Impatience characterizes young intellectual workers. They want to make their mark{{U}} (31) {{/U}}. So it's important to get{{U}} (32) {{/U}}to them in a challenging manner the idea{{U}} (33) {{/U}}big achievements rarely come easily and quickly. Point out that the little successes are essential. Show that they{{U}} (34) {{/U}}turn become the foundation on{{U}} (35) {{/U}}reputations are built add from which more important tasks can be accomphished.
A variety of job assignments, including job or project rotation, also keep a job{{U}} (36) {{/U}}becoming dull. Whereas it's natural for some individuals to want to move ahead immediately to mere difficult assignments, {{U}}(37) {{/U}}proper guidance they can continue to learn and to gain versatility by working on a number of jobs that are essentially{{U}} (38) {{/U}}the same complexity. This way they gain breadth, if not depth.
Probably the greatest offense to guard{{U}} (39) {{/U}}when dealing with younger specialists is to reject ideas out of hand. You must listen—and listen objectively—to their suggestions. Avoid{{U}} (40) {{/U}}overcritical. You want to nurture an inquiring mind with a fresh approach. You'll frustrate it quickly if you revert too often{{U}} (41) {{/U}}"We've tried that before and it won't{{U}} (42) {{/U}}here."
One sure way to disenchant{{U}} (43) {{/U}}college graduates is flagrantly misusing their talents. Expect them to do some routine work, of course. But don't make their{{U}} (44) {{/U}}work just one long series of errands. This includes such break-in assignments{{U}} (45) {{/U}}performing routine calculations, digging up{{U}} (46) {{/U}}material, {{U}}(47) {{/U}}operating reproduction equipment. One large manufacturing company recently interviewed a number of{{U}} (48) {{/U}}engineers who had left them. The company found that the overwhelming complaint was that the company not only did not offer work that{{U}} (49) {{/U}}challenging but also expected{{U}} (50) {{/U}}too little from them in the way of performance.