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100 Journal of Psychological Issues in Organizational Culture, Volume 4, Number 1, 2013 © 2013 Bridgepoint Education, Inc. and Wiley Periodicals, Inc.
Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/jpoc.21086
Grieving, Learning, and GrowingA Mentoring Model for Organizational and Personal Growth
Richard Schuttler, PhD, and Cheryl Lentz, DM
The process of organizational and personal improvement can often be a daunting challenge, particularly for organizational and executive leaders. To address this process, the authors offer a cognitive learning strategy for any leader to consider as part of his or her personal development process based on the nexus of Elisabeth Kübler-Ross’s stages of grief, Benjamin Bloom’s cognitive taxonomy, and Richard Schuttler’s executive mentoring model. In a time when formal and informal leaders are needed to set a great example, the industry of mentoring (and coaching) appears to have many people trying to help others, yet perhaps not all of them have the foundational underpinnings of knowledge needed to fully understand the emotional reac-tions or steps to learning.
Th e process of organizational and personal improvement can often be
daunting. Within any change initiative, an individual must fi rst address
the imperfections extant within his or her organization and self. Th is
knowledge can aff ect cognitive dissonance, manifesting as negative behav-
iors such as denial, apathy, and even emotional paralysis. To dispel this
stasis and to gain the requisite knowledge for positive and eff ective change
faster, leaders often require a mentoring relationship with another. Th is
external, objective perspective can guide in both accepting the diffi cult
information gleaned in self-analysis and their learning to use this infor-
mation to achieve greater levels of success sooner, and, in many instances,
beyond their greatest expectations.
Th e purpose of this article is to suggest a cognitive learning strategy
for any leaders to consider to eff ectively transition through the process
of change as part of their personal development or as they lead an orga-
nization based on the nexus of Elisabeth Kübler-Ross’s stages of grief
Journal of Psychological Issues in Organizational Culture, Volume 4, Number 1 • DOI: 10.1002/jpoc 101
(“Elisabeth Kübler-Ross,” 2012), Benjamin Bloom’s
cognitive taxonomy (“Bloom’s taxonomy of cogni-
tive development,” 2012), and Schuttler’s executive
mentoring model. With the growth of mentoring
(some may refer to it as coaching) as an emerging
career fi eld, there is rightful concern regarding
unskilled mentors and the impact of their eff orts
on their clients and fellow colleagues. One model
is explored along with its foundation to support
its application for faster, more eff ective success for
engaged clients.
Applicable Theoretical Frameworks
The Grieving Process
Many people may be more familiar with the eff ects
of living through grief than with the fi ve stages
attributed to the grieving process by Elisabeth
Kübler-Ross. Kübler-Ross’s stages of grief (denial,
anger, bargaining, depression, and acceptance) have
been applied to emotional trauma, as in the example
of the loss of a loved one (Kübler-Ross & Kessler,
2007). Th e foundation of the model suggested that
one transitions through stages based on how much
he or she knows about what really happened.
An example to refl ect the fi ve stages would be
the sudden, unexpected death of a spouse. In such
a situation, it is not uncommon for the surviving
spouse to fi rst experience denial regarding the
event. Th e survivor may expect his or her spouse
to arrive home at the expected time, or refuse to
change or discard any of the spouse’s personal be-
longings. Th e bargaining stage often occurs when
a person prays to God, promising that if his or her
loved one returns, he or she will be a better person
or attend church more often. As the surviving
spouse comes to know more about the reasons for
the death, a time of depression occurs. Eventually
the person may transition along a healthy path
where acceptance of the death is internalized and
he or she is able to move forward with his or her
own life.
A modifi ed application (Figure 1) of the fi ve
stages can be seen in the process of personal and
organizational growth and change (Kübler-Ross &
Kessler, 2007). For some, particularly those in
senior-level organizational leadership positions,
the path to personal improvement may include
these same levels of emotionality and trauma and
may cause some to move through the stages of
grief in much the same way as seen with the loss
of a loved one.
World-class organizational leaders who have
a positive outlook regarding their organization’s
success may base their perception of success on
what they know, rather than what they do not
know. Being unaware of negative information may
provide a false sense of security, however. Conse-
quently, when additional knowledge does become
available, such as previously unknown customer
concerns or a change in the competitive landscape,
these leaders may become alarmed and to some
degree proceed through the stages of grief.
Consequently, the grounding theoretical frame-
work off ered by Elisabeth Kübler-Ross can be
applied to a number of other settings beyond
Figure 1
Modifi ed Applicati on of the Death and Dying Curve
HowGoodYouFeel
AboutWhatYou
Know
How Much You Really Know About What HappenedCopyright 2010 by Dr.Richard Schuttler
Death and Dying Curve
Denial
Anger
Bargaining
Depression
Acceptance
102 Journal of Psychological Issues in Organizational Culture, Volume 4, Number 1 • DOI: 10.1002/jpoc
traditionally held areas of personal emotional
trauma.
The Cognitive Learning ProcessBenjamin Bloom (1984) prescribed a model for
cognitive learning that off ers a foundation in
which understanding begins. In Bloom’s model
(Figure 2), he suggested that learning is a process
regarding how one gains initial knowledge, much
like a college freshman learning how to manage a
business from a classroom setting. As the student
gains knowledge, and subsequently attempts to
implement in the workplace, comprehension of
the taught concepts provides the background for
application. From applying that learned knowl-
edge, one can assess the degree to which that
knowledge made a diff erence.
Finally, from the analysis, the process of learn-
ing leads to a synthesis of the cause and eff ect of
applying the knowledge to what was gained. From
the synthesis of what was learned in class and
from practical application, an evaluation is made
as to whether or not one should repeat the process
as is, or perhaps with improvements. Continuous
process improvement is often grounded in these
phases of learning, moving from a basic to a more
advanced level of understanding.
The Executive Mentor
Do not go where the path may lead; go
instead where there is no path and leave
a trail.
Ralph Waldo Emerson
For the organizational leader, these immortal
words by Emerson support a leadership path to
change where one must have a clear vision to see
what others may not. A leader must be able to
off er clarity and express a willingness to move
forward despite obstacles—in other words, to
blaze a trail. Th ere are many paths to success, and
the choice of which path to follow is rarely an
easy one.
Sometimes the solution is to follow initially in
someone else’s footsteps—the footsteps of a
mentor. It has been said that it is easier to know
the path than to walk it. In such circumstances,
the guidance of a trusted supervisor or experi-
enced colleague often helps one to venture though
the unknown and face whatever obstacles may
appear in a more confi dent, eff ective, and timely
manner. Th is approach also allows for continual
advancement toward goals and objectives.
In addition, walking the path with a trusted
mentor who has personal experience in a similar
situation may off er comfort and needed emotional
support. Th e authors believe there is an important
distinction between a coach and a mentor who
may participate in the process. A coach may know
the rules, but a mentor has played the game. Th ere
is much value in the experiential wisdom of
someone who has carved his or her own path and
left a trail for others to follow.
As one moves along the path of personal
change, the combination of research, such as
Kübler Ross’s stages of grief with Bloom’s taxon-
omy, provides the theoretical foundation for
Schuttler’s executive mentoring model to provide
Figure 2
Bloom’s Taxonomy of Cognitive Development
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Journal of Psychological Issues in Organizational Culture, Volume 4, Number 1 • DOI: 10.1002/jpoc 103
a simple yet sound and systematic approach for
leaders as they proceed through the challenge
of personal development to achieve successful
change. Th e model can be applied as an internal
application for employees and organizational bet-
terment or from a consultant to a client.
Executive Mentoring ModelSchuttler’s (2010) executive mentoring model
(Figure 3) is founded on the philosophy of indi-
vidualized and intentional relationships in which
clients are empowered to achieve their full poten-
tial though a variety of self-regulating techniques
and regular interaction with a mentor. By focusing
on a short list of prioritized dimensions, leaders
are able to identify approaches to develop a health-
ier self-balance, improving their ability to manage
their organizations through change processes,
as well as to manage their personal reactions to
leadership issues, particularly at the executive
level. It is ideal to work on one or two areas for
improvement at a time with greater focus and pur-
poseful action, so that measurable progress can be
made.
Three Triads: The Architecture of the Organizational and Executive Mentoring ModelTh ree triads form the executive mentoring model.
Each of these triads represents a practical area
in which Schuttler facilitates measurable change
with clients as they transition through a death and
dying curve (stages of grieving), as originated by
Elisabeth Kübler-Ross. Th e curve represents a
theoretical and practical model that details the
movement of people and organizations as they
transition through emotional responses to situa-
tions and into increased levels of knowledge and
acceptance.
Th e model is based on the dichotomy of an
individual’s perceived and actual levels of knowl-
edge, as described from a holistic and systemic
perspective (reality). Accountability to one’s self
and immediate professional and personal circles is
a central theme in this model. As opportunities for
improvement are noted, and data regarding per-
formance are gathered, individuals may realize
that the situation they are in may not be as advan-
tageous as they had previously assumed. Th e client
can be either an organization or a person, as both
act and react in the same manner to the model.
In this model, the mentor plays a number of
roles in each triad, as noted on the inside of
the curve (i.e., adviser, educator, and facilitator).
Th e client may transition from learner to mentee
to leader, as noted on the outside of the curve (see
Figure 3).
Th e adviser, educator, and facilitator triad
allows for the initial dialogue between mentor and
client. Th e mentor must be able to advise, educate,
and facilitate learning for and with a client. Th e
client is in the role of learner to gain new insights
and relearn what may be required for growth to
occur. Th is triad allows the client-learners to chal-
lenge their assumptions, beliefs, and values on
Figure 3
Schuttler’s Executive Mentoring Model
Executive Mentoring Model
HowGoodYouFeel
AboutWhatYou
Know
AdviserLEARNER
LEADER
Analyst
Innovator
Troubleshooter
Coach Strategist
Role Model
MENTEE(Perception)
Educator
Facilitator
How Much You Really Know (Reality)Copyright 2010 by Dr.Richard Schuttler
104 Journal of Psychological Issues in Organizational Culture, Volume 4, Number 1 • DOI: 10.1002/jpoc
multiple levels, with the assistance of a mentor, to
gain objective perspective and insight into the
issues they may confront. Th is triad focuses on the
learners’ acquisition of new knowledge about their
own actual performance, skills, and abilities as
measured in reality, rather than through percep-
tion, as seen through the eyes of a skilled mentor.
Th e coach, strategist, and role model triad
transitions the client from his or her role as learner
to that of a mentee. Th e mentor in this critical area
must be able to approach the client-mentee by
coaching and providing strategies for growth and
must be a role model for the client-mentee to
emulate. Th is triad empowers the client-mentee to
determine how best to unleash the talent within
or around himself or herself to achieve his or her
full potential. In this triad, a mentee realizes his or
her uniqueness as he or she transitions from
unknowing to understanding. Often, this triad is
the most challenging area within the model, due
to the complexity of determining, shifting, and
realigning action based on personal learning and
insightful discovery.
Th e analyst, innovator, and troubleshooter
triad uses the other two triads as a foundation for
a distinctive and lasting experience between the
mentor and client-leader. Th e mentor, at this point,
needs to fi ne-tune and lead the mentee by trouble-
shooting minor areas of improvement, providing
innovate approaches to solve the complex prob-
lems of tomorrow, and yet being an analyst to
evaluate overall progress. At this point in the
process, the client-leader has transitioned his or
her role from a mentee to that of a leader through
appropriate feedback mechanisms and sound
decision making. Th is triad allows for concen-
trated dialogue regarding how to lead and main-
tain lasting change, both internally and within the
client’s surrounding circle of personal and profes-
sional relationships.
Th e energy created within these three triads
creates the individualized and intentional men-
toring relationship that is distinctively focused
on the present and future needs of the client. As
such, each client’s experience with the model is
highly tailored to his or her personality, style, and
needs.
Identifying Areas for Improvement
Th ere are many vehicles an executive mentor can
off er to help a client decide where the client should
focus his or her time and eff ort for personal and
pro fessional growth. One such vehicle is the
outcome of a 360-degree feedback exercise, in
which feedback is obtained from the client’s super-
visor, as well as several peers and subordinates, to
produce a list of strengths and opportunities for
improvement. A tool Schuttler advocates is his
own Leadership Assessment Tool (Schuttler,
2013). Th e goal of this tool is for clients to gain an
understanding of where they are regarding the 10
most common characteristics (attributes) of every-
day leaders.
In the Leadership Self-Assessment (Table 1),
clients are asked to take an honest self-inventory
by reviewing each leadership characteristic to
determine to what extent they are perceived by
others. Th e rating scale is numbered 1 to 10 (with
1 being the lowest and 10 being the highest).
Clients are asked to score themselves at the initial
client meeting and also project where they would
like to be in 12 months.
• Low scores (below 4) in any one of the
10 attributes may suggest opportunities
for improvement that might be worthy
of discussing with a mentor. Low scores
overall may suggest an opportunity
to grow in maturity and social skills.
Journal of Psychological Issues in Organizational Culture, Volume 4, Number 1 • DOI: 10.1002/jpoc 105
Table 1Leadership Self-Assessment
Leadership Self-Assessment Today’s Score 1-Year Goal
1 SupportiveProvides help, information, empathy, and encouragement. Gives time freely to help others. Creates a loving and nurturing environment.
2 ListenerIntentional listener. Attends closely for the purpose of understanding. Present to conversations. Ability to focus on what another is communicating, regardless of medium.
3 CaringAssists others when they are troubled. Makes provisions and watches out for others. Shows compassion or concern about life’s problems and solutions.
4 HumbleNot overly proud or arrogant. Modest. Courteous. Respectful. Does not view oneself as above or better than others.
5 IntegrityAdheres to moral and ethical principles. Soundness of moral character. Good sense of direction in life and adheres in good and bad times. Executes moral convictions. Upholds the truth. Not persuaded solely by money, crime, or personal gain.
6 KnowledgeablePossessing or exhibiting awareness and comprehension in career, spirituality, mind, body, and other life matters. Insightful. Demonstrates wisdom and passion for ongoing learning. Well-informed. Discerning.
7 MotivatorCreates an atmosphere for others to be self-motivated. Provides incentives. Encourages others. Offers guidance free from value judgments. Helpful.
8 MentorRole model. Coach. Shows subject matter expertise. Wise and trusted counselor. Infl uential sponsor or supporter. Extremely positive. Cares about people. Instructs others in a benefi cial and informative manner. Patient. Understanding. Helpful.
9 TeacherInspires learning. Instructor or facilitator of knowledge. Caring. Leaves lifelong impressions. Freely shares personal experience with others for their benefi t.
10 PositiveGreat outlook. Optimistic. Encourages others. Confi dent in opinion or assertion. Constructive and fully assured. Not skeptical. Showing or expressing approval or agreement. Favorable. Supportive.
Total:
(Permission granted by the author for use.)
106 Journal of Psychological Issues in Organizational Culture, Volume 4, Number 1 • DOI: 10.1002/jpoc
Feedback from a mentor is helpful,
although empowerment also comes from
the client refl ecting on the attributes and
planning for his or her self-improvement.
• Mid-range scores (4–7) in any area may
suggest an opportunity to become a
better team member, friend, or colleague.
Some attributes in the mid-range area
could be considered as a group where
one may infl uence another. For example,
if a person scores low in “Humble,” that
could relate to a lower score in “Caring,”
as people who lack humility are often
perceived as uncaring. Discussing scores
with a mentor opens the door for the
client to get additional feedback on
matters he or she may not be able to see
or perceive about himself or herself.
• High scores (8–10) may suggest or
confi rm that the client is a solid leader.
Yet there are always opportunities for
improvement. If a client self-scores high
in all areas, dialog with a mentor may still
prove valuable to move the client to an
even higher level within the coming 12
months. Th ere is also the possibility that
the client may have a tendency to over-
score. With mentor participation, con-
structive feedback is more readily
accepted when it comes from a trusted
and respected source.
Th e fi ndings of the scoring system will reveal
areas for mentoring to occur. One must realize
that one cannot change all areas in a short period
of time, in this instance less than a year. Better
results occur when the focus is on one or two
major areas for improvement at a time, as working
on several diverse areas often results in less prog-
ress in all of them.
Evaluation of the Model
Th e true challenge for an executive mentor regard-
ing the change process may be in self-discovery on
the part of the client to decide that pursuing a
mentoring relationship is in his or her best inter-
est. Returning to the process of cognitive learning,
there is often an intense causal moment that pro-
vides an epiphany to the client, for whom stasis
can no longer be maintained. Th e status quo has
forever changed, and the client must adjust. Th e
client can either adjust the situation to meet his or
her leadership style, or can adjust his or her lead-
ership style to meet the needs of the situation. In
either occurrence, a return to the way things were
is not an option. Often, the only known factor may
be that a return to former stasis is no longer pos-
sible. Th e challenge then becomes what and how
the client changes.
In one survey, 82% of represented organiza-
tions stated that their main reason for implement-
ing executive coaching programs was to improve
individual performance, moving the barometer
from good or eff ective to great (Whitney, 2006). To
better provide executive mentoring, it is believed
that a sound and systematic approach, grounded
in both a theoretical framework and that of prac-
ticed application, will provide for a better return
on fi nancial investment and for better emotional
growth as well. Mentoring is a long-term strategy,
although this strategy can provide some short-
term dividends as incremental gains are achieved
along the way.
In essence, Schuttler’s (2010) executive men-
toring model provides for a mentor to have a
sound and systematic approach to work with
a client on the process, consisting of three
Journal of Psychological Issues in Organizational Culture, Volume 4, Number 1 • DOI: 10.1002/jpoc 107
fun damental steps of self-refl ection, self-assess-
ment, and self-correction. As the mentor guides
the client to refl ect upon what is and what may
not yet be known, the refl ections, if honest,
produce information for the self-assessment. Th e
result of the open self-assessment then allows
the client to set a strategic path to self-correct
the situation. Ultimately, the best leaders are
those who have the ability, either inherent or
assisted, to quickly self-refl ect, self-assess, and
self-correct.
Th e goal of the client is to create his or her
own personal learning system of change. Th is
system needs to be a simple, yet eff ective,
process (strategy) that the client can return to
whenever the process of change approaches
critical mass and overwhelms him or her. In the
words of Senge (1990), “. . . system’s thinking is
leverage, seeing where actions and changes in
structure can lead to signifi cant, enduring
improvements. Often leverage follows the princi-
ple of economy of means, where the best results
come not from large scale eff orts, but from
small, well-focused actions” (p. 114). Sometimes
the more prudent course of action may be to
slow down and focus on self-refl ection before
leaping ahead.
Conclusion
Th e goal of this article is to off er an eff ective,
yet simple and systematic, change management
process using the executive mentoring model for
clients and organizations as they walk the path of
personal growth and change. As the authors
have suggested, theoretical frameworks support
the approach to mentoring using a systematic
approach to moving personalized growth through
emotional reactions to the change process. If
people mentoring others realize the conscious or
unconscious steps their clients take, more eff ec-
tive outcomes may be possible. ◆
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Richard Schuttler, PhD, is a contributing faculty member at Walden University and an international public
108 Journal of Psychological Issues in Organizational Culture, Volume 4, Number 1 • DOI: 10.1002/jpoc
speaker, executive mentor, bestselling author, and co-founder of Professional Progress Academy, an online education and training membership site. He may be reached at [email protected]
Cheryl Lentz, DM, is a university professor at Walden University and a prolifi c award-winning author known
for her writings on The Golden Palace Theory of Management, effective study skills, and refractive thinking. She is a 15-time internationally published author who assists doctoral scholars in publishing their writings within the trademarked anthology series: The Refractive Thinker®. She may be reached at [email protected]