| Each year organizations around the world
| |
| | protégé is not likely to change the
|
| spend billions of Dollars, Euros, and
| |
| | behavior of the mentor until they change
|
| Yen, to train new employees.
| |
| | their own behavior. Glenn (2003) quotes
|
| Unfortunately, organizations lose
| |
| | Mahatma Gandhi, "Be the change you wish
|
| billions when they lose those people on
| |
| | to see in the world" (pg. 110).Leader
|
| whom they spent all that training time
| |
| | Communication/Leadership and
|
| and money. There are well-documented
| |
| | CommunicationRichmond and McCroskey
|
| reasons for this phenomenon and chief
| |
| | (2001), address organizational climate as
|
| among them is lack of loyalty -
| |
| | it relates to leadership. They state that
|
| organization to employee and employee to
| |
| | organizations exist somewhere, as part of
|
| organization. There is no longer
| |
| | a larger community and leaders cannot
|
| employment security - employment for
| |
| | ignore external conditions as external
|
| life.A 1997 figure on training costs for
| |
| | conditions do influence events inside the
|
| U. S. companies was in excess of 58
| |
| | office walls. Organizations assume
|
| billion dollars. In September 2004, Chief
| |
| | aspects of local culture and local values
|
| Learning Officer e-zine reported U.S.
| |
| | as most employees come from within that
|
| companies spend an average of $2,000.00
| |
| | community. Leadership communication
|
| per year per employee for training. The
| |
| | within any organizational environment
|
| U. S. Department of Labor put employment
| |
| | must be acceptable to be accepted.People
|
| for September 2005 at slightly over 150
| |
| | in organizations communicate with the
|
| million workers. At $2,000.00 per
| |
| | purpose of influencing others. Leadership
|
| employee per year, training costs U. S.
| |
| | communication in the mentoring/discipling
|
| business $300 billion a year, almost a
| |
| | process is critical to successful growth
|
| six-fold increase in eight years.Training
| |
| | of a protégé and the entire workforce.
|
| in most organizations is an abstract
| |
| | Several myths of communication have to be
|
| figure and accounting for training
| |
| | broken for any mentor-protégé
|
| expenses usually becomes lumped into
| |
| | relationship success.- Meanings of words
|
| other expenses. Organizations recognize
| |
| | are in people not in the words. Adapt
|
| the need for training, allocate training
| |
| | words to the experiences of the
|
| money, and expense it. Training is an
| |
| | protégé.- Communication is not verbal
|
| expense not an investment. However, the
| |
| | only. Protégés react to how leaders
|
| cycle of training for training sake is a
| |
| | state something not necessarily what.
|
| trend reversing. Executives want to
| |
| | Understand non-verbal cues.- Telling is
|
| margin their spending on training with a
| |
| | not communication. Telling is passive
|
| training strategy to link individual
| |
| | communication and becomes active when the
|
| capabilities with the organizations
| |
| | telling receives an
|
| business strategy.Most companies that
| |
| | acknowledgement.- Communication does not
|
| send employees to training or provide
| |
| | solve problems. Peter Senge (1990) tells
|
| tuition assistance for college degrees
| |
| | us that today's problems exist resulting
|
| require some pay back in time - one month
| |
| | from yesterday's
|
| per college credit hour for example. This
| |
| | solutions.- Communication, itself, is
|
| does assure that training dollars spent
| |
| | neither good nor bad. Communication is a
|
| stay in the company for a known period.
| |
| | tool.- More communication is not better.
|
| However, after that period a worker is no
| |
| | Better communication is better - quality
|
| longer obliged to the organization and
| |
| | not quantity.- Communication does not
|
| can sell talents to the highest
| |
| | break down, "One cannot not communicate"
|
| bidder.Organizations often label training
| |
| | (Richmond and McCroskey 2001, pg.
|
| as training; however, the idea stated
| |
| | 19).- People have natural ability;
|
| above to link individual capabilities
| |
| | however, communication ability is
|
| into the business strategy suggests
| |
| | learned.From the above points, one can
|
| something more far reaching - mentoring.
| |
| | begin to observe leader/mentors need to
|
| Spending billions of dollars on training
| |
| | have a communication style that fits into
|
| does not necessarily make a worker a
| |
| | protégés' situation and their
|
| better employee. Yet, linking mentoring
| |
| | experiences. Growth of a person in an
|
| and training, leaders become acutely
| |
| | organization to fully buying into a
|
| aware of worker skill development.Beyond
| |
| | vision and organizational value system
|
| Training and MentoringThis begins the
| |
| | comes from inclusion with the leader
|
| discussion on creating workers who are
| |
| | mentor in decision-making processes.
|
| elevated beyond just an employee. The
| |
| | Jablin and Putnam (2001), suggest
|
| next level beyond training and mentoring,
| |
| | participative communication. With highly
|
| seen by most as a Judeo/Christian
| |
| | participative communication between
|
| concept, is discipling. Most agree that
| |
| | leader and workers/protégés, high
|
| discipling is a spiritual engagement.
| |
| | levels of problem-solving communication
|
| However, does discipling have a place in
| |
| | results.One can argue that Herman Cane,
|
| secular organizations?Initially, defining
| |
| | as former CEO of Godfather's Pizza, was a
|
| disciple in secular terms is easy. A
| |
| | mentor to an entire organization. When he
|
| disciple is someone who is a believer of
| |
| | took over Godfather's Pizza it was in
|
| or in organizational vision and values. A
| |
| | trouble, had lost its focus trying to
|
| disciple helps spread the vision and
| |
| | keep pace with other national and
|
| values as root doctrines of the
| |
| | regional pizza restaurants. Cane (2005)
|
| organization. Webster's dictionary (1913)
| |
| | speaking at Regent University Executive
|
| defines disciple as, "One who receives
| |
| | Leadership Series spoke of his experience
|
| instruction from another; a scholar; a
| |
| | as CEO of a comeback company. First, he
|
| learner; especially, a follower who has
| |
| | had to learn why Godfather's Pizza was so
|
| learned to believe in the truth of the
| |
| | successful at its opening and how it
|
| doctrine of his teacher; an adherent in
| |
| | became unprofitable as it grew. Second,
|
| doctrine; as, the disciples of Plato; the
| |
| | he learned the organization lost its
|
| disciples of our Savior."That definition
| |
| | original vision and values. Third, Cane
|
| suggests more than mentoring. One facet
| |
| | related making an unpopular decision to
|
| of a disciple is one who, when taught,
| |
| | eliminate multiple pizzas from its menu
|
| accepts the teaching and buys into the
| |
| | returning to Godfather's roots.Cane
|
| vision. Upon buy in, the new disciple
| |
| | (2005) gave his formula for making an
|
| desires to share the learning and supreme
| |
| | organization profitable again; using
|
| commitment to the vision. Charlie Ragus,
| |
| | R.O.I. Cane was specific that R.O.I. is
|
| founder of AdvoCare International, built
| |
| | not return on Investment. For Cane,
|
| a distributorship by having quality
| |
| | R.O.I. is, "Remove barriers to Success.
|
| products, backed by science and medicine,
| |
| | Obtain the right results by asking the
|
| with a simple approach to teaching
| |
| | right questions. Inspire (motivate)."
|
| duplicated repeatedly, making AdvoCare
| |
| | This worked for the entire organization;
|
| disciples.Mentoring and discipling are
| |
| | however, it could not have worked if Cane
|
| like connecting the dots. A mentor shows
| |
| | had not mentored senior managers who, as
|
| the protégé a picture; however, the
| |
| | his disciples, took Cane's message
|
| picture is just a bunch of numbered dots.
| |
| | throughout the
|
| The mentor can explain the picture and
| |
| | organization.DiscussionLeaders in
|
| the protégé my sense the completed
| |
| | academics, religion, and business,
|
| picture from looking at the pattern of
| |
| | offered a consensus that mentoring is
|
| dots. A mentor transfers knowledge of a
| |
| | guiding from the side. One discussion
|
| vision in describing the pattern or dots.
| |
| | with a university enrollment director
|
| Discipling occurs when the protégé
| |
| | resulted with a mentor role of "making
|
| begins to connect the dots. As the
| |
| | suggestions, positioning potential
|
| picture becomes clearer, the mentor and
| |
| | outcomes, encouraging critical thinking,
|
| protégé relationship expands to one of
| |
| | while not disrupting a constructivist
|
| greater understanding. When the dots are
| |
| | process."Successful mentoring is allowing
|
| all connected and the protégé sees the
| |
| | light to reach the ground, allowing
|
| complete picture, transformation is
| |
| | growth to a germinating protégé. A
|
| underway.Consider another example,
| |
| | business leader suggested protégés must
|
| Champoux (2006), describes a process of
| |
| | feel in charge of the moment. In other
|
| organizational socialization that fits
| |
| | words, the employee needs to own their
|
| this position well. He begins by stating
| |
| | successes and learn from their mistakes
|
| the new employee goes through a process
| |
| | without blame. Senge (1990) agrees that
|
| of unfreezing, to leave behind parts of
| |
| | learning organizations must mentor from a
|
| an old self-image. After accepting the
| |
| | position that does not assign
|
| unfreezing, the worker goes through
| |
| | blame.Defining discipleship in business
|
| change. This change is mentored episodes
| |
| | and academics resulted in mixed concepts.
|
| of behavioral role development. When this
| |
| | It became clear that in secular settings,
|
| learning process concludes, the worker
| |
| | disciple, discipling, and discipleship
|
| refreezes the new image. This new image
| |
| | fall in a religious realm. One person
|
| includes expected behaviors and norms of
| |
| | feared discipling in business thinking it
|
| the organization. What the unfreezing,
| |
| | was too much like cultism. Another came
|
| changing, and refreezing describe is
| |
| | close to secular discipleship
|
| metamorphosis. Metamorphosis may be
| |
| | understanding relating a close-knit team
|
| abrupt or occur over time. Discipling
| |
| | with shared goals and objectives coming
|
| metamorphosis is a process taking time.A
| |
| | from a greater and wiser source than any
|
| mentor with discipling as a goal, by the
| |
| | of the participants. This is a view of
|
| above examples has personal vision,
| |
| | synergy, the whole being greater than the
|
| ability to see potential in another.
| |
| | sum of its parts.A web seminar held
|
| However, this means a personal commitment
| |
| | October 18, 2005 at Bellevue University,
|
| of time to intercede in another's
| |
| | Bellevue Nebraska helped clarify
|
| professional growth. Both mentor and
| |
| | mentoring and discipling. Doctor Ike
|
| protégé are encouraged to enter the
| |
| | Shibley of Penn State Berks College
|
| relationship voluntarily or risk
| |
| | presented a seminar on faculty growth and
|
| burdening each other.It is important for
| |
| | development. What he shared because of
|
| mentors and protégés to recognize how
| |
| | mentoring has application to discipling.
|
| discipling occurs. O'Hair, et al (1998)
| |
| | He said, "Mentees often report more
|
| offers these stages. The first stage is
| |
| | career satisfaction, improved
|
| initiation, the protégé recognizes and
| |
| | professional identity, reduced job
|
| appreciates the talents, and expertise
| |
| | stress, and greater acceptance within the
|
| the mentor brings to the relationship.
| |
| | organization. The organization gets more
|
| Second, the protégé and mentor begin a
| |
| | productive (personnel), decreased
|
| process of interpersonal bonding. In this
| |
| | turnover, and more committed
|
| deepening relationship, they begin
| |
| | (personnel)."Conclusion
|
| sharing vision, values, and connecting
| |
| | RecommendationExtensive research data
|
| personal goals and organizational goals.
| |
| | exists on mentoring, and extensive
|
| At some point the third stage occurs,
| |
| | research data exists on discipling.
|
| separation. The protégé or the
| |
| | However, limited data on organizational
|
| discipling mentor experiences a drifting
| |
| | discipling is inconclusive in
|
| apart. One or the other receives a
| |
| | non-religious business. Mentoring occurs
|
| promotion, become physically separated,
| |
| | in business and religious organizations
|
| or the protégé is more independent. The
| |
| | and there is agreement that mentoring is
|
| final, fourth stage is redefinition. Some
| |
| | the same in both. However, understanding
|
| event in the organizational life of the
| |
| | discipleship in secular organizations is
|
| protégé brings her/him back to the
| |
| | difficult. The conclusion from this
|
| former mentor. They re-establish their
| |
| | research is secular discipling exists
|
| relationship on different terms, not as
| |
| | when a mentor and protégé enter their
|
| mentor and protégé.Therefore, leaders
| |
| | relationship voluntarily and over time
|
| who disciple rather than mentor often
| |
| | the mentor transfers knowledge then
|
| behave like a parent. They correct a
| |
| | vision and values to the protégé.Herman
|
| discrepancy, offering direction and
| |
| | Cane may be an example of an
|
| suggestion, and praising a success -
| |
| | organizational mentor who also possesses
|
| leaders who disciple do so with
| |
| | inspirational charisma needed to overhaul
|
| unconditional love.Love is a word avoided
| |
| | a faltering organization. Leaders who
|
| in most organizational settings. Love
| |
| | want success must recognize synergy comes
|
| takes on some kind of physical
| |
| | from within the organization. Leaders, as
|
| characteristic of sexual love; however,
| |
| | mentors, need to inspire the work force
|
| unconditional love is not physical, it is
| |
| | by removing barriers to success and ask
|
| self-sacrificing. Winston (2002) uses the
| |
| | the right questions (of the organization
|
| Greek word agapao. He makes the
| |
| | and individuals) to obtain the best
|
| distinction by defining agapao as "... to
| |
| | results.ReferencesAdvoCare International
|
| love in a social or moral sense,
| |
| | (2005). Policy, procedures, and the
|
| embracing the judgment and the deliberate
| |
| | compensation plan. Carrolton, TX.
|
| assent of the will as a matter of
| |
| | Retrieved October 23, 2005 from
|
| principle, duty, and propriety" (pg.
| |
| | (February 3, 2004). Budgets set to soar
|
| 5).Winston (2002) does not end on love.
| |
| | as coaching gains popularity. Personnel
|
| He continues that leaders must respect
| |
| | Today. Retrieved October 17, 2005 from
|
| all superiors, because someone is
| |
| | C. R. (2002). Managers as Mentors:
|
| watching over them, and especially peers
| |
| | Building Partnerships for Learning (2nd
|
| and subordinates. Leaders need humility
| |
| | Ed.). San Francisco, CA: Berrett=Koehler
|
| to make disciples of others. Again
| |
| | Publishers, Inc.Cane, H. (2005, September
|
| Winston, "Humble leaders place the goals
| |
| | 15). Dynamics of Leadership. Lecture
|
| of the organization above their own
| |
| | presented for the Regent University
|
| goals" (pg. 25). Leaders need to
| |
| | Executive Leadership Series. Regent
|
| understand that people hurt, suffer
| |
| | University, Virginia Beach, VA.Champoux,
|
| loses, need rest from their toils and
| |
| | J. E. (2006). Organizational Behavior:
|
| Winston cites Augsburger (1982) who tells
| |
| | Integrating individuals, Groups and
|
| leaders to mourn (Greek penteo act or
| |
| | organizations (3rd Ed.). Mason, OH:
|
| feeling of mourning having deep concern
| |
| | Thomson South-Western.Glenn, J. L.
|
| (pg. 29)) for their employees, to care
| |
| | (2003). Mentor Me: A guide to being your
|
| for them, the organization, and even
| |
| | own best advocate in the workplace.
|
| competitors.Mentoring and disciple making
| |
| | Reston, VA: National Business Education
|
| cannot occur in a vacuum or one
| |
| | Association.Jablin, F. M. a. P., Linda L.
|
| directional. A protégé has to accept
| |
| | (Ed.). (2001). The New Handbook of
|
| responsibility for and actively
| |
| | Organizational Communication: Advances in
|
| participate in the process. The next
| |
| | theory, research, and methods. Thousand
|
| element of the process involves the
| |
| | Oaks, CA: Sage Publications, Inc.
|
| capacity for the protégé to accept
| |
| | .Kunder, L. H. (1998). The Relationship
|
| mentoring and discipling.The ProtégéThe
| |
| | Between Employees' Satisfaction With
|
| protégé is one who is willing to accept
| |
| | Training and Their Perceptions of How
|
| the wisdom offered. Reiterating a point
| |
| | Well Training Achieves Established
|
| made earlier, the ideal relationship with
| |
| | Elements of Effective Training in a
|
| the mentor is voluntary. Bell (2002) asks
| |
| | Federal Agency. Unpublished dissertation.
|
| us to imagine the new person entering the
| |
| | Virginia Polytechnic Institute and State
|
| learning experience telling the mentor,
| |
| | University.Moore, W. B. (June 1991).
|
| "I want to make my learning experience
| |
| | Qualities of a Disciple Maker. Mentoring,
|
| positive for us both."Glenn (2003) writes
| |
| | 11,2. Retrieved October 17, 2005 from
|
| of teaching a class in which she asked
| |
| | D., Friedrich, G. W., Shaver, L. D.
|
| students to give examples of a good
| |
| | (1998). Strategic Communication: In
|
| mentor. Then she asked the class to
| |
| | business and the professions (3rd
|
| imagine using their examples to mentor
| |
| | edition). Boston, MA: Houghton Mifflin
|
| themselves. She tells her readers to have
| |
| | Company.R. Preston (personal
|
| a dream and be able to tap themselves as
| |
| | communication October 14, 2005) interview
|
| their trusted guide. She continues by
| |
| | stressing his opinions on mentoring and
|
| challenging that mentoring ourselves
| |
| | discipling.Richmond, V. P. M., and James
|
| leads us to opening our own greatness and
| |
| | C. (2001). Organizational Communication:
|
| releases us from our fears.For the new
| |
| | Making work, work (2nd ed.). Boston, MA:
|
| protégé, having a sense of social skill
| |
| | Allyn & Bacon.Senge, P. M. (1990). The
|
| is important. The protégé seeks out
| |
| | Fifth Discipline: The art & practice of
|
| people who influence them, who know them,
| |
| | the Learning Organization. New York, NY:
|
| like them, and respect them. In return,
| |
| | Currency and Doubleday.U. S. Department
|
| the protégé returns the respect and
| |
| | of Labor, Bureau of Labor Statistics
|
| amiability.Mentoring and discipling is
| |
| | (September 2005). The Employment
|
| like a partnership and the protégé
| |
| | Situation: September 2005. Retrieved
|
| needs to recognize others' behaviors
| |
| | October 17, 2005 from Ph.D., B (2002).
|
| change as they change theirs. The
| |
| | Be a Leader for God's Sake.
|
