Editorial overview: mentoring for targeted growth in professional practice

Abstract

This issue of Mentoring and Tutoring: Partnership in Learning Journal includes research from scholars representing the USA (seven states), Korea, and England. The authors critically examine the development of professional practice through several aspects of successful mentoring. Most notably, findings from the research frames an intellectual dialogue between the intentional behaviors that subsequently lead to effective mentoring relationships and the manner in which mentoring, when used as a tool for targeted growth, supports enhanced professional practice. As Irby (2008) noted, one focus of intentional mentoring is the deeper development of the individual within the organization through shared relationships. As I read through each of the manuscripts, I reflected on my own journey through academia to the professoriate. Assuredly, my journey was replete with setbacks, doubt, and challenges between my brain and my heart. However, mentoring, both peer-to-peer and mentor to mentee, was a catalyst for change; an indispensable reminder to focus on the end result, rather than the process. A decade later, I am a tenured professor who still benefits from a long-lasting shared relationship with my mentor. While not all mentoring leads to positive outcomes, there are key benefits for professional practice, including increased efficacy, higher levels of engagement and satisfaction, and greater career opportunities. Admittedly, mentoring is hard work requiring a carefully honed skillset and a purposefully articulated structure. Essentially, the mentor mentee relationship requires more than a combined willingness to succeed. Mutual responsibility and respect are foundational pillars, but even more crucial is having a growth mindset and a learning attitude. Mentors who are empowering are also great