Ehrich, Lisa 2013 Desarrollo Mentoring

This is the author’s version of a work that was submitted/accepted for pub-
lication in the following source:
Ehrich, Lisa C. (2013) Developing Performance Mentoring Handbook. The

State of Queensland (Department of Education, Training and Employ-
ment).
This file was downloaded from: http://eprints.qut.edu.au/65583/
c Copyright 2013 State of Queensland, (Department of Education,

Training and Employment)
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DETE MENTORING
HANDBOOK
1
Table of Contents
1. Introduction
What is mentoring?
The purpose of this handbook
Who is this handbook for?
How to use the handbook
2. What is mentoring
The origins of the term

More recent understandings
Mentoring delineated from other developmental practices
3. The purpose of mentoring
4. The benefits of mentoring: What the research says
Benefits for mentees

Benefits for mentors
Benefits for the organisation
5. The shortcomings of mentoring: What the research says
Shortcomings for mentees

Shortcomings for mentors
Shortcomings for the organisation
6. Key success factors
Time and commitment

Compatibility (rapport)
Training
Ethical conduct
Matching: sameness or diversity?
Locus of power
7. Types of mentoring
Informal mentoring
Advantages
Disadvantages
Formal mentoring
Advantages
Disadvantages
Formal or informal?
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Peer mentoring and group mentoring
Advantages
Disadvantages
E-mentoring
Advantages
Disadvantages
8. Mentoring models
Daloz: A developmental model

Kram: A sponsoring model
9. Role of mentor and mentee
Role of mentor
Relationship emphasis
Facilitative focus
Mentor model focus
Confrontive focus
Information emphasis
Mentee vision
Questioning: A key mentoring technique
Role of Mentee
Should the mentor be the mentee’s manager?
10. Phases of the mentoring relationship
11. How to set up a formal mentoring program
Appoint a coordinator
Articulation of goals/objectives of the program
Timelines
Clear roles and responsibilities of both parties
Training of mentors
Participants
Matching of mentors and mentees
Get out clause
Monitoring/evaluation
How to find a mentee or mentor?
12. References
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13. Appendices
Checklist for mentor prior to meeting 1

Checklist for mentor: Meeting 1
Mentor reflection template (following Meeting 1)
Sample mentor agreements
14. Annotated bibliography
4
1. Introduction
What is mentoring?
Over the last 40 years, the term mentoring, has been hailed as an important workplace learning activity and
applied in a variety of contexts such as government departments, hospitals, schools, and community settings.
It has been used to support the learning and development of novices and leaders, as well as for the purposes of
talent management and retention. Not surprisingly, its meaning often depends on the purpose for which it has
been used and the particular context in which it has been applied.
The purpose of this handbook
The purpose of this guide is to provide some background understandings regarding the meaning, purpose,
features, benefits of mentoring and some practical applications of mentoring. The handbook seeks to clarify
the different types of mentoring and provides guidance regarding how to establish a formal mentoring
program, as well as how to work with a partner in a mentoring relationship.
Who is this handbook for?
The handbook is based on and informed by research and good practice regarding the process of mentoring.
It is likely to be of benefit to employees in DETE who may find themselves acting as either mentors or
mentees or both and thus working with others to develop important skills, knowledge, and understandings.
Mentors and mentees may decide to use DETE’s Developing Performance Framework as a starting point to
help them identify and clarify professional development needs and career-based goals.
How to use the handbook
The handbook contains 14 sections. The first five sections provide valuable information about the background
of mentoring, its purpose, benefits and shortcomings. Sections 6 to 11 provide a discussion of practical issues
such as the success features of formal programs and how to establish a formal program, as well as other
important information such as the roles of mentors and mentees and the phases that characterise the
relationship. Two mentoring models are included here and these models reinforce the idea that mentoring can
be very different depending on its purpose and type. The model that is promoted in this guide is a
developmental type of mentoring that is concerned with support and growth.
2. What is mentoring?
The origins of the term
To understand the meaning of mentoring, it is necessary to go back to its origins. The term mentor is
attributed to Homer and his epic work, The Odyssey. In his story, Odysseus, King of Ithaca, embarks on a
decade long travel and adventure, leaving behind his wife and young son, Telemachus. Odysseus instructs his
loyal and true servant, Mentor, to look after the royal household and keep a watchful eye over Telemachus.
Mentor agrees and acts in loco parentis, becoming a father figure, teacher, role model, guide, sounding board,
and friend to Telemachus. Athene, Goddess of Wisdom, sometimes takes the form of Mentor and provides
encouragement and support to Telemachus. From this story, the word 'mentor' has come to mean a 'father
figure' or perhaps a 'mother figure' (following Athene's wisdom and advice) to younger people or novices.
5
More recent understandings
While the term mentoring has broadened over the years and become part of the language of organisations and
staff development, vestiges of its original meaning can be found in contemporary definitions. For example,
just as Mentor provided encouragement and support to, and acted as a sounding board for, Telemachus,
Mentors today play these psycho-social roles (of encouragement and support) when they work and interact
with protégés or mentees. Somewhat different today is that mentors are not necessarily ‘father figures’ or
much older in years than their protégés. In this guide, the view taken is that mentors tend to be more
experienced than their protégés or mentees rather than older in years.
There is confusion surrounding the meaning of mentoring because there are so many definitions and so many
different types of mentoring written about and practised within organisations. Not only that, there tends to be a
lack of boundaries surrounding mentoring, which has led to confusion about how it differs from coaching,
counselling, and training.
Mentoring delineated from other developmental practices
Mentoring is defined in this guide as a “personal, helping relationship between a mentor and a mentee or
protégé that includes professional development and growth and varying degrees of support. While mentoring
relationships are reciprocal, mentors tend to be those with greater experience” (Hansford et al. 2003, p.5). This
definition was developed from the work of Hansford et al., who examined 159 pieces of research on
mentoring in educational contexts. Based on their analysis, Hansford et al. arrived at this definition.
Mentoring tends to be broader and more holistic in focus than coaching as it is not only interested in
“maximiz[ing] … performance” (Whitmore 2002) but concerned with the person’s overall life development.
Mentors are significant others who play many roles and, at times, they can be coach, counsellor, and trainer.
Coaching like mentoring can be understood in a number ways as there are many types of and approaches to
coaching. Examples of coaching include the expert coach as well as the peer coach. Expert coaches are
coaches who facilitate learning and skill development in particular areas of expertise. Here coaches play a
directive role in guiding and instructing a coachee to help them improve their performance. At the other end of
the spectrum is peer coaching that involves individuals, often of comparable abilities and level, who work
with, observe, and provide feedback to one another. Common to all varieties of coaching is the process of
asking questions and exploring solutions to issues within complex work environments. Mentors sometimes
call on their coaching skills to support the learning and growth of mentees. For example, questioning is a key
technique that mentors use when working with mentees.
Counselling is a process conducted by counsellors or registered psychologists who address psychological

issues and disorders. Mentors play the role of counsellor when they provide special types of support to others
who find themselves in stressful or difficult circumstances. According to Clutterbuck (2004a), mentors who
counsel listen, provide emotional support, act as sounding boards, and help mentees to take responsibility for
their own actions. In her typology of mentoring, Kram (1985) refers to psycho-social support as including
counselling, friendship, and various types of interpersonal support.
Training is a structured process of teaching whereby a trainer focuses on developing the skills, knowledge,
and attitudes required to complete a task or perform a job. Training as a direct form of instruction can
sometimes constitute coaching and mentoring.
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3. Purpose of mentoring
While mentoring is an interpersonal relationship, its purpose is likely to depend on whether the organisation
has instituted a mentoring program or whether the mentoring relationship is more informal. In formal
mentoring programs, the purpose of mentoring is likely to be articulated in a set of guidelines or via training
that is provided for both parties where they are informed of the goals and purposes of the program. As an
example, the purpose of a formal mentoring program for beginning teachers might be to help new teachers
develop their teaching strategies and skills, become socialised into the school’s mores and culture, and
develop a good working knowledge of school policies and procedures.
In contrast, in informal mentoring arrangements, the parties may not have any set goals or specific
expectations except to get together informally and discuss work-based issues as they arise. The purpose of the
relationship may change depending on the needs of either party. Whether the mentoring relationship is
organisationally driven or informal and more personally driven, it is likely that the overall purpose of the
relationship will be for both parties to learn, engage in knowledge transfer, and support one other’s
development and growth.
4. Benefits of Mentoring
A strong message in much of the literature is that mentoring is a very positive experience. An important
scholar in the field, Clutterbuck (2004a), goes as far as saying that “I have yet to find anyone who is self-
sufficient enough not to benefit from a mentor at some point in his or her life.” (p. 7). Yet mentoring is not
without its ‘dark side’ (Long 1997), and there has been research that has reported on the risks and
shortcomings of mentoring relationships.
Benefits of mentoring: what the research says?
There have been many benefits associated with mentoring for mentees, mentors and the organisation. To
discover the outcomes of mentoring, Hansford et al. analysed and coded 159 pieces of research on mentoring
in education contexts (i.e., schools, universities, TAFEs) to determine the benefits and the shortcomings for
the mentor, mentee and the organisation. What appears in the table below is a list of the eight most frequently
cited benefits of mentoring in order of frequency.
Table 1: Benefits of mentoring
Benefits for Mentees Benefits for Mentors Benefits for the

Organisation
Support, encouragement, Collegiality, collaboration, Improved education, grades,
friendship networking behaviour of students
Help with teaching strategies/ Reflection Support, funds for school
subject knowledge
Discussing, sharing ideas Professional development Contributes to / good for
profession
Feedback, constructive criticism Personal satisfaction, reward/ Less work for principals or staff
growth
Increased self-confidence Interpersonal skill development Retention / continuity of staff
Career affirmation, advancement, Enjoyment, stimulation, challenge More effective school leadership
commitment
Observing a role model Improved, revitalised Improved
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teaching/practice communication/partnerships with
higher education
Reflection Role satisfaction Good PR for schools
(Taken from Hansford, B. C., Tennent, L. & Ehrich, L. C. (2003). Educational Mentoring: Is it worth the
Effort? Education Research and Perspectives, 39(1), pp. 42-75. http://eprints.qut.edu.au/archive/00002259/)
Benefits for mentees
Hansford et al. (2003) found that benefits for mentees included psycho-social supportive outcomes such as
support, encouragement and friendship, role modelling, and increased confidence. They also included the
development of teaching strategies and subject knowledge as well as the opportunity to learn and develop
through discussion and sharing ideas, reflection on their practice, and feedback and constructive criticism.
Mentoring benefited mentees by having their career affirmed and enabled them to commit to their profession.
Benefits for mentors
The research studies that Hansford et al. (2003) examined found several beneficial outcomes for mentors. The
most frequently cited benefit was collegiality, collaboration and networking. In some cases, this related to the
benefit of cross-fertilisation of ideas and the opportunity to exchange ideas. Other outcomes related to
mentoring providing opportunities for reflection on mentors’ practice and professional development. Mentors
in the sample referred to improvement in their interpersonal skills and teaching practice. Moreover, mentors
referred to satisfaction in their role, personal satisfaction, and enjoyment and challenge in their work.
Benefits for the organisation
Of the 159 research papers Hansford et al. analysed, only 26 papers or 16.4% of the sample alluded to positive
outcomes for the organisation. Most research that examines mentoring tends to look at its benefits from the
point of view of the two main parties involved: the mentee and the mentor. The most frequently cited outcome
regarding benefits for the organisation was improved grades and this was evident in universities where
students' grades were seen to improve if they were part of a formal mentoring program, and schools where
outcomes for students improved if they were part of mentoring program. Other benefits included: support or
funds received for mentoring such as funding for pre-service teachers; good for the profession and good for
PR; less work for staff because mentees provide help; increased retention of staff; and better communication
between parties.
5. Shortcomings of mentoring
Table 2: Shortcomings of Mentoring
Shortcomings for Mentees Shortcomings for Mentors Shortcomings for the

Organisation
Lack of mentor time Lack of time Cost of implementing programs
Professional expertise / personality Professional expertise / personality Lack of partnership
mismatch mismatch
Mentors critical/ out of touch / Lack training / understanding
defensive/ stifling/ untrusting program/ goals/ expectations
Difficulty meeting/ observing/ Extra burden/ responsibility
being observed
Lack mentor support / guidance/ Frustration with mentee
knowledge sharing/ feedback performance/ attitude/ lack
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commitment/ trust
Lack mentor training/ Conflicting mentor role – advice
understanding program goals/ needs versus assessment
Lack of mentor interest/ Lack support/ resources/
commitment/ initiative encourage/ interest from others
Ineffective/ inappropriate advice/ Emotionally draining/stressful
modelling
(Taken from Hansford, B. C., Tennent, L. & Ehrich, L. C. (2003). Educational Mentoring: Is it worth the
Effort? Education Research and Perspectives, 39(1), pp. 42-75. http://eprints.qut.edu.au/archive/00002259/)
Shortcomings of mentoring for mentees
The most frequently cited shortcoming of mentoring for mentees was that their mentors lacked time to mentor
them adequately. Professional expertise/personality mismatch referred to differences in philosophy / ideology
and sometimes knowledge and these mismatches caused tension in the relationship. Other shortcomings
referred to problematic behaviours of mentors such as: mentors who were critical; who failed to provide
guidance or feedback; who failed to understand the goals or the program; who lacked commitment; and who
provided ineffective or inadequate advice.
Shortcomings of mentoring for mentors
Similar to shortcomings experienced by mentees, mentors indicated lack of time to mentor and a mismatch
between professional expertise/personality as the two most frequently cited problems they faced. Mentors also
indicated that mentoring was problematic when there was a lack of training or understanding about the goals
of the program and when mentees were difficult because of poor attitude or commitment. Mentors pointed to
other difficulties such as mentoring being an extra burden or responsibility and an emotionally draining or
stressful experience. The researchers also found that mentorship was problematic when there were insufficient
resources or encouragement from others or when mentors felt conflict between their role of developing
mentees and their role of assessing them.
Shortcomings of mentoring for the organisation
A very small number of the studies (14 or 8.8% of the sample) made mention of shortcomings of mentoring
for the organisation. Only two outcomes were identified in more than one study and these were the costs of
implementing effective programs and lack of partnerships. Costs of implementing programs referred to
inadequate funding required to carry out mentoring program. Lack of partnerships referred to mentoring in
schools where there was a lack of partnership between the school and the university.
6. Key success factors

There is no magic formula for making mentoring relationships or mentoring programs work effectively. What
is known through the research is that the effectiveness of any mentoring relationship is contingent on the
quality of the relationship between the two parties. Where there is mutuality, respect, and knowledge transfer
then the mentoring is likely to work well. Where there is little mutuality and a mismatch in expectations then
this is a recipe for difficulty. Several success factors are discussed here.
Time and commitment
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Time and commitment are essential for mentoring relationships. A lack of time signals a 'lack of commitment',
which is highly problematic in an interpersonal developmental relationship such as mentoring.
Compatibility (rapport)
In their analysis of a sizeable body of research on mentoring in educational contexts, Hansford et al. (2003)
found that a personality/professional mismatch in the mentoring relationship is problematic. In other words,
when there is little mutuality or compatibility between the partners because of differences of personality or
worldview, mentoring is unlikely to work. This key finding points to the need to ensure that formal mentoring
programs provide some choice for participants about the person with whom they will work. By giving
participants choice it minimises the problem of lack of compatibility or lack of rapport. In informal mentoring
arrangements, lack of compatibility tends not to be an issue since both parties volunteer to pursue the
relationship, and in some cases know one another, and are happy to work together.
Training
Much of the research that has evaluated formal mentoring programs identifies the central place of training for
mentors and mentees. The purpose of training is to provide participants with valuable information about the
purpose of the program, the goals and objectives and the roles and responsibilities of the parties. Moreover,
often the training component provides skills development for mentors to hone their communication, listening
and feedback skills. Without an understanding of the purpose and goals of the program (usually explored
during training) the mentoring program is unlikely to work effectively.
Ethical conduct
The Queensland Government has a code of conduct that contains the ethics principles and associated set of
values identified in the Public Sector Ethics Act 1994. Four ethical principles that are part of the code of
conduct are integrity and partiality; promoting the public good; commitment to the system of government; and
accountability and transparency. Ethical conduct is expected of government workers when they are
performing their duties and when they are involved in professional development activities such as mentoring.
Clutterbuck (2004a) argues that organisations should provide a set of ethical guidelines or a code of practice
to govern the conduct of mentors and mentees who are engaged in formal mentoring programs. Within this
code, he stipulates key dimensions such as a relationship that is based on openness, trust, support and
mutuality. The relationship should empower the mentee and the mentor should not abuse or use his or her
power in an exploitative way. In informal mentoring arrangements, guidelines or codes of practice are
unlikely to be part of the discussions between the parties. However, the dimensions identified by Clutterbuck
(2004a) are also important for them.
Matching: sameness or diversity?
Some formal mentoring programs have been introduced by organisations to address affirmative action
legislation. For example, formal mentoring programs that target women, people of colour, and members of
minority groups are quite commonplace and are designed to provide mentoring opportunities for these groups
since the research and practice show quite clearly that they tend to be overlooked in informal relationships.
An issue that is sometimes raised in relation to mentoring programs that target particular groups is whether the
mentors should be members of the same group for whom the mentoring is targeted or different.? For example,
should an Indigenous teacher be mentored by an Indigenous teacher? Should a male teacher be mentored by a
female teacher?
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Arguments for same group mentoring for members of target groups:
• if support and/or nurturing is the main purpose of the mentoring relationship, then a mentor from the
same target group might be best placed to be mentor; and
• mentors from the same target group are likely to be better role models.
Arguments against same group mentoring for members of target groups:
• there may be insufficient persons from a target group who are in a position to mentor others (e.g., there
may not be enough Indigenous school leaders available to mentor Indigenous aspiring leaders or senior
women leaders able to mentor junior women leaders); and
• there are many advantages to being mentored by people from different groups who are likely to offer
alternative perspectives on issues.
A great deal of writing has pointed to the difficulties of cross-gender mentoring relationships and the potential
‘sexual’ risks that can emerge when, for example, the mentor is a male and the mentee is a female or vice
versa. Based on Clawson and Kram’s (1984) research based on informal cross-gender relationships, the
researchers found that there were three key risks emerging from these cross-gender mentoring relationships:
1. sexual attraction and intimacy;

2. the perception of others in the organisation that there is a sexual relationship; and
3. stereotypical roles and behaviours played by either mentor or mentee to handle the relationship.
Clawson and Kram argue that both parties need to define the boundaries around which they will work and
maintain professional behaviour at all times. The key to matching seems to be the issue of choice - and where
mentors and mentees have a say in determining their partner, it is likely that issues such as lack of
compatibility or lack of mutuality will be lessened.
Locus of power
In mentoring relationships, there is a need to negotiate issues of power. Who controls or should control the
power in a mentoring relationship? Who sets the goals? Who leads the conversations? Is it the mentor or the
mentee? The more formal the program, the more likely that the overall goals and aims will be both pre-
determined and articulated in official organisational documentation. Yet even within a formal program,
Clutterbuck (2004a) argues that mentors should work to empower mentees and allow them to identify their
needs and become increasingly independent. He says that mentors should respond to mentees’ developmental
needs and mentee should accept increasing responsibility for managing the relationship.
7. Types of Mentoring
Writers in the field of mentoring make an important distinction between different types of mentoring
arrangements. Two of these are ‘informal’ and ‘formal’ mentoring. Another important distinction is to see
mentoring as being carried out by one’s peers as in peer mentoring or more traditionally by a senior or more
experienced colleague as in traditional mentoring. An increasingly important type of mentoring that has
emerged over the last 10 years is e-mentoring, which uses e-technology to enable mentors and mentees to
communicate.
Informal mentoring
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Informal mentoring occurs when two people engage in a mentoring relationship without any intervention or
guidance from the organisation (Clutterbuck 2004b). Traditionally, mentors sought up and coming talented
protégés to develop, provided them with guidance and sponsorship, and ‘opened doors’ for them in their
respective fields. This type of mentoring still takes place today. It is also not unusual for mentees or protégés
to seek out a powerful mentor who will provide this type of sponsorship and guidance. Primarily informal
mentoring can be best be understood when two people who work in a similar or related field find they have
mutual interests and decide to work together. Thus an informal relationship occurs.
The key defining feature of informal mentoring (as opposed to formal mentoring) goes back to Clutterbuck’s
(2004b) point that informal mentoring occurs without any assistance or intervention from organisations.
Advantage of informal mentoring
According to Clutterbuck (2004a)
• People who are informally mentored tend to be more satisfied than those who are in formal mentor
relationships;
• Informal mentors are ‘there’ because they want to be; informal mentoring is voluntary; and
• Longevity, greater commitment and motivation are features of this type of mentoring.
Disadvantage of informal mentoring
A disadvantage of informal mentoring is that not everyone who wishes to be mentored is chosen by a mentor.
• Clutterbuck (2004a) uses the term, ‘social exclusion’ to explain the phenomenon of not being selected
by an informal mentor.
• Rosabeth Kanter (1977) in her ethnographic study of men and women in one large corporation in
America described a type of sponsorship mentoring whereby male managers were those who
sponsored, mentored, or developed other males (and not females) in the organisation. Since the time of
her research, other studies have shown that not only women but also members of minority groups (e.g.
people of colour, people with disabilities) find it challenging to be part of informal mentoring
arrangements.
Formal Mentoring
“Formal mentoring occurs where the organisation provides support structures to ensure that participants have
clarity of purpose and the support they may need to make a success of the relationship” (Clutterbuck 2004b).
It is an interventionist strategy modelled on the processes and activities of informal mentoring used by
organisations as a means of providing staff with development and support. Unlike traditional or informal
mentoring that is centuries old, formal mentoring programs emerged in the 1970s.
Since the first formal program was introduced in the United States, many countries worldwide have
implemented particular types of mentoring programs and today formal mentoring programs are commonplace
in hospitals, schools, public sector departments, corporations, universities, community organisations and the
armed forces. These programs have been designed for many purposes such as induction (i.e., new teachers,
graduate programs); leadership development (i.e., new school principals, senior executives) and affirmative
action (i.e., helping target groups such as youth at risk, and members of minority groups). Common to formal
programs is support, learning and growth, skill development, and improved confidence.
Advantages:
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• social inclusion purposes;
• such arrangements tend to be more focused and structured; and
• specific goals of the program are known to all parties.
Disadvantages:
• both parties take longer to develop a relationship; and

• not always voluntary and time pressures become more evident.
Formal or informal?
Clutterbuck (2004b) suggests that the line dividing formal from informal mentoring is not always so clear. He
refers to ’grey areas’:
• where people within a mentoring program have choice regarding with whom to work;
• where a trained mentor within a mentoring program lets the mentee know he/she is interested in
mentoring him/her; and
• where the mentee within a mentoring program informs HR and approaches the mentor he/she would
like to work with.
Informal Mentoring Formal Mentoring

• less structured than formal and more fluid • there is a time-frame so that limits are defined
• More likely to meet the mentee’s individual • goals are more overt and visible
needs • more strategic approach to human resource
• likely to be of a longer time duration than formal development since mentoring is part of the
mentoring organisation’s overall approach
Peer-mentoring and group mentoring
Traditionally, mentoring, whether it is formal or informal, has involved two persons: a mentor and a protégé
or mentee. Yet in more recent times, there have been many variations on this theme. Peer mentoring tends to
involve two persons of the same level or status who work together to support one another. Group mentoring
can be viewed and practised in a variety of ways depending on the mixture of people who form it. For
example, group mentoring includes:
1. A group of peers who work together and support each other.

2. One mentor who works with a group of mentees.
3. Multiple mentors who work with multiple mentees and all of these people are connected in one
group.
The key feature of peer mentoring and group mentoring is that everyone involved works together to learn
from and support each other. Unlike traditional mentoring where there is a more experienced person, a
mentor, who works alongside the mentee, peer mentoring and group mentoring tend to be construed as more
egalitarian in focus and involves a community of participants.
Advantages of peer mentoring and group mentoring
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• It provides mutual support, learning and friendship
• Non-hierarchical approach
• Viewed as being particularly relevant for some groups, such as women, who may feel more
comfortable working with peers (Hermsen et al. 2011)
• Been used in a variety of contexts such as education, medicine and business.
.
Disadvantages of peer mentoring and group mentoring
• Peers may not have the expertise or skills to provide career support and career functions that can lead
to particular types of outcomes for mentees (McManus & Russell 2007)
• Peer mentoring may focus more on friendship and psycho-social support rather than provide learning
which is or should be a key feature of mentoring.
E-mentoring
In these times of increasing technological change and electronic communication, it is not surprising that web-
based technology is being used to assist with mentoring and mentoring programs (Fletcher 2012). E-
mentoring relies upon computer mediated communication (CMC) such as email and other electronic
communication technologies to enable the mentoring to take place. E-mentoring is an approach that can be
used in formal or informal mentoring arrangements, for traditional mentoring or for various types of peer
mentoring or group mentoring. E-mentoring is understood in terms of the degree to which CMCs are used.
Ensher and colleagues (in Ensher & Murphy 2007, pp. 300-301) identify three:
1. CMC only refers to relationships in which ALL communication is electronic and this is usually
via email.
2. CMC primary refers to relationships which are primarily mediated through CMC but there are
some face to face meetings and phone calls.
3. CMC supplemented where the relationship is undertaken primarily via face to face and some
interactions are mediated by CMC.
Example of E-mentoring program (that uses traditional mentoring + group mentoring)
In 2004, the European Union funded a program that supported women’s career and management development
in the United Kingdom. It involved 122 women participants who were matched in pairs. The program was
designed so that the majority of interactions were online but complemented by telephone and face to face
meetings. In addition to each pair communicating with one another, a feature of the program was group
mentoring as each pair was allocated to one of six groups and this meant that all of the participants could
engage in online mentoring discussions as a group. Overseeing the technical side of the program was an e-
moderator who provided advice and technical support to participants during the program.
(Adapted from: Headlam-Wells, J., Gosland, J., & Craig, J. (2005). ‘There’s magic in the web’: E-mentoring
for women’s career development. Career Development International, 10(6/7), pp. 444-459.
http://www.emeraldinsight.com/journals.htm?articleid=1524127)
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Advantages of E-mentoring
• Elimination of geographical distances

• Greater flexibility in scheduling
• Reduced costs in administering (i.e., cheaper than face to face)
• May attract persons who find it difficult to access a mentor via face to face means.
Disadvantages of E-mentoring
• If using text-based communication methods (e.g., e-mail) there is the possibility of misinterpretation or
miscommunication due to asynchronous communication
• May take a longer time to develop trust and rapport in the relationship
• Computer or internet malfunctions
• Different degrees of competence in writing (Ensher & Colleagues 2003 in Ensher & Murphy 2007).
8. Mentoring models
There are many models and theories that have been put forward to explain the mentoring process and the
functions played by mentors. The great diversity in models and theories explains why there are so many ways
of defining and understanding mentoring. The discussion that follows presents two well-known models of
mentoring. The first is a model devised by Daloz (2012) and was developed within the context of mentoring in
community college environments when community college lecturers work with their community college adult
students. The second model comes from Kram (1985) whose work came from her empirical research that
investigated mentoring relationships within organisational contexts.
Daloz: A Developmental Model
Daloz’s (2012) model demonstrates that optimal learning in a mentoring relationship (between a teacher of
adults and adult learners) occurs when two key constructs are said to be apparent. These constructs are
challenge and support as in the diagram below.
High High challenge + High challenge +

Challenge Low support = High support =
Retreat Growth
Low challenge + Low challenge +
Low Low support = High support =
Challenge Stasis Confirmation
Adapted from Daloz, L. (2012).
Low support High support Mentor: Guiding the journey of adult
learners. Wiley: New York, p. 208.
Daloz (2012) argues there are four possible ways of understanding learning outcomes for an adult learner (or
mentee) and these relate to the key functions performed by the mentor: challenge and support.
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• By challenge, Daloz (2012) referred to stretching the mentee; questioning, providing thoughtful
questions that have the effect of encouraging the mentee to question his/her values, beliefs and
behaviours.
• By support, Daloz (2012) referred to psycho-social support such as listening, encouraging, being a
sounding board and being there for the mentee.
Daloz (2012) claims that when:
• a mentor provides low support and low challenge for his/her mentee, then little learning is likely
to occur from that relationship (he refers to this as ‘stasis’ since not much change occurs;
• support is low, but challenge is high, the learner is likely to retreat from development; and
• support is high, but challenge is low, the potential for growth increases, but the learner may not
engage productively with the environment and therefore he/she may not move beyond his/her
present situation. Daloz refers to this as ‘confirmation’.
Daloz argues that high challenge and high support is the combination where
development is likely to occur to the greatest extent. He coined this as ‘growth’.
Kram (1985): A Sponsoring Model
Kram’s seminal work on mentoring is well-cited in the expansive literature on mentoring. Based on empirical
research conducted in the 1980s on mentoring dyads, she found that mentoring is an interpersonal relationship
where a senior person supports a junior colleague by attending to two broad functions: career development
and psycho-social support. Career development includes functions such as sponsorship, coaching, protection,
exposure, visibility and challenging work assignments while psycho-social support includes friendship,
advice, feedback and encouragement. Kram’s model of mentoring fits mainly within a traditional model of
mentoring where the mentor is deemed an expert who uses his or her power to promote the career
development and knowledge of a protégé.
Kram’s model of mentoring has been described as ‘sponsoring’ mentoring since an emphasis in the
relationship is on the advice, guidance and expertise provided by the mentor to the protégé (Clutterbuck
2004a, 2007). Mentors not only develop protégés; they act as significant persons who open doors for them and
in many cases provide them with the resources they need to gain promotion. In contrast is ‘developmental
mentoring’ where mentoring is viewed as a developmental type of activity (Clutterbuck 2004a, 2007). Within
developmental mentoring, learning is central to the process and the emphasis is not so much on the power of
the mentor to open doors for the protégé, but on the relational, power sharing interchange between the mentor
and protégé where both parties are able to benefit. The model by Daloz fits within the developmental
perspective because it views mentoring as a relational activity where the mentee is both supported and
challenged in order to bring about learning. Kram’s model is deemed more hierarchical than Daloz’s.
9. Role of mentor and mentee

Mentor and mentee roles and functions vary according to the type of mentoring that is being used. For
example, a sponsoring mentor is more likely to use his or her influence to ensure that a mentee accesses
certain resources or key outcomes. Here the mentee is likely to be passive in this situation. In contrast, a
mentor who plays a more developmental role is likely to play a variety of roles that empower a mentee to
grow in self-resourcefulness (Clutterbuck 2003, p. 259). Hence, the type of mentoring relationship that is
apparent will determine the roles played by both parties.
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Role of mentor
Mentoring that is developmental in nature focuses on the twin functions of support and challenge as identified
by Daloz’s (1986) and Clutterbuck’s (2004a) work. Cohen (1995) builds on these researchers’ work and
identifies six core interpersonal core functions or roles that mentors perform:
1. Relationship emphasis involves psycho-social functions such as:

o Encouragement;
o active and empathetic listening;
o understanding and acceptance; and
o creating a climate of trust with one’s mentee (Cohen 1995, p. ix).
2. Facilitative focus refers to behaviours whereby the mentor guides the mentee to identify and explore
their views, interests, and beliefs. Its aim is to assist mentees to consider alternatives (Cohen 1995, p. ix).
For example, mentors ask mentees what if questions and questions that help them identify their
assumptions.
3. Mentor model focus involves the process of self-disclosing work and relevant life experiences to the
mentee to personalise the relationship (Cohen, 1995, p. x). Cohen (1995, p. 94) explains that mentors can
achieve this in a number of ways such as talking to the mentee about one’s own difficult decisions and
experiences and using real life examples.
4. Confrontive focus involves skills required to challenge the mentee's explanations and ideas by offering
insights regarding their need to re-evaluate their beliefs, assumptions and practices and take a different
approach (Cohen 1995, p. 75). Confrontive focus is akin to the function of ‘challenge’ as identified by
Daloz (2012) and Clutterbuck (2004a).
5. Information emphasis involves seeking detailed information from or providing detailed information to
the mentee. Being aware of some basic facts about the mentee's purpose should help the mentor gain a
better understanding of the mentee and be in a better position to meet his/her needs (Cohen 1995, p. ix).
Cohen (1995:50) gives the example of mentors asking questions that gain factual answers and probing
questions that reveal in-depth understandings.
6. Mentee vision function concerns stimulating mentees to think critically about their goals and to envision a
future where these goals can be achieved (Cohen 1995, p. x). Cohen says that mentors encourage mentees
to actively pursue their dreams.
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Questioning: A key mentoring technique
Like coaches, mentors use questions to help mentees:
• identify and describe problems, situations, events

• reflect upon their feelings, assumptions and beliefs
• identify alternatives and options they may not have considered
• come to new understandings about themselves and the issues at hand.
Writers in the field of mentoring (e.g., Hargrove 2003; Stanfield 2000) maintain that:
• conversations between mentors and mentees should be planned

• a large part of the planning is to prepare well-constructed questions to ask mentees.
Key levels of questioning
According to Stanfield (2000), there are four levels of questions:
(1) Objective level – questions based on facts and data and viewed as ‘external’ to the mind. These are
seen as ‘what’ questions.
• Where are you up to?

• What work have you done since I saw you last?
• With whom have you been working?
• What have you achieved since we talked last?
• What are your observations?
• What words or phrases stood out for you?
(2) Reflective level – questions that invite personal reaction to the data / facts presented. Sometimes the
responses can be based on feelings. Questions viewed here are considered ‘internal’ - questions that
relate to ‘gut feelings’.
• What has been the response of others to the work you have done?
• What have you enjoyed doing the most?
• What have you enjoyed doing the least?
• How are you feeling about things now?
• What surprised you?
• What’s missing for you?
• What were you reminded of?
(3) Interpretive level – questions that draw out meanings, values, beliefs and the significance of the issue.
Questions here are concerned with: ‘what does this mean?’; ‘Why’? Sometimes these questions are referred to
as ‘so what’ questions.
• What have you learned about yourself, others, so far?

• What are some issues you continue to worry about? Why?
• What alternatives are you thinking about for dealing with some of the ongoing challenges?
• What makes x important?
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• What implications are there for you?
• What might be the impact of …?
(4) Decisional level – questions that elicit resolution, new directions and actions. This is where the
conversation is brought to a close and decisions are made - sometimes referred to as ‘now what’
questions:
• What are you going to do next?

• What is your plan and how are you going to achieve it?
• Can I help and if so how?
• Are things moving in the right direction for you?
• What recommendations do you have?
• What can you do differently in the future ?
• What have you learned from this?
Effective mentors are those people who ask questions that require their mentee to:
• provide objective/factual data

• reflect on their feelings and ideas
• interpret issues and therefore identify meanings and significance
• make informed decisions based on a range of factors.
Role of mentee
Much of the writing in the field refers primarily to the role played by the mentor; yet the mentee must also
play his or her part and be a willing and active participant in the dance of mentoring. Some key roles (taken
from Clutterbuck 2004a; Johnson & Huwe 2000, Tovey 1999) include:
• developing the relationship with respect, openness and trust;

• setting personal goals;
• communicating directly and honestly;
• having clear expectations of the mentoring relationship and process;
• willing to share interests, views and beliefs with the mentor and bring issues forward for discussion;
• willing to be have one’s beliefs and values challenged and be willing to challenge the mentor; and
• willing to accept increasing responsibility for managing the mentoring relationship.
Should the mentor be the mentee’s manager?
It is possible that line managers can mentor staff. However, tensions can emerge for line managers who
simultaneously endeavour to play the role of mentor and manager since managers, by and large, are
responsible for staff performance and appraisal whereas mentors are responsible for a person’s overall
development (which goes beyond their work performance). As an example, a tension that could arise is that a
manager who mentors (by providing a great deal of psycho-social support and learning opportunities for an
employee) could be accused of favouritism by other employees who may not be receiving the same type of
relationship. Another tension is that a worker may not feel comfortable sharing his or her concerns about
difficulties handling the job with his or her manager/mentor because this concern could be construed as poor
performance and could impact unfavourably on the worker’s employment. Writers in the field argue that it is
19
best for a mentor NOT to be person’s line manager or direct supervisor; a mentor should be a person who is
either outside the organisation or, if inside, not in a direct reporting line.
Manager Role Mentor Role

Performance appraisal Helping the learner develop insights into
causes of poor performance
Finds opportunities to stretch the Challenges learner’s thinking and
learner’s performance assumptions
Agreed developmental goals within Helps learners to manage the integration of
learner’s current job job, career and personal goals
(Adapted from Clutterbuck 2004a, p. 77)
In DETE, managers and coaches are likely to work with staff to help them achieve their goals and contribute
to the strategic priorities of the organisation. For example, The Developing Performance Framework provides
a process for managers, coaches and team leaders to assist staff to plan and achieve their goals. While
managers are focused on staffs’ work based performance via individual developmental plans and the four
phase developing performance process, mentors can assist mentees to reach specific goals as well help
learners to manage the integration of job, career and personal goals (Clutterbuck 2004a).
10. Phases of the Mentoring relationship

There can be great diversity in the way in which mentoring is experienced within formal programs and
informal mentoring relationships. For instance, formal mentoring programs have a start and finishing date and
are designed to take place over a set period of time, such as a year or 18 months, whereas informal mentoring
relationships are not constructed in this way; they evolve and can take place over several years depending on
the needs of the party. Regardless of the type of mentoring relationship employed, researchers and writers in
the field maintain that mentoring relationships tend to be characterised by a number of important milestones
or phases.
Kram (1985), Missirian (1982), Levinson et al (1978), and Rolfe-Flett (2002) have referred to specific phases
or stages that characterise a mentoring relationship
• Initial phase – the parties get to know one another and build the relationship that both deem very
important
• Cultivation or development phase – both parties benefit from the relationship, with learning and
growth strongly present
• Termination or separation phase – the relationship ends and contact decreases. Sometimes the
separation is not amicable and the work of many researchers including Levinson et al (1978) and
Murphy (1996) found that relationships can end in resentment, bitterness, pain and anger.
Rolfe-Flett (2002) notes another important phase called ‘redefinition’. She explains that this sometimes occurs
at the end of the relationship when both parties choose to work together but with different expectations. For
example, both parties might decide to work as ‘peers’ rather than as mentor and mentee because the mentee
may have developed the requisite skills. Redefinition, then, signals a new type of relationship (Mullen &
Schunk 2012).
The period of time that each mentoring dyad takes to undergo any of these phases is likely to depend on a
variety of factors such as the type of mentoring that is used (i.e., formal or informal) as well as the readiness
of the mentee and the motivation, goals and personality of both parties. Due to the developmental nature of
mentoring relationships, they are unlikely to stay the same; they will evolve and change and in most cases
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they will end. An effective mentoring relationship is one where both parties feel satisfied that the journey has
been rewarding and worthwhile.
11. How to set up a formal mentoring program

Many public and private organisations incorporate mentoring programs or some type of mentoring
arrangement for new employees as part of their induction process. For example, the Department of Education,
Training and Employment uses mentoring and coaching as key strategies to support staff during induction as
well as other phases during their working life with the aim of improving staff performance. So how does one
go about setting up a formal program? What follows is a discussion of nine steps that developers of formal
mentoring programs need to consider when planning and implementing a formal mentoring program. These
steps are equally applicable to establishing a school or department-based mentoring program (i.e., for
beginning teachers in one school) or a system-wide program (for all beginning teachers in one district in
Queensland).
1. Appoint a coordinator
In most programs, there is a coordinator who oversees the development and implementation of a program.
This person is sometimes responsible for
• Publicising and promoting the program

• Matching mentors and mentees
• Monitoring relationships and handling grievances
• Managing the budget.
2. Articulation of goals/objectives of the program
• There needs to be a clear statement of the goals, objectives and purposes of the program
• The program should be linked to the organisational system (i.e., induction, training)
• Top management should support the program (in terms of resources and favourable attitude).
3. Timelines
• Decisions need to be made about the timeframe of the program during the planning phases
• The timeframe will depend upon the goals and purpose of the program
• The duration of programs can vary from six months to one year or even two years.
4. Clear roles and responsibilities of both parties
• Roles, responsibilities and expectations of both parties need to be known and understood
• Some formal programs encourage mentoring dyads to formalise their agreed upon goals and sign a
formal agreement (see Appendix x).
5. Training of mentors
• Most organisations provide some training for both mentors and mentees
• Training should cover information about the purpose of the program, benefits of mentoring, and
practical skills required
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• Decisions will need to be made about who will provide the training and the duration of the training.
6. Participants
• Who will participate in the program will depend on the purpose and objectives of the program
• Participation should be voluntary although in some formal programs, this does not always happen; and
it is compulsory for mentees to participate. Where possible, mentors should be volunteers.
7. Matching of mentors and mentees
• According to Rolfe-Flett (2002) there are two main matching methods:

1. Match making – where a coordinator chooses who works with whom based on biographical data
both parties prepare
2. A selection process whereby mentors and mentees are given some choice regarding the person
with whom they will work.
• Many organisations use an approach that mixes methods 1 and 2, where both parties either meet in
person and/or read biographical data and on that basis select the person with whom they wish to work.
The coordinator helps to facilitate the matching
• Some organisations ask mentees to nominate up to five potential mentors with whom they would like
to work. This information is plotted on a matrix and then the coordinator would try to allocate
mentees’ their first choice or second choice.
Example of a matching matrix
Mentor 1 Mentor 2 Mentor 3 Mentor 4 Mentor 5

Mentee 1 1 5 2 3 4
Mentee 2 1 5 3 4 2
Mentee 3 4 1 5 2 3
Mentee 4 5 4 3 1 2
Mentee 5 3 2 4 5 1
8. Get-out clause
• In a mentoring program, the coordinator is usually the person who provides ongoing support to
mentors and mentees if they are having mentoring relationship difficulties
• In most organisations there is a get-out clause stating that the mentoring relationship can be terminated
if it is not working effectively
• In this event the coordinator can then begin a new matching process for the mentee and/or mentor.
9. Monitoring / evaluation
• A key component of any mentoring program is monitoring and evaluating

• Monitoring helps resolve issues as they emerge
• A formal evaluation is required to evaluate all aspects of the program (i.e., planning, training,
matching, outcomes)
• Some methods which could assist in the evaluation include interviews; focus groups; and surveys of
mentors, mentees, the coordinator, the trainers, and other important parties.
22
If planning a formal e-mentoring program, the aforementioned nine steps will be important. However,
there will be other considerations and decisions to make such as:
• What degree of Computer Mediated Communication will be used?

• What type of technology will be used and supported?
• Who will oversee and coordinate the website or technology?
• Will there be an e-moderator?
• Will group mentoring form part of the overall design of the program?
How to find a mentee or mentor?

If you are in an organisation where there is a formal mentoring program, and you have an opportunity to
participate in it, then you will be assigned a partner or you may have some choice of partner with whom to
work within the confines of the program. If a formal program is not possible within your organisation, and
you wish to be mentored or become a mentor, then what steps might be useful to follow?
o Identify the type of mentoring relationship you are seeking (i.e., peer mentoring, group
mentoring, e-mentoring, or sponsorship mentoring)
o Identify the type of person with whom you would like to work
o Look around your networks and ask others for advice about who might be suitable to
approach
o If you know this person, it is likely that it will be easier to initiate the relationship than if
you don’t know them
o Make contact and make sure you explain what it is you are seeking, what you can offer, and
what you have in mind. If the other person is interested in working with you, make sure he
or she is able to discuss his/her expectations and ideas about the relationship and how it
will work
o Make a plan to communicate again.
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12. References
Clawson, J. G. & Kram, K. (1984). Managing cross gender mentoring. Business Horizons, 27(3), pp. 22–32.
Clutterbuck, D. (2004a). Everyone needs a mentor: fostering talent in your organisation (4th ed.). Chartered
Institute of Personnel and Development: London.
Clutterbuck, D. (2004b, March). Formal v informal mentoring presentation. Paper presented at the Mentoring
Connection National Conference, Toronto Marriott Eaton Centre, Canada.
Clutterbuck and Associates (2005). Formal v Informal Mentoring: Time to shift the debate? Retrieved from
http://www.scottishmentoringnetwork.co.uk/assets/downloads/resources/formal-v-informal-mentoring.pdf
Clutterbuck, D. (2003). Diversity issues in the mentoring relationship. In M. J. Davidson & S. L. Fielden
(Eds.), Individual diversity and psychology in organizations (pp. 253-264). West Sussex: Wiley.
Clutterbuck, D. (2007). An international perspective on mentoring. In B. R. Ragins & K. E. Kram (Eds.), The
handbook of mentoring at work: Theory, research and practice (pp. 633-655). Sage: Los Angeles.
Clutterbuck, D. & Megginson, D. (2005). Making coaching work: creating a coaching culture. Chartered
Cohen, N. (1999). The mentee's guide to mentoring. Canada: HRD Press.
Daloz, L. (1986). Effective teaching and mentoring: Realizing the transformational power of adult learning
experiences. Jossey Bass: San Francisco.
Daloz, L. A. (2012). Mentor: Guiding the journey of adult learners. Wiley: New York.
Ehrich, L. C., & Hansford, B. C. (1999). Mentoring: Pros and cons for HRM. Asia Pacific Journal of Human
Resources, 37(3), 92-107. Retrieved from http://eprints.qut.edu.au/archive/00001754/
Ehrich, L.C. (2008). Mentoring and women managers : another look at the field. Gender in Management : An
International Journal, 23(7), pp. 469-483. Retrieved from http://eprints.qut.edu.au/17129/
Ehrich, L. C. & Hansford, B. (2008). Mentoring in the public sector. Practical Experiences in Professional
Education, 11(1), pp. 1-58. Retrieved from http://eprints.qut.edu.au/17133/1/17133.pdf
Ehrich, L. C., & Hansford, B. C. (1999). Mentoring: Pros and cons for HRM. Asia Pacific Journal of Human
Resources, 37(3), pp. 92–107. Retrieved from http://eprints.qut.edu.au/archive/00001754/
Ehrich, L. C., Hansford, B. C. & Tennent, L. (2001). Closing the divide: theory and practice in mentoring.
Proceedings ANZAM 2001 Conference, Auckland, New Zealand.
Ensher, E. A. & Murphy, S. E. (2007). E-mentoring: next generation research strategies and suggestions. In B.
R. Ragins & K. Kram (Eds.), The handbook of mentoring at work: Theory, research and practice (pp. 299-
322). Sage: Thousand Oaks, Ca.
Ensher, E. A. & Murphy, S. E. (2005). Power mentoring: How mentors and protégés get the most out of their
relationship. Jossey Bass: San Francisco.
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Fletcher, S.J. & Mullen, CA. (Eds.). (2012). Sage handbook of mentoring and coaching in education. Sage:
London.
Fletcher, S. J. (2012). Fostering the use of web-based technology in mentoring and coaching. In S. J. Fletcher
& C. A. Mullen (Eds.). Sage handbook of mentoring and coaching in education (pp.74-88). Sage: London.
Hargrove, R. (2003). Masterful coaching. revised edition. Jossey-Bass/Pfeiffer: A Wiley imprint.
Headlam-Wells, J., Gosland, J. and Craig, J. (2005). ‘There’s magic in the web’: E-mentoring for women’s
career development. Career Development International, 10(6/7), pp. 444-459. Retrieved from
http://www.emeraldinsight.com/journals.htm?articleid=1524127
Hermsen, J. M., Litt, J. S., Hart, J., & Tucker, S. A. (2011). Mentoring women faculty. In B. A. Bank (Ed.),
Gender & Higher Education (pp. 344-350). The John Hopkins University Press: Baltimore.
Homer (1992). The Odyssey. (T.E. Shaw, Trans.). Wordsworth Classics: Great Britain.
Johnson, W. B. & Huwe, J. (2003). Getting mentored in graduate school. American Psychological
Association: Washington, DC.
Kanter, R. M. (1977). Men and women of the corporation. Basic Books: New York.
Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, III:
Scott, Foresman.
Levinson, D. J., Darrow, C. N., Klein, G. B., Levinson, M. H., & McKee, B. (1978). The Seasons of a Man’s
Life. New York: Ballantine.
Long, J. (1997). The dark side of mentoring. Australian Educational Research, 24(2), pp. 115-.23.
McManus, S. E. & Russell, J. E. (2007) Peer mentoring relationships. In B. R. Ragins & K. Kram (eds.) The
handbook of mentoring at work: Theory, research and practice (pp. 273-297). Sage: Los Angeles.
Missirian, A. (1982). The corporate connection: Why executive women need mentors to reach the top.
Englewood Cliffs, NJ: Prentice-Hall.
Mullen C. A. & Schunk, D.H. (2012). Operationalizing phases of mentoring relationships. In S. J. Fletcher &
C. A. Mullen (Eds.), Sage handbook of mentoring and coaching in education (pp. 89-104). Sage Publications:
London.
Queensland Government (2010). Code of conduct for the Queensland Public Service. 1 January 2011. State of
Queensland: Brisbane, Qld. Retrieved from http://www.psc.qld.gov.au/library/document/catalogue/equity-
ethics-grievance/qps-code-conduct.pdf
Queensland Government (2012). Department of Education, Training and Employment Induction Strategy.
Queensland Government: Brisbane. Retrieved from http://education.qld.gov.au/staff/development/pdfs/dete-
induction-strategy.pdf
Rolfe-Flett, A. (2002). Mentoring in Australia. Pearsons Australia Pty Ltd: French Forest.
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Stanfield, R. B. (2000). The art of focused conversation: a 100 ways to access group wisdom in the
workplace. Canada: Canadian Institute for Cultural Affairs.
Tovey, M. (1999). Mentoring in the workplace: A guide for mentors and managers. Erskineville, NSW:
Prentice Hall.
Whitmore, J. (2002). Coaching for performance. London: Brealey Publishing.
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13. APPENDICES: Checklists for Mentors
Checklist for mentor prior to meeting 1

27
Checklist for Mentor: Prior to meeting 1
Purpose: Help you plan and prepare what you need to do to facilitate a conversation with a mentee
⁭ Invite your mentee to the meeting
⁭ Arrange a time and place (i.e., a quiet area for discussion)
⁭ Be clear about how ‘formal’ the relationship is going to be. Decide whether you will use a mentor
agreement contract (see Appendix x) or whether you will agree verbally to a number of key aspects
governing the relationship
⁭ Be clear about your role and responsibilities
⁭ Be clear about what your expectations are and what you hope to achieve from the mentoring
relationship
⁭ Plan some “get to know you questions” to develop the relationship (if you already know the person,
you may not need too many of these)
⁭ Refer to “Questioning: A key mentoring technique” [see page 19] and plan some questions based on
the four levels of questions advocated by Stanfield (2000). These are
• Objective questions (e.g., Tell me about yourself?)

• Reflective questions
• Interpretive questions
• Decisional questions.
28
Purpose:
• Get to know your mentee
• Share ideas about roles, responsibilities and expectations and come to agreement about these aspects of
the mentoring relationship
• Use the four levels of questions following Stanfield (Objective, Reflective, Interpretive, Decisional) in
posing questions to your mentee
Procedure:
⁭ Welcome and thank your mentee for attending the meeting
⁭ Reinforce the discussion will be kept confidential
⁭ Introduce yourselves and get to know each other.

e.g. Can you tell me a little bit about yourself ? (Objective question)
⁭ Refer to the purpose of the meeting: to establish a mentoring relationship. Discuss with your mentee
what you see as your roles, responsibilities and expectations. (i.e., you may choose to refer to or use a
mentoring agreement if you wish to formalise the relationship)
Some key questions might include:
e.g., Based on what I have said about my roles and responsibilities, what is your response to that?
(Reflection question)
e.g,. Can you tell me what you see as your roles and responsibilities (Reflection question)
What do you hope to get out of the mentoring relationship? (Interpretive question)
How can I best support you and your learning? (Objective, reflection question)
⁭ Close the meeting:
⁭ Reflect on the meeting and ask your mentee to provide some feedback on the session:
• What worked well in this session?

• Can you comment on my questioning and listening skills?
• What do you think I could have done differently that would have made the conversation more
beneficial to you?
• Any other comments?
⁭ Set a time and date for the next session and ask your mentee to identify a topic for the next
conversation
Make sure you complete the Mentor Reflection Template
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Mentor Reflection Template (Following Meeting 1)
Now that you have conducted your first conversation with your mentee, reflect upon that conversation and
answer the following questions. To help you respond to these questions, consider the following points when
formulating your ideas
• Your communication skills

• The dynamics of the relationship
• The role you played
• Your mentee’s interest and comments
• Any other impressions.
What worked well?
What needed improvement?
What comments did your mentee provide regarding your performance? How can you use this feedback
to improve next time?
What do you need to work on to enhance your mentoring skills?
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Purpose:
• Facilitate a learning rich conversation where your mentee does most of the talking
• Use the four levels of questions following Stanfield (Objective, Reflective, Interpretive, Decisional) in
posing questions to your mentee.
Procedure:
⁭ Welcome and thank your mentee for attending the meeting.
⁭ Allow your mentee to begin the conversation by introducing the issue that is the focus of the
conversation. While the mentee is talking about the issue, you may wish to devise questions from
Stanfield. Some examples from each of the four levels are below. These may provide some guidance.
Objective level – questions based on facts and seen as ‘what’ questions.
• Where are you up to?

• What work have you done since I saw you last?
• With whom have you been working?
• What have you achieved since we talked last?
• What are your observations?
• What words or phrases stood out for you?
Reflective level – questions that invite personal reaction to the data / facts presented.
• What has been the response of others to the work you have done?
• What have you enjoyed doing the most?
• What have you enjoyed doing the least?
• How are you feeling about things now?
• What surprised you?
• What’s missing for you?
• What were you reminded of?
Interpretive level – questions that draw out meanings, values, beliefs and the significance of the issue.
• What have you learned about yourself, others, so far?

• What are some issues you continue to worry about? Why?
• What alternatives are you thinking about for dealing with some of the ongoing challenges?
• What makes x important?
• What implications are there for you?
• What might be the impact of …?
Decisional level – questions that elicit resolution, new directions and actions.
• What are you going to do next?
31
• What is your plan and how are you going to achieve it?
• Can I help and if so how?
• Are things moving in the right direction for you?
• What recommendations do you have?
• What can you do differently in the future?
• What have you learned from this?
⁭ Close the meeting.
⁭ Reflect on the meeting and ask your mentee to provide some feedback on the session:
• What worked well in this session?

• Can you comment on my questioning and listening skills
• What do you think I could have done differently that would have made the conversation more
beneficial to you?
• Any other comments?
⁭ Set a time and date for the next session and ask your mentee to identify a topic for the next
conversation.
Make sure you complete the Mentor Reflection Template
32
Mentor reflection template (Following meeting 2)
Now that you have conducted your second conversation with your mentee, reflect upon that conversation and
answer the following questions. To help you respond to these questions, consider the following points when
formulating your ideas
• Your communication skills

• The role you played
• Who did most of the talking
• Who had the power
• The dynamics of the relationship.
What worked well and why?
What needed improvement and why?
What comments did your mentee provide regarding your performance? How can you use this feedback
to improve next time?
What do you need to work on to enhance your mentoring skills?
What strategies are you going to use to help you enhance your skills?
33
Example 1: Template for Mentoring Agreement Mentor Name:
Our Mentoring Agreement
This agreement was developed by us together. In it we are writing down some ground rules on how
we want our mentoring relationship to work. By creating and signing this agreement we are both
committing to do our best to honour these ground rules. As we spend time together, we will both try
to:
• Meet a least once per _____________, for at least _____________ (amount of time each session)
Commencement date: _____________
Finish the mentoring relationship by: (date) ____________
• Pick meeting places that allow us to really talk

• Call or email ahead — giving at least 24 hours notice if possible — if we have to cancel or
reschedule
• Come to our meetings prepared. If we’ve agreed to do some assignment between meetings, have it
completed.
• If we have a problem or something doesn’t feel right to one of us, we’ll talk about it — even if it
isn’t easy. We won’t avoid facing a problem. We’ll deal with it together.
• Keep what is said between us — maintain confidentiality. This means that we won’t go telling
other people what our mentor/mentee told us. We’ll keep it private.
• Work on our shared goals for this mentorship
• Recognize that we are two different people, and that is a good thing. We can learn from each other
if we respect and value each other and the ways we’re alike and the ways we’re different.
• Make sure we get things done and remember to laugh
Signature of Mentee: _______________________ Date: _________
Signature of Mentor: _______________________ Date: _________
Adapted from a wiki taken from TAFE NSW. TAFE NSW (n.d.). Our Mentoring Agreement.
wiki.tafensw.edu.au/sydney/mylearning/.../Our_Mentoring_Agreement.doc
34
Example 2: Template for Mentoring Agreement
MENTORING AGREEMENT
We are voluntarily entering into a mutually beneficial relationship. It is intended this relationship will be a rewarding
experience and that our time together will be spent in personal and professional development activities. Features of our
mentoring relationship will include:
Commencement date …………………………………………………………
Duration of the mentoring program ………………………………………..
Likely frequency of meetings ………………………………………………..
Maximum length of each meeting …………………………………………..
Mentoring Activities
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
…………………………………………………………………………………………
We have discussed the basic principles underlying our mentoring relationship as a developmental opportunity. We agree
to a no-fault conclusion of this relationship if necessary.
Mentee ……………………………………………….. Mentor ………………………………………………
Date …………………………………………………….Date …………………………………………………___
Taken from NSW Government Publication (2004). Mentoring made easy: A practical guide (3rd ed.), Equal
Employment, Equity and Diversity Public Employment Office, NSW. Retrieved from
http://www.dpc.nsw.gov.au/__data/assets/pdf_file/0016/19330/Mentoring_Made_Easy_A_Practical_Guide_th
ird_edition.pdf
35
14. Annotated bibliography: Mentoring
Articles
Boon, S. L. Z. (1998). Principalship mentoring in Singapore: Who and what benefits? Journal of
Educational Administration, 36(1), pp. 29–43. Retrieved from
http://www.emeraldinsight.com/Insight/ViewContentServlet?Filename=Published/EmeraldFullTextArticle/Ar
ticles/0740360102.html
For over 20 years, the NIE at the Nanyang Technological University in Singapore has provided a one-year
Diploma in Educational Administration program for aspiring principals (i.e., vice principals). A key part of
this Diploma is a mentoring component whereby aspirants are matched with experienced mentor principals.
This article reports on the benefits mentoring provided to both mentors and protégés. The author suggests that
behaviours and personal qualities of mentors and protégés seem to determine the benefits of mentoring.
Butcher, J. & Prest, M. (1999). Reflecting upon the present and planning for the future: a collegial
mentoring initiative. Paper presented at the AARE – NZARE Conference, Melbourne, Victoria.
Retrieved from
http://www.aare.edu.au/99pap/but99439.htm
In this paper, Butcher and Prest present the history of a collegial mentoring relationship between a school
principal and a head of a school at a university. It shows how this across-sector collegial or mutual mentoring
has been successful in assisting the participants in learning from their everyday experiences while also
planning for the future.
Douglas, C. (1997). Formal mentoring programs in organizations: An annotated bibliography. Center for
Creative Leadership: Greensboro, NC. Retrieved from
http://www.centerforcreativeleadership.com/leadership/pdf/research/FormalMentoringPrograms.pdf
Although this document is a bit dated, the information it provides on formal mentoring programs is very
comprehensive, and would be most relevant for persons wishing to learn more about formal mentoring
programs and how to establish them. The document consists of four key parts. Part 1 provides a review of 80
works on formal programs taken from the literature. Part 2 provides a brief review of the perspectives
underpinning formal mentoring programs. Part 3 provides a discussion of the objectives, content, and benefits
and drawbacks of formal mentoring programs. Finally, Part 4 provides practical advice for people who wish to
set up these programs or improve on existing programs.
Ehrich, L.C. & Hansford, B.C. (2008). Mentoring in the public sector. Practical Experiences in
Professional Education, 11(1). pp. 1-58. Retrieved from http://eprints.qut.edu.au/17133/1/17133.pdf
In this article, Hansford and Ehrich examine 25 research based papers published between 1991 and 2006 that
report the outcomes of formalised mentoring programs for public sector workers. A structured review of the
literature was used reveal the focus of the programs as well as the positive and negative outcomes of
mentoring for the parties concerned. The findings revealed that the majority of programs reported on
outcomes for leaders. More positive outcomes than negative outcomes were attributed to mentoring.
Commonly cited positive outcomes included improved skills or knowledge and increased confidence; and
negative outcomes included lack of time and lack of mentor training and understanding.
Ehrich, L.C. & Hansford, B.C. (1999). Mentoring: pros and cons for HRM. Asia Pacific Journal of
Human Resources, 37(3), pp. 92–107. Retrieved from http://eprints.qut.edu.au/archive/00001754/
The authors explore what is meant by mentoring; the functions of mentors; three categories of mentorship;
and the benefits and hazards for the mentor, mentee and organisation. The final part of the paper discusses the
implications of setting up a formal mentoring program for human resource managers.
36
Hansford, B.C. & Ehrich, L.C. (2006). The principalship: how significant is mentoring? Journal of
Educational Administration, 44(1), pp. 36–52. Retrieved from
http://eprints.qut.edu.au/archive/00004343/
This article begins with an overview of the training and preparation of principals, and then refers to mentoring
as a well-known strategy for leadership development. The focus of the article lies with the reporting of a
structured review whereby 40 research-based papers on formal mentoring programs for principals were
analysed to determine the positive and negative outcomes of mentoring for the mentee and mentor. The article
concludes with implications for practice.
Hansford, B.C., Ehrich, L.C. & Tennent, L. (2004). Formal mentoring programs in education and other
professions: a review of the literature. Educational Administration Quarterly, 40(4), pp. 518–540.
Retrieved from http://eprints.qut.edu.au/archive/00002258/
This article presents a review of research-based papers from education, business and medical contexts to
illustrate some of the key outcomes of mentoring programs for mentors and mentees across these contexts.
Hansford, B.C., Tennent, L. & Ehrich, L.C. (2003) Educational mentoring: is it worth the effort?
Education Research and Perspectives, 39(1), pp. 42–75.
This article reviews 159 research-based articles that relate to educational mentoring. Utilising a structured
review, it identifies the benefits and negative outcomes of mentoring programs for mentors, mentees and the
educational organisation. Although there was found to be a higher incidence of positive outcomes associated
with mentoring programs, sufficient evidence suggested that a ‘dark side’ of mentoring exists. While positive
and negative impacts of mentoring on mentors and mentees were noted, impacts on the organisation
(frequently schools) were rarely addressed. In many cases, where mentoring programs were reported to have
negative outcomes, program success appeared to have been jeopardised by lack of funding, lack of time, or
poor matching of mentors and mentees.
Healy, L., Ehrich, L.C., Hansford, B.C. & Stewart, D. (2001) Conversations: a means of learning,
growth and change, Journal of Educational Administration, 39(4), 332–345. Retrieved from
The research reported in this article formed part of a university/industry collaborative grant in which the role
of leaders in managing cultural change across an industry site was investigated. The focus of the article
concerns a District Director in a rural setting in Queensland. The study was shaped by her interest in gaining
feedback on her leadership style and influence on principals in the district. A team of researchers from QUT
conducted semi-structured interviews with a sample of six principals with whom the District Director worked
over a period of one year to gauge their perceptions of her influence on their thinking and acting. A key
finding was that well-led conversations can be an effective professional development strategy for learning,
growth and change in educational leaders.
Herrington, A., Rowland, G., Herrington, J. & Hearne, D. (2006). The BEST approaches to online
mentoring. In P. Jeffrey (Eds.), 2006 Proceedings of the Australian Association for Research in Education
(AARE) International Educational Research conference (pp. 1-11). Australian Association for Research in
Educaton: Adelaide.. Retrieved from http://www.aare.edu.au/06pap/her06680.pdf
The beginning year of teaching is an important year in the life of a teacher and one in which a teacher would
benefit by mentoring. The author of this paper describes the design and development of a generic website
template for online communities of practice for beginning teachers that provides them with independent and
experienced mentoring support. It includes a rich range of resources that are automatically updated, and links
to professional websites and other relevant sources of support. The paper illustrates and compares the ways in
which the online resource can be used as a model to meet the professional needs of different cohorts of
37
beginning and experienced practitioners, using different models of mentoring suited to various levels of
funding and professional support.
Books and book chapters
Clutterbuck, D. (2004), Everyone needs a mentor: Fostering talent in your organisation (4th Ed.).
Chartered Institute of Personnel and Development: London.
David Clutterbuck, one Europe’s most well-respected and well-known management writers and thinkers, has
written over 40 books on management, and in recent years is most well-known for his work in coaching and
mentoring. Clutterbuck makes a strong case for everyone within an organisation to be mentored. The book is
divided into four main parts.
 Part 1 provides a good background discussion – understanding what is mentoring and why it is important.
 Part 2 examines models and methods of mentoring, the nature of formal mentoring programs, making the
case for mentoring, what makes an effective mentor, matching mentors and mentees and how to set up
mentoring programs.
 Part 3 is concerned with mentoring programs and relationships.
 Part 4 reports on specific mentor issues, such as e-mentoring and diversity mentoring.
The book is easy to read and provides clear, accessible and practical advice for mentors, mentees and those
charged with designing formal mentoring programs.
Clutterbuck, D. & Megginson, D. (2005). Making coaching work: creating a coaching culture. Chartered
The authors focus on the strategies and techniques that are required to create a coaching culture, describing a
coaching culture as “style of managing and working together, and where a commitment to grow the
organisation is embedded in a parallel commitment to grow the people in the organisation” (p. 19). A rationale
is made for building a coaching culture for individuals, teams, and the organisation at large. This practical
book provides a discussion of models and frameworks, outlines the skills base required of various parties,
discusses coaching from a system’s perspective, and provides a measure that organisations can use to assess
the quality of coaching within teams and between individuals. A significant portion of this book comprises
case studies.
Cohen, N. H. (1995). Mentoring adult learners: a guide for educators and trainers. Krieger Publishing
Company: Malabar, Florida.
This book provides practical guidance and advice to those who are responsible for mentoring others in order
that they will be able to function effectively as significant influences within mentoring relationships. Much of
the book focuses on different aspects of the mentoring function (e.g., a focus on the relationship, information
emphasis, and facilitative focus), and provides practical advice and strategies for those who find themselves in
the role of mentoring others. An important aspect of the book, an Adult Mentoring Scale, allows mentors to
determine their competencies. Instructions for scoring and interpreting the scale are provided.
Fletcher, S. J. & Mullen, C. A. (2012). Sage handbook of mentoring and coaching in education. Sage: Los
Angeles
This handbook is a leading source of ideas and information on mentoring. It covers international research on
mentoring in schools and higher education. It maps current knowledge and understandings, values and skills
underpinning educational mentoring and coaching for learning. Contributors address social justice issues, such
as those involving traditional and technical forms of mentoring and coaching, democratic and accountability
agendas, and institutional and historical patterns of learning.
38
Hargrove, R. (2003). Masterful coaching (Rev. ed.). Jossey-Bass/Pfeiffer: A Wiley imprint.
As the title suggests, this book answers the question: ‘What is masterful coaching?’ According to Hargrove, a
masterful coach is a person who is able to empower others to enable them to think and take control of their
lives. Masterful coaches make much of the conversations that take place among themselves and the person
they are coaching. A very practical book that sets out clearly the methods required when coaching others.
Lambert, L. (2002). Leading the conversations, In L. Lambert, D. Walker, D. P. Zimmerman, J. E.

Cooper, M. D. Lambert, M. E. Gardner, & M. Szabo. (2002). (Eds.), The constructivist leader (2nd Ed.,
pp. 63–88). Teachers College Columbia University: New York.
Lambert argues that one of the main roles of a constructivist leader is to lead conversations. Constructivist
leadership is understood as ‘the reciprocal processes that enable participants in an educational community to
construct meanings that lead toward a common purpose about schooling’ (Greene, foreword, in Lambert et al.
2002, p. viii). Lambert focuses on explaining a typology of conversations and practical examples are used to
highlight each of these key types. The author concludes that leading conversations is the work of everyone
within a school community.
Rolfe-Flett, A. (2002). Mentoring in Australia: a practical guide. Pearson Education Australia: French
Forest, NSW.
This book provides a very practical look at how to establish a mentoring program within an organisation. It
outlines: ways in which to research the needs of the organisation; gain the support of the organisation; how to
write a mentoring brief to management; how to promote a mentoring program; how to locate suitable mentors
and select mentees; how to conduct training; and how to evaluate a mentoring program.
Stephens, P. (1996). Essential mentoring skills: A practical handbook for school-based teachers. Nelson
Thomes Ltd: Cheltenham.
This excerpt is from an e-book by Stephens. It contains some practical insights into how to mentor and how to
be an effective mentor.
http://books.google.com.au/books?id=n9Cz4sFL1voC&printsec=frontcover&dq=%22mentoring+skills&sourc
e=bl&ots=uqm1o9Q45L&sig=457-
WO6DOGvO6Secklf2GA3puLY&hl=en&ei=OeFDTNvcLITRcYrt1MoP&sa=X&oi=book_result&ct=result
&resnum=4&ved=0CCkQ6AEwAzgK#v=onepage&q&f=false
Tovey, M. D. (1999). Mentoring in the workplace: a guide for mentors and managers. Erskineville, NSW:
Prentice Hall.
This practical and easy-to-read book explores mentoring in the workplace. It identifies the features of
successful mentoring programs, explores how individuals learn, and sets out key matters for planners of
mentoring programs (e.g., matching, roles and responsibilities of both parties, and how to set up formal
mentoring programs). This book would be very useful for anyone interested in setting up a formal mentoring
program within their particular setting.
Websites
Coaching & mentoring network (articles)

http://www.coachingnetwork.org.uk/ResourceCentre/Articles/default.asp
The Coaching & Mentoring Network ('The Network') was established to provide a service for people who
provide coaching or mentoring services and for those seeking them. This site provides over 60 short articles
on mentoring and coaching, many with practical tips and ideas as well as other resources and materials.
39
Mellish and Associates (2002) Appreciative Inquiry On-line.
http://www.mellish.com.au/resources.htm
Mellish and Associates are management consultants who provide key service areas in management
consultancy, training and development, and projects and publications. Their site includes a set of online
appreciative inquiry modules for schools and government/large organisations. Appreciative inquiry has been
described as a positive and practical approach to organisational development based on four key principles —
appreciate, apply, provoke and collaborate. The online appreciative inquiry toolkit is designed to provide
support in four different areas.
1. Appreciative leadership (for professional leadership and development)
2. Appreciative inquiry (for mentoring, coaching, giving and receiving feedback, and performance
planning and review)
3. Group appreciative inquiry (for team planning and managing change)
4. Whole-system appreciative inquiry (for organisational renewal and strategic planning)
Professional Standards for School Leaders, Department of Education & Training through the
Leadership Centre, Murdoch University and Edith Cowan University (WA).
http://apps.det.wa.edu.au/pssl/index.php
 Reports on a collaborative research project conducted between the Department of Education and Training
through the Leadership Centre, Murdoch University and Edith Cowan University (WA).
 Provides an effective means for helping leaders learn about the standards on which the Leadership
Framework (i.e., Western Australia’s Department of Education and Training official policy document) is
based.
 Grounded in practitioners’ work and recognised and owned by the profession – provides a useful model
for leaders to review their role and practice; assists leaders to design ongoing professional development.
 Consists of a set of 56 short case stories:
o each describing a specific episode a school leader has dealt with at a school
o each classified against a set of eight attributes considered by school leaders to be most important to
performing at a high level: fair, supportive, collaborative, decisive, flexible, tactful, innovative and
persistent
o searchable by attribute, context or competency.
Scottish Mentoring Network

The Scottish mentoring network is a very valuable website that provides useful readings and articles on
mentoring and coaching within its Resources Library. The articles tend to be short and practically focused and
provide insightful information on all aspects of mentoring and how to run a mentoring program.
http://scottishmentoringnetwork.co.uk/scottish-mentoring-network-aims-objectives.php
40
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Ehrich, Lisa C. (2013) Developing Performance Mentoring Handbook. The

This file was downloaded from: http://eprints.qut.edu.au/65583/

c Copyright 2013 State of Queensland, (Department of Education,

Notice: Changes introduced as a result of publishing processes such as

The origins of the term

3. The purpose of mentoring

4. The benefits of mentoring: What the research says

Benefits for mentees

5. The shortcomings of mentoring: What the research says

Shortcomings for mentees

6. Key success factors

Time and commitment

Daloz: A developmental model

9. Role of mentor and mentee

Questioning: A key mentoring technique

Should the mentor be the mentee’s manager?

10. Phases of the mentoring relationship

11. How to set up a formal mentoring program

How to find a mentee or mentor?

Checklist for mentor prior to meeting 1

14. Annotated bibliography

The purpose of this handbook

Who is this handbook for?

How to use the handbook

Mentoring delineated from other developmental practices

Counselling is a process conducted by counsellors or registered psychologists who address psychological

Benefits of mentoring: what the research says?

Table 1: Benefits of mentoring

Benefits for Mentees Benefits for Mentors Benefits for the

Benefits for mentees

Benefits for mentors

Benefits for the organisation

Shortcomings for Mentees Shortcomings for Mentors Shortcomings for the

Shortcomings of mentoring for mentees

Shortcomings of mentoring for mentors

Shortcomings of mentoring for the organisation

6. Key success factors

Time and commitment

Matching: sameness or diversity?

Arguments against same group mentoring for members of target groups:

1. sexual attraction and intimacy;

Advantage of informal mentoring

According to Clutterbuck (2004a)

Disadvantage of informal mentoring

• both parties take longer to develop a relationship; and

Informal Mentoring Formal Mentoring

Peer-mentoring and group mentoring

1. A group of peers who work together and support each other.

Advantages of peer mentoring and group mentoring

Example of E-mentoring program (that uses traditional mentoring + group mentoring)

• Elimination of geographical distances

Daloz: A Developmental Model

High High challenge + High challenge +

Daloz (2012) claims that when:

Kram (1985): A Sponsoring Model

9. Role of mentor and mentee

1. Relationship emphasis involves psycho-social functions such as:

Signature of Mentee: _______________ Date: _

Signature of Mentor: _______________ Date: _