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.

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10. PROBABILITY OF SUCCESS
DECISION
QUALITY
COORDINATION CONFLICT
MANAGEMENT
Dierdorff & Rubin, March 2015 HBR.ORG
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awareness
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awareness
teams
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20. 1
Entering Mentoring:
Training the next generation
Steve Lee, PhD
Graduate Diversity Officer for the STEM Disciplines
stnlee@ucdavis.edu
September 28, 2015
Main Topics:
1. Group Discussions around case studies dealing with mentoring relationships
2. Communicating Effectively
3. Aligning Expectations
Part 1: Group Discussions around case studies dealing with mentoring relationships
A. Group Discussion: Ice-Breaker
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 student who is learning how to navigate an early research
experience, and how a research mentor can help, or hinder, their progress.
B. Group Discussion: Case Studies
1. Lack of independence from new mentee (from Entering Mentoring, p 32)
● An experienced undergraduate researcher was constantly seeking input from the grad student
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 another lab member and
wondered what to do.
○ What do you think may be occurring from the undergraduate students’ perspective? What might
explain his behavior?
○ What might you do if you were the mentor in this situation?

21. 2
2. Choosing research topics (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 or address this type of scenario?
3. Selecting research projects (from Entering Mentoring, p 23)
● I am a grad student in a large lab. A week ago, an undergraduate student joined me to do an
independent summer research project. He really wanted to come to our lab and aggressively sought
us out, which I assumed was because of our field of research. He had seen presentations about our
lab’s research and had read some of our major papers, so he knew what we worked on. This young
man was clearly intelligent, and he knew what he wanted out of a research experience. He was exactly
the type of student I would love to see go to graduate school. Moreover, he was a first-generation
college student.
● My adviser and I came up with two aspects of my research compatible with the undergraduate’s
interests that would be feasible for him to work on in the short, eight-week summer session. When he
arrived, I presented the two ideas to him, gave him several papers to read, and told him to let me
know by the end of the week which project he preferred. He seemed lukewarm about both projects
and, when he returned the next day, he enthusiastically presented his idea for a different project. It
was related to what we do, but branched into a field that my adviser was not funded for and about
which I knew little. I didn’t want to squash his enthusiasm, and wanted to reinforce his creativity and
independence, but I felt overwhelmed by the prospect of learning an entirely new field in order to
advise him well. Moreover, my adviser was concerned that the agency that funds our work would
likely not be supportive of this new area from another lab. With only seven weeks of the summer
research program remaining before his poster presentation, I was stumped.
○ How would you respond to this situation?
4. Different personalities and selecting mentees (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?
○ How might you select mentees to avoid potential personality conflicts?

22. 3
5. Wondering whether to ask (from Entering Mentoring, p 69)
● Last summer I worked with a fantastic undergraduate mentee. She was very intelligent and generated
a fair amount of data directly relevant to my thesis project. I think that she had a positive summer
research experience, but there are a few questions that still linger in my mind. This particular mentee
was an African-American woman from a small college. I always wondered how she felt on a big
university. I also wondered how she felt about being the only African-American woman in our lab. In
fact, she was the only African-American woman in our entire department that summer. I wanted to
ask her how she felt, but I worried that it might be insensitive or politically incorrect to do so. I never
asked. I still wonder how she felt and how those feelings may have affected her experience.
○ Would you have asked her about her experience as the only African-American woman (or some
other minority group) in the department? If so, how would you have approached her?
6. A slob in the lab (from Entering Mentoring, p 33)
● A grad student 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 grad student 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 grad student mentor in this situation?
○ How might you provide effective feedback for the undergrad student, so that he improves?
7. The power of the “match” in mentoring relationships (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

23. 4
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?
8. Aligning expectations and multiple mentors (from Entering Mentoring, pp 35-36)
● My adviser accepted a student for an undergraduate research experience without asking any of us
graduate students if we had time for her. She was assigned to the most senior graduate student for
mentoring, but he was in the process of writing his dissertation and had no time to help her with a
project. He asked me if I would take her on and have her help me with my research project. I agreed,
assuming that I was now her mentor and not understanding that she was expected to produce a
paper and give a presentation on her research at the end of the summer.
● We worked together well initially as I explained what I was doing and gave her tasks that taught her
the techniques. She didn’t ask many questions, nodded when I asked if she understood, and gave
fairly astute answers when asked to explain the reason for a particular method.
● However, I became frustrated as the summer progressed. Instead of asking me questions, she went to
the senior graduate student for help on my project. He did not know exactly what I was doing, but
didn’t let me know when he and she were meeting. He even took her in to our adviser to discuss the
project, but didn’t ask me to be involved. As more of this occurred, the student became quieter
around me, didn’t want to share what she had done while I was out of the lab, and acted as though
there was a competition with me for obtaining the sequence, rather than it being a collaborative
effort.
● I didn’t think too much about this and didn’t recognize the conflict. She obviously didn’t like sharing
the project with me, which was even more evident when she wrote the paper about our research
without including my name. She didn’t want to give me a copy of the draft to review and I only
obtained a copy by cornering the senior graduate student after I overheard them discussing the
methods section and asked for a copy. I wasn’t provided a final version of the paper nor was I
informed of when or where she was presenting the research until two days before her presentation
when I happened to see her practicing it with the senior student.
● I felt very used throughout the process and disappointed that I didn’t see what was occurring and
address it sooner. In fact, I am not sure if addressing it would have solved the problems I had—being
stuck in between a student and the person she saw as her mentor. The difficult thing, for me at least,
is identifying that there is a problem before it is too late to bow out or to bring all parties to the table
to discuss a different approach to the mentoring. Do you have any suggestions for me? I don’t ever
want to encounter this again and would like to head it off as soon as I can recognize that it is
occurring. ”
○ If you were the student in this case, how would you feel?
○ What were some of the hidden goals and expectations for each person in this case? Underline
the specific hidden goals and expectations in the text above.
○ What could things have been done differently to have avoided the problems?
9. Ethics (from Entering Mentoring, pp 37-38)
● Your mentee, James, is a new student who has grand aspirations of one day becoming a famous
scientist. He has participated in science fair opportunities since the seventh grade. He has taken the
advice of educational professionals to gain research experience in order to make his grad school

24. 5
application look distinguished. He recently has asked if he can do a summer project in your lab and
submit an abstract for a conference presentation and travel award. You are asked to be listed on the
abstract for the project as a co-author. Because of divergent timelines for the summer program and
abstract deadlines, the abstract is due before the experimental work is completed.
● Near the end of the summer program, you notice that he has not really been in the lab doing the
work. When you question him, he is vague about what he is doing. It is unclear that he is doing
anything at all. Later, his poster presentation at the conference wins him a first-place award. You have
the uncomfortable feeling that he has not finished the work and he fabricated results.
○ How do you feel toward this student?
○ What would/could you do next?
○ When do you need to do these actions?
○ What are some possible actions to avoid this type of situation?
10. Trust and Ethics (from Entering Mentoring, p 34)
● As a graduate student, I supervised an undergraduate in a summer research program. At the end of
the summer, my adviser said we should publish a paper that included some of the work done by the
undergraduate. I got nervous because I thought I could trust the undergraduate, but I wasn’t totally
sure. He seemed very eager to get a particular answer and I worried that he might have somehow
biased his collection of data. I didn’t think he was dishonest, just overeager.
○ My question is: should I repeat all of the student’s experiments before we publish? Ultimately,
where do we draw the line between being trusting and not knowing what goes into papers with
our names on them?
11. An Important Mentor (from Entering Mentoring, p 63-64)
● One of my most important mentors was Howard Temin. He had received the Nobel Prize a few years
before I met him, but I didn’t discover that until I had known him for a while and I never would have
guessed, because he was so modest. Many aspects of science were far more important to Howard
than his fame and recognition. One of those was young people. When he believed in a young
scientist, he let them know it. As a graduate student, I served with Howard on a panel about the
impact of industrial research on the university. It was the first time I had addressed a roomful of
hundreds of people, including the press. My heart was pounding and my voice quavered throughout
my opening remarks. I felt flustered and out of place. When I finished, Howard leaned over and
whispered, “Nice job!” and flashed me the famous Temin smile. I have no idea whether I did a nice
job or not, but his support made me feel that I had contributed something worthy and that I
belonged in the discussion. I participated in the rest of the discussion with a steady voice.
● When I was an assistant professor, I only saw Howard occasionally, but every time was memorable.
One of the critical things he did for me—and for many other scientists—was to support risky
research when no one else would. Grant panels sneered at my ideas (one called them “outlandish”)
and shook my faith in my abilities. Howard always reminded young scientists that virologists had
resisted his ideas too, and reviews of his seminal paper describing the discovery of reverse
transcriptase criticized the quality of the experiments and recommended that the paper be rejected!
Howard was steadfast in his insistence that good scientists follow their instincts. When my outlandish
idea turned out to be right, I paid a silent tribute to Howard Temin.

25. 6
● Howard showed support in many ways, some of them small but enormously meaningful. He was
always interested in my work and often attended my seminars. When he was dying of cancer, his wife
Rayla, a genetics professor, went home each day to make lunch for him. During that time, I gave a
noon seminar on teaching that Rayla mentioned to Howard. When he heard who was giving the
seminar, he told Rayla to attend it and that he would manage by himself that day. That was the last
gift Howard gave me as a mentor before he died, and it will always live with me as the most important
because it embodied everything I loved about Howard: he was selfless, generous, caring, and
supportive.
● At Howard’s memorial service, students and colleagues spoke about how they benefited, as I had,
from his enormous heart and the support that gave them the fortitude to take risks and fight difficult
battles. Each of us who was touched by Howard knows that he left the world a magnificent body of
science, but to us, his greatest legacy is held closely by the people who were lucky enough to have
been changed by his great spirit.
○ What were some important features of the mentor? How would you describe Howard’s
mentorship?
○ What were the benefits and consequences for the mentee from Howard’s mentoring?
12. The “other” case study
● Do you have a case study or topic that you’d like to address, which isn’t covered in any of the cases
listed above? Feel free to bring up a topic or issue that you’d like to address.

26. 7
Part 2: Communicating Effectively
• 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 are usually the first to react to a sudden event, such as the telephone ringing or
unexpected question.
You easily tell new people about yourself.
You spend your leisure time actively socializing with a group 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 skills & Positive perceptions Underdeveloped skills & Negative perceptions
Extraversion
Active approach
Bring breadth
Introversion
Reflective approach
Bring depth
Extraversion
Hyperactive
Superficial
Introversion
Withdrawn & secretive
Overly serious
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

27. 8
Case study related to Myers-Briggs types (from Steve Lee)
• Joseph has noticed that he’s been having trouble communicating with his undergrad mentee. This is
particularly frustrating for Joseph, because he’s very friendly and gets along with most people. He
has weekly meetings with his student, where he gives her a lot of advice on the research project.
Joseph is aware that he’s communicative and talkative, so he believes that he’s doing a good job with
sharing ideas. His student usually listens and nods attentively, but occasionally she will ask him a
question that surprises him, because Joseph didn’t realize that she didn’t understand that particular
topic. Joseph just wishes that she would share more clearly what she is thinking and needs, so that
they can work better together. But she doesn’t seem to say much during their meetings, and seems
withdrawn from Joseph’s perspective.
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) From the case study, do you think Joseph is an introvert or extrovert? Explain your reasoning,
referring to specific details mentioned in the case study.
3) Do you think the undergrad mentee is an introvert or extrovert? Explain your reasoning.
4) How might Joseph adapt, to work better with his mentee? How can he improve his
understanding of her questions and needs for the research project?
a) How might Joseph use his strengths to help resolve his problem?
b) What underdeveloped type skills (see tables for some ideas) might Joseph need to address as
he considers how to improve the communication with his mentee?
5) How would this relationship differ if Joseph and his mentee had their opposite types? This is a
tough, but important question! Think carefully and hard!
a) How might conflicts and miscommunications arise?
b) How can they effectively address or avoid their conflicts?

28. 9
Part 3: Aligning Expectations - 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,
even if they do not have specific knowledge
of the mentee’s topic
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
program and timetable of research and
study for the mentee
1 2 3 4
The mentor should allow the mentee to
develop the program and timetable of
research and study
6
The mentor should insist on regular
meetings 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
with 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. 10
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 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. 11
Mentoring Competency Assessment (MCA)
https://uwmadison.co1.qualtrics.com/jfe/form/SV_5jMT4fhemifK01n
Please rate how skilled you feel you are in each of the following areas:
Not at all skilled Moderately skilled Extremely skilled
1 2 3 4 5 6 7 n / a
Maintaining effective communication
1 2 3 4 5 6 7 n/a 1. Active listening
1 2 3 4 5 6 7 n/a 2. Providing constructive feedback
1 2 3 4 5 6 7 n/a 3. Establishing a relationship based on trust
1 2 3 4 5 6 7 n/a 4. Identifying and accommodating different communication styles
1 2 3 4 5 6 7 n/a 5. Employing strategies to improve communication with mentees
1 2 3 4 5 6 7 n/a 6. Coordinating effectively with your mentees’ other mentors
Aligning expectations
1 2 3 4 5 6 7 n/a 7. Working with mentees to set clear expectations of the mentoring relationship
1 2 3 4 5 6 7 n/a 8. Aligning your expectations with your mentees’
1 2 3 4 5 6 7 n/a 9. Considering how personal and professional differences may impact expectations
1 2 3 4 5 6 7 n/a 10. Working with mentees to set research goals
1 2 3 4 5 6 7 n/a 11. Helping mentees develop strategies to meet goals
Assessing understanding
1 2 3 4 5 6 7 n/a 12. Accurately estimating your mentees’ level of scientific knowledge
1 2 3 4 5 6 7 n/a 13. Accurately estimating your mentees’ ability to conduct research
1 2 3 4 5 6 7 n/a 14. Employing strategies to enhance your mentees’ knowledge and abilities
Fostering independence
1 2 3 4 5 6 7 n/a 15. Motivating your mentees
1 2 3 4 5 6 7 n/a 16. Building mentees’ confidence
1 2 3 4 5 6 7 n/a 17. Stimulating your mentees’ creativity
1 2 3 4 5 6 7 n/a 18. Acknowledging your mentees’ professional contributions
1 2 3 4 5 6 7 n/a 19. Negotiating a path to professional independence with your mentees
Addressing diversity
1 2 3 4 5 6 7 n/a
20. Taking into account the biases and prejudices you bring to the mentor/mentee
relationship
1 2 3 4 5 6 7 n/a
21. Working effectively with mentees whose personal background is different from
your own (age, race, gender, class, region, culture, religion, family composition etc.)
Promoting professional development
1 2 3 4 5 6 7 n/a 22. Helping your mentees network effectively
1 2 3 4 5 6 7 n/a 23. Helping your mentees set career goals
1 2 3 4 5 6 7 n/a 24. Helping your mentees balance work with their personal life
1 2 3 4 5 6 7 n/a 25. Understanding your impact as a role model
1 2 3 4 5 6 7 n/a 26. Helping your mentees acquire resources (e.g. grants, etc.)

31. 12
References and Resources
• Research Mentor Training
o http://www.researchmentortraining.org/index.aspx
• Beyond “Finding Good Mentors” to “Building and Cultivating Your Mentoring Team”; McGee, R.; Lee, S.;
Pfund, C.; Branchaw, J. book chapter in Advancing Postdoc Women: Guidebook, National Postdoctoral
Association, Belinda Lee Huang, editor, 2015.
o National Postdoc Association website: http://www.npacommunity.org/?page=beyond_mentoring
• “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. (in press)
Part 1: Case Studies
• Handelsman, J.; Pfund, C.; Lauffer, S. M.; Pribbenow, C. “Entering Mentoring: A seminar to train a new
generation of scientists”
o the first edition is available for a free download:
http://www.hhmi.org/sites/default/files/Educational%20Materials/Lab%20Management/entering_mentorin
g.pdf
Part 2: Communicating Effectively
• Kruger, J; Dunning, D. "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, Kruger, et al; Curr Directions Psychol Sci, 2003, 12, 83–87.
• A free, unofficial version of the Myers Briggs Type test
o 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/
• A more thorough explanation of Myers Briggs types and their impact on various relationships
o “Please Understand Me II” by David Keirsey
• StrengthsFinder materials: http://strengths.gallup.com/default.aspx
o I recommend starting with the book “Strengths Based Leadership”, which provides a summary. Buying the
book will also give you a code to take the online test.
• myIDP website: http://myidp.sciencecareers.org/
o IDP = Individual Development Plan
• The Seven Success Stories and Your Forty-Year Vision Exercises
o http://fiveoclockclub.com/exercises-to-analyze-your-past-and-present-the-seven-stories-exercise/
o The seven stories help you to reflect on past patterns of success, and to see if you can replicate those
patterns or circumstances.
o The 40-year vision helps you to dream of your ideal future, and develop specific goals for you to achieve
your dreams
Part 3: Aligning Expectations
• Example Mentor Compacts
o 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
o https://mentoringresources.ictr.wisc.edu/EvalTemplates