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Signals That It May Be Time For Closure

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Signals that it might be time for closure

Signals

Possible Indications

When…

It may be that…

I am bored, uninterested and thinking about other things when I meet with my mentee/mentor.

I am just going through the motions, and this relationship is not meaningful or important to me.

We meet on a scheduled date, whether or not there is an agenda.

We are meeting just to meet, and there is no real purpose to our meeting.

I begrudge the time I must spend to maintain this relationship. There are other more important and pressing matters I must attend to.

Mentoring is just not a high priority for me right now. I am no longer engaged in this relationship.

It feels as if my mentee/mentor is hanging on and will not let go.

Learning goals have been achieved and mentee is ready to move on but mentee/mentor does not see it that way.

I have run out of things to talk about with my mentee/mentor.

We are wasting each other's time.

There has been a consistent breach of confidence.

I do not trust my mentee/mentor and I need to be selective about what I share.

My mentee listens to my advice or counsel but then does not follow through.

I am spinning my wheels and wasting my time.

We have been meeting for many months and do not seem to be making progress.

My mentee/mentor is not committed or actively participating in the relationship. Perhaps a different pairing would be beneficial.

After most meetings, I feel wrung out, as if my mentee/mentor has drained all my energy.

This is not a healthy relationship.

This appears to be a one-way relationship.

I get little, if any, satisfaction from contributing to this mentoring relationship.

Being with my mentee/mentor is unpleasant and painful.

I do not like my mentee/mentor.

My mentee/mentor is high maintenance.

My mentee/mentor requires a lot more support than I can or want to provide. It may be that I no longer want to continue this mentoring relationship.

Adapted from Lois J. Zachary, The Mentor's Guide: Facilitating Effective Learning Relationships. San Francisco: Jossey-Bass, 2000, p.150

 

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