Everyone benefits from mentoring – both mentees and mentors gain new skills and confidence
Elmo Tempel works at Tartu Observatory and is a Professor of Astronomy at the University of Tartu. He earned his doctoral degree in physics in Tartu and completed postdoctoral research in Tallinn and Germany. Last year, Elmo decided to challenge himself by joining the University of Tartu mentoring programme. His mentee was Grete Sakteos, a bachelor’s student in astrophysics, with whom Elmo had previously collaborated in the Talents to Tartu programme and whose thesis he is supervising. In fact, Elmo was the one to introduce Grete to the mentoring programme.
Mentor–mentee pairs are formed based on application forms in which participants describe their expectations, interests and background. This is how the most suitable pairs are found. “I had to write down my expectations for the mentor, the topics I wanted to work on, and a brief introduction of myself. My goal was to be mentored by Elmo, so I was deliberately more demanding in the expectations section to make sure no other astrophysicist would accidentally pick me. The plan worked,” says Grete.
Clear agreements create a safe atmosphere
They both preferred face-to-face communication, so they set the goal to meet in person. Right from the start, they agreed to have all conversations related to the mentoring programme at a dedicated time, separate from other forms of supervision.
Both Grete and Elmo found it very helpful to schedule the next meeting at the end of each session – this way, there was never a situation where one had to search for the other. Preparing for each meeting was Grete’s responsibility. She took notes and allowed time to reflect on them. Elmo had to be ready to respond. He also thought about new topics before each meeting.
“At the beginning of the programme, there are training sessions that offer ideas on how to communicate with your mentee and how to build the mentoring relationship. This training provided the general theoretical background and even practical tips. Each mentoring relationship is different – what works with one student or mentee may not work with another,” Elmo points out.
Questions led to discussions and answers
Grete’s main question was whether a long-term career in science would suit her. “That question had so many layers, and I didn’t know where to begin. Elmo helped find the right topics to focus on, and I could take notes on that basis. It isn’t the mentor’s task to give answers – everything is based on the mentee’s own thoughts,” says Grete.
According to Elmo, they discussed how to manage different deadlines, and what options for further studies were available after completing a bachelor’s degree – for example, whether to stay in Estonia or go abroad, and the pros and cons of either path. They also talked about setting priorities, as Elmo sometimes noticed that important matters were not getting enough attention, while too much time was spent on less significant ones. “I tried to share my thoughts on how to set priorities in a way that would also support her in managing deadlines more effectively,” Elmo explains.
Grete got a lot of help from Elmo. She received practical advice on how to move forward, now and throughout her career, how to choose a working environment and lead a team. Sometimes, Elmo also shared stories from his experience. Grete understood what her question was really about – and was eventually able to answer it herself. “It’s worth applying to the programme, especially when you need someone to guide you. It might have taken me years to reach the same conclusions without a mentor,” she says.
Finding the right path brought clarity and motivation
Grete believes that to truly benefit from mentoring, you need to know how to communicate with the mentor and try to understand the ideas the mentor is expressing. “I had to learn to let go of rigid thinking patterns and see the world from a different perspective,” says Grete.
Participation in the programme gave Grete confidence that she had chosen the right field. It also boosted her internal motivation and helped her clarify her goals. She learned that time and energy are limited resources, and that it is essential to set priorities.
“At the beginning of my second year of bachelor’s studies and the mentoring programme, I wasn’t sure which field to pursue at master’s level. I’ve now decided to stay in astrophysics and plan to continue my studies,” Grete says.
Elmo joined the programme to develop his supervising skills. As his own student days were a couple of decades ago, he found it essential to see the student world from a new perspective and understand their current concerns better. Elmo believes he is now able to offer students more meaningful advice. “In my opinion, mentoring is a form of supervision – it’s not limited to scientific work but also offers broader academic support and the sharing of experience beyond a narrow field of expertise. That’s exactly the kind of supervision I could practise during the programme,” he explains. Elmo was very satisfied with the experience and is open to participating again in the future.
Mentoring builds confidence
Grete remembers one moment from the final part of the programme. She feels it sums everything up nicely. “Before the programme’s closing event, I found out I was expected to share a few words about my experience. When I started to look back, I couldn’t even remember why my initial question had once caused me so much worry. I had moved so much further with my thoughts that there was not much left of what at first had seemed an insurmountable obstacle. That was a good feeling,” she says.
Grete recommends the mentoring programme to those who are just at the start of their career or studies, or are currently making a career change. The programme can also be helpful for those who feel they need support in setting or achieving their goals. “It’s an ideal opportunity to connect people who need someone’s advice and time with those who have that valuable resource to offer. Why not get some help and make the most of it?”
Elmo adds that mentoring is especially valuable for those who are not sure, for example, about the suitability of academia or the right choice of specialisation. “There’s nothing to lose, but a lot to gain in terms of new experiences. I saw it as a process of learning and acquiring new knowledge and skills, and the whole journey was positive and worthwhile,” he says.
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