New Psychometric Tool Identifies the Core Skills That Make Mentoring Work

Sonavane, M. (2026). Development and validation of a core mentoring skills tool. Bharati International Journal of Multidisciplinary Research & Development, 4(1), 74–79. https://doi.org/10.70798/Bijmrd/04011014

Introduction

For decades, mentoring research has treated skill as largely a one-directional concern: something mentors possess and mentees receive. A new study from the University of Mumbai challenges that framing directly, arguing that effective mentoring depends on shared competencies held by both parties. Sonavane (2026) developed and validated a Mentoring Skills Tool applicable to both mentors and mentees, grounded in an established mentoring skills framework and subjected to rigorous psychometric testing.

Methods

Drawing on Dr. Philip Jones’ mentoring skills framework, the author identified competencies applicable to both mentor and mentee roles across four dimensions: Listening Skills, Building Trust, Encouraging, and Identifying Goals and Current Reality. The resulting 37-item instrument used a Likert-type scale with both positively and negatively worded statements to reduce acquiescence bias. Eight subject matter experts across education, psychology, and research methodology reviewed each item for clarity, relevance, and appropriateness. A pilot study was then administered to 40 faculty members; 30 responded (75% response rate), and Cronbach’s Alpha was calculated using Jamovi statistical software.

Results

The tool achieved a Cronbach’s Alpha of 0.809, surpassing the conventional acceptability threshold of 0.70 and indicating good internal consistency. Content validity yielded a coefficient of 0.729. Expert review led to grammatical refinements in 26 of the 37 items; no item was rejected on conceptual grounds.

Discussion

The psychometric outcomes confirm the instrument’s suitability for large-scale use. The author situates the tool within contemporary mentoring theory, which frames the relationship as a collaborative, reciprocal process rather than a hierarchical one. The four dimensions reflect competencies consistently associated with mentoring effectiveness in the broader literature.

Implications for Mentoring Programs

The instrument offers practitioners a standardized means of assessing mentoring readiness and identifying skill gaps in both roles. Programs can use it for pre- and post-program evaluation, mentor selection, and targeted training design—giving administrators concrete data to drive program improvement.

Read the full article here