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Four Foundational Principles of Mentoring Practice

Effective mentoring should incorporate the following four principles in the design of the mentoring program or relationship. These principles are applicable across the various contexts of mentoring and can help ensure that the benefits of mentorship extend to individuals, units and the institution. Each principle includes examples of best practices that can be used to develop and support mentoring activities. Faculty can reflect on applying the principles to their mentoring practice using the Constructing Your Mentoring Plan worksheet.

Principle 1: INTENTIONAL

Setting intentionality is the foundation of any successful mentoring activity. Developing an agreed upon set of goals and activities will help both mentor and mentee cultivate a meaningful relationship and attain the defined objectives. Some examples of best practices include: 

  • Collaboratively develop and document a shared understanding of why and how the mentoring relationship will occur. Defining these parameters at the beginning can help establish mentoring as a normal, professional activity. Examples of written agreement templates and a “user manual” reflection worksheet are here. Activity details should include the following:
    • Goals for both mentors and mentees.
    • Expected duration of relationship and time requirements for both parties. 
    • Protocols for HOW communication will occur between parties (i.e., expectations for frequency and duration of meetings, access during after work hours, etc.).
    • Protocols for WHAT will be communicated within and outside of the mentoring relationship. A good ground rule is to agree that what is discussed between parties will remain between the parties, and what is learned may be applied and shared. 
    • Expected practices and roles for communicating meeting agendas and activities. 
    • Defined periodic check-in points to allow both parties to reflect on their progress toward stated goals.  
  • Minimize distractions during scheduled meetings and prepare ahead of time by completing assigned work or readings.  
  • If one party holds evaluative authority over the other, this does not preclude effective mentoring from taking place. However, parties should identify the relationship context up front and establish ground rules to manage this dynamic. 
    • For supervisory mentoring relationships, assigned work and projects should not extend the agreed-upon duration of the formal mentoring relationship.
    • For mentoring between faculty members or where mentors have formal review or promotion authority, the specific nature of that authority and awareness of the power differential should be discussed at the outset and clearly understood by all parties.
  • Individuals should seek to cultivate a diversified network of mentors, as this can help normalize mentorship as a best practice in the academy and minimize over-reliance on a single mentoring relationship in which there exists a level of supervisory authority. See also Principle 4: HOLISTIC below.

Principle 2: INCLUSIVE

Strive to create an inclusive space to which parties can bring their best and most authentic selves. Examples of best practices include:

  • Ground the relationship with the understanding that mentors and mentees will inhabit different perspectives and worldviews. These differences can be linked to age, rank and various social identities, among other characteristics. 
  • Mentors should take responsibility for educating themselves on issues of systemic bias, privilege and representation in higher education and (if applicable) within the specific discipline or scholarship area. Understand how these factors affect groups in different ways and be mindful of how these factors may be impacting mentees. Learn more about Mentorship Resources.
    • Mentors should also be aware of their own preference biases, open to views from mentees and others, and take care to ensure they are doing everything possible to provide an equitable experience for their mentees.
  • Allow and model flexibility to accommodate differences in life situations. For example, if one or both parties have home responsibilities during early morning hours, schedule your check-ins during a time of day when you know they will be able to participate fully in the conversation. 
  • Parties should establish and maintain boundaries for discussion topics. For example, agree upfront whether you will discuss non-work pressures and constraints on one’s time that may be affecting productivity toward career goals. 
  • When systemic issues become known, mentors and mentees should use the Mentorship Resources that are available to them to help advocate for equitable and inclusive institutional practices. 

Principle 3: RELATIONAL

Mentors and mentees are both responsible for actively building a healthy and productive working relationship. Mentors should model and practice effective communication and conflict resolution skills, while helping mentees to develop these same skills. Examples of best practices include:

  • Both parties should employ active listening practices by minimizing distractions during scheduled meetings, and preparing ahead of time by completing readings and other pre-work.  
  • Affirm each other’s accomplishments and celebrate milestones. 
  • Provide constructive feedback that supports and appropriately challenges the other party. Always seek to empower when providing critical feedback. 
  • Mentors should encourage their mentees’ independence and agency, including an understanding that a measure of success is a mentee outgrowing the mentoring relationship. 
  • Each party should not assume that their own lived experiences and challenges are or should be representative of the other’s experiences and challenges. See also Principle 2: INCLUSIVE.
  • Parties should establish expectations for what information will be shared with other colleagues about the mentoring relationship. If, during the mentoring activities, it becomes necessary to share details with others outside of the mentoring relationship, then care should be taken to secure the knowledge and consent of the other party. Otherwise, both parties should respect the boundaries that were established pertaining to sharing information with other individuals.  
  • Parties should not hesitate to seek assistance or support from designated resources in order to help facilitate difficult conversations.

Principle 4: HOLISTIC

Effective mentoring recognizes and nurtures the development of the whole person by supporting professional and psychosocial growth. Parties should draw on information and resources both within and outside of the institution to expand mentoring networks. Other best practices to keep in mind include:

  • Understand that diversified mentoring networks can provide different types of support based on the identified growth objectives. Mentoring networks should include resources that can help mentees advance in their careers, as well as other resources that can provide psychosocial forms of support for personal growth.
  • There are many models of mentoring network maps to help individuals identify their different growth objectives and potential sources of mentorship and information to help address those goals.  
  • Mentors should draw from their own experiences to share advice and knowledge, but should also empower mentees to seek out information and support on their own.  
  • Mentees should be active participants in defining their own growth objectives and identifying potential sources of mentorship to help meet those goals.
  • Mentors should be willing and able to identify resources that are available to assist individuals with mental health, stress reduction or crisis situations. Be prepared to direct individuals to these offices or to facilitate a referral if necessary. Learn more.
  • All parties should be knowledgeable about their mandatory reporting obligations for instances of sexual and other forms of harassment and discrimination.