Mentoring

Handbook

Institute Student Mentor Programme, 2007-08, Indian Institute of Technology, Bombay 1

 Contents

Page
3 What is mentoring?
4 Versatility of a mentor‘s role
4 The mentoring relationship
5 Mentoring framework: outcome & influencing factors
7 The qualities of a mentor
8 The advantages of mentoring
8 Phases in mentoring
9 Self assessment of mentoring skills
10 What does a mentor actually do?
11 The mentoring calendar
11 Tips for setting mentoring agendas
12 The structure of mentoring meetings
12 Documenting mentoring meetings
13 Before meeting your mentee for the first time
13 The first mentoring meeting
14 A professional code of practice for mentors
15 References

Institute Student Mentor Programme, 2007-08, Indian Institute of Technology, Bombay 2

 What is Mentoring?

Consider the model of mentoring outlined below.

Mentoring relationship
Role model
Nurture
Care giver Leading
Opening incrementally
ourselves
Functions of mentoring
Teach Sponsor Encourage Counsel Befriend
model protect affirm listen accept
inform support inspire probe relate
confirm/ promote challenge advise clarify
disconfirm
prescribe
question

Mentoring Activities
Demonstration lessons
Observations and feedback
Support meetings

Expressing care and concern

(Adapted from: Kerry and Mayes, 1995)

This model proposes that there are three ‗mentoring dispositions‘ (shown outside the
circle) which are essential to effective mentoring:

1. Mentors must be prepared to ‗open‘ themselves to the mentee by sharing their

reasoning and decision processes with them and allowing themselves to be
observed in the classroom.
2. The mentor has the skills and ability to match the support they give with the
mentee‘s developing knowledge and understanding, thereby leading
incrementally.
3. Mentors should be able to express care and concern, demonstrating empathy
for the mentee‘s situation.

Institute Student Mentor Programme, 2007-08, Indian Institute of Technology, Bombay 3

This model also outlines three basic components to mentoring: the mentoring
relationship; functions of mentoring and mentoring activities.

The mentoring relationship is seen as one in which the mentee views the mentor as a
role model and where the mentor nurtures and cares for the mentee.

The mentoring relationship also serves five basic functions which can be broken down
into related behaviours.

According to this model, the behaviours and ‗functions‘ of a mentor are all actioned
through three key mentoring activities: demonstration lessons, observation and
feedback and support meetings.

Versatility of a mentor’s role

Mentors can play a versatile role (Zelditch, 1990):

advisors, who have career experience and share their knowledge
supporters, who give emotional and moral encouragement
tutors, who provide specific feedback on performance
sponsors, who are sources of information and opportunities
models of identity, who serve as academic role models

Think of mentoring as the consistent and developmental evolution of wisdom,

technical knowledge, assistance, support, empathy, and respect to junior students
through, and often beyond, their education. In other words, mentoring is a
constellation of activities—educational, interpersonal, and professional—that mean
much more than advising students on how to meet degree requirements, as critical
as that is. It is the mentor‘s ―continuous engagement in a student‘s professional
growth and the ongoing support and encouragement of student‘s academic
endeavors‖ that shapes the kind of mentor you are.

The Mentoring Relationship

Before you begin mentoring, it is worth considering the relationship between

mentor and mentee.

‘…a particular form of relationship designed to provide personal and

professional support to an individual. The mentor is generally more
experienced than the mentee and makes use of that experience in a
facilitative way to support the development of the mentee.
Mentoring is used to assist individuals at specific stages of
development or transition and lasts for a sustained but defined

Institute Student Mentor Programme, 2007-08, Indian Institute of Technology, Bombay 4

 period of time. The mentoring relationship provides a developmental
opportunity for both parties and can thus be of mutual benefit.’
(CCDU, 1994, The University of Leeds).

This is a particularly useful definition as it perceives the mentor‘s role to be

facilitative, supportive and developmental. This is important to note as mentoring
relationships are between equals: a mentor should have no supervisory responsibility or
authority over a mentee. This definition also emphasises that the benefits of the
mentoring relationship are mutual.

Good mentoring relationships are close, individualized relationships that develop over
time between a graduate student and one or more faculty members, or with other
professionals who have a strong interest in the student‘s educational and career goals.
It includes not only academic guidance, but also prolonged nurturing of the student‘s
personal and professional development.

Mentoring focuses on the human relationships, commitments, and resources that help
students find success and fulfillment in their academic and professional pursuits.

Mentoring is a journey mentors and mentees embark on together. Throughout this

journey, two or more individuals help each other arrive at a common destination called
professional excellence. Naturally, the journey can be challenging, with occasional
muddy trails and blind spots but with many more panoramic lookouts and high points.
Good mentoring is a matter of awareness, intention, and a genuine desire to see
protégés succeed or simply ―the best way to get there.‖

Mentoring framework: outcome & influencing factors

Formal mentoring involves assigned pairings of mentors with protégés. While informal
mentoring relationships develop because of mutual identification and interpersonal
comfort (Ragins, 2002), formal mentoring programs match individuals as part of a
student development process, and the two individuals must then strive to get to know
one another. The formal mentoring relationship is part of an organized, facilitated
student development program for a specified duration and protégés are generally
prompted to have developmental goals in mind. Formal mentoring participants must
initiate interaction and establish rapport within this context.

Mentoring activities have been shown to provide both developmental (academic) and
psychosocial (e.g., friendship, role modeling, counseling, and acceptance) functions for
protégés. Psychosocial functions are more personal, relying on an emotional bond
between the mentor and protégé. The level of mentoring that occurs in the
relationship, including both members of the formal mentoring dyad, is influenced by
protégé and mentor characteristics, dyad characteristics, and organizational support.
Institute Student Mentor Programme, 2007-08, Indian Institute of Technology, Bombay 5
This happens via three primary mechanisms: via selection (who one selects as a
relationship partner), evocation (the responses that are evoked from others), and
manipulation (how individuals shape the course of their relationship). Given that most
formal mentoring programs have an external party complete the matching of the
mentor and protégé, we may focus on two specified personality characteristics (pro-
activity and openness to experience) whose theoretical origins suggest would be
critical in driving the mechanisms of evocation and manipulation of interactions within
a formal mentoring context. Pro-activity refers to a tendency to shape and influence
one‘s environment. An individual with high pro-activity is likely to take action and
respond to opportunities, while low pro-activity reflects little initiative, passivity, and
the likelihood of maintaining the status quo. Protégé pro-activity is purported to
affect the amount of mentoring via initiation and maintenance of scheduled meetings
between the mentor and protégé (evocation) and through goal-oriented behaviour
during mentor interactions (manipulation). Because formal programs aim toward the
protégé, it is the protégé that is typically responsible for arranging meetings (Coley,
1996). Yet, barriers such as the perceived inaccessibility of the mentor (inducing
intimidation on the part of the protégé, and an unwillingness to ―bother‖ the more
senior individual) and time constraints highlight the situation as one where initiative
will play a role in ensuring such meetings are scheduled. Because proactive individuals
seize opportunities for growth, they may also be more prepared for mentoring
meetings, articulating questions and directing conversation in a manner that elicits
higher amounts of mentoring. While psychosocial mentoring might be elicited if the
two individuals connect on a more personal level, we expect that pro-activity of the
protégé will especially elicit mentoring, due to the ambition and initiative components.
Mentor pro-activity is theoretically relevant for similar reasons. Even if formal
mentoring programs are supposed to be protégé-driven, a mentor higher in pro-activity
will be more likely to schedule meetings if the protégé does not initiate sufficient
contact and will be more apt to plan discussions. Openness to experience encompasses
imagination, intelligence, curiosity, originality, and open-mindedness. We expect the
openness to experience of the protégé and mentor to be important to the amount of
both developmental and psychosocial mentoring that occurs in a formal mentoring
context. Through both mechanisms of evocation and manipulation, it may be suggested
that individuals with higher openness to experience will be more inquisitive and
receptive to new ideas and perspectives from a mentor that they may not have
gravitated to on their own accord. High openness to experience is expected to
similarly predispose mentors to be more willing to mentor an individual that is not a
mirror reflection of themselves, and the openness to evoke a more comfortable
atmosphere for self-disclosure. Protégés, who perceive themselves as similar to their
mentors in regard to issues such as values, perspectives and work styles, report
receiving higher levels of both developmental and psychosocial mentoring.

Institute Student Mentor Programme, 2007-08, Indian Institute of Technology, Bombay 6

 The Qualities of a Mentor

It is worth thinking about the personal qualities and professional skills which make
effective mentors:

Personal qualities

good interpersonal and communication skills

approachable
empathy
good listening skills
a genuine desire to help others
an open mind and flexible attitude
is supportive without being controlling
can give guidance to a mentee without making their decisions
will always give honest answers
doesn‘t apportion blame but looks to find solutions
actively questions the mentee
ability to probe and challenge
willingness to debate and discuss
has realistic expectations of themselves and others
good organizational skills.

Professional skills

excellent teacher practitioner

knowledge and experience of the mentee‘s new area of work
knows organisational routines, procedures and policies
enthusiastic about teaching
can offer a range of perspectives and teaching and learning techniques
can make suggestions informed by their own expertise and experience
can empower the mentee with the knowledge gained from their experience
can help the mentee to identify practice which meets professional
requirements.

Institute Student Mentor Programme, 2007-08, Indian Institute of Technology, Bombay 7

 The Advantages of Mentoring

For the mentee, mentoring provides:

a point of personal contact other than faculty advisors/course instructors
a source of support and guidance
a critical friend with whom weaknesses can be explored and addressed and
achievements shared and built upon
regular meetings in which specific issues and ideas can be discussed and
developed
a chance to explore teaching and learning in a non-assessed and non-threatening
environment
a smoother transition into the workplace.

For the mentor, mentoring provides:

a catalyst to reflect upon one‘s own practice
a way of developing personal and professional skills further
opportunities to network with other professionals
job satisfaction and increased self-esteem
new opportunities for career and professional development.

Phases in mentoring

Frank and mutual exploration of expectations and interests should be the

focus of first successful meetings with mentees. Early on, a mentor
recognizes a student‘s unique qualities and believes the student deserves
special coaching. In turn, this recognition inspires the student, who seeks
to benefit from the mentor‘s support, skills, and wisdom. Later, both
parties explore and deepen their working relationship. After a while, the
protégé may grow in ways that require some separation from the mentor,
to test his or her own ideas. This distancing is a sign that the mentoring
relation-ship is maturing and providing the protégé with the skills needed
to function independently. Finally, both mentor and mentee may redefine
their relationship as one of equals, characterized over time by informal
contact and mutual assistance, thus becoming true professional colleagues.

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If you are about to become a mentor, you might want to complete the following self-
assessment.

Self Assessment of Mentoring Skills

Assess your own potential as a mentor by indicating on the continuum whether this is
a strength or an area identified for further development.

1. Are you a good role model?

(Someone to be respected because of their: ability/ experience/ willingness to self-review/ professional standards.)

2. Are you an enthusiast?

(Someone who sparks interest; makes life fascinating and lively)

3. Are you an identifier of need?

(Someone who can help the mentee to: identify areas of further development; prioritise needs and set appropriate targets.)

4. Are you a teacher-guide?

(Someone who can: show the mentee how to improve; share skills and discuss issues, ideas and problems willingly.)

5. Are you a problem solver?

(Someone who can help the mentee to identify their strengths and show how to use them to develop their skills further and
overcome problems.)

6. Are you a supporter?

(Someone who is a good listener and counsellor: warm and caring; encouraging and accessible.)

7. Are you a career counsellor?

(Someone who is good at helping the mentee to develop a knowledge and consideration of different career profiles and
pathways within IIT Bombay and beyond).

(Adapted from: Smith and West-Burnham, 1984)

Institute Student Mentor Programme, 2007-08, Indian Institute of Technology, Bombay 9

 What does a mentor actually do?

A mentor helps to induct, orientate and develop the teaching and learning skills of the
mentee by:

 Attending regular meetings with the mentee

 Being well-prepared for meetings with the mentee

 Helping the mentee to set the agenda for discussions

 Making oneself available on an ad hoc basis to freely provide appropriate support and

guidance

 Developing, monitoring and reviewing an Individual Learning Plan with the mentee

 Initiating reflective dialogue with the mentee, particularly about teaching and learning

 Sharing, exploring and reflecting on teaching and learning pedagogies

 Listening, clarifying, reflecting back and discussing

 Acting as a sounding board

 Conducting developmental non-graded observation(s) of the mentee

 Being observed by the mentee

 Facilitating the mentee to observe others

 Providing constructive feedback after observation

 Informing and supporting the mentee to adopt the policies, practices and documentation

relating to both internal systems and accrediting bodies

 Conducting oneself within professional boundaries, adhering to the provider’s own policies

and practices

 Observing the confidential nature of the relationship and the dialogue arising within it

 Attending group meetings with other mentors

 Attending relevant training to improve one’s own performance and skills

 Sharing information to the mentee about continuing professional development and

opportunities

 Having a duty of care towards the mentee and helping them to deal with any emotional

responses triggered by the training process

 Guarding against the exploitation of the mentee by other parties

Institute Student Mentor Programme, 2007-08, Indian Institute of Technology, Bombay 10

 The Mentoring Calendar

The first month starting from the day of admissions is the most important period of
the calendar. The fortnight surrounding the mid-semester examinations and that
preceding the end-semester examinations are very important for the mentor to
continuously track the mentee‘s academic performance.
A mentor needs to be vigilant throughout the first semester to track any case of
‗ragging‘ and/or involuntary exploitation during hostel or other activities.

Frequency of meetings
Mentoring meetings should be organised in accordance with organisational policies.
Most organisations find that a weekly meeting of an hour works best. This time should
be ‗timetabled‘ for both mentor and mentee and seen as a regular commitment with
the same status as a timetabled lesson. This also ensures that mentoring is seen as
part of the mentor‘s workload and not an ‗add on‘ or ‗extra‘.

The purpose of mentoring meetings

Mentoring time should not be seen simply as an opportunity for a ‗chat and a cup of
coffee‘, they are professional meetings crucial for the development and success of the
mentee. Mentoring time should, therefore, evolve around a definite focus topic or
task. This does not mean that you cannot add to this plan or deviate from it as
necessity dictates, but it can provide a framework and starting point for your
meetings. The mentor is expected to put the mentee at complete ease in discussing
any incident that might prop up in his mind.

Tips for setting mentoring agendas

Before meeting your mentee for the first time, brainstorm possible ‗topics‘ for
discussion by thinking about the training needs of someone in their situation.
Be aware of the demands on the mentee especially in terms of their academic
commitments. Try to consider what they will need support in achieving and how
this can be done in your mentoring time.
Encourage the mentee to discriminate between urgent developmental issues or
questions which must be dealt with as soon as they arise and the sorts of
‗everyday‘ or ‗incidental‘ issues for which an answer or advice may not need to be
sought immediately but which are, nevertheless, very important to the mentee.
Agree with the mentee a way of them noting down these ‗everyday‘ or
‗incidental‘ questions and concerns which come to light during their working life
so that they are not forgotten before the next mentoring meeting. This could
be a notebook or diary where they may want to incorporate their ideas.
Agree with the mentee when and how you will deal with these ‗everyday‘ or
‗incidental‘ questions. (i.e, at the beginning or end of each mentoring session).

Institute Student Mentor Programme, 2007-08, Indian Institute of Technology, Bombay 11

 Potential focus topics or tasks will often come to light during mentoring
sessions. Be flexible and either respond to them immediately, if appropriate
and practical to do so, or negotiate with the mentee for a future date and time
to discuss them.
Finish each mentoring meeting by establishing what the focus or agenda items
will be for your next meeting and ensure that both parties are aware of any
materials they will need to bring.
Do not overload your mentoring meetings; try to have one focus topic or task as
your main outcome.

The structure of mentoring meetings

Whilst mentoring meetings should be conducted in a relaxed atmosphere, it is worth

agreeing a general structure with your mentee the first time you meet. This
demonstrates to the mentee from the offset that you take your role as a mentor
seriously and see it as an important professional tool. For many people, structure is
comforting and a discussion of this kind can, therefore, actually relax the mentee in
the knowledge of what‘s to come rather than making the process seem overly
officious. This would also facilitate the mentor in being sincere, committed and regular
in his duties.

A possible structure for mentoring meetings:

1. ‗Everyday‘ or ‗incidental‘ concerns which have arisen since the last meeting.
2. The main focus or task, as negotiated during the previous meeting.
3. Next meeting: focus/agenda; time; place etc.

Documenting mentoring meetings (optional)

Documentation (online via the forum or otherwise), if any, should form the basis of a
reflective dialogue between the mentor and mentee and provide a useful record for
everyone to refer back to. It should not be seen only as a way of providing evidence
that mentoring has taken place. The following points should be taken into account
when devising documentation for mentoring:

 It should be confidential
 The responsibility for its completion should lie with the mentee
 Ownership of the documentation should rest with the mentee
 It should include the opportunity to reflect upon developmental observations

The policy regarding what parties will be privy to and/or retain copies of this
documentation should be agreed within the team and both mentor and mentee made
fully aware of this policy.

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 Before Meeting Your Mentee for the First Time

Find out the name of your mentee and something about him or her.
Make a point of going to see your mentee on their first day and introduce
yourself to him/her if this has not already been done previously.
Discuss with line managers whose responsibility it is to compile and provide the
mentee with relevant documentation such as: staff handbook,
curriculum/syllabuses, organisational documentation etc.
Ensure you know how you need to document the mentoring meetings and any
lesson observations you or the mentee undertakes.
Ensure you know who should have access to mentoring documentation in
accordance with organisational policy.

The First Mentoring Meeting

Make your mentee feel comfortable.

Recognise the mentee‘s previous experience.
Clearly define your role as mentor.
Explain when and where mentoring meetings will take place.
Negotiate the basic structure you would like to use for your mentoring
meetings.
Explain any documentation which will be used to record your mentoring meetings
and who will have access to this.
Explain any documentation which will be used to record lesson observations and
who will have access to this.
Describe the ways the agenda for mentoring meetings will be set and agreed,
including suggestions for keeping notes on ‗everyday‘ or ‗incidental‘ concerns.

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 A Professional Code of Practice for Mentors

The mentoring relationship is a professional partnership and should be

treated as such. A professional, well organised mentor who can ascertain
the needs of the mentee and respond accordingly can make the difference
between failure and success for the mentee. Furthermore, the mentoring
meeting is committed time and part of the mentee‘s training entitlement.

A mentor should arrange regular meetings with their mentee

Mentoring meetings should be arranged at a designated time and place.
If unavoidable circumstances mean that the mentoring meeting can not go ahead
at the usual time, it should be rescheduled for the next available opportunity.
A mentor should arrive for mentoring meetings punctually.
A mentor should arrive prepared for the agreed meeting.
Mentors should give mentees their undivided attention: carrying out other tasks
whilst discussing things with the mentee or taking phone calls during mentoring
time should be avoided.
Mentoring meetings should have a definite focus.
The mentor and mentee should set the mentoring agenda together. A mentor
should respond to the developmental needs of the mentee and should not impose
their own issues or concerns on the mentoring time.
A mentor should adhere to organisational policies regarding confidentiality.
A mentor should not pay lip-service to paperwork which records the mentoring
time but should record meetings in a way which allows the mentee to develop by
using it for future reference and reflection.
A mentor should never exploit the mentoring relationship and should guard
against the exploitation of the mentee by other parties.
A mentor must realise their own limitations and request the help of
coordinators/fellow mentors in order to meet the developmental needs of the
mentee.
A mentor has a duty of care towards the mentee and should help the mentee
deal with any emotional responses triggered by the training process.
A mentor should handle any problems concerning the mentoring process in a
professional manner and in accordance with the quality assurance procedures
within their organisation.

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 References

Coley, D. B. (1996). Mentoring two-by-two. Training and Development, 50, 46–48.

Ragins, B. R. (2002). Understanding diversiWed mentoring relationships:

Definitions, challenges, and strategies.

D. Clutterbuck & B. R. Ragins (Eds.), Mentoring and diversity: An international

perspective (pp. 23–53). Woburn, MA: Butterworth Heinemann.

Wanberg C.R., Mueller J.K. & Marchese M. (2006). Mentor and protégé
predictors and outcomes of mentoring in a formal mentoring program. Journal of
Vocational Behaviour (69: pp. 410-423)

Zelditch, M. (1990). Mentor roles. Proceedings of the 32nd Annual Meeting of

the Western Association of Graduate Schools (Tempe, AZ, March 16-18).

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