The terms coaching, mentoring, precepting and peer advising are often used interchangeably. All support the positive academic or career development of an individual. Some definitions of mentoring include:

Mentoring focuses on the overall professional development of an individual. Mentoring is:

“a process in which an experienced individual helps another person develop his or her goals and skills through a series of time-limited, confidential, one-on-one conversations and other learning activities.” ~ Center for Health Leadership and Practice, "Mentoring Guide: A Guide for Mentors" accessed on April 30, 2010.

Mentoring can also be described as:

“off-line help by one person to another in making significant transitions in knowledge, work or thinking.”
~ Clutterbuck, D and Megginson, D, Mentoring Executives and Directors (1999) page 3, accessed on The Coaching and Mentoring Network website on June 29, 2009.

Coaching is more time-limited and is focused on improving skills, tasks or activities to improve performance. Coaching focuses on performance. Mentoring includes some coaching. Coaching is:

“a process that enables learning and development to occur and thus performance to improve. To be a successful Coach requires a knowledge and understanding of process as well as the variety of skills and techniques that are appropriate to the context in which the coaching takes place.” ~ Eric Parsole, The Manager as Coach and Mentor (1999) page 8, accessed on The Coaching and Mentoring Network website on June 29, 2009.

One website summarized the difference between coaching and mentoring this way: “The mentor provides guidance and opportunities for practice. The coach observes and critiques the performance and provides you with an outside perspective on your skills.” ~ Corporate Learning Strategies, accessed on June 22, 2009.

Precepting is part of a clinical experience through an academic course or effort. Precepting requires certain specific qualifications, depending on the discipline. It also has specific required competencies as an outcome. Preceptors are a valuable mechanism to bridge the theory/practice gap and ‘grow’ students who are critical thinkers (Field, 2004; Myrick and Yonge, 2001, 2002; Phillip and Duke, 2001).

Peer advising involves trained students in the academic advising of other students. This is usually done in conjunction with other advising structures on a campus.

Why Mentor

The origins of the concept of mentoring extend back to ancient Greek literature. In Homer’s The Odyssey, the main character (Odysseus) leaves to fight the Trojan War. He entrusts his only son and heir, Telemachus, with Mentor. Highly regarded by Odysseus, Mentor is responsible for the child’s well-being for many years.

While mentors in today’s world are not entirely responsible for their mentees – nor is a relationship long term – they do provide significant guidance, support and learning that can lead to professional growth. Mentors can help individuals navigate through challenging bureaucracies or politics, focus career goals, identify a career path, connect to other professionals, and/or provide constructive feedback on tough issues. They can also be a champion for the mentee, and spark energy or change. This kind of support and commitment can be invaluable to a new or an emerging professional.

My mentor understands where I’m coming from and helps me stay focused on moving forward with my career.

~ Linking Education and Practice (LEAP) mentee

Mentorship can positively impact future public health workforce needs and create awareness of the policy-making process. ~ Palermo & McCall, 2008

Mentorship serves to “acclimate a new generation”, a crucial area in public health nursing practice. ~ Reilly, 2003

A “role model or preceptor is not necessarily a mentor, but a mentor is almost always a role model & preceptor” and a mentor is a visionary who sees the potential in the mentee of which the individual maybe unaware. ~ Davidhizar, 1988

Benefits of Being a Mentor

In a mentor-mentee relationship, both the mentor and mentee benefit. The mentee gains such things as career development, potential compensation increases, increased retention, and/or increased productivity.* The mentor has the gratifying opportunity to “give back” to the public health community as well as to:**

Gain increased respect and recognition within the public health system as individuals who have the ability to identify, encourage, and promote others.
Extend their network to other mentors and mentees.
Contribute to the development of new employees.
Experience professional and personal growth and renewal.
Increase their own and the mentee’s enthusiasm about being part of Wisconsin’s public health system.
Use or develop additional skills not required in current position.
Stay sharp and creative.

* From EDUCAUSE; About Mentoring and Benefits accessed on January 5, 2009.

** Adapted from UW-Oshkosh website: Faculty and Mentoring Resources @ UW-Oshkosh accessed January 5, 2009.

Considerations in the Mentor-Mentee Relationship

Once the mentor-mentee relationship has been identified, parameters delineated, goals set and meetings planned, the work of the partnership begins. Optimistically, both parties aim for the relationship to go smoothly. Realistically, there are likely to be bumps in the road. Here are some potential challenges along with resources to address them.*

Age/generation differences. Experts point to the different values and learning styles for the various generations (although others say the differences are not as great as sometimes suggested). Learning about each other’s generational differences could be beneficial. Some different perspectives on the generations:
- Society for Human Resource Management
- Linking Education and Practice-supported video of Janet Zoellner
Cultural differences. Every individual has a cultural background. It may include generations of farming life in Iowa, loud and extended family gatherings, or speaking a language other than English. Knowing one’s own cultural background will help in interpersonal exchanges. Knowing more about the mentor/mentee’s culture (as compared with one’s own) will also benefit the relationship.

“Culture consists of a body of learned beliefs, traditions, and guides for behaving and interpreting behavior that are shared among members of a particular group. It includes values, beliefs, customs, communication styles, behaviors, practices, and institutions. The visible aspects of a culture include clothing, art, buildings, food; the less visible aspects of culture include values, norms, worldviews and expectations.” ~ Amy Blue, The Provision of Culturally Competent Health Care, accessed on May 18, 2010.

Goal differences. Goals for the relationship should be identified and documented early in the process. It may be necessary to change mentors if the goals of the mentor and mentee are not aligned.
Scope of mentor-mentee relationship. It is helpful to delineate the scope of the relationship early in the process. This includes the schedule, means of connection, confidentiality, ‘no-fault’ ending, planned timeline for relationship, goals, etc. Putting all of these items into a written partnership agreement writing will improve communication and secure expectations.
Time. Finding time to meet and communicate in today’s world can be difficult. It is important for the mentor and mentee to prioritize this relationship and assure that communication occurs. Set specific parameters around who, what, where, and when. For instance, the pair agrees to meet in person the third Thursday of every other month, and have weekly email or phone exchanges at the same time on the off months.
Intimidation. Some new or newly hired public health mentees may find it difficult to approach a seasoned veteran. In this case, the mentee may wish to start by asking the mentor to share some of their history or professional development challenges. This could provide the opportunity for the mentee to identify with the mentor and to identify themes or connections that the pair may discuss.

* Includes information from the newsletter of the International Engineering Consortium, June 2007, volume 1, accessed on February 11, 2009.

Mentoring Overview

Definitions

Why Mentor

Benefits of Being a Mentor

Considerations in the Mentor-Mentee Relationship

Other mentoring-related links