A Model for Strengthening Mentors: Frames and Practices

Stacy Blake-Beard, Mary Shapiro and Cynthia Ingols
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Stacy Blake-Beard: Tuck School of Business, Dartmouth College, Hanover, NH 30755, USA
Mary Shapiro: School of Business, Simmons University, Boston, MA 02115, USA
Cynthia Ingols: Institute for Inclusive Leadership, Simmons University, Boston, MA 02155, USA

IJERPH, 2021, vol. 18, issue 12, 1-13

Abstract: The extensive body of literature on mentoring has largely ignored the developmental needs of mentors themselves. This conceptual and practice-oriented paper asks mentors and others to consider the needs of mentors who may or may not arrive ready to deal with the challenges of being effective mentors. The authors ask: how should mentors think about their own growth and development? Drawing on a broad spectrum of academic literatures, three frames are proposed for guiding mentors’ thinking about themselves and four practices to spur their continuous improvement. The three frames are a simultaneous dual focus on people and tasks as mentors exercise leadership; an inclusive mind-set that works across the multidimensionality of identities in others and themselves; and a keen sense of the threats and rewards of managing the perceptions of others. We recommend the use of four practices for self-examination: engage in structured self-reflection; participate in standardized assessments to see others and one’s self differently; build peer support among colleagues; and ask for feedback in concrete terms. We conclude by offering the benefits and challenges as mentors engage in the difficult work of acquiring in-depth self-awareness.

Keywords: mentoring; leadership; development (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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