Phases of Relationships

Susan E. Metros and Catherine Yang have summarized the research on the phases of mentoring relationships in their chapter "The Importance of Mentors" in Cultivating Careers: Professional Development for Campus IT. This section is reprinted directly from their chapter with permission from the authors.

The authors discuss four phases of the mentoring relationships: identify, negotiate, facilitate, and graduate.

Identify

In finding a mentor, it is important to establish the goals of the mentorship and the core competencies needed for effectiveness in present and future positions. Identifying an appropriate mentor and objectives is critical to successful career planning. (See Table 1.) For example, a new campus IT manager hired from industry probably will need help acclimating to the culture and politics of higher education. In this case, it would be wise to seek a successful mentor who has a deep understanding of how the institution works and of the historical characteristics for managerial excellence within the organization.

Potential mentors can be found in a variety of ways. A few large institutions have formal mentoring programs. Others have formal, IT-specific mentoring programs. An organization's human resources department can often provide information on both internal and external mentoring opportunities. Outside the organization, professional associations such as EDUCAUSE, the American Society for Training and Development (ASTD), and various other technical and local networking groups can help locate potential mentors. Another method is using mailing lists and online resources to identify people with specific expertise and experience. Finally, think creatively in identifying mentors. Ask friends, family, and colleagues for personal referrals. Advice can be found anywhere, not just in one field or institution.

While most mentoring relationships take place within the same organization, no steadfast rule says a mentor or mentee cannot come from beyond the boundaries of the discipline, division, or even the institution, especially as you advance in your career. This practice is more common in smaller organizations where mentors may not be as plentiful or diverse. IT support often spans numerous units of an organization, so mentoring relationships might pair central support staff with decentralized staff. Universities also employ a broad range of professional staff, so it might be wise for IT professionals to choose a mentor from another area such as the office of business and finance or the college of education, depending on which professional development gaps they hope to address.

While most mentor/mentee relationships involve two individuals, choosing multiple mentors, simultaneously or over a period of time, might prove beneficial. IT is complex and multifaceted, and a network of mentors makes it easier for the mentee to adapt to change and gain a diverse portfolio of knowledge quickly. Also, new research supports building "relationship constellations," a theory espousing the advantages of a protégé cultivating developmental networks comprised of multiple mentors.¹

Another way to build a mentoring relationship is to partner with a colleague in choosing a mentor together. This "doubling up" eases the mentor's time commitment, and the mentee partner brings a different perspective to the table, broadening the scope of discussion. Use caution when participating in group mentoring programs, however, because the relationship of one mentor to many mentees does not always allow participants to address their individual goals.

Negotiate

Zachary² labeled the negotiating phase of the mentoring relationship as the "business phase." The mentoring partners must agree on the goals and outcomes, decide on ground rules, work out the details and logistics, and develop a mentoring plan complete with criteria for success. While formal mentoring programs might require a memorandum of understanding or even a signed contact, the negotiating phase is really about managing expectations, creating a shared understanding, and building a foundation of trust. (See Table 2.)

Facilitate

The facilitation phase makes up the bulk of the mentoring relationship: the mentoring plan is implemented, and the relationship with the mentor is developed. (See Table 3.) For a mentor, Patricia Battin reminds us, the facilitation phase "means conscious tailoring of opportunities for individuals that require them to stretch-and then helping them do it."³ For the mentee, this phase can be difficult, but ultimately rewarding-it means recognizing your strengths and weaknesses and addressing them through appropriate actions and opportunities.

Graduate

Once the mentoring relationship has been established and fostered, it is important to understand the parameters for when the association should change or end. (See Table 4.) Ending a mentoring relationship does not mean it has failed. Often, it simply means that the initial goals of the mentorship have been attained, and it is time to "graduate" and move on.

When ending a mentoring relationship, remember to thank a mentor for the knowledge and time provided. In the ensuing years, communicate your career progression. A mentoring relationship often evolves into a long-term professional friendship.

Sometimes, after a mentoring relationship begins, it may become apparent that the mentor chosen is not a good match for the mentee's PD [professional development] needs. Perhaps the mentor has extenuating circumstances (for example, increased workload or family issues), or the participants simply cannot communicate effectively. In these cases, it is best for the two to have an honest conversation as to what is working and what is not working; if mentor and mentee cannot reconcile the differences, they should mutually agree to terminate the relationship.

Endnotes

1. Monica C. Higgins and Kathy E. Kram, "Reconceptualizing Mentoring at Work: A Developmental Network Perspective," Academy of Management Review, vol. 26, no. 2 (April 2001), pp. 264–288.

2. Lois J. Zachary, The Mentor's Guide: Facilitating Effective Learning Relationships (San Francisco: Jossey-Bass, 2000).

3. Patricia Battin, "Diversity and Leadership: Mentoring Builds Leaders of the Future," CAUSE/EFFECT, vol. 20, no. 1 (Spring 1997), pp. 15–17, <http://www.educause.edu/ir/library/html/cem/cem97/cem9715.html>.