Mentors possess knowledge, skills, and experience in the area being mentored. Mentors use their experience and expertise to assist the mentee in reaching their development goals. As a knowledgeable and competent professional, mentors are usually one or more steps ahead of the mentee. When building a mentoring relationship, mentors might think about using coaching techniques to engage mentees.

Coaching techniques include promoting a growth mindset to build a trusting relationship and uses effective questioning, active listening, feedback, and acknowledgement to engage in thought-provoking, creative, future-focused, and results-oriented dialogues that will encourage mentees to construct solutions that will work best for them. 

Adapted from Mentoring | Workforce Learning

One-to-one mentoring: This professional mentoring relationship can be matched by the organization or can be established by individuals. The mentor and mentee will establish their own timeframe, structure, and objectives.

Group mentoring: Group mentoring is matching three or more people with a researcher/mentor who specializes in their field of study. Advantages of group mentoring include having a network of support from peers and engaging in group discussions by sharing different perspectives.

Peer mentoring: This mentoring relationship is with individuals at the same career level and experience. One advantage of this type of mentoring is that the mentor and mentee could have similar experiences and will be able to share their skills and knowledge to resolve issues.

Adapted from Mentoring | Workforce Learning

Approachability: A mentoring relationship should be one where mentees feel comfortable to go to the mentor for advice.  

Nurturing: The mentor should project a warm, caring attitude toward the mentee that strengthens his/her dignity.  

Honesty: Being fair and straightforward with the mentee from your experience and values.  

Vulnerability: Sharing viewpoints, beliefs, and opinions with the mentee that are authentic and from your heart.  

Unattachment: Giving advice and guidance to the mentee but not being attached to the mentee's outcomes. 

Adapted from Mayo Clinic Resources for the Mentoring Relationship

Mentors are expected to:  

• Commit to the duration of the mentoring program and be able to meet with mentees at the designated time in a physical or virtual space. 
• Recognize that mentorship is for the development of the mentee. 
• Help mentees develop assessable goals with detailed action plans on how to achieve those goals.  
• Act as a career guide by providing mentees with future possibilities while individualizing support for each mentee.
• Foster growth and stimulate curiosity. Being engaged, actively listening, and being in-the-moment with the mentee, asking thought provoking questions and follow up questions to help clarify feelings, opinions, and positions.  
• Support a work life balance. 

Adapted from Mentoring | Workforce Learning and Indiana University School of Medicine

• Teaching an approach and methodology for scientific investigation. 
• Transmitting a history of ideas in a discipline, including major contributions and contributors.
• Promote the development of the ability to evaluate one’s own research as well as other’s. 
• Provide an ethical framework for the conduct of research and dealing with collaborations. 
• Enhance the development of oral and written communication skills. 
• Facilitating entrance into the research community.

Adapted from A Guide to Training and Mentoring in the Intramural Research Program at the National Institute of Health

Mentees should examine their own goals, strengths, and areas for growth. Mentees might consult this Expectation Checklist before the initial meeting to see possible areas for mentoring to discuss with potential mentors.  

The Mentee Self-Assessment form from the University of Wisconsin Institute for Clinical and Translational Research encourages mentees to reflect and write down specific areas for growth.