Spiritual Mentoring by Steven Poenitz 

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The mentor news

ISSN 1708-9034
Library of Congress
May 11, 2012
The Mentor News is a publication of Peer Resources (http://www.mentors.ca).

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  • How Mentoring Differs From Coaching: The Four Pillars
  • Guardians of Mentoring (1)
  • The Latest Research Studies and Resources for Mentoring
  • Guardians of Mentoring (2)
  • Attend a Top Level Mentoring Conference or Training Event
  • Employment Opportunity: National Mentoring Organization Seeks Chief Program Officer
  • Guardians of Mentoring (3)
  • Join the Peer Resources Network
  • Details About The Mentor News

Rey Carr

Over the years we’ve received hundreds of inquiries about the differences between mentoring and coaching (as well as therapy, consultation and supervision). Having engaged in all five roles (actually six, if I include the role of client, partner, consultee or supervisee), I can attest to the value of clarification. Role clarity decreases boundary problems, sharpens focus, and pinpoints expectations. Such clarity also leads to a deeper sense of purpose and commitment. But highlighting differences can lead to missing the similarities. All five areas, for example, represent ways to help people learn, change, and manage adversity. All five require a relationship of trust, understanding, and authenticity. And all five base their success on the ability to listen.

In 1999 I prepared a chart that lists differences between coaching, mentoring, and therapy based on ten criteria, and I held the naive view that this would be the definitive list. Other experts believe the differences are simpler as in the distinction that Margo Murray, a leading expert in mentoring, stated by saying that “mentoring is a process and coaching is a verb.” Some contributors to the Peer Resources’ Twitter feed support this view: “Coaching is a skill good mentors use and mentoring is a process,” according to one contributor.

Probably the most popular distinction made by our Twitter contributors is the voluntary nature of mentoring as compared to the paid or fee-based aspect of coaching and therapy. One would-be poet chimed: “When it's free, I can be me; when I pay, show me the way.”

Other contributors recognized the importance of relationship in both coaching and mentoring, but distinguished the two by saying that mentoring was more personal and coaching was more impersonal. While most agreed that a mentor is seldom responsible for the resulting actions of the partner, there was less agreement about the degree to which the coach is responsible for the client's success. The mentor may point a person in a certain direction and provide support, but takes no responsibility for the outcome.

Coaching is seen as a more professional relationship where the coach may believe he or she has some responsibility to help the client make the necessary changes. For example, one contributor wrote: “A coach helps somebody do what they already know is the right thing to do. A mentor helps a person to determine the right thing to do.” Another web visitor said: “Mentoring gives a personal touch. It's like the advice of a best friend, but coaching is just for the sake of the job.” And finally, a web visitor quipped: “A coach can keep you from getting into trouble, whereas a mentor may lead you to the trouble.”

Not everyone is worried about these distinctions, and many practitioners are content to leave such details to academics. A website contributor summarized this viewpoint by saying, “In the future, making distinctions between terms such as these two (coaching and mentoring) will prove futile and unproductive. Fewer people will be interested in definitions and roles and more people will be interested in results and practicalities.”

A recent enquiry about the differences between mentoring and coaching, as well as a question presented to a LinkedIn discussion group on this same topic, led us to conduct a search on Google. To our surprise and amazement the search produced more than three million hits. But really, three million different takes? (If anyone wants to take on a study summarizing a random selection of these viewpoints, we’d be glad to publish your results.)

Without repeating in entirety what we have been emphasizing over the years about the differences, the gist of our response is that there are far more similarities between the two ways of helping others than there are differences. We’ve also said that the search for the definitive answer to the question is unproductive and may even lead to considerable misinformation based on stereotypes and lack of experience.

Blurring the Boundaries of Mentoring
Recently the imaginary line that separates mentoring and coaching has become less precise as coaches, for example, more frequently offer what they call “mentor coach” services, and business entrepreneurs in a variety of niche areas offer mentoring for a fee, thus eliminating what used to be one of main distinctions between the two areas: one is paid (coach) and the other is a volunteer (mentor). The International Coach Federation (ICF) recently provided an “approved definition of ICF mentor coaching” stating that mentor coaching is “coaching on coaching-competency development of the applicant-coach as opposed to coaching for personal development or coaching for business development, although those aspects may happen very incidentally in the coaching for competency development” (Marum, 2011). In most coaching communities and organizations in Europe this role would be considered supervision, not mentoring. Not coincidentally the way a person qualifies to be an ICF-approved mentor coach typically involves paying a fee for such a service.

In addition, I recently attended a mentoring conference where a well-known expert gave a keynote that was advertised as being about mentoring, during which one of the international mentoring experts at my table turned to me and said, “Isn’t the speaker referring to coaching and not mentoring?”

An increasing number of individuals are calling themselves mentors and offering their services to "mentor" others for a fee. This could be a reasonable commercial or entrepreneurial venture but it could also be an exploitation of individuals who are desperate to find a mentor because of the highly publicized outcomes associated with having a mentor. The irony here is that traditionally only the person who experiences someone else as a mentor can assign that term to the other person. Typically in informal mentoring a considerable period of time can transpire before the person receiving mentoring may realize that the person who had an influence on them could actually be called a mentor.

Some of the published documents purporting to distinguish between mentoring, coaching and therapy often use models of each that seem outdated, stereotyped, uninformed or exaggerated just to strengthen their own perspective. To make matters more confusing a few well-known coaching sources have chimed in on the answer to this question, and, surprisingly, have in many cases actually reversed the characteristics associated with each.

Mentor and Miracle Are Not the Same
The coaching industry is not the only area forging new ground or transcending the boundaries associated with traditional mentoring. Michael Garringer (2011), advisor to the National Mentoring Center (NMC), noted that the effectiveness of formal mentoring with some youth populations has led to the application of mentoring with “higher-risk youth” such as children of incarcerated parents, gang-involved youth, homeless youth, youth who have suffered abuse and trauma, teenagers in juvenile detention, children and adolescents with disabilities, and most recently, youth who have been victims of sex trafficking. In some cases the expectation is that mentors would be able to bring about behavioural changes usually associated with the intervention of therapists, supervisors, probation officers, case workers, teachers, and child care workers.

Similar high expectations have been expressed by adult visitors to our website who complete our Find a Mentor form. Many of the requests for mentors are accompanied by goals that typically include a desire for immediate results. In many cases we refer the Find a Mentor applicants to coaching services such as The Coach Connection or individual coaches who are members of the Peer Resources Network in order to help them sort out their goals, increase their own creativity in their search for results, make the changes they want to make, and achieve the results they desire.

The Four Pillars of Informal Mentoring
Many of the confusions associated with the distinctions between mentoring and coaching have arisen because more and more mentor leaders adopt and transfer the principals associated with informal mentoring. Informal mentoring has had such a powerful and memorable way of being with another person that it seems like a “slam dunk” to apply these principles to formal mentoring schemes. This transfer from informal to formal has been made to appear easier as experts have attempted to distill the elements associated with successful informal mentoring and adapted, adjusted or just plain “plunked them down” on formal mentoring program requirements.

In many cases this transfer has been highly successful, yet there are certain elements that contribute to the effectiveness of informal mentoring that are yet to be fully captured by formal mentoring schemes. They can occur, and leaders of formal mentoring programs may do their best to facilitate them, but they are often more subject to factors beyond the control of the program design.

The details of the Four Pillars that follow and the examples I’m going to share near the end of this article about particular outcomes that I believe are primarily associated with mentoring, are not exclusive to mentoring; and I’m sure that many, if not all, my coaching colleagues would hope that their work as coaches would result in similar outcomes.

As an introduction to the real life examples at the end of this article, I thought I’d identify the four elements that I believe distinguish mentoring from coaching. These four characteristics are derived primarily from my personal and professional experience as a mentor and as a recipient of mentoring, and they reflect an evolution of my learning since I proposed the original list of 10 distinctions back in 1999.

Mentoring is About Lessons for Life
Simply put, I believe that mentoring has to do with learning something that you might not have learned on your own or possibly might have taken you much longer to learn on your own. While some mentoring connections are initiated today to achieve short-term performance or behaviour changes (or there is an expectation that such changes will be the primary outcome), the historical and predominant element associated with mentoring is the influence it has on spiritual growth and development. I’m not referring to religion here, but instead to higher consciousness, character values, and a way of being in the world.

I’m also not referring to specific life skills or tasks to accomplish as soon as possible, but instead I’m referring to spiritual input that enables a person to discover, practice, and master his or her own way of integrating the mentor’s lesson into action (Zukav, 2010). And there may be times when such action might take place years after the contact with the mentor has been completed or ended. It’s almost as if the life lesson lay dormant in consciousness until a particular circumstance or opportunity appears.

This delayed response is why so many people can vividly recall certain individuals from their past and recite almost word for word a particularly influential dialogue. A common thread associated with this delayed response is that most people did not recognize or call the person a ‘mentor’ at the time of the actual interaction. Yet, years may have gone by before they realize they were, at the time, in the presence of a mentor that had an influence on their spiritual being.

Mentoring is About Relationships
The essence of any mentoring relationship is the relationship itself. It is the relationship that determines whether anything of value is transferred between the mentor and the partner. Whether the mentor acts as a teacher, guide, catalyst, role model or any of the other dozen roles that have been enumerated, the key factor as to whether there is a transmission of knowledge or wisdom depends on the quality of the relationship.

And while the quality of the relationship may need time to develop, there are innumerable examples where such a relationship develops instantly. In addition, there are many times when the mentoring relationship can occur without ever having physically met or had a conversation with the other person. This is why so many people can have a mentoring impact, that is, provide lessons for others that last a lifetime, without actually knowing each other.

Certainly, factors such as trust, rapport, and caring (and a sense of humour) are important in any helping relationship, particularly to ensure effectiveness in today’s formal mentoring programs, but such factors are not relevant in many informal mentoring relationships because the quality of the mentoring connection is based on a spiritual relationship. I’m not referring to a cognitive or intellectual connection, but instead to something beyond cognition, often something that is beyond memory, and resides more in a higher level of consciousness—a spiritual memory.

Mentoring is About Paying It Forward
Almost every person who has been involved in an effective mentoring relationship perceives mentoring as a gift, and they often demonstrate their appreciation and gratitude by passing on some aspect of their mentoring experience to others. Whether it is the life lesson, a particular piece of wisdom, a way of being, or the desire to act as a mentor to others, the gift is more often than not passed on to others.

This experience of paying it forward, and particularly the willingness to act as a mentor to others, is one of the most powerful reasons that mentoring has continued to grow exponentially throughout society. William Gray, founder and president of Corporate Mentoring Solutions, a British Columbia-based mentoring consulting firm, was among the first to recognize that the “The proteges of today are the mentors of tomorrow.”

While the following anecdote about the gift of mentoring and paying it forward may be unusual, it demonstrates the unexpected outcomes and influence of mentoring.

A high school math teacher in Seattle, Washington was gathering his materials at the end of the school day as he prepared to leave for home. Appearing at his classroom door was a former student who had since become one of the most highly successful dot-com entrepreneurs in the computer software industry. They both recognized each other immediately, and embraced while expressing great appreciation for seeing each other again.

The dot-com entrepreneur stated that he recalled during his days in that high school math class that his mentor had talked about how much he wanted to have a real sports car, but couldn’t really afford one on his teacher’s salary.

The former student handed his mentor a set of keys and said, “Look out the window.”

There, sitting in the parking lot, was a brand new Porche sports car with a ribbon on top. “Your encouragement and unwillingness to give up on me had such a powerful impact on my life that I wanted to find a way to make your dreams come true as well. I hope you like it,” said the entrepreneur to his mentor.

The mentor was stunned. The generosity and thoughtfulness of the gift was extraordinary, but he also was stunned to learn that the impact of his mentoring, which seemed so much a part of his way of being, had played such a significant role in the life of his former student.

Then, he remembered that back in the days when the entrepreneur was a student in his class the math teacher had also talked about how he and his wife wanted to have a baby. He looked at his former student and said, “Should I be calling my wife and finding out what you’ve left at my house?”

The pay it forward pillar is also one of the primary reasons that more formal mentoring programs have been initiated in so many communities around the world. Initially fueled by successful adults recalling an individual from the past that had a significant positive impact on their life direction and choices, these formal programs have been initiated to re-create or provide similar experiences for children, teens and young adults. Whether these formal programs will act as a catalyst for participants who will be just as eager to pay it forward is not clear at this time.

Mentoring is About Mutuality
Most effective mentoring relationships grow and develop in a way that maximizes the exchange of value between both parties. Typically, the relationship begins with the mentor taking the lead and the partner responding to the mentor’s questions or comments. As the relationship develops it is characterized by a relatively equal exchange of questions and comments; and, as it grows further, an effective mentoring relationship evolves with the partner taking the lead and acting as a mentor to his or her mentor. Eventually, an observer would be unable to determine which person was the partner and which person was the mentor.

This mutual exchange is neither unique to or exclusive to mentoring. Such exchanges are often at the core of other forms of helping such as Re-evaluation Counseling, Peer Mentoring Groups, mutual aid or self-help groups, Mutual Aid Counselling (developed by one of my mentors R. Vance Peavy) and various training activities where practitioners take turns acting in the practitioner and client roles. This pillar of mutuality is also commonly found to exist in many kinds of relationships and has been called The Law of Reciprocity which has been described by many authors including my favourite, Robert Cialdini (1993). It is also known as the Golden Rule of “Do unto others as you would have others do unto you.”

Emphasizing the Four Pillars as a way to highlight the features of mentoring is not meant to imply that mentoring and coaching can be easily distinguished. In reality mentoring, whether formal or informal, often involves considerable coaching. However, whether coaching involves mentoring requires that the person receiving the coaching perceives the coach as a mentor. Such a perception may only occur some time later in the course of the relationship. The value of the Four Pillars is primarily for persons who are seeking mentors or seeking to be mentors. Understanding how mentoring stands out from other ways of assisting people will help to clarify expectations, deepen skills, and enhance growth and development.


Carr, R.A. (1991). Dancing with roles: Differences between a coach, a mentor and a therapist. Compass: A Magazine for Peer Assistance Mentorship and Coaching, 15, 1, 5-7. (Available as PDF download for Peer Resources Network members at: http://www.peer.ca/Projects/compassprn1.html)

Carr, R.A. (2004). Pinpointing the differences between mentoring and coaching. Peer Bulletin 123 (Retrieved February 22, 2012 from the Peer Resources’ members only area.)

Carr, R.A. (2004). Mentor as coach. (Retrieved February 22, 2012 from the Peer Resources’ members only area.)

Cialdini, R. (2007). Influence: The psychology of persuasion. New York: Harper Business. This book can be purchased through Amazon.ca (for Canadian orders), Amazon.com (for US orders), or Amazon.co.uk (for international orders).

Garringer, M. (2011). “It may be the missing piece” - Exploring the mentoring of youth in systems of care. Reflections from the 2011 Summer Institute on Youth Mentoring. Portland, Oregon: Portland State University. (Retrieved February 18, 2012 from http://pdx.edu/youth-mentoring/publications)

Gray, W.A. (2011). Mentoring relationships that work. (E-book published by and available through Smashwords)

Kaplan, J. (2007). Coaching versus therapy. Available directly from the author, who is a member of the Peer Resources Network by sending an email to Jeff Kaplan.

Marum, P. (April 2011). Board approves improved definition of ICF Mentor Coaching. Coaching World. (Retrieved February 22, 2012 from the ICF website here.)

Murray, M. (2001). Beyond the myths and magic of mentoring: How to facilitate an effective mentoring process. San Francisco: Jossey-Bass. This book can be purchased through Amazon.ca (for Canadian orders), Amazon.com (for US orders), or Amazon.co.uk (for international orders).
Pelan, V. (February 17, 2012). The difference between mentoring and coaching. Talent Management. (Retrieved February 23, 2012 from here.)
Spinelli, E. (December 2007). Coaching and therapy: Similarities and divergences. Paper presented at the 3rd Annual BPS SGCP National Counselling Psychology Conference, December 18, 2007(Retrieved February 22, 2012 from the Peer Resources’ members only area.)
Zukav, G. (2010). Spiritual partnership: The journey to authentic power. New York: HarperOne. This book can be purchased through Amazon.ca (for Canadian orders), Amazon.com (for US orders), or Amazon.co.uk (for international orders).


Guardians of Mentoring

Warren Bennis is a mentor to Tom Peters (author of In Search of Excellence), Bill George (former CEO of Medtronic), Dave Logan (author of Tribal Leadership), and Howard Schultz (CEO, Starbucks). Mr. Bennis suggested to Mr. Schultz: "Recognize the skills and traits you don't possess, and hire the people who have them."

~ Mentor Hall of Fame ~



Black, M.M., Arteaga, S.S., Sanders, J., Hager, E.R., Anliker, J.A., Gittleson, J., & Wang, J. (March 2012). College mentors: A view from the inside of an intervention to promote health behaviors and prevent obesity among low-income, urban, African American adolescents. Health Promotion Practice, 13, 2, 238-244.
The authors examined the views of college mentors who administered Challenge!—a home- and community-based health promotion/overweight prevention intervention that effectively reduced the progression to overweight among African American adolescents. In-depth qualitative interviews among 17 mentors conducted one year following the intervention yielded four outcomes: the importance of a strong mentor–mentee relationship often extending beyond the issues of diet and physical activity; concern at the adversities the adolescents faced (such as poverty and household instability); the personal impact of the mentoring process on the mentors’ own dietary and physical activity behavior and career choices; and recommendations regarding subsequent mentoring programs. The authors conclude that college students are a valuable resource as mentors for low-income, African American adolescents and provide insights into the success of health promotion/overweight prevention interventions.

Chaudhuri, S, & Ghosh,R. (2012). Reverse mentoring: A social exchange tool for keeping the Boomers engaged and Millennials committed. Human Resource Development Review, 11, 1, 55-76.
The aging of the workforce and the concurrent advent of the Millennials represent a major demographic and sociological phenomenon that can have dominant implications for organizations as a whole. This presents a situation, where the Boomers and Millennials will be working together for the next decade or so. In the wake of mass scale retrenchments and economic upheaval, this is creating a greater urgency for HRD professionals to focus more attention on not only retaining this amalgamated workforce but also on keeping them actively engaged. This article proposes that reverse mentoring be used as a social exchange tool, which will leverage the expertise of both generations, that is, Boomers and Millennials, respectively, by being perceptive of their different needs, value systems, and work demands. The authors emphasize different outcomes of reverse mentoring program for Boomers and Millennials and identify areas for future research.

Cheston, A. (November 18, 2011). How to find the right mentor. Globe and Mail. (Retrieved November 18, 2011 http://bit.ly/tozhVX).
This article provides some steps to find the right mentor. The key to finding a mentor, according to Lois Zachary who is quoted in the article, is in sending a message to the mentor that is tailored to how acting as a mentor will benefit the mentor. Others in the article comment on the question of who are your best mentors, and offer a number of suggestions: people who act as champions or advocates for you, but stay on the sidelines; people who offer a listening ear and help you see things from a different perspective; someone who recognizes your talents and helps you match them to your priorities; and people who offer relevant career advice.

Keller, T.E., & Pryce, J.M. (2012). Different roles and different results: How activity orientations correspond to relationship quality and student outcomes in school-based mentoring. The Journal of Primary Prevention, 33, 1, 47-64.
This prospective, mixed-methods study investigated how the nature of joint activities between volunteer mentors and their student partners corresponded to relationship quality and youth outcomes. Focusing on relationships in school-based mentoring programs in low-income urban elementary schools, data were obtained through pre–post assessments, naturalistic observations, and in-depth interviews with mentors and mentees. Adopting an exploratory approach, the study employed qualitative case study methods to inductively identify distinctive patterns reflecting the focus of mentoring activities. The activity orientations of relationships were categorized according to the primary functional role embodied by the mentor and the general theme of interactions: teaching assistant/tutoring, friend/engaging, sage/counseling, acquaintance/floundering. Next, these categories were corroborated by comparing the groups on quantitative assessments of relationship quality and change in child outcomes over time. Relationships characterized by sage mentoring, which balanced amicable engagement with adult guidance, were rated most favorably by partners on multiple measures of relationship quality. Furthermore, students involved in sage mentoring relationships showed declines in depressive symptoms and aggressive behaviors. For disconnected pairs (acquaintances), students reported more negative relationship experiences. Findings suggest effective mentoring relationships represent a hybrid between the friendly mutuality of horizontal relationships and the differential influence of vertical relationships.

Toler, M.H. (February 2012). Mentoring experiences of high-achieving women. Advances in Developing Human Resources, 14, 2, 172-187.
Organizations in all sectors invest resources in mentoring programs to attract, develop, and retain employees. Colleges and universities do so to retain students, staff, and faculty, often with the explicit aspiration of achieving a diverse, quality learning, and working environment. Mentoring is expected to be a positive influence in one’s development. Yet high-achieving women in this qualitative study describe the presence of mentors as both a help and a hindrance and the absence of mentors as both benefit and deficit. Reflections shared by women in this collective case study contribute to the discussion of the benefits and challenges of mentoring relationships. Findings suggest modifications and alternatives to traditional, formal mentoring programs will benefit a broader range of high-achieving women. This study’s findings concern practitioners and scholars in human resource development, higher education administration, and leadership development, along with the women mentoring programs intend to serve.


Guardians of Mentoring

Don Cornelius (1936-2012) was Mr. SoulTrain. He taught the world how to dance through his innovative Soul Train TV-program, which became the longest-running syndicated show in American TV history. However, all of his success might not have happened if he hadn't met his future mentor when he was working as a beat cop. One day he was giving a ticket to Roy Wood, who was the news director at Chicago's WVON. As Wood listened to what Don was saying, he was taken by Cornelius' rumbling, seductive baritone. Though he lamented getting a ticket, Wood couldn't help but ask Cornelius, "Have you ever thought about getting into radio?"

~ Mentor Hall of Fame ~



Other mentoring conferences and training events are scheduled over the next few months. Here are a few of the in-person events listed on the Peer Resources website (http://www.peer.ca/coaching.html).

For additional mentoring events, go to http://www.peer.ca/mentorwks.html. We only list in-person events that are a minimum of a full-day in length. (Peer Resources Network members can have their in-person events added at no cost. To add an event, contact Rey Carr at rcarr@mentors.ca)


Guardians of Mentoring

Terrell Suggs (National Football League defensive player) calls his high school coach, John Wrenn, his mentor. "He was a man who came into my life with no expectations, no motive, no personal gain, nothing more than a belief that I could be something big in life. He gave me a lifeline and I was able to ride into a life that no poor kid could have ever dreamed."

~ Mentor Hall of Fame ~



MENTOR: The National Mentoring Partnership (NMP) is seeking an experienced, strategic and entrepreneurial leader to serve as Chief Program Officer. They are hoping to find a person who is a skilled servant leader and has demonstrated experience in developing relationships, leveraging partnerships, and managing multi-faceted initiatives to effectively and efficiently achieve large scale results.

MENTOR works nationally in the USA with its network of Mentoring Partnerships, the federal government, national foundations, researchers, the private sector, and the media to enhance the quality and expand the quantity of mentoring relationships for young people nationwide. They are the largest and most successful of all youth mentoring organizations on the planet.

  • A minimum of a B.A. degree, ideally with an advanced degree;
  • A minimum of seven plus years of experience as a senior program manager in an entrepreneurial nonprofit environment working with disadvantaged youth, preferably in the field of mentoring;
  • Demonstrated experience establishing strong relationships, building networks and inspiring support from diverse constituent groups and key stakeholders;
  • A track record of creating and implementing innovative solutions to meet organizational needs;
  • An ability to bring creativity and collaboration to the process of developing and evaluating program performance;
  • Strong project management, recruiting, hiring, supervision, and leadership skills, combined with a get-things-done attitude;
  • Strong analytic skills; ability to make strategic and tactical decisions through data-driven decision making;
  • Excellent verbal and written communication skills;
  • A customer service orientation;
  • Experience managing and developing staff; and
  • The ability to facilitate collaboration and accountability to outcomes between multiple programs or projects.
Location & Salary
The job is located in Boston, Massachusetts and will require some travel. Salary is not stated, but is expected to be commensurate based on the experience and qualifications of an individual candidate.

Interested candidates scan download the PDF of the full list of job responsibilities here, and send a resume and cover letter to resume@mentoring.org.



The development of mentoring has generated considerable information and a variety of resources on the Internet. Do you have trouble keeping up with the finding the latest and the best? The Peer Resources Network provides accurate, objective, comprehensive, and up-to-date information about coaching, mentoring and peer assistance resources. We save you time and frustration by conducting the search, identifying the pearls, and delivering them to your mailbox. And the staff is not only easy to contact via toll-free telephone, email or Internet telephone, but they also respond to enquiries typically within one-day.

Members of the Peer Resources Network receive a monthly newsletter, the Peer Bulletin, loaded with information, practical tips, announcements, mentor program descriptions, funding opportunities, job openings, and research summaries every month. The Peer Bulletin contains features not available in The Mentor News, including graphics, links, discounts, relevant articles, free research papers, and contact details. A sample of the Peer Bulletin is available at www.mentors.ca/Peer_Bulletin_202.pdf

Members can also receive at no cost some of the latest books or videos on about mentoring in exchange for writing a review of that resource. In many cases the retail price of the book alone is equivalent to the one-year membership fee. Some of the current books available to members include:

  • Mentoring Matters: A Practical Guide to Learning-Focused Relationships by Laura Lipton, Bruce Wellman, and Carlette Humbard
  • Mentoring Human Potential: Student Peer Mentors as Catalysts for Academic Success by Scott Seldin
  • Intelligent Mentoring: How IBM Creates Value through People, Knowledge and Relationships by Audrey Murrell, Sheila Forte-Trammell, and Diana Bing
  • Dial M for Mentor: Reflections on Mentoring in Film, Television and Literature by Jonathan Gravells & Susan Wallace
  • The Complete Guide to Coaching at Work by Perry Zeus and Suzanne Skiffington
  • Mind You Own Biz: Discover the Secrets to Creating a Successful Coaching Business by Janet Slack
  • Executive Coaching for Results: The Definitive Guide to Developing Organizational Leaders by Brian Underhill, Kimcee McAnaly, and John Koriath
  • Leadership Coaching for Educators: Bringing Out the Best in School Administrators by Karla Reiss
  • Therapist as Life Coach: An Introduction for Counselors and Other Helping Professionals (Revised and Expanded) by Patrick Williams and Deborah C. Davis
  • Positive Psychology Coaching: Putting the Science of Happiness to Work for Your Clients by Robert Biswas-Diener and Ben Dean
  • The Truth About the Business of Coaching by Lawrence Mortenson
  • Co-Active Coaching: New Skills for Coaching People Toward Success in Work and Life (Second Edition) by Laura Whitworth, Karen Kimsey-House, Henry Kimsey-House, and Phillip Sandahl

Do the Guardians of Mentoring anecdotes or quotes placed in this newsletter intrigue you? Would you like to know more about the people quoted or read more of what they have to say? Members of the Peer Resources Network receive links and more details regarding each quote when they receive the monthly Peer Bulletin. The Guardians for Mentoring stories are edited versions of the full stories and accompanying photos that appear in the Peer Bulletin.

Peer Resources Network members have access to a variety of resources in the password protected area of www.peer.ca, and many of these documents are without cost or arrangements have been made with authors and publishers to provide them to members at reduced costs or deep discounts. Papers about certification, fees, and other issues associated with coaching are free to members. In addition, Peer Resources Network members have access to toll-free telephone support for technical and professional questions. Members can talk directly with experts at no extra fee on trends, issues, and other concerns.

The Peer Resources Network is the only organization that guarantees no fee increases as long as a member maintains an active membership. In addition, all members who have 10 years of continuous membership no longer have to pay a membership fee and are able to continue to receive all benefits and services at no cost.

The Peer Resources Network is a non-profit organization and is sustained through memberships. The low fee for a one-year individual membership is $99.00 and the fee for an institutional membership, which allows up to five people to share a full membership, is $185.00 for a year. We even have a student rate of $50.00/year. For more details on the benefits as well as a secure online form to sign-up, go to <http://www.peer.ca/PRN.html>.

To become a member and review the additional benefits and services, go to http://www.peer.ca/PRN.html


The Mentor News is a complimentary publication of Peer Resources, 1052 Davie Street, Victoria, British Columbia V8S 4E3 Canada. All articles are written by Rey Carr unless otherwise indicated. Back issues are available online at <http://www.mentors.ca/thementornews.html>.

To subscribe or unsubscribe send an email to info@mentors.ca. If you know of anyone who might benefit from receiving this newsletter, please pass it on. (All items in this newsletter have been selected or adapted from The Peer Bulletin, a paid subscriber publication for members of the Peer Resources Network. Copyright is held by Peer Resources.)
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