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A mentor is an individual with expertise 

who can help develop the career of a 

mentee.A mentor has two primary functions for the

mentee.Career – related functions

Psychosocial functions

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Initiation stageMatching process occurs

Potential mentee proves himself/herselfworthy of a mentor’s attention

Explore the relationship and create aneffective mentoring program

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The mentee learns from the mentor.

Two broad mentoring functions are at theirpeak during this stage.

The mentor teaches the mentee valuable

lessons gained from the mentor’sexperience and expertise.

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There may be nothing left to learn,

The mentee may want to establish anindependent identity

The mentor may send the mentee off on

his or her own the way a parent sends offan adult child.

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both mentor and mentee recognize thattheir relationship can continue but that itwill not be the same as their mentoringrelationship.

The former mentor may establish

mentoring relationships with new mentees.Likewise, the former mentee may serve asa mentor to others.

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Guidance in a general or specific professionalarea

Series of questions or issuesBroad career developmentEarly career development

Ethical and moral guidance

Assistance in navigating professionalsettings, institutions, structures and politicsProfessional identity development guidance

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Willingness to share skills, knowledge,and expertise.

Demonstrates a positive attitude andacts as a positive role model.

Takes a personal interest in thementoring relationship.

Exhibits enthusiasm in the field.

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Provides guidance and constructivefeedback. 

Sets and meets ongoing personal andprofessional goals.

Values the opinions and initiatives ofothers.

Motivates others by setting a goodexample. 

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Professional settings

Organizations (e.g., APA)

Community

Internet, e-mail, telephone

Informal national and internationalnetworks within specialties

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not managed or specifically recognized as amentoring relationship within a largerorganization.

benefits the mentee’s professionaldevelopment

The relationship is most likely to be initiatedby the mentee as she or he seeks supportaround a specific task

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six primary characteristics of formalmentoring programs that can directlyinfluence 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.

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Formal mentoring programs are generallymore effective when mentors voluntarilyparticipate (rather than being dragged or

coerced) and are intrinsically motivated tohelp mentees

Typical guidelines suggest one or two

meeting per month and specify the mentee asthe responsible party to initiate thesemeetings.

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Superior mentors

Subordinate mentors

Peer mentors

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A mentor who is clear and upfront about whatthe mentee can expect from a mentoringrelationship, who guides the process, andwho sets appropriate boundaries, creates anenvironment in which the relationship canthrive.

A mentor who can provide perspective duringcritical incidents, and encourage the menteeto find balance, enables growth through therelationship.

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From the mentee’s perspective, respectfulbehaviors such as punctuality, reliability, andthe development of an independent work

style, create an environment in which thementor can best meet the needs of thementee.

Helps to understand that the mentor

relationship can be the start of a long-term,mutual, professional relationship that changesover time.

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