This discussion is based on a religious mentor’s methods of holistic mentoring, “Those things which you have learned, received, heard and seen in me do…” (The Holy Bible, 1982).  Effective mentoring of any kind for maximum impact is through — teaching for learning, giving for receiving, saying for hearing and showing for seeing by a resourceful and committed mentor to a serious-minded mentee. Professional-know-how is however most vital in any mentoring programme. The quoted mentor tasked his mentees to do (essence of mentoring) i.e. to put into use all they have learned, received, heard and seen in him. The paper practically and in strong terms discusses the best ways (to make) mentees can maximally learn, receive, hear and see. Essentially, a mentor should always have what to teach, give, say and show: How to bring these about is resourcefully discussed, since it is for these reasons someone is made a mentor, or one makes self a mentor. Bringing his experience to bear, the author practically and professionally discusses what each entails, pointing out what to teach — how to, whom to and when to; what to give — how to, whom to, and when to; what to say — how to, to whom, and when to; what to show — how to, whom to and when to.  How to make the most of the training relationship by both parties is resourcefully discussed. 

Keywords: Mentoring, Learning, Hearing, Seeing, Receiving, Teaching, Mentee.

Great coaches make great players, superb trainers make superstars, good lecturers make good students and resourceful mentors make successful mentees. However crucial the resultant roles of the trainee in achieving that success, this study draws particular attention to something of greater importance. Most times, focus is mostly on mentors, spending much energy and resources on how to achieve best practices, while little attention is paid to the responsive roles of the mentee. Impartation, implantation and imbibe are the 3 basic ways an individual is infused with knowledge, skill, values and virtues. Mentoring’s success is dependent upon a developmental relationship needing the full cooperation and participation of a mentee. The true success of any mentoring program is measured by how impacted and developed a mentee becomes. This is the acid test and testimonial of a great mentor. From observation and practice, the over-all success of any mentoring program is a shared responsibility by both parties with the mentee’s attitude to the training relationship as the central determinant factor. Success is entirely dependent upon attitude, with persona as a key focal point in. all-round development. Charisma without character can negatively influence the outcome. The proven mechanisms in getting a mentee fully and productively involved in mentoring program are demonstrated throughout this paper. The tools include mentee-friendly content, mode of delivery, mood of delivery, means of delivery, help and giving. Others tools which can be utilized are exposure, character development and games.

Keywords: Resultant, Cooperation, Impacted, Meaningful, Mechanisms, Attitude and Determinant.

Mentoring is undeniably the interface for all disciplines as principles and practices are the same which makes the informal training transformational. This discussion though from a religious angle of mentoring, applies in academics, “Those things which you have learned, received, heard and seen in me do…”

Effective mentoring is about teaching for learning, giving for receiving, saying for hearing, and showing for seeing between a committed mentor and a serious-minded mentee. Professional-know-how is vital in mentoring programs. The quoted mentor tasked his mentees to do (essence of mentoring): to put into use all they have learned, received, heard and seen in him. The paper discusses practically and in strong terms the best ways mentees can maximally learn, receive, hear and see.

Essentially, mentors should always have what to teach, give, say and show; the how is resourcefully discussed, since it is for these reasons someone is made a mentor, or one makes himself/herself a mentor. Bringing his experience to bear, the author practically considered what each entails: pointing out what to teach, how to, whom to and when to; what to give, how to, whom to, and when to; what to say, how to, to whom, and when to; what to show, how to, whom to and when to. 

Learning across disciplines through mentoring will be best practiced and most effective as mentors in different fields consciously employ these four elements of mentoring. There are two classes of mentoring in the academia—lecturer/student; experienced, accomplished lecturer, professor/assistant lecturer or researcher. How to make the best of the relationship by both parties is discussed.