In May 2006, the Center for Global Workforce Excellence asked the three of us to participate in an international webcast, “Mentoring Around the Globe.” Linda described mentoring in the USA, Rey addressed mentoring in Canada, and Vince talked about mentoring in the United Kingdom as well as in the rest of Europe.

Although we recognize differences in how mentoring is implemented in our three geographies, we propose that many similarities exist. We are calling our emerging list “mentoring universals,” and we welcome your opinions about whether or not these indeed cut across cultures and continents.

Our first set of universals focuses on the mentor-mentee/partner relationship itself. (Next month we’ll present some universals for mentoring programs/initiatives/schemes.)

1. “Poor” mentoring can be worse than no mentoring.

Mentoring can be “poor” in the sense of being disorganized and without goals and structure. Worse, mentoring can be harmful when mentors favor and push their own (not the mentees’) goals, support unethical or even illegal purposes, or take unfair advantage of their mentees. We must pay close attention to the selection and matching of mentors so that we first do no harm.

2. Mentoring is appropriate for all ages, abilities, and contexts.

People of all ages and abilities can benefit from being mentored and from serving as mentors. Mentoring in some form is appropriate in all (or nearly all) personal and professional contexts.

3. Mentoring is teachable.

Not everyone is a natural mentor or mentee; however, if he or she desires to participate, nearly everyone can learn to give and receive effective mentoring.

4. Mentoring begins with the needs of the mentee.

Increasingly, mentors and mentoring coordinators recognize that effective mentoring begins with what the mentee wants to learn, develop, and achieve. Effective mentors take time to know their mentees and mutually identify the most important needs to address.

5. Mentees are starting to manage the mentoring process.

The role of the mentee is becoming more active. Instead of waiting for mentors to choose them and to propose mentoring goals, mentees are seeking mentors, negotiating relationships, and proposing mutually satisfying goals and activities. At the same time, mentors can reach out and approach potential mentees as well as help guide the relationships.

6. Mentees can become good mentors by transfer of skills, knowledge, and attitudes.

Just by being mentored, many mentees subconsciously absorb and acquire mentoring skills, knowledge and attitudes directly from their mentors—without specific training. They very often go on to become good mentors themselves, having acquired a natural skill set. Other mentees require more explicit training in mentoring competencies and processes.

7. Effective mentors encourage AND confront mentees.

In the past, some mentors only praised and otherwise encouraged their mentees. Others only criticized and pointed out what their mentees were doing wrong. Today, mentors are attempting to balance both types of help: providing ample encouragement AND honestly and tactfully assisting their mentees to recognize and work on areas needing improvement.

Do you see these “truths” in your culture or country? Let us know your thoughts!

For more ideas on effective mentoring, check The Mentoring Group’s Products and Archive.