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The following submission was requested by the Alabama State Bar’s Quality of Life, Health, and Wellness Committee and is intended to assist lawyers in improving the quality of legal services and improving the educational and ethical standing of the bar §34-3-43(a)(7)). Views and conclusions expressed in submitted articles are those of the author(s) and not necessarily those of the editor, other editorial staff, employees of the Alabama State Bar, officers of the Alabama State Bar, or members of the Board of Bar Commissioners.

 

Key Benefits for the Mentor Side of the Relationship
by Calle M. Mendenhall

At the beginning of our careers, we are encouraged to find mentors to help guide us into successful careers.  It usually goes like this: a wide-eyed young lawyer finds a more experienced lawyer to ask for help or advice; they meet up once or twice when the older lawyer has time; and then they lose touch.  The younger lawyer walks away with their questions answered and satisfied with the interaction.  The older lawyer walks away wondering if he should’ve charged the younger lawyer for his time.

People are now busier than ever, and it has become harder and harder for mentor-mentee relationships to form naturally.  When they do occur, it often feels forces or more or less like a task that both parties want to cross off their to-do list, especially for the mentor who may not always feel like there’s any benefit to taking on a mentee.

However, statistics repeatedly show that the mentor-mentee relationship, when handled correctly, is mutualistic.  Just like the clownfish and the anemone, there is just as much benefit for a mentor as there is for a mentee.  A 2017 study reported that 84% of people reported mentoring relationships, when handled correctly, provide two-way inspiration.[1] Another study shows that mentors and mentees involved in mentoring programs have a 50% higher retention rate compared to those not involved in mentoring.[2]

Another notable benefit for mentors is known as the “protege effect”.  The protege effect is a psychological phenomenon where teaching, pretending to teach or even just preparing to teach information to others helps that person learn the information on a deeper level and increases their motivation to learn.[3] In turn, this can lead to increased feelings of competence and autonomy for the mentor by playing the role of a teacher, rather than that of a student.  And, if the mentor keeps in touch with the mentee over the course of several years, the mentor will also get to see the real-life impact of their work with the mentee.  This offers a sense of purpose and reflection on the mentor’s own career.

Some other benefits for the mentor include practicing active listening and increasing levels of empathy that can improve the mentor’s ability to supervise and manage their own employees or clients.  Through conversations with the mentee, mentors must listen to their mentees’ struggles and remember being at their mentee’s stage.  Taking the time to process this strengthens active listening and empathy.

Last, and certainly not least, by working with a mentee, mentors are able to stay connected to new ideas, new technologies, and other new concepts that the mentor would otherwise not be exposed to.  With ideas and technology changing at rapid pace, the ability to stay connected is paramount to remaining profitable.

Our profession only benefits from each of us working together.  Providing a resource to develop younger lawyers into the lawyers we want to practice alongside is beneficial for all of us.  Whether your local bar association offers a formal program, make yourself present and available if a young lawyer reaches out.  You’ll never fully know the value of mentoring someone until you do it.

[1] https://www.women-ahead.org/press/turning-the-dial

[2] https://www.mentorcliq.com/blog/benefits-of-mentoring

[3] https://effectiviology.com/protege-effect-learn-by-teaching/ ; Chase, C.C., Chin, D.B., Oppezzo, M.A. et al. Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning. J Sci Educ Technol, 334–352 (2009). https://doi.org/10.1007/s10956-009-9180-4