"Mentoring Up: Learning to maximize your relationship with your mentor" was presented as a workshop at Duke University's BioCoRE conference on 7/28/2016 to graduate and undergrad students.
5 Ways to Build a Better Leadership Development Program | Webinar 06.09.15BizLibrary
Leadership remains the top human capital concern. Poor leadership practices costs companies millions of dollars each year by negatively impacting employee retention, customer satisfaction and overall employee productivity.
In this webinar we'll provide four leadership development best practices that meet challenges faced by today's leaders and offer you tools for implementing leadership development initiatives in your organization.
What you'll learn:
- Importance of Leadership Development
Best Practices including:
- Strong executive involvement
- Use of tailored leadership competencies
- Alignment with the business strategy
- A “leaders at all levels” approach
www.bizlibrary.com
5 Ways to Build a Better Leadership Development Program - Webinar 10.09.14BizLibrary
In this webinar we'll discuss best practices from companies that have successfully met the challenges faced by today's leaders and offer you tools for implementing leadership development initiatives in your organization.
www.bizlibrary.com/webinars
Filipino training provider in the Philippines, Mr. Myron Sta. ana's 27-slide Presentation for the audience of the CALABARZON Youth Leaders Summit as part of the Youth Leadership Month co-organized by the De La Salle University Dasmarinas and the University of the Philippines Los Banos' chapters of AIESEC Philippines
Leadership By Levels is a unique development program which will ensure that your managerial leaders hit the ground running as soon as they are promoted.
Our program goes beyond conventional development, focussing on the differences in work complexity at each organizational level and enabling participants to develop higher levels required of cognitive capability and socio-emotional maturity.
This program will give organizations the framework for a sustainable leadership talent strategy.
Tatva Leadership : Our Leadership development program in Pune are designed specifically to advance the leadership capabilities of senior executives and help them assume a broader role within their organizations. Leadership Training in Pune provides leadership development for Senior Management, Middle Management, and Women Leaders.
This Slideshare presentation is a partial preview of the full business document. To view and download the full document, please go here:
http://flevy.com/browse/business-document/team-management-models-1212
BENEFITS OF DOCUMENT
1. Includes models and frameworks for improving team effectiveness, team dynamics, learning and development, coaching, motivation, communication, change management and creativity.
2. Applicable to all types of organizations.
DESCRIPTION
This presentation is a collection of PowerPoint diagrams and templates used to convey 26 different Team Management models and frameworks.
INCLUDED MODELS/FRAMEWORKS:
1. Mintzberg's Management Roles Model
2. Butler & Waldroop's Four Dimensions of Relational Work Model
3. Lencioni's Five Dysfunctions of a Team
4. Birkinshaw's Four Dimensions of Management Framework
5. Waldroop & Butler's Six Problem Behaviors
6. The GRPI Model
7. Tuckman's Model of Team Development Stages
8. Cog's Ladder: A Model for Group Development
9. Belbin's Team Roles Model
10. The JD-R Model
11. Margerison-McCann Team Management Profile
12. Blanchard & Thacker's Training Needs Analysis Framework
13. The ADDIE Model
14. The Conscious Competence Learning Model
15. Kirkpatrick's Four-Level Training Evaluation Model
16. Heron's Six Categories of Intervention
17. The Emotional Competence Framework
18. The Nine-Box Grid for Talent Management
19. The GROW Model
20. Gibb's Reflective Cycle
21. Maslow's Hierarchy of Needs
22. Hertzberg's Motivators & Hygiene Factors
23. The Johari Window
24. Lewin's Three Stage Change Model
25. Kotter's Eight Phases of Change
26. De Bono's Six Thinking Hats
5 Ways to Build a Better Leadership Development Program | Webinar 06.09.15BizLibrary
Leadership remains the top human capital concern. Poor leadership practices costs companies millions of dollars each year by negatively impacting employee retention, customer satisfaction and overall employee productivity.
In this webinar we'll provide four leadership development best practices that meet challenges faced by today's leaders and offer you tools for implementing leadership development initiatives in your organization.
What you'll learn:
- Importance of Leadership Development
Best Practices including:
- Strong executive involvement
- Use of tailored leadership competencies
- Alignment with the business strategy
- A “leaders at all levels” approach
www.bizlibrary.com
5 Ways to Build a Better Leadership Development Program - Webinar 10.09.14BizLibrary
In this webinar we'll discuss best practices from companies that have successfully met the challenges faced by today's leaders and offer you tools for implementing leadership development initiatives in your organization.
www.bizlibrary.com/webinars
Filipino training provider in the Philippines, Mr. Myron Sta. ana's 27-slide Presentation for the audience of the CALABARZON Youth Leaders Summit as part of the Youth Leadership Month co-organized by the De La Salle University Dasmarinas and the University of the Philippines Los Banos' chapters of AIESEC Philippines
Leadership By Levels is a unique development program which will ensure that your managerial leaders hit the ground running as soon as they are promoted.
Our program goes beyond conventional development, focussing on the differences in work complexity at each organizational level and enabling participants to develop higher levels required of cognitive capability and socio-emotional maturity.
This program will give organizations the framework for a sustainable leadership talent strategy.
Tatva Leadership : Our Leadership development program in Pune are designed specifically to advance the leadership capabilities of senior executives and help them assume a broader role within their organizations. Leadership Training in Pune provides leadership development for Senior Management, Middle Management, and Women Leaders.
This Slideshare presentation is a partial preview of the full business document. To view and download the full document, please go here:
http://flevy.com/browse/business-document/team-management-models-1212
BENEFITS OF DOCUMENT
1. Includes models and frameworks for improving team effectiveness, team dynamics, learning and development, coaching, motivation, communication, change management and creativity.
2. Applicable to all types of organizations.
DESCRIPTION
This presentation is a collection of PowerPoint diagrams and templates used to convey 26 different Team Management models and frameworks.
INCLUDED MODELS/FRAMEWORKS:
1. Mintzberg's Management Roles Model
2. Butler & Waldroop's Four Dimensions of Relational Work Model
3. Lencioni's Five Dysfunctions of a Team
4. Birkinshaw's Four Dimensions of Management Framework
5. Waldroop & Butler's Six Problem Behaviors
6. The GRPI Model
7. Tuckman's Model of Team Development Stages
8. Cog's Ladder: A Model for Group Development
9. Belbin's Team Roles Model
10. The JD-R Model
11. Margerison-McCann Team Management Profile
12. Blanchard & Thacker's Training Needs Analysis Framework
13. The ADDIE Model
14. The Conscious Competence Learning Model
15. Kirkpatrick's Four-Level Training Evaluation Model
16. Heron's Six Categories of Intervention
17. The Emotional Competence Framework
18. The Nine-Box Grid for Talent Management
19. The GROW Model
20. Gibb's Reflective Cycle
21. Maslow's Hierarchy of Needs
22. Hertzberg's Motivators & Hygiene Factors
23. The Johari Window
24. Lewin's Three Stage Change Model
25. Kotter's Eight Phases of Change
26. De Bono's Six Thinking Hats
Wish to implement leadership strategies that influence, engage and encourage excellence performance in the organization? SlideTeam has come up with content ready leadership PowerPoint presentation slides to portray the management abilities of the workforce. These team management PPT templates include slides like leadership introduction, leadership vs. management, control styles and theories, participating captaincy process, strategic management, business theory, adaptive performance, group cohesion, communication patterns and many more. Apart from this, if you want customized designs for your presentation, our design team is at your service. Our predesigned leader-member exchange theory presentation can be used for the topics like leadership skills and training, qualities of leadership, leadership in management, leadership strategies & practices, productive guidance etc. Click and download our leadership PowerPoint presentation templates and make your team efficient. Folks are enthralled by the explosion of colors in our Leadership PowerPoint Presentation Slides. It's iridescence increases interest
Leader vs Boss: 12 Delineating Characteristics of a LeaderKris Fannin
After working with thousands of leaders, these are the 12 greatest defining characteristics of a leader in the boss vs leader debate. It all comes down to mindset.
In April 2016, one of EA Learning’s experienced Business Architecture instructors, Judith Oja-Gillam, delivered a webinar to a community of Architects and IT professionals within the IASA network. Judith discussed the discipline of business architecture, its potential value to the business and some of the challenges it looks to address. The approaches discussed are linked closely to the content delivered in EA Learning’s Applied Business Architecture.
Many of us may feel there is very little difference between a manager and a leader except that the former is official, while the latter isn’t. However, the differences between these two personnel relate to their approaches to a task, people management, beliefs and perspectives.
You will learn what values-based leadership really is, sort out some of the misconceptions, and learn what the pros and cons of implementing a values-based leadership style are.
These slides and handout were presented for a workshop on "Mentoring Up: Learning to proactively engage in your mentoring relationships" at the American Society for Cell Biology (ASCB) conference in San Francisco, for the Minority Affairs Committee (MAC).
Wish to implement leadership strategies that influence, engage and encourage excellence performance in the organization? SlideTeam has come up with content ready leadership PowerPoint presentation slides to portray the management abilities of the workforce. These team management PPT templates include slides like leadership introduction, leadership vs. management, control styles and theories, participating captaincy process, strategic management, business theory, adaptive performance, group cohesion, communication patterns and many more. Apart from this, if you want customized designs for your presentation, our design team is at your service. Our predesigned leader-member exchange theory presentation can be used for the topics like leadership skills and training, qualities of leadership, leadership in management, leadership strategies & practices, productive guidance etc. Click and download our leadership PowerPoint presentation templates and make your team efficient. Folks are enthralled by the explosion of colors in our Leadership PowerPoint Presentation Slides. It's iridescence increases interest
Leader vs Boss: 12 Delineating Characteristics of a LeaderKris Fannin
After working with thousands of leaders, these are the 12 greatest defining characteristics of a leader in the boss vs leader debate. It all comes down to mindset.
In April 2016, one of EA Learning’s experienced Business Architecture instructors, Judith Oja-Gillam, delivered a webinar to a community of Architects and IT professionals within the IASA network. Judith discussed the discipline of business architecture, its potential value to the business and some of the challenges it looks to address. The approaches discussed are linked closely to the content delivered in EA Learning’s Applied Business Architecture.
Many of us may feel there is very little difference between a manager and a leader except that the former is official, while the latter isn’t. However, the differences between these two personnel relate to their approaches to a task, people management, beliefs and perspectives.
You will learn what values-based leadership really is, sort out some of the misconceptions, and learn what the pros and cons of implementing a values-based leadership style are.
These slides and handout were presented for a workshop on "Mentoring Up: Learning to proactively engage in your mentoring relationships" at the American Society for Cell Biology (ASCB) conference in San Francisco, for the Minority Affairs Committee (MAC).
Mentoring Up encourages mentees to learn how to pro-actively manage their mentoring relationships. This presentation was delivered at the SACNAS conference in 2014.
This is my presentation and handout from my workshop at SACNAS 2013. It presents a new concept of "mentoring up" to help equip and empower mentees to pro-actively manage their mentoring relationships.
"Mentoring Up - AISES 2014 - Steve Lee". This presentation was given at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2014.
Mentoring Up ABRCMS 2015-11 slides & handoutSteve Lee
These slides and handouts were used for a workshop on mentoring at ABRCMS 2015. The overall session was called "Mentoring 101", which was for mentees on how to choose a research mentor, and how to "mentor up" to be pro-active in your mentoring relationship.
These slides were from a Grad Pathways workshop at UC Davis on 5/8/2014. This was part #1 of an overall series on Mentoring Up: Learning to pro-actively manage your relationship with your research mentor. Part #1 dealt with communication.
IdeaPOP! conference, May 15, 2019
University of South Carolina Division of Student Affairs and Academic Support
Featuring:
- Ann Marie Klotz, The New School
- Nathan Strong, UofSC
Held each May, IdeaPOP! is an in-house conference that examines higher education trends and issues through presentations and workshops whose content aligns with the ACPA/NASPA Professional Competency Areas for Student Affairs Practitioners
Attendees learned valuable strategies on how to use compassion to prepare for their coaching sessions:
* Set a positive climate that fosters respect
* Focus on long-term development— not on altering short-term performance
* Discover your employees’ personal goals
Part Two of our 3-part series took place on Tuesday November 29 at 2 pm ET. Join us as Teleos’ scholar-practitioners, Suzanne Rotondo and Gretchen Schmelzer share how you can:
* Deepen the conversation with your team
* Get the feedback you’re looking for
* Build on the coaching reflections from Part One
Professional Development workshop materials for a group of people who coach turnaround school principals.
The structure for this presentation was adapted from the webpage: http://blendedcoachingwkshp.com/recursive-listening.html
This session will engage participants in ways to fully leverage the LPI® to drive behavior change in workshop participants and culture change in the organizations they lead. Beyond interpretation of the results, themes, and development plans, we’ll explore techniques to go deeper with individuals. In addition to sharing our own insights and experience, we’ll facilitate table discussions and best practice sharing on topics such as powerful questions, tapping into genuine motivation, dealing with resistance, and ways to reinforce behavior change.
Renee Harness is the founder of Harness Leadership, a Certified Master Facilitator of The Leadership Challenge®, and key developer of LPI® Coach Certificate Program. Working with leaders at every level of an organization, her goal is to engage, inspire, and involve people in making meaningful contributions to their work, their communities, and their worlds.
Amy Dunn is a member of Integris Performance Advisor’s consulting team and focuses on facilitation of The Leadership Challenge®, LPI® coaching, The Five Behaviors of a Cohesive Team®, talent management, and meeting design and facilitation. Amy’s greatest professional joy comes from optimizing talent – within individuals, teams, and organizations.
Mentoring 360 for ASCB MAC slides and handoutSteve Lee
This workshop on Mentoring 360 was presented for the American Society of Cell Biology's Minority Affairs Committee (ASCB MAC) during their Junior Faculty and Postdoctoral Fellows Career Development Workshop in Seattle, WA on July 15-17, 2017.
Made to Stick: Delivering effective scientific presentations and postersSteve Lee
This professional development workshop was presented for the GradPathways program at UC Davis for grad students and postdocs in the STEM disciplines in Oct 2016.
Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...Steve Lee
This workshop, "Addressing Diversity in Mentoring Relationships through Case Studies", was provided for the Leadership Alliance Faculty Retreat on Mentoring Diverse Scholars at Hunter College on April 29, 2016.
MD vs MD-PhD vs PhD 2015_slides & handoutSteve Lee
Are you trying to decide whether to pursue an MD, an MD-PhD or a PhD? Do you want to learn the differences in conducting research and the training that is involved with each of these career paths? Come to this workshop to hear the story of how one MD-PhD navigated through these questions, and about a research study (McGee and Keller, 2007) that investigated differences between MD, MD/PhD, and PhD students and their professional trajectories.
This workshop was given by Michael Penn, MD-PhD, and Steve Lee, PhD.
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015Steve Lee
This presentation was on "Mentoring Up: Choosing a Research Mentor and Lab" for first-year grad students in the Chemical Engineering and Materials Science program at UC Davis in fall 2015.
Entering Mentoring 2015 UCD GradPathways_slides & handoutSteve Lee
This presentation was on "Entering Mentoring" and delivered at UC Davis for the GradPathways program, for grad students and postdocs in the STEM disciplines. This set includes the slides and handout for the 2-hour workshop.
This workshop was on "Understanding and Minimizing Unconscious Biases in the STEM Disciplines". This was presented at the 3rd NSF IOS Broadening Participation meeting for PI's in Bethesda, MD on 9/21/2015.
Mentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handoutSteve Lee
These slides and handout were used for a workshop on the new concept of Mentoring 360. This was provided for the Minority Affairs Committee (MAC) for the American Society for Cell Biology (ASCB) on 7/18/2015 in Houston. Attendees were ~50 STEM postdocs, junior and senior faculty, and administrators in academia.
Guide on Getting into Grad School 2015-07Steve Lee
This is a guide that I've used for various workshops on helping students consider and apply for grad school. This doesn't contain slides, but is a handout that I've used during workshops. It contains exercises to help students consider if grad school is a good fit and option for them now, and links to other resources.
Career Planning for STEM Postdocs and PhD StudentsSteve Lee
"Advancing your Career Plan for STEM Postdocs and PhD Students" This workshop was given at the University of California, Irvine in June 2015. We used the myIDP website to help attendees in their career planning.
"Research on Success in Research - What research studies can help me make good decisions and succeed in my research?" This presentation was provided to advanced undergrad students with possible interests in a grad (PhD) program in neuroscience at the University of California, Davis. This seminar was presented at the Neuroscience Initiative to Enhance Diversity (NIED) program at UC Davis on April 17, 2015.
Sticky Scientific Presentations_Steve Lee_AISES 2015-03_slides and handoutSteve Lee
"Made to Stick: Delivering effective scientific presentations and posters for impact" This presentation was delivered at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2015 in New Mexico.
Mentoring 360_AISES 2015 03_Steve Lee_slides and handoutSteve Lee
Mentoring 360 is developing circles of relationships with mentors, mentees, and peer mentors through all stages of your career; and seeking 360 feedback from your circle of mentoring relationships. This presentation was provided at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2015 in New Mexico.
Sticky scientific presentations - Steve Lee UC Davis 2014Steve Lee
"Make to Stick: Delivering scientific presentations and posters for impact" This presentation was delivered for the GradPathways professional development program at UC Davis for graduate and professional students, and for postdocs in the STEM disciplines
Succeeding through your strengths & failures ABRCMS 2014Steve Lee
"Succeeding through your strengths and failures: Assess and apply your unique strengths toward your ideal goals" This workshop was provided at the ABRCMS conference in November 2014.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Mentoring Up - Duke BioCoRE workshop - slides & handout
1. Mentoring Up
Learning to maximize your relationship
with your mentor
Steve Lee, PhD
Graduate Diversity Officer
for the STEM Disciplines
Duke University
BioCoRE Symposium
July 28, 2016
2. 1. When you first began doing research, what
was your experience like? What did you
enjoy? What were some challenges?
2. As you started in research, was there a
positive mentor or leader who influenced
you?
a. List 3 words (items) that best describe what this
person contributed to your life
b. Share your 3 words and stories of this person
2
Group Discussion #1
3. Does this look familiar?
Common challenges with your mentor
3
4. What exactly is mentoring?
Traditional Mentoring
4
MentorMentee
Questions,
advice, etc
9. What skills are essential in
managing and mentoring up?
9
Gabarro and Kotter point to 2 essential steps
in managing up:
1. assess yourself
and the other
accurately
2. apply this assessment
to develop a mutually
beneficial relationship
10. Why is self-assessment so important?
Recent update:
“We are All Confident
Idiots” Dunning, 2014
10
Dunning and Kruger, 1999 and 2003
0
20
40
60
80
100
Bottom
quartile
2nd
quartile
3rd
quartile
Top
quartile
%
Actual Test Score
Perceived Test Score
Because research shows we don’t self-assess accurately
11. Why is self-assessment so important?
Because self-awareness leads to better team performance
11
Teams with less self-aware members made worse decisions,
engaged in less coordination, & showed less conflict management.
PROBABILITY OF SUCCESS
DECISION
QUALITY
COORDINATION CONFLICT
MANAGEMENT
Dierdorff & Rubin, March 2015 HBR.ORG
High self-
awareness
teams
Low self-
awareness
teams
32%
68%
27%
73%
35%
65%
12. 12
Why is self-assessment so important?
Leadership experts stress self-leadership as the
greatest need
Dee Hock
founder of Visa and leadership guru
we should spend 50% of our time on self-management
Daniel Goleman
developed concept of emotional intelligence
successful people have high E.Q., which includes self-
awareness and self-regulation
Bill Hybels
founder of Willow Community Church and the Global
Leadership Summit
self-leadership is the most important and most difficult
14. How do we assess ourselves?
How do we apply our assessment
in mentoring relationships?
14
Please refer to the handout, pages 1-2
Complete the individual & group activities
Group Discussion #2
15. Mentoring up is both:
Engaging pro-actively
act with confidence
seek to understand
your mentor’s
expectations
communicate your goals
and expectations
15
Following respectfully
practice “follow-ship”
actively listen
determine and fulfill
your responsibilities
adapt to your mentor’s
needs
&
Doing both is not easy!
16. What mentoring up is and isn’t
16
Pro-active
Engagement
Respectful Follow-ship
“mentoring up”
actively engaged
collaborative
action-oriented
active listening
collegial
disengaged
apathetic
withdrawn
non-communicative
uncooperative
passive
“door mat”
uncritical
mindless
obsequious
forceful, pushy
difficult, disrespectful
unmanageable
demanding
insubordinate
manipulative
17. Mentoring up is NOT
False-flattery
17
Manipulating your mentor
19. Assess your needs as a mentee
A Gallup survey of 10,000 people asked:
What leader has the most positive influence in your daily life?
List 3 words that best describe what this person contributes
to your life.
19
Followers’ Four Basic Needs:
security, strength, support, peace
caring, friendship, happiness, love
honesty, integrity, respect
direction, faith, guidance, initiating
Trust
You will need to find multiple mentors to fulfill your needs
Compassion
Hope
Stability
20. Assess yourself and more
Assess yourself
Myers-Briggs, StrengthsFinder, etc
seek research-based, multiple assessments
myIDP website, 7 success stories, journaling, etc
Assess your mentor
are they receptive to doing a self-assessment?
how do I engage and follow?
Assess your context
seek to understand the different aspects of
mentoring relationships
20
21. Framework of multiple aspects of
mentoring relationships
Communication
Aligning expectations
Assessing understanding
Ethics
21
Handelsman, Pfund, Branchaw, etc at U of WI
Entering Mentoring and Entering Research
Addressing equity and
inclusion
Fostering independence
Promoting professional
development
22. How do we align expectations?
What are some common hidden
expectations?
22
Read Questionnaire for Aligning Expectations
Reply to statements #1, 3, 9, 11
Group Discussion #3
23. We need to mentor not only up &
down, but 360 degrees
23
“mentoring up”
peer mentoring
“servant-leader”
traditional mentoring
“mentoring down”
Mentoring 360 is
developing full circles
of relationships with
• mentors
• peers
• mentees
through all your career
stages
25. Thanks for your participation!
What are your action items?
Any questions?
25
?
?
!
26. 1
Mentoring Up
Learning to maximize your relationship with
your mentor
Steve Lee, PhD
Graduate Diversity Officer for the STEM Disciplines
University of California, Davis
stnlee@ucdavis.edu
Duke University
BioCoRE Symposium
July 28, 2016
Group Discussion #1
1. When you first began doing research, what was your experience like? What did you enjoy? What were
some challenges?
2. As you started in research, was there a positive mentor or leader who influenced you? Feel free to
broadly define “mentor” or “leader”. You’re not limited to formal research mentors or faculty.
a. Write down three words that best describe what this person contributed to your life.
b. Share these three words with others in your group, and see if there’s any similarities or patterns.
Share how this person positively influenced your life with others in your group.
Group Discussion #2
A. Individual Activity: adapted Myers-Briggs test for introverts/extroverts < www.humanmetrics.com >
o Select the answer that more accurately reflects your preferred behavior.
Yes No
You enjoy having a wide circle of acquaintances.
You’re usually the first to react to sudden events and surprises.
You easily tell new people about yourself.
You spend your leisure actively socializing with groups of people, attending parties,
shopping, etc.
You rapidly get involved in the social life of a new workplace.
The more people with whom you speak, the better you feel.
It is easy for you to speak loudly.
You enjoy being at the center of events in which other people are directly involved.
You feel at ease in a crowd.
It is easy for you to communicate in social situations.
Totals
o Scoring: add up the number of statements with which you answered “Yes” and “No”. Extroverts will
tend to answer Yes to most of these statements, and Introverts will tend to answer No.
Success Types by John Pelley < http://www.ttuhsc.edu/SOM/success/ >
Well-developed type skills Underdeveloped type skills
Extraversion
Active approach
Bring breadth
Introversion
Reflective approach
Bring depth
Extraversion
Hyperactive
Superficial
Introversion
Withdrawn & secretive
Overly serious
27. 2
What the Types Can Offer Each Other
EXTRAVERTS
• Provide the outwardly directed energy
needed to move into action
• Offer responsiveness to what is going on
in the environment
• Have a natural inclination to converse and
to network
INTROVERTS
• Provide the inwardly directed energy
needed for focused reflection
• Offer stability from attending to deep
ideas, and listening to others
• Have a natural tendency to think and work
alone
B. Group Activity with Case Study: Please read the case study and answer the questions.
• Joseph has been feeling intimidated and overwhelmed with his research professor, and isn’t sure how to
improve his communications with her. He had heard many wonderful and positive things about
Professor Madden, and so had wanted to join her lab. She publishes regularly in high impact journals,
and recently won a couple of prestigious awards for her research and teaching. So when Joseph
applied to join her lab, he was pleasantly surprised when she welcomed him into her group.
• But Joseph has been feeling overwhelmed during his weekly individual meetings with her. She is very
friendly and talkative, and even shares personal stories about raising her young kids. But she also gives
him so many ideas, resources, and tasks to complete, that he has trouble writing down everything in his
notes. He’s constantly afraid that he’s forgotten to record important tasks or items to complete. She
also regularly spouts many terms and acronyms that are unfamiliar to him, but he’s afraid to ask too
many questions because he doesn’t want to look incompetent and because she seems so busy with her
own work and travel. He’s thought about asking if he could audio-record their meetings, but he’s
concerned that she might think it would a little awkward, or an invasion of her privacy to record their
individual meetings. He’s also thought about asking for advice from other members of the research
group, but they all seem to have their cliques and he’s feeling too timid to approach others. His past
research group had felt more comfortable with only 3 members, but his new group has 18 members
and feels so big to him.
• Questions:
1) Share your results from the test for introverts and extroverts. Do you think the test and the tables
helped you to determine or confirm your preference to be an introvert or extrovert?
2) Do you think Joseph is an introvert or extrovert? Is the professor an introvert or extrovert? Explain
your reasoning by referring to their specific interactions.
3) What exactly are the problems that Joseph is facing with his research mentor? Try to specifically
identify his difficulties.
4) How might Joseph adapt, to work better with his professor? How can he improve his understanding
of her expectations for his research?
a) How might Joseph use his strengths to help resolve his problem?
b) What underdeveloped type skills (see tables above for some ideas) might Joseph need to
address as he considers how to improve the communication with his professor?
5) Place yourself in Professor Madden’s role, and try to understand her perspective.
a) From Professor Madden’s perspective, what might she perceive about Joseph?
b) What are Professor Madden’s challenges and priorities? What might Professor Madden
realistically do, to help improve communication and to work more effectively with Joseph?
6) How would this relationship differ if Joseph and his professor had their opposite types? This is a
tough, but important question! Think carefully and hard. What conflicts and miscommunications
might arise? How would they address their conflicts?
28. 3
Questionnaire for Aligning Expectations in New Mentoring Relationships
Mentor / Supervisor: Mentee / Student:
Time Period: Dept / Program:
Read each pair of statements and estimate your position on each. For example with statement 1, if you believe
strongly that the ideal mentoring relationship focuses on the research interests, you would circle “1” or “2”. But if you
think that the ideal relationship focuses on the working and communication styles, you would circle “3” or”4”.
The Mentoring Relationship
1
For an ideal mentoring relationship, it’s
important for both mentor and mentee to
have similar research interests
1 2 3 4
For an ideal mentoring relationships, it’s
important for both to have similar working
and communication styles
2
Mentors should only accept mentees when
they have specific knowledge of the
mentee’s chosen topic
1 2 3 4
Mentors should feel free to accept mentees
from a broad range of disciplines, to provide
overall guidance
3
A personal and friendly relationship
between mentor and mentee is important
for a successful relationship
1 2 3 4
A professional relationship is advisable to
maintain objectivity for both mentee and
mentor during their work
4
The mentor is responsible for providing
emotional support & encouragement to the
mentee
1 2 3 4
Personal counselling and support are not the
responsibility of the mentor; mentees should
look for these elsewhere
5
The mentor should develop an appropriate
plan and timetable of research and study for
the mentee
1 2 3 4
The mentee should develop their own plan
and timetable of research and study, and
seek input from the mentor as needed
6
The mentor should decide how frequently
to meet with the mentee
1 2 3 4
The mentee should decide when she/he
wants to meet with the mentor
7
The mentor should check regularly that the
mentee is working consistently and on task 1 2 3 4
The mentee should work productively and
independently, and not have to account for
where time is spent
8
The mentor is responsible for ensuring that
the mentee is introduced to the appropriate
services of the department and university
1 2 3 4
It is the mentee’s responsibility to ensure
that she/he has located and accessed all
relevant services and facilities
Research Topics
9
It is the mentor’s responsibility to select a
research topic for the mentee
1 2 3 4
The mentee is responsible for selecting
her/his own research topic
10
It is the mentor who decides which
theoretical framework or methodology is
most appropriate
1 2 3 4
Mentees should decide which theoretical
framework or methodology they wish to use
11
When choosing research topics, I prefer to
work on projects with potential for high
payoffs, even if it involves high risk
1 2 3 4
When choosing research topics, I prefer to
work on projects that have a high & safe
chance of success, even if the payoff is low
12
I prefer to work on projects independently
by myself
1 2 3 4
I prefer to work on projects collaboratively
with other team members.
Dissertation, Papers, and Presentations
13
The mentor should insist on seeing all drafts
of work to ensure that the mentee is on the
right track
1 2 3 4
Mentees should submit drafts of work only
when they want constructive criticism from
the mentor
14
The mentor should assist in the preparation
of presentations & writing of the thesis,
papers, and reports
1 2 3 4
The preparation of presentations & writing
of the thesis, papers, and reports should be
the mentee’s own work
15
The mentor is responsible for decisions
regarding the standard of presentations, the
thesis, papers, and reports
1 2 3 4
The mentee is responsible for decisions
concerning the standard of presentations,
the thesis, papers, and reports
29. 4
Using the “Questionnaire for Aligning Expectations in New Mentoring Relationships”
The Role of Expectations
Aligning expectations and goals is a constant theme in the literature on mentoring relationships and
supervision. The expectations do not need to be identical for both sides (and would be unrealistic), but a
thorough discussion of expectations can greatly increase the likelihood of a productive collaboration and
minimize conflicts. Relevant expectations in the context of research mentoring and supervision can relate
to:
• understandings of what research is
• appropriate roles of mentors and mentees, supervisors and employees, etc
• what is professional behavior and how respect is expressed to the mentor and mentee
• the likely consequences of asking questions or acknowledging problems
• how both the mentor and mentee can be pro-active and actively listen to each other
• and many other issues.
Mismatches of expectations are a constant theme in the literature on supervision and mentoring. To help
bring some of these differences in expectations into the open for discussion, a possible strategy is using this
questionnaire. This tool has been designed as a discussion starter for use by supervisors and students.
Our experience suggests that the tool is especially effective when users of this form recognize that
• there are no “right” answers to the items on the questionnaire
• responses are likely to be different at different stages of academic or professional progress
• even identical numerical responses can correspond to different thoughts and expectations
• the purposes of using this form are:
o to structure a fruitful discussion about the reasons why different responses may have been selected,
and
o to decide on appropriate ongoing actions for the current participants and stage
Suggestions for Use
We suggest the following process for using this form.
○ make sure both parties have a blank copy of the questionnaire
○ both parties fill out the questionnaire separately
○ set up a meeting that will be focused on this questionnaire
○ at the meeting, start by comparing the responses given for each statement by each person
○ discuss thoroughly the significance of each response (i.e. answer what each response means for each
person)
○ provide suggestions on how you’ll address different responses and expectations
○ consider repeating the process at various points (e.g. once per year, during critical transitions of the
mentee’s academic timeline, etc)
This document was originally from work by Ingrid Moses (Centre for Learning & Teaching, University of Technology,
Sydney); adapted by Margaret Kiley & Kate Cadman (Advisory Centre for University Education at the University of
Adelaide); further adapted by Steve Lee (Graduate Diversity Officer for the STEM Disciplines at UC Davis), with
input by Chris Golde (Stanford University).
30. 5
Success Types in Medical Education by John Pelley
http://www.ttuhsc.edu/SOM/success/
Characteristics of each type: Comparison of well-developed skills and underdeveloped skills
Well-developed type skills and
Positive Perceptions
Underdeveloped type skills and
Negative Perceptions
Extraversion
Active approach
Bring breadth
Introversion
Reflective approach
Bring depth
Extraversion
Hyperactive
Superficial
Introversion
Withdrawn & secretive
Overly serious
Sensing
Practical
Brings data
Intuition
Imaginative
Brings perspective
Sensing
Slow & dull
Narrow focus
Intuition
Careless
Impractical & dreamy
Thinking
Analyze situations
Bring consistency
Feeling
Affiliate people
Bring harmony
Thinking
Cold & uncaring
Overly competitive
Feeling
Easily hurt
Overly sentimental
Judging
Decisive
Bring a plan
Perceiving
Inquisitive
Bring options
Judging
Overly opinionated
Controlling
Perceiving
Indecisive
Procrastinating
Contributions of Opposite Types to Each Other: What the types can offer each other
EXTRAVERTS
• Provide the outwardly directed energy needed to
move into action
• Offer responsiveness to what is going on in the
environment
• Have a natural inclination to converse and to
network
INTROVERTS
• Provide the inwardly directed energy needed for
focused reflection
• Offer stability from attending to deep ideas, and
listening to others
• Have a natural tendency to think and work alone
SENSING TYPES
• Have a mastery of the facts.
• Bring a knowledge of what materials and resources
are available.
• Appreciate knowing and doing what works.
INTUITIVE TYPES
• Know by way of insight and attention to meanings.
• Bring a grasp of what is possible and what the
trends are.
• Appreciate doing what hasn't been tried before.
THINKING TYPES
• Take a hard look at the pros and cons of situations,
even when they have a personal stake.
• Have an ability to analyze and solve problems.
• Want to discover the "truth" and they naturally
notice logical inconsistencies.
FEELING TYPES
• Know what is important to and for people, and
adhere to that in the face of opposition.
• Have an ability to build relationships and to be
persuasive.
• Want to uncover the greatest "good" in a situation
and they notice when people may be harmed.
JUDGING TYPES
• Can organize, plan, and follow through on
projects.
• Push to get things settled and decided.
• Appreciate well-oiled efficiency at work.
PERCEIVING TYPES
• Can respond quickly and flexibly to the needs of
the moment.
• Strive to keep things open so new information may
be gathered.
• Appreciate the need for spontaneity and
exploration at work.
Looking at Type: The Fundamentals by Charles Martin, 1997, Center for Applications of Psychological Type
31. 6
References and Resources
General Resources on Mentoring Relationships
• Research Mentor Training: http://www.researchmentortraining.org/index.aspx
• Handelsman, J.; Pfund, C.; Lauffer, S. M.; Pribbenow, C. “Entering Mentoring: A seminar to train a new generation
of scientists” (the first edition is available for a free download)
o http://www.hhmi.org/sites/default/files/Educational%20Materials/Lab%20Management/entering_mentoring.pdf
• ‘‘Biomedical Workforce Diversity: The Context for Mentoring to Develop Talents and Foster Success Within the
‘Pipeline’’’ Richard McGee, AIDS and Behavior, July 2016.
• Beyond “Finding Good Mentors” to “Building and Cultivating your Mentoring Team”
o Rick McGee, Steve Lee, Chris Pfund, and Janet Branchaw
o book chapter in National Postdoc Association’s “Advancing Postdoc Women Guidebook”; free pdf available
at: http://www.nationalpostdoc.org/?page=ElsevierGuidebook
Mentoring Up:
• Gabarro, John and John Kotter. “Managing Your Boss” Harvard Business Review, 1980, pp 92-100.
• “Mentoring Up”: Learning to Manage Your Mentoring Relationships. Lee, S.; McGee, R.; Pfund, C.; Branchaw, J.
book chapter in The Mentoring Continuum: From Graduate School Through Tenure, Syracuse University Press,
Glenn Wright, editor, 2015. http://syracuseuniversitypress.syr.edu/spring-2016/mentoring-continuum.html
Managing Up in Science
• “The Care and Maintenance of your Advisor” Hugh Kearns and Maria Gardiner, Nature, Vol 469, 2011, p 570.
o http://www.nature.com/naturejobs/science/articles/10.1038/nj7331-570a
• “Managing Up: An industry skill you can learn in academia” David Jensen, Science, June 8, 2016.
o http://www.sciencemag.org/careers/2016/06/managing-industry-skill-you-can-learn-academia
Self-Awareness
• Dunning, D. and Kruger, J. "Unskilled and unaware of it: How difficulties in recognizing one's own incompetence
lead to inflated self-assessments." Journal of Personality and Social Psychology 77 (1999): 1121-1134.
• Dunning, David. “We Are All Confident Idiots” Pacific Standard, Oct 27, 2014.
o http://www.psmag.com/health-and-behavior/confident-idiots-92793
• Dierdorff, E. and Rubin, R. “Research: We’re not very self-aware, especially at work” Harvard Business Review,
March 12 2015. https://hbr.org/2015/03/research-were-not-very-self-aware-especially-at-work/
Self-Assessments
• A free, unofficial version of the Myers Briggs Type test: www.humanmetrics.com
• An introduction to the Myers Briggs types by John Pelley. He refers to this as “success types”
o http://www.ttuhsc.edu/SOM/success/
• “Please Understand Me II” by David Keirsey
o A more thorough explanation of Myers Briggs types
• StrengthsFinder materials: http://strengths.gallup.com/default.aspx
o I recommend the book “Strengths Based Leadership”, which provides a code to take the online test.
• myIDP website (IDP = Individual Development Plan): http://myidp.sciencecareers.org/
Mentoring Compacts and Evaluating Mentoring Skills
• Example Mentor Compacts: https://mentoringresources.ictr.wisc.edu/ExampleMentoringCompacts
• Fleming, M.; House, S.; Hanson, V. S.; Yu, L.; Garbutt, J.; McGee, R.; Kroenke, K.; Abedin, Z.; Rubio, D. M. (2013).
The Mentoring Competency Assessment. Academic Medicine, 88(7), 1002–1008.
• Example Mentor Evaluation Forms: https://mentoringresources.ictr.wisc.edu/EvalTemplates
• “Defining Attributes and Metrics of Effective Research Mentoring Relationships” C. Pfund, A. Byars-Winston, J.
Branchaw, S. Hurtado, K. Eagan, AIDS and Behavior, April 2016.