Evidence‐Based Practices in Mentoring for Leadership Development

Abstract

Mentoring is recognized as one of the most promising practices for both leader and leadership development because of its effectiveness at facilitating development (Day, 2001). Mentoring embeds leadership development within the ongoing experiences of a developing leader-an increasingly desired feature of leadership development interventions (Day & Liu, 2019). Each mentoring opportunity generates unique leadership development experiences and outcomes. An effective mentoring relationship satisfies the need to develop and sustain positive relationships; linking mentoring to positive affective, cognitive, and behavioral outcomes (Allen & Eby, 2010). Mentoring develops intrapersonal and interpersonal competence in the mentee, expanding their understanding of organizations and achieving greater social capital (Day, Fleenor, Atwater, Sturm, & McKee, 2014). Mentorship also positively influences outcomes like leadership self-efficacy, political skills, and socially responsible leadership (Chopin, Danish, Seers, & Hook, 2013; Dugan & Komives, 2010). Mentors themselves also benefit from increased pride and satisfaction, refined leadership competencies, stronger confidence, improved job performance, and higher levels of generativity (Hastings et al., 2015).

Undergraduate Students as Both Mentors and Mentees

“…Is there a thoughtful matching process for mentors and mentees? Is there a process through which a mentee can be reassigned to a new mentor if a mentee experiences considerable challenges?” These questions relate to key considerations for effective mentoring programs, namely Selection, Operations, Reflection, and Training, as identified by Hastings and Sunderman (2020). For further benefits, roles, and expectations of peer mentoring relationships, see the FYE Peer Mentor Handbook created by The Office of Freshmen Studies‐Florida A&M University (2020).…”

“…Thus, undergraduate students who desire to serve as mentors should also do their homework on the mentoring program ahead of committing by researching the key considerations for effective mentoring programs, namely Selection, Operations, Reflection, and Training, as identified by Hastings and Sunderman (2020). Relative to Selection , while the context should largely determine desired mentor characteristics (Bearman et al., 2010), relationship‐building qualities such as empathy, self‐awareness, emotional stability, open‐mindedness, authenticity, transparency, and vulnerability have been acknowledged as important mentor characteristics, with cultural sensitivity, cultural intelligence, cultural competence, and emotional intelligence being of particular selection importance for intercultural mentors (Allen & Eby, 2010; Osula & Irvin, 2009; Woods et al., 2013).…”

“…Undergraduate students are in the unique position to experience mentoring from both the perspective of the mentor and the mentee, all within the confines of one four‐to‐six‐year period. This polyperspective experience (i.e., experiencing a phenomenon from multiple perspectives) in mentoring is notable considering mentoring's acknowledgment as one of the most promising vehicles for leader and leadership development (LD; Day, 2001, DeRue & Myers, 2014), especially among higher education scholars (Crisp & Alvarado‐Young, 2018; Dugan & Komives, 2010; Fine, 2021; Hastings et al., 2015, 2023; Hastings & Kane, 2018; Hastings & Sunderman, 2020; Komives et al., 2009; Lin et al., 2016; Sunderman & Hastings, 2023). Why is this?…”

“…Mentoring for LD requires long‐term investment in both personal development and leadership empowerment (Lin et al., 2016). Mentoring is a process, not an event; thus, cornerstones of effective mentoring practice include (a) long‐term commitment by mentor and mentee, (b) regular and consistent interactions, (c) formal and informal investments in personal development and leadership empowerment, and (d) a preparedness to offer just‐in‐time reflective processing for the mentee (Crisp & Alvarado‐Young, 2018; Crisp & Cruz, 2009; Hastings & Kane, 2018; Hastings & Sunderman, 2020). Mentoring, done well, has enormous power in LD.…”

Stimulating CSR learning collaboration by the mentor universities with digital tools and technologies – an empirical study during the COVID-19 pandemic

“…To develop an excellent education and innovation ecosystem, high-performing institutions will act as mentors to institutions that need direction and support. Mentors assist mentees in becoming more self-sufficient, sustainable and productive members of the next generation (Hastings and Sunderman, 2020). Mentors actively participate in research, course development, internships and decision-making.…”