Sinetar, Marsha. (1998). The Mentor's Spirit: Life Lessons on Leadership and the Art of Encouragement

	Sinetar, Marsha. (1998). The Mentor's Spirit: Life Lessons on Leadership and the Art of Encouragement. New York: St. Martin's Griffin. 161 pp. $10.95 (paper)       ISBN 0-312-20423-X Reviewed by Gary Kiltz Arizona State University March 3, 2003 As schools and school districts struggle to implement federally and state mandated accountability systems, educational leadership has become a critical component to ensuring improved student learning. School administrators now more than ever need to have a firm understanding of the interrelationship between students' needs and instructional practices and curricular content. This is becoming increasingly more complicated as many school systems find it difficult to replace retiring leaders with capable, competent educational experts. Article after article reflects the dilemma that many regions face in recruiting and retaining school leaders. In the "Arizona Republic" (Sorenson, 2003), a recent article, "Superintendents on State Wish List" highlights the administrator shortage. This article mirrors similar articles that have appeared in the "Chicago Tribune" (Dell'Angela, 2001), the "Los Angeles Times" (2001), the "Orlando Sentinel" (Balona, 2002), and the "New York Times" (Holloway, 1999). Along with public recognition of the concern, professional organizations like the National Association of Secondary School Principals (2001) and the American Association of School Administrators (Tellerico & Tingley, 2001) have also been writing about the issue of administrator shortages. With this as the current backdrop in educational administration, school districts and training institutions need to find ways to encourage educators to take on these leadership roles and to stay in the profession of administration. In Marsha Sinetar's The Mentor's Spirit: Life Lessons on Leadership and the Art of Encouragement, a framework is given that provides assistance to solving the administrator shortage. The answer may lie within the field of education by tapping into the knowledge and expertise of accomplished educational leaders through the development of a "mentor's spirit." When most individuals see the word, "mentor," certain images are created. It typically is used to reference a situation in which an older, more experienced individual guides a younger, inexperienced person (Shea, 1994; Hay, 1995). According to Sinetar, organizations need more than just mentors who guide and advise; they need "the mentor's spirit: an unseen, affirming influence and positive energy" (p. 1). In organizations where this mentor's spirit does not exist, there is an "erosion of optimism and impaired problem solving" (p. 1). The mentor's spirit is reflected in positive, nurturing environments where trust, creativity, and encouragement are cultivated. With traditional mentoring models, the relationship that develops typically focuses on specific job training and familiarity with organizational goals and processes (Shea, 1994; Hay, 1995). Sinetar proposes that the mentoring model needs to extend beyond obvious and overt acts of promoting a certain organizational culture. The mentor's spirit through unobtrusive practice acts to uplift others in the organization to do their best. The mentor's spirit is promoted through self-leadership that taps into "almost anything that deepens our sense of the sacred or our understanding or transmits a kind of gladness about life itself" (page. 7). The mentor's spirit then can evolve through several mediums including books, movies, art, and natural surroundings. It is the development of this mentor's spirit that she considers more closely throughout the rest of the book. In order to examine this idea further, she provides three elements related to the mentor's spirit: being, stillness, and linkage to leadership. According to Sinetar, "being is the key to mentoring" (page 13). It is through positive individual acts that the mentor influences others into similar action. In Mentoring for Exceptional Performance, Harold Johnson (1997) also notes the importance of modeling through action as part of his strategic mentoring model. Whether in an individual, team, or organizational framework, strategic mentoring promotes learning, leading, and relating. These characteristics are enhanced within an organization through the actions of mentors. Sinetar extends this argument even further. Rather than developing technological devices that screen, probe, and measure personal growth, human systems should be developed where "effective mentors earn trust (when) they embody whatever they deem worthwhile. Rather than preaching about honesty or fairness (and having devices to measure these as part of an evaluation system), productive mentors guide (individuals) toward honesty by being truthful when it counts" (page 19). Action, not words, reflects the embodiment of being. If being is a key to mentoring, how is it developed as part of the mentor's spirit? Sinetar first proposes that "productive mentors are productive types--wholesome guides who ignite our vision, our hope, our self-respect" (page 21). However, just as it is crucial to tap into a mentor's strengths, it is just as important for mentors to be self-reflective and realize imperfections. These imperfections must be accepted and noted at the same time that the gifts of the mentor are being promoted. It is through this recognition that mentors create a distinct being that then inspires others to grow into themselves. Sinetar also claims that being is unlocked through virtue. The mentor's spirit is developed further by engaging actively in practices of fairness, integrity, and personal growth. Others who are around mentors who possess this spirit will profit emotionally from the experiences. Productive mentors engage others in the organization in mature relationships that factor in the individual's readiness and ability. The mentor builds these relationships through patient listening, a balance of individual needs with desires, emotional support, and an inclusive atmosphere that leaves no-one feeling isolated. By continuously engaging in the maintenance of a common set of values that places individuals in the organization as a priority over the organization itself, the mentor's spirit is promoted in a virtuous manner. In order to establish this climate of trust in which positive relationships can be established and creative exploration can occur, the mentor must embrace a spirit of self-trust. Mentors must push themselves to new levels of learning and risk-taking. It is through these experiences that they can then mentor others to take leaps of faith that leave the mentored vulnerable. Trust is crucial for innovation. This includes self-trust, or "a confidence in one's own ability to face and master trouble" (page 45). This trustworthiness in self leads to trusting behaviors in others that build congruence within an organization. According to Sinetar, a final element of being is authenticity. The mentor's spirit develops by being genuine. "This is simply productive: The more genuine we are, the more good we have to give" (page 53). A natural enjoyment of life encourages life in others. Love, through selfless caring, builds a climate of growth and continuous learning. The mentor must be genuinely caring to promote development in others. The creation of a mentor's spirit requires a state of being that includes authenticity, self-trust, virtuous behavior, and recognition of both strengths and weaknesses. In the second part of the book, Sinetar explores silence as another element in developing a mentor's spirit. This silence is a form of self-confidence that is promoted through transcendence, dialogue, clear goals and expectations for self, and personal definitions of success. In terms of transcendence, this entails a love of learning and the ability to be self-reflective. It requires individual mentors to look internally at value and belief structures that may prevent further learning. This spiritual growth leads to novel, broader solutions. "If either an individual or organization learns to love learning, the fear of change or the so-called mistake evaporates" (page 65). As Sinetar admits, this appreciation of silence does not come easily. It takes time, patience, and support to trust the internal messages that are being given. The mentor's spirit must embrace this silence by transcending into a spiritual self-reflection. Silence is also guided through authentic dialogue. "Authentic dialogue promotes mature, self-governing work teams who 'walk the talk'" (page 75). A major component of most mentoring models includes the development of positive, trusting relationships (Shea, 1994; Hay, 1995; Johnson, 1997; Zachary, 2002). To develop these types of intimate relationships, Sinetar claims that opportunities must be given to have authentic dialogue where ideas, points of view, and self-reflection promote a sense of teamwork. The mentor's spirit promotes a silence through active listening and respecting of various and differing thoughts. These sessions are not decision-making sessions, but merely opportunities for others to be heard and respected within the organization. A third element of silence is a personal definition of success. This involves being comfortable with individual strengths and weaknesses and reveling in the small steps of progress. By understanding individual strengths and weaknesses, the mentor's spirit promotes the establishment of limits that allow appropriate balances and respect of an individual's personal space and time. This does not mean a lesser commitment to the organization. On the contrary, "unstructured time is a must for spiritual growth and self-awareness, and it's an investment in creative effort" (page 95). In business, executives frequently meet at the golf course, the club, or some other informal setting as a way to maintain this balance and renew their energy and commitment to the organization. These opportunities also provide arenas for transcendent learning and dialogue. The definition of success is a personal matter, but it needs to incorporate a balance between professional and personal aspects of life. A final element of silence is setting clear expectations for self and others. Along with this, once these expectations are set, the mentor's spirit evolves through the maintenance of them. This requires the ability to say yes or no. "Saying yes or no clearly builds confidence and rids (individuals) of the misconception that (they) are powerless" (page 99). According to Sinetar, one of the main stumbling blocks in promoting this aspect of silence within the mentor's spirit is fear. Most individuals suffer anxiety related to others' opinions, so they avoid taking risks and engaging in mentoring relationships. By not mentoring, leaders avoid saying no all together. "No" is a difficult word to say. Productive mentors set limitations and assert themselves without feeling any sort of guilt. Mentors give time, skill, compassion, friendship, because they want these from others in return. Through this nurturing relationship in which expectations are made clear, both the mentor and the mentored become revitalized. Silence as a spirit of confidence involves clear expectations, self-reflection, authentic dialogue, and a personal sense of success. In the final section of the book, Sinetar provides four lessons related to the leadership links to mentoring. Through these links, the mentoring spirit is transferred from the mentor to the protégé. Sinetar contends that the transference of the mentor's spirit requires a connection to kindred spirits, the development of spiritual intelligence, stewardship, and intuitive, creative fluency. Leaders who mentor realize the importance of developing interpersonal relationships that are trusting and intimate. Although agreement may not always exist during conversations, a mutual respect and admiration develop between the mentor and the mentored. Sinetar explains that in most mentoring situations, the relationship acts to guide or train an individual in the organizational processes. This is reflected in several mentoring models (Shea, 1994; Hay, 1995; Johnson, 1997; Zachary, 2002). She proposes taking mentoring to a "second tier" that speaks to a deeper philosophical intent" (page 116). Every interpersonal exchange serves to motivate, encourage, or prepare the next generation of leaders. Leaders become support for each other through a kinship of spirit, or understanding of being and silence. Development of spiritual intelligence is a second link between leadership and mentoring. Mentors must guide young, enthusiastic leaders to become more self-aware and reflective so that they engage in healthy choices and upstanding conduct. This spiritual maturity includes greater capability to be emotionally stable, to achieve what is valued, and to have a clear mind and vision. Sinetar calls these spiritual qualities virtues. "As spiritual intelligence increases, so does healthy independence; conscious choices improve, and we become more willingly accountable for our acts" (page 123). This development of spiritual intelligence leads to further development of the mentor's spirit in the next generation of leaders. This creates a paradox in mentoring. As the mentored shows greater self-reliance and skills of discovery, the more likely this individual is to attract a mentor that he/she admires. Productive mentors expect the protégé to become autonomous and to embrace elements of the mentor's spirit in the pursuit of goals. Mentors also foster leadership by being good stewards. Sinetar indicates that "good stewards never exploit us for their purposes. They serve our needs to grow and tackle challenges, and help us defeat our demons" (page 134). Stewardship intimates a moral order, an existence of a greater good. For this reason, mentors act for others, not for self preservation or individual desires. As the next generation of leaders struggles to find courage, conviction, and inspiration, the mentor acts as the steward who faithfully provides the support needed to work through the hardships. As a final link between mentoring and leadership, Sinetar explores the idea of intuitive, creative fluency. Fluency is a seamless motion that occurs in an organization as a result of shared collegial values. The mentor is key in promoting a set of values that allow individuals in the organization to engage in authentic dialogue. This is not to say that conflict within the organization does not occur, but rather that the individuals will be able to constructively work through the conflict as a result of the creative fluency that exists. Mentors encourage through the chaos that may exist when this conflict does occur. Sinetar concludes the book by highlighting six signs of productive mentors. These signs reflect the elements of the mentor's spirit outlined in the earlier chapters including affirmation of life, authentic dialogue, genuine acceptance of self, clarity in boundaries, embodiment of virtues, and stable, grounded vision of personal success. Although the mentor's spirit is not an individual guide or friend, every individual has an opportunity to grow personally by embracing it. Individuals must find ways to tap into the spirit in order to realize his/her gifts, goals, and potential. The mentor who already reflects this spirit can be productive through the states of being and silence. Although somewhat esoteric, Sinetar does provide guidance in ways that educational organizations can further develop leaders who will take on and stay in administrative roles. Her goal is to not provide a specific process of mentoring like many other individuals have done (Shea, 1994; Hay, 1995; Johnson, 1997; Zachary, 2002), but instead to reflect about her own experiences to reveal the product of mentoring. Leadership in any organization can be a daunting task. To do an effective job, the next generation of leaders in schools must be nurtured in an environment where authentic dialogue, trusting relationships, and self-reflection are fostered by experienced leaders who embody the mentor's spirit. References Balona, D.M. (2002, June 9). Hiring change alarms critics: Educators are debating a new rule that allows having principals with no classroom experience. Orlando Sentinel. Retrieved February 24, 2003 from http://www.orlandosentinel.com/ Dell'Angela, T. (2001, April 20). High schools wonder: Who will lead? Chicago Tribune. Retrieved February 24, 2003 from http://www.chicagotribune.com/ Hay, J. (1995). Transformational mentoring: Creating developmental alliances for changing organizational culture. London: McGraw-Hill. Holloway, L. (1999, September 29). Principals quit New York City at record pace. New York Times. Retrieved February 24, 2003 from http://www.nytimes.com/ Johnson, H. (1997). Mentoring for exceptional performance. Glendale, CA: Griffin Publishing. Los Angeles Times. (2001, July 8). Principal shortage indeed imperils schools. The Los Angeles Times. Retrieved February 24, 2003 from http://latimes.com/ National Association of Secondary School Principals. (2001, January) The principal shortage. Retrieved February 24, 2003 from http://www.nassp.org/ Shea, G. (1994). Mentoring: Helping employees reach their full potential. New York: American Management Association. Sinetar, M. (1998). The Mentor's spirit: Life lessons on leadership and the art of encouragement. New York: St. Martin's Griffin. Sorenson, K. (2003, February 18). Superintendents on state wish list: Arizona searches for school chiefs. Arizona Republic. Retrieved on February 24, 2003 from http://www.arizonarepublic.com/. Tellerico, M. & Tingley S. (2001, November). The Leadership mismatch: An Alternative view. Retrieved on February 24, 2003 from http://www.aasa.org/ Zachary, L. (2002). The role of teacher as mentor. In J. Ross-Gordon (ed.), Contemporary Viewpoints on Teaching Adults Effectively. San Francisco, CA: Jossey-Bass. About the Reviewer Gary Kiltz Arizona State University Email: garykiltz@yahoo.com Gary Kiltz is currently a student at Arizona State University, pursuing a PhD in Educational Leadership and Policy Studies. He worked the past four years as a principal of an alternative high school that focused on assisting students who were not successful in larger, comprehensive high schools. Before this, he was a teacher and assistant principal in a district outside of Milwaukee, Wisconsin. He assists in coordinating a program for school administrators through the College of Education at A.S.U. The program, Learner-Centered Leadership, provides administrators from four urban districts opportunities to learn from each other and to share ideas and resources. Kiltz's areas of interest include both school leadership and school finance.