Prof. Dr. Laura Lunsford, Expert on Talent Development, Mentoring, and Leadership, Shares Her Insights on Successful Mentoring and Mentoring Programs
What does it take to create an effective mentoring program? Prof. Dr. Laura Lunsford continues to explore this question and others in her research about mentoring and mentoring programs. The full professor of psychology is based at Campbell University (North Carolina, United States), where she is also assistant dean of the School of Education and Human Sciences. Prof. Dr. Lunsford shares her expertise on mentoring programs and leadership development not only in her role as an academic leader, but also as a consultant, speaker, coach, and author. Prof. Dr. Lunsford puts her scholarly knowledge into practice at Lead Mentor Develop, a consultancy she co-founded focusing on mentoring, coaching, leadership, and talent development. Engagement specialist Christin Graml sat down with Prof. Dr. Lunsford during her recent stay at the University of Regensburg (Germany) as a Fulbright Scholar to gain insight into some of the facets that make mentoring and mentoring programs successful.
You are an expert and a researcher in talent development, mentoring, and leadership. Would you please tell us a little bit about your areas of expertise and your current research focus?
My scholarly interests have focused on mentoring and leadership as routes for talent development. In terms of mentoring, I’ve been interested from a psychological perspective. I explore questions such as, “What are the processes and behaviors of mentoring, and what makes a formal relationship more effective?” I am also interested in how to help people start and assess mentoring programs. On the leadership side, I’m interested in leadership and leadership development, but also the “dark side.” I’ve written about the topics of toxic leadership and destructive leadership.
In the mentoring line of research, I’m more focused on environments. I’m interested in, for example, the influence of culture, what characteristics of culture are relevant, for example, in national culture, or in disciplinary cultures. That’s part of the work I’m doing here at the University of Regensburg. On the leadership side, I’m still quite interested in the destructive component I previously mentioned, because people tend to think it’s just the person, but what about the environment? What is it about environments that make it possible for poor leaders to continue in their positions rather than get ejected from the situation? All of these questions have to do with talent development. If you have good, or what some scholars call “evocative environments,” then people thrive; the people do better and the organizations do better.
My scholarly interests have focused on mentoring and leadership as routes for talent development. In terms of mentoring, I’ve been interested from a psychological perspective. I explore questions such as, “What are the processes and behaviors of mentoring, and what makes a formal relationship more effective?” I am also interested in how to help people start and assess mentoring programs. On the leadership side, I’m interested in leadership and leadership development, but also the “dark side.” I’ve written about the topics of toxic leadership and destructive leadership.
In the mentoring line of research, I’m more focused on environments. I’m interested in, for example, the influence of culture, what characteristics of culture are relevant, for example, in national culture, or in disciplinary cultures. That’s part of the work I’m doing here at the University of Regensburg. On the leadership side, I’m still quite interested in the destructive component I previously mentioned, because people tend to think it’s just the person, but what about the environment? What is it about environments that make it possible for poor leaders to continue in their positions rather than get ejected from the situation? All of these questions have to do with talent development. If you have good, or what some scholars call “evocative environments,” then people thrive; the people do better and the organizations do better.
What inspired you to pursue this line of work and research?
I ran a merit scholarship program for many years in the United States. We created a faculty–student mentoring program, and I was intrigued as to why some students thrived in a mentoring program and other students didn’t—despite the fact that all of the students were very gifted, very motivated, and had excellent grades. That first got me interested into mentoring and what’s happening in these relationships that works so well for some people but not for others. On the leadership side, my husband, Dr. Art Padilla, also writes about leadership. I’ve always been interested in leadership development, especially for younger people. As my husband and I did more work together on destructive leadership, I started looking at the “dark” side of mentoring: the tormentors. I wanted to know how we can understand and limit destructive behavior. Such behavior is what can derail people from being successful, yet we don’t tend to pay as much attention to that. Additionally, Dr. Rena Subotnik, director of the Center for Psychology in Schools and Education at the American Psychological Association (APA), has been a mentor of mine. I went to visit her when I was thinking about a dissertation topic. We talked about many topics, and one was mentoring related to talented students. She helped me choose well, as these topics have really held my interest.
I ran a merit scholarship program for many years in the United States. We created a faculty–student mentoring program, and I was intrigued as to why some students thrived in a mentoring program and other students didn’t—despite the fact that all of the students were very gifted, very motivated, and had excellent grades. That first got me interested into mentoring and what’s happening in these relationships that works so well for some people but not for others. On the leadership side, my husband, Dr. Art Padilla, also writes about leadership. I’ve always been interested in leadership development, especially for younger people. As my husband and I did more work together on destructive leadership, I started looking at the “dark” side of mentoring: the tormentors. I wanted to know how we can understand and limit destructive behavior. Such behavior is what can derail people from being successful, yet we don’t tend to pay as much attention to that. Additionally, Dr. Rena Subotnik, director of the Center for Psychology in Schools and Education at the American Psychological Association (APA), has been a mentor of mine. I went to visit her when I was thinking about a dissertation topic. We talked about many topics, and one was mentoring related to talented students. She helped me choose well, as these topics have really held my interest.
You co-run a consultancy called Lead Mentor Develop. What is the program about and what was your inspiration for starting it?
Prof. Dr. Vicki Baker is a colleague of mine with whom I really enjoy working. Each year, we spend time thinking about our goals. We are friends and provide peer mentoring to each other. We do similar, but complementary work and really like doing it together. I have been asked to do many workshops and talks, and so Vicki and I created a website and a limited corporation to handle the consulting. It’s fun, because I can do what I like and be honest if I can help people or not in terms of mentoring. Often, the work will consist of talks about mentoring, workshops on programs, and how to help build participant interest and skill in being an effective mentor or mentee.
Prof. Dr. Vicki Baker is a colleague of mine with whom I really enjoy working. Each year, we spend time thinking about our goals. We are friends and provide peer mentoring to each other. We do similar, but complementary work and really like doing it together. I have been asked to do many workshops and talks, and so Vicki and I created a website and a limited corporation to handle the consulting. It’s fun, because I can do what I like and be honest if I can help people or not in terms of mentoring. Often, the work will consist of talks about mentoring, workshops on programs, and how to help build participant interest and skill in being an effective mentor or mentee.
It’s important that people understand that mentoring, like many human behaviors, is a skill that can and should be developed.
Why do you think it’s important for the public to be informed about these topics?
As humans, we do a lot of different things every day, including having to figure out how to interact with other people. We use our experiences to shape our behaviors, but the fact is that sometimes our experience misleads us in developing beliefs that are incorrect. For example, many people believe you are “born” a good mentor or not. It’s important that people understand that mentoring, like many human behaviors, is a skill that can and should be developed. Often, it’s not explicit how we learn about mentoring, so more clearly explaining what effective mentoring behaviors and supports are may enhance the chance that people are going to do mentoring well and learn how to exit gracefully from relationships that aren’t as effective. I think it’s important that the public realizes there is a science about mentoring. My hope is to support others to focus on the skills that are going to enhance mentees’ performance and our performance as mentors.
As humans, we do a lot of different things every day, including having to figure out how to interact with other people. We use our experiences to shape our behaviors, but the fact is that sometimes our experience misleads us in developing beliefs that are incorrect. For example, many people believe you are “born” a good mentor or not. It’s important that people understand that mentoring, like many human behaviors, is a skill that can and should be developed. Often, it’s not explicit how we learn about mentoring, so more clearly explaining what effective mentoring behaviors and supports are may enhance the chance that people are going to do mentoring well and learn how to exit gracefully from relationships that aren’t as effective. I think it’s important that the public realizes there is a science about mentoring. My hope is to support others to focus on the skills that are going to enhance mentees’ performance and our performance as mentors.
You wrote the definitive The Mentor’s Guide: Five steps to build a successful mentor program. What are some central aspects that make a mentoring program successful?
After doing decades of workshops on mentoring programs, I learned that one of the hardest things for people to do at the beginning is to clarify the goal of their program. What is the reason for this mentoring program? For example, I once worked with a first-generation mentoring program. Their thoughts about mentoring were good, but they hadn’t fleshed out the reason for the program. We got down to their underlying reason, which was to keep students in school. None of their program activities, however, talked about this reason, and then the organization wondered why the program wasn’t effective. The mentors and mentees were meeting, but they never talked about, for example, resources on campus for tutoring, learning strategies, confidence and motivation issues related to staying in school, or any of the other resources that one would expect if their goal was to retain students. This shows that it’s possible for people to meet and like each other, but not talk about anything that has to do with the mentoring program goal. The more the program is clear on what it wants to achieve and why mentoring is going to do that, the better job the program can do of selecting participants, making sure activities support those goals, and having a strong assessment plan. People often want to start picking people and having them meet up, but they haven’t always thought out “what’s the point?” Then they wonder why people stop participating or aren’t quite sure what to do.
After doing decades of workshops on mentoring programs, I learned that one of the hardest things for people to do at the beginning is to clarify the goal of their program. What is the reason for this mentoring program? For example, I once worked with a first-generation mentoring program. Their thoughts about mentoring were good, but they hadn’t fleshed out the reason for the program. We got down to their underlying reason, which was to keep students in school. None of their program activities, however, talked about this reason, and then the organization wondered why the program wasn’t effective. The mentors and mentees were meeting, but they never talked about, for example, resources on campus for tutoring, learning strategies, confidence and motivation issues related to staying in school, or any of the other resources that one would expect if their goal was to retain students. This shows that it’s possible for people to meet and like each other, but not talk about anything that has to do with the mentoring program goal. The more the program is clear on what it wants to achieve and why mentoring is going to do that, the better job the program can do of selecting participants, making sure activities support those goals, and having a strong assessment plan. People often want to start picking people and having them meet up, but they haven’t always thought out “what’s the point?” Then they wonder why people stop participating or aren’t quite sure what to do.
When you were a youth or young professional, did you have someone who mentored you? If so, how did this person or these people positively influence you and your path?
Looking back, I had several people who helped me. In high school, I had several teachers who took a strong interest in my academic performance. With their support, I was able to get a full merit scholarship to attend college. That made me the first in my family to go to college. Then when I was in college at North Carolina State University, the scholarship director there became a good mentor by helping me weave my way through college from electrical engineering to psychology.
Looking back, I had several people who helped me. In high school, I had several teachers who took a strong interest in my academic performance. With their support, I was able to get a full merit scholarship to attend college. That made me the first in my family to go to college. Then when I was in college at North Carolina State University, the scholarship director there became a good mentor by helping me weave my way through college from electrical engineering to psychology.
In what particular ways was your scholarship director a good mentor to you?
He always had an open door and gave me the feeling that you could stop by anytime and that you knew someone on campus. He was very approachable and did a good job with confidence building—things that we now know are so important for mentoring. He was also able to connect me with people, for example alumni, who had shared similar experiences with me. Looking back, his approachability, his confidence building, and the connections he facilitated were all really important for me.
He always had an open door and gave me the feeling that you could stop by anytime and that you knew someone on campus. He was very approachable and did a good job with confidence building—things that we now know are so important for mentoring. He was also able to connect me with people, for example alumni, who had shared similar experiences with me. Looking back, his approachability, his confidence building, and the connections he facilitated were all really important for me.
Especially when you’re thinking about mentoring highly talented people, one important trait is the ability for a mentor to adjust their style and understand the goals of the person they’re mentoring. Additionally, the ability to ask the right question is important.
Many traits and practices make a good mentor. In your opinion, what are the most important ones?
Especially when you’re thinking about mentoring highly talented people, one important trait is the ability for a mentor to adjust their style and understand the goals of the person they’re mentoring. Additionally, the ability to ask the right question is important. For example, if it’s in a research scenario, it’s the ability to help the mentee figure out what would be an interesting research question to pursue or asking the right question that will really promote reflection for the mentee. I think at that level, the mentee will greatly benefit from a skilled mentor who can help ask questions to clarify what is important to pursue personally or professionally.
Especially when you’re thinking about mentoring highly talented people, one important trait is the ability for a mentor to adjust their style and understand the goals of the person they’re mentoring. Additionally, the ability to ask the right question is important. For example, if it’s in a research scenario, it’s the ability to help the mentee figure out what would be an interesting research question to pursue or asking the right question that will really promote reflection for the mentee. I think at that level, the mentee will greatly benefit from a skilled mentor who can help ask questions to clarify what is important to pursue personally or professionally.
Would you say these are trainable or teachable qualities? Can someone grow into becoming a better or more effective mentor?
Like most skills, some of us are naturally better at them than other people, and most people can improve their skills. Can everyone be an effective mentor? Probably not, either because they don’t have the interest or the time. So, yes, I do think, like many things in our lives—including talent development—that skill development and practicing skills are important, but some people are more naturally good at it from the start than other people. This is true in many domains.
Like most skills, some of us are naturally better at them than other people, and most people can improve their skills. Can everyone be an effective mentor? Probably not, either because they don’t have the interest or the time. So, yes, I do think, like many things in our lives—including talent development—that skill development and practicing skills are important, but some people are more naturally good at it from the start than other people. This is true in many domains.
In addition to being an expert in mentoring, you are also an expert in leadership. How do you define a good leader?
For me, the leader is the least important factor in the whole equation, which is surprising to most people. There’s a quote, I think from Warren Bennis, that goes something like, “Leadership is like light bulbs. We need a light bulb to see, but it doesn’t really matter all that much which light bulb you get as long as you have one that works.” I feel the same about leaders. That being said, there are many traits of a good leader, such as listening, communication, integrity, and the ability to communicate a vision and motivate people.
For me, the leader is the least important factor in the whole equation, which is surprising to most people. There’s a quote, I think from Warren Bennis, that goes something like, “Leadership is like light bulbs. We need a light bulb to see, but it doesn’t really matter all that much which light bulb you get as long as you have one that works.” I feel the same about leaders. That being said, there are many traits of a good leader, such as listening, communication, integrity, and the ability to communicate a vision and motivate people.
I will often ask the question, “How do you want to be different in six months or one year as a result of engaging with [your mentor]?” That question will often help mentees gain clarity about what they can bring to those discussions and the relationship.
How can mentors show their mentees how to become good leaders?
A lot about mentoring is often invisible to people, so I encourage people through workshops and talks to be more explicit about what they’re doing and why. Mentors should explain to the mentee, “Here’s why I’m doing this” or “here’s why I’m asking this question,” because then it makes the invisible more visible to the mentee. Especially when you’re thinking about leadership, some shadowing experiences can be quite important in providing an occasion for your mentee to see that you don’t have it all figured out. Those shadowing experiences can help the mentee see your thought process when tackling challenging problems, because when you move up to be a leader, that’s what you’re doing. You’re trying to solve problems—whether it’s in your discipline or organization—that are not easy to solve. If the problems were easy to solve, then other people would have solved them, and they wouldn’t have fallen into your lap to address.
A lot about mentoring is often invisible to people, so I encourage people through workshops and talks to be more explicit about what they’re doing and why. Mentors should explain to the mentee, “Here’s why I’m doing this” or “here’s why I’m asking this question,” because then it makes the invisible more visible to the mentee. Especially when you’re thinking about leadership, some shadowing experiences can be quite important in providing an occasion for your mentee to see that you don’t have it all figured out. Those shadowing experiences can help the mentee see your thought process when tackling challenging problems, because when you move up to be a leader, that’s what you’re doing. You’re trying to solve problems—whether it’s in your discipline or organization—that are not easy to solve. If the problems were easy to solve, then other people would have solved them, and they wouldn’t have fallen into your lap to address.
A lot of attention is given out there on how to become a good mentor, but an effective mentoring relationship takes two. What is your advice on how to become a good mentee?
Even a great mentor has a bad day, so we sometimes have outsized expectations about the characteristics of effective mentors or what they can really do. What mentees can best do is to use their time well and their mentors’ time well, and also have a sense of why they want to connect with this person. What is the mentee’s goal? Maybe the mentee’s goal is that they’re not sure what their goals are yet and they need to figure them out, but they should have something that they’re trying to learn. I will often ask the question, “How do you want to be different in six months or one year as a result of engaging with this person?” That question will often help mentees gain clarity about what they can bring to those discussions and the relationship.
Even a great mentor has a bad day, so we sometimes have outsized expectations about the characteristics of effective mentors or what they can really do. What mentees can best do is to use their time well and their mentors’ time well, and also have a sense of why they want to connect with this person. What is the mentee’s goal? Maybe the mentee’s goal is that they’re not sure what their goals are yet and they need to figure them out, but they should have something that they’re trying to learn. I will often ask the question, “How do you want to be different in six months or one year as a result of engaging with this person?” That question will often help mentees gain clarity about what they can bring to those discussions and the relationship.
