Gregory P. Crawford is President of Miami University of Ohio.
Mentoring has become routine in many industries, reminiscent of the old apprentice model where the mentee watches the expert at work and learns firsthand through example and discussion. Mentoring helps people gain the skills and qualities necessary to make it to the next step on the way to the top. But then what? It turns out presidents, CEOs and senior leaders need mentoring, too.
A two-year study by Harvard University researchers, who interviewed 15 chairman mentors and 25 protégés at the CEO or CFO level, concluded that the relationships benefited the individuals and organizations. In their survey of 45 CEOs with such relationships, 71% credited them with improved company performance, 69% said they make better decisions, 76% said they were better at fulfilling stakeholder expectations, and 84% said they grew faster and avoided costly mistakes thanks to the mentor.
In my experience, mentoring is a dynamic activity, a vital learning source with or without the word “mentor.” Parents and teachers were my first mentors. I had professional mentors as a graduate student, early career researcher and entry-level academic to show me the ropes of each organization; when I mentored research students, I got mentoring on how to mentor.
At my first university, the president was an influential mentor professionally and personally, instilling values that mark my leadership today. Back then, we didn’t call it mentoring. At my next institution, a legendary football coach became another valued mentor. When I became president of Miami University, I developed mentoring relationships with retired and current presidents as well as members and former members of the board of trustees.
The benefits of such learning can happen in several ways: a typical mentor-mentee relationship, a multi-mentor set of models and advisers and a self-mentoring practice of reading, reflecting, listening and learning from people we never meet. All these can elevate your leadership and help you seize opportunities and overcome challenges.
Mentor
Formal mentoring is much more common today. In many organizations, mentors are routinely assigned to new hires. Such relationships may help the mentee adjust to the processes, expectations and culture of the firm, but they likely lack the trust levels that enrich chosen mentor-mentee connections. Some suggest they should be called advisers, but the label matters less than the learning.
For example, in one deanship, the respected provost, my boss, was a fantastic mentor because his psychology background added new perspectives to my leadership and science lens. A mentor’s combination of experience and fresh perspective can accelerate the mentee’s progress.
When I became a university president, mentoring took on next-level importance. The new role was not a step up but a leap in scope and depth. My mentor was a retired university president. At first, we talked mostly about smaller items—real-time crises or opportunities. As my leadership matured and evolved, the conversations became more profound and focused. Building on our relationship foundation, we discussed higher-level issues such as strategy and planning, which signify a strong relationship.
Building connections like these can help leaders avoid the lonely-at-the-top isolation many face. Find someone who can be a sounding board and wise adviser with high mutual trust.
Multi-Mentor
Mentoring can also come from a set of several individuals. I always sought leaders who could help me learn about research and teaching, discipline-specific topics, career advancement, work-life balance and other areas. Mentors like these could be in your organization; some might be outside; some might not be in your field, but they should be able to discuss challenges and choices that cross disciplines. Those valuable relationships will likely vary in scope, meeting frequency, duration and depth as you move through the ranks.
For instance, when I became dean, I felt overwhelmed by the crowded schedule. I asked advice from the CEO of a large company. At our first meeting, he saw my schedule and said, “You have no white space.” I needed to schedule time for what I also enjoyed to refresh: reflection, strategy, visiting a class or sports event, writing an article.
When I became president, I practiced peer-to-peer mentoring with other current university presidents to gain their insights on higher education issues and share mine. This, too, kept me from feeling isolated. When my institution worked on a strategic plan, I took to my Rolodex and called experienced alumni with diverse perspectives for their wisdom on change management. I have a strong, trusting learning relationship with my board and some retired members. That’s not called mentoring, but it has the same benefits for me. During the pandemic, I leaned on board members with high-level experience, including crisis management, and gained indispensable insights.
Self-Mentor
Mentoring can come from people you’ll never meet. Mentoring is an opportunity to learn from others, and it’s something you can pursue by reading books and articles; listening to speeches, debates and podcasts; and taking time to reflect, make connections and synthesize your own understanding. My leadership style—combining servant-leadership, appreciative inquiry, virtuous, and inclusive leadership—evolved from studying thought leaders, ranging from Aristotle to Peter Drucker, and from the model and advice I’ve received from in-person mentors over the years.
As you advance, protect your white space to practice such learning, including keeping up with major trends and events, like a pandemic, artificial intelligence, the shifting interests of rising generations and more. This approach has helped me keep my institution ahead of the curve. I sometimes ask myself, “What would philosopher Aristotle, innovator Steve Jobs, poet Maya Angelou or physicist Niels Bohr think?” Oprah Winfrey is often attributed with saying, “A mentor is someone who allows you to see the hope inside yourself.”
After nearly a decade as a university president, I have others in the role looking to me for mentorship and advice. I embrace those relationships not only as an opportunity to give back but also as yet another opportunity to learn and develop new colleagues. I consider both of us teachers and learners for mutual benefit. Even as a university president, I can receive the fresh insights, perspectives and passions of mentees and continue to learn and grow.
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