by Birgit Leidenfrost, Barbara Strassnig, Marlene Schultz, Claus-Christian Carbon and Alfred Schabmann (2014). Leidenfrost et al (2014) explored mentoring relationships in academia to determine a baseline for mentoring effectiveness. According to the authors, mentoring, which includes both formal and informal, follows a predictable path with four phases: initiation, cultivation, separation and redefinition by the mentee, and preparation for separation by the mentor. Leidenfrost et al (2014) identified that although mentoring relationships with a high level of activities and an equal number of motivational and informational messages were rated highest, any mentoring relationship resulted in improved academic performance of students. mentees versus no mentoring relationship. The authors identified an opportunity for development and continuing education of