CCC502-02

SKILLS FORSUCCESSFULMENTORING:

Competencies ofOutstanding Mentors

and Mentees

by Linda Phillips-Jones, Ph.D.

$4.50

CCC502-02

SKILLS FORSUCCESSFULMENTORING:

Competencies ofOutstanding Mentors

and Mentees

by Linda Phillips-Jones, Ph.D.

$4.50

1

processes can be learned, and relationships canbe better––more enjoyable, productive, andeven time-efficient––as a result.

Additional research by The Mentoring Grouprevealed that unless a fairly structured processand specific skills are applied, mediocrementoring relationships occur. Not muchhappens, and participants become frustratedwith their well-intended but haphazard efforts.Worse, disappointed participants becomeconvinced that mentoring doesn’t work.

On the positive side, when individuals usethese skills and add structure, important,satisfying changes take place in the lives of bothmentees and mentors.

A skill is a learned, observable behavior youperform that indicates (to someone else) howwell you can do something. The set of skillsdescribed here constitutes your overall abilityto mentor and be mentored.

If you possess these skills to an adequatequality level––and if you use them as frequentlyas called for—your chances of having mutuallysatisfying and productive mentoring relation-ships will be greatly enhanced. The model onthe next page illustrates the shared core skillsused by both mentors and mentees and theunique skills needed by each group.

To help you be a more skilled mentor andmentee, look at the model, review the de-scriptions of these mentoring skills and thebehaviors that make up each one, and startusing the skills with the people in your life.

SKILLS FOR SUCCESSFUL MENTORING

Effective mentoring requires more thancommon sense. Research indicates thatmentors and mentees who develop and

manage successful mentoring partnershipsdemonstrate a number of specific, identifiableskills that enable learning and change to takeplace. This strategy booklet describes theseskills and provides a tool for you to assessyourself informally on each skill.

The Identification of Mentoring Skills

For years, individuals assumed that theprocess of mentoring was somewhat myster-ious. These relationships just happened, and“chemistry” had to be present. It was impos-sible (even somewhat sacrilegious) to analyzeand describe the specifics of what was goingon in these arrangements. Analyzing and puttingnames to behaviors would theoretically kill them.

Some people were able to find mentoringrelationships, while many individuals wereunaware of how to get started with mentoringand missed out on one of the most powerfuldevelopment strategies ever devised.

Linda Phillips-Jones (1977) studied hun-dreds of mentor-mentee partnerships as wellas individuals unable to identify any mentors intheir lives. The conclusion: mentoring was muchmore examinable and yet more complex thanfirst thought.

On the “demystifying” side, Phillips-Jonesdiscovered that effective mentors and menteesuse specific processes and skills throughouttheir relationships. Further, the skills and

© 2003 by Linda Phillips-Jones, Ph.D.

Author, The New Mentors and Proteges

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THE MENTORING SKILLS MODELSHARED CORE SKILLS

MENTEE-SPECIFICSKILLS

MENTOR-SPECIFICSKILLS

AcquiringMentors

LearningQuickly

ShowingInitiative

FollowingThrough

ManagingtheRelationship

Inspiring

ProvidingCorrective

Feedback

ManagingRisks

OpeningDoors

Instructing/Developing

CapabilitiesListeningActively

Identifying Goals& Current Reality

Encouraging

BuildingTrust

Core Mentoring Skills

Both mentors and mentees should utilize thefollowing core skills in their mentoring part-nerships.

1. Listening Actively

Active listening is the most basic mentoringskill; the other skills build on—and require—it.When you listen well, you demonstrate to yourmentors and mentees that their concerns havebeen heard and understood. As a result, theyfeel accepted by you, and trust builds. The wayyou indicate you’re listening intently is byperforming several observable behaviors. Forexample, if you’re an excellent listener, you:

• appear genuinely interested by mak-ing encouraging responses such as“Hmmm . . .” and “Interesting . . .” orsometimes reflecting back (para-phrasing) certain comments to showyou’ve grasped the meaning andfeelings behind the message;

• use appropriate nonverbal languagesuch as looking directly into people’seyes, nodding your head, leaningslightly toward them, frowning, orsmiling where appropriate;

• avoid interrupting mentors andmentees while they’re talking;

• remember and show interest inthings they’ve said in the past (“Bythe way, how did the meeting withyour manager go?”); and

• summarize the key elements of whateach of you said.

Resist the impulse always to turn the con-versation to your experiences and opinions andto find immediate solutions to problems you maybe hearing. Listen carefully first; problem solvemuch later. If your mentors and mentees havea habit of immediate problem solving, see if youcan help them be better listeners and problemexplorers.

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2. Building Trust

The more that your mentors and menteestrust you, the more committed they’ll be to yourpartnerships with them, and the more effectiveyou’ll be. This trust develops over time—if yourmentors and mentees observe certainappropriate behaviors on your part. To becometrustable, you must:

• keep confidences shared by yourmentors and mentees;

• spend appropriate time together;

• follow through on your promises tothem;

• respect your mentors’ and mentees’boundaries;

• admit your errors and take responsi-bility for correcting them; and

• tactfully tell your partners if and whyyou disagree or are dissatisfied withsomething so they’ll know you’rehonest with them.

Particularly with cross-difference (e.g.,gender, culture, style, age) mentoring, trust-building is crucial and has to be developed overtime.

3. Encouraging

According to Phillips-Jones’ research, themost valued mentoring skill is giving encour-agement. This includes giving your mentoringpartners recognition and sincere positive ver-bal feedback.

Mentors and mentees at several Fortune 500companies revealed in interviews that positiveverbal reinforcement—praise—was rare andeven publicly discounted in their organiza-tions. However, most admitted enjoying beingrecognized for accomplishments and abilitiesand receiving positive feedback—providedsuch attention was sincere and not overdone.Interviewees said they wished such behaviorswere a greater part of their organizational cul-tures.

When was the last time you received toomuch praise? If never, you’re not alone. Effectivementors encourage their mentees, which in turnhelps increase the mentees’ confidence andenables them to develop.

At the same time, successful menteesmake a point of positively reinforcing theirmentors, which serves to keep the mentorsfocused and motivated. Provide genuine,positive feedback to your mentors and menteeson a regular basis.

While there are many ways to encourage,and mentors and mentees can differ in the typesand amounts of encouragement they like, youcan:

• compliment your mentoring partnerson accomplishments and actions;

• point out positive traits (such as per-severance and integrity) in addition totheir performance and accomplish-ments;

• praise them privately, one-on-one;

• commend them in front of other people(being sensitive to any cultural andstyle preferences regarding publicpraise);

• express thanks and appreciation;

• write encouraging memos or e-mailand leave complimentary voice mail;and

• let them know how you use any helpthey give you.

Be certain that your praise and encour-agement are sincere. In mentoring, err in thedirection of too much praise, rather than too little.Some human development experts recommenda ratio of four or five praises for every correctiveremark.

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4. Identifying Goals and CurrentReality

Whether you’re a mentor or mentee, youshould have a personal vision, specific goals,and a good grasp of current reality. As a mentor,be clear on and talk to your mentees about theirvisions, dreams, and career/life goals. They’llbe interested in your current reality (your viewof your strengths and limitations as well as thecurrent reality of situations within yourorganization) and want help recognizing theirsas well.

As a mentee, you also need this skill. Be-fore asking for help, you should know yourtentative goals, strengths, what developmentyou need, and the specific assistance you’d like.You should discuss these with your mentors.The more aware you are of these, and the moreaccurately you can convey them to potentialhelpers, the more likely they’ll be to assist yournext steps. To demonstrate this mentoring skill:

• know what’s important to you, whatyou value and desire most;

• recognize areas in which you’re able toperform well, very concrete examplesof behaviors you can perform at thegood-to-excellent level;

• identify specific weaknesses or growthareas observed in yourself and onesnoted by others;

• set tentative one- to five-year goals toreach in your personal life and career;and

• describe accurately the reality of yourabilities and situations.

Effective mentors and mentees are con-stantly fine-tuning this self-knowledge, incor-porating new feedback and observations on aregular basis. Peter M. Senge, in The FifthDiscipline, mentions these skills as part of“personal mastery,” which he calls a journey,not a destination.

One effective individual, a former engineerwho was currently a division manager (and amentee in two mentoring partnerships), dem-onstrated her skill of identifying goals and cur-rent reality by writing this:

“My long-range goal is to be a general man-ager or vice president within ten years. Mytechnical skills as an engineer and my skills(as an operations manager) are strong. I nowmanage 75 men and women. I’m weaker insales and marketing.”

“I expect to reach my goal by continuing tobuild our business, gaining some strong mar-keting and sales OJT in a temporary lateralassignment, getting coaching from my two—and probably future—mentors, providing for-mal mentoring to at least one promising indi-vidual a year, and hopefully, running one of ourfactories in about five years. My back-up goalis to leave and start my own company.”

Model this skill by continually working on yourown goals. Show your mentors and menteeshow to take a less than ideal current reality andpull that reality toward their goals.

Critical Skills for Mentors

In addition to the core mentoring skillsdescribed above, mentors use several specificcompetencies in an attempt to help menteesdevelop.

1. Instructing/Developing Capabilities

Probably all mentors do some teaching orinstructing as part of their mentoring. The skillis especially important in formal mentoring. Thisseldom means that you’ll give formal speechesand lectures. Instead, your instructing will usuallybe more informal—from modeling specificbehaviors to conveying ideas and processesone-on-one, in a tutoring mode. You’ll:

• be a “learning broker” as you assistyour mentees in finding resourcessuch as people, books, software,websites, and other informationsources;

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• help them recognize inspiring actionsthey took in the past and ways to excelagain.

It’s always tempting to tell mentees what todo and, in fact, to have them follow in yourfootsteps. Your challenge as a mentor is toensure that your mentees identify and pursuetheir own form of greatness, not necessarilyyours.

Some outstanding mentors use language—stories, metaphors, and powerful phrases—toinspire their mentees. Is this a mentoring be-havior you could hone during the comingmonths?

3. Providing Corrective Feedback

In addition to giving frequent and sincerepositive feedback, effective mentors should alsobe willing and able to give mentees correctivefeedback.

When you observe your mentees makingmistakes or performing in less than desirableways, you should be direct with your mentees,letting them know what you perceive andproviding some better ways for handling thesituations. It will probably be better for them tohear it from you than from others. This is anaspect of the mentor’s protection skill, ManagingRisks, described later.

One of the first things you can discuss withyour mentees is if and how they’d like to receivethis feedback. People are more willing to hearcorrective feedback if they’ve given permissionand know in advance it’s coming. At the sametime, you’ll be more likely to give feedback ifyou’re invited to do so. Attempt to:

• use positive, non-derogatory,business-like words and tone of voicewith mentees when their behaviors orproducts aren’t satisfactory;

• give corrective feedback in private;

• give the feedback as soon as feasibleafter the performance;

• teach your mentees new knowledge,skills, and attitudes by explaining,giving effective examples, and askingthought-provoking questions;

• help your mentees gain broader per-spectives of their organizations includ-ing history, values, culture, and politics;

• demonstrate or model effective beha-viors, pointing out what you’re trying todo; and

• help them monitor performance andrefocus steps as needed.

A key part of your instruction is teaching thementoring process. You can do this by makingprocess comments—pointing out, naming, andotherwise getting your mentees to recognizewhich aspect of mentoring you’re doing at thetime—and why.

Whoever cares to learn will always find a teacher.

— German proverb

2. Inspiring

One skill that separates superb mentorsfrom very good ones is an ability to inspire theirmentees to greatness. By setting an exampleyourself and helping your mentees experienceother inspirational people and situations, you canhelp them onto future paths that excite andmotivate––even beyond their original dreams.Mentors vary in their ability to be inspiring. See ifyou can:

• do inspiring actions yourself whichchallenge your mentees to improve;

• help them observe others who areinspiring;

• arrange other inspirational experiencesfor them;

• challenge them to rise above the mun-dane and do important things in life;and

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Business Risks

Dealing incorrectly with customersMissing deadlinesUnderestimating project costsDoing something unethicalCompromising on quality

Career Risks

Offending certain peopleTaking the wrong positionStaying in a job too longNot being able to sell others on one’s own ideasFailing to learn and improve

Some of these risks your mentees will recog-nize, and others only you—with your wisdomand experience—recognize. Still other chal-lenges will seem more risky to your menteesthan they really are. Offer to help your men-tees identify and determine how to handlethese risks with recognition, prevention, andrecovery strategies.

5. Opening Doors

Mentors are usually in a position to providevisibility for their mentees. This means openingthe right doors that allow them to meet peopleand to demonstrate to different audiences whatthey can do. Research has shown that whenmentors vouch for mentees in this way, theirwork is much more likely to be well received. Toopen doors, you’ll:

• put in a good word to people whocould help your mentees reachdesired goals;

• personally introduce your mentees toappropriate contacts;

• make certain your mentees’ abilitiesare noticed by others;

• give your mentees assignments oropportunities that enable them tointeract with important colleagues,suppliers, or customers; and

• give specific (as opposed to vague)feedback on behaviors; and

• offer useful suggestions for them to trynext time, offering to be a resourcewhen that time occurs.

Use the Encouraging skill much more oftenthan the skill of Providing Corrective Feedback.

4. Managing Risks

Another distinguishing characteristic ofeffective mentors is their willingness and abil-ity to protect their mentees from disasters. Oneof your tasks is to prevent your mentees frommaking unnecessary mistakes as they learn totake appropriate risks. This skill of ManagingRisks builds closely on the core skill of BuildingTrust, identified earlier. Some refer to this risk-management process as helping mentees “stepout on the branch, then fly when ready.” You’ll:

• help your mentees recognize the risksinvolved in actions and projects,including some risks (and mistakes)you’ve experienced;

• make suggestions to help them avoidmajor mistakes (business, career,financial, personal, and other) injudgment or action;

• help them learn to prepare well, getwise counsel, then trust their owndecisions and actions; and

• if requested in difficult situations,intervene as your mentees’ advocatewith others.

Mentees and mentors in many corporationshave identified Managing Risks as an increas-ingly important mentoring skill.

Typical Risks

Your mentees probably face business risksand career risks, potential danger zones inwhich they could make large errors and pos-sibly jeopardize their positions, careers, ororganizations. Here are some examples:

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• suggest other resources for yourmentees to pursue.

You’ll probably open doors for your menteesonly when you believe they’re ready to go throughthem. Since your reputation may be affected byyour doing this, you’ll first want to see yourmentees as capable and trustworthy. Explainthis process to your mentees as part of thedevelopment effort.

One mentee raved about how his mentoropened numerous doors for him. The mentortook him to two key meetings, allowed him toco-author (with the mentor) several papers, setup an opportunity for the mentee to make avery visible oral presentation to a group ofdecision makers, and nominated him for ahighly competitive leadership development pro-gram within the organization.

Critical Skills for Mentees

In addition to the core skills described earlier,mentees need to be competent in several areas.

1. Acquiring Mentors

Becoming a successful mentee isn’t apassive experience. In the spirit of career self-reliance, you should be very active in selectingand negotiating with several mentors who canhelp you succeed. Good mentors now have awide choice of potential mentees, so you mustskillfully handle the acquisition process. Forexample, be able to:

• identify a desirable pool of individualswho potentially can provide you withmentoring;

• actively search for several mentors;

• “sell” potential helpers on the idea ofproviding mentoring to you (in additionto—or as opposed to—others theymight help);

• convey your specific needs and goalsto prospective mentors; and

• negotiate the mentoring arrangementswith your mentors, including agree-ments on goals, expectations, lengthof the relationships, confidentiality,feedback processes, and meetingschedules.

For detailed tips on acquiring appropriatementors, see Strategies for Getting theMentoring You Need. For more ideas on careerself-reliance, read the excellent book, We AreAll Self-Employed, by Cliff Hakim. (Both arelisted in Resources.)

2. Learning Quickly

Mentors enjoy working with mentees wholearn quickly and take seriously any efforts toteach them. Typically, your mentors want you tobe a “quick study.” You should work hard atdirectly and indirectly learning everything you canas rapidly as possible. Try to:

• apply the knowledge and skills pre-sented to you, and be ready to tell yourmentors how you applied them;

• observe carefully and learn indirectlyfrom the modeled actions of yourmentors and others;

• study materials (those given by yourmentors and materials you seek out)related to your development areas;

• integrate new things you learn into yourown conceptual framework for prob-lem solving; and

• receive feedback nondefensively. (Youshould ask for specifics and beappreciative of the feedback. If yourmentors have misperceived a fact,diplomatically tell them.)

As your mentoring relationships proceedand mature, you’ll probably have ample op-portunities to debate and disagree with yourmentors. In the beginning, you should display astrong learning attitude, be willing to considernew ideas, and show an openness to be provenwrong.

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• take informed risks (stretch beyondyour usual comfort level) in order toacquire new knowledge, skills, andattitudes; and

• go beyond what your mentors suggest;that is, take their ideas and showcreative or ambitious ways of usingthem.

Mentors vary in the amounts and timing ofinitiative they like from their mentees. Discussthis early in your relationships to establishpreferences and expectations and to negotiatearrangements that work for all.

4. Following Through

These days, it’s a mentors’ market. Menteeswho don’t follow through on tasks and com-mitments are often dropped and replaced withmentees who do. To demonstrate this skill:

• keep all agreements made with yourmentors;

• complete agreed-upon tasks on time;

• try out their suggestions and reportback the results;

• explain in advance if you want tochange or break an agreement; and

• persist with difficult tasks even whenyou’re discouraged.

An informal poll of mentors by Phillips-Jonesrevealed that several were frustrated withmentees who failed to follow through on agreed-upon tasks. Some mentors even refused toenter new mentoring partnerships. Theyconcluded that they were working harder ontheir mentees’ lives than the mentees weredoing for themselves!

Unclear about how to become a “quickstudy”? Try what one dedicated mentee did.She earned a degree in education and Englishthen decided to go back to college and enterpre-med. The math, physics, and chemistrywere daunting—her weakest areas by far. Notwanting to fail, she spent at least eight hoursevery day reading chapters, re-reading andmarking them with a yellow highlighter, typingoutlines of the chapters, and studying themalone and with study partners. At least twoadditional hours each day she found an emptyclassroom and wrote and rewrote math, chem-istry, and physics formulas on chalkboardsuntil she could recite them in her sleep.

A quick study? No, a slow study at first. Buteventually she got it—and her 4.0. How com-mitted do you think her professor mentorswere to her success?

3. Showing Initiative

The newest approach to mentoring en-courages the mentees to manage the rela-tionships and show considerable initiative (seethe skill, Managing the Relationship, on the nextpage). Even with this new trend, some mentorswill attempt to lead the relationships and expectyou to follow. Others will expect you to drive theprocess from the beginning.

Either way, they’ll expect you to show theright amount of initiative. They’ll observe thethings you do on your own to develop. At times,most mentors will expect some following fromyou, particularly when your activities could haveramifications for them (e.g., approaching one oftheir valued contacts). As an effective mentee,you:

• know when and when not to showinitiative;

• ask appropriate questions to clarifyand get more information;

• pursue useful resources on your own;

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5. Managing the Relationship

Even when your mentors try to take a stronglead, you’re the one who should manage therelationships. It’s your development, and youmust take responsibility for its process andoutcomes. To go through this journey, you can:

• describe the general process of beingmentored––how it works and why it’spowerful;

• stay up to date with each of your men-tors on issues between you, goals toreach, satisfaction with your meetingschedules, etc.;

• analyze the current status of yourmentoring partnerships, and deter-mine where to go next with them;

• prepare for the end of your mentoringrelationships; and

• leave the formal relationships on ami-cable terms, even if the relationshipscontinue on an informal basis.

Carefully track your mentoring relationships,and make suggestions as needed.

Final Thoughts

These are the critical skills needed bymentors and mentees for effective mentoringrelationships. As a closing exercise to reinforceyour learning, complete the mentoring skills self-assessment on the following page.

There are countless ways of achieving greatness, but any road toachieving one’s maximum potential must be built on a bedrock ofrespect for the individual, a commitment to excellence, and arejection of mediocrity.

— Buck Rodgers Manager, professional baseball

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MY MENTORING SKILLS

Directions: Assess your potential to be a successful mentor and mentee by rating yourself on the fol-lowing mentoring skills. For each skill, circle the appropriate number. Total the numbers for each part (I,II, and III), and read the interpretations.

Quality of SkillMentoring Skill Excellent Very Good Adequate Poor

Part I. Shared Core Skills1. Listening Actively 5 3 1 02. Building Trust 5 3 1 03. Encouraging 5 3 1 04. Identifying Goals and Current Reality 5 3 1 0

Subtotal Core Skills _____

16-20 Excellent core skills; you could coach others; concentrate improvement efforts on fine-tuning yourstyle

11-15 Very good skills; continue to polish those skills that will make you even more effective anddesirable as a mentor or mentee

6-10 Adequate core skills; work on your less-developed skills in order to have better relationships5 or You’ll benefit from coaching and practice on core skills; acquire training or coaching, andunder observe others who have strong skills

Part II. Mentor-Specific Skills1. Instructing/Developing Capabilities 5 3 1 02. Inspiring 5 3 1 03. Providing Corrective Feedback 5 3 1 04. Managing Risks 5 3 1 05. Opening Doors 5 3 1 0

Subtotal Mentor Skills _____

20-25 Excellent mentor skills; you could coach others; concentrate improvement efforts on fine-tuning yourstyle with particular mentees

15-19 Very good skills; continue to polish those skills that will make you even more effective anddesirable as a mentor

10-14 Adequate mentor skills; work on your less-developed skills in order to acquire strong mentees andhave better relationships with them

9 or You’ll benefit from coaching and practice on mentor skills; acquire training or coaching, andunder observe others who have strong skills

Part III. Mentee-Specific Skills1. Acquiring Mentors 5 3 1 02. Learning Quickly 5 3 1 03. Showing Initiative 5 3 1 04. Following Through 5 3 1 05. Managing the Relationship 5 3 1 0

Subtotal Mentee Skills _____

20-25 Excellent mentee skills; you could coach other mentees; concentrate any improvement efforts onfine-tuning your style with particular mentors

15-19 Very good skills; continue to polish those skills that will make you even more effective anddesirable as a mentee

10-14 Adequate mentee skills; work on your less-developed skills in order to acquire strong mentors andhave better relationships with them

9 or You’ll benefit from coaching and practice on mentee skills; get training or coaching, and observeunder others who have strong skills

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RESOURCES

1. Hakim, C. (1994) We Are All Self-Employed: The New Social Contract for Workingin a Changed World. San Francisco: Berrett-Koehler.

2. Peterson, D. B. & Hicks, M. D. (1996) Leader as Coach. Minneapolis: PersonnelDecisions International, 800.633.4410.

3. Peterson, D. B. & Hicks, M. D. (1995) Development FIRST. Minneapolis: PersonnelDecisions International, 800.633.4410.

4. Phillips-Jones, L. (2003) The Mentee’s Guide: How to Have a Successful Rela-tionship with a Mentor. CCC/The Mentoring Group, 13560 Mesa Drive, Grass Valley,CA 95949, 530.268.1146.

5. Phillips-Jones, L. (2003) The Mentor’s Guide: How to Be the Kind of Mentor YouOnce Had—Or Wish You’d Had. CCC/The Mentoring Group, 13560 Mesa Drive,Grass Valley, CA 95949, 530.268.1146

6. Phillips-Jones, L. (2003) Strategies for Getting the Mentoring You Need: A Look atBest Practices of Successful Mentees. CCC/The Mentoring Group, 13560 MesaDrive, Grass Valley, CA 95949, 530.268.1146.

7. Phillips-Jones, L. (2001 revision) The New Mentors and Proteges: How to Succeedwith the New Mentoring Partnerships. CCC/The Mentoring Group, 13560 MesaDrive, Grass Valley, CA 95949, 530.268.1146.

8. Senge, P.M. (1990) The Fifth Discipline: The Art & Practice of the LearningOrganization. New York: Doubleday.

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This booklet appears as a chapter in The Mentoring Coordinator’s Guide, The Mentor’sGuide, and The Mentee’s Guide. For copies of any of these Guides, contact CCC/TheMentoring Group, 13560 Mesa Drive, Grass Valley, CA 95949, www.mentoringgroup.com.

For additional copies of this booklet, contact CCC/The Mentoring Group. Phone:530.268.1146; fax: 530.268.3636; or e-mail: info@mentoringgroup.com. Check Productsat www.mentoringgroup.com for information on quantity discounts.

About the Author Dr. Linda Phillips-Jones was a licensed psychologist, the author of various publications, and a consultant to a wide range of organizations. Dr. Phillips-Jones passed away in December of 2006 after a valiant six-year fight with four rounds of cancer. CCC/The Mentoring Group continues to promote Dr. Linda's mentoring vision through her publications and philosophy on mentoring.

CCC502-02

SKILLS FORSUCCESSFULMENTORING:

Competencies ofOutstanding Mentors

and Mentees

by Linda Phillips-Jones, Ph.D.

$4.50

CCC502-02

SKILLS FORSUCCESSFULMENTORING:

Competencies ofOutstanding Mentors

and Mentees

by Linda Phillips-Jones, Ph.D.

$4.50