Feb 12, A good mentor is a gift from the Universe. If you find one, do everything you can to convince them that it is worth their while to mentor you. Though no two relationships are the same, successful mentoring relationships have certain things in common. Here are the fundamental characteristics. Oct 1, But, depending on the goals of the mentoring relationship, the these seven key qualities that can help you become an effective mentor. 1.
Whatever the reasons may be, it is not too late to change course. As Charles Duhigg says in his landmark book, " The Power of Habit ," the three elements of creating a habit are cue, routine and reward. A cue triggers an almost automatic routine that is producing a reward as a result of you engaging in the activity.
So, to a start a new and better habit, you need to start with a different cue - something that you may not be aware of. A pre-cursor to that is for you to generate the curiosity to look at the same things that you are exposed to today with a different set of eyes.
A good mentor opens up the doors to curiosity so that you get back that childlike enthusiasm to learn and grow. Clarity Clarity is the side-effect of a good mentoring relationship.
In a good mentoring relationship, this comes automatically as your mentor is someone who cares about your life and business and by default has a "helicopter view" of both of them.
The conversations automatically help you discover the "forest for the trees" - thus bringing clarity to your goals and actions. Capacity Power from a philosophical perspective is the "capacity to take action to produce meaningful results. Sometimes it's a small shift in the way you are thinking that will put your capacity into high gear. Your mentor can unlock that untapped capacity which you can put to work to accelerate your success rate.
Takes a personal interest in the mentoring relationship.
Top 10 Qualities of a Good Mentor – Franchise Growth Partners
Good mentors do not take their responsibility as a mentor lightly. They feel invested in the success of the mentee. Usually this requires someone who is knowledgeable, compassionate, and possesses the attributes of a good teacher or trainer. Excellent communication skills are also required. A good mentor is committed to helping their mentees find success and gratification in their chosen profession. Overall good mentoring requires empowering the mentee to develop their own strengths, beliefs, and personal attributes.
Exhibits enthusiasm in the field.
Enthusiasm is catching and new employees want to feel as if their job has meaning and the potential to create a good life. Values ongoing learning and growth in the field.
Mentors are in a position to illustrate how the field is growing and changing and that even after many years there are still new things to learn. Anyone that feels stagnant in their current position will not make a good mentor. When starting out in a new career, people want to feel that the time and energy they spend learning will be rewarded and will ultimately provide them with career satisfaction. Good mentors are committed and are open to experimenting and learning practices that are new to the field.
Senior people who feel threatened by junior people … and they may not even realize that they feel threatened and so some of their behaviors kind of comes from a feeling of not wanting to be superseded or overshadowed by an up and coming bright, shooting star.
9 Characteristics of a Good Mentoring Relationship | HuffPost
Mentor should be able to link the mentee to others who can fill these gaps. However, some participants stated that junior faculty might not be comfortable discussing a failed mentoring relationship with their department chair or with anyone more senior because of concerns around the potential impact on their own career.
Tactics for a successful mentoring relationship Participants identified several tactics that mentors can use to optimize their mentoring relationships. Several participants suggested that the mentor use a checklist to frame discussions to ensure that time is spent addressing career, administrative, education, and personal issues.
Several participants reported using such a framework to guide their initial meetings with mentees. Participants did not agree on how often meetings should occur, but all did agree that they should be regularly scheduled. The number of meeting times that participants recommended ranged from twice per year to monthly. They also advised communicating via e-mail and telephone regularly between meetings.
Discussion Although some studies 1 — 3 have shown the benefits of mentorship, less detail has been available on the characteristics and actions of effective mentors and mentees and on the characteristics of failed mentoring relationships. Our study fills the gaps in the literature on these topics.
9 Characteristics of a Good Mentoring Relationship
To our knowledge, it is the largest qualitative study on mentoring relationships and is unique in its inclusion of participants from two large AHCs in North America. Several studies outlined the characteristics of good mentors, 323 including personal characteristics, interpersonal abilities, and professional status.
In a qualitative study of nomination letters for a mentorship award, investigators concluded that good mentors should exhibit admirable personal qualities, act as career guides, make time commitments, support personal and professional balance, and role model good mentoring.
Moreover, it went a step further in providing a description of the qualities needed to be an effective mentee. Much of the literature focuses on the mentor, but, as outlined in our study, a mentoring relationship involves two people, and thus its success depends on the characteristics of both individuals.
Similarly, we found that both the mentor and mentee should share mutual goals, respect, trust, and commitment to the relationship for it to be successful. A recent systematic review of the literature described the actions of effective mentors 3 but offered little information on the nature of successful or failed mentoring relationships.
Our study provided unique details on the characteristics of failed mentoring relationships, including lack of communication, of experienced and knowledgeable mentors, and of commitment to the relationship.
We found that competition between mentors and mentees, however, contributes more to a failed relationship. Previous studies and commentaries also identified this competition and an exploitative relationship where either ownership of intellectual property was not clear or the mentor and mentee had competing interests as causes of failed relationships.
Our study has a few limitations. We interviewed faculty members at only two institutions, so our sample size may limit the generalizability of our findings. However, we did include participants from both the United States and Canada, making our study unique. Also, participants may not be entirely representative of the faculty at these institutions. However, our sample of 54 faculty members is large for a qualitative study, and it included participants from all academic ranks and streams.
Moreover, we continued sampling until saturation of themes occurred, so we do not believe that we missed any points of view.