The Short Memory of Institutions

“The King is dead. All hail the new king.”

For centuries, those words marked a moment of transition in a monarchy. They acknowledged loss while declaring that the kingdom would continue.

One reign ends. Another begins. The work continues.

Modern organizations operate in much the same way, just without the ceremony.


When the Ball Changes Hands

Sometimes the transition is visible. A retirement announcement made months in advance. A company-wide gathering, a slideshow of memories, a few stories capturing the arc of a career. Handshakes and hugs. People are grateful for the chance to say thank you.

Other departures unfold quietly. A decision formed over time. A conversation held in private. Recognition that the moment has arrived for something different to begin.

At times, the individual chooses the timing, sensing it’s time to redirect their energy or reclaim parts of life that have waited patiently. At other times, the organization makes the call.

It’s like a manager walking to the mound and asking the starting pitcher for the ball. The pitcher may have thrown well and kept the team in the game. A new batter steps in, and the situation calls for a different arm. The decision reflects what the moment requires. What the pitcher deserved is a different conversation.


The Half-Life of Professional Memory

Spend any time inside large organizations and you’ve witnessed what follows.

A respected leader leaves after a long and meaningful tenure. Their name surfaces occasionally.

Over time, new colleagues arrive who never worked with them. New leaders establish their own ways of operating. The organization adapts.

Work progresses while memories fade into the background.

Institutions carry short memories because continuity is the center of their purpose. Time spent dwelling on the past subtracts from their responsibility to build what comes next. This quality allows organizations to endure. From the inside, it can still be painful.


The Grief No One Mentions

We rarely dwell on the plain truth that this process hurts.

Years of personal investment in people, in solving problems, and in creating a supportive culture eventually become part of who we are. When the organization moves forward without us, it can feel like we’re diminished. Like our work didn’t matter as much as we believed.

That feeling deserves to be called grief. The natural response to losing something we genuinely loved.

Our mistake is letting that grief become a verdict.

The organization’s short memory says nothing about the value of what we contributed. It says something about how institutions are built to function. They’re designed for mission and continuity, with memory serving a different purpose. Understanding the difference doesn’t make the feeling disappear, but it does change what the feeling means.


Where Influence Actually Lives

Our work never disappears. Its impact simply resides in a different place.

The confidence someone discovers because we believed in them. The standards we upheld when it would have been easier to compromise. The steadiness we showed under pressure. The thinking patterns others continue to use long after they’ve forgotten the source.

These moments accumulate.

Lasting influence rarely lives in titles, completed initiatives, or improved metrics. Those matter deeply in their time, yet they rarely define what lasts.

Most of us can trace core insights to a teacher or mentor who shaped us. Someone who challenged us to think beyond ourselves or our capabilities, changing how we see the world. Their insight became part of who we are.

In the same way, we become that teacher in someone else’s story.


The Metric That Matters Most

Leaders who sustain themselves over the long term tend to live with dual awareness. They engage fully and care deeply about the organization’s mission. They invest in people and outcomes.

At the same time, their sense of self rests on something broader. Family, faith, health, curiosity, service, and community form a foundation that holds steady regardless of their title.

They recognize that one day the organization will continue without them, and they choose to lead in ways that remain meaningful regardless. This awareness strengthens their commitment rather than weakening it, because it clarifies what actually matters.

Eventually, each of us hand over the ball. The badge stops working. The inbox grows quiet. Someone else takes the chair.

Our opportunity is to contribute in ways that remain useful long after our names fade from conversation. Lessons carried forward through people we may never meet.

And that is enough.

Photo by Robert Stump on Unsplash

The Delicate Balance of Telling and Teaching

Your role as the teacher and mentor is to prepare your mentee to work independently and effectively…

“I can’t believe she can’t tie her own shoes.  She’s old enough to know by now.”

My friend was talking about his 5-year-old daughter at the time. 

I asked if he’d ever taken the time to teach her how to tie her shoes.  He stared at me and said that wasn’t his job and that she should have figured it out by now. 

Why tell this story (which really happened!)? 

To illustrate how important it is to teach and mentor others…whether they’re our kids, grandkids, employees, family, or friends. 

It should be obvious that if you don’t teach, your student misses out on the chance to truly learn and grow.  By choosing not to teach, you’re short-changing your mentee of the lessons you’ve learned through hard-earned experience.

In moments of urgency or simplicity, direct instructions are most appropriate, providing a clear roadmap for immediate action (telling).

But true teaching is the art of imparting understanding – the “why” behind actions. It requires a commitment of time and energy, and showcases the significance of tasks, the interconnections between steps, and the importance of specific approaches…usually through storytelling.  

What kinds of stories?  Stories that provide a personal connection, illustrate key points, and allow your learners to connect emotionally to what you’re teaching.  Stories also help students drop their defensiveness toward receiving new information.

Another great teaching method is to ask questions. Questions encourage critical thinking.  Ask the student why they think something is important, or how they view a situation.  What would they do in the situation?  What’s happening that may not be obvious? If their answers are incomplete or miss the nuances of a situation, you can provide additional perspectives and help them understand what to look for.

How can we tell stories and ask questions about something when it’s urgent?  We already learned that in urgent situations, telling is often the most appropriate way of getting the right action quickly.  To create truly teachable moments resulting from an urgent event, it’s critical that you take the time after the urgency has passed to discuss lessons learned, and maybe even how to avoid the urgency next time.  

Your role as the teacher and mentor is to prepare your mentee to work independently and effectively.  Not only how to tie their shoes, but why it’s important to tie them in the first place. 

I have one favor to ask:  If you find this information useful, please forward and recommend it to someone else.  Thanks!