Toward a Useful Theory of Mentoring

Abstract

In this review and critique of mentoring theory and research, the authors identify persistent problems in the development of mentoring theory. Their conceptual analysis highlights these problems with a “thought experiment” illustrating the inability of mentoring theory and research to resolve certain fundamental issues, the resolution of which is a prerequisite for the advancement of explanatory theory. They conclude with ideas about demarcating “mentoring” from the sometimes confounding concepts “training” or “socialization.” Absent an ability to distinguish mentoring from related activities, progress in explanatory theory will remain impeded.

Examining the Role of Friendship in Mentoring Relationships between Graduate Students and Faculty Advisors

“…Like the topic of mentoring itself, the notion of friendship could mean different things to different people. Broadly, mentoring has been criticized for lacking a clear and consistent definition (e.g., Bozeman & Feeney, 2007); these same criticisms can be applied to friendship within mentoring relationships. Although Wrightsman (1981) discusses mentoring in general, there is a parallel between his comment that "there is a false sense of consensus, because at a superficial level everyone 'knows' what mentoring is" (p. 3) and the specific role of friendship in mentoring relationships.…”

The Efficacy of the <i>Adaptive Mentorship</i><sup>©</sup> Model

“…Although definitions of mentorship, coaching, supervising, and training-both in the literature and across profession fieldshave varied considerably (Bozeman & Feeney, 2007;Rose & Best, 2005), there is almost universal agreement that the process of mentorship has certain characteristics (Brock, 2011;Chu, 2009). These commonalities are that: 1) it involves providing support to help protégés develop personally and socially/professionally; 2) it has functioned in family, community, and organizational settings since ancient times; 3) it is practiced both formally and informally in a variety of forms; 4) it can yield potential benefits and drawbacks for mentors, protégés, and the groups in which they participate; and 5) it is influenced by a variety of contextual factors and conditions, not the least of which is the quality of interpersonal relationships between/ among the participants (Yoo, 2004).…”

Establishing Effective Mentoring Culture among Professional University Administrators in Nigeria

“…It is further described as a professional dialogue that encourages reflection and development, signposting mentees to other sources of help as required. Bozeman and Feeney (2007) defined it as a personal developmental relationship in which a more experienced or more knowledgeable person helps a less experienced or less knowledgeable person. They also defined it as a process for the informal transmission of knowledge, social capital, and the psychosocial support perceived by the recipient as relevant to work, career, or professional development.…”