How to best conduct a mentoring relationship has been confounded by the lack of a consistent definition of “mentoring” and the scarcity of studies addressing how to achieve a positive outcome. This study contributes new, operationalized definitions of “mentoring,” “mentor,” and “protégé,” and a modified version of the Critical Incident Technique and the Enhanced Critical Incident Technique, called the Adapted Critical Incident Technique (ACIT), which is more consistent with a qualitative methodology. The researcher interviewed 18 self-described mentors and protégés to obtain 207 quotes about what critical behaviours helped or hindered mentoring relationship outcomes. Independent judges confirmed the placement of quotes into 13 categories of behaviours that helped mentors and protégés to reach the mentoring goals and 10 categories of behaviours that hindered the mentoring outcome. The findings contribute to an increased understanding of the foundation upon which mentors and protégés in all fields may potentially build better programs and training under the guise of mentorship. / Graduate / 2018-12-01

Mentoring relationships can have both costs and benefits for mentors and their proteges. The present research examined the degree to which mentors' perceived costs and benefits affect the functional and dysfunctional mentoring they provide to their proteges. Additionally, I investigated whether mentor-perceived costs and benefits were associated with the mentors' own goal orientation and the goal orientation of their proteges. Data were collected from 86 proteges and their current supervisory mentors. Consistent with expectations, when mentors reported greater costs of embarrassment associated with their relationship, the proteges reported receiving greater dysfunctional mentoring. Proteges who reported receiving greater functional mentoring tended to have mentors who perceived greater benefits of mentoring them. Both proteges and mentor goal orientations demonstrated significant correlations with mentor-perceived costs and benefits of their relationships. Implications for training and reinforcing functional mentoring will be discussed.

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Higher education literature, has several contributions that pertain to mentoring styles in academia, female faculty, gender and leadership, and recruitment and retention of women and minorities in academia. However, specific references that lend voice to the experiences of female counselor educators in the context of their career paths and patterns are scant(Hill, Leinbaugh, Bradley,& Hazler, 2005). This qualitative investigation explored the socialization process of 8 female leaders in counselor education from throughout the United States utilizing grounded theory methods. The primary theme of socialization was organized into three main categories, (a) childhood socialization, (b) anticipatory socialization (Van Mannen, 1976), and (c) organizational socialization (Van Mannen, 1976). Leaders' socialization experiences highlighted sub-themes of balancing work and family, satisfaction level of professional obligations and inequalities. The inequalities highlighted participants' experiences of exclusion in departments with counselor education and counseling psychology programs, as well as gender and race discrimination around issues such as salary, tenure and promotion. The results from this investigation provided a theoretical framework of the interrelated influences of their socialization process from childhood across the span of their careers to full professor and department chairs. Implications and recommendations for female doctoral students, counselor educators, professional development in higher education, mentoring relationships, supervision and leadership development are included.

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