When we reach a certain age, we often exclude ourselves from seeking mentors. It’s not uncommon for tenured or advanced professional track faculty to become mentors (or be placed in that role) and then shy away from seeking guidance and a listening ear for our own benefit. With increased pressure and responsibilities, “older” faculty may need additional support navigating these complex times in higher education. If you’re in leadership, having your own mentor might actually benefit the mentees who are depending on you. Here are a few suggestions on embracing mentorship at a time in life when we think we’re no longer supposed to solicit perspective and support.
Observe: Who in your circle is demonstrating a skill or quality that you admire and want to emulate? Noticing people’s actions, behaviors and decisions during uncertain times in higher ed can help determine how we want to lead. It’s highly likely the individual you’ve observed has spent considerable time honing that skill and wouldn’t mind sharing how they are practicing, learning and growing in their own right. Approaching those you respect and admire is a great way to seek a quality mentor.
Disrupt: A few decades ago, you might have sought a mentor for career advice and arranged weekly or monthly check-ins. Today, you’re more likely in need of fast feedback to handle a situation or problem. What stops us from reaching out? We worry about disrupting busy people and for not handling a problem ourselves. My advice is to go ahead and disrupt. Mentoring doesn’t have to be a long-term arrangement. You can reach out to a trusted colleague and receive one-off advice to help you move ahead with greater confidence. Remember that you’re also helping your colleague know they are trusted, knowledgeable and a valued resource to others. Disruption becomes a gift to you both.
Grow: If you’re asked to foster lifelong learning at your institution, you might forget that you too are a lifelong learner. If we allow ourselves to adapt, learn and grow, we are more likely to initiate conversations with others to help us think, reflect and decide how we want to grow. A mentor, whether younger or older, can help us see ourselves and our situations in new ways. Conversely, if we see ourselves as change-makers but are incapable of change ourselves, we are less likely to respect and value mentorship. To serve our campus communities in the best way possible, allow yourself to observe, disrupt and ultimately grow. You can mentor. And you can also be mentored.
Additional Resources:
https://www.nextavenue.org/how-to-find-a-mentor-after-50/
https://www.forbes.com/sites/johngreathouse/2013/10/08/are-you-too-old-for-a-mentor/
https://ambition-in-motion.com/blog/you-are-never-too-old-to-get-a-mentor
https://shiftmag.dev/continuous-mentorship-336/
