Locating Greatness

Malcolm Gladwell says "Our instinct as humans…is to assume that most things are not interesting." in What the Dog Saw, he challenges that assumption with stories of great interest that come from ordinary individuals. We've seen the redeeming aspect of reality television, in my generous opinion, in the discovery that mundane things ARE interesting. Part of finding a mentor is to be interested in what otherwise may be uninteresting to others, or even to the mentor.

Gladwell distinguishes between the "powerful" and the "knowledgeable." Starting at the top with the "well known" or the "powerful" may prove finding a mentor difficult. However, people in the middle may be willing to share. Gladwell observes "People at the top are self-conscious about what they say (and rightfully so) because they have position and privilege to protect—and self-consciousness is the enemy of 'interestingness'." This is less likely the case for those in the middle.

For the protégé, it is important to be able to verbalize what it is that is being sought from a mentor. Are the keys to the successful mentor in their grasp of technical knowledge? Is the essence of the desired mentor their ability to communicate? Is the ability to inspire at the heart of an effective mentor? Whatever the attributes or character, the protégé should be able to effectively name the trait or traits sought.

What has a potential mentor accomplished that deserves modeling? Admiration for another person is normal, particularly if ongoing encounters have been very positive. A charismatic individual that draws people to them is a gifted person, but the would-be protégé should ask a fundamental question: "What is it that I am looking to develop in my understanding of a discipline and set of skills?" Further, "What is the strength, the quality, I am attracted to?" To be safe, also ask "What am I not particularly interested in?" from a particular mentor.

Such a pursuit can and should result in a list of desired abilities, systems, or styles. More often than not, the traits that are sought in a mentor will be found in the nuances of practice, not in theories. Theories can be objectified, while success accomplishing theories in the work context is often found in a mentor's actions and performance.

Other observations for the protégé include whether or not others are interested in this person, and if so, why? The reasons may range from specific knowledge, to persuasive powers, to rugged doggedness, to the knack for being at the right place at the right time (how does one learn that?).

Is the person consistent, or was it a fluke? This is not meant to discount anyone's significance, but we have learned that opportunities come to some individuals at just the right time of need. Being at the right place at the right time does not discount the need for the right skills at those times and places, but it does need to be taken into account. Another way to look at this question is, "Is the quality desired reproducible?" Be real about your expectations for the relationship.

Stop Now-If there is little to your list, rethink this before you go any further toward a mentor. Ask the following questions:

Have other protégés come from this mentor?
What have they said?
Will I indeed get time with the person?
What steps do I think I need to take to reproduce that greatness?

If you think you are on the right track, then move forward and DON'T WAiT TO BE ASKED. If the mentor agrees to work with you, then I suggest creating the following environment-building efforts:

Build Trust-Trust is built one deed, one encounter, one day at a time;
If you make mistakes, own them, and fix them. This is part of trust building and being "teachable";
Be transparent-don't keep your life in a closet. The mentor is never sure what they are getting in a protégé, but if they are going to give honest glimpses of themselves, they must be able to trust you with what they share.

According to Elizabeth Collins, "Formal mentoring programs are, at best, a mixed success." She continues, "And even informal mentoring relationships often suffer shipwreck, with one or both parties disillusioned and frustrated." With this warning in mind, steps should be taken to construct a mentoring program that results in a successful experience for both mentor and protégé.

Deborah Bradley says

September 7, 2010 at 8:01 am

Interesting article and perspective, Tim. What you write seems to be about mentoring relationships formed from intentionality, but what about the mentor-mentee relationships that develop without formalization, and occasionally without either party realizing until well into that relationship what it has become? (Collins alludes to these in the last quote above, but still seems to be talking about relationships that have been brought to consciousness somewhere along the way.) I think here of influential teachers I have had, or people I have worked for, but who over time I came to realize were mentoring me, even if we did not formalize that aspect of our relationship. No words were ever spoken about mentorship, until at some point I realized I owed a debt of gratitude to the person for all they had shared with me – that a lot of what I knew came from their unselfish sharing of time and knowledge. Often those folks were unaware that I viewed them as a mentor – they were just doing what they do without labeling it. The same has come back to me – with students I have encountered, who years down the road cited me as a mentor. I didn’t know they saw me that way, and felt quite honored that they did once I clued in.

My point here is not so much about my experiences as it is to offer them as an example, and perhaps a caution. As conductor-teachers (and all conductors are in the teaching role, whether or not they realize it in my opinion), we cannot avoid the potential for mentoring. We don’t always know how what we say and do is perceived by choir members, interns, assistants, or others with whom we associate because of doing the choral thing. Someone may be thinking of us as a mentor without our even being aware of it. Thus we must try to always act in ways (recognizing that as human beings we may not always accomplish that) that model how we ourselves would want to be treated. I think, however, when we elevate the conductor role to something “special,” thinking of it as something only a select few can do well, we lose, or at least limit the potential for informal mentoring relationships to emerge.

Comments

Tim Sharp says

September 7, 2010 at 3:15 pm

These are excellent points, Deborah; I couldn’t agree more. In her article found in the Harvard Management Update, Elizabeth Collins refers to a 360° model of mentoring, where we find our mentors all around us. I like this model.

I have proposed two strategic imperatives for the American Choral Directors Association: collaboration and mentoring. The soap box I am on at the moment is most definitely related to intentional mentoring, but I am also aware research has demonstrated that one in four ensemble members continue in an ensemble (when financial motivation is removed as a factor) because of their interest in working with the conductor. The mentoring role is often silent, and often passive, but it is there, nonetheless.

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Deborah Bradley says

September 7, 2010 at 8:01 am

Interesting article and perspective, Tim. What you write seems to be about mentoring relationships formed from intentionality, but what about the mentor-mentee relationships that develop without formalization, and occasionally without either party realizing until well into that relationship what it has become? (Collins alludes to these in the last quote above, but still seems to be talking about relationships that have been brought to consciousness somewhere along the way.) I think here of influential teachers I have had, or people I have worked for, but who over time I came to realize were mentoring me, even if we did not formalize that aspect of our relationship. No words were ever spoken about mentorship, until at some point I realized I owed a debt of gratitude to the person for all they had shared with me – that a lot of what I knew came from their unselfish sharing of time and knowledge. Often those folks were unaware that I viewed them as a mentor – they were just doing what they do without labeling it. The same has come back to me – with students I have encountered, who years down the road cited me as a mentor. I didn’t know they saw me that way, and felt quite honored that they did once I clued in.

My point here is not so much about my experiences as it is to offer them as an example, and perhaps a caution. As conductor-teachers (and all conductors are in the teaching role, whether or not they realize it in my opinion), we cannot avoid the potential for mentoring. We don’t always know how what we say and do is perceived by choir members, interns, assistants, or others with whom we associate because of doing the choral thing. Someone may be thinking of us as a mentor without our even being aware of it. Thus we must try to always act in ways (recognizing that as human beings we may not always accomplish that) that model how we ourselves would want to be treated. I think, however, when we elevate the conductor role to something “special,” thinking of it as something only a select few can do well, we lose, or at least limit the potential for informal mentoring relationships to emerge.

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