Introduction
Leadership skills are critical in situations where a firm intends to conduct a succession of its leadership on a periodic basis. Leadership competencies are necessary skills in ensuring a smooth flow in leadership succession and in the development of the potential of the employees who will help an organization attain its vision (Delbridge, et al. 2007, p. 42). The current trend is characterized by seasoned managers and leaders who are retiring from their business ventures thereby creating a gap that needs to be filled through practical leadership training and mentorship. The aim of this paper is to examine the core competencies that are associated with effective mentors and leaders and the theories that shape leadership and mentorship ideologies.
Core Competencies Associated with Effective Leaders
Odden, (2011, p. 143) presents five essential skills that are associated with leadership and they include the ability to coach and mentor and the capacity to conduct strategic planning. Further it is also based on the ability of a leader to let go, ability to develop a clear vision and effective interpersonal and communication skills among others. According to Gill (2011, p. 16) it is common for leaders to encounter situations where they have to carry out difficult conversations. As such, these cases occur in incidences where leaders have to confront a subordinate, coworker or peer for disciplinary issues or any other matter related to the workplace. On the same note, leaders have the responsibility of informing company shareholders of the mistakes that have resulted from decisions taken by the management board of a company (Delbridge, et al. 2007, p. 56). In any case, leaders are usually at the center of difficult situations, which characterize the everyday activities in any organization. The ultimate objective of the competence to handle difficult conversations is to develop solutions for challenges that only leadership is empowered to accomplish.
According to Stone, (2004, p. 17) delegation is another competence that leaders need to have and implement to successfully transfer power, roles, expectation, responsibilities and goals that are meant to hold the incoming leaders accountable. Delegation is the first step towards empowering the team and the organizational level (Grint, 2010, p. 72). Individuals who the organization plans to pick as future leaders would be incorporated in discussing organizational barriers and performance. Granted persons with a high potential should be invited to planning sessions where they can help in setting goals for the company. Incorporating them is an essential motivational factor. In his pauper Northouse (2012, p. 54) states that based on the new responsibilities, it is necessary for the organization authority to communicate new responsibilities that are conferred upon employees. Letting go through delegation creates a typology of organizational insurance on the next generation of leadership.
Coaching and mentoring is critical as a leadership competency. Coaching largely involves the desire to help another individual succeed through teaching, developing their mindsets and helping them create a learning attitude. Grint (2010, p. 16) states that coaching has to be based on mutual selection since not all coaches are appropriate for every individual. One of the ways that the management can employ to ensure effective coaching is by availing different coaches for employees to choose. Coaching sessions are based on valid observations and asking the right questions from the coaches to hone employee’s behavior and root out ineffective behavior (Yukl 2013, p. 68). Coaching and mentorship are essential in ensuring that the individuals who are being trained to be next generation leaders develop necessary skills such as accountability, effective performance behavior, and listening skills.
According to Centre for Strategic Management (2005, p. 90) strategic planning is another key competency that defines effective leadership. One of the elements that are central to strategic planning is the power to hire and retain the right people in an organization to ensure accountability, effective performance and increasing profitability. According to Allen and Eby, (2007, p. 18) this is usually done by assigning roles to every individual and setting performance parameters. People can be optimally used by conducting regular performance reviews. Further, the core competency of strategic planning ensures that leaders can design a practical strategic plan and articulate the different components that make up a strategic plan (Clutterbuck. and Lane, 2004, p. 37). As such, this is best done by understanding the target market, the organizational vision, and its objectives. It is essential to note that the execution essential since plans have to be implemented correctly to achieve organizational profitability goals. Ultimately, employees and the executive team are responsible for executing the set goals and strategies (Garman, and Johnson, 2006, p. 76). As a matter of fact, no organization can continue existing without cash flow since cash flow is necessary in ensuring that an organization can meet its current operations for it to continue running.
Armstrong & Fukami, (2009, p. 493) posits that leaders have to take responsibility to develop a cohesive vision for the future that is well understood and inspiring to all the staff members. Cohesion and alignment of organizational activities and goals to the vision are essential in ensuring that the vision comes to fruition. According to Delbridge et al, (2007, p. 48) setting a realistic view requires asking of critical questions to ascertain whether the vision is achievable and whether it is inspiring enough to motivate company employees. Strategic planning and involvement of organizational employees have been known to be an excellent method of ensuring that the organization develops a competent vision.
Core Competencies Associated with Core Mentors
Kram, (2007, p. 187) argues that mentors are respected and experienced people who work with less experienced individuals to nurture their professional or personal growth. Instructors design goals for their mentees to improve their performance and their achievements by improving the skills and their knowledge. Research by Clutterbuck, and Lane, (2004, p. 64) posits that mentorship is known to occur over planned and multiple sequential interactions. One core competence in mentorship is a relationship, which acts as a bridge between the mentor and the mentee. Through this relationship, the mentor identifies needs in their mentee and suggests solutions in the appropriate manner (Allen and Eby, 2007, p. 73). It is this relationship that enables a mentor to share the experiences and state their expectations to achieve maximum results. Notably, the relationship allows the mentor to recognize and acknowledge the ability and the skills of their clients.
According to Jackson, and Parry, (2008, p. 53) mentorship is another primary competency that is necessary to ensure that the process of mentoring is effective. Skill enables a mentor to share their successful and their unsuccessful experiences to help the mentor come up with a personal problem-solving mechanism (Parsloe and Way 2000, p. 62). Further, competency ensures that the mentor can pass skills of effective time management, report writing, documentation and record keeping skills to their client (Grint, 2010, p. 34). The tools of mentorship require competency to ensure that mentors can provide reliable, objective and critical information to improve their client’s performance.
According to Thorpe, (2016, p. 432) a mentor should be able to understand himself or herself by demonstrating an awareness of their behavior, values, and beliefs and to recognize how these attributes affect their decisions. This quality helps them to manage issues of diversity and develop values that shape their coaching and mentoring (Megginson, et al. (2006, p. 32). Their behavior should align with their beliefs and values to ensure consistency. Through rigorous reflection and a self-understanding, mentors can build a self-understanding which helps them identify their internal processes and behavior (Garman and Johnson, 2006, p. 37). As such, this ensures that mentors can respond to the emotions of their clients without being personally involved due to their self-understanding and proper management of their state of mind.
Commitment to self-development is a mark of a qualified mentor since it enables them to improve the standard of their practice consistently. According to Stone (2004, p. 53) on a periodic basis, mentors should evaluate their mentoring skills. One of the ways of achieving this is through participating in regular supervision that increases their effectiveness. Mentors should continuously review and reflect on changes in their personal behavior (Taylor, 2010, p. 43). By incorporating this practice, a mentor can proactively identify gaps in their skills and attitudes and use them to meet their learning needs. Personal development can occur by keeping up to date with current research and encouraging their peers in the industry to give them feedback. Evaluating the outcome and taking actions that enable them to use their skills to enable their clients make desired changes are necessary (Pearce and Conger, 2003, p. 31). Customers need to be helped to clarify and review their outcomes to set practical goals. The duty of the mentor is to help the client explore a range of actions and help the customer choose the most appropriate solutions (Pedlar et al. 2006, p. 36). In the process of mentorship, a mentor helps a customer by regularly reviewing their process to assist the client plan their actions effectively.
Theories of Leadership and Mentoring
According to Goleman, (1998, p. 98) transformational leadership is an approach, which enables a leader to work with their subordinates to identify areas where change is needed. Presumably, transformational leadership helps an organization in creating a vision that instigates change through inspiration (Robbins and Hunsaker, 2009, p. 48). Transformational leadership is known to boost the morale of the employees to ensure increased job performance. The primary objective of a transformational leader is to connect the follower’s sense of identity towards an organizational project to achieve business objectives.
One theory of mentorship is apprenticeship, where the apprentice teaches the novice how to conduct the work since the master has an intricate understanding of the task being executed (Rothaermel, 2015, p. 64). The theory accurately describes the asymmetrical relationship that exists between two individuals; the master and the apprentice. The model is synonymous with the traditional mentorship approach of teacher to student (Espinoza and Ukleja, 2016, p. 14). As a mentorship theory, it is highly regarded since the learner acquires knowledge through observing their Master execute their responsibilities (Prahalad, 1993, p. 46). This is a significantly important approach especially in instances where the mentor desires to impart specific attributes on their mentee.
Conclusion
Leadership and mentorship principles should be considered by the organizations who intend to develop core competencies in their mentors and their leaders to ensure smooth succession. Indeed these theories and skills will enable management to identify staff with entrepreneurial qualities and potential to succeed outgoing leaders. It is imperative for organizations to realize that developing core competencies in mentors and leaders is a venture that consumes resources, time and energy. The upside of these competencies is that potential leaders get proper training, coaching and mentoring which pay off in the long run by ensuring that the trained leaders fully understand and are committed to the vision of the organization.
\
Reference List
Allen, T.D. and Eby, L.T. 2007. Blackwell Handbook of Mentoring; a multiple perspectives approach. Oxford, Blackwell.
Armstrong, S. J. & Fukami, C. V., 2009. The SAGE Handbook of Management Learning, Education and Development. London: SAGE.
Centre for Strategic Management, 2005. Strategic Thinking for Leaders: The Systems Thinking Approach. London: Systems Thinking Press.
Clutterbuck, D. and Lane, G. (eds.) 2004. The Situational Mentor, Gower. London. CRC Press.
Delbridge, R. Gratton, L. Johnson, G. et al. 2007. The Exceptional Manager. Oxford: Oxford, OUP.
Espinoza, C. and Ukleja, M., 2016. Managing the Millennials: Discover the core competencies for managing today's workforce. New York: John Wiley and Sons.
Garman, A.N. and Johnson, M.P., 2006. Leadership competencies: An introduction. Journal of Healthcare Management, 51(1), p.13.
Gill, R. 2011. Theory and Practice of Leadership. Sage: London.
Goleman, D. 1998. What Makes a Leader? Harvard Business Review, Nov-Dec, pp. 93 – 102.
Grint, K. (2010). A Very Short Introduction to Leadership. Oxford: Oxford University Press.
Jackson, B. and Parry, K. 2008. A Very short, fairly interesting and reasonably cheap book about studying leadership. Los Angeles: Sage.
Kram, K. E., 2007 . The Handbook of Mentoring at Work: Theory, Research, and Practice. London: SAGE.
Northouse, P.G. (2012). Introduction to Leadership: Concepts and Practice; 2nd edn. New York: Sage.
Megginson, D. et al. 2006. Mentoring in action: a practical guide, 2nd edn. London. Kogan Page.
Odden, A. R., 2011. Strategic Management of Human Capital in Education: Improving Instructional Practice and Student Learning in Schools. New York: Routledge.
Parsloe, E. and Way, M. 2000. Coaching and Mentoring: practical methods to improve learning. London, Kogan Page.
Pearce, C.l. and Conger, J.A. (eds.) 2003. Shared Leadership: Reframing the Hows and Whys of Leadership. Thousand Oaks: CA, Sage.
Pedlar, M. Burgoyne, J. Boydell, T. 2006. A Manager's Guide to Leadership. McGraw-Hill; Maidenhead.
Prahalad, C.K., 1993. The role of core competencies in the corporation. Research-Technology Management, 36(6), pp.40-47.
Robbins, S.P. and Hunsaker, P.L. 2009. Training in Interpersonal Skills: Tips for Managing People at Work. Prentice Hall; London.
Rothaermel, F.T., 2015. Strategic management. New York, NY: McGraw-Hill.
Taylor, L. 2010. Mentor: the most important role you were never trained for. London. Soapbox books.
Thorpe, R., 2016. Gower Handbook of Leadership and Management Development. London: CRC Press.
Stone, F. 2004. The Mentoring Advantage; Creating the Next Generation of Leaders. London. Drearborn Trading, UK.
Yukl G.A., 2013. Leadership in Organisations. (8th edn). Harlow, Essex: Pearson Education.
