Grounding the Work

Why is mentoring essential? Human development theory holds that among persons reaching mid-life there is a need to develop and train the next generation (Levinson, Tolle & Lewis, 1989). Investing in the success of one or more persons early in their life and during their career development stage provides the opportunity to fill the need of replenishing the workforce with skilled workers.

What an experienced mentor brings to the mentoring process is access to information and suggestions for achieving academic success. Having a mentor will most likely reduce confusion, frustration, and failure in their mentee’s educational path. The mentor can also assist them in creating professional networks and extend research opportunities.

The ultimate goal of mentoring, in its simplest form, is for the mentor to help the mentee define their educational goals and assist in the process of acquiring skills to achieve those goals. Mentoring is a relationship that enables purposeful, orchestrated conversation. The conversation assists the mentee to reflect on his/her own experience, make informed decisions, and act upon the questions for research that are generated. One of the goals of a successful synergetic relationship is the development of the mentee’s process of inquiry. A consistent commitment from both partners is necessary to achieve the desired learning and research goals. The sharing of personal experiences and the transmission of knowledge facilitates a trusting learning environment that provides opportunities for both the mentor and mentee to stretch beyond their boundaries. Another goal of mentoring is to encourage individuality, by standing aside and allowing mentees to blossom on their own terms. Domination of and interference in the mentoring process may slow down natural growth and discourage independence if the mentor “has all the answers”.

To begin the mentoring journey, each future mentor must ask themselves the following questions:

• How does mentoring begin?
• What kind of mentoring did I experience during my undergraduate years?
• What kind of research do I envision undergraduate students doing?
• Am I willing to model ethical research practice with undergraduate students?
• Do I have the interest and time to learn how to be an effective mentor?

A mentor must have a clear understanding of his or her own personal journey. A mentor who reflects on how mentoring has contributed to his or her scholarly work, professional demeanor, and growth over time may be better focused and ready to make the mentoring process a success for the mentee. A future mentor who has given serious thought to entering into the mentoring process will be in a better position to learn effective strategies for mentoring and recognize the personal and professional rewards to both parties.