Research into workplace mentoring is principally focussed on predictors and psychosocial and instrumental
outcomes, while there is scarcely any in-depth research into relational characteristics, outcomes and processes.
This article aims to illustrate these relational aspects. It reports a co-constructed auto-ethnography
of a dyadic mentoring relationship as experienced by mentor and protégé. The co-constructed narrative illustrates
that attentiveness towards each other and a caring attitude, alongside learning-focussed values, promote
a high-quality mentoring relationship. This relationship is characterised, among other things, by person
centredness, care, trust and mutual influence, thereby offering a situation in which mutual learning and growth
can occur. Learning develops through and in relation and is enhanced when both planned and unplanned
learning takes place. In addition, the narrative makes clear that learning and growth of both those involved
are intertwined and interdependent and that mutual learning and growth enrich and strengthen the relationship.
It is concluded that the narrative illustrates a number of complex relational processes that are difficult
to elucidate in quantitative studies and theoretical constructs. It offers deeper insight into the initiation and
improvement of high-quality mentoring relationships and emphasises the importance of further research into
relational processes in mentoring relationships.