Mentor and mentoring

1. Mentor & mentoring
Nguyen Duy Nghiem

2. Mentor – Who you are?
Who have rich experience as
possible
With DevFest:
- Experienced in developing,
software project,...
- Focus on Technique than
Technical.

3. What is
Mentoring?

4. - Guiding
- Suggesting
- Not-teaching
- Be-Involved, not include
- Should available

5. Mentors features – should have

6. Be patient. Whilst you may have been born with pipette-in-hand, not everyone
has this same level of scientific preparedness. Mistakes (sometimes colossal)
will be made. Remember, science is hard.
Define expectations. If you expect your student to work 40 hours (or less) a
week (in this case, we can focus on ~ 1.5 days) while they are taking classes
and working a second job, you should let them know before they start.
Likewise, if your mentee expects a first-authored paper (kiểu chuột bạch) for
genotyping your mice, this should be clarified sooner rather than later
Be inclusive. Heading to a cool talk or a low-key meeting with a collaborator?
See if your mentee wants to come. Introduce them to your colleagues. The
more inclusive you are, the more invested in the project your mentee will be.
Mentors features – should have

7. Be available.
With loads of experiments, looming grant deadlines, and your PI/advisor/boss
focused on you like the Eye of Sauron, it can be easy to project irritation at
your mentee when they need something from you. Avoid this at all costs. By
creating an environment where your mentee feels comfortable approaching
you with questions, you prevent a lot of mistakes.
Remember, this is an opportunity.
Some mentors may feel they have been saddled with their mentee, but
learning to be a better mentor will help you in every facet of your career. Your
mentee might even teach you something (gasp!)
Mentors features – should have

8. How should they be
called?

9. The ages of the teams are varied, ranging from 12-70
years old (should assumed), so mentor should be
careful when dealing with new players. Ask about age
before you start talking. The most likely scenario when
age is unknown: I - You / You.

10. Why should I repeat the
question to you before
starting mentoring?

11. Someone be able to express the question unclearly, so
mentor must repeat the text and at the same time say
how you understand his or her idea (eg, "How do you
Solve the problem ... without using the loop? "I
understand that right?). Can be used to comment on
how to ask of member. If that person finally knows
what to ask, then the mentor can lead that person to
speak the right question.
REMEMBER - CONFIRMING

12. Should the answer be
given to the member of
team?

13. There is a difference between the teacher and the classmate, the classmate
usually gives the notebook for you to copy, and the teacher suggests to the
students themselves to find the answer. The mentor as well as the teacher did
not immediately answer the question but asked what member did read what,
and instructed member to read, to find out the answer. For example: Ask "How
many bits in a byte?", Reply: "8 BIT".
In this way, when a member asks obvious questions that are easy to find,
instead of responding or refusing to respond, mentors can ask what member
has done to find the answer. words, and guide them to do it.
The way to guide before answer

14. How to help in debugging?

15. During the member instructional exercise, someone will
have the need of mentor debugging the program. The
mentor should ask a member to share the screen and
verbal instructions, better is use the paper to explain
to know further more. Thus, the member will learn
more.
Debugging

16. Why now?

17. Thank you for your listening and concerned!
…Here, is your turn!...