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Creating an Effective Mentoring Program, Part 5: Mentee Dos and Don’ts


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The ultimate test of a mentoring program is this: Did you provide the necessary resources and training to help new faculty members reach their potential? You can have a perfectly organized, well-funded program with expert mentors, but without active and diligent engagement from your new faculty, your mentoring program will not succeed. This article contains tips and suggestions for new faculty members to help them benefit the most from mentoring efforts. Here are a few recommendations: Getting started It is about you, but . . . Learn how things work New faculty should be careful to avoid two extremes—being either too demanding of one’s mentor’s time or paying too little attention to him or her. One of the best ways to establish a meaningful mentoring relationship is for new faculty members to be genuinely responsive to and appreciative of support offered by their mentors. This is the fifth in a series of seven articles about creating and maintaining an effective mentoring program. Kenneth L. Alford, PhD, is a professor at Brigham Young University. Tyler J. Griffin, PhD, is an associate teaching professor at Brigham Young University. Reach them at Ken_Alford@byu.eduand Tyler_Griffin@byu.edu. Look for Ken Alford's newest offering from Magna Publications, Mentoring Toolkit, a bundle of 20-Minute Mentor presentations available July 19. For more information go to www.magnapubs.com/online/mentor