The Art of Becoming a Better Mentor and Mentee - Positive and Negative Aspects of Mentoring

Donna Dean and Cynthia Simpson Author

10/17/2016 Added

852 Plays

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Part of workshop on mentoring lead by Donna Dean, executive consultant for Association for Women in Science (AWIS) and retired senior federal executive for the National Institutes of Health, and Cynthia Simpson, the chief business development officer for AWIS. The workshop was tailored to a community of both women and men and faculty, staff and students.

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[00:00:00.133]So there are very positive aspects of mentoring.
[00:00:04.661]We're gonna first talk about positive aspects
[00:00:06.796]of being a mentor, and then we will also address
[00:00:09.837]positive aspects of being a mentee,
[00:00:12.966]and then we'll also in this section
[00:00:16.124]talk about the challenges, of course.
[00:00:20.303]So the benefits of being a mentor are pretty straightforward
[00:00:23.575]and for those of you that have been a mentor,
[00:00:27.114]I believe that you'd be able to agree with these statements
[00:00:31.704]as well as add to this list.
[00:00:34.502]First of all, we've heard from the research that we've done,
[00:00:38.735]the qualitative discussions that we had,
[00:00:41.348]that being a mentor helps one to learn other perspectives
[00:00:46.565]and there was a workshop I was at
[00:00:49.142]where someone said, they gave the example
[00:00:52.068]that they had, they got a new iPhone
[00:00:55.119]and they weren't quite sure how to use
[00:00:57.338]all of the bells and whistles,
[00:00:59.847]and so their mentee actually showed them
[00:01:01.902]how to use the iPhone and they were very excited about it
[00:01:06.045]because they said it would've taken them
[00:01:07.372]a long time to figure that out.
[00:01:08.686]I can attest to that.
[00:01:10.151]I have children and I rely on them very heavily.
[00:01:12.994]So it's always good, you're always learning.
[00:01:16.606]It's a lifelong process.
[00:01:19.007]Developing coaching skills, the ability to coach,
[00:01:22.646]and we're gonna be talking again about the difference
[00:01:24.722]between mentoring, coaching, sponsorship,
[00:01:28.138]and then what it means to be a boss versus being a mentor.
[00:01:31.604]There are distinct and subtle differences,
[00:01:33.845]but developing those types of skills as a mentor,
[00:01:37.519]the opportunity to share wisdom and experience
[00:01:40.641]based upon the knowledge that has been attained over time
[00:01:45.679]when you reach a certain age.
[00:01:49.663]Encourages creative thinking on the part of the mentor
[00:01:53.165]in terms of not only listening but offering advice,
[00:02:01.180]feedback, maybe thinking outside of the box in some cases,
[00:02:06.251]and then enhancing your leadership skills.
[00:02:09.132]So a mentor is able to, for those of you
[00:02:13.638]that have a foot in both sides, as a mentee and a mentor,
[00:02:17.679]being new mentors allows you to develop
[00:02:20.601]those leadership skills that are really important
[00:02:22.529]for your career success as you're moving along your path,
[00:02:29.159]so being a mentor helps in all of these areas.
[00:02:34.602]What do mentors need from mentees?
[00:02:36.800]It's a two-way street.
[00:02:37.980]Oftentimes, people thinking in a mentoring relationship
[00:02:40.395]that it's mentors giving to the mentees
[00:02:43.116]and their mentors don't receive anything back,
[00:02:46.901]but in a really effective and successful relationship,
[00:02:50.152]it goes both ways, and again, we heard from many individuals
[00:02:56.015]who have served as mentors that they,
[00:03:02.074]in order to be successful and to be of assistance,
[00:03:05.418]absolutely need to know and understand what the goals are
[00:03:10.040]that the mentee would like to have accomplished,
[00:03:12.697]so that self-introspection is very important
[00:03:17.354]as a mentee, understanding what it is
[00:03:20.419]that you want from the relationship,
[00:03:23.275]how you're going to get it, the length of time.
[00:03:27.209]That's gonna be your guideline, your outline
[00:03:30.380]for a successful relationship,
[00:03:32.586]and sharing that with the mentor is critical.
[00:03:36.205]Don't go into a relationship and just say,
[00:03:38.284]I'm here for you to help me, let's have at it.
[00:03:41.595]It doesn't work that way.
[00:03:44.115]Mentors have also told us they would like the mentee
[00:03:46.168]to tell them how they like to proceed
[00:03:49.998]with conversations and discussions.
[00:03:52.063]What are those off-limit topics?
[00:03:55.047]Some mentors are very comfortable
[00:03:56.664]in addressing issues relating to personal lives.
[00:04:00.682]Others are not comfortable at all.
[00:04:03.666]You need to know where that line is.
[00:04:07.064]And then another critical component
[00:04:09.095]for a successful relationship is an understanding
[00:04:12.251]of how often and how long you need to meet.
[00:04:16.584]Needs to be frequent enough where there can be
[00:04:19.219]a good dialogue and discussion and there is continuity.
[00:04:24.247]An effective mentoring relationship requires
[00:04:30.087]a certain amount of time and effort put in by both parties.
[00:04:34.453]So mentors need mentees to be
[00:04:38.596]fully present and in the moment,
[00:04:41.082]as well as mentees need that from their mentors.
[00:04:46.003]Another thing that mentors need from mentees
[00:04:48.787]that's not up on this list is an understanding
[00:04:51.896]and an openness to what's being said,
[00:04:56.110]and to not take everything personally,
[00:05:00.243]and especially if the mentor is
[00:05:03.165]offering constructive criticism.
[00:05:05.548]We hear that often as well from mentors
[00:05:08.437]that many times, the mentees take offense,
[00:05:12.014]and if it's done constructively,
[00:05:15.091]then you need to have an open mind,
[00:05:17.643]and again, that goes back to the previous slide.
[00:05:22.123]So mentoring responsibilities.
[00:05:24.155]This came out of a discussion and a presentation that was
[00:05:27.578]held down at the Medical University of South Carolina,
[00:05:31.004]where there are different types
[00:05:32.699]of mentoring responsibilities, three different types.
[00:05:34.905]The first relates to content.
[00:05:36.804]These are some of the areas that can be
[00:05:38.747]addressed in a mentoring relationship
[00:05:41.018]when you're first developing a relationship.
[00:05:43.341]Identifying your gaps in knowledge and skills,
[00:05:46.631]how you're going to address those gaps,
[00:05:50.109]the resources that you need, designing an effective plan
[00:05:55.489]to address what those skill gaps are,
[00:05:58.906]and then, of course, monitoring that progress
[00:06:01.302]and from the mentor's standpoint, stepping aside
[00:06:05.110]to make sure that you allow the mentee to move forward.
[00:06:10.290]You're not creating a clone.
[00:06:12.087]It's someone that you're guiding,
[00:06:15.141]but you're not dictating to them every step of the way
[00:06:20.179]how they need to get from one point to another.
[00:06:25.390]Other responsibilities relating
[00:06:26.995]to career and professional development.
[00:06:29.572]Facilitating opportunities and connections.
[00:06:31.819]So this actually is what you're doing here.
[00:06:36.909]You're here now and you're networking with each other.
[00:06:41.019]Some of you may or may not know each other,
[00:06:43.690]and our hope is at the end, that you will have created
[00:06:47.939]sort of a cohort amongst yourselves so that you can continue
[00:06:51.266]to have these discussions and dialogues,
[00:06:53.217]and you can turn to each other, either in a formal
[00:06:56.873]or an informal setting, and you can use the information
[00:07:01.441]that you have learned today moving forward.
[00:07:07.211]Navigating the system is important as well.
[00:07:10.690]Oftentimes, in fact, always, there are the written rules
[00:07:15.745]and the unwritten rules of navigating a system.
[00:07:19.238]So here at the university,
[00:07:20.851]you have your policies and procedures.
[00:07:24.385]I'm fairly certain there are also some other
[00:07:26.384]unwritten rules that are not put down on paper.
[00:07:32.516]Donna likes to give a good example.
[00:07:34.664]When she was director at NIH, it was an unwritten rule
[00:07:39.041]that you didn't talk to her until she had...
[00:07:41.362]How many cups of coffee, Donna?
[00:07:43.325]Two cups of coffee, don't talk to Donna
[00:07:45.649]before she's had two cups of coffee.
[00:07:47.535]It'll be not a very happy conversation.
[00:07:50.136]So those are some of the unwritten rules
[00:07:52.404]that are passed along to people,
[00:07:54.331]how to navigate the system, how to be successful.
[00:08:00.225]And then the last is the psychosocial support.
[00:08:03.886]Again, discussing work-life issues to the extent
[00:08:07.219]that both parties are comfortable in doing so.
[00:08:11.793]Effective time management, cultural diversity issues,
[00:08:16.492]encouraging peer mentoring, these are all topics
[00:08:20.427]that come up often in an effective mentoring relationship
[00:08:25.086]as it relates to the topic of psychosocial support.
[00:08:30.861]Now the positive aspects
[00:08:32.093]of being a mentee are numerous as well.
[00:08:37.025]First of all, it helps to enhance
[00:08:40.148]your active listening skills and I would say
[00:08:42.214]that for this first point, that goes both ways,
[00:08:44.838]that being an effective mentor and mentee helps
[00:08:49.355]to enhance your listening skills.
[00:08:51.224]It should be 50/50.
[00:08:52.437]It shouldn't be one person doing all the talking
[00:08:54.266]and the other just sitting back listening.
[00:08:56.214]It should be both parties equally contributing
[00:08:58.886]during a lot of time that you have for your discussions.
[00:09:04.050]Supporting inclusion and open communication.
[00:09:07.699]That was mentioned earlier when we talked about
[00:09:10.245]when you think about the word mentoring, what comes up?
[00:09:15.168]Feeling valued.
[00:09:17.349]Acknowledging those who've mentored you,
[00:09:20.903]and a way of giving back by mentoring others.
[00:09:24.123]So many of you had mentioned earlier
[00:09:26.571]that you were transitioning from being a mentee to a mentor,
[00:09:31.124]or you actually are a mentee and a mentor.
[00:09:36.000]When you think about the people that you've mentored
[00:09:38.101]or will be mentoring, and then they will go on
[00:09:40.644]and mentor others, and they will in turn go on
[00:09:43.367]and mentor others, that's that multiplicative effect
[00:09:46.019]that we talk about, where the influence and impact
[00:09:49.235]that you have on people will be multiplied down the road.
[00:09:56.652]And what do mentees need from mentors?
[00:09:59.397]They need help, oftentimes we've heard, in enhancing
[00:10:02.190]certain skills, such as public speaking, writing,
[00:10:07.451]setting priorities, time management,
[00:10:11.165]especially when you're in a position
[00:10:13.941]where you're juggling a lot of responsibilities
[00:10:18.643]between your professional and personal life.
[00:10:22.555]Understanding the best course of action to take
[00:10:24.974]as it relates to your professional interest is also
[00:10:28.763]another item that comes up often.
[00:10:31.771]And then, again, the last point, I can't say it enough, is
[00:10:35.450]depending upon the relationship you have
[00:10:38.821]and the level of comfort you have with your mentor,
[00:10:43.434]the ability to help with work life issues that may arise.
[00:10:49.846]Now, I'm gonna turn it back over to Donna
[00:10:52.118]and she's gonna continue to talk about some of the benefits
[00:10:58.284]and what mentees are looking for from mentors.
[00:11:02.545]And I think by now, you all have figured out
[00:11:04.922]that there is not an easy straightforward recipe
[00:11:09.522]for how to be a mentor.
[00:11:12.204]It is not a precise step one, do this,
[00:11:16.323]step two, do this, step three, do that.
[00:11:20.273]It is a bit more of an intangible thing.
[00:11:25.823]There have been lots of writings on mentoring,
[00:11:28.679]on, you know, how to structure a mentoring meeting,
[00:11:32.022]how to identify goals and even, as you notice
[00:11:35.399]in the little handout workbook we've given you, you can have
[00:11:38.849]a structured format where you capture the concepts,
[00:11:42.239]but if you think about what you will be
[00:11:45.490]mentoring the people on, and also if you are
[00:11:49.840]being mentored yourself, this is what you want
[00:11:55.091]and I always believe pictures are worth 10,000 words,
[00:11:57.959]plus I get to show cute cat pictures and dog pictures
[00:12:00.674]and bird pictures and other pictures,
[00:12:03.485]but if you really wanna think about that,
[00:12:08.051]as I said earlier, you would presume
[00:12:10.991]that the people you're mentoring are actually getting
[00:12:13.138]the content knowledge they need in their chosen profession.
[00:12:16.807]A number of you are mentors and in mentoring roles
[00:12:20.486]with people as professors, as team leaders, as others,
[00:12:25.680]where you do have direct responsibility
[00:12:27.698]for making sure that people are understanding
[00:12:30.843]the content knowledge that they need in their major
[00:12:34.499]or their doctoral program or their working environment.
[00:12:39.807]But also, you wanna make sure that they're getting
[00:12:42.915]the other professional credentials, abilities.
[00:12:45.856]As Cindy alluded to, public speaking, the ability to write,
[00:12:50.208]the ability to be an effective communicator
[00:12:54.874]if they're a lab teaching assistant, et cetera,
[00:12:59.016]if they're working with people in the community
[00:13:01.158]as part of your workforce or as part of their training,
[00:13:05.699]to make sure that they also amass those.
[00:13:08.677]You also wanna help the people you're mentoring
[00:13:12.280]to recognize opportunities.
[00:13:14.799]Opportunities for networking, opportunities for them
[00:13:19.838]to expand their skills, to encourage them.
[00:13:23.588]The gray cat is really ready to network.
[00:13:27.011]The white cat is trying to be invisible,
[00:13:30.449]but how a white cat can be invisible
[00:13:33.092]under a little red blanket, I have no idea,
[00:13:35.380]so sometimes, it may be sort of pointing out the obvious.
[00:13:41.357]Again, pointing out the obvious to someone.
[00:13:43.801]Also encouraging, when helping people
[00:13:46.953]recognize opportunities, it can sometimes be as simple as,
[00:13:51.116]you know, when our department chair invites
[00:13:53.613]graduate students to volunteer to take
[00:13:56.515]the seminar speaker out to dinner, you're in my lab,
[00:14:02.110]please volunteer to do that.
[00:14:04.015]That's a great time to get to know someone,
[00:14:06.557]get to know a more senior person in our field.
[00:14:09.630]That's kind of saying, hey, notice this opportunity.
[00:14:12.130]Notice this opportunity, and again, helping them.
[00:14:15.950]Sometimes, they can help us recognize
[00:14:17.517]opportunities that we needed to know.
[00:14:19.839]Mentors can be incredibly valuable
[00:14:24.096]about helping our mentees deal with mistakes
[00:14:29.176]and missteps that they've made.
[00:14:32.022]I don't know if I'm unusual or not, but I've made
[00:14:34.857]a lot of mistakes and a lot of missteps in my career.
[00:14:37.993]If I was here giving a lecture on that,
[00:14:40.281]you would be here five hours learning about some
[00:14:42.899]of the mistakes I've made but not all of them.
[00:14:45.673]Part of the value of a mentor here,
[00:14:48.457]whatever career stage you are,
[00:14:50.375]again, to the degree you're comfortable,
[00:14:52.765]sharing with them anecdotes and stories
[00:14:56.539]about how you made a mistake or how you made a misstep
[00:15:01.135]and how you recovered from it,
[00:15:03.122]and then what you did when you moved on.
[00:15:06.566]That helps them realize that, you know,
[00:15:08.763]even though you're a distinguished professor of chemistry,
[00:15:11.481]distinguished professor of natural resources,
[00:15:14.964]you're not perfect, you're not the knowing-it-all person.
[00:15:22.586]You're saying, look, even I had career issue problems.
[00:15:26.810]Things happened to me too, or I felt that kind of
[00:15:29.771]frustration when I was a graduate student.
[00:15:31.874]Sometimes, when you're mentoring people...
[00:15:37.537]Sometimes, when you're mentoring them,
[00:15:39.927]like the picture on the left.
[00:15:42.549]Sometimes, they have to do two u-turns
[00:15:45.977]to stay in the same direction.
[00:15:48.404]Sometimes, they sort of have to make a little diversion
[00:15:51.556]and can continue to move in the same direction.
[00:15:54.194]Sometimes, whatever may have happened
[00:15:57.483]means that maybe, like on the right,
[00:15:59.757]the direction they were going in won't work.
[00:16:03.503]It just won't work, so they have to sorta do a u-turn
[00:16:06.987]and find another pathway.
[00:16:10.041]Helping them understand the implications of that.
[00:16:12.247]Working with scientists and engineers
[00:16:14.371]and people who understand the scientific method
[00:16:18.447]or the method of analysis, it's really easy to have them,
[00:16:23.031]you know, to get people to understand how this applies
[00:16:26.139]to their own career and their own life
[00:16:28.010]because if your experiment worked right the first time
[00:16:32.135]or the engineering design worked right the first time,
[00:16:35.943]you didn't really learn a lot.
[00:16:37.604]But if it didn't work the fourth, the fifth,
[00:16:39.913]the sixth, the seventh, the 10th time,
[00:16:41.864]each time you step back and readjust and learn.
[00:16:45.064]You use that analogy.
[00:16:46.683]I learned a lot in my scientific career
[00:16:49.639]because my experiments never worked, ever, for a long time,
[00:16:54.775]but I learned so much more because they didn't work.
[00:16:58.954]I don't recommend that way, but I learned a lot of content,
[00:17:03.387]and if you can sort of tell those stories
[00:17:05.572]and help people get the learning, you know.
[00:17:08.553]It's great to make mistakes, that's how we learn.
[00:17:11.272]Just don't keep making the same mistake
[00:17:13.081]over and over again, right?
[00:17:14.616]We don't wanna the same one.
[00:17:16.903]Again, we can be powerful, sometimes, in sharing ours,
[00:17:20.224]and really, that happened to you?
[00:17:21.725]We talked about misconceptions and biases earlier.
[00:17:24.672]This is just another slide to capture that concept,
[00:17:27.736]that sometimes in ourselves, like the dog in the carpet,
[00:17:31.583]we may not actually recognize them,
[00:17:35.168]but we may have to sort of perceive that they exist,
[00:17:38.026]either in ourselves or in others or in how people
[00:17:41.300]may be treating the people that we're mentoring.
[00:17:44.373]Again, part of recognizing that.
[00:17:46.462]Having a sense of our own career directions.
[00:17:50.223]That's really important, but it's also important
[00:17:52.434]to help those we're mentoring at least have a sense of,
[00:17:55.871]hopefully they're on the right highway to their career path.
[00:17:59.480]They may be following a career path
[00:18:01.687]that just is not good for them,
[00:18:04.065]and helping them recognize that and find the places,
[00:18:08.706]but we're all on sort of this journey, and helping people
[00:18:12.783]understand how those career directions are.
[00:18:15.408]Some of those may not be obvious early in someone's career.
[00:18:19.678]When I was in my mid 40s, I finally realized
[00:18:22.715]that my career was, I had to do
[00:18:25.055]a different job every three to four years,
[00:18:27.055]or I had to have additional things in my job.
[00:18:30.605]That just happened to be my pattern,
[00:18:32.814]and I just happened to be in a big government agency
[00:18:35.632]where I could do lots of different jobs.
[00:18:38.178]Other people have very different pathways,
[00:18:40.941]but that just happened to be me.
[00:18:44.211]We wanna help people select appropriate role models.
[00:18:48.441]We, as mentors, we may be a role model
[00:18:51.443]but that's not really our role.
[00:18:54.420]Our role is to mentor them, and there may be people
[00:18:58.611]that our mentees can use as role models.
[00:19:03.010]They can be just little pieces of things
[00:19:05.136]that people do that they may wanna emulate.
[00:19:08.105]Maybe the way someone handles their lectures.
[00:19:10.720]Maybe the way someone does a poster presentation
[00:19:13.936]for their professional meeting.
[00:19:15.538]People can also be what I call anti role models.
[00:19:19.521]There can be people who are perfectly wonderful people
[00:19:23.619]or they can be terrible people, and they may do
[00:19:26.587]or say things or be ways that we don't wanna be,
[00:19:31.038]or that we don't want our mentees to be.
[00:19:33.797]I mean, one of my most powerful anti role models
[00:19:36.785]was a peer and colleague that I had in my mid career
[00:19:40.628]who treated his people terribly.
[00:19:42.896]He treated the people that worked for him,
[00:19:45.814]these are people that run NIH study sections,
[00:19:47.706]these are not stupid people, these are Ph.D. scientists,
[00:19:50.657]and he would berate his people in front of other people.
[00:19:54.593]Just terrible, just terrible, and I resolved,
[00:19:57.909]when I get to be a manager and I became his peer,
[00:20:00.949]I am not gonna yell at my people in front of other people.
[00:20:08.023]If they need to be taken to task,
[00:20:09.752]I will bring them into my office
[00:20:11.460]and we will have a conversation,
[00:20:13.084]and we may have to have several conversations.
[00:20:15.257]So anti role models, people who do what we don't wanna do
[00:20:19.502]can also teach us, you know.
[00:20:21.608]I didn't wanna go in industry, and so people
[00:20:24.902]that I knew in industry were my role models for why
[00:20:27.854]I didn't wanna follow my career in industry, 'cause
[00:20:30.405]I learned things from them and I was referred to them.
[00:20:34.518]Figuring out where people want to work.
[00:20:37.386]It can be a geography, it can be the type of institution.
[00:20:41.112]Part of it is helping the mentee
[00:20:43.353]figure out and understand themselves.
[00:20:47.092]In my own career journey, the one place
[00:20:50.504]I could not have worked was New York City.
[00:20:53.495]It was something I could not even consider
[00:20:56.403]for just one or two years as a post doc.
[00:20:59.892]I love New York, but I couldn't live and work there,
[00:21:02.745]at least not on the salary that a post doc would get,
[00:21:06.053]or a faculty member; not my place and I knew that
[00:21:08.960]because I knew that if I had post doc'd there,
[00:21:11.442]I would be miserable and wouldn't be able
[00:21:14.207]to focus on the science.
[00:21:16.851]That just happens to be a personal thing.
[00:21:19.126]There are other people who probably couldn't conceive
[00:21:22.106]of being in Nebraska, but you're here
[00:21:25.048]and you are so that's the way it is.
[00:21:26.940]But helping people understand where
[00:21:29.122]their ultimate place might be, finding the right place.
[00:21:33.369]Government, industry, academia,
[00:21:35.685]business for yourself, whatever.
[00:21:37.923]And again, you've heard this several times.
[00:21:40.984]Helping our mentees navigate all of these activities
[00:21:47.104]and again, sometimes, sharing our experience
[00:21:49.289]with our mentees about how we have dealt with
[00:21:54.360]or not dealt with some of these issues in our life.
[00:21:57.272]Again, Cindy referred to passing on sort of the legacy
[00:22:02.675]and you're never too old or too young to be a mentor,
[00:22:08.025]and you're never too old or too young to be mentored.
[00:22:12.915]You're never too old or too young to be a mentor
[00:22:15.621]and you're never too old or too young to be a mentee,
[00:22:19.018]so we can all learn from each other,
[00:22:22.229]and this is a lifelong thing.
[00:22:24.375]Very important thing is helping your people you mentor
[00:22:28.728]know when to move on, whatever it is.
[00:22:33.140]Move on from the project, move on from the place,
[00:22:35.508]move on with some idea you're holding in your head.
[00:22:39.572]Just move on from it.
[00:22:41.975]Sometimes, those of us as mentors,
[00:22:44.855]it may be time to move on from a mentoring relationship.
[00:22:48.906]We may have given everything we could give
[00:22:51.840]to help a person get to where they are,
[00:22:55.048]and it may mean that they now need someone else
[00:22:58.378]to take them on the next step of their career journey.
[00:23:01.689]The other facet that is very strategic.
[00:23:05.145]Those of you who know cats know that is a very happy,
[00:23:07.919]very confident cat, its tail's up in the air
[00:23:10.392]and it's walking through water.
[00:23:12.935]In this case, two things are important.
[00:23:16.515]We all have our own comfort zones with taking risks
[00:23:19.893]and boundaries and we hopefully will know what they are
[00:23:25.813]and know how we can stretch ourselves,
[00:23:28.240]and notice this says strategic risks.
[00:23:30.617]It doesn't say stupid risks or career-ending risks.
[00:23:34.090]Part of this is to sort of help our mentees
[00:23:37.165]push the boundaries, and in this case, I'm convinced
[00:23:40.219]that this kitty cat's mentor has made sure
[00:23:43.717]when you have to walk out in front of those dogs,
[00:23:45.898]walk with confidence and have, when you're taking
[00:23:50.470]a strategic risk, always have a safe place.
[00:23:53.533]There's a big pole over here that you don't see
[00:23:56.381]but the cat can jump on, so when we're mentoring people
[00:24:00.622]to take strategic risks, and some of them can be very risky,
[00:24:05.226]we want to think it through with our mentees
[00:24:07.773]and make sure that they, you know,
[00:24:11.883]if the worst possible happens if you do this,
[00:24:14.960]what will you do about that?
[00:24:17.137]And then sometimes, the mentor has to rescue the mentee.
[00:24:21.287]Sometimes, things happen and we have to run interference.
[00:24:26.070]The other interpretation of this slide is
[00:24:28.648]we have to teach our mentees that sometimes
[00:24:31.957]the people that you think are your enemies
[00:24:33.949]or the people that are out to get you
[00:24:35.799]may actually be the ones that will help you.
[00:24:40.902]And now, I will turn it to Cindy.

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The Art of Becoming a Better Mentor and Mentee - Positive and Negative Aspects of Mentoring

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