This article sets out principles of effective mentoring/ coaching, a model that includes the functions of both mentor and coach. Although this paper is directed toward mandated mentoring/ coaching of 1L students, there is value in considering these principles in the legal clinic context. Mentors must have proven legal skills and ownership over continuous professional development to be effective. Mentors facilitate mentees’ learning by helping mentees both process what they are exposed to and then apply what the mentees have learned to different circumstances. Mentors must actively listen to their mentees, show empathy, and give meaningful feedback.
The article sets out four fundamental competencies for a law student mentor/coach:
- Actively listening to understand the student’s developmental stage and goals;
- Asking powerful, open questions to foster the student’s guided reflection and self-assessment and raise the student’s awareness and responsibility;
- Facilitating student growth toward later stages of the two professional-development-and-formation learning outcomes by transforming learning and insight into clear and realistic goals, options, and action; and
- Understanding and respecting the student’s context and identity and providing support, empathy, and concern for the student.
Mentors/coaches require training to help them learn and practice the basic skills necessary to make mentoring relationships successful. Training should encompass the following skills:
- Listen effectively and advise constructively,
- Identify mentees’ developmental needs,
- Be sensitive to mentees’ professional anxieties
- Reduce mentees’ resistance to coaching,
- Take advantage of teachable moments, and
- Encourage mentees to stretch beyond their comfort zones.
Neil Hamilton, “Mentor/Coach: The Most Effective Curriculum to Foster Each Student’s Professional Development and Formation” (2022) 17:1 University St Thomas L J 836.
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