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Career counsellors and advisors are adept at sharing professional advice with clients, but how often do we follow our own principles – particularly around cultivating mentoring relationships? Spoiler: I have fallen short here at times.
Mentorship is arguably one of the most critical tools for securing new job roles, whether they were posted publicly or shared through internal/hidden networks. In a recent journal article for the National Association for Colleges and Employers (NACE), I shared the results of a study in which most women in executive roles credited their success in higher education to their mentors. In sectors where women are underrepresented in leadership roles, the mentor/mentee relationship becomes even more essential. For instance, the American Council on Education reported that 67% of college presidents were men, leaving little room for a cadre of women leaders who can shepherd a diverse pool of candidates.
However, too often I hear from women who do not build mentoring relationships. They navigate their career choices independently and without guidance, resulting in feelings of isolation and, at times, poor career choices. I am also guilty of this. As a result of my own experiences and those of my colleagues, I am interested in examining how career professionals – specifically women – can build mentoring relationships that lead to better career outcomes. Initiating and sustaining these mentor relationships using the skills already at our disposal is even more important.
An asset-based approach to mentorship
The concept of funds of knowledge can be helpful in providing an asset-based approach for engaging in mentoring. First coined by Moll et.al. in 1992, funds of knowledge is a framework for understanding the body of knowledge and skills that are useful for individual success. This model requires us to appreciate our pre-existing skills. Rather than asking, “What am I missing?”, a funds-of-knowledge approach challenges us to ask, “What skills do I already have and how can I use these to build my support network?”
Using this accessible approach, I have created a few guiding principles for cultivating mentorship for women who are keen to expand their professional network. These principles are by no means exclusive to women, but they encourage a thoughtful, asset-based approach that can resonate with those of us from marginalized communities. The principles encourage professionals to think about how they can use their existing networking to build connections to others.
1. Conduct ongoing informational interviews
Although informational interviews are instrumental in supporting our understanding of new roles, we often wait until we are job hunting to seek out the assistance of others. I encourage colleagues, regardless of their career stage, to conduct informational interviews on an ongoing basis.
“What skills do I already have and how can I use these to build my support network?”
Maintaining a sense of curiosity ensures that we stay abreast of industry changes and learn about other opportunities in various fields. Of course, there are no limits on who we can conduct interviews with. In fact, gaining insights from colleagues from different industries with a similar skillset to yours is valuable.
Admittedly, I am naturally curious (read: nosy) about what other people do, so asking for a 30-minute meeting is not an arduous task. However, the informational interview approach might be useful for others who are less socially inclined or find it difficult to form mentoring relationships. Requesting 15 to 30 minutes from a prospective mentor is an easy way to learn about someone’s role. It also takes the onus off the initiator to create any sort of structured conversation with a specific end in mind, and is a great point of entry to forming a deeper connection that may lead to mentorship or sponsorship.
2. Select mentors who represent various fields and career levels
Too often, we overthink the mentorship process and assume that the mentor/mentee relationship needs to be formal and that our prospective mentor should be more similar to us than not. This is simply not the case. In a focus group I recently facilitated about the funds of knowledge women use to navigate their careers, one participant reflected on the benefits of having mentors who were from different backgrounds. This enables mentees to gain diverse feedback on their career toolkit and find alternative solutions to challenges.
Mentors do not have to be in your current field and they need not be older. However, a mentor should be able to provide guidance on various aspects of your life. This should include career choice, navigating salary negotiations and requests for promotions, writing support, etc.
3. Get personal
Mentors should be a byway to open and honest conversations, particularly about those factors that may impede or stymie our growth. I recently hosted a large group discussion around pay equity and salary negotiation in which many women shared their experiences around navigating their personal circumstances and workplace. Issues related to health, changes in long-term relationships, cultural and religious practices and schedule preferences were all noted as factors that influenced their salary needs, health benefits and schedule preferences. However, very few mentioned connecting with a mentor or group to support them to navigate these issues.
Quite frankly, sharing our life and career transitions can feel like an admittance of weakness or simply uncomfortable – but how else do we get the support we need? Mentors will gladly offer feedback on negotiating better salaries, broaching difficult supervisor conversations and managing work-life balance when our personal responsibilities shift.
While this list is by no means exhaustive, the principles can offer a helpful start point for identifying and engaging with mentors. For some of us, it may offer a reminder of the importance of dedicating time to establishing relationships that can support our careers. Mentorship offers an easy first step to transforming our careers to a more collaborative and relationship-focused experience.
Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory Into Practice, 31(2), 132–141.
