Chris Pye, Master Woodcarver and Masterful Mentor

Artists Mentoring Artists: The Six Building Blocks of Common-Sense Mentoring 
This article is a preview from my forthcoming book "Artists Mentoring Artists: The Six Building Blocks of Common-Sense Mentoring." 

Chris Pye, Master Woodcarver and Masterful Mentor.
With comments by Teresa Randolph and Beth White, fellow Chris Pye students.

I knew I’d learn a lot of technique at Chris Pye’s woodcarving class. He’d already e-mailed me that he could raise my carving a couple of steps, after looking at photos of some works-in-progress I’d sent him. Not a surprise. I've been carving for 40 years, shown the basics by my father when I was very young. Otherwise I am self-taught, and I’d taught myself some bad habits. I could get to my desired sculpture, but the hard way. I was completely surprised, though, to meet one of the most skilled mentors I've ever observed. Mentoring is the foundation of my consulting practice, and it’s always a delight to find myself in the mentee role.
Chris lives in a tiny hamlet in England at the Welsh border. He has been carving since 1975, and is a member of the prestigious Master Carvers Association. The Prince of Wales is a regular customer of his. He designs and carves, from whimsical to museum quality sculptural pieces, perfectly. His technique is so perfect, in fact, that he usually leaves his carvings straight from the chisel, i.e. not sanded. I've subscribed to his “TV workshops” for a while now, and my bedazzlement led me to take his class. (Chris Pye, Master Woodcarver) He comes to Maine once a year to teach at the Maine Center for Furniture Craftsmanship in Rockport.( Maine Center for Furniture Craftsmanship) Fellow students in the class agree that Chris is not only a world-class carver, but world-class teacher and mentor, a rare combination.
I developed the Six Building Blocks of Common-Sense Mentoring © based on many interviews and observations I've made over more than 30 years.These Building Blocks are the foundation of my book "Common-Sense Workplace Mentoring," available on Amazon. ("Common-Sense Workplace Mentoring") It distills the basics of every good mentoring system. Chris models each one of them. He is all about the student, not himself- the most fundamental characteristic of a fine mentor. The class was formatted as individual tutoring, Chris spending at least a couple of significant blocks of time each day with each student.

Building Block 1: Evaluate strengths, needs and aspirations individually. We learn uniquely. No two people bring exactly the same qualities. The development process is much more effective and efficient when it can be shaped to the person. Each student sent Chris ideas and designs before the class, so he got to know a little about each of our carving needs and styles in advance. He also got to know each of our personality styles as soon as the class began. I don’t know that he consciously assesses the latter. He is clearly sparked by genuine interest in who each student is. He had very different carving and personal conversations with each of the 12 of us. Resa says “Chris likes to jibe me. He told me I’m the kind of person who can take it. He tested my personality with a lot of kidding. Chris has a dry wit, and used my sense of humor as the vehicle to communicate high expectations. That’s the way I best hear critique.” Beth says “I would state what I thought I should do, and Chris would give ideas, but always with acknowledgment that I already knew what to do. He didn't want me to start carving my design before the class, because he had some structural suggestions. The final design was mine, of course, but influenced by his perspective. He respected my vision.” My own interaction with Chris tended to be a bit philosophical, a level at which I love to engage. He evidently does, too.

Building Block 2: Create opportunities to learn on the job. We learn by doing. Use the work space as the classroom. Learning is retained at a higher level when just-in-time and directly applied to the work. This entire workshop was on-the-job learning. Chris did a tiny amount of demonstration himself, at times when the group had in common something specific to learn. We all wanted to hear about sharpening tools correctly, for instance. Then he set us loose to practice on our own. We had diverse projects, goals, interests, and needs for attention. It was amazing to see him pulled 12 ways at once, big smile always, with absolutely full attention to each student. If his one-to-one work with someone looked like a point others could use, a crowd would gather. He set such a strong example for devoted and uninterruptable time that no one ever tried to divert his attention away from the primary object of it. He set the stage for us to pay such attention to each other. This was one of the most collegial and helpful groups I've ever been part of, even though we came with only one obvious thing in common and were together for only a week.

Building Block 3: Define teaching and learning roles. We learn with clear expectations. Set specific goals and responsibilities for the mentoring process, including content and pace. Review and revise continually to reflect progress. Chris knows when to watch and listen, when to give suggestions, and when to take up a tool and directly work on someone’s piece to demonstrate. Then he’d say “now you have a go at it.” He set high standards for each of our unique pieces, and general expectations to “clean up the fuzzy bits,” and keep sharpening those tools. I felt flattered that he only touched my sculpture once with a gouge, but he made sure he pointed out the places that needed technical attention. I knew exactly what he liked about my piece, and what needed more work. Resa, Beth and I agree that Chris is not egotistically attached to his way. He works with his students’ styles, and helps them find their own creativity in their own ways.

Building Block 4: Give direct feedback. We learn with encouragement. Mentoring is a two-way process. The partners need to exchange feedback, with emphasis on what is working well, openly and continually, to stay on track with each other and the learning goals. Each day, Chris spent significant blocks of feedback time with each student. He knew right away that I needed mentoring on technique. That was obvious. He also knew that I was clear on my overall design, even though the piece was only very roughed out and my intent was to let the details evolve. So he made suggestions about technique, and encouraged me that the piece was very sculptural. Was I fired up to hear that from such a craftsman and artist? Oh, yes. His feedback to each of us had to be completely direct and clear, or we would not have felt we were making the progress we needed. We had to know exactly how to improve, and feel confident at what we were already doing well in order to stay energized. It’s tiring and frustrating to be carving for 8 or 10 hours a day, but each of us showed up early or stayed late, or both, because we were indeed so energized.
Chris built in times for “formal” peer feedback, with a couple of sets of show-and-tell, with comments by everyone. Following his model of interest in each person’s work, students spent time looking at each other’s carvings, praising and offering help. Resa, Beth and I were the only students from Maine, and we've continued peer-mentoring monthly, keeping the spirit of learning with each other. We’re even adding a student from a prior year’s class to our group, so support extends beyond the bounds of just that one workshop.

Building Block 5: Measure progress. We learn when we build on success. Create incremental measurements, both formal and informal, to give the mentee and mentor frequent, meaningful marks of success. Chris continually coached each of us to move closer to our “prototypes,” whether those were photos, drawings, models, or in my case, staying true to the shape and spirit of the block of wood. Again, clear and direct feedback was the key. We had set the goals, he helped us meet them.

Building Block 6: Reward the team effort. We learn when we feel energized. Install a culture of mentoring by recognizing mentee and mentor efforts and successes. Make it rewarding and fun to teach and learn. I've already mentioned the elements of reward and recognition that were throughout the workshop. The group “show-and-tells” were wonderful opportunities for all of us to celebrate others’ ideas and work. And with applause. Chris gave praise continuously. We praised each other continuously. Rewarding effort is not a separate component of mentoring; it is woven into the fabric of the entire process.
When I told Chris I was writing this article, he was surprised. He doesn't see himself as mentoring. I have often found that the best mentors work in these ways just because it makes sense, and don’t see the power of how they approach others until I point it out. I hope he’s convinced that he indeed is a masterful mentor when he reads this.