ABSTRACT

In this chapter the focus is on all aspects of mentors, from aims to accreditation. Inevitably this involves a discussion about the generic role of mentor and generalizing about different elements of mentoring programmes. The chapters on the forms of mentoring give further good practice advice on handling mentors. We begin with a review of the characteristics of the ‘good’ or ‘effective’ mentor, which involves listing the attributes and skills of mentoring. A related issue is the link between mentoring and emotional intelligence. Then we raise the question of why people might choose to become mentors and what objectives mentors might achieve through their involvement. This is followed by a review of a series of the key processes shared by organizations in setting up and running the majority of mentoring programmes: mentor recruitment, screening, induction, training and ongoing support. The issue of how mentors can be accredited for their work with students is raised. We conclude with a summary of good practice points and speculation about possible future trends.