Looking for Professor Right: mentee selection of mentors in a formal mentoring program

Abstract

Abstract:Finding a suitable mentor is crucial to the success of mentoring relationships. In the mentoring literature, however, there is conflicting evidence about the best ways to support the pairing process in organisational mentoring programs. This paper presents a detailed analysis of the pairing process in an academic mentoring program that has implications for building a mentoring culture in higher education. The program which began with a pilot and has continued for five years with one hundred and twenty one participants, was conducted with mentees selecting their own mentor from a pool of mentors who volunteered to be part of the program. In the pilot program, where mentors and mentees first met as one group, some mentees reported that the process of selecting and approaching a mentor was uncomfortable and intimidating. Nine of twenty-three potential mentees did not form mentoring relationships. Analysis of subsequent program evaluation data pointed to the importance of two factors in the pairing process: personal connections and facilitation of the selection process. This study at a research-intensive university demonstrates that when the pairing process is tailored to individual mentees, they are comfortable selecting a mentor and to then develop a successful mentoring relationship.

Mentoring Undergraduate Students

“…The present review also provides more knowledge than previously available describing mentoring programs and relationships, including the mentor matching process (Bell & Treleaven, 2010) and activities that mentors engage in with students (e.g., Lunsford, 2011). Moreover, our review advances understanding of how different groups of students and mentors may perceive mentoring differently (e.g., Crisp, 2009;Crisp & Cruz, 2010;Hu & Ma, 2011;Mekolichick & Gibbs, 2012).…”

“…Among the qualitative studies, case study methods and interviews were most commonly used to explore the benefits of mentoring, what mentoring looks like, and how it is experienced by students and mentors (e.g., Bell & Treleaven, 2010;Griffin, 2013). Qualitative methods were also used to explore students' and mentors' expectations of the mentoring relationship, as well as the perceptions, functions, and roles of mentoring.…”

“…The present review identified several evidence-based practices for identifying mentors. Empirical evidence suggests that when possible, programs should use an individualized process for selecting mentors (Bell & Treleaven, 2010). Potential mentors should be encouraged to be honest with themselves about the time and commitment they have to offer to a mentoring relationship (Baker & Griffin, 2010).…”

Does Mentoring Make a Difference for Women Academics? Evidence From the Literature and a Guide for Future Research

“…Lack of time and inertia might hinder participation in activities (Boice, 1992;Harnish & Wild, 1994). Another potential problem might be represented by a mismatch between mentor and mentee (Bell and Treleaven, 2011;Cullen and Luna, 1993;Ehrich et al, 2004). Furthermore, stress that because academia is quite an individualistic environment, junior members may feel uncomfortable showing a need for mentoring and can even feel stigmatized for participating in a program.…”

“…Similarly to Bell andTreleaven (2011), Driscoll et al (2009) focus on their own experience of organizing and managing a women peer mentoring group, and underline the positive effects this had not only in terms of building a network and improving research skills, but also of understanding the organization and one's own role. Schramm (2004) reflects on her experience with three different mentors all along her career path, and on the benefits of being mentored by other women, with whom she could feel more comfortable to speak about the discriminations she experienced.…”