areers

Mary KatherineKrause, FACHE

The ABCs ofBeing a Mentor

A primer for being both amentor and a protege.

Most professionals have a commonunderstanding of the term "mentor"when it is used in rhank-you notes,interviews, networking events orbusiness meetings. The precise defini-tion of mentoring, however, variesdepending on the situation and towhom one is speaking. In researchingthis issue, I found two distinct defi-nitions of mentoring. On the onehand, mentoring is a relationshipbetween a senior person and a juniorperson to provide advice, emotionalsupport or other assistance to achievecareer advancement for the novice aswell as the leader. The other defini-tion suggests that /z//actions leaderstake to support the long-term growthof their direct reports falls under theauspices of mentoring.

While both definitions describe theintricate relationship between a men-tor and a proteg^, the first descrip-tion focuses on the intentionaldecision to enter a mentoring rela-tionship with another individual. Assomeone who has served as both amentor and a protege, I have foundthat participating in a "dehberate"relationship brings more benefit tothe involved parties. My mentoringexperiences (as a mentor and as aprotege) have provided me opportu-nities to work closely with other indi-viduals, enhancing our personal and

professional goals. These relationshipsaccomplished different goals andcrossed boundaries in terms of careerphase, gender and ethnicity. But thesuccess of my experience has led meto encourage others to embark onsimilar relationships. I have foundthat skill building in the areas ofservant-leadership and emotionalintelligence is the tiltiniate reward as wellas a powerftU motivator for previousproteges to become future mentors.

The Benefits of aMentoring RelationshipMentoring relationships can takeon many forms. They may beinformal or formal; one-on-one ormultiple; or internal or externalto the organization. No matterwhat form a relationship may take,most know when a mentoring rela-tionship has been of optimal ormarginal value. Both professionaland personal development mustoccur to make mentoring relation-ships beneficial.

One might assume that the primarybeneficiary of a mentoring relation-ship is the protege. However, it hasbeen my experience that both thementor and tbe protege receive valuefrom the relationship. A prot^g^ mayobtain assistance professionally aswell as personally. Professional topics

include career development andadvancement, discipline or competency-related transfer of knowledge, andprofessional development sucb asleadership development or organi-zational development. Personaltopics include work/life balance,professional presence and issuesrelated to gender or race.

I believe the role of giving backto the profession and investingin the next generation not only"raises the performance bar ofthe profession" but also developsand retains talent in the organiza-tion and profession.

Sharing of wisdom and transferof knowledge from mentor to pro-tege sharpens a mentor's servant-leadership skills. In the same waythat teaching a specific topic takeslearning to a new level and makesone even more knowledgeable,mentoring takes learning to a newlevel and makes one even moreknowledgeable in the areas ofservant-leadersbip. While a seasonedexecutive may already have strongexecutive leadership skills, thesharing of wisdom and transfer

Are you thinking aboutbecoming a mentor?Do you want to become a pro-tege? Are you already involvedin a mentoring relationship?ACHE has a wealth of materialsat ache.org to help you get themost out of your relationships.Go to the Career Services areaor call Reed L. Morton, PhD,FACHE, associate director,HECRC, {312)424-9444.

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of knowledge promotes collaboration,trust and insight. As professional andpersonal discussions occur, listeningskills are refined and the ethical useof power and empowerment becomebetter understood.

To be an effective role model to oth-ers, I believe that a mentor is obli-gated to look more critically atoneself from every angle, includingemotional intelligence. Confirmed asa distinguished feature of outstand-ing leaders and strong performers,emotional intelligence contains thecomponents of self-awareness, self-regulation, motivation, empathy and

social skills. A mentoring relation-ship provides an exceptional oppor-tunity for leaders to examine andunderstand their own sensitivities,emotions and aspirations as well astheir influence on others. By avoidingpremature judgment, reflecting oncareer development decisions, findingcommon ground and building rap-port, mentors often will find theybenefit as much if not more thantheir proteges. Furthermore,"passing the mentoring torch" isperhaps the ultimate standard ofemotional intelligence as an indica-tor of one's commitment to thefield of healthcare management.

ACHE's LeadershipMentoring NetworkThe American College of HealthcareExecutives (ACHE) advocates thatmembers lead through example andmentoring. The organization createdthe Leadership Mentoring Networkto expand opportunities for learningand development for experiencedhealthcare executives seeking growthas leaders and professionals.

Prospective proteges are matchedto mentors based on:

• The two types of organizations theywould most like to work in next

Tools To Make The Most Out Of Your Mentoring Relationship

ACHE values mentoring as an important develop-mental approach that brings about professionalgrowth when conducted with thoughtful, consistenteffort. Therefore, ACHE introduces a new tool tohelp develop these relationships.

The ACHE Leadership Mentoring Network supportsmentoring by bringing two geographically separatedpartners together for the purpose of strong develop-mental returns with relatively modest investmentsof time. The network was created to expand opportu-nities for learning and development exclusivelyfor ACHE affiliates. It is designed for experiencedhealthcare executives seeking growth as leadersand professionals.

Blueprint of a Mentoring Partnership LifecycleTo aid in building an effective mentoring partner-ship, ACHE created a blueprint of a mentoringpartnership lifecycle. These phases, which shouldbe experienced within a relatively compressed time-frame, follow the evolving relationship's stage ofdevelopment, and each has a purpose and timetable.The five sequential phases are:

1. Conception and prototype building2. Working model3. Tried and true4. Peak performance5. Phase out/New destination

After examining the overall blueprint of a mentoringpartnership lifecycle, each phase discusses:

• How the phase fits into the overall lifecycle

• Themes to consider and outcomes to seekfor meetings during the phase

• Suggested ranges of time involved for the phase

• Suggested checklists of events and agenda itemsto cover during the phase. (Checklist items aredesignated as mentor responsibilities, protegeresponsibilities or shared responsibilities.)

You can find this new information at ache.orgin the Career Services area in the AffiliatesOnly section.

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Years of experience in thehealrhcare field

Academic degrees received

Short- and long-term goals

Developmental needs to beworked on with a mentor

Characteristics important ina mentor (e.g., same gender,same career setting, top executiveexperiences, older than protege,employed, close geographically,uses e-mail, same ethnicity andany other factors)

The Importance of MentoringAs Richard D. Cordova, presidentand CEO of Children's Hospitalin Los Angeles, says, "It takes com-̂mitment and a willingness to beopen and candid about yourselfand your career experiences—andto provide honest Feedback tothose you mentor. Mentoring,coaching and role modeling areall absolutely vital activities in thegrowth and development of indi-viduals. But it is also critical to thecollective we know as 'healthcare,'one of the most difficult-to-manageindustries." That being said,Cordova believes all executive

leaders need to mentor/coach allof their direct reporrs. "It's ourjob," he says. "It's our responsibil-ity. And, it makes good businesssense." A

Mary Katherine Krause, FACHE,is associate vice president for RushUniversity Medical Ajfairs atRush University Medical Center,Chicago. She can be reached atMary_K_Krause@rush. edu.Ms. Krause is fateful to DaraWeb and Paul B. Hofmann,DrPH, FACHE, for their parti-cipation in the mentoring processand contribution to this article.

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