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From mentors, we also learn that if we are willing to pay the price as they did, we can beat the odds.
While these benefits are well known, there are specific and unambiguous benefits to the mentor, too, which go beyond the feel-good reaction when one's mentee achieves significant success or attains a position of influence.
This chapter helps Catholic educators think more broadly the mission of their school to consider how they can become expert mentors beyond their proximity to enhance the preparation of new teachers and improve teaching and learning in other school communities.
* Provide training and support for the mentors. Good intentions do not ensure good mentoring.
Here are four practical, research-based strategies to ensure that mentoring programs provide the supports, structures, and resources your mentors and mentees need:
Allison and Martin (2018) state "there is little room to distinguish between a mentor and a good team member" (p.
According to Mentor: The National Mentoring Partnership (2017), "Mentoring, at its core, guarantees young people that there is someone who cares about them, assures them they are not alone in dealing with day-to-day challenges, and makes them feel like they matter."
The social aspect means that mentors and mentees find significant connections to strengthen the relationship.
This relationship brings about the informal conveyance of knowledge and the support perceived by the recipient as pertinent to work, career or professional evolution.1,2 Literature debates that medical professionals with strong mentors are more productive and have greater successful career chances and satisfaction.3,4
Results from the research within the company showed higher retention rates for both mentees (72%) and Mentors (69%), when compared to the retention rates of nonparticipants (49%) (Creek, 2010).
For example, Hunt and Michael (1983) hypothesized that mentoring may benefit mentors, mentees, and organizations.