The Leader as Teacher and Mentor
A. Skills in using, evaluating, and adapting learning materials to accommodate individual variability
“And Jesus beheld the man, and looking at him, loved him” (Mark 10:21). Author Laurie Beth Jones wrote, “Focus is one of the key attributes of a leader, and nowhere is it more powerful when applied to and on behalf of another human being.” As the Scripture implies, Jesus’ ability to build connections with people led to relationships rooted in love and trust. His ability to do this was remarkable because individual diversity can be one of the biggest challenges that any leader may encounter. Each individual has his or her own way of learning, adopting, processing and applying new ideas and information. Therefore, acquiring skills that help individuals adapt to new learning strategies is necessary for leaders. Leaders must intentionally focus on learning how others process, what are their values, what are their strengths and weakness and what are their challenges and opportunities. Understanding these components will nurture trusting relationships between leaders and those they lead and will make them more effective teachers and mentors.
Jones (JONES, CASE, & LEADER, 2008) observed that focus on each person is one of the key attributes of a leader, and is even more powerful when applied to and on behalf of another human being. Individuals have their own way of learning, adopting, processing and applying new ideas and information. Therefore, acquiring skills that help individuals adapt to new learning strategies is necessary for leaders. Leaders must intentionally focus on how others learn, what are their values, what are their strengths and weaknesses, and what are their challenges and opportunities. Understanding these components will nurture trusting relationships between leaders and those they lead and will make leaders more effective teachers and mentors.
Malphurs (Malphurs, 2005) emphasizes the implementation of thinking and learning into systematic practice, “but the process does not end with thinking through and discovering or rediscovering the core fundamentals, we must follow thinking with action” (p. 28). A fair approach in every learning situation is a systematic appraisal when an instructor or mentor identifies problems and deficiencies as well as strengths of each student. When finished, the student knows where the problems lie and what he or she must do to improve; after all, it is a process of learning.
As I communicated with my classmates and instructor in LEAD 535: Graduate Writing Seminar, it is more evident and clear to me that analyzing and facilitating an individual’s learning variability is the key to a successful experience and will produce positive outcomes. The class provided the opportunity to study Andrews University standards for written work and APA style to understand the requirements to improve my writing skills and meet the required academic standards. In addition, I was able to contextualize the differences between literature review, reflective paper and synthesis paper.
Before taking the class, the distinction of each paper was not fully analyzed and I had much confusion. One of the benefits of the class was not only to concentrate on how to write, but to understand the nature of papers and attributes needed to complete the dissertation. As I write, agility of my thought process conflicts with technical writing skills, which demand careful review and re-editing. I wish someone would invent a machine that could read my mind and write perfect documents, including APA styles. Until then, we have to discipline ourselves to write passionately and rewrite diligently, not only to improve our writing skill but also to communicate effectively.
As I teach and mentor in various settings, it has become more evident and clear to me that analyzing and facilitating an individual’s learning variability is the key to a successful experience and will produce positive outcomes.
B. Skills in various earning strategies, including group processes
Utilizing the technique of group processes does not minimize individual’s strengths; instead, it enhances an individual’s capacity. Through group processes, leaders share decision-making opportunities, which nurture group support of an action because one individual did not make the decision.
Therefore, it is extremely important to develop learning strategies for the group. Prahalad (Hamel & Prahalad, 1996) said, “It is not enough just to have a strategic architecture (big picture). A strategic architecture provides the company with a direction, but it needs to have the emotional and the intellectual energy to make the journey. It needs shared aspirations which allows the company to stretch itself beyond its current resources; one that provides a sense of direction, a sense of common purpose, a sense of destiny, a single-minded and inspiring challenge which commands the respect and the allegiance of every person in the organization.”
The ultimate leadership goal is to motivate people to accomplish this mission. When people are excited about what they do and what they contribute, it is the most powerful self-motivating factor that leaders hope people would have. In addition, each group must develop a group learning culture. The culture should include the three most important characteristics of group dynamics: Accountability, Commitment and Trust (ACT).
When the group process is experienced in ACT, the result will be marvelous. The group will grow effectively and will operate as a team and through learning strategies, build connections between each person.
C. Skills in Mentoring
Leadership is a particular form of social relationship such as being a mentor. W. Foster (Korac-Kakabadse & Korac-Kakabadse, 1997) indicated Leadership as a transient phenomenon, one which can be practiced equally well by different social players, depending on the circumstances and the strength of ideas. Throughout the journey of my life, many individuals have inspired me in various situations, using opportunities to mentor intentionally and not-intentionally. It is through social interaction that brings about the connection in individuals to mentor or to be mentored.
Joseph Rost (Rost, 1993) defines leadership as a no-supervisory relationship, which reflects the idea that leadership is based on complex interactions. Leadership is a dynamic social and political relationship, based on a mutual development of purposes, which may never be realized. This is why I believe leadership is a non-coercive relationship, which reflects the idea that leadership is based on complex interactions and a dynamic social relationship in behaviors. I realize that in order to improve writing skills or leadership, it is necessary to influence one’s behavior and develop new writing habits.
I have experienced the above leadership from Mr. Kevin, faculty class instructor and mentor, who was able to sympathize with the students in leading the discussion and encouraging all of us to continue trying without having doubts of improvement. I especially appreciate his comment “My Korean is not that good,” which was to comfort my continuation of struggling with the language barrier of English as my second language. The classmates also stood by to motivate me by agreeing with my viewpoints and shared sympathy in similar challenges that I currently experience. Some of them went the extra mile to provide additional helpful information to clarify the difference and similarity of APA Style and Andrews University standard, which helped to contextualize the contents and understand the expectations.
Jesus mentored disciples to become agents of change, to influence others and the world. Therefore, behavioral change is the core of mentoring. Behavioral change happens in situations mostly by interacting honestly and speaking to people’s hearts; since mentoring is not about giving people an analysis of their behavior, it is to help them to see the truth.
In order for an individual and community development to succeed, it is necessary to influence people’s behavior. Therefore, mentoring could be requiring leaders to improve their skills, not so much technical skills that develop methodology, but to focus on educational and structural aspects of understanding a person’s problems and circumstances. The ability to support and analyze a situation, to recognize the diversified angles of view, is one of the most important leadership characteristics as teachers and mentors.
In order to build the bridge between the community and the church and it takes a team to do it. However, understanding the concept of teamwork and its effectiveness is not useful unless it is practiced. But some who have attempted to apply teamwork to their ministry or organization have faced discouragement. Why is that? First, we fail to select "the right person for the right position." Most outstanding instructors of leadership seminars repeatedly emphasize the 20/80 Principle: The Pareto Principle. This principle states that 20% of our time produces 80% of the results; 20% of the product produces 80% of the profit; and 20% of our work gives us 80% of our satisfaction. This is true because during potlucks, 20% of the people eat 80% of the food. Secondly, we fail in coaching and mentoring others. We must focus on people who are the true assets of an organization. As a team builder, the leader should invest time, resources and planning into building the people. John Maxwell said, "Leaders are not born, they are developed." We have to invest in leadership training for our workers on a personal and corporate level.
Coaching and mentoring others include designing a game plan together, executing the plan together, evaluating the accomplishments together, celebrating the success together, and dissecting the failure together. Therefore, coaching and mentoring means TOGETHER! It takes commitment to listen to your team, their story, and interests. Leader should be well acquainted with the team members' temperaments, strengths, and weaknesses. Most importantly, get to know your team outside of the work environment. Get to know each team member, not just about them. Fred Smith said, "People don't care how much you know, until they know how much you care." Lastly, an effective leader must be willing to share his/her power and authority. People should follow the leader at their own will, not because they are forced to follow. This can be achieved when leaders show sincere commitment and strive to set the example.
Sung Kwon has served as the director of the North American Division Adventist Community Services since 2001 and is an ordained minister of the Seventh-day Adventist Church, having served in Ohio and Allegheny East Conferences. Kwon grew up with Buddhism, influenced by his mother and Catholic belief from his father side of family and was baptized as a Seventh-day Adventist in 1991. Since he became an Adventist, he served as the executive director of the Good Neighbor House, an ACS agency in Dayton, Ohio, for eight years. He also was the president and vice president of the North American Association of Community Services Directors (NAACSD) during that time. He had the privilege of planting the Korean congregation as a company, serving as its interim pastor, under the favoring influence of the Kettering Seventh-day Adventist Church in Dayton, Ohio. In addition, he has served as administrative pastor for Miracle Temple Seventh-day Adventist Church in Allegheny East Conference. He has served on the board of the National Voluntary Organizations Active in Disasters (NVOAD), the Maryland Association of Nonprofit Organizations, National Interfaith Coalition of Aging (NICA), and National Mass Care Council.