transformational leadership peer mentoring as a values-based learning process

7/27/2019 Transformational Leadership Peer Mentoring as a Values-based Learning Process

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1

Mary Ann Mavrinac

Chief Librarian, University of Toronto atMississauga3359 Mississauga Road North

South Building, Room 2109A

Mississauga, Ontario

CanadaL5L 1C6

Tel: 905-828-5235 Fax: 905-569-4728

[email protected]

TRANSFORMATIONAL LEADERSHIP: PEER MENTORING AS A VALUES-BASED

LEARNING PROCESS

Abstract: This paper will discuss the complex nature of transformational change towards a

learning culture. Peer mentoring will be discussed as an example of a learning process that is in

sync with the values-based transformational leadership and change process, the professionalvalues of librarianship, and the democratic nature of a learning culture.

1
mailto:[email protected]:[email protected]


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TRANSFORMATIONAL LEADERSHIP: PEER MENTORING AS A VALUES-BASED

LEARNING PROCESS

There is a call for transformational change in higher education and in academic libraries to

effectively meet the opportunities and challenges posed by the environment: competition, fiscal

constraint, greater accountability to the public, user expectations, demographic change in student

population, recruitment and retention of talented employees, and rapid change primarily driven

by technology.1 Authors in the library and non-library literature assert that organizations must

move towards more fluid organizational designs, distributed or shared leadership, and self-

managing teams to effectively meet these challenges.2 A common theme is the necessity that

organizations adopt a learning culture where learning is continuous to meet the challenges of this

fluid and rapidly changing environment.3

Transformational change, transformational leadership, and learning cultures or learning

organizations have all become popularized and somewhat utopian in claims these practices can

address challenges and cure all what ails an organization. There is a lack of definitional and

prescriptive precision that occurs when something is popularized that makes adoption of these

practices in real and practical terms extremely challenging. There is no magic bullet that will

address pressing organizational issues. Deep and lasting change is very time consuming and

complex requiring intention, congruency and interrelatedness across departmental boundaries

and employee groups. Vision, mission, values, structure, processes, attitudes, behavior,

underlying assumptions and rewards must be congruent and consistent with the intended change.

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In short, the devil is in the detail.

This paper will look at the complex and rather elusive nature of transformational change and

values-based transformational leadership towards a learning culture. Peer mentoring in an

academic library setting will be discussed as an example of a learning process that is in

congruence with values-based transformational leadership. This paper will add to the academic

library literature on mentoring through its examination of mentoring using a values-based lens:

the critical role values play in the transformational leadership and change process, in relation to

the professional values of librarianship, and with respect to the democratic nature of a learning

culture.

A Learning Culture: Perpetual Learning State

The concept and benefits of organizational learning and the learning organization continue to be

heralded as important to the health and prosperity of organizations to be able to flourish in an

environment of change. The concept of a learning culture has been criticized for its utopian

claims, vague definition and lack of empirical evidence about how learning is transferred from

the individual to the organization, how organizations learn and the degree to which

organizational performance is improved.4 Despite this, it is believed that learning is essential for

organizational survival in a rapidly changing world. At its most basic, learning is change, a

powerful notion in and of itself. The popularization of the concept of the learning organization

which exploded after Peter Senges The Fifth Discipline: The Art & Practice of the Learning

Organization was published, underestimates the complexity in realizing ubiquitous

organizational learning.5 The learning organization is predicated upon the notion that

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organizational learning occurs through individuals and teams, that learning is a natural and

normal human want, and that learning must be ubiquitous, boundaryless, horizontal in nature

and span all employee groups in the context of an open and supportive environment.6

In

practical terms, learning must be operationalized and in alignment with the organizations

structure, processes, rewards, underlying assumptions, values, attitudes and behaviors to support

this cultural change.

Some authors believe that learning is transformational, providing a compelling reason for

organizations to pursue a learning culture.7 Adopting a learning culture places learning at the

centre of the change process, and remembering that learning is change and based upon natural

human wants, this organizational focus would appear to be both logical and sensible. Edgar

Schein believes that in order to effectively deal with the constancy of change, organizations must

become perpetual learners:

My sense is that the various predictions about globalism, knowledge-based organizations,

the information age, the biotech age, the loosening of organizational boundaries, and so

on have one theme in common - we basically do not know what the world of tomorrow

will really be like except that it will be different. That means that organizations and

their leaders will have to become perpetual learners.8

Transformational Change: The Devil is in the Detail

How does an organization achieve deep and lasting change towards, in this case, a learning

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culture? Organizations must undergo a transformational change process. The common and

liberal use of the phrase transformational change belies its complexity and its elusive quality.

James MacGregor Burns defines transformational change as:

to cause a metamorphosis in form or structure, a change in the very condition or nature of

a thing, a change into another substance, a radical change in outward form or inner

character.9

Peter Kezar and Adrianna Eckel echo these sentiments indicating the necessary depth and

integration of the transformational change process. Transformational change alters the culture of

the organization, is deep and pervasive, affects all aspects of the organization, is intentional, and

occurs over time.10 The achievement of deep cultural change can take between three and ten

years for an entire organization during which the organization is extremely susceptible to

regression, especially, as noted by John Kotter, if victory is declared too soon.11 Other important

characteristics of transformational change are clarity and communication of vision, the inclusion

of all employees in the change process, and the need to approach change holistically,

interdependently and concurrently to ensure the change initiatives strengthen not weaken the

intended outcome.12 In the case of transformational change towards a learning culture, it would

be necessary to clearly and effectively communicate the rationale for this initiative and insert

learning into all aspects of the organization from individual employee goals and objectives to

organizational structures that support learning, such as resources, rewards, allowance for risk-

taking, etc.

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The transformational change process often includes a re-definition of organizational values,

although Eckel and Kezar indicate that in going through transformational change an organization

can still remain true to their historic values and social roles, a critical element for libraries who

are widely associated with their professional values and the societal role they play.13 To achieve

a learning culture, learning would become a value of the organization. In the case of library

organizations, this value would be in congruence with the professional values of librarianship.

Organizational culture is inextricably linked to transformational change.14 Altering the culture of

an organization, the underlying assumptions that drive how things are done around here at

every level of the organization, is extremely difficult. There is a strong relationship between the

success of the change initiative and its alignment with the existing organizational culture. 15 There

is an element of paradox in this when one remembers that a characteristic of transformational

change is to alter the culture of the organization. Schein considers culture the most stable and

least malleable part of the organization, adding to the challenge of effecting deep and pervasive

transformational change.16 Moreover, the underlying assumptions, deeply held internal beliefs or

mental models of organizational members can thwart change if the change initiative does not fit

within the existing mental models.17 Mental models are extremely well-rooted, self-reinforcing,

and are generally clung to by organizational members to avoid the fear and anxiety that is

associated with change.

Transformational Leadership: The Role of Public Values

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What drives the transformational change process? Transformational change requires

transformational leadership, and leadership at its most basic is the process of fostering change.18

Leadership is a relationship between leaders and followers, both individual and group, in mutual

pursuit of organizational outcomes and in the fulfillment of individual wants and needs. There is

a difference between transformational leadership and transactional or exchange leadership, the

latter being an exchange of something valued, be it economic, psychological, social or political,

between persons or groups.19 Transformational leadership cuts more deeply than transactional

leadership, changing the very nature of something.

Organizations learn through individuals. Therefore, there is an inextricable link between

leadership and change and individual wants and needs. As stated by Burns: Leadership is so

intertwined with fundamental change, and change with the dynamics of wants and needs, as to

make rather arbitrary any locating of origins in what is really a seamless web.20 Malcolm

Knowles, in his seminal workThe Modern Practice of Adult Education: From Pedagogy to

Andragogy, underscores this interrelatedness when he states:

But every organization is also a social system that serves as an instrumentality for helping

people meet human needs and achieve human goals. In fact, this is the primary purpose

for which people take part in organizations - to meet their needs and achieve their goals -

and when an organization does not serve this purpose for them they tend to withdraw

from it. So organizations also have a human purpose.21

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Abraham Maslows theory of hierarchical needs rests on the satisfaction of human needs at one

level to drive motivation and behavioral change to satisfy needs at a higher level. Self-

actualization, the highest order of needs in Maslows hierarchy, is described as what a man can

be, he mustbe.22 The fulfilment of self-actualizing needs in individuals is critical to

transformational change. It provides a powerful motivation for individuals to participate in the

change initiative. Leaders who can achieve a mutuality of actualization for the individual and

the organization are also likely to achieve success in the change process. Moreover,

transformational change is a dynamic, non-linear engagement between leaders and followers,

each inspiring the other to learn and change and to arrive at creative solutions to organizational

challenges. This can be transformational for both.23

Burns is one of several leadership theorists who grounds transformational leadership in public

values. He sees leadership as a moral undertaking, a response to human wants expressed in

public values.24 The critical link between human wants and public values, values such as liberty,

equality, justice, human rights and the pursuit of happiness, is fundamental in a democratic

society. The notion of democratic values runs through the literature on learning cultures,

transformational change and transformational leadership. There is a strong link between

transformational leadership and change and high moral and ethical development in leaders.25

Kenneth Cloke and Joan Goldsmith link the values of democratic leadership with the increased

capacity to deal with a changing environment:

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Organizational democracy, like its political counterparts, is premised on the idea that

every employee is capable of exercising leadership - and must do so for the spirit of

democracy to remain alive. ...by supporting leadership development ubiquitously among

rank and file employees at every level, we not only protect democracy but increase our

capacity to deal with uncertainty and change.26

Values also provide a moral, intellectual and philosophical foundation for organizational

decision making and the standards by which organizations assess what they do.27 Values answer

the question How do we want to act, consistent with our mission, along the path toward

achieving our vision?28 It is important for organizations to develop agreed upon organizational

values to guide decision making, assist in solving ethical dilemmas, assess outcomes and drive

its change agenda. Congruency between values and an organizations actions, policies,

processes, structure, etc., is vital. Congruency builds trust, respect and authenticity.29

Public Values of Librarianship:

Library organizations are a good cultural fit to effect transformational change towards a

learning culture. Libraries play a critical role in the education of citizens, lifelong learning and

the provision of free and equitable access to information to support full participation in society.

The library profession has long been associated with professional values championing

intellectual freedom, equity of access and privacy.

In 1999 the ALA struck a Core Values Task Force to recommend a clear statement of values for

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the profession intended to guide and assist members in making decisions.30 The Task Force

identified eleven values embraced by the library profession:

Access: equity of access to all library users.

$ Confidentiality/Privacy: protects user privacy for intellectual freedom.

$ Democracy: fosters an informed citizenry through free and equal access to information.

$ Diversity: values and supports diversity through resources and services.

$ Education and Lifelong Learning: supports a learning society and lifelong learning.

$ Intellectual Freedom: champions intellectual freedom and resists censorship.

$ Preservation: preserves information for future generations.

$ The Public Good: asserts libraries are fundamental institutions in a democratic society.

$ Professionalism: supports professionally qualified personnel in the provision of library

services.

$ Service: strives for the highest level of service to all through excellence in the profession

and by encouraging professional development of co-workers.

$ Social Responsibility: contributes to the improvement and solution of societal problems.31

The values of the library profession have the capacity to be transformational because they serve

the public good and are in sync with and support the public values of equality, liberty, justice and

the pursuit of happiness. As previously noted, public values arise from individual wants and

needs. The fit between the public values of the library profession and those of

transformational leadership would suggest that libraries could be a model organization in

effecting transformational change if they utilized their professional values in the change process.

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Mentoring

The previous discussion on transformational leadership and change, the learning culture and

values underscores their interrelatedness. This interrelatedness is at once logical and abstract. In

order to ground this discussion the learning process of mentoring will be discussed in relation to

the transformational leadership and change process towards a learning culture. Learning cultures

place learning at the centre of organizational activities, valuing it as a core asset. 32 Most

organizations have a variety of learning opportunities in their staff development systems.

Mentoring is one such learning process. Traditional mentoring is an enduring learning method

with roots in Classical Greece. It is a dyadic relationship between a more experienced, senior

employee and a less experienced, junior employee. Much has been written about the positive

outcomes of mentoring, in particular for the mentee who can benefit in terms of job satisfaction,

career advancement, psychosocial well-being, induction to the organization, and

professionalism.33 There are also several career, psychosocial and professional benefits which

can occur for the mentor.34 Mentors have the added benefit ofgeneravity, where they can leave

their personal and continuing mark on the discipline through the success of their proteges.35

Traditional mentoring continues to be a popular and enduring learning process in academic

libraries and in other organizations. One only has to review indexes such asLibrary Literature

andLibrary and Information Science Abstracts to note the continued interest in mentoring.

Mentoring is seen as an important mechanism to address the current challenges of the

recruitment and retention of talented people for academic libraries, to assist in the processes of

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socialization and professionalism, to encourage librarians to assume leadership roles, to achieve

greater diversity in leadership ranks, and to assist young professionals in achieving tenure.36 The

Association of Research Libraries, in its reportMentoring Programs in ARL Libraries, indicates

there were 21 academic libraries offering formal mentoring programs. Twenty of these programs

were for the professional development of librarians; only one included support staff in the

mentoring program.37 In light of the popularity of mentoring in the professional literature, it

safely can be assumed that informal mentoring relationships also frequently occur in academic

library organizations.

Most of the academic library literature on mentoring discusses traditional mentoring for those in

the professional ranks of the organization, although group mentoring of less experienced

librarians with a senior mentor also occurs.38 Overall, the academic library literature is fairly

uniform in its description of the traditional mentoring relationship with the exception of Roma

Harris who warns of the mentoring trap for organizations who select mentees for special

mentoring relationships and in so doing exclude other motivated employees; 39 Ann Manning

Fiegan who reports on trends in mentoring practice which go beyond the traditional mentoring

formula;40 theARL Initiative to Recruit a Diverse Workforce which includes non-professional

staff;41 and Gail Munde who calls for a reinvention of traditional mentoring to meet the personnel

challenges of academic libraries.42

Different Types of Mentoring

Traditional mentoring continues to serve a valuable role in academic librarianship especially for

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librarians seeking leadership roles or in the process of gaining tenure. In addition to the career,

psychosocial and professional benefits previously noted, mentoring can be a very powerful

learning process. It is a one-on-one, learner-centred relationship providing a safe context to

express concerns, fears and aspirations to a non-supervisory organizational member.43 Mentoring

also encourages the development of deeper relationships in an organization, and can work

towards building a sense of community, an increasingly important aspect of organizational life.44

Traditional mentoring, however, is not in total alignment with values-based transformational

change towards a learning culture. It has been argued that all aspects of the organization must be

aligned and in congruence with the intended change. It is important that the type of mentoring

program chosen be integrated and congruent with the organizational structure, processes, norms

and rewards of a learning culture. 45 Todays learning organizations require a mentoring program

which is open to all employees, allows for a variety of short-term, developmental relationships

both within and without the organization, emphasizes self-directed learning where individuals

actively plan and initiate their learning opportunities, allows for a process of continuous learning,

treats the mentor and mentee as equals, recognizes that someone could be a mentee in one

situation and a mentor in another, and accentuates how one learns.46

Current mentoring literature is discussing a variety of different mentoring types, models that

might better relate to the needs of the current organizational environment and organizational

members. The rapidly changing environment that has been spawned by technology and the

information age requires employees who can quickly learn, adapt and be flexible.47 The trend is

towards multiple relationships and experiences which place the onus on the learner to seek out a

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variety of learning opportunities to meet their needs throughout their career.48

New types of mentoring include peer mentoring, co-mentoring, developmental alliances,

situational or spot mentoring which is short term and goal-specific, mentoring up where senior

employees are mentored by junior employees, team and group mentoring, and e-mentoring.49

Research indicates that mentoring relationships between peers provide similar benefits to

traditional mentoring in the areas of psychosocial support such as confirmation and emotional

support and career development, including feedback, information sharing and career planning.50

Some authors are emphatic that goal-specific, short-term mentoring is not mentoring, seeing

these as staff or skills development.51 Others counter by saying there are many different types of

mentoring that occur in organizations and beyond, and that mentoring has for too long been

associated with traditional mentoring.52 Limiting mentoring to the traditional mentoring model

fails to acknowledge other important work and life relationships that provide similar benefits,

and more importantly, provide greater opportunities for such benefits.

Peer Mentoring

Peer mentoring is an amalgam of a number of mentoring types and would be one of several

learning and staff development programs in an academic library that is in the process of

transforming to a learning culture. Peer mentoring is a peer-to-peer developmental relationship

that is premised on a multiple mentor approach where throughout an employees career benefit

can be gained from a variety of experiences and people. This can serve to widen an employees

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learning context within and without the organization. A peer mentoring program formalizes and

encourages non-hierarchical developmental relationships that already occur in many work

settings. It provides organizational support and encouragement for this type of self-directed

learning. Participation in a peer mentoring program is voluntary, would be available to all

motivated employees, including students, be self-directed based on an individuals needs, be

goal-specific, be short-term in nature and address a range of learning needs from skills

development to career planning. Peer mentoring preserves most of the benefits of traditional

mentoring while at the same time is in greater congruence with values-based transformational

leadership and change, the values of librarianship, and the nature of a learning culture, as

follows:

$ It is inclusive. It provides an equal opportunity for all organizational members to partake

in mentoring relationships, gaining benefit from this unique one-on-one learning process.

Traditional mentoring, whether perpetuated as such in academic libraries, is still

associated with gender, cultural and other barriers which are at odds with the values of

librarianship and transformational leadership.53

$ It is authentic and congruent with the democratic nature of learning cultures,

transformational leadership and the values of librarianship, therefore likely to foster trust,

openness and commitment to the change process across employee groups.

$ It provides a learning forum to explore and foster individual aspirations for all

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employees, supporting self-actualizing needs and wants so critical to transformational

leadership.54 This can have a catalytic impact. Given the opportunity and the right

organizational environment people can often demonstrate growth, initiative and creativity

that otherwise was not thought possible.55

$ It distributes mentoring across employee groups and organizational boundaries

accentuating the boundarylessness notion of learning cultures and distributed

leadership. This can foster communication, collaboration, understanding, creativity and

good will across departmental and status lines, developing diversity, team orientation and

community building - increasingly important in meeting the challenges of change.

$ It provides a formal opportunity for the library profession to recruit from within,

encouraging support staff and students to explore mentoring relationships with librarians

to discover the nature of their work and profession. By including student employees,

peer mentoring provides opportunities for recruitment to the library profession from a

diverse population.

$ It is democratic in nature, signaling and underscoring the intended change to a new

learning culture.56 This sends a consistent message that learning is a central asset in the

organization and that opportunities are available to all motivated employees.

$ It is learner driven, placing the responsibility on the individual to initiate their

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development with the support and encouragement of the organization. The self-directed

nature of peer mentoring relates to the trends of self-leadership, self-discovery, and the

importance of self-direction in adult education.57

$ It is more available. There are more peers to support peer mentoring than senior people

to support traditional mentoring.58

$ It is motivating because it is available to all and is based on individual needs and wants.

Those who are optimistic about their opportunities in an organization will engage more

positively in their work.59

$ It is mutual. Peer mentoring has a capacity to provide mutual benefit to both parties by

providing opportunities for each to share information, to provide feedback, and to give

emotional and career development support. Each can play the role of giver and

receiver.60

$ Mentoring up provides opportunities for older employees to gain insight about a

younger generation of employees or to have a safe forum to address technoslippage.61

$ It lessens the perpetuation of the stereotypically dependent junior employee and the all

knowing senior employee.62

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$ It mirrors the changing nature of work, where employees must be in a perpetual learning

state. Multiple, short-term mentors can assist employees in making shifts. It would be

difficult for one mentor to be able to provide advice that spans a broad range of topics

and issues needed by a mentee throughout their career.63 A learning culture requires that

individual employees be supported throughout their careers to ensure they are able to

meet the challenges and opportunities in an ever changing environment.

Structures to Support Peer Mentoring

As with any program, the success of peer mentoring rests on the provision of organizational

structures of support, processes and systems to maximize the benefit to the employee and to the

organization.64 These structures must be in alignment with the goal of fostering a learning

culture. If a peer mentoring program is introduced but no time is allotted for this activity it sends

mixed messages that self-directed learning and development might not be as important to the

organization as the program would suggest.

Peer mentoring training is essential to ensure that the expectations of both parties are clearly

outlined and that the quality of mentoring is at a satisfactory level. Many problems can be

avoided through a formal peer mentoring program that is woven into an overall system of staff

development to ensure there is a positive and supportive environment for this learning process to

flourish. As noted, there are more opportunities for peer mentoring relationships than are

possible with traditional mentoring. This could lead to fears that an inordinate amount of

organizational time and resources will be allotted to support peer mentoring. However, a well-

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run program that clearly articulates roles and expectations will not support frivolous engagement.

Formal peer mentoring relationships require thoughtful effort by each party to clearly express

their needs in terms of goals and expected outcomes, time lines, and the evaluation of the

outcomes of the mentoring relationship and that of the program.

The availability of mentoring to all motivated employees may appear to be at odds with the need

for extraordinary effort to recruit visible minorities to academic libraries and for their

participation in leadership roles. Many view traditional mentoring as a important and necessary

means to encourage greater diversity in academic libraries. The democratic culture of learning

organizations, the emphasis on the fulfillment of individual self-actualizing needs, and the

inclusive nature of peer mentoring supports the need for greater diversity and equity of

opportunity in academic libraries. Peer mentoring has a strong potential to build trust in the

organization when opportunities are available to all motivated and interested employees.

Conclusion

Academic libraries pursuing transformational change towards a learning culture must take a

holistic view of the organization to ensure that all aspects, in particular learning processes, are in

alignment with the intended change. Peer mentoring is one such learning process that is

congruent with a values-based organizational model. Its democratic nature, predicated upon the

fulfillment of individual wants and needs, sends a powerful signal to organizational members

that the individual development of all interested and motivated employees is critical to the

realization of organizational dreams and aspirations.

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Values are the foundation for organizational life. The link between individual wants and needs

and public values is at the heart of transformational leadership. The leader who can achieve

congruency between individual and organizational needs in a change initiative is very likely to

be successful. Library organizations have a distinct advantage. The professional values of

librarianship and the public values of transformational leadership are very similar. Academic

libraries choosing to utilize their professional values as a foundation for their internal

organizations, would go a long way towards achieving authenticity, critical to any change

initiative. Academic library organizations have the potential to be a model organization in

society by using the power of their professional values to inspire all library employees to work

collaboratively in the provision of progressive, creative, and value-based services to their public.

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1Peter D. Eckel and Adrianna Kezar, Taking the Reins: Institutional Transformation in Higher Education (Westport, CT:Praeger, 2003), ix; Alan E. Guskin and Mary B. Marcy, Dealing With the Future Now: Principles for Creating a Vital

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2004); Carla J. Stoffle, Robert Renaud and Jerilyn R. Veldof, Choosing Our Futures, College & Research Libraries 57,

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2 Kenneth Cloke and Joan Goldsmith, The Art of Waking People Up: Cultivating Awareness and Authenticity at Work(San

Francisco: Jossey-Bass, 2003), 242; Lawrence Froman, University as Learning Community,Journal of Adult

Development6, no. 3 (1999): 186; Roy Tennant, Factoring in the Only Constant,Library Journal127, no. 3 (2002): 28;

and Craig L. Pearce and Jay A. Conger, eds., Shared Leadership: Reframing the Hows and Whys of Leadership (Thousand

Oaks, CA: Sage, 2003), 1

3 Arie P. de Geus, Planning as Learning, Harvard Business Review 88, no. 2 (March/April 1999): 70; Christopher Duke,

Managing the Learning University (Philadelphia, PA: Society for Research into Higher Education, Open University, 2002),

51; Froman, University as Learning Community, 185; Edgar H. Schein, How Can Organizations Learn Faster? The

Challenge of Entering the Green Room, Sloan Management Review 34, no. 2(Winter 1993): 1-2.http://infotrac.galegroup.com/itw/infomark/31/100/49821661w4/purl=... (April 8, 2004).

4David A. Garvin, Building a Learning Organization,Harvard Business Review 71, (July/August 1993): 78-79; BoHedberg, How Organizations Learn and Unlearn, inHandbook of Organizational Design, ed. Paul C. Nystrom and

William H. Starbuck, 3-27 (Oxford: Oxford University Press, 1981); and Eric W. K. Tsang, Organizational Learning and

the Learning Organization: A Dichotomy Between Descriptive and Prescriptive Research,Human Relations 50, no. 1

(1997): 82.

5Peter M. Senge, The Fifth Discipline: The Art and Practice of the Learning Organization (New York: CurrencyDoubleday, 1990).

6Garvin, Building a Learning Organization, 91; Phillip H. Owenby, Organizational Learning Communitiesand the Dark Side of the Learning Organization,New Directions for Adult and Continuing Education 95, (Fall

2002): 52.

7Julie Hay, Transformational Mentoring: Creating Developmental Alliances for Changing Organizational Cultures(London: McGraw-Hill Book Company 1995), 131-132; David A. Kolb,Experiential Learning: Experience as the Source

of Learning and Development(Englewood Cliffs, NJ: Prentice-Hall, 1984, 38.

8Edgar H. Schein, Organizational Culture and Leadership, 2nd ed. (San Francisco: Jossey-Bass, 1992), 361.

9James MacGregor Burns, Transforming Leadership: A New Pursuit of Happiness (New York: Atlantic Monthly Press,2003), 24.

10Adrianna Kezar and Peter Eckel, Examining the Institutional Transformation Process: The Importance of Sensemaking,Interrelated Strategies, and Balance,Research in Higher Education 43, (2002): 295-296.

11John P. Kotter,Leading Change (Boston: Harvard Business School Press, 1996),12.

12Kezar and Eckel, Examining the Institutional Transformation Process, 296; Kotter, Leading Change, 9; and GaryYukl, An Evaluation of Conceptual Weaknesses in Transformational Leadership Theories,Leadership Quarterly 10,


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(1999): 301.

13Eckel and Kezar, Taking the Reins, 17

14

Bernard Bass,Leadership and Performance Beyond Expectations (New York: The Free Press, 1985), 24.

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Leading Change,14.

16 Schein, Organizational Culture, 5.

17Malcolm S. Knowles, Elwood F. Holton III, and Richard A. Swanson, The Adult Learner: The Definitive Classic inAdult Education and Human Resource Development, 5th ed. (Houston: Gulf Publishing Company, 1998), 144; ; and Senge,

Fifth Discipline, 174.

18Alexander Astin and Helen Astin, Principles of Transformative Leadership, AAHE Bulletin 53, (2001): 3.

19James MacGregor Burns, Leadership (New York: Harper & Row, 1978), 4; and Thomas O. Jacobs,Leadership andExchange in Formal Organizations (Alexandria, VA: Human Resources Research Organization, 1970), 339.

20Burns, Transforming Leadership, 140.

21Malcolm S. Knowles, The Modern Practice of Adult Education: From Pedagogy to Andragogy (Rivergrove, IL: Follett,

1980), 66.

22Abraham H. Maslow,Motivation and Personality (New York: Harper, 1954), 46.

23Burns, Transforming Leadership, 71; and Taly Dvir and Boas Shamir, Follower Developmental Characteristics asPredicting Transformational Leadership: A Longitudinal Field Study, The Leadership Quarterly 14, (2003): 340.

24Burns, Transforming Leadership, 2.

25Bernard Bass, B. The Ethics of Transformational Leadership, inEthics, the Heart of Leadership, ed. Joanne B. Ciulla,169-192 (Westport, CT: Quorum Books, 1998); Michael R. Carey, Transformational Leadership and the Fundamental

Option for Self-Transcendence, Leadership Quarterly 3, (1995): 231; Knowles,Modern Practice of Adult Education, 67;

and Nick Turner, Julian Barling, Olga Epitropaki, Vicky Butcher, and Caroline Milner, Transformational Leadership andMoral Reasoning,Journal of Applied Psychology 87, (2002): 305-306.

26Cloke and Goldsmith,Art of Waking People Up, 278.


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27Michael Gorman, Our Enduring Values: Librarianship in the 21stCentury Chicago: (American Library Association,2000), 7; and Carla J. Stoffle, Barbara Allen, David Morden, and Krisellen Maloney, Continuing to Build the Future:Academic Libraries and Their Challenges, portal: Libraries and the Academy 3, (2003): 375.

28 Senge,Fifth Discipline, 224.

29

Cloke and Goldsmith,Art of Waking People Up, 15.

30American Library Association, Core Values Task Force II Draft Report(2003). http://www.ala.org/Template.cfm?Section=pastconferences&template=ContentManagement/Content... (June 1, 2004]).

31Ibid., 1-3.

32 Knowles, et al.,Adult Learner, 141.

33Stephen Gibb, The Usefulness of Theory: A Case Study in Evaluating Formal Mentoring Schemes, Human Relations52, (1999): 1058; Rosabeth M. Kanter, Men and Women of the Corporation (New York: Basic Books, 1977), 181; Kathy E.

Kram,Mentoring at Work: Developmental Relationships in Organizational Life (Glenview, IL: Scott, Foresman andCompany, 1985), 2; Margo Murray,Beyond the Myths and Magic of Mentoring: How to Facilitate an Effective Mentoring

Process (San Francisco: Jossey-Bass, 2001), 49; Ann Ritchie and Paul Genoni, Group Mentoring and Professionalism: A

Programme Evaluation, Library Management23 (2002): 76; Gerard R. Roche, Much Ado About Mentors,Harvard

Business Review 57, (January-February 1979): 28; and Michael G. Zey, The Mentor Connection (Homewood, IL: DowJones-Irwin, 1984),71.

34Frances K. Kochan, The Organizational and Human Dimensions of Successful Mentoring Programs and Relationships(Greenwich, CT: Information Age Publishing, 2002), 283; and Kram,Mentoring at Work, 2.

35Patricia A. Haensly and James L. Parsons, Creative, Intellectual and Psychosocial Development Through Mentorship,Youth & Society 25, (1993): 206.

36Jeffrey S. Bullington and Susanna D. Boylston, Strengthening the Profession, Assuring our Future: ACRLs LibraryLeaders with New Professionals, College & Research Library News 62, (April 2001): 430; Paula Kaufman, Where do the

Next We Come From? Recruiting, Retaining, and Developing our Successors,ARL Bimonthly Report221 (April 2002):

5. http://www.arl.org/newsltr/221/recruit.html (March 11, 2003]); Margaret Law, Mentoring Programs: In Search of the

Perfect Model, Feliciter47, (2001): 146; Donia Clark, Mentoring: Making the Grass Greener on This Side, Illinois

Library Association Reporter20, no. 6 (2002): 12; Jennifer Cargill, Developing Library Leaders: The Role of

Mentorship,Library Administration & Management3, (1989): 14; Elizabeth McNeer, The Mentoring Influence in the

Careers of Women ARL Directors, Journal of Library Administration 9, no. 2 (1998): 32; Gail Munde, Beyond

Mentoring: Toward Rejuvenation of Academic Libraries, Journal of Academic Librarianship 26, no. 3 (May 2000): 173;Ashley E. Bonnette, Mentoring Minority Librarians Up the Career Ladder,Library Administration & Management18,

(2004): 134; Mary N. Hernandez, Mentoring, Networking and Supervision: Parallelogram, Vortex, or Merging Point?,

The Reference Librarian 45/46, (1994): 20; Betsy J. Turock, Women and Leadership, inLeadership in the Library and

Information Science Profession: Theory and Practice, ed. Mark D. Winston,111-132 (New York: The Haworth Press,

2001); Dana Keyse, Elizabeth W. Kraemer, and Julie Voelck, Mentoring Untenured Librarians: All it Takes is a Little Un-

TLC, College & Research Library News 64, (2003): 379; and Lois Kuyper-Rushing, A Formal Mentoring Program in a

University Library: Components of a Successful Experiment,Journal of Academic Librarianship 27, no. 6 (November

2001): 440.

37Association of Research Libraries, Mentoring Programs in ARL Libraries,ARL SPEC Kit 239 (Washington, DC:
http://www.arl.org/newsltr/221/recruit.htmlhttp://www.arl.org/newsltr/221/recruit.html


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Association of Research Libraries, 1999): 5.

38 Keyse et al., Mentoring Untenured Librarians, 379.

39Roma Harris, The Mentoring Trap,Library Journal118, (October 15, 1993): 39.

40Ann Manning Fiegan, Mentoring and Academic Librarians: Personally Designed for Results, College &Undergraduate Libraries 9, no. 1 (2002): 23-32.

41Association of Research Libraries,ARL Initiative to Recruit a Diverse Workforce (2001).http://www.arl.org.diversity/init/index.html(July 29, 2004).

42Munde, Beyond Mentoring, 171.

43John Lawrie, How to Establish a Mentoring Program, Training and Development Journal41, no. 3 (March 1987): 25;and Lois Zachary, The Mentors Guide: Facilitating Effective Learning Relationships (San Francisco: Jossey-Bass, 2000),3.

44Gibb, Usefulness of Theory, 1064; and Hay, Transformational Mentoring, 47.

45 Kochan, Organizational and Human Dimensions, 276; and Kram,Mentoring at Work, 18.

46 Hay, Transformational Mentoring, 66; Monica C. Higgins and Kathy E. Kram, Reconceptualizing Mentoring at Work:

A Developmental Network Perspective,Academy of Management Review 26, (2001): 267; Gordon Shea, Making the Most

of Being Mentored: How to Grow From a Mentoring Partnership (Menlo Park, CA: CRISP Publications, 1999): 9.

47 Higgins and Kram,Reconceptualizing Mentoring, 267; and Shea,Making the Most, 9.

48 Burlew, Multiple Mentor Model, 215; Hay, Transformational Mentoring, 38; and Herminia Ibarra, Making Partner:A mentors Guide to the Psychological Journey,Harvard Business Review 78, no. 2 (March-April 2000): 155.

49 Holly Angelique, Ken Kyle, and Ed Taylor, Mentors and Muses: New Strategies for Academic Success, InnovativeHigher Education 26, no. 3 (Spring 2002): 196; Kathy E. Kram and Lynn A. Isabella, Mentoring Alternatives: The Role of

Peer Relationships in Career Development, The Academy of Management Journal28, (March 1985): 112; Frances K.

Kochan, and Susan B. Trimble, From Mentoring to Co-mentoring: Establishing Collaborative Relationships, Theory Into

Practice 39, (January 2000): 1. http://bll.epnet.com/citation.asp?tb=0&_ug=sid+69594DA9%2D4C...(July 13, 2004]); Hay,

Transformational Mentoring, 44; Shea,Making the Most,75; Cloke and Goldsmith,Art of Waking People Up,118; Cloke

and Goldsmith,Art of Waking People, 119; Laura L. Bierema and Sharan B. Merriam, E-mentoring: Using Computer

Mediated Communication to Enhance the Mentoring Process,Innovative Higher Education 26, (2002): 211-227.

50 Kram and Isabella, Mentoring Alternatives, 117.

51Jetta C. Culpepper, Mentoring Academic Librarians: The Ultimate in Career Guidance, College & UndergraduateLibraries 7, (2000): 74.

52Higgins and Kram, Reconceptualizing Mentoring, 264.

53 Harris, Mentoring Trap, 37; Shea,Making the Most, 11.
http://www.arl.org.diversity/init/index.htmlhttp://www.arl.org.diversity/init/index.htmlhttp://var/www/apps/conversion/tmp/scratch_1/%3Chttp://bll.epnet.com/citation.asp%3Ftb=0&_ug=sid+69594DA9-4C...%3Ehttp://var/www/apps/conversion/tmp/scratch_1/%3Chttp://bll.epnet.com/citation.asp%3Ftb=0&_ug=sid+69594DA9-4C...%3Ehttp://www.arl.org.diversity/init/index.htmlhttp://var/www/apps/conversion/tmp/scratch_1/%3Chttp://bll.epnet.com/citation.asp%3Ftb=0&_ug=sid+69594DA9-4C...%3E


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54 Hay, Transformational Mentoring, 38; Kram,Mentoring at Work, 13; and Shea,Making the Most, 31.

55Hay, Transformational Mentoring, 48.

56Hay, Transformational Mentoring, 66; Shea,Making the Most, 9.

57Knowles et al.,Adult Learner, 5.

58 Kram,Mentoring at Work, 136.

59Kanter,Men and Women, 135.

60Kram and Isabella, Mentoring Alternatives, 118.

61Cloke and Goldsmith,Art of Waking People Up,118; Robert R. Pankl, Baby Boom Generation Librarians,LibraryManagement 25, (2004): 220; Shea,Making the Most, 12; and Jeanette Woodward, Retraining the Profession: Over the

Hill at 40,American Libraries 28, no. 4 (1997): 32.

62Hay, Transformational Mentoring, 46; and Kram,Mentoring at Work,16.

63Higgins and Kram, Reconceptualizing Mentoring, 267.

64Kram,Mentoring at Work, 19.

transformational leadership peer mentoring as a values-based learning process

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