An Introduction to Mentoring Principles, Processes, and Strategies for Facilitating
Mentoring Relationships at a Distance
A.T. Wong
K. Premkumar
Introduction
This digital learning object was developed for use primarily by faculty and students in the
context of higher education, but it may also be a useful resource for individuals in professional
organizations.
Mentoring is a learning process where helpful, personal, and reciprocal relationships are built
while focusing on achievement; emotional support is a key element. Within mentoring
relationships, mentees develop and learn through conversations with more experienced mentors
who share knowledge and skills that can be incorporated into their thinking and practice. By
comparison, tutoring or coaching is provision of academic and professional assistance in a
particular area with a sole focus on competence.
The process of mentoring may be viewed under three models – the apprentice, competency and
reflective models. In the apprentice model, the mentee observes the mentor and learns. In the
competency model, the mentor gives the mentee systematic feedback about performance and
progress. In the reflective model, the mentor helps the mentee become a reflective practitioner.
This learning object subscribes to the reflective model in which mentoring is seen as an
intentional, nurturing and insightful process that provides a powerful growth experience for both
the mentor and mentee. You will be introduced to a mentoring relationship process that develops
through four stages – preparing, negotiating, enabling and reaching closure.
Mentoring relationships can be formal or informal. Formal mentor relationships are usually
organized in the workplace where an organization matches mentors to mentees for developing
careers. Informal mentor relationships usually occur spontaneously and are largely
psychosocial; they help to enhance the mentee’s self esteem and confidence by providing
emotional support and discovery of common interests.
Technology is increasingly used in the mentoring process because of its widespread accessibility
and potential to overcome the barriers of time and geographical location between mentors and
mentees. This learning object will introduce you to a number of benefits of technology-mediated
mentoring as well as specific challenges that have yet to be resolved. You will also be introduced
to selected strategies that would enhance communication and understanding when mentoring
relationships occur at a distance.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
It is important to realize, however, that the purposes and goals of mentoring programs and the
human nature of mentoring relationships must drive the mentoring process, rather than the
advantages provided by technology.
Goals
This learning object has five goals:
1. Introduce mentoring as a learning relationship that is rooted in principles of adult
learning.
2. Identify the key tasks and processes for enhancing the mentoring relationship.
3. Provide examples of process tools and strategies for understanding and operationalizing
the mentoring relationship.
4. Identify the special challenges and opportunities that may occur when mentoring is
conducted in a distance-learning context.
5. Introduce some technology-mediated strategies that could help to bridge the gap when
mentor and mentee are at a distance from each other.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
PART ONE
Introduction
History has shown us that human beings, like trees in an old forest, tend to thrive best when they
grow in the presence of those who have gone before them. In Greek mythology, Athena, the
goddess of wisdom, assumed the form of Mentor to look after and guide Telemachus, son of
Odysseus, who had left home to fight in the Trojan war. The account of Mentor in The Odyssey
points to several conclusions about the activity which bears Mentor’s name (Anderson &
Shannon, 1982). First, mentoring is an intentional process. Second, mentoring is a nurturing
process that fosters the development of the protégé towards his full potential. Third, mentoring is
an insightful process in which the wisdom of the mentor is acquired and applied by the
beneficiary.
In contemporary times, mentors have played a vital role in the development of individuals in
education and business organizations. Mentoring for a professional career became a topic of
research in the mid-1970s. Caffarella (1992) defined mentoring as an “intense caring relationship
in which persons with more experience work with less experienced persons to promote both
professional and personal development” (p. 38). Daloz (1986) was more expressive in his
description of mentors as guides who “lead us along the journey of our lives … they cast light on
the way ahead, interpret arcane signs, warn us of lurking dangers, and point out unexpected
delights along the way” (p. 17).
The beneficiary of the process is often referred to as the mentee, but various writers have
pointed out that the mentoring relationship could be a development opportunity for both mentors
and mentees (Daloz, 1996, 1999; Albom, 1997; Hansman, 2002). Mentoring relationships have a
potential to facilitate psychosocial development – mentored individuals enjoy higher selfconfidence, self-efficacy, and self-assurance. Mentors too can benefit from enhanced selfconfidence of their capabilities for reflective thinking and communication, as well as personal
satisfaction of contributing to the discipline and the next generation.
Mentoring may be especially important to first-generation university students, first-generation
professionals, and those entering fields dominated by persons of a different gender or race
(Stalker, 1996; Ragins, 1997; Gordon and Whelan, 1998). In higher education, Lyons, Scroggins,
and Rule (1990) found that mentors not only transmitted formal academic knowledge and
provided socialization experiences into their chosen discipline, but also bolstered the students’
confidence and professional identity, giving them a vision of the identity they might one day
achieve.
Here we focus on mentoring relationships for academic development. This learning object
provides the background information required for starting a mentoring program. It will be most
beneficial to those who have always wanted to start a mentoring program but did not know how.
This information will also be useful to those who are contemplating the introduction of
technology to supplement their mentoring program.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Principles of adult learning underlying the mentoring relationship
Almost a century ago, Dewey (1916) emphasized the importance of the individual experience in
the learning process and the value of interaction in creating a positive learning environment.
Later learning theorists such as Lewin (1951), Piaget (1969), and Vygotsky (1981) extended
Dewey’s ideas. Lewin conceptualized learning as deriving from here-and-now concrete
experiences coupled with feedback loops. Piaget contended that learning involves
accommodating concepts to experience and assimilating experience into concepts. Vygotsky
introduced the concept of the “zone of proximal development,” which refers to the difference
between an individual solving a problem independently and solving a problem together with a
peer who is more advanced in knowledge or skills.
Knowles (1980) coined the term andragogy to refer to the facilitation of learning among adults.
The current focus of mentoring as a process-oriented relationship that involves knowledge
acquisition and reflective practice is consistent with the principles of adult learning promoted by
Knowles:
•
•
•
•
•
•
Adults have a need to be self-directing.
Adults learn best when they are involved in planning, implementing and evaluating their
own learning.
Adult learners are motivated by an immediacy of application.
An individual’s life experiences are primary learning resources.
Interactions with other individuals enrich the learning process.
The role of the facilitator is to promote and support conditions necessary for learning to
take place.
Based on these principles of adult learning, three assumptions can be made about the nature of
mentoring:
1. Mentoring can be a powerful growth experience for both the mentor and the mentee.
2. Mentoring is a process of engagement that is most successful when done collaboratively.
3. Mentoring is a reflective process that requires preparation and dedication.
Four phases in the mentoring relationship
Mentoring relationships progress through predictable phases that build on one another to form a
developmental sequence. Zachary (2000) named four phases and applied an agricultural analogy
in demonstrating how the phases can be connected:
•
Preparing – This initial phase can be compared to tilling the soil before planting and can
involve a number of processes such as fertilizing, aerating, and ploughing the soil.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Potential mentors similarly go through a variety of processes to assess their own
motivations and readiness for the prospective mentoring relationship.
•
Negotiating – Successfully completing the negotiating phase is like planting seeds in
well-cultivated soil. There is a greater probability of fruition of the mentoring
relationship.
•
Enabling – This phase can be likened to nurturing growth as the seeds take root. It takes
longer to complete than the other phases, as it is the implementation phase of the
relationship.
•
Coming to closure – Zachary compared this phase to reaping the harvest. Regardless of
whether the mentoring relationship has been positive or not, this phase offers opportunity
for the mentoring partners to harvest their learning and move on.
Understanding of the phases is key in successful mentoring relationships, including awareness
that there may be overlaps between the phases. For example, during the enabling phase, one
mentoring partner may move geographically to another location and thereby trigger a need to
renegotiate the mentoring agreement or to experiment with technology-mediated tools to support
the relationship.
In the following sections, each of the four phases will be described in greater detail and some
process tools and strategies will be introduced.
Preparing for the mentoring relationship
Individuals who have never played the role of mentor may assume that having subject expertise
and experience would be adequate preparation for being a mentor. Zachary (2000) contended
that mentors who assume the mentor role without preparing themselves are often disappointed
and dissatisfied. She advised potential mentors to reflect on their motivation for engaging in a
mentoring relationship and to assess their own readiness for the mentoring relationship.
Motivation has an impact on the sustainability of a relationship. Mentors also need to be
comfortable using a range of process skills. Refer to the motivation and readiness selfassessment checklists in the appendix section.
The mentoring relationship that is advocated in this learning object is one that shifts the mentor’s
role from “sage on the stage” to the “guide on the side.” The model of a mentor “for all seasons
and all reasons” is an unrealistic expectation, and is a major reason why many qualified potential
mentors shy away from the mentor role.
Instead of the mentor taking full responsibility for the mentee’s learning, the mentee should learn
to set learning priorities and become increasingly self-directed. If the mentee is not ready to
assume this degree of responsibility, the mentor nurtures the mentee’s capacity for self-direction
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
over the course of the relationship. Given the growing need for lifelong learning in all sectors of
work and community life, it may be more desirable for an individual to have multiple mentors
over a lifetime, and perhaps even multiple mentors at the same time.
In order to build a solid foundation for an effective mentoring relationship, mentors should have
a clear understanding of their own personal journeys. In Composing a Life (1989), Bateson
reminds us “the past empowers the present, and the groping footsteps leading to the present mark
the pathways to the future” (p. 34). Zachary (2000) developed an exercise to help potential
mentors reflect on their own journeys of learning as a prelude to understanding the mentee’s
needs and aspirations. Refer to the Mentor Journey Time Line in the appendix for a set of
questions that will trigger self-reflection.
Zachary suggested a second set of questions to help potential mentors prepare themselves for
understanding the individuals they may be mentoring. The questions are also useful for testing
assumptions if the mentor already knows something about the mentee.
Brookfield (1986) contended that an important element in facilitating adult learning is helping
learners become aware of their own idiosyncratic learning styles. Learning styles refers to the
pattern of preferred responses an individual uses in a learning situation. Brookfield contends that
an important element in facilitating adult learning is helping learners become aware of their own
idiosyncratic learning styles. Dialogue between the mentoring partners at the negotiation phase
will assist the mentor in knowing when to step forward and when to hold back, and to respect
different styles that may have a positive impact on the mentoring relationship.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Negotiating the mentoring relationship
Negotiating is the phase when the mentoring partners come to agreement on learning goals and
define the content and process of the relationship. It usually begins with a free-flowing
conversation that takes place over one or more occasions and results in a shared understanding of
the desired outcomes and delineation of responsibilities. At the end of this phase, the mentoring
partners should ideally have collaboratively explored:
•
•
•
•
•
•
Desired learning outcomes
Criteria for measuring success
Mutual responsibilities
Accountability assurances
Protocols for addressing problems
An action plan for achieving the learning goal
Refer to the appendix for a list questions: “Negotiating Outcomes and Processes” that you could
pose to the mentee in your initial conversation. They will assist you in negotiating the process
and the desired learning outcomes for the mentee.
One strategy used to support diversity in styles and to promote accountability is to have the
mentee summarize the mentoring session at the close of each interaction and record what has
been learned or request clarification on specific issues. These notes are reviewed by the mentee
at the beginning of the next session and can be used as a trigger for conversation. Mentors can
also make progress notes throughout the mentoring relationship.
One of the most important outcomes of the negotiating phase is boundary setting by both the
mentor and the mentee. From the mentor’s perspective, boundary has to do with expectations of
access and time. For example: Does being a mentor mean the mentee has unlimited access to you
for the duration of the relationship? What is the limit? Both mentoring partners need to decide on
when and where to meet, what the agenda will be for the meeting, and establish a mechanism to
indicate a topic has been sufficiently explored.
Enabling the mentoring relationship
Anderson and Shannon (1988) believed that good mentors should be committed to three values.
First, mentors should be disposed to opening themselves to their mentees – for example, allow
their mentees to observe them in action and convey to them the reasons behind their decisions
and actions. Second, mentors should be prepared to lead their mentees incrementally over time.
Third, mentors should be willing to express care and concern about the personal and professional
welfare of their mentees.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Zachary (2000) pointed out that mentors, in addition to their expertise and experience, need to be
familiar with specific process skills that can facilitate the mentoring process. The following
strategies could be particularly useful:
1. Asking questions that will help mentees to reflect on and articulate their own thinking,
for example
• Could you tell me a bit more about what you mean by…?
• It sounds as if this is the tip of the iceberg. Let’s think about this some more and
discuss it at our next conversation.
• That’s an interesting way of describing the problem. How would you apply that to
individuals of a different gender?
2. Reformulating statements help mentors to clarify their own understanding and encourage
mentees to reflect on what they articulated, for example
• I think what I heard you saying was …
• My understanding is…
3. Summarizing helps to remind the mentoring partners of what has transpired and allows
both parties to check out assumptions in the process, for example
• As a result, I feel we have achieved…
• We’ve spent our time this morning… but I gather you feel you’d rather…
4. Listening for silence – Silence can indicate boredom, confusion, discomfort or
embarrassment. On the other hand, some individuals just need time out to think quietly.
5. Providing feedback that is authentic and suggests future action, for example
• I like the way you… next time you might try…
• You made a really good start with… what I’d like to see is…
Because of their experience and accumulated insights, mentors can guide a mentee’s sense of the
possible. Modeling behavior and sharing stories help to inspire and inform the mentee. By
fostering reflective practice, the mentor helps the mentee to take a long view and create a vision
of what might be. Reflective practice should be encouraged during and after the mentoring
relationship.
Shon’s (1983) reflection-in-action model illuminates the expertise that knowledgeable
practitioners reveal in their spontaneous, skillful execution of a publicly observable performance.
The experts often have difficulty in making the performance verbally explicit; they
characteristically know more than they can say. Polyani (1967) coined the term tacit knowledge
to describe this type of knowledge. Mentors can model reflection-in-action by pausing and
verbalizing their thoughts about what they have done in order to discover how an action may
have contributed to both intended and unintended outcomes.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Practitioners of a particular profession differ from one another in terms of their personal
experiences and styles of operation, but they also tend to share a common body of explicit
knowledge, a more or less systematically organized set of values, procedures, and norms in
terms of which they make sense of practice situations. This explicit knowledge constitutes an
acceptable professional conduct that mentors can share with their mentees. During the enabling
phase of the mentoring relationship, mentees are gradually initiated into the traditions of a
community of practitioners. They learn their conventions, languages, constraints, repertoire of
exemplars, and patterns of knowing-in-action.
Coming to closure in the mentoring relationship
When mentors and mentees are involved in a formal mentoring program, there is usually an
externally structured timeline for the mentoring relationship to come to an end. In informal
mentoring relationships, it is helpful for the partners to agree at the beginning on the process for
coming to closure.
The process of coming to closure can be situated around a focused conversation about the
specific learning that had taken place during and as a result of the mentoring relationship.
Murray (1999) pointed out that a constructive conversation is a blameless, no-fault, reflective
conversation about both the process and content of the learning. Both mentors and mentees share
what each had learned and how they might apply and leverage that knowledge in the future.
Zachary (2000) suggested that even when a mentoring relationship has become beset with
problems, reaching a learning-focused conclusion can turn the whole experience into a positive
one. The mentor could initiate a conversation with the following approaches:
•
•
•
Acknowledge the difficulty without casting blame – for example, “It looks as though
we’ve come to an impasse …”
Consider what went right with the relationship as well as what went wrong – for example,
“Let’s look at the pluses and minuses of our relationship so that we can each learn
something from the process we have undergone.”
Express appreciation – for example, “Although we haven’t been able to achieve all of
your objectives, I think we were successful in one area. I attribute this success to your
persistence and determination, characteristics which will be very helpful in your new
job.”
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Zachary (2000) further advised that it is important to celebrate the conclusion of a successful
mentoring relationship. Mentors could acknowledge and celebrate the mentee’s successful
journey via both verbal and written expressions of appreciation. Verbal comments should be
specific and focused on behaviours, for example:
•
•
•
“I admire …”
“You have a real knack for …”
“I especially appreciated it when you …”
Written notes from the mentor could offer a permanent record of support and encouragement as
well as a memento. For example, the note could focus on:
•
•
•
What you learned from your mentee
An incident that has special meaning for you
A motivational message for the future
Closure links the present to the future for both mentors and mentees.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Appendix
Mentor Motivation Checklist
Some reasons why mentoring may appeal to an individual:
•
•
•
•
•
•
•
•
I like the feeling of having others seek me out for advice or guidance.
I find that helping others is personally satisfying.
I have a particular area of expertise that I want to pass on to others.
I enjoy collaborative learning; a mentoring relationship could be an opportunity for this
to happen.
I find working with others who are different from me to be energizing.
I feel it is my responsibility to help our staff become better contributors to our
organization.
Other people have made it possible for me to be where I am today; I feel I should do the
same to help others accelerate their career development.
I look for opportunities to further my own growth.
Mentor Readiness Checklist
The following generic process skills for mentors are modified from Zachary (2000).
•
•
•
•
•
•
•
•
Brokering relationships – laying the groundwork for mentees to connect with other
people who can be resources for them.
Coaching – helping mentees to fill particular knowledge or skill gaps by modeling the
behaviors.
Communicating –includes listening effectively, checking for understanding, articulating
clearly, picking up on non-verbal clues.
Encouraging – pushing at the right time and in an appropriate manner to inspire or
motivate.
Facilitating – establishing a friendly and respectful climate for learning; involving the
mentees in planning and evaluating the learning.
Goal-setting – assisting mentees in clarifying and setting realistic goals.
Managing conflict – engaging the mentees in the solution of a problem, not solving the
problem for them.
Reflecting – modeling the process of articulating and assessing learning and considering
the implication of that learning for future action.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentor Journey Time Line
The following exercise for mentors is modified from Zachary (2000).
This exercise is intended to help you reflect on your own journey as an adult learner from the
past to today. Think about your mentoring experiences and the individuals who made a
difference in your life and helped you to grow and develop.
•
•
•
•
•
•
Who were my mentors?
At what point in my journey did they come into my life?
What were those experiences like? (e.g. how did the experience enhance my learning;
what methods did the mentor/s use to create a positive learning environment)
What critical learning and changes in thinking did I gain from each of my mentors?
What did I learn about being a mentee?
What did I learn that could contribute to my own development as a mentor?
The following questions for mentors are modified from Zachary (2000).
Before the first meeting with your mentee, reflect on:
•
•
•
•
•
What information do you have about your prospective mentee?
What additional information do you need?
What questions will you ask your prospective mentee to gather this information?
What information can you gather from other sources? List sources and information that
you can gather.
What more do you need to know about your mentee as a learner in order to have a better
sense of his or her journey?
After the first meeting with the mentee, reflect on:
•
•
•
What insights does your prospective mentee’s journey raise for you about your
similarities and differences in life experiences and learning styles?
What differences in approaches and styles could potentially have a negative impact on
the mentoring relationship?
What actions or approaches could potentially have a positive impact on the mentoring
relationship?
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Negotiating Outcomes and Processes
The following questions for mentors are modified from Zachary (2000).
•
•
•
•
•
•
•
•
What specific outcomes does the mentee wish to achieve as a result of this mentoring
relationship?
Are the desired outcomes achievable within the availability of your time?
Are there other resources (human and other) that are necessary to achieve the desired
outcomes?
Are the desired outcomes capable of being measured?
What should the mentee know and be able to do as a result of the mentoring process?
In what ways can a successful relationship be evaluated?
What ground rules should we mutually subscribe to facilitate the mentoring
relationship?
What actions can be adopted to check the progress of the mentoring relationship?
Sample Ground Rules for a Mentoring Relationship
Mentors and mentees should determine which ground rules they will mutually abide by and
establish checkpoints to explore how well each side is complying with them.
•
•
•
•
•
•
We will manage our time well.
We will each participate actively in the mentoring process.
We will communicate openly and honestly while respecting our differences.
We will respect each other’s experience and expertise.
We will clearly identify the times and locations for us to meet.
We will safeguard confidentiality.
Confidentiality is a sensitive issue that merits deeper exploration. Mentors and mentees can
check their assumptions about confidentiality by answering yes, no, or not sure to the following
statements.
•
•
•
•
•
What we discuss between us stays there unless you give me permission to talk about it
with others.
What we discuss between us stays there as long as we are engaged in our mentoring
relationship.
Some issues will be kept confidential, while others may not. We will alert each other
about what needs to be kept confidential.
If there is a demonstrated need to know, I can disclose our conversations and other
element
That pertain to the mentoring relationship.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
REFERENCES
Albom, M. (1997). Tuesdays with Morrie. New York: Doubleday.
Alliance. Celebrating excellence. (1995). Alliance, an Association for Alternative Degree
Programs, and American Council on Education. Washington, DC: Alliance. (ED 402 510)
Anderson, E. M. & Shannon, A. L. (1988.) Towards a conceptualization of mentoring. Journal of
Teacher Education, 39(1), 38-42.
Bateson, M. C. (1989). Composing a life. New York: Atlantic Monthly Press.
Bennett, D., Hupert, N., Tsikalas, K., Meade, T., & Honey, M. (1998). Critical issues in the
design and implementation of telementoring environments. Centre for Children and Technology.
Retrieved January 26, 2006, from
http://www2.edc.org/CCT/admin/publications/report/09_1998.pdf.
Bierema, L.L., Merriam, S.B. (2002.) E-mentoring: using computer medicated communication to
enhance the mentoring process. Innovative Higher Education 26(3), 211-227.
Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco: JosseyBass.
Brown, Bettina Lankard. (2001). Mentoring and Work-Based Learning. Trends and Issues Alert
No. 29. Columbus, Ohio: ERIC Clearinghouse on Adult, Career, and Vocational Education.
Caffarella, R. S. (1992). Psychosocial development of women: Linkages of teaching and
leadership in adult education (Information Series No. 50). Columbus, OH: ERIC Clearinghouse
on Adult, Career and Vocational Education. (ERIC Document Reproduction Service No. ED
354386)
Children’s Online Privacy Protection Act of 1998 http://www.ftc.gov/ogc/coppa1.htm
Cravens, J. (2003). Online mentoring: Programs and suggested practices as of February 2001.
Journal of Technology in Human Services, 21(1–2), 85–109.
Daloz, L. (1986). Effective teaching and mentoring: Realizing the transformative power of adult
learning experience. San Francisco: Jossey-Bass.
Daloz, L. (1999). Mentor: Guiding the journey of adult learners (Rev. ed.). San Francisco:
Jossey-Bass.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education.
New York: The Free Press.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
The Electronic Emissary http://www.tapr.org/emissary/
Elluminate® http://www.elluminate.com/vroom/
Ensher, E.A., and Murphy, S.E. (1997). Effects of Race, Gender, Perceived Similarity, and
Contact on Mentor Relationships. Journal of Vocational Behavior 50(3), 460-481. (EJ 543 999)
Ensher, E. A., Heun, C., & Blanchard, A. (2003). Online mentoring and computer-mediated
communication: New directions in research. Journal of Vocational Behavior, 63, 264–288.
Gordon, J. R., & Whelan, K. S. (1998). Successful professional women in midlife: How
organizations can more effectively understand and respond to the challenges. Academy of
Management Executive, 12(1), 8-27.
Hansman, C. A. (Ed.). (2002). Critical perspectives on mentoring: Trends and issues
(Information Series No. 388). Columbus, OH: ERIC Clearinghouse on Adult, Career and
Vocational Education. (ERIC Document Reproduction Service No. ED 354386)
Jossi, F. (1997). Mentoring in Changing Times. Training & Development 51(8), 50-54. (EJ 548
533)
Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd
ed.). New York: Association Press.
LearnWell eMentors http://www.learnwell.org/
Lewin, K. (1951). Field theory in social sciences. New York: Harper & Row.
Lyons, W., Scroggins, D., & Rule, P. B. (1990). The mentor in graduate education. Studies in
Higher Education, 15(3), 277-285.
Mentor Center http://mentorcenter.bbn.com/
MentorNet www.mentornet.net
Miller, H., & Griffiths, M. (2005). E-mentoring. In D. L. DuBois & M. J. Karcher (Eds.),
Handbook of youth mentoring (pp. 300–313). Thousand Oaks, CA: Sage.
Murray, M. (1991). Beyond the myths and magic of mentoring: How to facilitate an effective
mentoring program. San Francisco: Jossey-Bass.
National Mentoring Partnership http://www.ed.gov/pubs/YesYouCan/sect3-checklist.html
http://www.albion.com/netiquette/book/index.html
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
National Mentoring Center (2002). Perspectives on e-mentoring: A virtual panel holds an online
dialogue. National Mentoring Center Newsletter, 9, 5–12. Retrieved January 26, 2006, from
http://www.nwrel.org/mentoring/pdf/bull9.pdf.
Oswald, P. (1996). Distance Learning in Psychology. Paper presented at the 10th Annual
Conference on Undergraduate Teaching of Psychology, Ellenville, NY, March 1996. (ED 405
024)
Piaget, J. (1969). The mechanisms of perception. New York: Routledge Kegan Paul.
Ragins, B. R. (1997). Diversified mentoring relationships in organizations: A power perspective.
Academy of Management Review, 22(2), 482-521.
Saito, R. N. & Sipe, C. L. (2003). E-mentoring: The digital heroes campaign Year Two
Evaluation Results. Unpublished report prepared for MENTOR/National Mentoring Partnership
and AOL Time Warner Foundation
Stalker, J. (1996). Women mentoring women: Contradictions, complexities and tensions. In
Proceedings of the 37th Annual Adult Education Research Conference, USA. (ERIC Document
Reproduction Service No. ED 419087).
Hewlett Packard telementoring program (www.telementor.org)
Shea, Virgina (1994). Netiquette Albion Books.
Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The
concepts of activity in Soviet psychology. Armonk, New York: Sharpe.
Zachary, L. (2000). The mentor’s guide: Facilitating effective learning relationships. San
Francisco: Jossey-Bass.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
GLOSSARY
Andragogy: A term coined by the adult educator Malcolm Knowles used to refer to the
principles and processes used in facilitating learning among adults.
Apprentice model: a model of mentoring where the mentee observes the mentor and learns.
Boundary setting: Within the context of a mentoring relationship, the mentor and the mentee
attempt to clarify their expectations of their mutual roles and responsibilities so as to avoid
potential misunderstandings. The agreed boundary helps to define the limits of factors such as
access, time, and place.
Competency model: a model of mentoring where the mentor gives the mentee systematic
feedback about performance, progress, skills and expertise.
Confidentiality: An expectation or agreement that anything said or done within a relationship
such as mentoring will be kept private.
Elluminate®: a software that can be used to facilitate online learning and collaboration
http://www.elluminate.com/
e-mentoring: online or electronic version of mentoring.
Explicit knowledge: A more or less systematically organized set of values, procedures and
norms of practice that members of a professional community subscribe to as acceptable
professional conduct.
Formal mentor relationships: a type of relationship that is organized by workplace and
organizations; not necessarily spontaneous.
Ground rules: Rules of procedure to guide interaction between mentors and mentees.
Informal mentor relationships: a type of relationship that is established spontaneously; largely
psychosocial that helps enhance the mentee’s self esteem and confidence by providing emotional
support and discovery of common interests.
Learning styles: A concept that refers to certain preferred patterns of behavior according to
which individuals approach learning experiences, including the ways in which individuals take in
information and develop new understanding and skills.
Mentee: also known as protégé; one who is being mentored.
Mentor: trusted counselor or teacher.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Netiquette: formed from network etiquette; guidelines for online conduct to promote pleasant,
agreeable interactions.
Reflective model: a model of mentoring where the mentor helps the mentee become a reflective
practitioner; an important characteristic being the ability to critically analyze practice.
Tacit knowledge: A term coined by Michael Polyani to describe the kind of experience-based
knowledge that expert practitioners usually hold in their heads but find difficult to verbalize to
others.
Tutoring: provision of academic and remedial assistance in a particular area with a sole focus on
competence.
Zone of proximal development: refers to the difference between an individual solving a
problem independently and solving a problem together with a peer who is more advanced in
knowledge or skills.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and Strategies for
Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
An Introduction to Mentoring Principles, Processes, and Strategies for Facilitating
Mentoring Relationships at a Distance
A.T. Wong
K. Premkumar
PART TWO
Mentoring at a distance
Technology has opened the way for mentoring to occur without the mentor/s and
mentee/s being physically present in the same room.
Online or electronic version of mentoring, variously referred to as e-mentoring,
electronic mentoring, telementoring, cyber mentoring, virtual mentoring or online ementoring is the online or electronic version of mentoring. Bierema and Merriam (2002)
define e-mentoring as "a computer medicated, mutually beneficial relationship between a
mentor and a protégé which provides learning, advising, encouraging, promoting, and
modelling, that is often boundaryless, egalitarian, and qualitatively different than
traditional face-to-face mentoring”.
E-mentoring is increasingly being used in schools to pair teachers and learners with
subject-matter experts in order to provide advice, guidance and feedback on learning
projects (e.g. Mentor Center, The Electronic Emissary, LearnWell, Brown, 2001).
Organizations, especially those with offices across the country and around the world,
utilize technology to connect mentors and protégés (Jossi 1997). It is also being used to
facilitate distance learning and improve retention and completion of degrees by distance
learners (Alliance 1995; Oswald 1996).
Typically email is used, but other tools such as videoconferencing, discussion boards, and
instant messaging may also be utilized. With the availability of a variety of newer
technological tools such as web cams and Elluminate® software it is possible for mentormentee communications to take place in many innovative ways.
No matter how the communication occurs, it is important to remember that e-mentoring
has the same purposes as traditional mentoring except that technology is used to facilitate
mentoring relationships. However, one should not be closed to the idea that e-mentoring
is qualitatively different and might provide as yet undetermined contexts and exchanges
that may not be possible to replicate in traditional mentoring relationships.
Categories of e-Mentoring
E-mentoring falls into two broad categories, mentoring for educational development and
mentoring for career development. Mentoring for educational purposes involves bringing
students in contact with subject matter experts in a classroom setting, online or a
Copyright © A. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
combination of both. One example is the Hewlett Packard telementoring program
(www.telementor.org), which has been successfully operating since 1995. In this case,
experts from across the world communicate with school children to improve mathematics
and science competencies and to increase the number of females and minorities studying
and teaching these subjects. This endeavour has included wider exposure to career
possibilities, experiential learning, improvement in math, and science skills.
Other prominent educational telementoring programs include one supported by the
National Science Foundation that links young women in science, engineering and
computing to experts in the field (The Telementoring Project
http://www.edc.org/CCT/telementoring/) with an aim to increase the presence of women
in male-dominated fields. Another successful program similar to that supported by the
National Science Foundation is that of MentorNet (www.mentornet.net).
E-mentoring is becoming increasingly important in career development due to the
changing face of workplace. Freelancing, consulting and work-from-home arrangements
are becoming commonplace with reduced opportunities of contact between potential
mentors and mentees. Many organizations are looking to telementoring for building
relationships.
Types of e-Mentoring
E-mentoring may take different forms. An expert may mentor a single student or a group
of mentees. Alternatively, a group of mentors may be assigned to one mentee, i.e. team
mentoring. The later is particularly rich as the mentee has access to mentors who can
address more facets of their lives. Also, the time commitment and pressure on an
individual mentor is reduced. Tripartite e-mentoring is an innovative type of mentoring
where in addition to the usual adult-youth relationship, the mentee serves as a mentor to a
younger person. In this type of relationship the individual has the experience of being
both a mentor and a mentee – a situation that can improve self-esteem, foster
responsibility and encourage involvement in the community. Another form of mentoring
is peer mentoring, where one participant mentors another colleague or one student
mentors another student.
Advantages provided by e-Mentoring
The use of technology in mentoring provides a number of advantages and yet also poses
many challenges.
Inherent advantages of the medium
The written medium of conversation allows for spontaneity and flexibility. Since online
communication does not require instant reaction, it allows for more thoughtful interaction
between mentor and mentee. It is also possible to exchange large amount of information
in a short span of time.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
Geographic considerations
Telementoring does not require travel and provides opportunities for mentors and
mentees separated geographically to interact. For example, a mentee from Canada could
interact with a mentor in Australia. Provided that the technology is accessible and
available, the mentor and mentee are not confined to a physical space and interactions
can be initiated or continued from anywhere – while traveling, or in a public space such
as a restaurant, or library.
Time considerations
Telementoring is attractive for mentors and mentees separated temporally, increasing
opportunities to interact by making it possible for interactions to occur at any time,
synchronous or asynchronously. Thus it lessens or eliminates any scheduling or time
zone issues.
Cost effectiveness
With telementoring it is possible to send any number of messages of any length with
minimal cost.
Anonymity
Since the relationship is largely computer-mediated, there is a certain degree of
anonymity from the part of both the mentees and mentors that may facilitate more open
exchange.
Bias reduction
It can lessen biases potentially inherent in physical relationships. E-mentoring breaks
down barriers such as nationalities, size of organizations, age, gender and appearance that
may exist in face-to-face mentoring (conversely, these barriers could also function as
identifiers and help build relationships, see below. Either way, this aspect does not factor
into e-mentoring to the same degree).
Process enhancements
The technological tools available for use during mentoring allow mentors to utilize a
variety of strategies to match mentee needs and learning styles.
Convenience
People who prefer not to mentor face-to-face may be willing to do so via their home or
work computers.
Improved Access
Because of its flexibility, e-mentoring allows for mentors who have a disability, mobility
issue, home obligation or work schedule to participate in a program. Telementoring has
the potential to equalize access to mentors for rural and marginalized students.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
Generational gaps
E-mentoring encourages young people to consider being a mentor. For example, more
young people use internet resources with ease and may find it preferable to communicate
online.
Ecological considerations
Online mentoring may be considered to be environmentally friendly as it reduces the
need for travel and use of paper.
Mentoring at a distance – special challenges
While e-mentoring provides numerous advantages, a key question that needs to be
answered is whether the relationships – the essence of mentoring – are optimized and
well-maintained. Is care and concern clearly present in the relationship? Is the
relationship personal and mutually satisfying? Is it based on understanding, appreciation
and respect? Does technology add yet another dimension to this relationship?
Along with advantages, e-mentoring poses special challenges. These include a higher
potential for miscommunication/misinterpretation, specific literacy requirements, issues
of security and confidentiality, possible increase in time commitment, formation of
weaker ties, slower progression of relationships, and the need for additional skills and
resources. In addition, the issue of gender differences in online communication styles,
and similar concerns involving culture, race and ethnicity may serve as potential barriers
to effective communication, which is a vital element in any mentoring relationship.
Miscommunication/ misinterpretation
One of the issues introduced by mentoring conducted through technology is that it lacks
the full range of communication cues that exist in direct face-to-face interactions.
Therefore, there is a greater risk for misunderstanding and misinterpretation in this type
of communication. For instance, mentors and mentees can misinterpret attempts at
humour and sarcasm. The tone of the message may be misread as negative when it was
not meant to be so. Furthermore, online communication has a tendency to lower the
inhibitions of the communicator leading them to write things that they may hesitate to say
face-to-face.
Another common cause of misinterpretation is delayed responses to messages. Since ementoring is typically text-based, asynchronous and relatively fast, there is an
expectation for responses from participants to be quick. A busy mentor may think nothing
of letting a few days elapse before responding to a message. But this may be
misinterpreted by a mentee as a lack of interest, sign of anger or rejection.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
With the addition of web-cam and the ability to see each other, miscommunications can
be overcome to some extent, but here, communication has to occur synchronously. Use of
emoticons and training in netiquette are two ways by which interactions can be
improved. It is essential for both mentors and mentees to be trained in online
communication. Refer to the appendix at the end of this paper for the following
information and tips that can help you become a better online communicator:
1. Common emoticons and abbreviations that can be used during
communications.
2. Information on netiquette – etiquette while using the internet.
3. Tips to help mentors communicate better online.
Despite the use of such strategies, the question of whether digital technology promotes
the depth and breadth of relationships that face-to-face communications provide remains
vital, and an unanswered question.
Literacy requirements
One hidden challenge in e-mentoring is the question of literacy. In telementoring, the
participants have to be careful and rapid readers. Also, the participant’s level of
proficiency in the English language of communication may serve as an impediment to
communication. Despite the flexibility of time inputs for text composition, and the
availability of grammar and spell-check programs, elevated writing ability tends to be
required.
Technology by itself can be intimidating to some. If a person is not familiar with using
technology to communicate (e.g. unfamiliarity with the unique culture of online
exchanges, the rules of “netiquette,” or the vagaries of computer viruses), this may
function as a communication inhibitor and create anxiety for the participant.
Security and Confidentiality
Managers of programs have legitimate concerns about data security and confidentiality,
especially where the participants are part of a vulnerable population. Participants may be
inhibited from making authentic disclosures or sharing their mistakes (an important
strategy for building trust) because of their awareness that online mentoring creates
written records. Also, as part of the business culture, adults tend to be discouraged from
making statements that could be misinterpreted in a court of law. Another confidentiality
issue that may inhibit communication is the fact that sponsoring agencies and employers
have the legal right to open and read electronic communications.
Potential increase in time commitment
Because of its flexibility, telementoring can add more activity into a person’s already
busy schedule. In situations where the hardware is slow, a considerable amount of time
can be wasted connecting to the network.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance.http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
Creation of weaker ties
There is evidence to show that exclusively online relationships can compete with, and
ultimately supplant, closer ties (Saito & Sipe, 2003). Telementoring tends to establish
weak ties characterized by less contact, more narrow focus, and more superficial and
easily broken bonds as opposed to strong ties characterized by frequent contact across
many life areas, deep affection and mutual obligation. Understandably, strong ties are
associated with better social and psychological outcomes.
Slower progression of relationships
Relationships in telementoring tend to progress at a slower rate because of the reduced
availability of information that helps to form lasting impressions, such as race, age,
physical appearance, emotions, and personal disclosures. Occasionally, network and
computer breakdown can prevent contact and slow down progress.
Need for additional skills and resources
With telementoring, access to technology is assumed. However, not everyone has access
to the internet. Inaccessibility is more common in the less educated and those from lowincome communities. With reduced access, there is less comfort and familiarity with
computers. All this creates barriers to launching programs in areas and for people who
may need it the most. In addition, the issue of technology costs should not be ignored.
Gender differences in online communication styles
Studies show that the differences in the way men and women communicate online could
serve as a potential barrier (Ensher 1997). While men communicate to the point and tend
to be factual, the communications of women tend to resemble face-to-face conversations.
Culture, race and ethnicity
If proper attention is not paid to gender, culture, sexual orientation and racial issues while
communicating online, it may serve as a barrier to building relationships.
Strategies for Establishing e-Mentoring Programs and Overcoming Challenges
The potential benefits of e-mentoring in higher education has prompted many
organizations to establish formal e-mentoring programs. Some strategies for establishing
e-mentoring programs are summarized.
Below are some tips for overcoming challenges in e-mentoring (adapted from to the
National Mentoring Partnership http://www.ed.gov/pub/YesYouCan/index.html)
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
State purpose and establish a long-range plan
Once the purpose of the e-mentoring program is clearly identified with input from all
stakeholders, the organization’s readiness and capacity to create and sustain such a
program has to be established. A realistic, attainable, and adaptable operational plan has
to be formed. The goals, objectives, timelines and accountability for all aspects of the
plan have to be established. Funding and resource development plans have to be mapped
along with the program evaluation plan.
Incorporate elements of successful mentoring practice into e-mentoring situations
It is important to remember that e-mentoring is the same as traditional mentoring except
that technology is used. As such, best practices of traditional mentoring have to be
incorporated and adapted to e-mentoring.
Decide on what technology to use
Electronic mail, whether addressed individually or to a group distribution lists, is the
primary and common technology used in e-mentoring. It is advantageous as it is textbased, and asynchronous. It also results in messages that appear in the participants email
inbox, thus making it difficult for participants to ignore the conversations.
Web-based bulletin boards and chat lines may also be used, but both require more of the
participants. Here, participants have to be motivated and disciplined to access the bulletin
board or chat system to participate. In addition, chat systems, being synchronous, may
discourage participation by individuals who type slowly, or cannot access the system
because of scheduling conflicts.
Identify a technology implementation strategy
Taking into account the goals of the program and the participants, an appropriate
communication system has to be identified.
The communication system has to be available to all participants – both mentors and
mentees should have free access to the communication system. Take into account that if
participants’ accessibility to computers is only in the workplace, this may restrict
duration and frequency of communication. The participants may be able to communicate
only on weekdays during working hours. The communication system also has to be safe
for all participants – policies regarding privacy and security of the participant’s data and
communication have to be put in place. Identify the areas that may require reference
checks (e.g. criminal record checks). A code of conduct, and a method for archiving
emails to meet the safety and/or evaluation needs of the program will need to be
established (see Netiquette in the appendix section).
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
A process for addressing and raising concerns relating to safety and privacy also has to be
established. Advise participants to never respond to messages that are suggestive,
obscene, belligerent, threatening, or that make them feel uncomfortable. Encourage them
to contact the designated person in your program if they encounter such messages.
Advise online participants never to give out personal information online (their home
address, their phone number, etc.). Advise participants never to meet anyone in person
they have met online, even in conjunction with your organization's online program,
except at officially sponsored events. This is generally recognized when dealing with
young people, but is also important to incorporate where program involve people
unfamiliar or apprehensive about the use of technology.
Establish a recruitment plan for mentors and mentees
Initially, the expectations and benefits of an e-mentoring program have to be identified
and used to market the program to the target population.
Identify eligibility screening for mentors and mentees
Chart out the application process and review.
List suitability criteria given the purpose and goals of the program. In addition, take into
account the characteristics of an effective mentor. It is important to establish successful
completion of training and orientation as one criteria. Refer to the following resources
found in the appendix section. These resources can help you with establishing suitability
criteria:
Considerations for program coordinator brokering mentor-mentee relationships:
Characteristics of a effective mentor.
Criteria that may be considered when brokering mentor-mentee relationship:
Common Suitability criteria for mentors.
Identify a strategy for matching mentors and mentees
Depending on the program goals, appropriate criteria have to be established. Some
criteria that may be considered while matching include gender, age, race, language,
availability, needs, interest, geography, individual preferences of mentor and mentee, life
experience, and/or temperament.
Orient both mentors and mentees separately
In most cases, initial orientation will have to occur online in the form of email messages.
In the orientation, the following aspects will need to be addressed:
•
•
•
•
Program overview and goals
Expectations and restrictions
Description of eligibility, screening process, logistics and suitability requirements
Description of how the technology works and equipment needed
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
•
•
•
•
•
If required, training in the use of technology identified has to be provided
The level of commitment expected in terms of time, energy, flexibility, and
frequency
The benefits and rewards of participation
Summary of program policies, including those governing privacy, reporting,
communications and evaluation.
Safety and security, especially around the use of the internet.
Establish a training curriculum for all mentors and mentees
The training should be provided by qualified program trainers, preferably face-to-face. If
face-to-face training is not possible, training may be provided in the form of online
handbooks. During training, activities that build commitment to the program should be
planned and conducted. It is important to develop the appropriate skills and competency
for online communications. Training modules should address cultural/heritage sensitivity,
and role descriptions. Participants should be made aware of any problem-solving
resources that are available. It is important to provide support materials and ongoing
training as necessary.
Ascertain a monitoring process
The program planners have to communicate regularly and consistently with the staff,
mentors and mentees. A tracking system for ongoing assessment and monitoring has to
be in place. Special mentoring software exists for facilitating telementoring relationships.
Such software provides a centralized area where mentors and mentee communications are
directed, conducted and monitored. It also provides an area for discussion between
mentors and sharing of experiences between mentees. As well, it directs communications
from the mentor to mentee in a safe environment. The area can also provide resources for
both mentees and mentors in building relationships, and proficiencies in online
communications among others. It can also provides separate areas for discussion between
mentors and sharing of experiences between mentees.
See “Additional e-Mentoring Resources” in the appendix section.
Create a support, recognition and retention strategy
To support mentors and mentees, a mechanism has to be put in place to manage
grievances, re-matching, interpersonal problem solving, crisis management and provision
of closure to prematurely-ended relationships. The provision of separate discussion
boards for mentors and mentees is one aspect of providing ongoing peer support. The
presence of a program coordinator is another. In addition, there should be a system for
providing ongoing recognition and appreciation. One supportive strategy is to have a
formal kick-off for the program, followed by ongoing updates where stakeholders are
kept informed on the program and progress. This may be communicated to them in the
form of newsletters or other communications.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
Determine steps for closure
Closure may be in the form of private and confidential exit interviews with mentors and
mentees. Remember to provide assistance to the mentees in defining the next steps to
follow the program.
Establish strategies for program evaluation
Develop a plan to measure program process. Select indicators of program implementation
viability and participant fidelity, such as, training hours, meeting frequency and
relationship duration; and develop a system for collecting and managing specified data.
Develop a plan to measure expected outcomes: specify expected outcomes; select
appropriate instruments to measure outcomes, such as questionnaires, surveys and
interviews; and implement an evaluation design.
Create a process to reflect on and disseminate evaluation findings. Refine the program
design and operations based on the findings. Develop and deliver reports to program
constituents, funders and the media (at minimum yearly; optimally, each quarter).
Conclusion
Mentoring is an intentional, nurturing and insightful process that provides a powerful
growth experience for both the mentor and mentee. The mentoring relationship
progresses through four stages—preparing, negotiating, enabling and reaching closure.
All four phases have to be carefully considered for successful programs. Due to its
availability and accessibility, technology is increasingly used in the mentoring process.
While the use of technology provides a number of advantages, the many challenges that it
poses have yet to be completely overcome. It is important to realize that the purpose and
goals of the mentoring program and the human nature of the mentoring relationships
must drive the mentoring process, rather than the advantages provided by technology.
A number of questions relating to e-mentoring still remain unanswered. Are the goals and
outcomes of e-mentoring the same as traditional mentoring? Is it possible to develop a
deep and close relationship between mentor and mentee online? What steps result in
effective e-mentoring relationships? What are the situations where online-mentoring is
more appropriate? What effect does technology have on the quality and nature of thementoring process? What can we learn from current e-mentoring relationships?
While experts agree that exclusively online relationships should be resorted to only when
face-to-face connections are unavailable, unfeasible or inappropriate, a combination of
face-to-face meetings supplemented by online communications can offer the best of both
worlds.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
_______________________________________________________________________
Additional Resources on e-Mentoring
The Children’s Online Privacy Protection Act of 1998. Available at:
http://www.ftc.gov/ogc/coppa1.htm.
Friedman, A. A., Zibit, M, & Coote, M. (2004). Telementoring as a collaborative agent
for change. Journal of Technology, Learning, and Assessment, 3(1). Available from
http://www.jtla.org
International Telementor Program Evaluation Results from Teacher, Mentor, and Student
Surveys April 2002 – June 2005 Research and Development Center for the Advancement
of Student Learning Co-Directors: Michael DeMiranda, Ph.D. and Ellyn Dickmann,
Ph.D. http://www.telementor.org/research/Research_2002-2005.pdf Evaluation report
August 2005
Yes, You Can: A Guide for Establishing Mentoring Programs to Prepare Youth for
College http://www.ed.gov/pubs/YesYouCan/index.html
Zappie-Ferradino, Kristi. Incorporating effective practices for Successful e-Mentoring
http://nationalserviceresources.org/epicenter/practices/index.php?ep_action=view&ep_i
d=939
MentorPlace at http://www.mentorplace.org/ddm/mpthome.htm has very useful
guidelines and tips for e-mentoring.
The Center for Children and Technology (CCT) continues to support organizations
interested in learning about how to set up this kind of program and the value of such
programs for young women. See http://www.edc.org/CCT/telementoring/
A guide to program mentor listings is available at:
http://www.peer.ca/mentorprograms.html
Systers is the world’s largest email community of technical women in computing. Many
Systers members credit the list for helping them make good career decisions, and steering
them through difficult professional situations. Systers’ is a forum for all women involved
in the technical aspects of computing. See http://anitaborg.org/initiatives/systers
Mighty Media Mentors is a free, public service that enables teachers to mentor each other
via email on issues such as improving teaching techniques and troubleshooting classroom
problems. See www.mightymedia.com/mentors
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance.http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
DO-IT serves to increase the participation of individuals with disabilities in challenging
academic programs and careers. It promotes the use of computer and networking
technologies to increase independence, productivity, and participation in education and
employment. See http://www.washington.edu/doit/Brochures/Programs/scholars.html
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
Appendix
Common emoticons and abbreviations that can be used during communications
(adapted from http://www.mentorplace.org/ddm/MPTCCommunication.htm)
Emoticons and abbreviations are used in electronic communications to compensate for
the lack of body language that helps interpret communications.
Emoticons are characters that resemble a face turned on its side, that are added at the end
of sentences to reflect emotions. Some common emoticons that can be used during
mentor-mentee communications are:
:-) or : ) Smile; happy
: ( or :-< Sad
;-) Winking smile
:-\ Undecided
:-o Shocked
|-| Boredom (sleepy)
:-# My lips are sealed.
:-I Hmmm.....
:-p Sticking my tongue out
(-: I am left-handed.
{:-) I part my hair in the middle.
-:-) I have a mohawk.
8-) I wear glasses.
::-) I wear bifocals.
*<;-) Party; celebration; happy birthday
To save time and thereby the cost of using technology (cost of text messaging using cell
phones and internet connections) and reduce reading, people have resorted to using
abbreviations to communicate electronically. Such abbreviations are quite common in
newsgroup postings, instant messaging and blogs. Below are some common
abbreviations. The Netlingo website (http://www.netlingo.com/emailsh.cfm) may be
accessed for a comprehensive list of abbreviations, if a mentor or mentee has difficulty
understanding an abbreviation used by a participant.
U = you
2 = to
4 = for
<g> Grinning, smiling
<vbg> Very big grin
<l> Laughing
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
< Sighing
<jk> Just kidding
<> No comment
B/C = because
BFN Bye for now
BTW = by the way
CYA = see ya (see you)
G2G = got to go
J/K = just kidding
LOL Laugh Out Loud!
L8R = later
NE = any
N2M = not too much
TGIF Thank God It.s Friday!
THX Thanks
TTT Thought That Too
TTYL = talk to you later
TT4N or TTFN = ta ta for now
WBS Write Back Soon
WTG Way To Go!
Information on Netiquette – etiquette while using the internet
The following suggestions are adapted from:
http://www.mentorplace.org/ddm/MPTCCommunication.htm.
They are intended to be kept in mind while mentoring communications. For a more
comprehensive version see: Netiquette
http://www.albion.com/netiquette/book/index.html
Include a subject line. Choose a title for your message that concisely conveys its content.
This helps the reader prioritize messages.
Use the name of the person to whom you are writing. This makes electronic writing seem
more personal.
Be brief. Since electronic communications are text-based, it is easier to read short
communications. Try to fit everything in one screen of text.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
Use short paragraphs.
Use blank spaces. White space between paragraphs or other logical units breaks up the
text and is easier on the eye.
Write correctly but in an informal tone. Model correct grammar, spelling, punctuation,
and standard capitalization, while maintaining a conversational style. Sometimes,
improving writing skills may be one of the written or unwritten goals of the mentor
program.
Reply as soon as possible, even if your reply is brief. Explain that a longer message is en
route. Delays in reading and replying to messages may be misinterpreted and cause a
breakdown in communication.
Most importantly, remember the person. When communicating online, you don't have the
opportunity to use facial expressions, eye contact, gestures, and tone of voice to convey
meaning.
Review your message. Re-read your message before sending or posting it to make sure
that it adequately expresses what you want to say.
Tips to help mentors communicate better online
This section is adapted from:
http://www.mentorplace.org/ddm/MPTCCommunication.htm
Create a personal presence. Try to convey warmth and caring through words. Allow the
mentee to get a sense of who you are by:
-
Sharing related personal experiences
Commenting from your own personal perspective
Sharing relevant resources (when possible)
Read over your posting.
Is what you wrote clear and understandable?
Did you use jargon?
Is your message cryptic or abrupt?
Did you address the content of the mentee’s previous message(s)? Or, at a minimum, did
you acknowledge the mentee’s message, even if it's just to say that you've read it and are
giving it some thought?
Did you pose a question or make a statement in a manner that invites dialogue?
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
Visualize the mentee. Imagine that the mentee is present. When you listen to others speak,
you show interest, puzzlement, agreement, and disagreement through eye contact and
body language. In the text-only online environment, those signals can be translated into
electronic equivalents by doing the following:
Use the mentee’s name, and end with your name. Showing acknowledgment of a
message, even if it's just to say that you've read it.
Present an alternative to an idea.
Ask for additional information about a message.
Ask for clarification when appropriate.
Ask the mentee, "Can you tell me a little more about X?"
Tell him/her, "I didn't quite understand what you meant by Y."
"I don't have any experience with Z. Can you explain it to me?"
Characteristics of an effective mentor
An effective mentor is
•
•
•
•
•
known for his/her kindness and concern
willing and able to make a significant, regular, time commitment
knowledgeable in a particular field
experienced in some type of volunteer services
highly regarded in their community and well respected in their places of business.
(adapted from A Guide for Establishing Mentoring Programs
to Prepare Youth for College http://www.ed.gov/pubs/YesYouCan/index.html)
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
Common suitability criteria for mentors
personality profile
skills identification
gender
age
geography
language
racial requirements
level of education
career interests
motivation for volunteering
previous volunteer experience
access to and experience with technology
academic standing
Questions to ask a potential mentor
•
•
•
•
•
•
•
•
•
•
Why do you want to be a mentor?
What special skills and interests do you have?
What do you especially like about working with the target population of this
program?
What type of help would you like to give a mentee?
What benefits do you expect to receive by participating in the program?
How much time will you be able to devote to the program?
Have you ever worked with such participants before?
What difficulties are involved in working with this particular group?
What experience in your background will help you to communicate with such
participants?
What expectations do you have for your student? What expectations do you have
for your experiences in the program?
Adapted from A Guide for Establishing Mentoring Programs to Prepare Youth for
College [ http://www.ed.gov/pubs/YesYouCan/index.html]
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
REFERENCES
Albom, M. (1997). Tuesdays with Morrie. New York: Doubleday.
Alliance. Celebrating excellence. (1995). Alliance, an Association for Alternative Degree
Programs, and American Council on Education. Washington, DC: Alliance. (ED 402
510)
Anderson, E. M. & Shannon, A. L. (1988.) Towards a conceptualization of mentoring.
Journal of Teacher Education, 39(1), 38-42.
Bateson, M. C. (1989). Composing a life. New York: Atlantic Monthly Press.
Bennett, D., Hupert, N., Tsikalas, K., Meade, T., & Honey, M. (1998). Critical issues in
the design and implementation of telementoring environments. Centre for Children and
Technology. Retrieved January 26, 2006, from
http://www2.edc.org/CCT/admin/publications/report/09_1998.pdf.
Bierema, L.L., Merriam, S.B. (2002.) E-mentoring: using computer medicated
communication to enhance the mentoring process. Innovative Higher Education 26(3),
211-227.
Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco:
Jossey-Bass.
Brown, Bettina Lankard. (2001). Mentoring and Work-Based Learning. Trends and
Issues Alert No. 29. Columbus, Ohio: ERIC Clearinghouse on Adult, Career, and
Vocational Education.
Caffarella, R. S. (1992). Psychosocial development of women: Linkages of teaching and
leadership in adult education (Information Series No. 50). Columbus, OH: ERIC
Clearinghouse on Adult, Career and Vocational Education. (ERIC Document
Reproduction Service No. ED 354386)
Children’s Online Privacy Protection Act of 1998 http://www.ftc.gov/ogc/coppa1.htm
Cravens, J. (2003). Online mentoring: Programs and suggested practices as of February
2001. Journal of Technology in Human Services, 21(1–2), 85–109.
Daloz, L. (1986). Effective teaching and mentoring: Realizing the transformative power
of adult learning experience. San Francisco: Jossey-Bass.
Daloz, L. (1999). Mentor: Guiding the journey of adult learners (Rev. ed.). San
Francisco: Jossey-Bass.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance.http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of
education. New York: The Free Press.
The Electronic Emissary http://www.tapr.org/emissary/
Elluminate® http://www.elluminate.com/vroom/
Ensher, E.A., and Murphy, S.E. (1997). Effects of Race, Gender, Perceived Similarity,
and Contact on Mentor Relationships. Journal of Vocational Behavior 50(3), 460-481.
(EJ 543 999)
Ensher, E. A., Heun, C., & Blanchard, A. (2003). Online mentoring and computermediated communication: New directions in research. Journal of Vocational Behavior,
63, 264–288.
Gordon, J. R., & Whelan, K. S. (1998). Successful professional women in midlife: How
organizations can more effectively understand and respond to the challenges. Academy of
Management Executive, 12(1), 8-27.
Hansman, C. A. (Ed.). (2002). Critical perspectives on mentoring: Trends and issues
(Information Series No. 388). Columbus, OH: ERIC Clearinghouse on Adult, Career and
Vocational Education. (ERIC Document Reproduction Service No. ED 354386)
Jossi, F. (1997). Mentoring in Changing Times. Training & Development 51(8), 50-54.
(EJ 548 533)
Knowles, M. (1980). The modern practice of adult education: From pedagogy to
andragogy (2nd ed.). New York: Association Press.
LearnWell eMentors http://www.learnwell.org/
Lewin, K. (1951). Field theory in social sciences. New York: Harper & Row.
Lyons, W., Scroggins, D., & Rule, P. B. (1990). The mentor in graduate education.
Studies in Higher Education, 15(3), 277-285.
Mentor Center http://mentorcenter.bbn.com/
MentorNet www.mentornet.net
Miller, H., & Griffiths, M. (2005). E-mentoring. In D. L. DuBois & M. J. Karcher (Eds.),
Handbook of youth mentoring (pp. 300–313). Thousand Oaks, CA: Sage.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance.http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
Murray, M. (1991). Beyond the myths and magic of mentoring: How to facilitate an
effective mentoring program. San Francisco: Jossey-Bass.
National Mentoring Partnership http://www.ed.gov/pubs/YesYouCan/sect3-checklist.html
http://www.albion.com/netiquette/book/index.html
National Mentoring Center (2002). Perspectives on e-mentoring: A virtual panel holds an
online dialogue. National Mentoring Center Newsletter, 9, 5–12. Retrieved January 26,
2006, from http://www.nwrel.org/mentoring/pdf/bull9.pdf.
Oswald, P. (1996). Distance Learning in Psychology. Paper presented at the 10th Annual
Conference on Undergraduate Teaching of Psychology, Ellenville, NY, March 1996. (ED
405 024)
Piaget, J. (1969). The mechanisms of perception. New York: Routledge Kegan Paul.
Ragins, B. R. (1997). Diversified mentoring relationships in organizations: A power
perspective. Academy of Management Review, 22(2), 482-521.
Saito, R. N. & Sipe, C. L. (2003). E-mentoring: The digital heroes campaign Year Two
Evaluation Results. Unpublished report prepared for MENTOR/National Mentoring
Partnership and AOL Time Warner Foundation
Stalker, J. (1996). Women mentoring women: Contradictions, complexities and tensions.
In Proceedings of the 37th Annual Adult Education Research Conference, USA. (ERIC
Document Reproduction Service No. ED 419087).
Hewlett Packard telementoring program (www.telementor.org)
Shea, Virgina (1994). Netiquette Albion Books.
Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.),
The concepts of activity in Soviet psychology. Armonk, New York: Sharpe.
Zachary, L. (2000). The mentor’s guide: Facilitating effective learning relationships. San
Francisco: Jossey-Bass.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
GLOSSARY
Andragogy: A term coined by the adult educator Malcolm Knowles used to refer to the
principles and processes used in facilitating learning among adults.
Apprentice model: a model of mentoring where the mentee observes the mentor and
learns.
Boundary setting: Within the context of a mentoring relationship, the mentor and the
mentee attempt to clarify their expectations of their mutual roles and responsibilities so as
to avoid potential misunderstandings. The agreed boundary helps to define the limits of
factors such as access, time, and place.
Competency model: a model of mentoring where the mentor gives the mentee
systematic feedback about performance, progress, skills and expertise.
Confidentiality: An expectation or agreement that anything said or done within a
relationship such as mentoring will be kept private.
Elluminate®: a software that can be used to facilitate online learning and collaboration
http://www.elluminate.com/
e-mentoring: online or electronic version of mentoring.
Explicit knowledge: A more or less systematically organized set of values, procedures
and norms of practice that members of a professional community subscribe to as
acceptable professional conduct.
Formal mentor relationships: a type of relationship that is organized by workplace and
organizations; not necessarily spontaneous.
Ground rules: Rules of procedure to guide interaction between mentors and mentees.
Informal mentor relationships: a type of relationship that is established spontaneously;
largely psychosocial that helps enhance the mentee’s self esteem and confidence by
providing emotional support and discovery of common interests.
Learning styles: A concept that refers to certain preferred patterns of behavior according
to which individuals approach learning experiences, including the ways in which
individuals take in information and develop new understanding and skills.
Mentee: also known as protégé; one who is being mentored.
Mentor: trusted counselor or teacher.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.
Mentoring/Mentoring at a Distance Modules: July 13, 2007
Netiquette: formed from network etiquette; guidelines for online conduct to promote
pleasant, agreeable interactions.
Reflective model: a model of mentoring where the mentor helps the mentee become a
reflective practitioner; an important characteristic being the ability to critically analyze
practice.
Tacit knowledge: A term coined by Michael Polyani to describe the kind of experiencebased knowledge that expert practitioners usually hold in their heads but find difficult to
verbalize to others.
Tutoring: provision of academic and remedial assistance in a particular area with a sole
focus on competence.
Zone of proximal development: refers to the difference between an individual solving a
problem independently and solving a problem together with a peer who is more advanced
in knowledge or skills.
Copyright © A. T. Wong & K. Premkumar 2007. Source: An Introduction to Mentoring Principles, Processes and
Strategies for Facilitating Mentoring Relationships at a Distance. http://www.usask.ca/gmcte/drupal/?q=resources
Contact angie.wong@usask.ca or kalyani.premkumar@usask.ca.