Modern day mentoring exists in structured and unstructured contexts. Perhaps the most common form of mentoring today involves the development of a spontaneous informal relationship between someone who is transitioning into a more professional role or position with increased responsibility and a more mature, accomplished, or experienced individual (Cooper & Miller, 1998). It is more and more commonplace however that businesses, industries, school systems, and institutions of higher education are developing structured mentoring programs to connect new professionals with experienced professionals in order to help them acclimate to new environments, situations, and professional roles.

Mentoring relationships help new employees "learn the ropes" by pairing them with individuals established in a profession; professionals who guide their development, function as resource people, and anchor them in their new roles. Thus, mentoring has become an increasingly important component during times of adult transition (Cooper & Miller, 1998) and has been linked with increased productivity and employee retention (Stone, 1999). Otto (1994, p. 19) writes that mentoring is a way for accomplished individuals to "contribute to the next generation and to avoid stagnation." She suggests that this idea, known as generativity, derives from an individual’s own satisfaction with his/her accomplishments, which then fuels the commitment to improving conditions for younger professionals.

Why Mentoring?  What is it all about?

• Mentoring relationships are about developing people, increasing capabilities, and empowering people.
• Mentoring has motivational value for the mentor and the mentee.
• Mentoring involves going above and beyond.
• Mentoring focuses on shared experiences and wisdom.