The Long-Lasting Effects of Mentor/Mentee Relationships Lincoln Johnson, University of Washington Kathy McIntosh, Alliant International University Susan Payment, College of Charleston

Mentor or Mentee?

This Will NOT Be Covered…

Let’s Start With the Research  Mentors = guides, coaches, sponsors, advisors, trainers, teachers, and role models (Gonzales, 2006; Lyons, 2004)  Mentors participate in encouraging, sharing, active listening, providing feedback, and guidance to enhance performance of the protégé (Gaskin, 2003).  Mentees report greater career mobility, higher overall salaries, greater personal and career satisfaction, decreased stress, higher self-esteem, reduced work-life conflicts, and increased power within the organization.  Organizations benefit from decreased turnover, greater organizational commitment, and higher rates of employee satisfaction  Mentoring can be formal or informal

Types of Mentoring Informal  Develop through mutual identification, in which the protégé selects someone whom they admire and the mentor selects an individual who reminds he or she of him or her and is worthy of extra attention (Chao, 1992).  Deeper level of commitment to relationship (Ragins & Cotton, 1999); slow development and emotionally intense.  Stretch beyond career related issues and focus more on personal interests, needs, and values (Phillips-Jones, 1983).  More consistent positive outcomes, especially for women and minorities (Gonzales, 2006).  Mentees report greater satisfaction with mentors (Ragins and Cotton, 1999).  Informal mentoring relationship often last 3 to 6 years (Kram, 1985b). Formal Mentoring  Formal mentors may be less motivated to foster a deep relationship with the protégé (Ragins & Cotton, 1999).  Focus primarily on career related topics.  Found in one third of the major companies in the United States (Bragg, 1989).  Formal mentoring often occurs throughout a 6- to 12-month period (Zey, 1985).

Establishing Mentoring Relationships  One-on-One  Group  Peer-to-Peer  Goal Oriented  Self Directed  Speed Mentoring  Reverse Mentoring  Employee-Alumni

Goals & Expectations  Support system  Outcomes  Advocate  Make connections/expand network  Enhance skills, talents  Assess challenges  Build confidence  Provide feedback & advice  Reciprocity/learn from each other  Provide “cover” for risk taking

Communication  Face-to-Face  Phone   Text Messaging  Social Media  Flash Mentoring  Frequency of interaction  Formal  Informal

Benefits  Growth of Networks  Expand the Profession  Learn From Each Other  Reflection/ New Perspective  Increase Confidence  Satisfaction

Establishing a Program On Your Campus  Departmental  Division-Wide  Resources  Models – aff-development/staff- mentoring.php uccess/sam/ ew-student-affairs-staff- orientation/mentor- resources.html rograms/leadership-certificate/

Sustaining the Relationship  Be judicious of making the commitment b/c it requires time, patience, understanding.  Mentorship can be a lifelong commitment  Empower mentees to reciprocate learning, knowledge to you and others.

Questions?

References  Bragg, A. (1989). Is a mentor program in your future? Sales & Marketing Management, 141(11), 54–59. Retrieved from  Chao, G. T., Walz, P. M, & Gardner, P. D. (1992). Formal and informal mentorships: A comparison on mentoring functions and contrast with non-mentored counterparts. Personnel Psychology, 45(3), 619–636. Retrieved from EBSCOhost.  Gaskin, L. P., Lumpkin, A., & Tenant, L. K. (2003). Mentoring new faculty in higher education. Journal of Physical Education, Recreation & Dance, 74(8), 49. Retrieved from Research Library Core. (Document ID: )  Gonzales, C. (2006). When is a mentor like a monk? Academe, 92(3), 29. Retrieved from  Johnson, W. B. (2003). A framework for conceptualizing competence to mentor. Ethics and Behavior, 13, 127–151. doi: /S EB1302_02  Kram, K. E. (1985b). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott Foresman.  Lyons, M. E. (2004). Frontiers of the heart: St. Madeline Sopie Barat: Contemporary educator. San Diego, CA: Western Regional Conference of Sacred Heart Alumnae  Phillips-Jones, L. (1983). Establishing a formal mentoring program. Training & Development Journal, 37(2), 38. Retrieved from EBSCOhost  Ragins, B. R., & Cotton, J. L. (1999). Mentor functions and outcomes: A comparison of men and women in formal and informal mentoring relationships. Journal of Appled Psychology, 84(4), 529–550. doi: /99/S3.00  Zey, M. G. (1985). Mentor programs: Making the right moves. Personnel Journal, 64(2), 53– 57. Retrieved from