Walter Cronkite was one of the most recognizable and trusted journalists of the last 60 years. No other figure prompted as many young people to pursue journalism as a profession. And very few journalists provided as much mentoring to others as Mr. Cronkite. “Like many other aspiring journalists,” said Gordon Joseloff, “I grew up watching Walter and idolizing him. I was watching when he told us John Kennedy had died, when he said the conflict in Vietnam could no longer be won, and when man walked on the moon.”
When millions of Americans heard: “Direct from our newsroom in New York, this is the CBS Evening News with Walter Cronkite,” hundreds started to dream of launching a career in broadcasting.
Bob Schieffer, who anchored the Saturday edition of the CBS Evening News from 1973 to 1996 said, “Walter used to talk to the reporters, he’d call you out on the beat – ‘what’s going on, why did they say this, why did they do that.’ But, on those days when Walter would call you after the broadcast and say, ‘good job on that tonight,’ you really felt good about it because that was the highest compliment you could get.”
Dan Rather, who succeeded his mentor as the anchor of the CBS Evening News (1981-2005), said of his mentor in a report to NewsBusters: “Walter’s instructions to us in the field were always, you know, ‘Tell it straight without fear or favoritism. Pull no punches. Say it like it is, insofar as is humanly possible. Keep your own prejudices and biases and feelings and emotions out of it.’” Mr. Rather described his mentor as a person “who took the news seriously, but he didn’t take himself all that seriously.”
Katie Couric, a journalist who moved from NBC to CBS and became the first solo female anchor of a major US-TV network, also recalls Walter Cronkite as her mentor. Ms. Couric saw him as a standard setter, who could balance objectivity with compassion and emotion. “I admired his honor, integrity and decency, and his spirit lives on in a very palpable way in the hallways of CBS.”
“His legacy is extraordinary,” she recently said in an interview show. “I get so inspired when I re-read something he wrote. When I got the job at CBS he took me out to dinner and told me about some of his greatest thrills as a journalist. And in every story he emphasized how important it was to be fair and objective. When he talked about President Kennedy’s funeral he got teary and I started to cry. But he also beamed with joy when he talked about the first space capsule. His voice was full of the enthusiasm of a child. I took to heart one of his most important perspectives on the news: ‘Get it first, but get it right.’”
The American public knew Mr. Cronkite for his objectivity, seriousness, and fact-based reporting, but less known was his playful nature outside of the newsroom. As reported in The New York Observer, Don Hewitt, the creator of 60 Minutes, told an anecdote about Mr. Cronkite’s sense of humor. “A new reporter had arrived while we were at Cape Canaveral,” said Mr. Hewitt, “and Walter said to him, ‘If you just keep looking at that rocket there on that green patch at the end of the runway there, you’ll see it blast off. Just don’t take your eyes off it.’ The guy sat there for six hours waiting for it to go off. It was a lighthouse.”
Mr. Cronkite also demonstrated that being a journalist did not mean withholding opinions. He believed, for example, that “America’s health care system is neither healthy, caring, nor a system.” He also noted the limits of a mentoring relationship when he said about Dan Rather: “He and I just aren’t especially chummy.” He also was concerned about leading a balanced life and said “I think somebody ought to do a survey as to how many great, important men have quit to spend time with their families who spent any more time with their family.”
Mr. Cronkite had a passion for sailing and New Orleans jazz. The New York Times reported that Mr. Cronkite liked to exchange off-color jokes with Ronald Reagan and “whimsically competed with his friend Johnny Carson to see who could take the most vacation time without getting fired.” (Source: New York Observer)
Partly because of his significant influence as a mentor, Arizona State University (ASU) established The Walter Cronkite Mentorship Program at the ASU Walter Cronkite School of Journalism and Mass Communication. This program pairs students in the graduate program with experienced journalists.
Mr. Cronkite was clearly the most trusted journalist of all time. While I didn’t know him personally he taught me a valuable lesson that I have never forgotten and that I use continuously, and for which I owe him a debt of gratitude.
During my graduate student days at San Francisco State University (then called San Francisco State College), I was, like students all across the US, actively involved in protesting the American war in Vietnam. My generation of anti-Vietnam war protestors owes him a significant debt. The efforts to end the US involvement in Vietnam through the mobilization of the largest anti-war movement in the history of the United States met with limited success.
But on February 27, 1968, US President Lyndon Johnson watched Walter Cronkite on the CBS Evening News comment that the Vietnam war was not winnable and an end must be negotiated, “not as victors, but as an honorable people who lived up to their pledge to defend democracy, and did the best they could.” President Johnson is reported to have responded by saying, “If I’ve lost Cronkite, I’ve lost Middle America.” Several weeks later President Johnson stunned a nation-wide TV audience when he announced he would not seek reelection.
The mentoring lesson I learned from Mr. Cronkite was that significant and lasting change can only come about from trust. It is seldom achieved through protest or aggression. I have carried that learning on in my work as a peer assistant, coach, mentor, employee, and CEO, as well as in my personal life with my family and friends.
“And that’s the way it is.”
One of the most sought after business leadership consultants in history, Warren Bennis advised presidents, business leaders, and students, and along the way became one of the most generous of mentors. He wrote more than 30 books on leadership and earned the title, “father of leadership.”
As an educator he led classes at Harvard, Boston University, MIT, and USC. His own mentors included Nobel Prize winning scholars, and one of the most well-known of his mentors was social psychologist Douglas McGregor. Dr. Bennis said Doug McGregor, “Pulled qualities from me I didn’t know were present. He not only recognized my potential, but he also gave me confidence.”
“Having a mentor like Warren Bennis,” wrote Dr. Mark Goulston, “not only makes you want to do a better job, it makes you want to be a better person.” Another business leader mentored by Warren Bennis was Dave Logan, founder of CultureSync. In describing the many things he learned from his mentor Dr. Logan said, “I’ve learned that no matter how busy I am, life will go much better for everyone (including me) if I take time out to mentor.”
Born in Turin, Italy, Rita Levi-Montalcini had to overcome her father’s objections that women should not study in order to obtain her degree in medicine and surgery from Turin University in 1936. She often credited her own mentor, anatomist Giuseppe Levi, for her success.
Her early career in Italy during the Fascist regime was hampered because as a Jew she was banned from working at a university. Instead she carried out her experiments in the bedroom of her home where she studied chicken embryos, but the German invasion of Italy forced her and her family to go underground. When eggs became scarce during the war, she would bike around the countryside to buy them from farmers.
In 1947 she was invited to work at Washington University in St Louis. Her research on the growth of cells increased the understanding of many conditions, including tumors and senile dementia. She won the Nobel Prize in 1986 for her discovery of nerve growth factors. The women scientists she mentored believed they learned tenacity, focus, the power of the mind, and the importance of relationships as a result of her attention to their development.
For a person who didn’t think of himself as a mentor, Purdy Crawford, a Canadian legal expert and business executive, left a legacy of many people he mentored. One of those he mentored became the first woman to serve as a justice of the Supreme Court of Canada. At a time when women were struggling to gain access to the old boy’s club of legal firms in Toronto, Purdy Crawford hired her to work with him, and acted as an advocate or sponsor for her early career advancement.
Gordon Pitts, who wrote a book about Mr. Crawford said that Crawford’s “greatest contribution to Canada was serving as a personal mentor for generations of young people who now form a who’s who of Canada’s most influential leaders,” including Canada’s Governor General David Johnston, and the CEO’s of some of Canada’s major corporations.
Mr. Crawford’s obituary in the August 16 issue of the Globe and Mail newspaper reported that “Deborah Alexander, executive vice-president and general counsel at Bank of Nova Scotia said Mr. Crawford was her most important mentor as a young lawyer,” and that much of her personal success is attributable to him.
A Grammy Award winning musician who performed with Frank Sinatra, Miles Davis, Duke Ellington, Nat King Cole and many others, and who recorded over 50 albums, including the classic that began the New Age music era, Inside the Taj Mahal, British Columbia resident Paul Horn studied transcendental meditation (TM) with the Maharishi in India at the same time as the Beatles, Mike Love of the Beach Boys and Donovan. His reverence for deep philosophical thought was considered a major influence on the Fab Four, and after their meeting in India Paul became one of the very first TM teachers in the United States. He said that TM was instrumental in changing the way he looked at a lot of things in life and that it reorganized his priority system: “You start gravitating toward what you really should be doing in life,” he said.
Despite his philosophical and spiritual interests increasingly pulling him away from the music business, his dedication to integrating those interests with his music led one of the many he mentored to say that Paul once told him “Listen close; listen for the possibilities in silence; and whenever you’re playing, let people hear your soul.”
Setting the standard for the beauty industry in 1946 when she and her husband started the Ford Modelling Agency, Eileen Ford built an empire and launched the careers of Candice Bergen, Lauren Hutton, Jane Fonda, Suzy Parker, Ali McGraw and countless others.
Ms. Ford believed that a model’s personality was as important as her looks, and she established herself as a mentor with virtually all the women who worked at her agency. The youngest often lived at her apartment, and she insisted that they focus on studies and education. On one occasion she prohibited the young Kim Basinger from going out before finishing her French homework. Supermodel Christy Brinkley said of Ms. Ford, “She saw something in me and with her brilliant business acumen, her knowledge, experience and personal touch, she took me from Malibu surfer girl and guided my career.”
Ms. Ford, who herself obtained a bachelor’s degree in psychology from Barnard College, was adamant that all her models learn how to take care of themselves, and almost all of them became successful business women in their own right.
While working as a chemist at Dupont to find a substance to strengthen radial tires, Ms. Kwolek discovered Kevlar, a substance that is 50 times stronger than steel and best known for its use in body armor, bulletproof vests, other protective equipment, as well as in a variety of sports equipment.
Right from her initial discovery of this polymer she credited all the members of her research team with aiding in the discovery. As a result of Kevlar’s ability to save lives, a Kevlar Survivors’ Club was formed which was a partnership between DuPont and the International Association of Chiefs of Police. The former manager of the club, a retired police chief said at least 3,200 lives were saved by Kevlar, and one of them was his son, who served in Iraq. “When you think about what she has done, it’s incredible. There’s literally thousands and thousands of people alive because of her. She could look back on her life and say, ‘Yeah, I made a difference.’”
Ms.Kwolek’s mentoring of younger scientists, especially women and young children, resulted in a variety of awards including the 1999 Lemelson-MIT Lifetime Achievement Award.
Over the years we’ve received hundreds of enquiries about the differences between mentoring and coaching (as well as therapy, consultation and supervision). Having engaged in all five roles (actually six, if I include the role of client, partner, consultee or supervisee), I can attest to the value of clarification. Role clarity decreases boundary problems, sharpens focus, and pinpoints expectations. Such clarity also leads to a deeper sense of purpose and commitment. But highlighting differences can lead to missing the similarities. All five areas, for example, represent ways to help people learn, change, and manage adversity. All five require a relationship of trust, understanding, and authenticity. And all five base their success on the ability to listen.
In 1999 I prepared a chart that lists differences between coaching, mentoring, and therapy based on ten criteria, and I held the naive view that this would be the definitive list. Other experts believe the differences are simpler as in the distinction that Margo Murray, a leading expert in mentoring, stated by saying that “mentoring is a process and coaching is a verb.” Some contributors to the Peer Resources’ Twitter feed support this view: “Coaching is a skill good mentors use and mentoring is a process,” according to one contributor.
Probably the most popular distinction made by our Twitter contributors is the voluntary nature of mentoring as compared to the paid or fee-based aspect of coaching and therapy. One would- be poet chimed: “When it’s free, I can be me; when I pay, show me the way.”
Other contributors recognized the importance of relationship in both coaching and mentoring, but distinguished the two by saying that mentoring was more personal and coaching was more impersonal. While most agreed that a mentor is seldom responsible for the resulting actions of the partner, there was less agreement about the degree to which the coach is responsible for the client’s success. The mentor may point a person in a certain direction and provide support, but takes no responsibility for the outcome.
Coaching is seen as a more professional relationship where the coach may believe he or she has some responsibility to help the client make the necessary changes. For example, one contributor wrote: “A coach helps somebody do what they already know is the right thing to do. A mentor helps a person to determine the right thing to do.” Another web visitor said: “Mentoring gives a personal touch. It’s like the advice of a best friend, but coaching is just for the sake of the job.” And finally, a web visitor quipped: “A coach can keep you from getting into trouble, whereas a mentor may lead you to the trouble.”
Not everyone is worried about these distinctions, and many practitioners are content to leave such details to academics. A website contributor summarized this viewpoint by saying, “In the future, making distinctions between terms such as these two (coaching and mentoring) will prove futile and unproductive. Fewer people will be interested in definitions and roles and more people will be interested in results and practicalities.”
A recent enquiry about the differences between mentoring and coaching, as well as a question presented to a LinkedIn discussion group on this same topic, led us to conduct a search on Google. To our surprise and amazement the search produced more than three million hits. But really, three million different takes? (If anyone wants to take on a study summarizing a random selection of these viewpoints, we’d be glad to publish your results.)
Without repeating in entirety what we have been emphasizing over the years about the differences, the gist of our response is that there are far more similarities between the two ways of helping others than there are differences. We’ve also said that the search for the definitive answer to the question is unproductive and may even lead to considerable misinformation based on stereotypes and lack of experience.
Blurring the Boundaries of Mentoring
Recently the imaginary line that separates mentoring and coaching has become less precise as coaches, for example, more frequently offer what they call “mentor coach” services, and business entrepreneurs in a variety of niche areas offer mentoring for a fee, thus eliminating what used to be one of main distinctions between the two areas: one is paid (coach) and the other is a volunteer (mentor). The International Coach Federation (ICF) recently provided an “approved definition of ICF mentor coaching” stating that mentor coaching is “coaching on coaching-competency development of the applicant-coach as opposed to coaching for personal development or coaching for business development, although those aspects may happen very incidentally in the coaching for competency development” (Marum, 2011). In most coaching communities and organizations in Europe this role would be considered supervision, not mentoring. Not coincidentally the way a person qualifies to be an ICF-approved mentor coach typically involves paying a fee for such a service.
In addition, I recently attended a mentoring conference where a well-known expert gave a keynote that was advertised as being about mentoring, during which one of the international mentoring experts at my table turned to me and said, “Isn’t the speaker referring to coaching and not mentoring?”
An increasing number of individuals are calling themselves mentors and offering their services to “mentor” others for a fee. This could be a reasonable commercial or entrepreneurial venture but it could also be an exploitation of individuals who are desperate to find a mentor because of the highly publicized outcomes associated with having a mentor. The irony here is that traditionally only the person who experiences someone else as a mentor can assign that term to the other person. Typically in informal mentoring a considerable period of time can transpire before the person receiving mentoring may realize that the person who had an influence on them could actually be called a mentor.
Some of the published documents purporting to distinguish between mentoring, coaching and therapy often use models of each that seem outdated, stereotyped, uninformed or exaggerated just to strengthen their own perspective. To make matters more confusing a few well-known coaching sources have chimed in on the answer to this question, and, surprisingly, have in many cases actually reversed the characteristics associated with each.
Mentor and Miracle Are Not the Same
The coaching industry is not the only area forging new ground or transcending the boundaries associated with traditional mentoring. Michael Garringer (2011), advisor to the National Mentoring Center (NMC), noted that the effectiveness of formal mentoring with some youth populations has led to the application of mentoring with “higher-risk youth” such as children of incarcerated parents, gang-involved youth, homeless youth, youth who have suffered abuse and trauma, teenagers in juvenile detention, children and adolescents with disabilities, and most recently, youth who have been victims of sex trafficking. In some cases the expectation is that mentors would be able to bring about behavioural changes usually associated with the intervention of therapists, supervisors, probation officers, case workers, teachers, and child care workers.
Similar high expectations have been expressed by adult visitors to our website who complete our Find a Mentor form. Many of the requests for mentors are accompanied by goals that typically include a desire for immediate results. In many cases we refer the Find a Mentor applicants to coaching services such as The Coach Connection or individual coaches who are members of the Peer Resources Network in order to help them sort out their goals, increase their own creativity in their search for results, make the changes they want to make, and achieve the results they desire.
The Four Pillars of Informal Mentoring
Many of the confusions associated with the distinctions between mentoring and coaching have arisen because more and more mentor leaders adopt and transfer the principals associated with informal mentoring. Informal mentoring has had such a powerful and memorable way of being with another person that it seems like a “slam dunk” to apply these principles to formal mentoring schemes. This transfer from informal to formal has been made to appear easier as experts have attempted to distill the elements associated with successful informal mentoring and adapted, adjusted or just plain “plunked them down” on formal mentoring program requirements.
In many cases this transfer has been highly successful, yet there are certain elements that contribute to the effectiveness of informal mentoring that are yet to be fully captured by formal mentoring schemes. They can occur, and leaders of formal mentoring programs may do their best to facilitate them, but they are often more subject to factors beyond the control of the program design.
The details of the Four Pillars that follow and examples (available as a PDF download) from my own experience about particular outcomes that I believe are primarily associated with mentoring, are not exclusive to mentoring; and I’m sure that many, if not all, my coaching colleagues would hope that their work as coaches would result in similar outcomes.
As an introduction to the real life examples (available to Mentor News subscribers), I thought I’d identify the four elements that I believe distinguish mentoring from coaching. These four characteristics are derived primarily from my personal and professional experience as a mentor and as a recipient of mentoring, and they reflect an evolution of my learning since I proposed the original list of 10 distinctions back in 1999.
Mentoring is About Lessons for Life
Simply put, I believe that mentoring has to do with learning something that you might not have learned on your own or possibly might have taken you much longer to learn on your own. While some mentoring connections are initiated today to achieve short-term performance or behaviour changes (or there is an expectation that such changes will be the primary outcome), the historical and predominant element associated with mentoring is the influence it has on spiritual growth and development. I’m not referring to religion here, but instead to higher consciousness, character values, and a way of being in the world.
I’m also not referring to specific life skills or tasks to accomplish as soon as possible, but instead I’m referring to spiritual input that enables a person to discover, practice, and master his or her own way of integrating the mentor’s lesson into action (Zukav, 2010). And there may be times when such action might take place years after the contact with the mentor has been completed or ended. It’s almost as if the life lesson lay dormant in consciousness until a particular circumstance or opportunity appears.
This delayed response is why so many people can vividly recall certain individuals from their past and recite almost word for word a particularly influential dialogue. A common thread associated with this delayed response is that most people did not recognize or call the person a ‘mentor’ at the time of the actual interaction. Yet, years may have gone by before they realize they were, at the time, in the presence of a mentor that had an influence on their spiritual being.
Mentoring is About Relationships
The essence of any mentoring relationship is the relationship itself. It is the relationship that determines whether anything of value is transferred between the mentor and the partner. Whether the mentor acts as a teacher, guide, catalyst, role model or any of the other dozen roles that have been enumerated, the key factor as to whether there is a transmission of knowledge or wisdom depends on the quality of the relationship.
And while the quality of the relationship may need time to develop, there are innumerable examples where such a relationship develops instantly. In addition, there are many times when the mentoring relationship can occur without ever having physically met or had a conversation with the other person. This is why so many people can have a mentoring impact, that is, provide lessons for others that last a lifetime, without actually knowing each other.
Certainly, factors such as trust, rapport, and caring (and a sense of humour) are important in any helping relationship, particularly to ensure effectiveness in today’s formal mentoring programs, but such factors are not relevant in many informal mentoring relationships because the quality of the mentoring connection is based on a spiritual relationship. I’m not referring to a cognitive or intellectual connection, but instead to something beyond cognition, often something that is beyond memory, and resides more in a higher level of consciousness—a spiritual memory.
Mentoring is About Paying It Forward
Almost every person who has been involved in an effective mentoring relationship perceives mentoring as a gift, and they often demonstrate their appreciation and gratitude by passing on some aspect of their mentoring experience to others. Whether it is the life lesson, a particular piece of wisdom, a way of being, or the desire to act as a mentor to others, the gift is more often than not passed on to others.
This experience of paying it forward, and particularly the willingness to act as a mentor to others, is one of the most powerful reasons that mentoring has continued to grow exponentially throughout society. William Gray, founder and president of Corporate Mentoring Solutions, a British Columbia-based mentoring consulting firm, was among the first to recognize that the “The proteges of today are the mentors of tomorrow.”
While the following anecdote about the gift of mentoring and paying it forward may be unusual, it demonstrates the unexpected outcomes and influence of mentoring.
A high school math teacher in Seattle, Washington was gathering his materials at the end of the school day as he prepared to leave for home. Appearing at his classroom door was a former student who had since become one of the most highly successful dot-com entrepreneurs in the computer software industry. They both recognized each other immediately, and embraced while expressing great appreciation for seeing each other again.
The dot-com entrepreneur stated that he recalled during his days in that high school math class that his mentor had talked about how much he wanted to have a real sports car, but couldn’t really afford one on his teacher’s salary.
The former student handed his mentor a set of keys and said, “Look out the window.”
There, sitting in the parking lot, was a brand new Porche sports car with a ribbon on top. “Your encouragement and unwillingness to give up on me had such a powerful impact on my life that I wanted to find a way to make your dreams come true as well. I hope you like it,” said the entrepreneur to his mentor.
The mentor was stunned. The generosity and thoughtfulness of the gift was extraordinary, but he also was stunned to learn that the impact of his mentoring, which seemed so much a part of his way of being, had played such a significant role in the life of his former student.
Then, he remembered that back in the days when the entrepreneur was a student in his class the math teacher had also talked about how he and his wife wanted to have a baby. He looked at his former student and said, “Should I be calling my wife and finding out what you’ve left at my house?”
The pay it forward pillar is also one of the primary reasons that more formal mentoring programs have been initiated in so many communities around the world. Initially fueled by successful adults recalling an individual from the past that had a significant positive impact on their life direction and choices, these formal programs have been initiated to re-create or provide similar experiences for children, teens and young adults. Whether these formal programs will act as a catalyst for participants who will be just as eager to pay it forward is not clear at this time.
Mentoring is About Mutuality
Most effective mentoring relationships grow and develop in a way that maximizes the exchange of value between both parties. Typically, the relationship begins with the mentor taking the lead and the partner responding to the mentor’s questions or comments. As the relationship develops it is characterized by a relatively equal exchange of questions and comments; and, as it grows further, an effective mentoring relationship evolves with the partner taking the lead and acting as a mentor to his or her mentor. Eventually, an observer would be unable to determine which person was the partner and which person was the mentor.
This mutual exchange is neither unique to or exclusive to mentoring. Such exchanges are often at the core of other forms of helping such as Re-evaluation Counseling, Peer Mentoring Groups, mutual aid or self-help groups, Mutual Aid Counselling (developed by one of my mentors R. Vance Peavy) and various training activities where practitioners take turns acting in the practitioner and client roles. This pillar of mutuality is also commonly found to exist in many kinds of relationships and has been called The Law of Reciprocity which has been described by many authors including my favourite, Robert Cialdini (1993). It is also known as the Golden Rule of “Do unto others as you would have others do unto you.”
Emphasizing the Four Pillars as a way to highlight the features of mentoring is not meant to imply that mentoring and coaching can be easily distinguished. In reality mentoring, whether formal or informal, often involves considerable coaching. However, whether coaching involves mentoring requires that the person receiving the coaching perceives the coach as a mentor. Such a perception may only occur some time later in the course of the relationship. The value of the Four Pillars is primarily for persons who are seeking mentors or seeking to be mentors. Understanding how mentoring stands out from other ways of assisting people will help to clarify expectations, deepen skills, and enhance growth and development.
Carr, R.A. (1991). Dancing with roles: Differences between a coach, a mentor and a therapist. Compass: A Magazine for Peer Assistance Mentorship and Coaching, 15, 1, 5-7. (Available as PDF download for Peer Resources Network members at: http://www.peer.ca/Projects/compassprn1.html)
Carr, R.A. (2004). Pinpointing the differences between mentoring and coaching. Peer Bulletin 123 (Retrieved February 22, 2012 from the Peer Resources’ members only area.)
Carr, R.A. (2004). Mentor as coach. (Retrieved February 22, 2012 from the Peer Resources’ members only area.)
Cialdini, R. (2007). Influence: The psychology of persuasion. New York: Harper Business.
Garringer, M. (2011). “It may be the missing piece” – Exploring the mentoring of youth in systems of care. Reflections from the 2011 Summer Institute on Youth Mentoring. Portland, Oregon: Portland State University. (Retrieved February 18, 2012 from http://pdx.edu/youth- mentoring/publications)
Gray, W.A. (2011). Mentoring relationships that work. (E-book published by and available through Smashwords)
Kaplan, J. (2007). Coaching versus therapy. Available directly from the author, who is a member of the Peer Resources Network by sending an email to Jeff Kaplan.
Marum, P. (April 2011). Board approves improved definition of ICF Mentor Coaching. Coaching World. (Retrieved February 22, 2012 from the ICF website here.)
Murray, M. (2001). Beyond the myths and magic of mentoring: How to facilitate an effective mentoring process. San Francisco: Jossey-Bass.
Pelan, V. (February 17, 2012). The difference between mentoring and coaching. Talent Management.
Spinelli, E. (December 2007). Coaching and therapy: Similarities and divergences. Paper presented at the 3rd Annual BPS SGCP National Counselling Psychology Conference, December 18, 2007. (Retrieved February 22, 2012 from the Peer Resources’ members only area.)
Zukav, G. (2010). Spiritual partnership: The journey to authentic power. New York: HarperOne.
Changing his mind about wanting to be a jockey led to the start of a 37-year career in broadcasting and becoming a role model for virtually all TV-news broadcasters. His successor at the CBC Peter Mansbridge said, “As a mentor to me, whatever kind of work crisis I might be going through or career crisis, I’d talk to Knowlton, and he’d give me fantastic advice.”
Another broadcaster described Mr. Nash’s influence this way. “I interviewed Mr. Nash about his book, Kennedy and Diefenbaker: Fear and Loathing Across the Undefended Border. He explained how he had covered both the Kennedy and Diefenbaker political administrations. I asked him what these men were like when they weren’t commenting on public policy. He said Diefenbaker was a man who looked at you for what you were and Kennedy was a man who looked at you for what you could become. His comment gave me a lifelong perspective on those who had given me guidance and believed I could do something with my talents. He basically helped me to identify my mentors. I never had the opportunity to thank Mr. Nash in person for his guiding words. All I could do was pay it forward with that same attitude.
A Kennedy Center Honoree, legendary jazz musician Dave Brubeck died one day short of his 92nd birthday. He originally went to college to study veterinary medicine, but switched to major in music even though while he played jazz as good as the best, he couldn’t read a single note.
Like many other jazz musicians of his era he served in the military during WWII under the command of General George Patton. The Red Cross asked the General if he could provide volunteer musicians for their shows, and he asked Private Brubeck to volunteer, enabling him to miss the Battle of the Bulge.
From the 1950s on, Dave Brubeck toured on behalf of the US State Department acting as a jazz mentor in unlikely places such as Turkey, Iraq, and Pakistan. He became an exceptional mentor for Western life resulting in the New Yorker magazine stating that, “Whenever (Secretary of State) John Foster Dulles visits a country, the State Department sends the Brubeck Quartet in a few weeks later to repair the damage.”
His own mentor, Duke Ellington, often stated how he never stopped learning from his mentee.
I was fortunate to listen to Dave Brubeck at one of his many gigs at the Blackhawk in San Francisco. He typically played there with his trio of bandmates: Joe Morello on drums, Paul Desmond on sax, and Eugene Wright on bass. While this club was home to other jazz greats, including Cal Tjader, another jazz mentor, and comics like Mort Sahl, the club itself was in a seedy part of the city known as the Tenderloin. This was the place where prostitution, drugs, and porn were prevalent in the city. It was always a scary routine to get there, and waiting for the Muni bus to go home after one of Dave’s shows was even more scary.
Despite the atmosphere outside the club (which I have heard is no longer there), Dave’s personal, easy-going manner and his friendly banter with the audience, transported everyone in the club to a much higher plane. If the club existed today, I’m sure they’d have small dispensers of hand sanitizer on every table along with the great martinis they served.