A development of mentoring styles

Mentoring styles could be seen as approaches to mentoring that can be fluid and adaptable according to characteristics of the mentee or the demands of any particular work situation. They can also be seen as more stable aspects of a mentor’s practice that relate, for example, to their own personality, values and preferences for learning. In reality, there is good reason to suspect that there is a combination of forces at work. Hence, one would expect to see mentors adjusting their repertoire according to any situation, while constrained to an extent by their own preferred style of being with students. I'm adopting the term “mentoring style” to denote a more personal attribute, and “mentoring approach” as a behaviour that can be adapted. I have also tried to attach an interpretation of the relationship style based on what I know about transactional analysis (TA).

In the following list, I’ve ordered the latest style classiifications roughly in a hierarchy of passive-active intervention.

1) Providing a link between the learner and the practice

chef with menu TA Adult-Adult)

co-worker to an apprentice (TA Adult-Adult)

taxi driver (TA Adult-Child)

2) Role model

Role model(TA Adult-Adult)

3) On a mission

Crusader

personal trainer or coach (TA Parent-Child)

4) Actively supporting, probing, monitoring and nurturing

nurturing parent or gardener (TA Parent-Child)

shepherd and trail guide (TA Parent-Child)

Probing parent or advocate/ mediator (TA Parent-Child)

responsible parent (TA Parent-Child)

5) Creative mentoring

scientist or pedagogue (TA Adult-Adult)

nurturing, intuitive parent (TA Parent-Child)