Growing: How to be a good mentor
Mentoring is complex, and like most complex tasks, it’s easy to do okay at it, but hard to do it well. But important- mentoring is a common method of how people learn in the workplace, and a lot of what we learn in the workplace doesn’t come in books or online. The soft skills that make you a great medical practitioner- you didn’t learn them at university, but through your own experiences, and from your own mentors.
What a mentor does
Mentors play an important role in the learning process, as they:
Support and coach people as they get good at complex tasks, because there is a big gap between being told how to do something, and becoming proficient in it.
They discuss, sound out, debate, critique and question, sympathize and empathize with mentorees and they learn by doing.
They ‘spot’ mentorees as they try out new things. Like weight lifters trying new weights, they stand ready to catch, correct and fix things should they start to go wrong.
Mentors are trying to teach mentorees to fish, and the best way to learn is by them doing it themselves under guidance.
Key skills for mentors
There are many skills that make people good mentors, here are some of the key ones;
-Listening skills- active and passive. You need to be able to both wait for them to explain, and coax out their logic and rationale.
-Flexibility. Everyone has their style, and everyone develops their own style that matches their personality and temperament. It’s unlikely that the mentoree’s style will match perfectly with that of the mentor, so a mentor with expectations that things can only be done their way is limitation on their capability as a mentor.
-Constructive honest feedback. A key part of mentoring is giving corrective feedback- identifying errors, knowledge gaps, poor application of logic or misassumptions. Doing this is a manner that is constructive (i.e. is beneficial) is a complex and important skillset.
-Build trust. Trust is critical for mentoring because the mentoree needs to be comfortable being vulnerable, needs to know that they can trust the mentor with their errors. Specifically they need to be able to trust that confidentiality will be kept, and that their feelings will be handled with care.
How to give feedback
This is the most important skill, so lets spend a little time on this. People don’t learn without knowing what they did wrong, so feedback is critical to growth. But people are almost hardwired to take feedback personally, so it’s difficult to navigate. Some recommend mandatory positive feedback along with negative feedback (e.g. the feedback sandwich if you’ve ever heard of it), and I don’t disagree, but I do note that forced positive feedback can be pretty obvious and disingenuous.
My quick recommendations are; seek understanding of what they are trying to achieve, identify areas you’re not certain they are quite doing right, and discuss through. By focusing on them explaining what they are trying to do, and how they were trying to do it, they can articulate and explain why, and you can help them with gaps and errors in their process.
When to let them learn from their mistakes
The temptation for many mentors to when (and whether) to allow them to make mistakes. In some circumstances, mentors cannot allow mistakes to occur (e.g. trainee surgeons), but in many, sometimes we need to allow things to happen that we aren’t certain are correct as we see them. This is also a tricky area, but I have two things for consideration. First, it is important for mentors to recognize the difference between a) wrong, and b) not as they would do them. Secondly, every decision comes with risk, and each person has their own risk preferences, and this may be the difference- although it’s an unnecessary and avoidable risk, then that would merit correction.
