Table 1.
The Mentor's Model
| Goals |
| 1. Be generative: stimulate. Stimulate a self-sustaining process of growth and individuation. |
| 2. Enhance the following skills: specificity, inner directedness, focus, problem solving, commitment to work, level of effort, creativity, and sense of self-efficacy. |
| Methods |
| 1. Craft the environment for safety, reliability, and regularity of meetings and procedures. |
| 2. Create an environment of empathy, reflection, mutual respect and affection, positive regard, genuineness, and congruence. |
| 3. Model how to work. |
| 4. Provide recurrent experiences of success and efficacy through graded activities at the level of the learner. Suggest new, more demanding activities. |
| 5. Give adequate support to ensure quality and success. |
| 6. Give adequate independence to ensure ownership and growth and a sense of personal achievement. |
| 7. Set ever higher and rigorous standards. |
| 8. Use a task orientation. Expect certain outcomes (we will accomplish specific things as follows…). |
| 9. Agree on meetings schedule, work expected. |
| 10. Use negotiated agenda setting, involvement of personal discussion, and focus on issues from the mentee. |
| 11. Include the expectation of unexpected positive outcomes (will accomplish remarkable, as yet unknown things). |
| Specific techniques |
| 1. Create a safe environment. |
| 2. Orient to tasks. |
| 3. Integrate use of knowledge, skills attitudes, and feelings in approaches to the work and to actual teaching. |
| 4. Expect independent work throughout. |
| 5. Repeatedly focus and raise insight and internalized standards. |
| 6. Negotiate agendas and approaches. |
| 7. Support risks and ventures at the least necessary level for success. |
| 8. Reframe failures as learning experiences. |
| 9. Attend to feelings about the work, about the relationship, and about the environment. |
| 10. Plan do, review, and revise cycles of work (praxis). |
| 11. Deal with problems in the relationship directly and early. |
| 12. Model teaching approaches in the mentoring itself. |
| 13. Sustain the relationship and the work after the core year. |
| 14. Be personally reflective, creative, and vulnerable. |