 It is NOT precepting, coaching, supervising,

facilitating or teaching
 Mentoring involves a voluntary, mutually
beneficial and usually long-term professional
relationship. In this relationship, one person is an
experienced and knowledgeable leader (mentor)
who supports the maturation of a less-
experienced person with potential (mentee)
 Can be either a Informal or Formal process
For mentees For mentors

Career-related benefits Instrumental benefits

 Sponsorship  Learning/exposure to new ideas &
 Protection techniques
 Exposure & visibility  Recognition by others

 Challenging assignments/skill  Networking opportunity

building/knowledge transfer Relational benefits

Psychosocial benefits  Rewarding experience
 Role modeling  Loyal support
 Friendship  Psychological generativity
 Acceptance & confirmation
 Counseling
 Increases productivity and commitment among the
faculty
 Builds and sustains a culture of support for faculty as
they pursue career advancement
 Encourages collegiality within and across disciplines
 Increases collaboration among colleagues
 Reinforces the effort and investment put into
recruiting new colleagues
 Reduces faculty turnover
 470 nursing schools
 June 2009 there were 422,978 students enrolled
in Nursing
 152 of the 470 schools have below average
number of nursing board passers
 T – take on phase
 E – engagement phase
 A- achievement phase
 M- maintenance phase
 Appropriate mentors and mentees
within the nursing school are
assigned
 Focus: Role Adjustment
Mentee’s Mentors Role Department Deans Role
Development Heads Role
Matching the Discusses and
Role Inspirer
mentors and illustrates the
adjustment Model
mentees mentorship
Skills Supporter
Facilitate model's goals,
development Teacher
trainings objectives and
Learn Job tasks
stages
Develops
orientation
decision
Develop
Making Skills
training plan
 Begin to establish and agree on
more comprehensive goals
 Focus: Establishment of goals
Mentee’s Mentors Role Department Deans Role
Development Heads Role
Clearer role Supporter Ensures the pair Intervenes if
expectations Feedback- understands the necessary when
More giver commitment conflict occurs
independent in Problem- Reviews
performing Solver learning plan
tasks Energizer Assist pairings
Able to solve Idea- Bouncer who experience
problems difficulty
May orient Reassignment
newer nurses of matches
 The mentor and mentee work
diligently towards their established
goals.
 Focus: Professional Development
Mentee’s Mentors Role Department Deans Role
Development Heads Role
Mentorship Liaising with
Seeks increased Investor initiative human
responsibilities Standard- evaluation resources and
Independent in prodder senior
role Door opener administratio
May need n on
another mentor outcomes of
the
mentorship
initiative
 The mentee is self-sufficient and
integrated into the culture of the
organization
 Focus: Partnership and Collaboration
Mentee’s Mentors Role Department Deans Role
Development Heads Role
Professionally Investor
mature Standard- Assists the Coordinated
Finds identity in prodder mentor or mentorship
area Door-opener mentee to move recognition
Asks more Career onto other activities
complex counselor relationships Evaluation
questions Challenger Updates
Pursues advance Eye-opener profiles and
degree or higher roster of
position mentors and
Becomes a mentees
mentor
 Identify purpose of program
 Develop mission statement
 Set specific program goals
 Align with department culture
 Integrate with other existing programs
e.g., other developmental opportunities for
junior faculty (e.g., grantsmanship, junior
faculty roundtables)
e.g., other developmental opportunities for
senior faculty (e.g., preparation for
administrative roles, leadership development)
 Identify champions & key supporters
 Develop communication strategy
 Identify target population
 Identify & secure resources
 Find a home for the program
 Recruit/identify potential mentors
 Recruit/identify potential protégés
 Identify participation requirements
 Determine program timeline & guidelines for
interaction
 Identify matching method (see handouts)
 Provide training for mentors & protégés
 Determine strategies for providing on-going
support to protégés
 Determine strategies for providing on-going
support to mentors
 Develop methods to monitor program

(mechanism, frequency, responsibility)

 Identify evaluation criteria
 Program evaluation is essential, especially in
early stages
What to measure
How to measure
When to measure
 Evaluation criteria must link back to program
goals & objectives
Eby (2010 )University of Georgia
 Relationship problems
 Both mentors & protégés report problems
 Most common problems for protégés: mentor
neglect, mismatches, lack of mentor expertise
 Most common problems for mentors: protégé
unwillingness to learn, mismatches, subtle conflicts,
jealousy/submissiveness
 Problems associated with strain reactions, negative
work attitudes

Eby et al. (2004, 2008), Eby & McManus (2003), Eby & Allen (2002)
 Voluntary participation by both mentor & protégé
 Contracting
 Training for both mentor & protégé
 Trial period with mentor (escape strategy)
 Back-up mentor
 Accountability systems (e.g., periodic checkins)
Allen, Eby, & Lentz (2006), Eby & Lockwood (2005); Finkelstein & Poteet (2007);
Ragins et al. (2000)
 Mentoring
 It occurs outside of a line manager-employee
relationship, at the mutual consent of a mentor
and mentee.
 It is career-focused or focused on professional
development that may be outside a mentee's
area of work.
 Relationships are personal--a mentor provides
both professional and personal support.
 Relationships may be initiated by mentors or
created through matches initiated by the
organization.
 Relationships cross job boundaries.
 Relationships last for a specific period of time
(nine months to a year) in a formal program, at
which point the pair may continue in an
informal mentoring relationship.
 Coaching
 Managers coach their staff as a
required part of the job.
 Coaching takes place within the
confines of a formal manager-
employee relationship.
 The focus is to develop
individuals within their current
job.
 The interest of the relationship is
functional, arising out of the need
for individuals to perform the
tasks required to the best of their
ability.
 Managers tend to initiate and
drive the relationship.
 The relationship is finite, ending
when an individual has learned
what the coach is teaching.
Formal Informal

 Connection to a strategic business  Unspecified goals

objective of the organization
 Unknown outcomes
 Established goals
 Limited access to the program
 Measurable outcomes
 Self-selection of mentors and
mentorees
 Open access for all who qualify
 Long-term mentoring
 Strategic pairing of mentors and mentees
 No expert training or support
 Expert training and support
 Indirect organizational benefits
 Direct organizational benefits