Literature Review
The success of any business depends highly on the skills and experiences gained in the field. Various scholars have explored how individuals and organizations can perform well in their operations. According to Bumphus (2017), mentorship is one of the main factors that define how teachers impact their students. While past researchers indicate how crucial professional guidance is, these sources limit the understanding of such impacts. Counseling involves experts in a given field, though the existing literature overlooks the role of such individuals. According to Ellis et al. (2020), a mentor or master seeks to achieve a kind of relationship with a learner, and the relationship results in the mentee’s development. In most cases, these masters have experience and resources to help the students achieve their intentions. Therefore, mentoring results in the achievement of a relationship between those in the program. Therefore, it is critical to identify, develop, and nurture talents and skills in protégés since the relationship, which arises from learning, is productive to both the master and the learner.
Mentorship has been considered informal for a long time since any professional in any field would take responsibility for their organization. Thus, most established leaders in traditional businesses provided guidance and direction without guidance and advice for newly recruited individuals. Bornstein et al. (2019) indicates that a master can help an organization avoid errors, which could have far-reaching consequences in a given establishment. The present youth are over-ambitious, confident, and have lots of expectations but are not ready to learn. According to Malmgren et al. (2010), most young people prefer quick remedies to overcome complicated situations. This may affect the posterity of an organization, hence the need for organizational mentorship on newbies. Malmgren et al. (2010) indicate that masters play a crucial role in supervising protégés’ performance in every field, including business development. Consequently, any organization’s future depends on the knowledge and skills acquired by juniors from their experienced leaders or colleagues. This article explores the St. Augustinian’s principles and how such ideas relate to business mentorship.
Research Question
How could St. Augustine’s principles from “Instructing Beginners in Faith” be used to guide mentorship in business?
Research Gaps and the Need for Mentorship
Much research has been done on personal development, business success principles, and leadership. González-Rodríguez et al. (2018) indicate that competition is one of the leading forces driving business operation in the present world. Due to increased globalization and advancement in technology, business environments are becoming more competitive. While companies seek to remain in business against all odds, they experience particular challenges such as the need to recruit and retain a competitive, skilled, and diligent workforce (Cozzolino et al., 2018). Furthermore, they have to implement reliable succession planning strategies for the posterity of the organization. The ever-changing technology in business environments requires the management to maintain a highly adaptive workforce that can quickly grasp new concepts using novel acquisitions (Cozolino et al., 2018). There is also a need for organizations to nurture their employees’ leadership skills to run various departments better. These are some of the challenges which institutions have to deal with to attain competitiveness.
Amongst other strategies, studies have shown that a mentorship is a convenient approach to dealing with the problems stated above so long as companies contemplate institutionalizing the program. Good mentee-mentor relationships are instrumental in eliminating these challenges if a mentor and a mentee are encouraged to be actively involved in the process (Bear, 2018). Mentors are expected to show some level of collaboration, motivation, patience, and gratitude for their mentors’ constant work to impart knowledge to them. A mentor is supposed to provide guidance, counseling, and support to the protégé during the discourse (Helms et al., 2016). According to Dmytrenko (2018), mentors provide help “trends and changing practices, new strategies and initiatives, company values, history, products, and leadership, and career and skillset development” (p. 33). Mentors can help mentees develop individual career goals and create professional networks by introducing them to coworkers and other professional acquaintances.
How St. Augustine’s Principles Are Effective in Teaching and How They Can Be Translated Over
St. Augustine was a bishop who lived more than sixteen hundred years ago and was known for offering help beyond what was required from him. According to Immerwahr (2009), St. Augustine was asked by one of his deacons to give the junior tips of teaching his students. The bishop told the deacon what he needed to say, how to say it, the content, and the pedagogy. With time, St. Augustine turned his advice and made it an instruction book, which he called “Instructing Beginners in Faith” (Ramsey, 2006). These instructions, though initially meant for Christian learners, have become critical instructional tools for all professionals. In particular, St. Augustine emphasized seven significant principles, which include, teacher-learner relationship, positive learning environment, knowing one’s students, understand students’ fears, resetting student attention, connecting learning to students’ experience, and finding joy in old stuff.
Need for a Fruitful Teacher-Learner Relationship
St. Augustine understood that a classroom was a dynamic system; hence it depends highly on the teachers’ love and excitement, and regard for their learners. According to Immerwahr (2009), these qualities positively impact the students, thus further inspiring the teachers. However, in cases where the students become bored and do not respond to the teacher, this affects their effectiveness. In Ramsey (2006), St. Augustine says, “… when we see no reaction from our hearer, it is tiring to continue speaking right to the end of the allotted time” (p. 13). Therefore, to be efficient mentors, teachers should create an environment where the learners feel enthusiastic about and desire to learn.
Creating a Positive Learning Environment Is Even Harder Than Getting the Content Right
Teachers should focus on creating a positive and dynamic classroom instead of trying to force students to master the contents. Mentees learn from masters who provide an enabling environment for content acquisition. According to Immerwahr (2009), students need to be engaged in the entire process to absorb the contents taught to them. Thus, masters need to reframe how they think concerning the material they are passing to the students. For example, teachers should not concentrate on how much they can deliver but on how much they can acquire. According to St. Augustine, “the difficult part of our task is not giving rules about. No, our greatest concern is much more about making it possible for those who offer instruction to do so with joy. For the more they succeed in this, the more appealing they will be” (Ramsey, 2006, p. 2). This shows that teachers may prepare elaborate notes, but they may fail in passing the knowledge to the learners.
Each Teacher Must Understand Their Learners and Customize the Class for Them
Actual learning can transform the learners’ personality, skills, inspiration, and limitations. Teachers should try as much as possible to understand their students for them to have a practical instructional and learning experience (Ramsey, 2006). Teachers should seek to know the background and interests of their learners. Secondly, mentors need to give their mentees ungraded tests throughout the learning period to understand their learning concepts. In St. Augustine’s words, “I am swayed now in one way, now in another, according as the characteristics and background of person that I see before me to receive instruction” (Ramsey, 2006, p. 15). Moreover, masters need to familiarize themselves with student development and knowledge acquisition.
Know What Each Learner Fears, and Help Overcome Them
It is common to find that some students tend to be shy or remain quiet during classroom sessions throughout the period. However, the same students may be noisy before sessions with the teachers. This shows that these learners may have feelings of insecurity or fear. According to Immerwahr (2009), there is the need to create a classroom where the learners may feel safe to express themselves. Some teachers tend to ridicule their students if they do not get their answers right. In Ramsey (2006), St. Augustine reveals, “… we should drive out the exaggerated fear that prevents the student from making known where he stands, and we should temper his shyness by instilling in him the value of our fraternal communion” (p. 13). Therefore, the instructors should ask general questions and not necessarily linked with content that should be delivered during the period. Moreover, the learners should have time to think about any specific solution, rather than relying on the answers given by the teachers or peers.
Constantly Reset the Students’ Attention
A classroom is a complex environment comprising of students from different backgrounds. Learners may have chaotic lives at their homes or have problems managing their time (Oginni, 2018). Students who perform well in class may not be free from various home challenges. Efficient teachers often find ways to re-engage them during class sessions. Others use strategies such as humorous interactions or anecdotes, thus making students develop calmness. Speaking of a bored learner, St. Augustine says the teacher “should reawaken his attention by making a remark spiced with seemly good humor and appropriate to the subject under discussion” (Ramsey, 2006, p. 13). Furthermore, lecturers should allow their students to have sessions such as stretching and standing up.
Connect Learning to the Student’s Own Experience
Learning is more fun when students feel secure and can relate the contents to their environments than when they feel tense. Mentorship should involve practical concepts, which students can apply in real-life situations, which affect their lives and capture their interests (Immerwahr, 2009). Efficient teachers help their students to illustrate ideas, thus making them applicable in solving daily problems. According to Immerwahr (2009), “what we say should touch preferably on the student’s situation so that, stung by solicitude for himself, he may become alert again.” (p. 3). Furthermore, teachers should use simulations to illustrate the concepts taught in class, design a role-play, or utilize active learning methods. These approaches enable learners to enjoy their lesson in addition to trying the skills gained in their specific circumstances.
Find the Joy in Making the Old Things New
Most learning systems teach students old theories and concepts, which are the fundamental ideas in the present complex world. However, the teachers should internalize such knowledge and skills and adapt to the present world. According to St. Augustine, in Ramsey (2006), “… our enjoyment is revived by sharing in the enjoyment that others derive from seeing them for the first time” (p. 13). The statement indicates that teachers should find joy when teaching even if they have studied such subjects in the past. However, the mentors should also research new areas or change in perspectives to enable students to outgrow the old notions and be equipped and relevant in their new professions.
St. Augustine’s Authority in Servant Leadership
Through their top leadership, organizations should incorporate mentorship into their curriculum to eradicate unforeseen challenges when current employees become a manager within the same firm. Working relationships should be formed between the mentor and mentee to realize the process’s full benefits; otherwise, the enterprise may not resolve such issues (Pfund et al., 2016). A leader should be a servant of the organization and understand the work of their subjects. That way, such directors can provide solutions to the firm’s problems and guide junior employees to become skilled in solving related issues in the future. Servant leaders understand the leadership and mentorship principles and use them to guide protégés to become leaders (Winston, 2018). In particular, such managers counsel novices using St. Augustine’s philosophy to gain the goals discussed below.
Knowledge and Skills Development
The primary mentorship rationale is to promote the transfer of knowledge and skills from the organization’s leaders to novice or less experienced staff members. According to St. Augustine, “… our greatest concern is much more about how to make it possible for those who offer instruction to do so with joy. For the more they succeed in this, the more appealing they will be” (Ramsey, 2006, p. 2). This indicates that a leader shares their knowledge with love without worrying about what their subjects would become after gaining such skills. On the flip side, mentors also gain more knowledge and leadership skills as they interact which the protégés in the program (Kunaka & Moos, 2019). When mentees learn, they become more competitive and gain the confidence to handle challenging tasks (Turner-Moffatt, 2019). This achievement can earn them recognition, rewards, promotions, job satisfaction, and career advancement. Mentors also gather more knowledge and skills, leading them to job promotions, increased wages, and leadership positions, among other advantages.
Career and Professional Growth
Career and professional growth are the main objectives of any mentorship program in business and other sectors such as medical and educational institutions. These programs equip mentees with talents, know-how, abilities in their field of practice (McConnell et al., 2019). This exercise serves to close the skills gap which existed by the time an employee was recruited. Sloan et al. (2020) state that “career support enables mentees to gain experience and expertise through coaching and being included in challenging work assignment” (p. 7). A servant leader does not hesitate to offer guidance and education concerning any particular expert area needed by the junior employee (Bartels et al., 2021). The main goal of such supervisors is to ensure that their learners become equipped with the necessary skills to keep the organization running in the absence of the senior professional.
Mentoring provides an open atmosphere for novice employees to learn new concepts and acquire new talents to apply in their daily work encounters. As the protégé continues to interact with the expert, chances of fogging other professional networks also enhance, which broadens a mentee’s perspective based on what suits their career needs (Shranks, 2017). The experience gained is enough to advance the employee’s career path as they seek to scale the organization’s ladder.
Training of New Workers
Usually, novel employees lack the domain knowledge of an organization, and through mentorship, they can be oriented to familiarize themselves with various aspects of the institution. In Helms et al. (2020), hired employees must be mentored to acquaint themselves with the existing standards, codes of conduct, and policies, among other parameters due to workplace compositeness. Ordinarily, suppose the mentee is left to learn and internalize the items by themselves. In that case, it may become time-consuming, resulting in helplessness to the employee at the initial stages of the employment. Therefore, a mentee can help shorten this time by letting the mentee focus on pertinent information first and leaving the rest for progressive learning (St-Jean et al., 2018). Mentoring can make the employees feel comfortable about being part of the company and inspire them to focus on their duties. They strive to align themselves with organization policies fully.
Effective Succession Planning and Retention of a Skilled Workforce
Several studies have revealed that mentoring promotes retention of skilled and well-performing workers. According to Shore (2017), “mentorship enhances the work experience of employees, provides an increased satisfaction in their work, and can improve retention even in times of adverse working conditions and burnout” (p. 8). It is not easy for company to lay off skilled workers in lieu of new employees, as the latter move attracts extra costs which is avoidable (Fijalkowska et al., 2017). This results to low employee turnover in the organization.
Existing employees with a variety of management, leadership, or department-based skills can be considered for promotion to higher job positions instead of letting them go. This group is a valuable human resource for the company which they can use, for instance, to mentor new employees. They can also be moved to other appropriate departments to replicate their performance in those sectors (Li, 2018). Since an organization is able to utilize and maintain their skillset, it is easy for them to make a succession strategy because they can fill vacant positions from the workforce instead of hiring new employees.
Improvement of Leadership Skills
Leadership and management skills determine business success, and therefore, organizations strive to nurture them as much as possible. For one to be a good leader, they need to understand the company’s needs and the workers’, which can be achieved through mentoring (Cimirotić et al., 2017). They should be knowledgeable about all the workplace matters so that they can give reliable and dependable solutions during problem-solving. In nurturing good leaders, an experienced mentor is matched with a less-experienced or new employee to equip them with essential leadership skills (Stephens, 2019). The skills may include effective communication, problem-solving, and workers’ motivation, being a role model, and being receptive to other people’s opinions. Once a mentee acquires these and other career-related skills, they become suitable for leadership positions for which it may be a matter of time before they are selected.
Need for Mentorship in Business
When exploring the mentorship gains, it is imperative to note that it benefits every business party. Although it is only mentors and protégés who are actively involved in the program, the organization which mobilizes the parties, instructs them, and creates an enabling environment for the process, also gains in different ways (Maynard-Patrick & Baugh, 2019). Therefore, this section will highlight the benefits of mentoring to the mentor, mentee, and the business.
Benefits to the Mentee
Much of the mentorship efforts are centered on improving the mentee’s welfare. Mentorship leads to higher career and professional growth levels on the part of the mentee (Eby & Robertson, 2020). By being equipped with a new skill set, knowledge, and ability, a mentee has the potential to attend to their jobs with diligence and within set schedules (Roberts et al., 2019). When employees can utilize their skills, they attain a feeling of contentment and being part of the company, which leads to increased job satisfaction and organizational commitment (Dhaenens et al., 2018). There are also opportunities for increased wages for the mentee due to the increased experience attained. Better performing employees are usually promoted to higher job ranks which usually depend on several factors such as experience, performance, and education level, among others. In this case, well-mentored workers are likely to be promoted based on the first two reasons.
Mentorship also enhances a good relationship between the mentor and the mentee in an organization. This can create a free and open environment for the mentee to express their thoughts and sentiments on various matters (Babatunde & El-Gohary, 2019). This kind of relationship results in higher trust levels for the two parties, which can help the protégé gain self-esteem while undergoing the process. The exercise also aims at eradicating the feeling of low self-worth in a mentee by being provided with personal and professional support (Bear, 2018). A mentee can establish work-related and professional networks both within the organization and externally (Curtis & Taylor, 2018). With this exposure, mentees’ expectations are bound to increase, giving them access to better opportunities. Being equipped with the right know-how and skills can make the company consider retaining them in the organization for an extended time (Hu et al., 2019). Therefore, there is an element of job security for well-mentored workers in an organization.
Benefits to the Mentor
It has been found that effective mentorship programs also benefit the mentors while the latter seeks to empower the protégés. Although mentoring promotes knowledge transfer to the less-experienced professionals and enhances their personal and professional development, mentors also gain in the process in various ways (Poulsen, 2013). They are motivated to dominate their profession line as their subjects continue gaining knowledge, which broadens their knowledge base as they access old and new learning materials while imparting skills to the mentees (Zeng et al., 2020). They also experience higher scales of personal, career, and professional growth and create more work-related networks (Eby & Robertson, 2020). In the process of counseling, guiding, and supporting a mentee, a mentor is likely to gain self-esteem and more confidence in their field of practice and the duties assigned to them (Jones, 2017). Mentoring also instills in the mentor a clear sense of being needed and acknowledged in a professional way.
Benefits to the Organization
The business is the ultimate beneficiary of effective and successful mentorship programs. One benefit of mentorship is that organizations can retain a competitive, skilled workforce and well-performing (Arora & Rangnekar, 2016). The enterprise is better placed to achieve their goals because they have the right human capital in the form of abilities resulting from the mentorship (Zeng & Ruan, 2020). The following section discusses much of the benefits of mentoring to the organization.
Best Mentorship Programs for Business
Studies reveal other forms of coaching, which can be applied in a business apart from the traditional mentoring processes. Depending on organizational goals and existing needs, a senior will choose a mentorship approach that coincides with its objectives. Furthermore, new types of mentorship keep emerging due to the proliferation of the Internet, social media, business diversification, and remote working, among other developments (Dmytrenko, 2018). According to Mullen (2016), some mentoring forms include formal, informal, group, and peer mentoring. However, not all instructional processes can work in all industries since some are more effective in religious applications, business, or education. According to Hessenauer and Law (2017), the most relevant business principles include formal, group, and peer counseling. Therefore, the three counseling methods mentioned above practices are explored as they relate to business organizations.
Formal Mentorship
Formal mentoring remains an effective form of mentoring used by many organizations. The approach involves developing a structured, planned, and deliberate relationship between a mentor and a mentee based on organization goals (Mullen, 2016). This type of coaching aims to develop novice or less-experienced workforce skills and leadership abilities in a supervised and structural manner. Depending on the frequency of contact between the mentor and protégé, formal mentoring promotes mutual beneficial learning, contributing to the formation of employee engagement and psychological capital (St-Jean et al., 2018). Corporate organization leaders increasingly use the formal instructional method as they seek to develop leaders who can enable the businesses to expand and succeed in new globalized markets.
Group Mentorship
A leader can use group mentorship for several reasons, including needing speedy guidance or insufficient personal coaching to coach new employees. This approach can help eliminate the shortcomings of traditional mentoring. It provides a platform for varied perspectives on subjects and easier decision making and project development due to teamwork (Janssen et al., 2018). It promotes learning because the groups can “protect, sponsor, nurture, advise, and befriend” the teammates (Mullen, 2016, p. 135). Groups hold regular meetings composed of several mentors and supervisors in each group (Dmytrenko, 2018). Each group is assigned duties, responsibilities, and objectives to accomplish useful improvement (Janssen et al., 2018). Group mentorship helps boost the employees’ self-confidence and instills a sense of identity in the teammates since they entail individual input and group-based discussions. As a result, the knowledge base of employees broadens since team members usually originate from various departments. Group mentorship is appropriate when there are insufficient mentoring requirements, promoting collaboration and teamwork in the clusters.
Peer Mentorship
A can may choose peer mentoring since it is suitable for easing the rigid principles of traditional mentoring. The approach involves individual staff members considered equal salary scale, same age bracket, or job rank in the business are matched to enter into a mentorship relationship (Altonji et al., 2019). According to Elliott et al. (2019), this technique allows peers to benefit from each other mutually and offer advice. Although peers do not have to be of the same age, one needs to have the same experience level (Kuligowski, 2019). This mentorship approach promotes a trust-based relationship which creates a free and comfortable environment where peers can offer each other feedback about conduct, attitude, or performance (Altonji et al., 2019). When appropriately managed, the peer-to-peer relationship can last longer than some different mentoring types.
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