Why Mentoring?

Definition

Mentor is defined as "a trusted counselor or guide."  The qualities of executive mentors:  wisdom, outside experience, good questions and listening, role modeling, credibility, patience, networking, help in becoming oneself, two-way insight, balancing process and content, being dependable, and helping manage knowledge.

Mentoring

In Greek Mythology Mentor was a friend of Odysseus who was entrusted with the education of Odysseus. A mentoring relationship may be formal or informal. In either case, as most specifically, as a formal mentor your primary task is helping your mentee develop new or improved capabilities. These capabilities are broadly defined as skills, knowledge, confidence, attitudes, and a nebulous area called "character". The mentor provides inspiration and courage to help the mentee reach their fullest potential both personally and professionally. 

A mentoring relationship is one that encourages discussion, questions and feedback regarding those areas that will enhance the mentee's capabilities/competencies. These capabilities may job related, but may also be in the area of school or life in general. In a formal mentoring relationship the competency areas to be enhanced are often already defined. In informal relationships the mentee often outlines his/her areas of need and the prospective mentor decides whether or not they are correct for this role.

In formal mentoring relationships, mentors are generally selected, or volunteer, based on their expertise and experience in mentoring others. An important factor in the selection of mentors is their commitment to the process and the relationship. Time is the major resource offered by the mentor. Thus, successful mentors must be able, and willing, to devote the necessary time needed to foster a productive relationship. The time involved is not just the time set aside to meet with the mentee. As a mentor one must spend sufficient time preparing for the meetings with the mentee. This may involve checking with others on the progress of the mentee. It may involve developing projects for the mentee or preparing a list of articles or professional journals to be reviewed. Just as teacher prepares for a class, mentors must prepare for their sessions.

The mentor need not feel that he/she is responsible for building and enhancing the mentee's competencies single handily. A major role of the mentor is to expand the mentee's resource network. Mentors don't need to answer all the questions but rather guide their mentee to the answers. Mentors should consider themselves facilitators of learning. While it may seem easier at times to provide information outright, it must be remembered that there is knowledge in the quest for knowledge.

Specific suggestions for mentors

• Keep appointments and only cancel (and reschedule) when absolutely necessary
• Do not accept interruptions during the mentoring sessions
• Express appreciation for what the mentee does
• Do not discuss the mentee with others (unless given permission)
• Model the behavior desired in the mentee
• Encourage debriefing sessions on shared activities. This offers insight into your thought processes leading to decision-making, etc.
• Discuss the mentee's skills which observed and offer constructive feedback
• Participate in, and initiate, discussions on your philosophy and techniques for accomplishing various activities
• Continue to monitor the mentee understanding of issues discussed to insure appropriate comprehension and understanding
• Encourage the mentee to outline the skills and competencies they wish to master