We recently launched our Mentor program at the Oregon State University OSU Advantage Accelerator. In developing the program, I began to think about the attributes and workings of an effective mentor and a good prot\u00e9g\u00e9.<\/p>\n
Effective mentors get off to a good start. They set good ground rules and hold them right from the beginning. My good friend and former collaborator at USC, Tom O\u2019Malia, had three rules for the mentor-prot\u00e9g\u00e9 relationship: (1) They should meet at regular preset meeting dates and times; (2) The prot\u00e9g\u00e9 must send short notes from the last meeting and an agenda for the next session; and (3) Both documents must arrive at least 24 hours in advance of the meeting, or else it is cancelled.<\/p>\n
These are excellent ground rules, but what else makes for a good mentor?<\/p>\n
Mentors set high standards, constantly challenging their prot\u00e9g\u00e9s.<\/p>\n
Mentors make the experience worthwhile. They are truth tellers.<\/p>\n
Mentors have good people skills and can manage even the most difficult prot\u00e9g\u00e9.<\/p>\n
Mentors can have those teaching moments in all situations.<\/p>\n
Mentors realize what they do not know.<\/p>\n
Mentors make their advice actionable.<\/p>\n
I know this will sound corny, but mentors don\u2019t give their prot\u00e9g\u00e9s a fish, but teach their prot\u00e9g\u00e9s how to fish. In other words, mentors try not to give the answers straight out.<\/p>\n
Mentors do not allow a dependency to build, but rather encourage personal and professional development.<\/p>\n
Mentors ask questions and do not give lectures.<\/p>\n
Mentors are very good about confidentiality.<\/p>\n
Mentors are very candid.<\/p>\n
Mentors come prepared and don\u2019t let prot\u00e9g\u00e9s come unprepared.<\/p>\n
Last of all, mentors know when to say goodbye.<\/p>\n
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On the other hand, prot\u00e9g\u00e9s:<\/p>\n
Experiment with different behaviors. This is a chance to see what works.<\/p>\n
Prot\u00e9g\u00e9s do not fool themselves, or their mentors.<\/p>\n
Prot\u00e9g\u00e9s set an agenda ahead of time, also send notes of the last meeting – in advance.<\/p>\n
Prot\u00e9g\u00e9s stick to the allotted time and make the time meaningful.<\/p>\n
Prot\u00e9g\u00e9s take responsibility for learning.<\/p>\n
Prot\u00e9g\u00e9s listen carefully, always focused on the present.<\/p>\n
Prot\u00e9g\u00e9s recognize the gift of mentoring, give back and make the time meaningful for the mentor.<\/p>\n
Prot\u00e9g\u00e9s articulate what they desire to learn.<\/p>\n
Prot\u00e9g\u00e9s agree to and do what is asked or negotiate an alternative.<\/p>\n
Prot\u00e9g\u00e9s keep timetables.<\/p>\n
Prot\u00e9g\u00e9s are candid.<\/p>\n
Good prot\u00e9g\u00e9s eventually become good mentors.<\/p>\n
I am sure that this only touches upon a number of the issues and behaviors that mentors and prot\u00e9g\u00e9s are required to consider in order to create an effective relationship. What would you add to the list?<\/p>\n","protected":false},"excerpt":{"rendered":"
We recently launched our Mentor program at the Oregon State University OSU Advantage Accelerator. In developing the program, I began to think about the attributes and workings of an effective mentor and a good prot\u00e9g\u00e9. Effective mentors get off to … Continue reading