Since 1988 the Association of California Community Administrators has been conducting a successful mentoring program for middle managers working in California Community Colleges. Built on the premise that Community Colleges needed to "grow their own" administrators to assure a diverse pool of leaders for the next century, the program, after just eleven years, is able to boast that it has produced presidents, vice-presidents, deans, and directors for service in California Community Colleges and other states across the country. Additionally, it can lay claim to being the source of at least one doctoral dissertation, several papers, and numerous presentations at the state and national levels.  

Much of the success of the program can be attributed to the CEOs, Vice Presidents, Deans and others in California Community Colleges who have served as mentors in the program since its inception. They have unselfishly devoted hundreds of hours to helping mentorees in their career choices, providing opportunities for growth, opening doors and in general helping us to grow our own leaders for roles in the community colleges for the future. And while there is some evidence (Valeau, 1999) to suggest that the Association of California Community College Mentoring program is a success, little information exists about the needs, concerns, philosophies, and experiences of those mentors who have served in the program over the last several years. Indeed, important questions related to role, style, attitude, and philosophy toward the importance of mentoring others and assessment of the needs of future mentors are unanswered for a cadre of very successful community college leaders. These and other questions require some attention if we are to enhance our mentoring efforts, thereby contributing to the development and flow of leaders into the administrative ranks of community colleges.  

To become a mentor is "to enter a complex relationship of roles, tasks, and emotions" (Taibbi, 1988). Such a statement rings even truer today for those attempting to act as role models and mentors for the many who believe that having a mentor is essential to climbing the ladder. In this context it seems vital for us to understand something about the role and how it works. According to Schein (1978, p. 178), the role of the mentor changes depending on the managerial skills outcome desired by the protégé. Thus, in his view, a mentor could easily play the role of teacher, coach, or trainer, protector, role model, developer of talent, an opener of doors, or finally a provider of inspiration. Some research (Moore 1982a, 1982b; Hunt & Michael, 1983) has identified the three stages through which a typical mentor/protégé relationship evolves as: initiation, cultivation and separation.  

Whichever role the mentor plays, there seems to be some agreement that an effective mentor can be important to one's career. Levison (1978) seems to make this point in his work where he points to the critical role-played by an older man who decides to use his experience and power to assist a young protégé. Kanter ( 1977) sheds further light on the importance of a good mentor by citing the story of a young executive who heightened his career by receiving direct help from a senior colleague. Accordingly, Moore (1982) in her article posits that the mentor's job is to challenge the protégé’s talent, energy, and drive without destroying them at the time of separation. Perhaps the most enlightening view on the role of the mentor comes from Noellers' (1982) discussion on the strategies for effective mentoring. He identifies several important strategies that include a positive attitude, valuing, open-mindedness, creative problem solving, awareness, discovery, flexibility, and confidence.

Whatever the role of the mentor is or could be, obtaining the views of those who will lead the future leaders of tomorrow could add to and enhance our understanding. It was this singular thought that led these authors to pursue the path of learning what needs and concerns mentors have toward making them more effective. To do so, they chose to examine the Association of California Community College Administrators Mentor program, which has been in existence since 1988 and is one of the oldest of its kind in Community Colleges.

Over the last ten years, the Association of California Community College Administrators Mentor program has been functioning to produce and/or influence the career path of many individuals interested in community college leadership positions, particularly minorities and women. Specifically, the program has focused on providing men and women interested in leadership roles in community college administration an opportunity to work with a CEO or high ranking official to gain deeper insight into various functioning of a college or district operation. Applications are accepted from individuals working in the system and expressing an interest in wanting to assume a higher position in the system. They must identify their interest and areas they wish to broaden their knowledge and experience in. After a screening process conducted by the director of the program and members of ACCCA' s Management Development Commission, and prior to acceptance, individuals must have the support of their campus CEO or immediate supervisor and commit one year to working with a mentor.

Mentors participating in the program must complete an application indicating an interest and commitment to helping an individual learn what it is like to serve in a leadership role in the system and some of the tools needed to be successful. Applicants must identify what it is they believe they can provide a protégé and the amount of time they are willing to commit to ensure that the participant has a successful experience in the program.

Generally, the mentors are people who are currently serving as CEOs, Chancellors, Vice Presidents or Deans. Just recently, selection has shifted to include those at levels below the rank of Dean and are classified as managers. It is assumed that these individuals, particularly senior-level executives, by virtue of their experience and availability of time, can assist protégés in understanding the challenges and pitfalls of serving in a leadership role at the level of a CEO, Vice President etc.

Together the chosen mentor and protégé form a hoped for partnership cemented by a learning contract. The learning contract enables the protégé and mentor to discuss and formulate plans to develop clear expectations and goals, encourages communication, and involves both parties in the process. (Valeau, 1999).

Through this contract the team, among other things, is provided with numerous opportunities to network and meet with leaders through out the state. Some of the activities include orientation sessions, a meeting with the state chancellors' office, and a weeklong retreat where speakers are brought in to interact with the participants. And an end of the year recognition dinner is sponsored for the participants as part of the Association of California Community Colleges annual conference.

The success of the ACCA Mentor program, particularly in its earlier stages of its development, came from the support of the mentors who were usually CEOS, Presidents and Vice-Presidents. As today, their commitment sprang from their personal belief in the program and a donation of their own time and expense. Because of their position, it was assumed they had all the tools needed to be effective mentors Curiously, they have never been formally asked to share their views on what it is like to be a mentor or what is needed to be effective in the development of future talented men and women interested in working in the system. Moreover, very little has been provided to them in the way of training or monetary support.

In this respect, the program has been fully supported through the willingness of California Community College CEOs and others to serve as mentors from throughout the California Community College system. It can be fairly concluded that it is because of their commitment over these past eleven years that the program has been able to produce Presidents, Vice Presidents, Deans, and Directors, not only for leadership in California Community Colleges but in other states as well. If we are to continue to profit from this reservoir of talent, then it seems appropriate we take time to learn more about them as mentors, particularly their needs, interests and preparation. Thus the purpose of this report is to survey past participants in the ACCA Mentor program to provide answers and insights into preparing mentors for the 21st century in being more effective in their role.

To learn more about the concerns and needs of mentors serving in the Association of California Community College Administrators Mentor Program, we used the available roster in the Office of the Association of California Community College Administrators dating back to 1988. Through that process we were able to identify 120 subjects. The surveys developed include traditional demographic questions, educational training, years of service in the field, reason for participating in the program, preparation needed, philosophy, and expectations. Requests for ideas on needed training, selection of future mentors, perceived ideas of role, and expectations were obtained through having open-ended items. The information was then collected and answer patterns were analyzed to give the general impressions of those participating in the study.[]