Attention is increasingly focused on the role of the faculty of leadership, which acts as a mentor for junior faculties. There is a distinction between tutoring and collegiality, which parallels the distinction between tutoring and counselling. Virtually every new faculty wants collegiality, they need someone to tell them where the photocopier is, what commissions do what tasks, etc. Some junior faculties do not want and need mentoring, perhaps due to a strong mentoring presence in a doctoral and post-doctoral program that has continued. And yet, we are seeing more and more universities implementing formal tutoring programs, with each new faculty member having a mentor. More than half of the programs that were studied at 17 Exemplary Junior Faculty Mentoring Programs required the participation of the junior faculty and awarded it to a senior person (Thomas 2005). In response to studies showing that juniors are struggling to find a mentor, several universities have launched tutoring programs exclusively for juniors. In almost all cases, the Senior Faculty Mentor is also a woman who can reflect the notion of mentoring as a kindred spirit, a model that can help junior faculties navigate the sometimes choppy waters of science (Aisenberg and Harrington, 1988). However, as mentioned above, studies have shown that formally assigned dyads remain less likely beyond the first year. Reports on the structure and processes developed in more than a dozen tutoring programs for junior faculties are unclear about the sustainability of the resulting tutoring relationships (Thomas 2005).
As mentioned above, there are two types of tutoring relationships: formal and informal. Informal relationships develop on their own between partners. Some researchers talk about “finding a lost mind” that can help the young person navigate the system in addition to learning or further improving their research abilities; someone who is a friend who offers socio-emotional support A professional guide to foster professional development A source of information and an intellectual leader, even a patron, who uses his power on the ground to advance the career of the other. Creating the foundation for your tutoring relationship is a key element of success. You give an advantage to yourself and your mentoring partner by creating a tutoring agreement at the beginning of the relationship, which provides a concrete basis for what everyone wants to achieve through the tutoring relationship. It also helps you manage relationship expectations and clearly define your commitments. Ultimately, a good agreement is the framework for the extent of the relationship and acts as a contract between Mentor and Mentor. My research has also yielded a wide selection of books and tutoring articles in the title (z.B. “Toward a Conceptualization of Mentoring,” Anderson and Shannon 1988) and even a software package offered by a corporate board called “Mentoring that Makes a Difference”.” 3 While this was not an exhaustive search, I was surprised by the range of applications and the lack of consensus out there about what tutoring is, let alone how to do it and get more.
One writer said in the national postdoctoral association`s official newsletter: “What is tutoring? I have the impression that this is a very important and difficult issue that is often resolved: “We will know when we see it.” It is not very satisfying for those of us who are looking for a good mentor.