Warren Bennis has spoken of a “deepening leadership crisis” (cited in Csorba, 2004). It is a crisis experienced in politics, business, education, and religion. The crisis is not simply the result of a shortage of emerging leaders who have great potential. We are experiencing the crisis because too many leaders are building upon a faulty, or inadequate, foundation.

Many authors on leadership have promoted the need for leaders who are characterized by integrity and strong moral character (Collins, 2001; Bennis, 1989; Kouzes & Posner, 2002; Blanchard, 2007; George, 2007; Heifetz & Linsky, 2002).

Many leaders are feeling overwhelmed and becoming discouraged. The result is that many are dropping out of leadership roles. Research indicates that 30% of beginning teachers leave the profession within two years and more than 50% leave within five to seven years (Jonson, 2002). Among pastoral leaders, a recent study revealed that 40% are seriously considering leaving ministry (London & Wiseman, 2003).

Additionally, the significant transition in leadership in organizations currently is another precipitating factor for this crisis. In education, the NEA reports that one million of its 2.7 million members will be eligible for retirement within five years (Weaver, 2006). Among clergy, “many North American churches have suffered a serious and sustained decline in the number and percentage of clergy under the age of 35. In many denominations, the percentage of younger clergy has slipped close to 5 percent or even less.” (Weems and Michel, 2008). “As the baby-boomer generation begins considering retirement over the next decade, the demand for leaders will soar” (Csorba, 2004, p.16). Also, younger leaders are expected to take the reins of leadership much earlier than their predecessors.

Many of these younger, emerging leaders bring dysfunctional dynamics from past personal history into their attempts at leadership development which sabotages their progress. Others are experiencing ethical failures which destroy their leadership and damage their organizations. Some have yet to recognize their leadership potential and the journey that awaits them.

How do we address this crisis? This author believes that it will not be easy and the journey will require the deep commitment of those preparing leaders (mentors) and the commitment of the emerging leaders (protégés).

The need is to develop leaders who have taken care to build a strong personal foundation and who possess a healthy balance in their lives so they can lead effectively and finish well in their careers. Leadership development begins within.

Mentoring the next generation of leaders is an important task. Experienced mentors/leaders are needed who will make a commitment to empowering and equipping these new leaders. An encouraging sign is that many young, emerging leaders are stepping forward asking to be mentored.

Mentoring results in both personal and corporate benefits. Some of those benefits are: greater sense of professional competence, career satisfaction, sense of fulfillment by mentors and protégés, stronger commitment to the organization, and decreased turnover (Zachary, 2000; Johnson & Ridley, 2004).

 

General Mentoring Principles

Historically, mentoring provided a means for developing required knowledge and skills for apprentices. However, mentoring had become a lost art until the last few decades. A quick review of dissertations reveals this trend. From 1890 until 1980, there were only four dissertations on the topic. From 1980 to 1984, there were one hundred. From 1988 to 1992 there were three hundred seventy-two (Biehl, 1996). Currently, there is a strong emphasis on the development of formal mentoring programs in education and business. One illustration of this is the fact that 28 states and the District of Columbia have formal mandated mentoring programs for teachers (Jonson, 2002).

There is a myriad of definitions in the field. The definition currently utilized by this author is:  “mentoring is a voluntary, intensive relationship in which a mentor empowers a protégé in an intentional manner.” It assumes that there will be high levels of intentionality, time, and discipline involved in the process. This is not to ignore more informal mentoring relationships, but that is not the general focus of this paper.

The Leader’s Needs

An ideal scenario for emerging leaders is that they will be involved in multiple mentoring relationships as pictured in the chart of the “mentoring constellation” shown in Figure 1.

The emerging leader first needs a mentor. This is an individual who is providing wisdom, advice, counsel, and support. The emerging leader will benefit from involvement in mentoring a protégé, or a small group of protégés, at the same time (Johnson & Ridley, 2004). There is also great value in having ongoing relationships with peer mentors, referred to as “allies” and “confidants” (Searby, 2006).

Crucial Dynamics

One of the difficulties in mandating mentoring programs is that certain crucial dynamics of effective mentoring relationships are ignored. This can be addressed in the establishment of the program whenever steps are taken to respond to these dynamics and to include them as much as possible in the process. These crucial dynamics are:

• Compatibility – This is the beginning point of the mentoring process as the mentor and the protégé are drawn to each other as they see the potential in the relationship.
• Relationship – The mentor and protégé develop a relationship which extends beyond a mere communication of knowledge.
• Responsiveness – The protégé must have an attitude of receptivity to the modeling and teaching of the mentor.
• Accountability – Accountability is an important aspect of personal development. It is helping another person keep his/her commitments.
• Empowerment – Empowering another individual means helping her/him recognize her/his potential within and to encourage the development of that potential.

Whenever these dynamics are recognized and validated by those in charge of mentoring programs, it adds to the “success rate” of the relationships and the overall program.

Essential Characteristics

Our mentors will shape the person we become and we will be shaped through our interaction with our protégés. Consequently, it is vital that we take great care in making decisions about these relationships.

Reflecting on this process and the essential characteristics which are involved is an important act by the prospective mentors and protégés. Figures 2 and 3 provide lists which will assist in this process.

• Recognizes and affirms potential
• Offers a safe place to reflect, ask questions, and to fail
• Provides a model of vulnerability Celebrates the progress of the protégé Maintains an interest in growth and learning Practices reflective listening
• Defines and maintains appropriate boundaries
• Participates in accountability
• Gives grace abundantly
• Asks provocative questions

Figure 2 What a Good Mentor Does

• Be willing to risk
• Be willing to sacrifice
• Be willing to be taught
• Be willing to respect
• Be willing to persevere

Figure 3 Challenges to Proteges

The Model

The author has developed a model, “Leaders Who Last,” which provides a framework for those who are involved in mentoring emerging leaders and at the same time, guidance for leaders who are striving to develop on their own. This model has been utilized with graduate students and with young business professionals for approximately ten years. It is about a process, not a quick-fix or magic formula. Commitment, discipline, and resilience will be required.

The Appendix contains a chart which portrays the model visually. Note that leadership skills build upon the four foundational areas. Without attention to these foundational areas, the leader is more likely to “crumble” when the pressures of daily leadership build.

Content

The crucial building blocks for a solid leadership foundation are:  self-understanding, spiritual vitality, personal integrity, and a balanced life. These blocks will provide a holistic approach for mentoring leaders.

Building Block # 1:  Self-Understanding

The late, former Secretary General of the U.N., Dag Hammarskjold, stated: “The longest journey of any person is the journey inward.” It is impossible to become an effective leader who will finish well without self-understanding (George, 2007). Self-understanding begins with a journey back in time. It involves the work of reflecting upon how we have been shaped by various influences in our lives. We have all been shaped by people, places, and events in our past. We were influenced by the very culture in which we were raised. For some, this journey may be a very painful experience. But it is a necessary one. There are various instruments which may be utilized which also provide greater insight into one’s personality and strengths such as the Myers-Briggs, DiSC, Birkman.

Building Block # 2: Spiritual Vitality

Kouzes and Posner (1995) provide a very provocative way for individuals to begin to explore deeper spiritual issues. They encourage each individual to answer some probing questions. “Are you on this planet to do something, or are you here just for something to do?  If you’re on this planet to do something, then what is it? What difference will you make? What will be your legacy?” (Kouzes & Posner, 2006, p. 12). Heifetz and Linsky (2002) state this truth in another way:  “But we believe, plain and simple, that the only way you can answer these questions is by discovering what gives meaning in your life.”(Heifitz & Linsky, 2002, p. 207). Covey (2004) speaks of this factor as “spiritual intelligence.” He says “Spiritual intelligence represents our drive for meaning and connection with the infinite” (Covey, 2004, p. 53). This building block provides insight into addressing our greatest human needs while connecting with others in significant ways.

One of the key ingredients of this building block is to assist the protégé in choosing and developing the necessary disciplines to address these deeper needs in his/her life. Meditation and solitude are two important examples of such disciplines.

Building Block # 3:  Personal Integrity

Warren Bennis maintains that leaders rarely fail because of technical incompetence, but primarily because of weaknesses on issues such as people skills, judgment, and character. He cites research that indicates 85 percent of a leader’s performance depends on personal character (Bennis as cited in Csorba, 2004). Kouzes and Posner (1995) found in their significant studies of admired leaders that more than anything, “we want leaders who are credible” (p. 26).

Integrity involves a life which is consistent in beliefs and practices. An individual with integrity knows what he/she believes, why he/she believes it, and is constantly striving to be an example of those beliefs. The discovery of our true values and developing a personal mission statement will require a great deal of reflection. Individuals with integrity are also involved in accountability relationships.

Building Block # 4:  Balanced Life

We are to be stewards of our lives. This includes the care of our bodies, minds, emotions, and relationships. Many emerging leaders have ignored this call to a balanced lifestyle. There is a compartmentalization of many areas of life which are not seen as essential to effective leadership and therefore are ignored. We must learn to set our priorities and practice the discipline of maintaining appropriate boundaries to fulfill those priorities.

Human beings were not designed to deal with the nonstop modern world , so we must compensate. Getting anchors and keeping them is, at root, a matter of self-love and discipline. It is a serious recognition that we need to care for ourselves in order to do justice to our values and aspirations. Without antidotes to the modern world, we lose perspective, jeopardize the issues, and risk our future (Heifetz & Linsky, 2002, p. 206).

Implementation

This model works for one-on-one and small group mentoring opportunities. Its implementation can be carried out in a variety of ways and in a variety of contexts.

One of the most effective means of utilizing the model is to conduct eight consecutive weekly sessions with an individual or small group. These sessions will last approximately 1.5 to 2 hours each. This allows for two sessions on each of the four building blocks. Preparatory work will be completed by participants before each session.

If done in a small group, the sessions are supplemented with individual mentoring sessions for each participant. Following the completion of these sessions, protégés are encouraged to establish an ongoing relationship with a mentor who will assist them in their journey toward personal and professional maturity.

Resources for Mentoring

The following list provides some important resources for use in developing the mentoring program and for use in the mentoring sessions:

Covey, Stephen R. The 7 Habits of Highly Effective People. George, Bill. True North.

Heifitz, Ronald and Marty Linsky. Leadership on the Line.

Johnson, W. Brad and Charles R. Ridley. The Elements of Mentoring.

Kouzes, James and Barry Posner. The Leadership Challenge.

Kouzes, James and Barry Posner. A Leader’s Legacy.

Palmer, Parker. Let Your Life Speak.

Senge, Peter. The Fifth Discipline.

Stanley, Paul and J. Robert Clinton. Connecting.

Wright, Walter. Mentoring.

Zachary, Lois. The Mentor’s Guide.

References

Bennis, W. (1989). On becoming a leader. Reading, MA:  Addison-Wesley.

Biehl, B. (1996). Mentoring: Confidence in finding a mentor and becoming one. Nashville, TN:  Broadman & Holman Publishers.

Blanchard, K. (2007). Leading at a higher level. Upper Saddle River, NJ: Prentice Hall. Collins, J. (2001). Good to great. New York:  Harper Collins.

Covey, S. R. (2004). The 8th habit. New York, NY: Free Press.

Csorba, L. T. (2004). Trust. Nashville, Tennessee: Thomas Nelson, Inc. George, B. (2007). True north. San Francisco:  Jossey-Bass.

Heifetz, R. A. & Linsky, M. (2002). Leadership on the line. Boston: Harvard Business School Press. Johnson, W. B. & Ridley, C. R. (2004). The elements of mentoring. New York: Palgrave

Macmillan. Jonson, K. F. (2002). Being an effective mentor. Thousand Oaks, CA: Corwin Press, Inc.

Kouzes, J. M. & Posner, B. Z. (1995). The leadership challenge. San Francisco: Jossey-Bass.

London, H. B. & Wiseman, N. B. (2003). Pastors at greater risk. Ventura, CA: Regal Books.

Southern Regional Education Board. (2007). Good principals aren’t born – they’re mentored:  Are we investing enough to get the school leaders we need? Atlanta, GA: author.

Searby, M. A. (2006). Mentoring: Investing in our future. Presentation for Training & Development Seminar, University of Alabama at Birmingham.

Stanley, P. D. & Clinton, J. R. (1992). Connecting. Colorado Springs, CO: NavPress.

Weaver, R. (2006). How can we retain teachers?  Teacher Recruitment and Retention. 171-176.

Weems, L. H. & Michel, A. A. (2008). The crisis of younger clergy. Nashville: Abingdon Press.

Zachary, L. (2000). The mentor’s guide: Facilitating effective learning relationships. San Francisco, CA:  Jossey-Bass.