SlideShare a Scribd company logo

Entering Mentoring Part 1 Communication at CalTech

Steve Lee
Steve Lee

These slides and materials were used for providing a workshop for CalTech's postdoctoral association. The workshop provided training as the postdocs began a formal mentoring experience for undergrad summer research students.

1 of 23
Download to read offline
Steve Lee, PhD
Graduate Diversity Officer
for the STEM Disciplines
University of California, Davis
Training the next
generation
#1: Communicating
effectively
Caltech Postdoctoral
Association
May 30, 2014
Entering Mentoring:
Core Principles of
Mentoring Relationships
2
The BIG Picture:
Communication
Aligning expectations
Assessing
understanding
Addressing diversity
Fostering
independence
Promoting professional
development
Ethics
Our workshops will address:
Communicating Effectively: Assessing
and applying your communication strengths
Design a Project for your Mentee:
Aligning goals and expectations
Addressing Diversity
Fostering Independence
3
Resources from the University of Wisconsin’s
Entering Mentoring
Parts 1-2
Today
Part 3
Part 4
Group Discussion
Introduce yourselves to each other, then discuss:
1. When you began research, what was a
particular challenge that you faced?
2. How did a particular mentor (broadly
defined) help you as you began research?
4
Challenges in starting research
not getting feedback in timely
not getting positive feedback
left alone
lack of role model
imposter syndrome
lack of big picture
lack of resources, funding, equipment,
exploitation
unknown expectations
5
Group responses:
Guidance from mentors
side mentor
positive encouragement
great expert; helped to move beyond their expertise
treated whole person; remembering personal life
asked about family regularly; caring for family
fatherly chats; not being afraid of failures
hands on; learned by example
enouraged networking; introducing colleagues
cared about next steps
helped priorities
realized they’re introverts
free networking opportunities
listening to progress
6
Group responses:

Recommended

UC Davis Mentoring at Critical Transitions - Mentoring Up
UC Davis  Mentoring at Critical Transitions - Mentoring UpUC Davis  Mentoring at Critical Transitions - Mentoring Up
UC Davis Mentoring at Critical Transitions - Mentoring UpSteve Lee
 
Develop critical thinking skills
Develop critical thinking skillsDevelop critical thinking skills
Develop critical thinking skillsFlorenceobonyoHawa
 
Mentoring Up - SACNAS 2014 - Steve Lee
Mentoring Up - SACNAS 2014 - Steve LeeMentoring Up - SACNAS 2014 - Steve Lee
Mentoring Up - SACNAS 2014 - Steve LeeSteve Lee
 
Mentoring Up AISES 2014 - Steve Lee
Mentoring Up   AISES 2014 - Steve LeeMentoring Up   AISES 2014 - Steve Lee
Mentoring Up AISES 2014 - Steve LeeSteve Lee
 
Mentoring Up - Duke BioCoRE workshop - slides & handout
Mentoring Up - Duke BioCoRE workshop - slides & handoutMentoring Up - Duke BioCoRE workshop - slides & handout
Mentoring Up - Duke BioCoRE workshop - slides & handoutSteve Lee
 
Communication Or Common Skills
Communication Or Common SkillsCommunication Or Common Skills
Communication Or Common SkillsAkNirojan
 
2012 Ethics Workshop Presentation
2012 Ethics Workshop Presentation2012 Ethics Workshop Presentation
2012 Ethics Workshop Presentationndgradschool
 
Tp tech presentation2
Tp tech presentation2Tp tech presentation2
Tp tech presentation2Lolita Paff
 

More Related Content

What's hot

Ci 350 group powerpoint - emily miller
Ci 350   group powerpoint - emily millerCi 350   group powerpoint - emily miller
Ci 350 group powerpoint - emily millerKatie Ingegneri
 
Assessment.career case study
Assessment.career case studyAssessment.career case study
Assessment.career case studybakerquartet
 
2022 - Fostering Strategic Science Communication related to Trust
2022 - Fostering Strategic Science Communication related to Trust2022 - Fostering Strategic Science Communication related to Trust
2022 - Fostering Strategic Science Communication related to TrustJohn C. Besley
 
Communication & Interpersonal Skills at Multi Cultural Workplace
Communication & Interpersonal Skills at Multi Cultural WorkplaceCommunication & Interpersonal Skills at Multi Cultural Workplace
Communication & Interpersonal Skills at Multi Cultural WorkplaceTimothy Wooi
 
Career Assessment Report
Career Assessment ReportCareer Assessment Report
Career Assessment ReportRandy Bergen
 
Career exploration for_the_college_student_3-3-16
Career exploration for_the_college_student_3-3-16Career exploration for_the_college_student_3-3-16
Career exploration for_the_college_student_3-3-16shalakaraj123
 
Career counseling interview
Career  counseling interviewCareer  counseling interview
Career counseling interviewMaribeth Manuel
 
Scaffolding Critical Thinking in Online-Based Scenarios
Scaffolding Critical Thinking in Online-Based ScenariosScaffolding Critical Thinking in Online-Based Scenarios
Scaffolding Critical Thinking in Online-Based ScenariosGihan Osman
 
Interventions for highly complex cases of Youth at Risk for Violence
Interventions for highly complex cases of Youth at Risk for ViolenceInterventions for highly complex cases of Youth at Risk for Violence
Interventions for highly complex cases of Youth at Risk for ViolenceKathryn Seifert
 
Communication & Perception Assignment
Communication & Perception AssignmentCommunication & Perception Assignment
Communication & Perception AssignmentKaylaLamore
 
Importance of self awareness for teachers
Importance of self awareness for teachersImportance of self awareness for teachers
Importance of self awareness for teacherskavithaJayalal
 
Qualitative methods:focus groups
Qualitative methods:focus groupsQualitative methods:focus groups
Qualitative methods:focus groupsobanbrahma
 
Promoting Student Understanding 2
Promoting  Student  Understanding 2Promoting  Student  Understanding 2
Promoting Student Understanding 2guest5c2620
 
PROCEDE 2014- Asking the Right Questions
PROCEDE 2014- Asking the Right QuestionsPROCEDE 2014- Asking the Right Questions
PROCEDE 2014- Asking the Right QuestionslbpsbCE
 
Ces 2013 towards a cdn definition of evaluation
Ces 2013   towards a cdn definition of evaluationCes 2013   towards a cdn definition of evaluation
Ces 2013 towards a cdn definition of evaluationCesToronto
 
Planning With the End in Mind
Planning With the End in Mind Planning With the End in Mind
Planning With the End in Mind Jonathan Vervaet
 
Interpersonal communication
Interpersonal communicationInterpersonal communication
Interpersonal communicationGregory Krumme
 
Assessment.career case study
Assessment.career case studyAssessment.career case study
Assessment.career case studybakerquartet
 

What's hot (20)

Communication Skills
Communication SkillsCommunication Skills
Communication Skills
 
Focus groups
Focus groupsFocus groups
Focus groups
 
Ci 350 group powerpoint - emily miller
Ci 350   group powerpoint - emily millerCi 350   group powerpoint - emily miller
Ci 350 group powerpoint - emily miller
 
Assessment.career case study
Assessment.career case studyAssessment.career case study
Assessment.career case study
 
2022 - Fostering Strategic Science Communication related to Trust
2022 - Fostering Strategic Science Communication related to Trust2022 - Fostering Strategic Science Communication related to Trust
2022 - Fostering Strategic Science Communication related to Trust
 
Communication & Interpersonal Skills at Multi Cultural Workplace
Communication & Interpersonal Skills at Multi Cultural WorkplaceCommunication & Interpersonal Skills at Multi Cultural Workplace
Communication & Interpersonal Skills at Multi Cultural Workplace
 
Career Assessment Report
Career Assessment ReportCareer Assessment Report
Career Assessment Report
 
Career exploration for_the_college_student_3-3-16
Career exploration for_the_college_student_3-3-16Career exploration for_the_college_student_3-3-16
Career exploration for_the_college_student_3-3-16
 
Career counseling interview
Career  counseling interviewCareer  counseling interview
Career counseling interview
 
Scaffolding Critical Thinking in Online-Based Scenarios
Scaffolding Critical Thinking in Online-Based ScenariosScaffolding Critical Thinking in Online-Based Scenarios
Scaffolding Critical Thinking in Online-Based Scenarios
 
Interventions for highly complex cases of Youth at Risk for Violence
Interventions for highly complex cases of Youth at Risk for ViolenceInterventions for highly complex cases of Youth at Risk for Violence
Interventions for highly complex cases of Youth at Risk for Violence
 
Communication & Perception Assignment
Communication & Perception AssignmentCommunication & Perception Assignment
Communication & Perception Assignment
 
Importance of self awareness for teachers
Importance of self awareness for teachersImportance of self awareness for teachers
Importance of self awareness for teachers
 
Qualitative methods:focus groups
Qualitative methods:focus groupsQualitative methods:focus groups
Qualitative methods:focus groups
 
Promoting Student Understanding 2
Promoting  Student  Understanding 2Promoting  Student  Understanding 2
Promoting Student Understanding 2
 
PROCEDE 2014- Asking the Right Questions
PROCEDE 2014- Asking the Right QuestionsPROCEDE 2014- Asking the Right Questions
PROCEDE 2014- Asking the Right Questions
 
Ces 2013 towards a cdn definition of evaluation
Ces 2013   towards a cdn definition of evaluationCes 2013   towards a cdn definition of evaluation
Ces 2013 towards a cdn definition of evaluation
 
Planning With the End in Mind
Planning With the End in Mind Planning With the End in Mind
Planning With the End in Mind
 
Interpersonal communication
Interpersonal communicationInterpersonal communication
Interpersonal communication
 
Assessment.career case study
Assessment.career case studyAssessment.career case study
Assessment.career case study
 

Similar to Entering Mentoring Part 1 Communication at CalTech

UC Davis - Mentoring Up #1 Communication
UC Davis - Mentoring Up #1 CommunicationUC Davis - Mentoring Up #1 Communication
UC Davis - Mentoring Up #1 CommunicationSteve Lee
 
Independence in Graduate School: How to develop and enhance yours
Independence in Graduate School: How to develop and enhance yoursIndependence in Graduate School: How to develop and enhance yours
Independence in Graduate School: How to develop and enhance yoursDoctoralNet Limited
 
Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...
Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...
Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...Steve Lee
 
Letter Across The Divide Book Response Essay
Letter Across The Divide Book Response EssayLetter Across The Divide Book Response Essay
Letter Across The Divide Book Response EssayCarmen Sanborn
 
Biology 112 Spring 2016.docx
Biology 112                                            Spring 2016.docxBiology 112                                            Spring 2016.docx
Biology 112 Spring 2016.docxhartrobert670
 
Mentoring Up - SACNAS 2013 - Steve Lee
Mentoring Up - SACNAS 2013 - Steve LeeMentoring Up - SACNAS 2013 - Steve Lee
Mentoring Up - SACNAS 2013 - Steve LeeSteve Lee
 
Succeed with your strengths ABRCMS 2013
Succeed with your strengths ABRCMS 2013Succeed with your strengths ABRCMS 2013
Succeed with your strengths ABRCMS 2013Steve Lee
 
25421693 guidance-and-counseling
25421693 guidance-and-counseling25421693 guidance-and-counseling
25421693 guidance-and-counselingFatima Valeza
 
Mentoring 360 for ASCB MAC slides and handout
Mentoring 360 for ASCB MAC slides and handoutMentoring 360 for ASCB MAC slides and handout
Mentoring 360 for ASCB MAC slides and handoutSteve Lee
 
Social Skills_Curriculum
Social Skills_CurriculumSocial Skills_Curriculum
Social Skills_CurriculumRoshni Bhatia
 
Mentoring Up - ASCB MAC
Mentoring Up - ASCB MACMentoring Up - ASCB MAC
Mentoring Up - ASCB MACSteve Lee
 
UNIT 4LEADING INDIVIDUALS AND GROUPS 15. Effective and Eth.docx
UNIT 4LEADING INDIVIDUALS AND GROUPS 15. Effective and Eth.docxUNIT 4LEADING INDIVIDUALS AND GROUPS 15. Effective and Eth.docx
UNIT 4LEADING INDIVIDUALS AND GROUPS 15. Effective and Eth.docxouldparis
 
What I Have Learned Of Leadership
What I Have Learned Of LeadershipWhat I Have Learned Of Leadership
What I Have Learned Of LeadershipRenee Wardowski
 
Mentoring Up - ABRCMS 2014 - Steve Lee
Mentoring Up - ABRCMS 2014 - Steve LeeMentoring Up - ABRCMS 2014 - Steve Lee
Mentoring Up - ABRCMS 2014 - Steve LeeSteve Lee
 
Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 Ch
Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 ChDunn & HalonenThe PsychologyMajor’s CompanionChapter 6 Ch
Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 ChAlyciaGold776
 
Kahn mentoring for success3 2009
Kahn mentoring for success3 2009Kahn mentoring for success3 2009
Kahn mentoring for success3 2009James Kahn
 

Similar to Entering Mentoring Part 1 Communication at CalTech (20)

UC Davis - Mentoring Up #1 Communication
UC Davis - Mentoring Up #1 CommunicationUC Davis - Mentoring Up #1 Communication
UC Davis - Mentoring Up #1 Communication
 
Independence in Graduate School: How to develop and enhance yours
Independence in Graduate School: How to develop and enhance yoursIndependence in Graduate School: How to develop and enhance yours
Independence in Graduate School: How to develop and enhance yours
 
Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...
Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...
Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...
 
Letter Across The Divide Book Response Essay
Letter Across The Divide Book Response EssayLetter Across The Divide Book Response Essay
Letter Across The Divide Book Response Essay
 
Biology 112 Spring 2016.docx
Biology 112                                            Spring 2016.docxBiology 112                                            Spring 2016.docx
Biology 112 Spring 2016.docx
 
Mentoring Up - SACNAS 2013 - Steve Lee
Mentoring Up - SACNAS 2013 - Steve LeeMentoring Up - SACNAS 2013 - Steve Lee
Mentoring Up - SACNAS 2013 - Steve Lee
 
Succeed with your strengths ABRCMS 2013
Succeed with your strengths ABRCMS 2013Succeed with your strengths ABRCMS 2013
Succeed with your strengths ABRCMS 2013
 
25421693 guidance-and-counseling
25421693 guidance-and-counseling25421693 guidance-and-counseling
25421693 guidance-and-counseling
 
Mentoring 360 for ASCB MAC slides and handout
Mentoring 360 for ASCB MAC slides and handoutMentoring 360 for ASCB MAC slides and handout
Mentoring 360 for ASCB MAC slides and handout
 
Social Skills_Curriculum
Social Skills_CurriculumSocial Skills_Curriculum
Social Skills_Curriculum
 
Chapter 6
Chapter 6Chapter 6
Chapter 6
 
Mentoring Up - ASCB MAC
Mentoring Up - ASCB MACMentoring Up - ASCB MAC
Mentoring Up - ASCB MAC
 
Handout
HandoutHandout
Handout
 
Define Reflective Essay
Define Reflective EssayDefine Reflective Essay
Define Reflective Essay
 
UNIT 4LEADING INDIVIDUALS AND GROUPS 15. Effective and Eth.docx
UNIT 4LEADING INDIVIDUALS AND GROUPS 15. Effective and Eth.docxUNIT 4LEADING INDIVIDUALS AND GROUPS 15. Effective and Eth.docx
UNIT 4LEADING INDIVIDUALS AND GROUPS 15. Effective and Eth.docx
 
What I Have Learned Of Leadership
What I Have Learned Of LeadershipWhat I Have Learned Of Leadership
What I Have Learned Of Leadership
 
Mentoring Up - ABRCMS 2014 - Steve Lee
Mentoring Up - ABRCMS 2014 - Steve LeeMentoring Up - ABRCMS 2014 - Steve Lee
Mentoring Up - ABRCMS 2014 - Steve Lee
 
Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 Ch
Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 ChDunn & HalonenThe PsychologyMajor’s CompanionChapter 6 Ch
Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 Ch
 
Kahn mentoring for success3 2009
Kahn mentoring for success3 2009Kahn mentoring for success3 2009
Kahn mentoring for success3 2009
 
Critical Reflection Essay
Critical Reflection EssayCritical Reflection Essay
Critical Reflection Essay
 

More from Steve Lee

Mentoring 101 for the STEM Disciplines
Mentoring 101 for the STEM DisciplinesMentoring 101 for the STEM Disciplines
Mentoring 101 for the STEM DisciplinesSteve Lee
 
Mentoring Up - Webinar for National Postdoc Association
Mentoring Up - Webinar for National Postdoc AssociationMentoring Up - Webinar for National Postdoc Association
Mentoring Up - Webinar for National Postdoc AssociationSteve Lee
 
Made to Stick: Delivering effective scientific presentations and posters
Made to Stick: Delivering effective scientific presentations and postersMade to Stick: Delivering effective scientific presentations and posters
Made to Stick: Delivering effective scientific presentations and postersSteve Lee
 
Mentoring Up ABRCMS 2015-11 slides & handout
Mentoring Up ABRCMS 2015-11 slides & handoutMentoring Up ABRCMS 2015-11 slides & handout
Mentoring Up ABRCMS 2015-11 slides & handoutSteve Lee
 
MD vs MD-PhD vs PhD 2015_slides & handout
MD vs MD-PhD vs PhD 2015_slides & handoutMD vs MD-PhD vs PhD 2015_slides & handout
MD vs MD-PhD vs PhD 2015_slides & handoutSteve Lee
 
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015Steve Lee
 
Entering Mentoring 2015 UCD GradPathways_slides & handout
Entering Mentoring 2015 UCD GradPathways_slides & handoutEntering Mentoring 2015 UCD GradPathways_slides & handout
Entering Mentoring 2015 UCD GradPathways_slides & handoutSteve Lee
 
Unconscious Bias in the STEM Disciplines
Unconscious Bias in the STEM DisciplinesUnconscious Bias in the STEM Disciplines
Unconscious Bias in the STEM DisciplinesSteve Lee
 
Getting into grad school_2015-07_slides & handout
Getting into grad school_2015-07_slides & handoutGetting into grad school_2015-07_slides & handout
Getting into grad school_2015-07_slides & handoutSteve Lee
 
Mentoring Up_Steve Lee_UC Berkeley_2015-07_slides & handout
Mentoring Up_Steve Lee_UC Berkeley_2015-07_slides & handoutMentoring Up_Steve Lee_UC Berkeley_2015-07_slides & handout
Mentoring Up_Steve Lee_UC Berkeley_2015-07_slides & handoutSteve Lee
 
Mentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handout
Mentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handoutMentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handout
Mentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handoutSteve Lee
 
Guide on Getting into Grad School 2015-07
Guide on Getting into Grad School 2015-07Guide on Getting into Grad School 2015-07
Guide on Getting into Grad School 2015-07Steve Lee
 
Entering Mentoring 2015 Caltech postdocs
Entering Mentoring 2015 Caltech postdocsEntering Mentoring 2015 Caltech postdocs
Entering Mentoring 2015 Caltech postdocsSteve Lee
 
Career Planning for STEM Postdocs and PhD Students
Career Planning for STEM Postdocs and PhD StudentsCareer Planning for STEM Postdocs and PhD Students
Career Planning for STEM Postdocs and PhD StudentsSteve Lee
 
Research on success in research
Research on success in researchResearch on success in research
Research on success in researchSteve Lee
 
Sticky Scientific Presentations_Steve Lee_AISES 2015-03_slides and handout
Sticky Scientific Presentations_Steve Lee_AISES 2015-03_slides and handoutSticky Scientific Presentations_Steve Lee_AISES 2015-03_slides and handout
Sticky Scientific Presentations_Steve Lee_AISES 2015-03_slides and handoutSteve Lee
 
Mentoring 360_AISES 2015 03_Steve Lee_slides and handout
Mentoring 360_AISES 2015 03_Steve Lee_slides and handoutMentoring 360_AISES 2015 03_Steve Lee_slides and handout
Mentoring 360_AISES 2015 03_Steve Lee_slides and handoutSteve Lee
 
Sticky scientific presentations - Steve Lee UC Davis 2014
Sticky scientific presentations - Steve Lee UC Davis 2014Sticky scientific presentations - Steve Lee UC Davis 2014
Sticky scientific presentations - Steve Lee UC Davis 2014Steve Lee
 
Succeeding through your strengths & failures ABRCMS 2014
Succeeding through your strengths & failures ABRCMS 2014Succeeding through your strengths & failures ABRCMS 2014
Succeeding through your strengths & failures ABRCMS 2014Steve Lee
 
Research on Success: Grit, growth mindset, and the marshmallow test
Research on Success: Grit, growth mindset, and the marshmallow testResearch on Success: Grit, growth mindset, and the marshmallow test
Research on Success: Grit, growth mindset, and the marshmallow testSteve Lee
 

More from Steve Lee (20)

Mentoring 101 for the STEM Disciplines
Mentoring 101 for the STEM DisciplinesMentoring 101 for the STEM Disciplines
Mentoring 101 for the STEM Disciplines
 
Mentoring Up - Webinar for National Postdoc Association
Mentoring Up - Webinar for National Postdoc AssociationMentoring Up - Webinar for National Postdoc Association
Mentoring Up - Webinar for National Postdoc Association
 
Made to Stick: Delivering effective scientific presentations and posters
Made to Stick: Delivering effective scientific presentations and postersMade to Stick: Delivering effective scientific presentations and posters
Made to Stick: Delivering effective scientific presentations and posters
 
Mentoring Up ABRCMS 2015-11 slides & handout
Mentoring Up ABRCMS 2015-11 slides & handoutMentoring Up ABRCMS 2015-11 slides & handout
Mentoring Up ABRCMS 2015-11 slides & handout
 
MD vs MD-PhD vs PhD 2015_slides & handout
MD vs MD-PhD vs PhD 2015_slides & handoutMD vs MD-PhD vs PhD 2015_slides & handout
MD vs MD-PhD vs PhD 2015_slides & handout
 
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015
 
Entering Mentoring 2015 UCD GradPathways_slides & handout
Entering Mentoring 2015 UCD GradPathways_slides & handoutEntering Mentoring 2015 UCD GradPathways_slides & handout
Entering Mentoring 2015 UCD GradPathways_slides & handout
 
Unconscious Bias in the STEM Disciplines
Unconscious Bias in the STEM DisciplinesUnconscious Bias in the STEM Disciplines
Unconscious Bias in the STEM Disciplines
 
Getting into grad school_2015-07_slides & handout
Getting into grad school_2015-07_slides & handoutGetting into grad school_2015-07_slides & handout
Getting into grad school_2015-07_slides & handout
 
Mentoring Up_Steve Lee_UC Berkeley_2015-07_slides & handout
Mentoring Up_Steve Lee_UC Berkeley_2015-07_slides & handoutMentoring Up_Steve Lee_UC Berkeley_2015-07_slides & handout
Mentoring Up_Steve Lee_UC Berkeley_2015-07_slides & handout
 
Mentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handout
Mentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handoutMentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handout
Mentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handout
 
Guide on Getting into Grad School 2015-07
Guide on Getting into Grad School 2015-07Guide on Getting into Grad School 2015-07
Guide on Getting into Grad School 2015-07
 
Entering Mentoring 2015 Caltech postdocs
Entering Mentoring 2015 Caltech postdocsEntering Mentoring 2015 Caltech postdocs
Entering Mentoring 2015 Caltech postdocs
 
Career Planning for STEM Postdocs and PhD Students
Career Planning for STEM Postdocs and PhD StudentsCareer Planning for STEM Postdocs and PhD Students
Career Planning for STEM Postdocs and PhD Students
 
Research on success in research
Research on success in researchResearch on success in research
Research on success in research
 
Sticky Scientific Presentations_Steve Lee_AISES 2015-03_slides and handout
Sticky Scientific Presentations_Steve Lee_AISES 2015-03_slides and handoutSticky Scientific Presentations_Steve Lee_AISES 2015-03_slides and handout
Sticky Scientific Presentations_Steve Lee_AISES 2015-03_slides and handout
 
Mentoring 360_AISES 2015 03_Steve Lee_slides and handout
Mentoring 360_AISES 2015 03_Steve Lee_slides and handoutMentoring 360_AISES 2015 03_Steve Lee_slides and handout
Mentoring 360_AISES 2015 03_Steve Lee_slides and handout
 
Sticky scientific presentations - Steve Lee UC Davis 2014
Sticky scientific presentations - Steve Lee UC Davis 2014Sticky scientific presentations - Steve Lee UC Davis 2014
Sticky scientific presentations - Steve Lee UC Davis 2014
 
Succeeding through your strengths & failures ABRCMS 2014
Succeeding through your strengths & failures ABRCMS 2014Succeeding through your strengths & failures ABRCMS 2014
Succeeding through your strengths & failures ABRCMS 2014
 
Research on Success: Grit, growth mindset, and the marshmallow test
Research on Success: Grit, growth mindset, and the marshmallow testResearch on Success: Grit, growth mindset, and the marshmallow test
Research on Success: Grit, growth mindset, and the marshmallow test
 

Recently uploaded

Practical Research 1, Lesson 5: DESIGNING A RESEARCH PROJECT RELATED TO DAILY...
Practical Research 1, Lesson 5: DESIGNING A RESEARCH PROJECT RELATED TO DAILY...Practical Research 1, Lesson 5: DESIGNING A RESEARCH PROJECT RELATED TO DAILY...
Practical Research 1, Lesson 5: DESIGNING A RESEARCH PROJECT RELATED TO DAILY...Katherine Villaluna
 
11 CI SINIF SINAQLARI - 1-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 1-2023-Aynura-Hamidova.pdf11 CI SINIF SINAQLARI - 1-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 1-2023-Aynura-Hamidova.pdfAynouraHamidova
 
DISCOURSE: TEXT AS CONNECTED DISCOURSE
DISCOURSE:   TEXT AS CONNECTED DISCOURSEDISCOURSE:   TEXT AS CONNECTED DISCOURSE
DISCOURSE: TEXT AS CONNECTED DISCOURSEMYDA ANGELICA SUAN
 
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
 
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAYSOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAYGloriaRamos83
 
11 CI SINIF SINAQLARI - 5-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 5-2023-Aynura-Hamidova.pdf11 CI SINIF SINAQLARI - 5-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 5-2023-Aynura-Hamidova.pdfAynouraHamidova
 
Decision on Curriculum Change Path: Towards Standards-Based Curriculum in Ghana
Decision on Curriculum Change Path: Towards Standards-Based Curriculum in GhanaDecision on Curriculum Change Path: Towards Standards-Based Curriculum in Ghana
Decision on Curriculum Change Path: Towards Standards-Based Curriculum in GhanaPrince Armah, PhD
 
spring_bee_bot_creations_erd primary.pdf
spring_bee_bot_creations_erd primary.pdfspring_bee_bot_creations_erd primary.pdf
spring_bee_bot_creations_erd primary.pdfKonstantina Koutsodimou
 
2.22.24 Black Nationalism and the Nation of Islam.pptx
2.22.24 Black Nationalism and the Nation of Islam.pptx2.22.24 Black Nationalism and the Nation of Islam.pptx
2.22.24 Black Nationalism and the Nation of Islam.pptxMaryPotorti1
 
Creative, Technical, and Academic Writing
Creative, Technical, and Academic WritingCreative, Technical, and Academic Writing
Creative, Technical, and Academic WritingMYDA ANGELICA SUAN
 
GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS LỚP 11 (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) N...
GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS LỚP 11 (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) N...GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS LỚP 11 (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) N...
GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS LỚP 11 (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) N...Nguyen Thanh Tu Collection
 
2.20.24 The March on Washington for Jobs and Freedom.pptx
2.20.24 The March on Washington for Jobs and Freedom.pptx2.20.24 The March on Washington for Jobs and Freedom.pptx
2.20.24 The March on Washington for Jobs and Freedom.pptxMaryPotorti1
 
Nzinga Kika - The story of the queen
Nzinga Kika    -  The story of the queenNzinga Kika    -  The story of the queen
Nzinga Kika - The story of the queenDeanAmory1
 
A TEXTBOOK OF INTELLECTUAL ROPERTY RIGHTS
A TEXTBOOK OF INTELLECTUAL ROPERTY RIGHTSA TEXTBOOK OF INTELLECTUAL ROPERTY RIGHTS
A TEXTBOOK OF INTELLECTUAL ROPERTY RIGHTSDr.M.Geethavani
 
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdfDr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdfDr.Florence Dayana
 
VPEC BROUCHER FOR ALL COURSES UPDATED FEB 2024
VPEC BROUCHER FOR ALL COURSES UPDATED FEB 2024VPEC BROUCHER FOR ALL COURSES UPDATED FEB 2024
VPEC BROUCHER FOR ALL COURSES UPDATED FEB 2024avesmalik2
 
BTKi in Treatment Of Chronic Lymphocytic Leukemia
BTKi in Treatment Of Chronic Lymphocytic LeukemiaBTKi in Treatment Of Chronic Lymphocytic Leukemia
BTKi in Treatment Of Chronic Lymphocytic LeukemiaFaheema Hasan
 
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptxBBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptxProf. Kanchan Kumari
 

Recently uploaded (20)

Practical Research 1, Lesson 5: DESIGNING A RESEARCH PROJECT RELATED TO DAILY...
Practical Research 1, Lesson 5: DESIGNING A RESEARCH PROJECT RELATED TO DAILY...Practical Research 1, Lesson 5: DESIGNING A RESEARCH PROJECT RELATED TO DAILY...
Practical Research 1, Lesson 5: DESIGNING A RESEARCH PROJECT RELATED TO DAILY...
 
11 CI SINIF SINAQLARI - 1-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 1-2023-Aynura-Hamidova.pdf11 CI SINIF SINAQLARI - 1-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 1-2023-Aynura-Hamidova.pdf
 
Capter 5 Climate of Ethiopia and the Horn GeES 1011.pdf
Capter 5 Climate of Ethiopia and the Horn GeES 1011.pdfCapter 5 Climate of Ethiopia and the Horn GeES 1011.pdf
Capter 5 Climate of Ethiopia and the Horn GeES 1011.pdf
 
DISCOURSE: TEXT AS CONNECTED DISCOURSE
DISCOURSE:   TEXT AS CONNECTED DISCOURSEDISCOURSE:   TEXT AS CONNECTED DISCOURSE
DISCOURSE: TEXT AS CONNECTED DISCOURSE
 
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...
 
Lipids as Biopolymer
Lipids as Biopolymer Lipids as Biopolymer
Lipids as Biopolymer
 
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAYSOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
SOCIAL JUSTICE LESSON ON CATCH UP FRIDAY
 
11 CI SINIF SINAQLARI - 5-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 5-2023-Aynura-Hamidova.pdf11 CI SINIF SINAQLARI - 5-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 5-2023-Aynura-Hamidova.pdf
 
Decision on Curriculum Change Path: Towards Standards-Based Curriculum in Ghana
Decision on Curriculum Change Path: Towards Standards-Based Curriculum in GhanaDecision on Curriculum Change Path: Towards Standards-Based Curriculum in Ghana
Decision on Curriculum Change Path: Towards Standards-Based Curriculum in Ghana
 
spring_bee_bot_creations_erd primary.pdf
spring_bee_bot_creations_erd primary.pdfspring_bee_bot_creations_erd primary.pdf
spring_bee_bot_creations_erd primary.pdf
 
2.22.24 Black Nationalism and the Nation of Islam.pptx
2.22.24 Black Nationalism and the Nation of Islam.pptx2.22.24 Black Nationalism and the Nation of Islam.pptx
2.22.24 Black Nationalism and the Nation of Islam.pptx
 
Creative, Technical, and Academic Writing
Creative, Technical, and Academic WritingCreative, Technical, and Academic Writing
Creative, Technical, and Academic Writing
 
GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS LỚP 11 (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) N...
GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS LỚP 11 (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) N...GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS LỚP 11 (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) N...
GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS LỚP 11 (CẢ NĂM) THEO CÔNG VĂN 5512 (2 CỘT) N...
 
2.20.24 The March on Washington for Jobs and Freedom.pptx
2.20.24 The March on Washington for Jobs and Freedom.pptx2.20.24 The March on Washington for Jobs and Freedom.pptx
2.20.24 The March on Washington for Jobs and Freedom.pptx
 
Nzinga Kika - The story of the queen
Nzinga Kika    -  The story of the queenNzinga Kika    -  The story of the queen
Nzinga Kika - The story of the queen
 
A TEXTBOOK OF INTELLECTUAL ROPERTY RIGHTS
A TEXTBOOK OF INTELLECTUAL ROPERTY RIGHTSA TEXTBOOK OF INTELLECTUAL ROPERTY RIGHTS
A TEXTBOOK OF INTELLECTUAL ROPERTY RIGHTS
 
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdfDr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
 
VPEC BROUCHER FOR ALL COURSES UPDATED FEB 2024
VPEC BROUCHER FOR ALL COURSES UPDATED FEB 2024VPEC BROUCHER FOR ALL COURSES UPDATED FEB 2024
VPEC BROUCHER FOR ALL COURSES UPDATED FEB 2024
 
BTKi in Treatment Of Chronic Lymphocytic Leukemia
BTKi in Treatment Of Chronic Lymphocytic LeukemiaBTKi in Treatment Of Chronic Lymphocytic Leukemia
BTKi in Treatment Of Chronic Lymphocytic Leukemia
 
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptxBBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
 

Entering Mentoring Part 1 Communication at CalTech

  • 1. Steve Lee, PhD Graduate Diversity Officer for the STEM Disciplines University of California, Davis Training the next generation #1: Communicating effectively Caltech Postdoctoral Association May 30, 2014 Entering Mentoring:
  • 2. Core Principles of Mentoring Relationships 2 The BIG Picture: Communication Aligning expectations Assessing understanding Addressing diversity Fostering independence Promoting professional development Ethics
  • 3. Our workshops will address: Communicating Effectively: Assessing and applying your communication strengths Design a Project for your Mentee: Aligning goals and expectations Addressing Diversity Fostering Independence 3 Resources from the University of Wisconsin’s Entering Mentoring Parts 1-2 Today Part 3 Part 4
  • 4. Group Discussion Introduce yourselves to each other, then discuss: 1. When you began research, what was a particular challenge that you faced? 2. How did a particular mentor (broadly defined) help you as you began research? 4
  • 5. Challenges in starting research not getting feedback in timely not getting positive feedback left alone lack of role model imposter syndrome lack of big picture lack of resources, funding, equipment, exploitation unknown expectations 5 Group responses:
  • 6. Guidance from mentors side mentor positive encouragement great expert; helped to move beyond their expertise treated whole person; remembering personal life asked about family regularly; caring for family fatherly chats; not being afraid of failures hands on; learned by example enouraged networking; introducing colleagues cared about next steps helped priorities realized they’re introverts free networking opportunities listening to progress 6 Group responses:
  • 7. Why do we have trouble communicating effectively? Communication can be challenging when: (Group responses) providing feedback or advice addressing cross-disciplinary topics resolving conflicts when mentor is busy cultural differences; language barriers “noise”; lack of eye contact difficulties from email preoccupied with supervisor’s impressions assumptions approachability; cold or aloof we bring your own experiences and interpretations and projections difficulty assessing mood expectations on different levels or unclear expectations lack of feedback from mentee 7
  • 8. Group Discussion: Case Studies Read the case studies and decide on 1 or 2 cases to discuss in your group 8
  • 9. A key difficulty is realizing our own strengths and weaknesses Much research indicates that we don’t assess ourselves accurately Kruger and Dunning (1999): Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self- Assessments Gallup survey: 97% said their leadership skills are at or above average(!) 9
  • 10. A key communication skill is to develop self-awareness Critical to develop metacognitive skills Self-assessments can significantly improve self-awareness Myers-Briggs type indicators StrengthsFinder myIDP Seven success stories Forty-year vision journaling 10
  • 11. Take the Myers-Briggs test Online free version: www.humanmetrics.com/cgi-win/jtypes2.asp Android or iPhone apps 11 Spend ~10-15 minutes Obtain your 4-letter result and scale Refer to MB tables in handout We’ll discuss your results
  • 12. Four dichotomies of the MBTI 12 How do you prefer: to relate to people? to gather information? to make decisions? to relate to the outside world? Extroverts or E-types Introverts or I-types Sensors or S-types Intuitors or N-types Thinkers or T-types Feelers or F-types Judgers or J-types Perceivers or P-types
  • 13. Common Misconceptions of MBTI “I can’t function as my opposite type” preference ≠ ability “If I know someone’s types, I can predict (or manipulate) their behavior.” knowing their MB types only gives a framework to understand them “I need to find people with the same types to be productive” complementary strengths can help your weaknesses and avoid blind spots 13
  • 14. Myers-Briggs types - Discussion 14 Do the MB results seem to accurately describe yourself? Let’s revisit the case studies Apply your understanding of the Myers- Briggs types to these case studies
  • 15. Take-Home Message Assess yourself and your mentee accurately Adopt a learning stance to understand yourself and your mentee Discuss with your mentee how to strategically apply your assessments to move towards a mutually beneficial relationship. 15 Apply your assessments strategically See Summary Sheet for more.
  • 16. Thanks for your attention! Any questions? 16 ? ? ?
  • 17. 1 Entering Mentoring: Training the next generation #1: Communicating Effectively Steve Lee, PhD Graduate Diversity Officer for the STEM Disciplines UC Davis stnlee@ucdavis.edu Caltech Postdoctoral Association May 30, 2014 Core Principles in Mentoring Relationships 1. Maintaining Effective Communication: Good communication is a key element of any relationship and a mentoring relationship is no exception. It is critical that mentors and mentees seek to understand their own and the other’s communication styles, and take time to practice communication skills. 2. Aligning Expectations: Another key element of effective mentor-mentee relationships is a shared understanding of what each person expects from the relationship. Problems and disappointment between mentors and mentees often arise from misunderstandings about expectations. Importantly, expectations change over time, so reflection, clear communication and realignment of expectations are needed on a regular basis. 3. Assessing Understanding: Determining what you understand as well as if someone truly understands you is not easy, yet is critical to a productive mentor-mentee relationship. Developing strategies to self-assess and assess others’ understanding is an important part of being an effective mentor and mentee. 4. Addressing Equity and Inclusion: Diversity, along a range of dimensions, offers both challenges and opportunities to any relationship. Learning to identify, reflect upon, learn from, and engage with diverse perspectives is critical to forming and maintaining an effective mentoring relationship. 5. Fostering Independence: An important goal in any mentoring relationship is helping the mentee become independent; yet defining what an independent mentee knows and can do is not often articulated by either the mentor or the mentee. Identifying milestones toward independence and setting goals are key strategies to fostering independence in a mentoring relationship. 6. Promoting Professional Development: The ultimate goal of most mentoring situations is to enable the mentee to identify and achieve some academic and professional outcomes after the training period. It is the responsibility of both the mentor and mentee to identify and articulate these goals and to strive towards them together. 7. Ethics: Mentors and mentees must engage in and model ethical behavior, while openly discussing issues dealing with grey areas. Moreover, it can be important to acknowledge when a mentoring relationship includes an unequal power dynamic and any additional ethical considerations it raises.
  • 18. 2 Group Discussion Please think back and reflect on your time as you began conducting research, and discuss these two questions within your groups. 1. When you began conducting research, what was a particular challenge that you faced? The challenge could be from academic coursework, a technical skill in the lab, a working relationship, or anything related to your first research experience. 2. As you began conducting research, how did a particular mentor help you address a difficulty? Feel free to consider a broad range of mentors, from your research professor or PI, an informal mentor, a peer, or anyone who helped you significantly as you began conducting research. (These two questions do not need to deal with the same challenge, but they may.) The purpose of this exercise is to help us remember and reflect about your first experiences in research, and how mentors can impact (positively or negatively) our experiences. This exercise should also help place ourselves in the shoes of a typical undergraduate student who is learning how to navigate their summer research experience, and how a research mentor can help, or hinder, their progress. Group Discussion: Case Studies 1. (from Entering Mentoring, p 32) An experienced undergraduate researcher was constantly seeking input from the mentor on minor details regarding his project. Though he had regular meetings scheduled with the mentor, he would bombard her with several e-mails daily or seek her out anytime she was around, even if it meant interrupting her work or a meeting that was in progress. It was often the case that he was revisiting topics that had already been discussed. This was becoming increasingly frustrating for the mentor, since she knew the student was capable of independent work (having demonstrated this during times she was less available). The mentor vented her frustration to at least one other lab member and wondered what to do. • What might you do if you were the mentor in this situation? • What do you think may be occurring from the undergraduate students’ perspective? What might explain his behavior? 2. (from Entering Mentoring, p 22) I mentored an undergraduate student who came from another university for the summer. I explained the project to him and taught him how to make media and grow bacteria. Because my professor and I did not think he had sufficient genetics background for a molecular project, we gave him a microbiology project. He was very quiet for the first ten days of the project and then he went to my adviser and complained about the project. He said he wanted a project “like Mark’s.” Mark was a student with a strong genetics background and his project was to clone and sequence a gene. My adviser insisted that my mentee keep the project I had designed for him, but the student became sulky. As the summer went on and he didn’t get any of his experiments to work, I began to wonder if he understood what we were doing or even cared about it. • How would you respond to this situation? • What might you do to avoid this type of scenario?
  • 19. 3 3. (from Entering Mentoring, p 33) A postdoc mentor was frustrated because her student was not running successful experiments. While the undergraduate had great enthusiasm for the project, each experiment failed because of some sloppy error—forgetting to pH the gel buffer, forgetting to add a reagent to a reaction, or forgetting to turn down the voltage on a gel box. After a month of discussions, and careful attempts to teach the student habits that would compensate for his forgetfulness, the postdoc was ready to give up. She spoke with her adviser and asked for advice, hoping that she could fix the problem and start getting useful data from her undergraduate. The adviser offered to work with the undergraduate mentee. When the undergraduate walked into his office, the faculty member said, “I hear you’re a slob in the lab. You gotta clean up your act if we’re going to get any data out of you.” Seeing the crushed and humiliated look on the undergraduate’s face, he quickly added, “I’m a slob too—that’s why I’m in here pushing papers around and not in the lab doing the hard stuff like you guys!” • What might you do if you were the postdoc mentor in this situation? • How might you provide effective feedback for the undergrad student, so that he improves? 4. (from Entering Mentoring, p 69) “The biggest challenge I’ve encountered so far as a mentor was learning to work closely with someone whose personality and mannerisms are very different from my own. In my first interview with her, my student described herself as very laid-back and mentioned that she frustrates her parents with her “everything will take care of itself” attitude. This is a stark contrast to my personality and I find myself at times frustrated with her different work ethic.” • Do you resonate with this type of statement? Why or why not? • Have you encountered people with this type of perspective? 5. (from Entering Mentoring, p 57) “I had an undergraduate student in my lab who didn’t seem very bright and I doubted that he would make it as a scientist. I encouraged him to move on. The next time I saw him, he was receiving an award for outstanding undergraduate research that he did in another lab. I was surprised. The next time I encountered him was when I opened a top-notch journal and saw a paper with him as first author. I was impressed. Next I heard, he had received his PhD and was considered to be a hot prospect on the job market. A couple of years later, I had a graduate student who was incredible bright and a wonderful person, but wasn’t getting anything done. I had tried all of my mentoring tricks, and then borrowed some methods from others. In a fit of frustration, I encouraged the student to take a break from the lab and think about what to do next. While she was taking her break, she received an offer to complete her PhD in another lab. She did, published a number of highly regarded papers, landed a great postdoc, and is now a well-funded faculty member at a major research university. These experiences have made me realize the power of the “match.” The student, the lab, and the advisor have to be well matched, and all fit has to come together at the right time in the student’s life. I can’t be a good advisor to all students, and where I fail, someone else may succeed. It reminds me to be humble about mentoring, not to judge students, and never predict what they can’t do. Happily, they will surprise you!” • Do you resonate with this type of statement? Why or why not?
  • 20. 4 Summary of the Myers-Briggs Type Indicators (MBTI) How do you prefer to: relate to people? Extroverts gain energy from others. Introverts gain energy from within themselves. gather information? Sensors gather info from their physical senses. Intuitors gather info from abstract ideas. make decisions? Thinkers decide based upon logic. Feelers decide based upon people and values. relate to the outside world? Judgers see structure. Perceivers see possibilities. 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 enduring ideas • Have a natural tendency to think and work alone Sensing Types • Have a mastery of the facts and attention to details • 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 • Able to analyze and solve problems with logic and reason • 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; spontaneous • Strive to keep things open so new information may be gathered • Appreciate the need for spontaneity and exploration at work
  • 21. 5 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
  • 22. 1 Entering Mentoring: Training the next generation Summary Sheet Steve Lee, PhD Graduate Diversity Officer for the STEM Disciplines UC Davis stnlee@ucdavis.edu Caltech Postdoctoral Association May 30, 2014 Core Skills in Entering Mentoring Assess Apply 1. Communicating Effectively • Develop metacognitive skills to assess your own communication style and preferences, using for example, the Myers-Briggs Type Indicators, StrengthsFinder, etc. • Suggest your mentee to take a self- assessment test and share results. o Discuss potential challenges, blind spots, etc • Identify similarities and challenges to communicating with your mentee. • Determine your main preferred mode of communication (face-to- face, phone, or email), and how you might communicate during emergencies. • Determine how often you will meet or check in with your mentee. • Request your mentee’s input, as you face communication difficulties. • Prepare for meetings by articulating specifically what you want to get out of the meeting. • Determine how you will follow up after meetings with your mentee (e.g. by email, Google docs, etc) 2. Aligning Goals and Expectations • Determine your own goals and expectations for: o the research project, and o the mentoring relationship. • Ask your mentee for his/her goals and expectations. • Ask your mentee about their past experiences in research and mentoring relationships. • Learn about SMART goals, and how to develop them with your mentee. • Share your own expectations with your mentee regarding: o the research project, and o the mentoring relationship. • Write down the shared goals and expectations and revisit them. • If possible, use a mentor-mentee contract to formalize these expectations. • Work with your mentee to develop SMART goals and to check their progress.
  • 23. 2 Resources: ● Branchaw, Janet; Pfund, Christine; and Rediske, Raelyn. Entering Research: A Facilitator's Manual. New York, NY: W. H. Freeman and Company, 2010. ○ A valuable resource for undergrads beginning in research ● Handelsman, Jo; Pfund, Christine; Lauffer, Sarah; and Pribbenow, Christine. Entering Mentoring: A Seminar to Train a New Generation of Scientists. Madison, WI: University of Wisconsin Press, 2005. ○ A source for many of the concepts and case studies for these workshops. ○ A free pdf of this is available online. ○ A new edition is coming out in summer 2014 ● Lee, Steve; McGee, Rick; Pfund, Christine; Branchaw, Janet. “Mentoring Up”: Learning to Manage Your Mentoring Relationships. Book chapter has been accepted for The Mentoring Continuum: From Graduate School Through Tenure, Wright, Glenn, ed. Syracuse University Press. ● Myers-Briggs Resources: ○ Success Types in Medical Education by John Pelley ─ http://www.ttuhsc.edu/SOM/success/ ○ Jennifer Rousseau Sedlock ─ www.jenniferspeaks.com ○ David Keirsey’s Please Understand Me II (1998) ● Rath and Conchie, Strengths Based Leadership (2009) ○ contains the StrengthsFinder test, which is another good self-assessment tool ● The slides and handouts from this workshop are available in my account in Slideshare.net.