Faculty at all career stages benefit from strategies designed to maintain and increase their productivity and joy in their careers. One of the most important of those strategies is mentoring. Mentoring is not dependent on personality, but rather on tasks and activities that the mentor and mentee do together. Early and enduring mentoring is most beneficial; mentoring pairs/teams continue to meet regularly and progress when given "nudging."
Mitchell D. Feldman (UCSF Faculty Mentoring Program, 2012) describes mentoring as:
. . . a process where mentor and mentee work together to discover and develop the mentee’s abilities.
. . . a long term relationship with a responsibility to provide the support, knowledge and impetus that can facilitate professional
. . . a personal process that combines role modeling, apprenticeship and nurturing.
The mentor will act as a teacher, sponsor, guide, exemplar, counselor, moral support — but most important is to assist and facilitate the realization of the dream.
. . . process whereby an experienced, highly regarded, empathic person (the mentor) guides another individual (the mentee) in the development and examination of their own ideas, learning and personal and professional development.
The mentor, who often, but not necessarily, works in the same organization or field as the mentee, achieves this by listening and talking in confidence to the mentee.