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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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Essay Samples on Mentorship

Mentorship holds the key to unlocking personal growth, professional development, and lifelong learning. It is a powerful relationship built on trust, guidance, and shared experiences, where a mentor provides support and encouragement to a mentee, fostering their growth and helping them reach their full potential. Exploring the depths of this topic in a mentorship essay can shed light on the transformative impact it can have on individuals and society as a whole.

Writing an Essay on Mentorship

Crafting an impactful essay on mentorship requires a thoughtful approach that captures both the essence and significance of this invaluable bond. To begin, immerse yourself in the topic by studying mentorship essay examples to gain inspiration and insights into various perspectives and experiences. These examples can provide a foundation for structuring your essay and showcasing the diverse aspects of mentorship.

Consider these tips to make your essay engaging and informative:

Start by introducing the concept of mentorship in a concise yet engaging manner, highlighting its relevance and significance.
Define the key attributes of an effective mentor-mentee relationship, such as trust, open communication, and mutual respect.
Share real-life anecdotes or personal experiences that demonstrate the profound impact mentorship can have on an individual’s personal and professional journey.
To add depth and credibility to your essay, incorporate relevant research findings or studies that highlight the benefits of mentorship.
Discuss how mentorship has been shown to enhance academic performance, career development, and overall well-being.
Draw connections between mentorship and broader societal implications, such as increased diversity, inclusion, and community engagement.

While writing, ensure a smooth flow by utilizing appropriate transition words and phrases, allowing your ideas to seamlessly progress from one paragraph to another. Conclude your college essay about mentorship by summarizing the key takeaways and emphasizing the long-lasting impact of mentorship.

My Mentorship Expirience In Social Health Care Practice

Mentor is an accomplished senior guide who recognizes the academic and proficiency requirements of a lesser individual while helping the person in question seek after the chances and encounters to meet them. Mentee is the person in the job of 'leaner' in the coaching relationship....

Startup Mentoring: Process and Benefits

Mentorship is an alliance in which a more experienced or a person with great knowledge helps to guide a less experienced or less knowledgeable person. Mentor is someone who must have an expertise in a subject he/she wants someone to be mentored. A mentor is...

Human Development

Mentorship Program for Healthcare Professionals

The purpose of this essay is to explore the mentorship of a virtual student named Chris during her placement. I will explore the different processes using reflection of planning, facilitation, feedback from co-mentors that the student has worked with and the monitoring of the assessment...

Professionalism
Social Networking

Beneficial Effects Mentorship Can Have on Career

Can you think of a person who had the most profound impact on your career? Was it someone who was there to support you, guide you and encourage you as you took that big leap into your career? The person you are picturing may have...

The Significance of Mentorship and Role Models in Empowering Women

Introduction In today's society, the need for mentorship and better role models for women is of utmost importance. Women face unique challenges and barriers in various aspects of life, including career advancement, personal development, and leadership roles. Mentorship and positive role models can provide guidance,...

Role Models
Women's Rights

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What the Best Mentors Do

by Anthony K. Tjan

Summary .

There are lots of ways to be a good mentor, but there are a few common principles that the best mentors share. One principle is putting the relationship before the mentorship. No amount of mentorship training outweighs the value of an authentic connection between mentor and mentee. Secondly, focus on developing your mentee’s character and not just their job skills. Invest in your mentee’s self-awareness, empathy, and capacity for respect. The next practice of good mentors is sharing their optimism much more than their cynicism. If your mentee shares an idea that seems unrealistic, try the 24 x 3 rule: spend 24 seconds, 24 minutes, or a day thinking about all the reasons that the idea is good before you criticize any aspect of it. Finally, be more loyal to your mentee than you are to your company. If your mentee’s passions and skills are not a good fit for their job, or if your company has limited opportunities for your mentee to move up, you should help them move on. At its highest level, mentorship means committing to helping other become fuller versions of themselves.

Mentorship comes in many flavors. It doesn’t always work unless leaders bear in mind a few common principles.

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Introduction to Mentoring: A Guide for Mentors and Mentees

Schools and Classrooms

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

Related Resource

Mentoring and Coaching Experience Essay

To find inspiration for your paper and overcome writer’s block
As a source of information (ensure proper referencing)
As a template for you assignment

Did you and your partner choose coaching or mentoring? Why?

My partner and I chose to mentor because it is an essential skill of leadership. Mentoring involves managing and motivating people. It is indeed a crucial aspect of helping people learn, grow, and become effective in their daily tasks (Kouzes & Posner, 2007). The results are achieved by working with a mentoring partner through professional networks like mentor networks or mind tools. Precisely, mentoring is an informal way of passing on knowledge from an experienced person to a less experienced one.

Kouzes and Posner (2007) analyze that the knowledge can pertain to social capital or psychosocial support required by the recipient. In most cases, mentoring involves face to face communication or as otherwise agreed between the protégé and the mentor. The protégé is the person with less experience in the relevant field while the mentor is the person with considerable knowledge and experience.

Mentoring can also involve the transfer of wisdom from an experienced person to a person who is young in a career (Kouzes & Posner, 2007). The mentor is expected to care about his or her protégé and extend the caring outside the mentoring room. This is to ensure that the protégé gets possible opportunities to fulfill this or her full career potential. Actually, mentoring involves teaching, coaching, and assisting the protégé to be confident (Kouzes & Posner, 2007). Mentoring is regarded as informal because it bears fruits when the two parties develop closeness and stable friendship.

Mentoring is important because it creates a positive impact on one’s career or life (Kouzes & Posner, 2007). Research has shown that mentored individuals tend to reach their positions fast, and they are usually satisfied in their careers as compared to their counterparts who were never mentored (Kouzes & Posner, 2007). Mentoring also plays a role in facilitating new skills and talents in an organization, reducing turnover, minimizing mid-carrier adjustments, enhancing knowledge and values, and facilitating adjusts and retirements.

Anybody can be mentored. Some programs aim at mentoring the brightest and the best. Other programs are aimed at mentoring average persons who are in dire need of mentorship so as to improve their competency and upgrade their career skills (Kouzes & Posner, 2007). In most cases, an organization’s growth depends highly on the contribution of the majority of middle based professionals. Therefore, mentoring middle based employees helps to stabilize the efforts of the most skilled employees in an organization (Kouzes & Posner, 2007). Investing in a mentoring program for both middle and lower performers yields a significant return for an organization.

What did you learn about yourself from this experience that will enhance your leadership potential? Why?

From the mentoring lessons I have had, I have learned that mentoring can be a rewarding experience for anyone. Moreover, I have observed that mentoring is beneficial for an individual’s social and professional growth because it sharpens communication and leadership skills (Roche, 1979). It also equips a person with new ways of thinking that are helpful in career growth.

Although mentorship comes with a pack of benefits, one has to decide whether the process is right for him or not (Roche, 1979). In this case, a person has to explore the reasons why they require mentoring and the level to which they want to take the process. For instance, as a mentor, I will have to ask myself whether I want to share my knowledge and experience with others and whether I enjoy encouraging and motivating other people.

I will also consider whether I am comfortable asking challenging questions and whether I am ready to commit my time and mentor other people on regular basis. Further, I will consider whether I am in a position to make follow-ups to ensure they are catching up with the process, and so on. As a protégé, I have to ask myself whether I am ready for the whole process and whether I am ready to take instructions. Other considerations will be the type of person I want to mentor me, the areas I need assistance, and so on (Roche, 1979). For a mentor, he or she should have clear objectives and motivation for becoming a mentor so as to assess compatibility with a prospective protégé.

There are also practical considerations for everyone before engaging in mentorship. For instance, a potential mentor must know and chose the appropriate contact method. These may include face to face meetings, phone calls, emails, Skype , and so on. The selected contact method should be appropriate for both persons and any terms of operation should be agreed on. For example, in the case of phone calls, it should be clear who will be placing calls to avoid inconveniences during the process (Roche, 1979). The parties should also agree on the frequency of contact. For instance, how much time one will commit to the process and how long to spend in a single meeting, and so on.

Another important point to take into consideration is the partnership duration. Both parties will have to agree on whether to limit the mentoring partnership length or set regular intervals for reviewing the happiness of both partners in the relationship (Roche, 1979). Above all, confidentiality must be maintained. For a mentor, confidentiality is a crucial aspect to uphold. For instance, when approaching confidential businesses, he or she should know how to speak about general concepts and situations.

It is very important to draw lines when developing mentoring partnerships. One should have clear boundaries of what to do and what not to do to a protégé (Roche, 1979). To achieve this, discuss with the protégé on areas to cover and those not to cover. It is the duty of the mentor to decide the areas to be covered and those to be left out. At this point, it is important as a mentor to focus on areas of expertise and experience. If the protégé has areas that need to be covered and they are outside or beyond the mentor’s skills, it is ethical to refer the protégé to another expert who can satisfy the need (Roche, 1979).

For example, if the protégé requires guidance on issues of finance, it will be wise for the mentor to refer him or her to a financial expert. A mentor must be prepared to be the protégé’s adviser and confidante. At one point, he or she may be required to address demanding issues on behalf of his or her protégé (Roche, 1979). Therefore, as a mentor, one should be prepared on how to handle difficult situations in order to succeed.

Discuss your experience as it relates to at least four of the unit topics as outlined on your Readings List

Mentoring and coaching.

Mentoring and coaching are related in that a mentor, just like a coach, should be creative and open-minded to Support discussions (Bozeman & Feeney, 2007). A mentor should seek to encourage openness so as to allow interactive communication. This communication allows the two to share personal experiences, especially the tough times and challenging issues. In addition, the mentor should respect his or her protégé, be patient, and carefully craft ways in which they will achieve their goals at the end of the program (Bozeman & Feeney, 2007). Coaching focuses on technical support to develop techniques, which employees are required to know and implement. This is because mentoring is a long process of developing, learning, and understanding techniques for personal and professional growth.

Mentoring includes every effort meant to support the protégé’s orientation and carrier development. Coaching, on the other hand, is one of the mentor’s strategies to learn to effectively amass skills and success required by the protégé (Bozeman & Feeney, 2007). In this case, mentoring and coaching are aimed at maximum teaching and personal development.

Mentoring and critical thinking

Mentors often use the acronym AWARE to facilitate dialogues, which enable protégés to open their minds and think critically. The acronym is broken down as shown below:

R- Reflective
E- Exploratory

Critical thinking enables protégés to arrive at their own judgment instead of conforming to other people’s judgments (Delong & Vijayaraghavan, 2003). Protégés are also advised to be aware of commonly accepted narratives, simple solutions, stereotypes, generalizations, as well as givens, which can lead to curiosity, questioning, and adoption of stereotypes. Protégés are also advised to be active in analyzing information.

They should intelligently assess their beliefs as well as those of others and avoid accepting passive voices (Delong & Vijayaraghavan, 2003). They should also examine theories and differentiate facts from assumptions. Moreover, protégés are advised to be reflective. This involves standing in an objective position to consider what, how, and why they and other people think and behave in particular ways. Finally, it is advisable to be exploratory (Delong & Vijayaraghavan, 2003). This means examining alternatives and seeking to know the possible future expectations and thinking different approaches, which translate to realities.

During the mentoring process, a mentor is responsible for the critical thinking process. He or she must do so while at the same time retaining a positive focus that will inspire the protégé to think openly and objectively. This is done by respecting both the emotional and rational components of decision-makers.

Mentoring and visioning

The world is moving toward an ecological view of mentoring as people grow and mature (Bozeman & Feeney, 2007). The Mentoring process has three stages. They include: egocentric, socio-centric, and world-centric; translated as me, us, and all of us. The egocentric stage focuses on the protégé. As mentoring continues, the focus goes beyond the individual to support the larger group transitions in which the protégé belongs (Bozeman & Feeney, 2007). The mentorship later extends to the societal level and later to the global level, thus, shifting the fundamental question from the mentor to the protégé. The concern here is the unique skills that the future world needs from a person.

Mentoring and Self Awareness

Mentors play a significant role in individuals’ professional advancement. Professional development plans used by most mentors facilitate self-reflection and increase self-awareness (Bozeman & Feeney, 2007). The plan facilitates self-reflection, which involves evaluating past, present, and future goals. Moreover, it enables one to set long term goals and develop action steps on how to achieve the set goals.

A protégé who has set a professional development plan will get to know the styles and functions of mentoring necessary for goal attainment (Bozeman & Feeney, 2007). The ability to select an appropriate mentor depends on the protégé’s knowledge of the mentoring style that fits him or her. Mentors should not be limited to managers; they should include colleagues, peers, and friends at all levels.

An appropriate mentorship partnership will enable a person to understand himself in terms of who he is, what he stands for, as well as his vision. In the process, he is able to see himself through mirrors in a long life process (Bozeman & Feeney, 2007). Mentors are the best mirrors who never shade the truth at this point. They assist their protégés to become best by reflecting on their flaws and talents. Mentors guide their trajectory and development.

Through the mentorship process, one gets to connect with other people who have expanded their experiences. Mentorship also provides a mirror for the protégé, which pursues and demands feedback (Bozeman & Feeney, 2007). This creates an ideal opportunity for one to learn about his or her outward and inside persons. Later, the individual becomes a mirror that helps other people to see themselves in their best and worst moments.

Relate this experience to your personal philosophy (e.g. did you lead – or were you led – as you would like to lead/be led?)

My personal philosophy is “yes I can”. This philosophy encourages me to always push forward even in difficult situations. I developed the philosophy since I was in primary school, and it has enabled me to achieve great things. I never quite so long as I know I am right or in the right direction. I always try, and most of the time I have succeeded in my ventures. For instance, one time I was asked to chair a meeting at a conference.

I panicked because I was not ready and experienced in such tasks. The person who was supposed to do it had an emergency on a material day. The master in charge decided to appoint someone at random to chair the meeting and it happened to be me. The hall was packed with hundreds of people. As usual, I decided to go by my personal philosophy. From then, I gained confidence and started off the meeting with the salutation, followed by agendas, and so on. After the meeting, everyone was pleased with my performance and skill. Since then, I have been leading thousands of people and I feel honored whenever I do it.

The mentorship experience I have gained from this lesson has strengthened my personal philosophy. I believe from this moment, I can mentor somebody in my area of expertise. During practical lessons in class, I was elected to lead the mentorship program. I was scared because I thought I would not make it to the required standard. However, going by my personal philosophy, I decided to try it out. It was phenomenal. My colleagues, especially my protégés, were inspired by my performance.

Bozeman, B., & Feeney, M. K. (2007). Toward a useful theory of mentoring: A conceptual analysis and critique. Administrative and society, 39 (6), 719 – 739.

Delong, T. J., & Vijayaraghavan, V. (2003). Let’s Hear It for B-Players. Harvard Business Review , 81(6), 96-102.

Kouzes, J. M., & Posner, B. Z. (2007). The Leadership Challenge (4th ed.). San Francisco, CA: Jossey-Bass.

Roche, G. R. (1979). Much to do About Mentors. Harvard Business Review , 3, 14-28.

Leadership: Portfolio Project
Lessons Learned from the London Symposium
Formal and Informal Mentoring Programs
Adulthood Learning Determining Factors
Dr Frankenstein & His Monster: Compare & Contrast
Five Practices of Exemplary Leadership
Leadership of Climber Arlene Blum
Leadership Theories in Organizations: Built Environment
Inspiring Leadership and Emotional Intelligence
Aviation Management Career
Chicago (A-D)
Chicago (N-B)

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Career Advice

What Do the Best Mentors Do?

By Joya Misra and Jennifer Lundquist

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Mentoring matters. As we have written in previous columns, students and faculty members are much more likely to succeed in academic contexts when they receive good mentoring. Yet, because mentoring is rarely taught or recognized, it can be difficult to learn how to mentor effectively.

For this column, we interviewed faculty members from different disciplines whom colleagues and students identified as excellent mentors. The practices of these highly regarded mentors shed some light on the qualities of effective mentoring.

Intergenerational Transmission of Mentoring

When we asked faculty mentors to reflect on how they themselves had been mentored, only some pointed to the influence of their own undergraduate or graduate mentors. But in those cases, these mentors often have remained important in the faculty members’ lives.

One senior faculty member revered his undergraduate and graduate mentors, saying, “A lot of the things I’m describing to you are echoes of my own life as a student. I wouldn’t be who I am without that.” A less senior faculty member noted with surprise that her dissertation committee has been “even more attentive” as she publishes her first book than they were when she was completing the dissertation.

Many faculty mentors did not necessarily have good mentors themselves. In fact, one described their high-prestige advisers as giving “15 minutes, once a year,” while another said they were “raised by wolves.” Many developed peer mentoring networks instead, some of which continue to operate. Checking in regularly with peers navigating similar career tracks can be large source of support.

Thus, excellent mentors develop their mentoring strategies both in imitation of their own positive mentoring models and in reaction to more negative experiences.

Recognition of the Whole Person

Although the guru model of mentoring implies that mentors must be fountains of wise advice, one of the most important characteristics of good mentors is listening. While none of the mentors subscribe to a one-size-fits-all prescription to mentoring, all agree that listening to mentees allows them to develop strategies specific to the person’s current needs.

Many of the faculty mentors also reflect on the importance of recognizing students as whole people with personal lives that impact their academic work. One mentor recounts, “You attend to their intellectual development, but also be aware of their emotional and personal and family stresses that impact that intellectual job that we're supposed to do. The idea that students just bring in a big brain, surrounded by nothing -- it doesn't work that way.”

Another similarly argues, “People die, people get pregnant, you get married, go through divorces. It’s OK to say, ‘I’m not juggling it well’ and … let people know so we can figure out how to best help you. I think that’s half the battle, because a lot of people think that you can handle everything.”

Rather than merely addressing mentees’ intellectual work, the most effective mentors, then, recognize the whole person and help students navigate challenging times. Some further note that this broader connection creates a relationship that is valuable and meaningful to both the mentor and mentee.

Recognizing the whole person also reflects on shared backgrounds between the mentor and mentee, which may include racial and ethnic heritage, first-generation status, gender, nationality, or other factors. Some faculty mentors from underrepresented groups note that they felt “kind of lost” when they entered academe, and when faculty members or senior students reached out, it had enormous impact. Yet, for underrepresented faculty members, this can also lead to a heavy mentoring load, because they know how difficult it may be for mentees to find other mentors who understand their experiences.

Part of recognizing mentees as whole people may also mean portraying themselves as a whole person to mentees, for example: “I share a lot of my own personal experience and I feel like that’s one of the places that I often begin, is sort of sharing a little bit about how I did it and what I experienced and what worked for me.”

Another person who engages in substantial informal mentoring notes that he tries to model the enjoyment he gets out of being an academic: “I think it’s important to communicate and get people to become involved in the joy of being an academic, the joy of being an intellectual … It’s just understanding we’re somehow getting them to participate in that, the intellectual life, which I find really very rewarding.”

In summary, great mentors listen first and foremost. In so doing, they come to see their mentees as whole people, rather than as “a big brain,” tending both to their mentees’ personal and professional well-being, and sharing their own experiences.

Regular Contact

Strong mentors are often in consistent contact with the mentees, although frequency differs as “people need different things at different times.” As one describes, “I’m not going to let them just go away for months at a time and not have any contact with me. Some people work better with frequent interchanges, while some people work better if they can get a whole chapter together and really don’t want to show it to me until they’ve done that. If I see that’s working for them, that’s fine.”

Yet most successful mentors suggest that contact makes an enormous difference to seeing mentees meet goals in a timely way. As one mentor explains, “Some people I meet with every week, some people I meet with every other week, but my minimum is that you have to check in with me once a month.” Another described that, although meetings vary in frequency and timing, “when people are really in the thick of preparing for comps or they’re in the final stage of producing their thesis, it wouldn’t be unusual to meet once a week.”

In such meetings, faculty mentors check in to help mentees set timelines and schedules that are sensitive to the reality of the mentee’s life. Meeting with students regularly also allows mentors to convey “very, very clear expectations,” which helps ensure mentees make consistent progress.

A number of mentors hold weekly or biweekly meetings with groups of students as a way to mentor multiple students efficiently, while also facilitating peer mentoring networks. As one notes, “I encourage people to talk to their seniors, their peers … I learned [my skills] in the lab from other students … If you’re using a particular software [and] you’re running into problems, somebody maybe is using it and has solved the problem you have. There’s no point in going and banging your head against the wall and trying to do it by yourself.”

One mentor describes using technology to keep on track with students. For example, YouCanBookMe allows students to set up appointments, Trello allows the mentor to track conversations with mentees and Harvest Time Tracking allows her to track how much time she gives to mentoring activities each week.

In summary, while the best mentors use a range of approaches to maintaining contact with students, almost all emphasize the importance of being in regular touch.

Best-practice mentors also give students regular and constructive feedback. Most of the mentors attempt to provide feedback within a week or two of receiving a mentee’s draft. Other career pressures mean that they cannot always provide immediate feedback, but they strive to respond promptly. Some suggest scheduling meetings to ensure that they read material by a certain date and can then give feedback at the meeting. One explains “I’m happy for them to send me stuff, but if they really actually want to get feedback, they probably have to make an appointment, because deadlines are all of our friends, right?”

In fact, many identified slow feedback to mentees as one of the worst things mentors can do, for example: “It’s not as if it’s big news to people if you don’t respond to written work for six months … it’s going to take longer for them, and they’re not going to do so well.” Most best-practices mentors note that they are frustrated by their colleagues’ lack of accountability around mentoring.

Type of feedback also matters. Research projects often change, but it is important to maintain connections so that mentees do not drift. Rather than written materials, feedback may relate to the ideas that are beginning to come together or shifts in the way the student is thinking.

Another issue is in how faculty mentors provide feedback. Some note the importance of encouraging mentees, making constructive comments and not being so frank that the student gives up. As one said, vicious critiques can lead to “crippling fear,” but good, probing comments make work better.

In summary, the best mentors respond in a timely, useful way, even as they find it challenging to find the time to provide quality feedback.

Many mentors note that having a reputation for good mentorship can lead to having too many mentees and feeling “eaten alive” by their mentoring commitments, including from students and colleagues outside their own university. These mentors emphasize the importance of setting limits on the number of mentees, and time devoted to mentoring. As one argues, “I think we have to be realistic about how many students we can really attend to. If we’re going to do a good job for them, it’s not as many as the administration thinks we can attend to.”

Most of the mentors we spoke with wish they had fewer mentees so that they could give each more time. They describe the challenge of wanting to offload mentees but needing to ensure that they receive caring, consistent mentorship. When mentees need a skill set that the mentors themselves do not have, good mentors describe encouraging mentees to find other mentors or build broader mentoring networks.

Mentors also note that, at times, it can be frustrating to provide uncredited informal mentoring. As one woman of color says, “Unfortunately, [students] also gravitate towards white men, and they feel that’s going to be their ticket to success.” She later notes, “I’m asked to read stuff, but I don’t get credit.” Mentors, therefore, sometimes provide feedback necessary for intellectual growth but find their mentorship unrecognized.

Despite such challenges, the best mentors recognize that they learn a great deal from their mentees and that these relationships matter. Rather than only feeling like mentorship is a drain on their energy and time, effective mentors also see it as “nourishing,” “meaningful” and, for some, the best part of their job.

Over all, the interviews show that good mentors see mentees as whole people with lives outside of work, they maintain regular contact and they provide mentees with useful feedback at different career stages. At the same time, mentoring well can be time-consuming and challenging.

Individual mentoring approaches should be buttressed by institutional supports -- such as recognition and resources, clear guidelines, training programs , and professional development -- as we previously described . When these structural mechanisms are in place, mentoring relationships can become empowering and enriching for both mentee and mentor.

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Home / Essay Samples / Sociology / Interpersonal Relationship / Mentor

Mentor Essay Examples

A reflection on peer mentorship experience.

The purpose of this reflection work is to discuss and reflect on the learnings gained through this Peer mentorship experience. “My mentor said, ‘Let’s go do it,’ not ‘You go do it.'”, This quote by Jim Rohn is an excellent example of a healthy mentor-mentee...

The Guiding Light of Mentorship

Mentorship is a beacon that illuminates the path to growth, offering guidance, support, and wisdom. This essay delves into the significance of mentorship in our lives, exploring how mentors contribute to personal development, fostering meaningful connections, and inspiring individuals to reach their full potential. Mentors...

The Impact of a Mentor in Life

A mentor plays a pivotal role in guiding, supporting, and inspiring individuals to achieve their goals and realize their potential. This essay explores the profound influence of mentors in our lives, discussing their role in personal and professional growth, the importance of mentorship in various...

Why I Want to Be a Peer Mentor: a Journey of Empowerment

The role of a peer mentor carries immense significance in shaping the experiences and growth of individuals. This essay delves into the reasons why I aspire to become a peer mentor, highlighting the opportunities it offers for personal development, the chance to make a positive...

The Benefits of Having a Mentor: a Reflection

I would say, mentors, are a phenomenal method to pick up knowledge into where your career may lead. A solid connection with a mentor has helped me challenge myself, to improve and develop. From the start, finding a tutor appeared to be overwhelming and awkward,...

Having My Counselors as Mentors

Every student, in one way or another, needs help when first entering high school; whether it’s needing someone to talk to, needing information on a specific career, or wanting information about what high school has in store for them. For me, I didn’t know what...

Mentorship and Competency Based Education

Student mentor is currently working as an endoscopy sister a role newly taken up from may 2018Working in a very busy endoscopy unit where different types of endoscopic procedures are carried out and we tend to have student nurses on a regular basis therefore I...

The Importance of Mentor in Nursing

Mentoring is a relationship between two people with the goal of professional and personal development. Nurses must find their mentoring relationship in professional practice. There are increased numbers of benefits for nurses who found the mentor in present professional practice and workplace. Highly educated nurses...

My Motivation to Be Accepted to the Mentorship Program

Even from a young age, I have never been shy of a challenge. It may be since I grew up as a middle child with two brothers, constantly partaking in competitions in my household. Challenging myself, I began to become interested in different career paths...

Definition and My Understanding of the Meaning of Mentorship

According to the Cambridge dictionary, mentoring is the act or process of helping or giving advice to a younger or less experienced person especially in a job or at school. It is also defined as an activity of supporting or advising someone with less experience...

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