Being a mentor: How to be the mentor your protégé needs
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Postdocs have a unique (and safe) opportunity to build their own mentoring style and reputation in interactions with undergraduate and graduate students. This presentation addresses how postdocs can advance their career development while working with students. Providing feedback and communicating expectations, balancing students’ learning and performance, motivating others, and managing relationship boundaries will be some of the topics addressed in this presentation.
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Being a mentor: How to be the mentor your protégé needs
- 1. Being a mentor: How to be the mentor your protégé needs Jailza Pauly, PhD March 13, 2013 VSPA Mentoring Series Copyright © 2013, Jailza Pauly
- 2. Mentorship A relationship based on mutual trust, respect, and the expectation of hard work and dedication (on the part of the mentee) and a commitment to furthering the career of the mentee (on the part of the mentor). Alpert, Gardner and Laing (2008) Copyright © 2013, Jailza Pauly
- 3. What do mentors do? • Socialize into the culture of discipline/career • Model professional responsibility • Demystify career development stages • Oversee professional development • Assist with finding other mentors Copyright © 2013, Jailza Pauly Rackham Graduate School, UM, 2009
- 4. Very different roles may come together Mentor Advisor Manager/ Supervisor Career Counselor Coach Teacher Copyright © 2013, Jailza Pauly Mentors’ roles are centered on a commitment to advancing the mentee’s career through an interpersonal engagement that facilitates sharing guidance, experience and expertise. Rackham Graduate School, UM, 2009
- 5. Spectrum of mentoring interactions Mentoring Episodes Informal Mentoring Relationship Formal Mentoring Relationship | | | | | || | || Copyright © 2013, Jailza Pauly True Mentoring Relationship
- 6. Mentoring undergraduate students vs. Mentoring graduate students Copyright © 2013, Jailza Pauly
- 7. Mentoring undergraduate students • Course work advising and support identifying academic goals • Research involvement * • Support with career/graduate school decisions • Support with skill development Copyright © 2013, Jailza Pauly
- 8. * Undergraduate students research involvement - Set up a clear time line for project completion - Set specific, measurable, and realistic goals - Define yours and their responsibilities - Interpret at the level of knowledge - Place student in projects without evaluating their fitness and motivation - Assign pilot programs or untested methods DOs DONTs Copyright © 2013, Jailza Pauly Council on Undergraduate Research website www.cur.org
- 9. Mentoring graduate students First years Developing a coherent plan of study and overcome steep learning curve Middle years Challenges of his/her thesis Final years Job search and thesis completion Throughout Skill development support Copyright © 2013, Jailza Pauly
- 10. Some areas to cover in the initial meeting with your protégé-to-be • Student’s previous educational experiences, reasons for major choice/attending graduate school, plans after degree completion • Roles and responsibilities • Goals • Meetings • Feedback • Drafts • Publishing and presenting • Intellectual property Copyright © 2013, Jailza Pauly Adapted from Rackham Graduate School, UM, 2009
- 11. General guidelines for mentors • Be partial to the student but impartial about the student’s work • Clarity sets the foundation for the relationship • Share your time wisely • Provide timely, clear and concrete feedback • Track progress, set milestones and acknowledge accomplishments • Nurture self-sufficiency • Provide support in times of discouragement as well as in times of success • Be open and approachable • Share your experience as a scholar and member of a profession Adapted from Rackham Graduate School, UM, 2009 Copyright © 2013, Jailza Pauly
- 12. Benefits of being a mentor Copyright © 2013, Jailza Pauly • Satisfaction and fulfillment from fostering the protégé’s development • Work-related information received from protégés • Productive use of accumulated skills and wisdom • Recognition from protégés, peers and superiors Lockwood et al., 2007; Ragins & Scandura, 1999
- 13. Building your mentoring reputation through mentoring episodes Copyright © 2013, Jailza Pauly
- 14. Adding to your current challenges as a “mentor” • Poorly defined context boundaries • Unclear roles in professional interactions with under/graduate students Copyright © 2013, Jailza Pauly
- 15. Mentors’ negative mentoring experiences • Interpersonal problems • Destructive relationship patterns • Performance problems ** Eby et al., 2008 Copyright © 2013, Jailza Pauly
- 16. Benefits of maximizing your current opportunities to mentor students • Experience managing through influence • Safe learning environment to practice • A professional network that can speak about your mentoring reputation • Satisfaction and fulfillment • Experience handling challenging interactions with students Copyright © 2013, Jailza Pauly
- 17. Addressing work performance problems and motivating your protégés Copyright © 2013, Jailza Pauly
- 18. Diagnosing work performance problems Performance = Ability x Motivation Ability to Perform Motivation Performance Copyright © 2013, Jailza Pauly Whetten & Cameron, 2011
- 19. Performance inhibited by lack of ability • Aptitude • Training • Resources Ability to Perform Motivation Performance Copyright © 2013, Jailza Pauly Whetten & Cameron, 2011
- 20. Overcoming poor performance due to lack of ability • Modify the job supports • Provide training • Change the work • Transfer to another job/project • Terminate Ability to Perform Motivation Performance Copyright © 2013, Jailza Pauly based on Whetten & Cameron, 2011
- 21. Performance inhibited by lack of motivation • Desire • Commitment Ability to Perform Motivation Performance Copyright © 2013, Jailza Pauly Whetten & Cameron, 2011
- 22. Overcoming poor performance due to low motivation • Clarify performance expectations • Remove obstacles to performance • Reinforce performance-enhancing behaviors • Provide salient incentives • Recognize learning, progress and results • Provide feedback Ability to Perform Motivation Performance Copyright © 2013, Jailza Pauly based on Whetten & Cameron, 2011
- 23. How involved are you? Guided independence and scientific creativity The direction–self-direction scale Micromanagement Sink or Swim 1 2 3 4 7 85 9 106 Lee, Dennis & Campbell, 2007 Copyright © 2013, Jailza Pauly
- 24. Factors influencing management involvement Contingencies Appropriate Conditions for High Involvement Appropriate Conditions for Low Involvement Task structure Low High Task mastery Low High Report’s desire for autonomy Low High Report’s experience Low High Report’s ability Low High Strength of group norms Low High Effectiveness of organization’s controls and rewards Low High Whetten & Cameron, 2011 Copyright © 2013, Jailza Pauly
- 25. Your actions as reinforcers • Ask open-ended questions • Keep analysis and evaluation focused on behaviors and areas under the control of the student • Ask for further investigation and analysis • Ask them to return with plans after factoring in new issues • Ask closed questions, tell • Imply that the task is the student’s total responsibility, that they hang alone if they fail • React to on an emotional basis • Take their planning and cross out, change, mark “no good” • Redo their plans Do Don’t adapted from Whetten & Cameron, 2011 Copyright © 2013, Jailza Pauly
- 26. Fostering a motivating work environment Emphasis on Performance Emphasison Satisfaction Low High High Indulging Integrating Low Ignoring Imposing Whetten & Cameron, 2011 Copyright © 2013, Jailza Pauly
- 27. How good a mentor are you? • Appreciating individual differences • Availability • Self-direction • Questioning • Celebration • Building a scientific community • Building a social community • Skill development • Networking • Mentor for life Lee, Dennis & Campbell, 2007 Copyright © 2013, Jailza Pauly
- 28. What is at least one thing you can do to prepare for or improve the mentoring relationship with your protégé(s)? Copyright © 2013, Jailza Pauly
- 29. Three ideas from our time together 1. Clarity about your role sets the foundation for professional relationships with under/graduate students 2. You develop your mentoring reputation through multiple mentoring episodes 3. Learning to address work performance problems will help you be a better mentor Copyright © 2013, Jailza Pauly
- 30. Questions? Jailza Pauly, PhD jailza@developingcapabilities.com www.developingcapabilities.com Copyright © 2013, Jailza Pauly
- 31. Resources • Nature’s guide to mentors Lee, Dennis & Campbell (2007). Nature, 447 (July), 791-797. • Advisor, Teacher, Role Model, Friend National Academy of Sciences, National Academy of Engineering, Institute of Medicine http://www.nap.edu/readingroom/books/mentor/ • Lab dynamics: Management skills for scientists Cohen C & Cohen S (2005). Cold Spring Harbor, NY; Cold Spring Harbor Laboratory Press. • Mentoring and Being Mentored Chapter 5 from Burroughs Wellcome Fund and the Howard Hughes Medical Institute (2006) Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New Faculty (2nd Ed) http://www.hhmi.org/resources/labmanagement/downloads/moves2_ch5.pdf • NPA mentoring resources for graduate students and postdocs National Postdoc Association - www.nationalpostdoc.org/home • How to mentor undergraduate researchers Temple L, Sibley T & Orr A. (2010) http://www.cur.org/publications/how_to_series/ • AWIS mentoring resources for women in science http://www.awis.affiniscape.com/displaycommon.cfm?an=1&subarticlenbr=259 • Influence: The psychology of persuasion Cialdini R (2007) • Mentoring international postdocs http://www.ori.hhs.gov/mentoring-international-post-docs Copyright © 2013, Jailza Pauly
- 32. References • Alpert, Gardner & Laing. (2008). The mentorship relationship. The Mentoring Handbook (2nd Ed). American Heart Association. • Eby L, Durley J, Evans S & Ragins B. (2008). Mentors’ perceptions of negative mentoring experiences: Scale development and nomological validation. Journal of Applied Psychology, 93(2), 358-373. • Lee A, Dennis C & Campbell P (2007). Nature’s guide to mentors. Nature, 447, 791-797. • Lockwood A, Evans S & Eby L. (2007). Reflections on the benefits of mentoring. In T Allen & L Eby (Eds.) The Blackwell Handbook of Mentoring. Blackwell Publishing: Malden, MA. • Rackham Graduate School - The University of Michigan (2010). How to mentor graduate students: A guide for faculty. http://www.rackham.umich.edu/ • Ragins B & Scandura T. (1999). Burden or blessing? Expected costs and benefits of being a mentor. Journal of Organizational Behaviors, 20(4), 493-509. • Whetten D & Cameron K (2011). Developing management skills. Prentice Hall: Upper Saddle River, NJ. Copyright © 2013, Jailza Pauly
Editor's Notes
- Thank you, Sam. Thank you all for having me again and welcome to the second workshop of the VSPA Mentoring Series. We are taking a comprehensive look at mentoring: from your perspective as person being mentored, from your point of you as the one mentoring others, and from your perspective as a peer mentor or peer protégé.
- Distinguished from other relationships in that it is focused on career development and growth. Traditional definition is someone of advanced rank or experience who guides, teaches, and develops a novice Missing from the definition above is empathy and the clear identification of a bond between mentor and mentee so that the goal is to advance the mentee’s progress as a whole person. (more about this later). The nature of the relationship varies with the level and activities of both mentor and mentee. In general, effective relationships have in common the goal to advance the educational and personal growth of the mentee. Warning – no single formula By definition a mentor is not your PI, your advisor or your postdoctoral supervisor
- This should be your focus regardless of your role in the relationship with the graduate or undergraduate student Mentor – implies psychological bonding between mentor and mentee/protégé; develops genuine interest in the mentee; supplies information and gives advice but also offers critical support during trial periods; not a parent-child connection; a mentor guides, protects, promotes the protégé’s career, training and overall wellbeing; partial to the mentee, impartial to your work. Socialize into the culture of discipline/career – criteria and process for success, theoretical/technical re Model professional responsibility – teaching, research and service - conflict of interest, responsible data collection and use, fair credit of authorships, ethical use of research funds, citation of sources appropriately Demystify career development stages – stages for student’s program, norms and criteria that define quality performance, promotion requirements, best practices for advancement Oversee professional development – activities central to the role of faculty/researcher – participation in committees, directing a lab, procuring grants, becoming a member of the profession Assist with finding other mentors – helping expanding/enriching a network
- Mentors’ roles are centered on a commitment to advancing the mentee’s career through an interpersonal engagement that facilitates sharing guidance, experience and expertise. Mentor – implies psychological bonding between mentor and mentee/protégé; develops genuine interest in the mentee; supplies information and gives advice but also offers critical support during trial periods; not a parent-child connection; a mentor guides, protects, promotes the protégé’s career, training and overall wellbeing; partial to the mentee, impartial to your work. Socialize into the culture of discipline/career - Model professional responsibility - Demystify career development stages - Oversee professional development - Assist with finding other mentors Advisor – offers unsolicited advice but with authority or wisdom – no bond development Manager/Supervisor – official task of overseeing the work of others Career Counselor – supplying information/guidance in a neutral fashion – no bond development Teacher – provides instruction, shares knowledge on specific content area Coach – provide a professional service in which they work with clients to elicit creative strategies to goal attainment or performance enhancement – not necessarily someone similar industry/education as client but with process expertise – short engagement, in mentoring, it involves helping an individual fill a particular knowledge gap by learning how to do things more effectively Multiple roles (multiple people) Traditionally – one mentor Today – mosaic model (multiple mentors either serially or simultaneously contributing to different aspects of career development); even more relevant in the context of transitioning to jobs outside academia AND given a tight job market
- No single formula – Make it work for you Mentoring episodes OR Situational responses – Isolated, specific acts by mentor to meet current mentee needs Information relationship – Interpersonal agreement or understanding for mentor to help mentee in specific areas Formal relationship – Structured program to meet department/mentee’s goals SHOW OF HANDS ….
- Discussing career plans and academic requirements for them; electives as a good way to explore alternatives Select courses/map the academic landscape Opportunity to master techniques, learn how to think critically, develop problem-solving strategies, learn how to persevere given unpredictability of research Career/grad school decisions – Career vs. job distinctions – You are particularly well positioned to help because closer in age and to current information (Careful not to promote clones) Skill development: planning and organizing, making good use of time, writing, oral communication, teaching (when available)
- First years – time to completion, course work planning, choosing research topics, Middle years – choosing committee members, planning/using time, overcoming set backs in the research process Final years – employment decisions (academia vs. industry) Skill development – communication skills, teaching, grant proposal, administration, management, planning and budgeting, people skills, leadership, teamwork (cooperative problem-solving) Nationalpostdoc.org
- Get to know the student’s interests – will help set the tone of the relationship and help identify areas of additional support needs Be clear about roles and responsibilities Goals – ask for a work plan with short and long term goals Meetings – frequency and logistics; boundaries for contact Feedback – how often for general progress and type they can expect; how long before you respond to requests for reviews etc Drafts – your expectations Publishing and presenting – norms in the field, practices in the lab, where and when and if Intellectual property – clarify data ownership, who has access, copyright and patent agreements that may result Inform your mentee-to-be of your expectations regarding feedback, willingness to learn, getting along interpersonally and patterns that you consider destructive – e.g., violating your trust, behaving arrogantly, etc.
- Clarity about expectations for form and function of the relationship AND boundaries Open door as much as possible but your time is valuable Concrete language to provide feedback AND constructive feedback Show the path and recognize achievement Encourage them to try new techniques, expand skills and discuss their ideas Let them know you are open to talk with them Specially important for students who are shy and from different cultures What may be obvious to you may not yet be clear to students Not all of these needed for success Be clear about what you and cannot offer Recognize when to refer the student to someone else They will remember who they were treated more than your advice
- Prior experience being mentored more related to willingness to enter into future mentoring relationships.
- I would argue that in many of your situations you may not be a mentor in the strict sense of the definition or even practice. However, great opportunity to develop mentoring skills and a mentoring reputation by leveraging mentoring episodes or opportunities to exercise the roles of advisor, teacher, supervisor, etc….
- Poorly defined context boundaries School vs. Work – Easier if considered a professional environment An apprenticeship model of sorts Poorly defined roles Mentor, supervisor, colleague, friend – Easier if role/expectations clarified with PI and the student Informal positions of leadership have inherent challenges BUT you always have some control about how to address them
- Interpersonal problems – conflicting personalities, political game-playing, dependent, difficulties interacting, Destructive relationship patterns – tries to damage reputation, crude remarks, sabotage work, distorts the truth, self-serving attitude, arrogance Performance problems – poor quality work, performance does not meet expectations, not willing to learn, not interested in learning better ways of doing things Address them early – one way mentors respond to these challenges is to provide less career- and psychological support to mentees, which serves to aggravate issues.
- What you are more likely to encounter in today’s work environment – power that stems from personal characteristics (expertise, effort, attraction and legitimacy – antecedents of trust ); reciprocity and reason/persuasion (vs. managing through position power and formal authority) Important if you plan on managing a research lab (e.g., identify your preferred styles, try out different approaches to interactions) Starts with colleagues and students too. Word gets around Successes Helping students get into graduate school, pass qualifying exams, get fellowships, reach a degree of independence (from clueless to top notch shape), grow in abilities and confidence, learning new techniques and about science As you become more senior Opportunities to acquire new knowledge and techniques, identify new areas of research Reputation supported by students’ successes – NSF grant application question Enriched networks From research and theory – benefits = sense of satisfaction and fulfillment from fostering the development of someone else
- Usually, poor performance attributed to low motivation or lack of effort. Fundamental attribution error – when making judgments about the behavior of other people, we then to underestimate the influence of external factors and overestimate the influence of internal or personal factors. Self-serving bias – attribute own success to internal factors and failures to external factors Important to be sensitive to the wide range of performance problems or causes of underlying performance deficiencies. A systematic approach to diagnosing performance-related concerns. Where is the problem? How difficult are the tasks being assigned to the individual? (Very difficult tasks, strong effort, lack of improvement over time) How capable is the individual? How hard it the individual trying to succeed at the task? How much improvement is the individual making?
- Ability = Aptitude x Training x Resources Aptitude – native skills, abilities, individual characteristics one brings to the job Training - how native abilities can be enhanced, skills and knowledge improved Resources – technical, personnel, political, supplies, equipment Are my expectations reasonable for a scientist at this stage? Has thus student had the training necessary to succeed at this task or in this environment (and could additional training improve their performance? Is this student disadvantaged in some way that makes the situation more difficult than it is for others?
- Five remedies Resupply – focus on the supports for the job (equipment, people, schedule) Retrain – additional education, job-related training (various formats – review literature, article, protocol; observation; taking a class) Refit – changes to the job (person stays, job is modified) Reassign – person stays, transfer to different job (less likely in this environment; perhaps, change in project) Release – termination, to be considered after other options have been tried.
- Motivation = Desire x Commitment Desire – interest Commitment - persistence Want to complete have little focus/get easily distracted or discouraged – desire no commitment Tyr really hard, follow through but uninspired – commitment no desire Does this student understand what is expected? Is the student experiencing a stress – inside or outside the lab – that is affecting their performance?
- Establishing clear performance expectations Establish moderately difficult goals that are understood and accepted Do you best, work hard, take initiative, be dependable takes you nowhere! Goal setting – moderately difficulty but achievable goals, specific (measurable, unambiguous, behavioral), feedback Do reports understand and accept my performance expectations?
- Task characteristics Expectations of the report Organization structures
- Fostering initiative What and How are your friends I don’t want to encourage that type of behavior so I am purposefully ignoring. If it persists, though, it is being reinforced Ask – How are you going to do this? What happens if… ? How will you use the results? Limit the feedback 3-5 at a time Praise – 4 to 1 (praise in public, admonish in private)
- Indulging – nice people but management style undermines performance – irresponsible managerial conduct; NOT HOLDING PEOPLE ACCOUNTABLE Imposing – little concern for how employees feel about their jobs; exploitation may increase performance in the short run but it is detrimental long-term Ignoring – lack of management; ultimate result failure of the unit, project Integrating – combining appearing competing forces” while people should feel good and be well treated, managers do not shy away from holding employees accountable for performance. Debate over whether Satisfaction motivation performance Motivation performance satisfaction Revised model Motivation performance outcomes satisfaction
- Informal positions of leadership have inherent challenges BUT you always have some control about how to address them