The mentorship principles established and imparted to military members are some of the most premier in the world. Academics have routinely referred to the Army Doctrine Publication (ADP) 6-22, Army Leadership and the Profession, as one of the leading authorities in coaching, counseling, and mentorship in the workplace. Although there are apparent differences between the actions mentioned earlier, they are frequently used interchangeably. ADP 6-22 provides a detailed description of these terms.

• Counseling: the process used by leaders to guide subordinates to improve performance and develop their potential.
• Coaching: a development technique used for a skill, task, or specific behaviors that help them understand their current level of performance and guide them to the next level of development.
• Mentorship: the voluntary developmental relationship that exists between a person of more significant experience and a person of lesser experience that is characterized by mutual trust and respect.

Integrating new personnel into any organization is crucial to the individual's perspective on task completion and, ultimately, organizational performance. Leaders must recognize these subtle but existing differences between these phrases and understand how to employ them to motivate employees properly. Military-affiliated members are accustomed to structure and standards as they relate to counseling, with specified guidelines as to the frequency and types to be administered. As these former service members transition into the civilian workplace, they will require assistance in adapting to unfamiliar professional cultures. It is of the utmost importance that their gaining organizations recognize the impact of not only correctly onboarding new personnel but making a concerted effort to invest in the continuous development of their employees.

As more military-affiliated individuals gain employment in higher education roles, it is imperative that seasoned professionals and administrators willingly share their knowledge and experiences with those new to the profession. Role inductance occurs upon an individual's arrival to an organization and may continue until the employee is tenured or more established in their role. It is facilitated by workshop attendance and mentorship by more seasoned educators and is the precursor to continuance, wherein the individual has settled into the position. Initially, an individual may be assigned to "mentor" a new hire, but this relationship would be more aligned with coaching or counseling.

The relationship between a mentor and mentee is voluntary for both parties. The mentor must be willing to commit the time and effort in imparting their wisdom upon the mentee. Conversely, the mentee must trust the opinions of the mentor and respect that individual in order for the mentee to accept their counsel and mentorship. In an academic setting, mentorship is a critical component in the success of new educators and administrators. Not only is the higher education professional hoping to find their way in a new occupation, but students are also dependent upon them to be technically proficient in delivering the assigned subject matter. It's in the institution's best interest to implement formal methods of employee mentorship, but it would be particularly beneficial to employ a program designed explicitly for military-affiliated members to assimilate into the organizational culture quickly. Experienced faculty and administration members could be prescreened and assigned as coaches for personnel immediately following the onboarding process. This assignment as a role inductance advisor could last for approximately 120 days, allowing time for the new employee to observe staff members and make a decision regarding their potential mentor prospects.

I met my mentor in a most unorthodox manner. While attending military training designed for new personnel in my functional area, I went down to the hotel laundry room to place my clothes in the dryer. Upon entering the small space, a woman awaited a washer. We engaged in a forty-five-minute conversation wherein she asked me about my experiences in the course and what I hoped to accomplish in the next five years. Toward the end of the conversation, she introduced herself, and I immediately recognized her name. She was, and still is, well-known in our field, and I was lucky to have been presented with the opportunity to engage her on some of my concerns. Fast forward two years, and we were both assigned to the same location in different organizations. She frequently visited my office and offered assistance whenever I encountered obstacles in accomplishing organizational tasks. We developed a relationship wherein I felt at ease with her and began to share more than just professional issues. My mentor has invested not only in me as a professional, but she is genuinely concerned about my personal well-being. The mentor/mentee relationship is not limited to the flow of knowledge from the more experienced individual to the novice, but the less-experienced person can provide the mentor with information circulating between those at the ground level.

Regardless of title, position, or level of authority, everyone should have a mentor!

Article Topics

Military Friendly Institutions Working as a Veteran in HigherEd

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