Influential Mentors
Influential Mentors:
A Guidebook for Building Mentoring Skills and Capacity
Ethiopian Edition
Dawn L. Comeau
Miliard Derbew
Damen Haile Mariam
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Contact us for your free version of the book.
Influential Mentors:
A Guidebook for Building Mentoring Skills and Capacity (Ethiopia Edition, 2019) teaches important mentoring skills to faculty, students, researchers, and health professionals. Each chapter covers foundational mentoring concepts with activities for reflection and skill building.
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Becoming a mentor
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Setting Expectations between Mentors and Mentees
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Communication for Influential Mentoring Relationships
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Mentoring Diverse Trainees
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How to be a Successful Mentee
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Building Mentoring Capacity
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Evaluating Mentorship
The book was developed by the principal investigators and the leadership team from the MEPI Scholars Clayton-Dedonder Mentorship Fellows Program in Global HIV/AIDS Research and Research Training at Addis Ababa University (“CD Mentor Training”), a program funded by the Fogarty International Center (FIC) at the National Institutes of Health.
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Funded in part by the NIH Fogarty International Center
(D43TW010143).
Dr. Dawn L. Comeau,
Atlanta, Georgia, US
Professor Miliard Derbew
Addis Ababa, Ethiopia
Professor Damen Haile Mariam,
Addis Ababa, Ethiopia
WHAT TO EXPECT IN EACH CHAPTER
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In Chapter 1, we provide an overview of mentoring definitions
and concepts. The chapter outlines typical roles and responsibilities
of mentors and mentees. At the end of the chapter, the activities
lead mentors through a series of questions that identify
their unique values and desired goals as a mentor. Most importantly,
the chapter includes a table that solicits comparisons and clarifications
between the roles of mentors, supervisors, advisors and
other similar positions.
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In Chapter 2, we focus on setting expectations between mentors
and mentees to develop a solid foundation for a successful relationship.
The chapter includes guidance on how to create an individual
development plan (IDP) that is used for mentees to outline
their career goals and receive feedback from their mentor. We also
share how to develop a mentor-mentee agreement which is a written
document that describes the key dimensions of the mentoring
relationship.
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Chapter 3 focuses on building strong communication skills between
mentors and mentees. We provide guidance on how mentors
can give mentees feedback in ways that are more likely to be applied
by mentees. These tips are essential for successful mentorship
given that communication is at the core of all mentoring interactions.
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In Chapter 4, we review important considerations for building diverse
mentoring relationships. The chapter includes a discussion
on how to mentor across different cultural and social identities.
The chapter provides models and strategies for mentors to use to
ensure they are considerate of the diverse needs of mentees who
come from a wide range of backgrounds.
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Chapter 5 is a bit different from the other chapters as it is written
directly to the mentee. We urge mentors to review the chapter and
then share it with their own mentees. The chapter provides activities
that allow mentees to thoughtfully determine how to select
and approach a mentor. The chapter guides mentees on how to use
their mentor’s time effectively and efficiently in order to optimize
the benefits of the relationship while remaining respectful and
professional.
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In Chapter 6, we address building mentoring capacity in an academic
department, school or university. The activities take each
reader through a structured process to identify how mentoring fits
within the realm of the department or university’s mission and vision,
and concrete steps for developing and implementing a mentoring
program.
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Chapter 7 provides strategies on how to evaluate mentorship and
mentoring programs. This is a critical component to successful
mentorship. Mentoring relationships and programs should be
monitored and adapted to the changing needs of faculty, students,
and academic and health care settings.
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As part of this guidebook, we interviewed several Ethiopian physicians
and scientists about the people who influenced their career
and life decisions. These people were not called “mentors” but they
filled mentor-like roles and responsibilities. We have paraphrased
excerpts from these interviews and included them in between the
chapters in the guidebook.
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At the end of the guidebook, we provide a list of additional resources
on mentoring that go into more depth on some of the topics
we cover in the guidebook.