5 Tips for Mentoring High Achievers

I have had many mentors in my life [some for over 2 decades now]. I can't understate the value they bring to my life—and how they have shaped my approach to helping those I mentor. There is a relatively uncommon (I'd say less than 5%) group, of "high achievers". I've been very fortunate to interact with hundreds of students (undergraduate, graduate MSc or PhD, residents, and fellows), of which a very select group of them would be appropriately defined as "over-achievers". My first fellow (2004) has gone on to become a prominent Dean; another early trainee has just become CEO of a large private hospital abroad; and another is highly accomplished orthopaedic scientist trailblazing some of the biggest trials in our field.

And truth be told, I probably missed a lot of the cues along the way because I was 'lumping' all mentees into one cookie cutter approach

Did I have anything to do with their eventual trajectory and success? Probably not. They were phenotypically wired to achieve greatness. And truth be told, I probably missed a lot of the cues along the way because I was 'lumping' all mentees into one cookie cutter approach. What I will say, however, is that the mistakes I've made in the past are most definitely benefitting those with whom I work today. Let's say I've been given a second chance to mentor another elite, and rare, group of over-achievers. Here's what I've learned.?

High Achievers are used to a level of prior success, often functioning with relative autonomy

THE HIGH ACHIEVER:? Mentoring a high achiever has its challenges, but also many rewards. These individuals are used to a level of prior success, often functioning with relative autonomy. Yet,? they desire direction to prevent stagnation. Giving them general advice and platitudes like "Stay the course" or "worker smarter, not harder" is exactly what they don't want to hear; they need mentorship that is customized to their specific needs. They see themselves (rightly so) as unique and deserving of individual plans—not blanket approaches. In my experience, these individuals are fueled by a desire to achieve, and demoralized when they perceive their efforts are not leading to forward progress. ?

As an aside, if your mentee self proclaims being an over-achiever, they are likely not an over-achiever. High performers 'just do it'-they don't keep telling you.

FIVE MUST-DOs FOR HIGH ACHIEVERS

I take mentoring all my trainees very seriously. As seriously as my mentors have taken my career path--and for which I'm eternally grateful. Although there are several approaches to ensuring the success of a mentor-mentee relationship, here I present five tactics that are unique to high performers. As an aside, if your mentee self proclaims being an over-achiever, they are likely not an over-achiever. High performers 'just do it'-they don't keep telling you.

1. Shared Vision: Over-achievers don't get inspired by "getting their degree, whether MSc, PhD, or FRCSC". They know they will get the degree—what they want, I've learned, is a big, bold vision for their future—something that might even scare them—but once they believe it's possible—they are 'All In!'. I've spent months on this part with some mentees—because without a vision, nothing else matters (or for that matter, provide a purpose for all the effort)

"I want to my mentor to provide opportunities that push me out of my comfort zone, and take the time to understand and explore my interests. I want to build a common vision, together" [PhD, Candidate, McMaster University]

2.Stretch Experiences: "Encourage continuous learning by introducing them to new fields, technologies, and methodologies" says Ruth Gotian chief learning officer at Weill Cornell Medicine (HBR, 2024). She adds "Help them embrace failure as a stepping stone, not a setback. And share stories of other high achievers who turned failures into opportunities.?High achievers often struggle with accepting failure because they are accustomed to success."?

Tip: Task a small group of high-performers to create a short 3-4 day stretch experience with a few caveats. 1. It must require travel away from the home institution. 2. Some personal expense must be incurred so each in literally and metaphorically invested in the experience. and 3. the experience should have a risk of failure.

Creating A Stretch Experience: Students find confidence and willpower climbing mountain

3.Strategic Mindset: Help high performers understand the "Why", not just the "How". Most become quite proficient at getting things done—whether writing small grants or writing papers; however, when stress-tested, many of them don't truly understand why they are doing it.

I recently listened quietly while one of my high achieving mentees pitched a research study to an industry partner targeting a very specific product in their company portfolio. The study was beautifully described, but it fell flat to the 20 year veteran industry professional who didn't see the "why". Afterwards, I sat with this trainee and discussed what had happened. We rewrote the "pitch" with the "why" in mind. Guess what happened? You already know—it was escalated quickly up the company leadership with great enthusiasm. Could I have prepped this mentee on the first attempt. Sure I could have—but why? It turned out to be far more powerful for this student to experience a setback --and overcome it with a strategic mindset. This mentee will never forget it.??

4.Significance: Success is more about us, but significance is more about the imprint we leave on others. Evolving high performance from a "success-focused" mindset to a "significance-focused" mindset requires expansion of their network and collaboration with others-Not just anybody though. Find them the high value contacts. Introducing them to diverse circles can provide fresh insights and opportunities for growth. I recently received a personal message from a PhD student about the importance of connections to other high performers.

"Having the right people around me for the right phase of my training is important to me. I am very grateful to have two amazing fellow PhDs in my life right now — they are both smart, highly driven, hyper-efficient individuals who also have unique and different personalities — and are just a lot of fun. We are a good group. I have learned a lot from them and I hope they from me as well — I think your connecting us together has lifted the collective tide of our careers. They are the perfect environment to surround myself with at this stage — and I am hoping that we will become lifelong friends and collaborators." [PhD, Candidate, McMaster University]

5.Seek Mentees: I've encouraged all my mentees to pay it forward. The best way to grow to is help someone else grow.?High performers often work without much supervision, and typically find it easier to just "do it myself". However, they reach a plateau when they realize most of their time is being spent on "transactional-type" activities [data collection, data entry, routine analysis and writing] and little on "strategic" thinking. When your high achiever mentee, has his/her own group of mentees--they begin to see the world through your eyes--and appreciate the importance of setting vision, creating stretch experiences, connecting their own mentees, and thinking strategically.

Tip: Assign students to each of your high-performers and request regular check-ins about interactions. Take opportunities to answer questions from your mentees and meet with full the teams.

There are many privileges to working in an academic institution, like McMaster University. By far the greatest though, has been immense rewards of working with students, residents, fellows and faculty. And if I've learned anything in my career, it's to treat everyone with respect--and use whatever I learned to create a brighter future in the service of helping another.

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