Index
Module 1 • Professional Practice
Evolution & Validation of Practice Standards
47%
Data Tables
Evolution & Validation of Practice Standards
Eric W. Mueller ~2 min read Module 1 of 20
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Evolution and Validation of Practice Standards, Training, and Professional Development

3

Phases of the mentor-protΓ©gΓ© relationship:

Initiation phase

Weeks to months in duration

ii.

Begin work together

iii.

Mentor coaches protΓ©gΓ©, and protΓ©gΓ© may provide technical assistance.

Cultivation phase

2–5 years in duration

ii.

Both individuals realize personal and professional benefits.

iii.

Deeply intimate and personal bonds are formed.

Separation phase

Typically months in duration

ii.

ProtΓ©gΓ© no longer requires guidance and begins to seek more autonomy.

iii.

Mentor may think they have been deserted, whereas protΓ©gΓ© may believe they are being held

back.

iv.

Resentment or hostility may lead to end of relationship.

d.Transformation phase

Years in duration (lifelong)

ii.

Peer relationship evolves.

iii.

Mutual sense of gratitude and appreciation

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Voluntary versus arranged relationships

Increasingly, organizations are establishing mentoring programs with assigned mentors.

Successful mentoring relationships are voluntary and based on mutual respect.

Successful and powerful people are not necessarily good mentors.

d.The factors that lead to mentor-protΓ©gΓ© relationships are unclear and may be difficult to create

through assignment of mentors.

Box 1. Attributes of Successful Mentor-ProtΓ©gΓ© Relationships

Mentor Qualities

Strong interpersonal skills

Technical competence/expertise

Knowledge of organization and profession

Status/prestige within the organization and profession

Willingness to be responsible for someone else’s growth and development

Ability to share credit

Patience

ProtΓ©gΓ© Qualities

Self-perceived growth needs

A record of seeking/accepting challenging assignments

Receptivity to feedback and coaching

Willingness to assume responsibility for own growth and development

Ability to perform in more than one skill area

Relationship Qualities

Voluntary

Mutual benefits perceived and derived from the relationship

No conflicts of interest/competition between mentor and protΓ©gΓ©

Not confined to professional or business interests

Adapted from: Haines ST. The mentor-protΓ©gΓ© relationship. Am J Pharm Educ 2003;67:Article 82, p 2.
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