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(Arévalo, 2004, p. 17)

Organizational Mentoring TrendsFormal mentoring programs are being implemented across the nation: It is estimated that a third of the nation’s major companies have a formal mentoring program and this figure is expected to continue to increase (Ragins & Cotton, 1999). The more a mentoring relationship is characterized successively by respect, trust, consistency and active teaching, the more the mentee is likely to learn from it (Clawson, 1983). These are developmental relationships that have a life span and differing stages including endings. Formal mentoring relationships where a mentor takes an active interest in and initiates actions to advance the development of another, has a key role in the development of another’s leadership capabilities (Rock & Garavan, 2006). Some mentors do not seem to be aware of the formalization of their role. Studies showed that mentors felt that training and experience should be formalized and recognized by an accredited training system and qualifications provided (Devlin, 2002).

Impact of Formal Mentoring Training Programs in Higher EducationMentoring Training Programs for higher education mentors showed a 50% to over 86% retention rate in first year graduate, undergraduate and transfer students (Powell, 2008). Mentoring has led to increased retention rates when mentors are provided with training in the context of wider social issues impacting the lives of the mentees (Cropper, 2000). Mentors are trained to tailor functions and/or interventions to further the mentee’s short and long range goals as they are identified. Overwhelming research agrees that formal mentoring training is imperative for mentors who are willing and interested in becoming meaningfully involved in students’ lives; going well beyond the scope of their role as faculty, professional staff, advisers or researchers (Johnson, 2007; Momany & Cullingford, 2006; Crow & Matthews, 1998; Phillips-Jones, 1982; Mathews, 2003; Scott & Gregg, 2000; Davidson & Foster-Johnson, 2001; Miller, 2002; Zeind, et al., 2005; Schlee, 2000; Marrelli, 2004; National Mentoring Center, 2008; Flaxman, Ascher & Harrington, 1988; Jonson, 2002; Jones, 2000; Jucovy, 2008; Cohen, 2000; Murray & Owen, 1991; Arevalo, 2004, Kram, 1983, 1985; Zachary, 2000, 2006; Wilson, 1994)

Training Program for Higher Education Mentoring Best Practices

Implementation of formal mentoring programs call for training sessions to help mentors understand expectations, goals and roles (Hezlett & Gibson 2005). Mentors require initial in-service training and more explanation of their roles before they start mentoring (Jones, 1988). Training cannot compensate for the lack of spontaneity of the connection but it ensures that a mentor will exhibit certain appropriate behaviour by defining and regulating the activity between the mentor and mentee and thus increases the probability that certain objectives in mentoring will be met (Flaxman, et al., 1998).

Based on a review of these articles, sixteen best practices are outlined below with several associated subtopics. In initiating mentor training, three elements are considered: what to mentor (content), how to mentor (methods), and assessment of mentoring (Crow & Matthews, 1998).

UNM freshman retention rates dropped from 76.0% to 74.4% in 2004/5. Average high school GPA for acceptance has dropped. In 2000, only 43.4% of students enrolled in a degree program actually graduated.

Mentoring is focused on cognitive social development which includes: skill, performance, vocation, academic, professional development, interpersonal development.

The main purpose of this project is to identify Mentoring Best Practices in Higher Education able to improve student satisfaction, GPA, and graduation rates.

*Statistics from 2006-2007 UNM Fact Book pg. 4

WHY MENTORING

PROBLEM AND PURPOSE ROLES AND BENEFITS LITERATURE SUPPORT

CONCLUSIONS

REFERENCES

ROLES Organization Mentee/Protégé Mentor

Provides a climate to encourage academic and

professional growth

Proactively identifies his/her own needs; manages

own self-development

Challenges mentee

to excellence

Establishes organizational structures to foster a

mentoring culture

Creates meaningful goals and action plans

Provides coaching, counseling,

and advising

Manages change for communities of practice to

emerge

Actively engages in the mentoring relationship

Develops mentee’s self-confidence and provides

intentional models

Promotes mentoring best practices and benchmarking

Develops intrinsic motivation and autonomy

Supports, stimulates, and nurtures professionally and

personally

BENEFITS Organization Mentee/Protégé Mentor

Attracts and retains students, faculty and staff

Exposure to educational opportunities and career

advancement

Gains a renewed enthusiasm for his/her

profession

Improves productivity through individual and organizational learning

Increases self-confidence and competence

Gains new insights and the opportunity to evaluate

critically intuitive processes

Gains recognition for quality programs, graduates

and research

Develops academic and professional networks

Gains opportunities for career advancement

Maximizes intellectual capital, time, effort, and

resources

Learns leadership and interpersonal skills to cultivate competitive

advantages

Gains validation of

self and work

Creates high level of institutional pride and

engagement

Becomes an assertive life-long learner by engaging in

meaningful relationships

Gains long-lasting and meaningful relationships

Arévalo, E. ( 2004, June). Designing and customizing mentor training. Folsom, CA:Center of Applied Research Solutions.

Please refer to handout for complete reference list.

Mentoring In Higher EducationElizabeth Alyn Johnson OLIT Ph.D. Student

with Nora Dominguez, OLIT Ph.D. Candidate and Mark Smith, OLIT Ph.D. Candidate