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Outcomes will normally need to be positive for both sides, in order for the relationship to continue much beyond the short term – if either teachers or students feel they are getting nothing for their efforts, the relationship will falter and die. The core model of mentoring – the dynamic that drives a high proportion of the schemes and programmes around the world outside the USA – derives from two key relationship variables. The first of these is ‘Who’s in charge?’ If the teacher takes primary responsibility for managing the relationship (by deciding the content, timing and direction of discussion, by pointing the mentee towards specific career or personal goals, or by giving strong advice and suggestions) then the relationship is directive in tone. If he or she, by contrast, encourages the mentee to set the agenda and initiate meetings, encourages the mentee to come to his or her own conclusions about the way forward and generally stimulates the development of self-reliance, then the relationship is relatively non-directive. Support for this dimension of helping behavior comes from a variety of resources both within the mentoring literature and in the parallel literatures on counseling and coaching as well as interviews and appraisal.

For example, Braham and Conway’s (1998) study of the influence of cultural factors on teacher’s behavior concludes that, where managers expect their normal role to be that of expert. In Delhi IAS Coaching the style of the mentoring relationship will be more didactic and less empowered from the mentee’s perspective.’ Where the culture expects managers to be facilitators, however, ‘The balance of the relationship will be more equal and it will be about mutual learning and sharing. There will be an empowered “feel” to the mentoring relationships.’ Recent studies suggest strongly that the most effective relationships – where personal development is the desired outcome – are those in which the mentee is relatively proactive and the mentor relatively passive or reactive. The opposite is probably true for relationships that are more focused on sponsorship behaviours. The second dimension relates to the individual’s need. Is it primarily about learning – being challenged and stretched – or about nurturing – being supported and encouraged? Again, this is a dimension well established in the general psychological literature, and in particular that on leadership. Blake and Mouton (1964), Schriesheim and Murphy (1976), Likert (1961) and others emphasis the importance of both task orientation and consideration/social support in achieving group goals.

The effective mentoring relationship similarly requires a mixture (often shifting with the needs of the mentee) of task focus (for which read challenge or stretching) and supporting behaviours (for which read nurturing). Authors such as Darling (1984) refer to both types of behaviours in their descriptions of what mentors do. The stretching/nurturing dimension also reflects the complex duality of the goddess Athena – the real mentor in the Greek myth. She is at the same time the macho, fearsome huntress and the nurturing Earth Mother. Athena, who was closely associated with the owl as a symbol of wisdom, was frequently depicted in full armors and even was supposed to have been born fully armed! Yet she was also closely associated with handicrafts and agriculture. It is tempting to view these as masculine/feminine characteristics and some writers have done just that. However, in my experience, this can all too easily lead people into styles of mentoring behavior based on gender stereotypes. The essence of effective mentoring is that mentors have the facility to move along the dimensions, in any direction, in response to their observation of the learner’s need at the time.

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