programs. Mentors may review mentee profiles and select their mentees or program administrators may match mentors and mentees. Regardless of the method, a good formal mentoring program would require both parties to explore the relationship and evaluate the appropriateness of the mentor–mentee match.

The cultivation stage is the primary stage of learning and development. Assuming a successful initiation stage, during the cultivation stage, the mentee learns from the mentor. Two broad mentoring functions are at their peak during this stage. The career-related function often emerges first when the mentor coaches the mentee on how to work effectively and efficiently. Coaching may be active within the mentee's organization when a mentor assigns challenging assignments to the mentee, maximizes the mentee's exposure and visibility in the organization, and actively sponsors the mentee through promotions and recognition. Mentors outside of the mentee's organization can also provide valuable advice on how to thrive and survive; although they lack organizational power to directly intervene on behalf of the mentee. The psychosocial function emerges after the mentor and mentee have established an interpersonal bond. Within this function, the mentor accepts and confirms the mentee's professional identity and the relationship matures into a strong friendship.

The cultivation stage is generally a positive one for both mentor and mentee. The mentor teaches the mentee valuable lessons gained from the mentor's experience and expertise. The mentee may also teach the mentor valuable lessons related to new technologies, new methodologies, and emerging issues in the field.

The separation stage generally describes the end of a mentoring relationship. The relationship may end for a number of reasons. There may be nothing left to learn, the mentee may want to establish an independent identity, or the mentor may send the mentee off on his or her own the way a parent sends off an adult child. If the relationship's end is not accepted by both parties, this stage can be stressful with one party unwilling to accept the loss. Problems between the mentor and mentee arise when only one party wants to terminate the mentoring relationship. Mentees may feel abandoned, betrayed, or unprepared if they perceive the separation to be premature. Mentors may feel betrayed or used if the mentee no longer seeks their counsel or support.

During the redefinition stage , both mentor and mentee recognize that their relationship can continue but that it will not be the same as their mentoring relationship. If both parties successfully negotiate through the separation stage, the relationship can evolve into a collegial relationship or social friendship. Unlike the cultivation stage, the focus of the relationship is no longer centered on the mentee's career development. The former mentor may establish mentoring relationships with new mentees. Likewise, the former mentee may serve as a mentor to others.

The mentoring relationship is inherently flexible and can vary tremendously in its form and function. The mentoring relationship exists between one individual in need of developmental guidance and another individual who is both capable and willing to provide that guidance. Further, the mentoring relationship represents an important developmental relationship for the mentee as it supports and facilitates his or her professional development. Given the wide variety of mentoring relationships, they are broadly classified as formal or informal (Chao, Walz, & Gardner, 1992) according to the manner in which the relationship formed. Below are some of the possible needs of mentees, roles and characteristics of mentors, and settings for the relationship, which can be combined to create a wide variety of relationships.

Mentee Needs

• Guidance in a general or specific professional area
• Series of questions or issues
• Broad career development
• Early career development
• Ethical and moral guidance
• Assistance in navigating professional settings, institutions, structures, and politics
• Professional identity development guidance

Roles and Characteristics of Mentors

• Acts as an experienced role model
• Provides acceptance, encouragement, and moral support
• Provides wisdom, advice, counsel, coaching
• Acts as a sponsor in professional organizations, supports networking efforts
• Assists with the navigation of professional settings, institutions, structures, and politics
• Facilitates professional development
• Challenges and encourages appropriately to facilitate growth
• Provides nourishment, caring, and protection
• Integrates professional support with other areas such as faith, family, and community
• Accepts assistance from mentee in mentor's professional responsibilities within appropriate limits
• Enjoys the opportunity to pass on their wisdom and knowledge and collaboration with early career professionals
• Professional settings
• Organizations (e.g., APA)
• Internet, email, telephone
• Informal national and international networks within specialties

Relationship Types

• Established career and early career
• Professor to student
• Professional to professional
• Peer mentoring (same developmental level with specific experiential differences)
• Parent-like features can be present
• Task-focused versus relationship-based
• Daily contact versus less frequent contact
• Short-versus long-term mentorships
• Collegial collaborations

Informal Mentoring

Informal mentoring relationships develop spontaneously and are not managed or specifically recognized as a mentoring relationship within a larger organization. A mentor reaches out to a mentee (or vice versa) and a relationship develops which benefits the mentee's professional development. Due to the spontaneous development, these relationships depend somewhat more on the individuals having things in common and feeling comfortable with each other from the beginning. The relationship may develop out of a specific need by the mentee around a task or situation for guidance, support, or advice. The relationship is most likely to be initiated by the mentee as she or he seeks support around a specific task. This type of relationship might also develop when an established professional needs an early career professional to complete certain tasks within an office or project setting.

Formal Mentoring

Formal mentoring relationships develop within organizational structures that are specifically designed to facilitate the creation and maintenance of such relationships. Wanberg, Welsh, and Hezlett (2003) identified six primary characteristics of formal mentoring programs that can directly influence the program's effectiveness: (a) program objectives, (b) selection of participants, (c) matching of mentors and mentees, (d) training for mentors and mentees, (e) guidelines for frequency of meeting, and (f) a goal-setting process. Program objectives may vary from socializing newcomers into an organization to intense career development of a target population (e.g., high potential people, women, ethnic minorities). These objectives affect the scope of the mentoring and will help drive goal-setting and training objectives. Formal mentoring programs are generally more effective when mentors voluntarily participate (rather than being drafted or coerced) and are intrinsically motivated to help mentees (Baugh & Fagenson-Eland, in press).

Formal programs vary widely in their methods to match mentors and mentees, and in their preparation of individuals to engage in mentoring. Programs that solicit important matching criteria from both parties are more likely to initiate successful mentorships. Matching criteria may include professional interests, demographics, geographical location, human interest factors (e.g., hobbies, lifestyles), personality, values, and learning orientation.

Orientation or training programs for mentors and mentees can help both parties establish a psychological contract for the relationship. Training objectives can include clear communications of expectations of the relationship, goal-setting procedures, conflict resolution skills, and general structure of the mentoring program. Furthermore, these programs often suggest guidelines for frequency of meetings. Ragins, Cotton, and Miller (2000) found such guidelines were related to more frequent meetings and more mentoring. Typical guidelines suggest one or two meetings per month and specify the mentee as the responsible party to initiate these meetings.

Finally, a goal-setting process provides structure to the relationship. Good goals are specific, measurable, attainable, relevant, and time-bound.

Developmental Networks and Mentoring

Mentees often have more than one mentor throughout their careers. With multiple mentors, a mentee can benefit from different mentors who have a variety of experiences and skill strengths to share. A developmental network perspective is used to expand our understanding of mentoring. Different mentors may be able to address different developmental needs of mentees in order to facilitate career progress.

Filstad (2004) observed that most organizational newcomers had multiple role models that served different needs during the work adjustment process. Although most of the mentoring research has focused on only one mentor–mentee relationship, Kram (1985) recognized relationship constellations that provide multiple sources of developmental support for a mentee. More recently, Higgins, Chandler, and Kram (in press) provide a theoretical framework to reconceptualize mentoring. The typology of developmental networks is described by two dimensions: (a) the diversity of social systems from which mentees draw upon to form developmental relationships, and (b) the strength of these relationships.

For early career psychologists, a matrix of mentors and developmental functions is presented in Table 1 (PDF, 182KB). Consistent with developmental networks, the matrix recognizes that one mentor may not address all of a mentee's developmental needs and that additional mentors may be needed to fill in the gaps (Chao, in press).

A mentor's position, relative to the mentee, is typically superior in status and power, although some mentors may be peers and others may even be subordinate to the mentee. Mentors who have professional roles that are superior to the mentee often have power to affect the mentee's career development. They may be in positions of authority to evaluate the career progress of the mentee or to provide resources and experiences that enhance the mentee's development. These mentors also can use their power indirectly, by influencing people who are directly responsible for the mentee. In contrast, peer mentors typically do not exercise formal power over mentees, but they often provide support and both partners share lessons learned as their careers progress. Their similar positions and shared developmental needs provide a common ground for peer mentoring. Finally, subordinate mentors can be rich sources of information about people and procedures. Mentees who are new to an organization may be more comfortable asking a subordinate or staff person for help because making the request and receiving evaluations are generally less threatening.

In addition to superior, peer, and subordinate types of mentors, these relationships can be distinguished by the key criteria that match a mentor with a mentee. Typically mentees are drawn to mentors who have key experiences in a particular professional specialty or interest area. The professional area is an obvious matching criterion, but it is not the only one. Mentees often seek mentors who share important demographic characteristics such as gender, race, religion, and sexual orientation. Furthermore, mentees can identify with particular mentors who have values, attitudes, and experiences that the mentee holds or aspires to have.

Table 1 (PDF, 182KB) illustrates how different mentors may help a mentee address a variety of developmental needs. This table is presented as an example and is not an exhaustive list of mentoring relationships or types of mentoring support. Across the top of the table are six types of mentoring relationships describing mentors who are senior, peer, or junior to the mentee, and also describing matches based on professional interest, demographics, or common values and experiences. Four career-related and four psychosocial mentoring functions are described for early career psychologists. Table 1 illustrates how a senior mentor may be well-positioned to help a mentee publish scholarship and obtain tenure, yet that senior mentor may not be well-positioned to help a mentee balance work–family issues. Thus, multiple mentors may be better than a single mentor. Although there is some research to support the use of multiple role models or mentors (cf. Filstad, 2004), more information is needed to know how mentees synthesize lessons learned and how they resolve conflicting information and advice.

Many psychologists are familiar with the necessity of rapport development with clients for positive therapeutic outcomes. The therapeutic relationship plays a pivotal role in the experience for both client and practitioner. Successful mentoring also depends on the quality of the relationship between mentor and mentee. Mentoring relationships may involve sharing more personal information related to professional growth whereas in therapeutic relationships, the therapist is likely to have stricter boundaries of self-disclosure. Training programs for counselors do not assume that trainees come with the knowledge necessary to develop strong rapport with clients, however little guidance is offered to mentors or mentees about the dos and don'ts of establishing a healthy mentoring relationship. The mentoring relationship mirrors in many ways a relationship between a counselor and a client, however it differs significantly in other ways. Areas in which the two overlap include positive regard, setting boundaries, active listening, and ethical behavior. However, one important area in which the mentoring relationship does not parallel a therapeutic relationship is that it is specifically not therapy.

In an effort to facilitate the development of functional and successful mentor relationships, articulating the rules of etiquette for these encounters may prove beneficial for both mentors and mentees. Although not intended to be comprehensive, this Introduction to Mentoring outlines key points that are essential to the development of rapport and the evolution of functional mentor relationships. Some points may be more appropriate for mentor relationships between two professionals and others more appropriate for mentor relationships between a student and a professional. These points are stated under the rubric of etiquette, along the lines of the conduct agreed upon by professionals to be observed in social and professional life.

Frequently both parties come to a mentor relationship with divergent expectations. Mentors may enter a mentor relationship to pass on wisdom received from their mentors. Mentees may solicit a mentor for counsel on career development. Some mentors may conceptualize the relationship as a business arrangement in which both parties benefit and some mentees may feel entitled to the attention of the mentor. The Stages of Mentoring section of this guide outlined the mentor relationship and establishing appropriate boundaries and warned that the relationship can devolve into a tangle from which both mentor and mentee wish to escape. What mentor does not have a story about a mentee who turned into a nightmare and a drain on resources? What mentee has not had a less than stellar mentor with stories about the hardships suffered under a tyrannical mentor? With some forethought and empathy, the mentoring experience can prove not only beneficial for all involved, but also lay the groundwork for a lifelong professional relationship.

Carl Rogers (1957) argued that all that was necessary for a successful therapeutic encounter was unconditional positive regard. Although this may not be sufficient to guarantee a successful mentor relationship, any relationship without a shared sense of respect is likely to quickly become dysfunctional. Respect is a cornerstone of the mentoring process. In a world where resources are in short supply and stress levels at all-time highs, respect can serve as a social lubricant for mentoring—respect for both mentor and mentee. Without shared positive regard, encounters become taxing and productivity levels fall. However, it is from a place of respect that a mentor understands the multiple forces involved in the struggle for professional identity development in the mentee and it is from a place of respect that the mentee understands the time limitations under which a mentor struggles. Although respect is earned and develops over time, it is a wise mentor and mentee who enter their relationship from a respectful stance.

A mentor who is clear and upfront about what the mentee can expect from a mentoring relationship, who guides the process, and who sets appropriate boundaries, creates an environment in which the relationship can thrive. A mentor who can provide perspective during critical incidents, and encourage the mentee to find balance, enables growth through the relationship. From the mentee's perspective, respectful behaviors such as punctuality, reliability, and the development of an independent work style, create an environment in which the mentor can best meet the needs of the mentee. This broad perspective may help a mentee to understand and value that the mentor relationship can be the start of a long-term, mutual, professional relationship that changes over time.

The number of complex circumstances and interactions in a mentor relationship are limitless, but basic social etiquette can be applied successfully in most cases. Respect, sensitivity, and equanimity can always serve the mentor and mentee well. Specifically, Table 2  (PDF, 120KB) lists a number of do and don't recommendations differentiated by mentor and mentee, though most can be applied to both parties.

Are ethical guidelines needed for mentoring when this process involves two adults? Should these guidelines rise to the level of standards? That is, should ethical guidelines be mandatory? Psychologist Linda Phillips-Jones suggested that standards for mentoring are not required but that better preparation for both mentors and mentees is needed ( Mentoring Group ; retrieved November 15, 2005).

Most professions have an established code of conduct, often called an ethics code. The APA's Ethical Principles of Psychologists and Code of Conduct is subdivided into five general principles and 10 standards (APA, 2002). The general principles can be seen as an aspirational guide to appropriate interactions with others in many situations, including mentoring. They do not, however, dictate what is good and bad mentoring. The following section provides an illustration of the relationship of these ethical principles to the mentoring relationship.

APA ethical principles

Principle A is Beneficence and Nonmaleficence . Psychologists should try to help others and be careful not to harm them. Although this is good advice, it may be harder to define both help and harm in the mentoring relationship than in more formal psychological relationships. When considering this principle, psychologists must also be aware that mentoring is a mutual relationship. Although one member of this relationship is viewed as having information and skills that will assist the other, the relationship is reciprocal: Each can benefit from the other over the course of the relationship. Therefore, it is not just the mentor who must remember this principle but also the mentee. The actual process of addressing this principle will be related to the purpose of the mentoring. For example, if mentoring exists within a research context, there are issues of workload and publication credit. On the other hand, if the mentoring is within an organizational context, issues may be more closely related to confidentiality and navigation of internal political systems.

Principle B, Fidelity and Responsibility , leads the mentor to clarify the roles of each party to the relationship. Part of this clarification process is establishing that the mentor will help the mentee and not just use the mentee to further his or her own career. When these roles are established, it is important for both parties to understand that they may evolve over time. A healthy mentor relationship matures and both the roles and responsibilities change to accommodate that maturation process. It is important for both the mentor and mentee to be aware of any changes that have occurred.

Principle C, Integrity , follows from the previous principle. Both the mentor and mentee need to do what they have agreed to do when establishing the relationship. If a point of conflict or confusion arises, each person should be willing to resolve that issue.

Principle D, Justice , calls psychologists to aspire to fairness, and to ensure that access to psychological services is free from inappropriate bias. By virtue of Principle D, psychologists consider choices they make regarding with whom they will enter a mentoring relationship, and explore their reasons for choosing a particular mentee as opposed to other possible individuals who may desire such a relationship.

Principle E, Respect for People's Rights and Dignity , guides both the mentor and mentee to consider personal differences so that any differences do not bias their interactions. This principle also serves as a reminder that in some mentoring relationships there may be a power differential that could impact the process.

Potential problems in mentor relationships

Although mentoring is generally defined as a relationship that helps the mentee and the mentor, problems in the relationship may hinder the career development of either individual. If the bounds of the relationship are not clearly understood, a mentee may be overly dependent on a mentor, asking for micromanagement instead of career advice and counsel. A mentee may also ask for personal favors or expect involvement and credit with the mentor's work. Such a relationship would not help the mentee establish his or her own independence and would intensify difficulties in the separation stage. Mentors should not use nor exploit their mentees, nor should they take credit for the mentee's work. They may resist the separation stage and insist on some voice in the mentee's career decisions. Severe interpersonal problems with the relationship may mitigate the value of many mentoring lessons.

Perhaps the most visible interpersonal problem in mentoring occurs when the relationship moves from a professional one to a personal one. Research on cross-gender mentoring has identified sexual relationships as a potential problem (Young, Cady, & Foxon, 2006). Although sexual relationships are not confined to cross-gender mentoring, no research on sexual relationships in same-gender mentoring has been published to date. Kram (1985) describes how observers perceive unfair advantages to a mentee who is also in a personal relationship with the mentor. If the personal relationships are substantiated within a single organization, the organization will generally terminate any formal relationship between the two individuals and may even terminate one or both participants employment.

In addition to problems within the relationship, mentors and mentees may experience problems with performance issues. Mentors may be jealous when their mentees outshine them. In addition, one partner may struggle as a result of errors made by the other. For example, a mentee's reputation may be tarnished if his or her mentor commits a serious breach of ethics. Likewise, a mentor may be viewed negatively if his or her mentee's performance is not meeting expectations. The mentor's judgment in selecting a good mentee may be questioned as well as the quality of the mentor's counsel and advice.

Problems with mentoring may be minimized when both parties have clear expectations of what the professional relationship can do and what it should not do. Formal mentoring programs often include a training component for both parties to understand the expectations. Specific content of these training programs depends on the form of mentoring and purpose of the mentoring program.

In general, personal reflection about the mentor relationship both before initiating it and throughout its course, by both the mentor and mentee, will contribute to a robust, growth-oriented relationship. Finally, although obvious but often forgotten, both the mentor and mentee are human beings who strive to meet personal needs and goals in a complex world. Everyone has bad days, and forgiveness and patience will aid in overcoming what may appear to be barriers to a successful mentor relationship.

Mentoring has long been recognized as a powerful tool in career development. Early career psychologists are advised to find mentors, either informally on their own, or to participate in formal mentoring programs. Regardless of how a mentor and mentee are matched, etiquette and ethics demand that the relationship be conducted in a professional manner with consideration and respect for both individuals. Mentoring is a dynamic process and a developmental network of mentoring can help mentees identify several mentors who can address a variety of career-related needs. Successful mentorships often evolve into friendships with both partners learning and providing support for the other.

• American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57, 1060–1073.
• Baugh, S. G., & Fagenson-Eland, E. A. (in press). Formal mentoring programs: A “poor cousin” to informal relationships? In B. R. Ragins & K. E. Kram (Eds.), Handbook of mentoring: Theory, research, and practice. Thousand Oaks, CA: Sage.
• Chao, G. T. (in press). Mentoring and organizational socialization: Networks for work adjustment. In B. R. Ragins & K. E. Kram (Eds.), Handbook of mentoring: Theory, research, and practice. Thousand Oaks, CA: Sage.
• Chao, G. T., Walz, P. M., & Gardner, P. D. (1992). Formal and informal mentorships: A comparison on mentoring functions and contrast with nonmentored counterparts. Personnel Psychology, 45, 619–636.
• Filstad, C. (2004). How newcomers use role models in organizational socialization. Journal of Workplace Learning, 16, 396–409.
• Higgins, M. C., Chandler, D. E., & Kram, K. E. (in press). Relational engagement and development networks. In B. R. Ragins & K. E. Kram (Eds.), Handbook of mentoring: Theory, research, and practice. Thousand Oaks, CA: Sage.
• Johnson, W. B., & Huwe, J. M. (2003). Ge tt ing mentored in graduate school. Washington, DC: American Psychological Association.
• Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview,IL: Scott, Foresman & Company.
• Ragins, B. R., Cotton, J. L., & Miller, J. S. (2000). Marginal mentoring: The effects of type of mentor, quality of relationship, and program design on work and career attitudes. Academy of Management Journal, 43, 1177–1194.
• Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Counseling Psychology, 2, 95–103.
• Wanberg, C. R., Welsh, E. T., & Hezlett, S. A. (2003). Mentoring research: A review and dynamic process model. Research in Personnel and Human Resources Management, 22, 39–124.
• Young, A. M., Cady, S., & Foxon, M. J. (2006). Demystifying gender differences in mentoring: Theoretical perspectives and challenges for future research on gender and mentoring. Human Resource Development Review, 5, 148–176

Centering on Mentoring 2006 Presidential Task Force American Psychological Association

Chair Jessica Henderson Daniel, PhD

Members Joseph F. Aponte, PhD Georgia T. Chao, PhD Haydee M. Cuevas, PhD Benjamin D. Locke, PhD Janet A. Ma..hews, PhD Mark A. Vosvick, PhD Danny Wedding, PhD Tanya E. Williamson, PhD

Ex-Officio Gerald P. Koocher, PhD

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The power of mentorship.

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The Jon Dwoskin Experience.  Business Coach/Executive Advisor, Author and Speaker. I get clients unstuck and accelerate their growth.

In business, as in life in general, there are so many times where we can become stuck in place, simply spinning our wheels and making no progress forward. Not only does this stop growth cold, it leads directly to complacency — the enemy of any smart businessperson. One of the easiest and most effective ways to avoid this is with the help of mentors. In fact, I advocate that every person have at least three mentors.

A mentor is simply someone who helps us get unstuck, a non-judgmental person who listens with an open mind to help us steer clear of the mistakes they themselves made (and wish they’d had a mentor to help avoid). A mentor helps us accelerate our growth by showing us a clearer path with fewer distractions and obstacles. Think of it this way: When you climb a mountain, you’re thrilled to get to the top — but then quickly look to the next peak and resolve to reach that summit. A mentor helps you scale those upcoming peaks.

Entrepreneur Jim Rohn put it well: “Don’t take the casual approach to life. Casualness leads to casualties. Seek out the mentors that you need that will lead you to greatness in your field. If you’re not willing to learn from others, who are you willing to learn from?”

I personally have three mentors with whom I talk on a regular basis. I also count as mentors the countless others I have never met but whose wisdom made an impression on me via their books, podcasts or TED talks. Mentors are not only for the fortunate or the rich. Sometimes you may have to invest; often they are free. But when you ask someone to be your mentor, remember that it’s a two-way street of give and take. You must give them value as well.

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As a business coach, one of the most common things I see is that many people simply lack the courage to ask for help. We have this odd belief that we should be able to do it all on our own, that asking for help is a sign of weakness. In fact, just the opposite is true. As motivational speaker Les Brown said, “Ask for help not because you’re weak, but because you want to remain strong.” Or, as the psychologist and well-known speaker Anne Wilson Schaef explained, “Asking for help does not mean that we are weak or incompetent. It usually indicates an advanced level of honesty and intelligence.”

So, how do you go about getting some mentors? Look to those you admire, who you trust and just pick up the phone and ask. Say, “I am looking for a mentor. Can I call you once a week or twice a month for five or 10 minutes to get advice? And what can I do for you in return?”

How many times have you found yourself practically babbling as you think out loud about a problem, only to discover that by the end of your monologue, you’ve already started to see a solution? That’s what talking with a mentor is like. With their neutral mindset, they give us new lenses and new perspectives. They help keep us on the right path at the right speed — not so hyped up that we’re careening a thousand miles an hour, nor so slow that we sit and do nothing.

Graduating college today looks much different than in times past. As we continue to grapple with Covid-19, new grads are entering the worst job market in more than a decade . A mentor will help you accelerate your job search and make fewer mistakes along the way. Pick those who are successful in your chosen field and let them help by offering advice, encouragement and, hopefully, introductions.

We insure everything from our health to our car to our house. Think of a mentor as people insurance — someone we can reach out to in real-time in the moment we need them. Someone to ask, “I am at a fork in the road and need some advice. Can you give me a minute?” A good mentor gives you the courage and confidence to do things maybe you wouldn’t do on your own. Many times, it just takes a word or a sentence to get you grounded, validated and back on the right path. Sometimes it’s so subtle you can’t even put your finger on it.

That may sound vague, but the benefits of mentorship are, in fact, thoroughly documented. The firm SAP HR Research examined 43 studies published over the last 30 years and found a positive correlation with the career outcomes of mentored vs. non-mentored employees. Those with mentors received higher compensation, a greater number of promotions, felt more satisfied and committed to their career and were more likely to believe they would advance. Furthermore, 76% of people view mentors as important to their overall success.

Remember, the level of consciousness that got you where you are today is not the level that will get you where you want to be. Think big — with mentors!

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A mentor and mentee’s reflection on mentoring

By caroline beaulieu posted 10-28-2014 14:07.

Since I started pharmacy school, I have a better appreciation for the importance of mentorship. I am very thankful for the individuals who have shared some of their time to help guide me through this new journey. The profession of pharmacy presents a wide range of opportunities so I always appreciate having others’ advices on how to best achieve my goals.

Some things can only be learned through experience. For that reason, having mentors can be extremely valuable, especially at the beginning of a career. During my internship at ASHP this past summer, I had the opportunity to meet Jaclyn Boyle. Jaclyn’s passion for our profession is truly inspiring. She has already accomplished a lot to help advance patient care and continues to go above and beyond to expand the role of pharmacists. Ever since I met Jaclyn, I knew I had a lot to learn from her. I highly value our mentoring relationship because not only do we share the same passion for our profession but we share a desire to always surpass our limits and help each other maximize our potential.

Mentorship can be life changing. Without mentors, I wouldn’t be where I am today. I find it very helpful to have people to look up to; individuals who you not only share goals with but who can also help guide some of your decisions. I chose to pursue a profession that is constantly evolving and I want to ensure that I can keep up and continue to learn throughout my entire career. I want to contribute to our profession to the best of my ability and having a mentor like Jaclyn can definitely help me meet this goal.  

Here is Jaclyn’s perspective on mentorship:

As Martin Luther King, Jr. once said, “Life’s most persistent and urgent question is, what are you doing for others?” Mentoring is a way to contribute to others by dedicating yourself to your mentee’s well-being. To me, mentoring is about building a synergistic relationship based on common interests and goals. When I met my mentee during our shared experience at ASHP, we instantly developed a relationship based on shared passion for the profession of pharmacy and desire to learn more about ourselves.  The nice thing about having an ambitious mentee is that they consciously or unconsciously push you to do more. For example, knowing that my mentee is depending on me for guidance and/or professional development, I am constantly thinking of ways that I can contribute to her success by seeking out new opportunities for her and for us.

No two mentor-mentee experiences are the same.  I like to think of our relationship as a journey to a better place; somewhere neither of us would have gone to alone.  As a mentee myself, I have observed key things that my mentors have done for me in order to be able to pass those qualities to my mentees. By investing in my mentees, I hope to contribute to the profession through others; something I could not accomplish with merely my own contributions. 

Besides all of the benefits that the mentor and mentee gain from this experience, I feel that the continuity and advancement of the profession is derived from such relationships. The discovery of oneself through another helps us on the journey to having a successful career. In the midst of challenges, one can rely on a mentor for words of reassurance or advice that you may not want to hear. It is during those times when the mentoring relationship is tested and can become stronger. Mentoring provides benefits that extend far beyond the formal, outward expression of calling someone your “mentor” or “mentee”; personally, it is nice to know that I was able to help someone, even if it is in a small way. 

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My Motivation To Be Accepted To The Mentorship Program

• Category: Sociology
• Topic: Mentor

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