Mentoring: One Tool in the Development of Leaders

Those who have a passion for ministering to children often find themselves immersed in a multitude of programs while many around them watch from the sidelines, often cheering them on.  If we really do desire to help our children walk faithfully with God then we cannot afford to do everything ourselves while allowing those who God has sent to minister with us to sit and watch.  God has called us to become mentors to those who desire to serve our children.  Mentoring must become a focus of our ministry.

The purpose of this article is to provide brief history, types, and characteristics of mentoring.  The article, which is taken from a research paper on the topic, is not designed to be a "how-to", but rather to provide background that challenges the reader to consider such an endeavor.  A complete copy of the paper is available by emailing the author.

Historical Background of Mentoring

Greek Mythology

The origin of the idea of mentoring goes back to Greek mythology as found in The Odyssey, a tale about Mentor and his protégé, Telemachus.   Mentor was asked by Odyssey to "teach the young prince the skills needed to become a warrior, leader of men, head of household, and future king" (Wunsch 1994, p. 29). The mentoring that took place was by no means haphazard, but intentional with specific goals. There was no part of Telemachus' life that was not under the leadership of Mentor.

Biblical Examples

The Bible provides wonderful examples of mentoring relationships.  If space would allow I would develop the mentoring relationship between such biblical figures as Jethro and Moses, Moses and Joshua, Barnabas and Saul, Paul and Timothy, and Jesus and the Disciples just to name a few.  Suffice it to say, that mentoring in the above biblical examples played a key role in the development of the protégé.

Mentoring Types and Approaches

There are three types of mentoring relationships: peer; older mentor, younger protégé; and younger mentor, older protégé.  In addition to the three types of mentoring relationships there are also two approaches to mentoring: formal and informal.  Formal mentoring is organized, structured, and often evaluated.  Informal mentoring is often referred to as "just happening" and less structured than formal mentoring.  For the purpose of this paper we will focus on formal mentoring. 

Which type and approach to mentoring is superior?  Which age relationship between mentor and protégé is most effective?  Does formal or informal mentoring produce better results?  Is there rationale for the pairing of mentor and protégé?  The research is limited and what does exist does not support one type or approach over another.  The research does support the effectiveness and need for mentoring.  Mentoring is the most effective way to impact the life of another.  If the desire is to train up leaders who will have our passion for God and ministering to his children, then we must become mentors.

Characteristics of a Mentor

What makes for a good mentor?  Is there a way to define a good mentor?  In addressing these questions researchers hesitate to define a good mentor because there are so many ways that mentoring can be done.   This causes hesitation in trying to define or evaluate the outcome of good mentoring, but the success of a mentoring relationship hinges on the effectiveness of the mentor; therefore, there must be a place for identifying characteristics and functions of a good mentor and evaluating those characteristics and functions.  Below are key characteristics of a good mentor:

• Relationship: Building relationships is the key to any ministry and mentoring is no different. A healthy and productive relationship between the mentor and the protégé is essential.
• Teacher: The mentor should be deliberate in playing the role of teacher in the mentoring relationship.
• Modeling: Mentoring is more about showing that telling. When modeling is done one should considering how a child is taught to make a cake. First, the process is explained by words. The recipe is explained. Second, the process is shown by action. The teacher demonstrates how to do it. How to crack eggs. How to measure. Third, the teacher and student work together. The teacher and student make the cake together while the teacher corrects and encourages along the way. Fourth, the student does it alone. The teacher watches to make sure the student is successful. Finally, the student is capable of making the cake without assistance.
• Living Example: The mentor should be a living example of how to do ministry. The teacher should not be surprised to find many others who are doing ministry much like them because they have learned it through modeling and living example.
• Interpersonal skills: The mentor should have the relationship skills of attentive listening, assertiveness, feedback methods and positive reinforcement techniques.
• Knowledge: Mentors should have a solid knowledge of their area of ministry.
• Character: Mentors should be of high character and ones that others can imitate.
• General: Mentors should the following characteristics: eagerness, creativity, sensitivity to the developmental needs of the protégé, good communication and problem-solving skills, flexibility and high academic ability, wisdom, unselfishness, confident giving to God, sensitivity to the Spirit, and a desire to live rather than talk about the Christian life.

Understanding the background, types, and characteristics of mentoring is the first step in providing a mentoring program that will transform one's ministry.  The next step is designing a program that equips your leaders for ministry. 

REFERENCE LIST

Wunsch, Marie A., ed. 1994. Mentoring Revisited: Making an Impact on Individuals and Institutions. San Francisco: Jossey-Bass.