Who are they?
Mentors are positive, approachable leaders with effective interpersonal skills that support and guide a novice.
- New member mentors
- Active chapter members for at least one (1) full year
- Knowledgeable of member benefits
- Accustomed to accessing and utilizing chapter resources
- Chapter leader mentors
- Active chapter members
- Have served at least one (1) term as a chapter leader
- Familiar with STTI bylaws, the chapter structure and position responsibilities
- Knowledgeable of chapter operations and growth plans
Why are they important?
Mentors serve as the leader in the mentor-mentee relationship. They encourage mentees personal and professional growth and development, while supporting mentees efforts towards achieving goals and meeting the expectations of the mentoring program.
What are their responsibilities?
The scope of mentor responsibilities is dependent upon the structure of the mentoring program. Once the purpose and structure of the mentoring program are defined, then a mentor position description should be written. A description should define the characteristics and skill sets that are required to successfully fulfill the mentor position. Examples include:
- Displays commitment to the chapter, STTI and the nursing profession
- Supports the purpose of the mentoring program
- Demonstrates strong leadership skills
- Communicates effectively
- Is resourceful
When are they selected?
Mentors should be selected soon after the program structure is defined and approved. The selection should take place before mentees are recruited in order to provide potential mentees with valuable information about mentors. It is also important to select mentors before the mentorship program officially begins so that there is ample time to train mentors.
Where are mentors trained?
The scope and location of mentor training is dependent upon the purpose and structure of the mentoring program. Mentors should be trained before the mentoring program commences. Formal programs with long-term durations and all chapter leader mentoring programs should have well-defined training and mentor orientation that is aligned with the purpose and expected outcomes of the mentoring program. Consider providing mentor training in a format that is similar to how mentors and mentees will interact. For instance, if the mentoring relationship is taking place electronically, consider providing training resources on email etiquette, timeliness and other technological aspects associated with the mentoring program.
How are they evaluated?
Measures for evaluating mentors should be created when identifying the desired outcomes and developing the tracking methods for the mentoring program. Mentor evaluations use a 360 degree approach, such that a brief survey or performance review is completed by the mentor, mentee and the mentoring champion.