These resources are designed for current peer mentors or staff, faculty, or students who are running or developing mentoring programs. 

Mentorship is a learning relationship between two or more people, and it typically follows four phases: 

  • Preparing: the discovery phase, when you find out if mentorship is right for you.
  • Negotiating: the business phase, when you help your mentee set learning goals.
  • Enabling growth: the work phase, when you support and provide feedback to your mentee.
  • Coming to closure: the assessment stage, where you assess the value of your mentoring relationship and move forward.  

Contents

Preparing The discovery stage of the mentoring relationship
Negotiating The business stage of the mentoring relationship
Enabling growth The work stage of the mentoring relationship
Coming to closure The reflection stage of the mentoring relationship
Additional resources Some interesting articles to read

Preparing

The preparing phase is the discovery stage of the mentoring relationship: 

  • Discover your own personal motivation and readiness to be a mentor
  • Get to know your mentee and build rapport 
  • Create a context for the learning partnership you and your mentee will build together

If you require accessible versions of these resources, please email: mentorship@utoronto.ca.

Negotiating

The negotiating phase is the business stage of the mentoring relationship: 

  • Support your mentee by helping them create learning goals
  • Create a learning agreement with your mentee, to cover shared responsibilities and ground rules
  • Establish boundaries with your mentee 

If you require accessible versions of these resources, please email: mentorship@utoronto.ca.

Enabling growth

This phase is the work stage of the mentoring relationship – this is where mentors will have the most contact with their mentees: 

  • Support your mentee's learning and challenge their assumptions through one-on-one mentoring or mentor-led group work
  • Provide useful feedback to them to help them achieve their desired learning goals

If you require accessible versions of these resources, please email: mentorship@utoronto.ca.

Coming to closure

The coming to closure phase is the reflection stage of the mentoring relationship: 

  • Assess the value of your mentoring partnership 
  • Identify areas of growth and learning 
  • Celebrate the achievement of learning outcomes 

If you require accessible versions of these resources, please email: mentorship@utoronto.ca.

Additional resources

The Mentorship Resource Centre has been tasked with creating a central clearinghouse of mentoring practices and resources for staff, faculty, and students who want to create new or improve existing mentorship programs.

 

Highlighted resources (available at the Mentorship Resource Centre):

  • Arnason, L. (2011). Multi-stage mentoring model: The tri-mentoring program - a how-to manual. Toronto: Ryerson University. 
  • Fletcher, S. & Mullen, C. (2012). SAGE Handbook of Mentoring & Coaching in Education. Thousand Oaks, California: SAGE Publications. 
  • Sanft, M., Jensen, M., & McMurray, E. (2008). Peer mentor companion. Belmont: Wadsworth, Cengage Learning. 
  • Smith, T., Rabbitte, C., & Robinson, S. (2009). Curricular peer mentoring: A handbook for undergraduate peer mentors serving and learning in courses. Victoria: Trafford Publishing
  • Terrion, J. & Leonard, D. (2007). A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review. Mentoring & Tutoring 15(2), 149-164.
  • Zachery, L.J. (2012). The mentee's guide: making mentoring work for you. (2nd ed.). San Francisco: Jossey-Bass. 
  • Zachery, L.J. (2012). The mentor's guide: Facilitating effective learning relationships. (2nd ed.). San Francisco: Jossey-Bass. 

 

External links 

Contact the Mentorship Resource Centre for additional information: mentorship@utoronto.ca 

Additional reading

  • Brockbank, A., and McGill, I. (2007). Facilitating reflective learning in higher education (2nd ed.). Maidenhead, England: McGraw Hill - Society for Research into Higher Education and Open University Press
  • Campbell, T., and Campbell, D. (1997). Faculty/student mentoring program: Effects on academic performance and retention. Research in Higher Education, 38(6), 727-742
  • Colvin, J., and Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18(2), 121-134
  • Daloz, L.A. (1986). Effective teaching and mentoring. San Francisco: Jossey-Bass. 
  • Daloz, L.A. (1999). Mentor: guiding the journey of adult learners. San Francisco: Jossey-Bass. 
  • Ferrari, J. (2004). Mentors in life and at school: Impact on undergraduate protégé perceptions of university mission and values. Mentoring & Tutoring: Partnership in Learning, 12(3), 295-305. 
  • Fox, A., Stevenson, L., Connelly, P., Duff, A., and Dunlop, A. (2010). Peer-mentoring undergraduate accounting students: The influence on approaches to learning and academic performance. Active Learning in Higher Education. 11(2), 145-156. 
  • Garvey, B. and Alred, G. (2000). Educating mentors. Mentoring & Tutoring: Partnership in Learning, 8(2), 113-126. 
  • Kram, K.E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26(4), 608-625. 
  • Muldoon, R. (2008). Recognizing and rewarding the contribution and personal development of peer supporters at university. Journal of Further & Higher Education, 32(3), 207-219.