The effective mentor, mentee and mentoring relationship

The aim of this chapter is to examine the various competency frameworks for mentors and mentees and consider the requirements for an effective mentoring relationship, exploring theoretical and empirical studies as well as conceptual models and frameworks. The chapter begins by outlining the behaviours, capabilities and characteristics of mentors and mentees drawing on current literature (Cooper & Palmer, 2000; Clutterbuck, 2004, 2011; Brockbank & McGill, 2006, Allen & Eby, 2011). These are compared and contrasted, taking into account methodological issues such as the significance of context (Kram, 1988; Bierema & Merriam, 2002; Fowler & O’Gorman, 2005; Ghosh, 2012), purpose and type of mentoring (Kram, 1980, 1985; Ragins & Cotton, 1999; Clutterbuck, 1998, 2015) and that competences may evolve through the different phases of the mentor-mentee relationship (Missiran, 1982; Kram, 1983; Clutterbuck, 1995, 1998). In addition, the author recognises the need to consider the complex adaptive system (Mitleton-Kelly, 1997; Lansing, 2003; Clutterbuck, 2012) in which the mentor-mentee relationship is established and developed. Next, the author examines the measures for the effectiveness of a mentoring relationship, with particular reference to how this might be useful in the initiation, support and measurement of mentoring outcomes. Finally, the author offers recommendations for future research