Mentoring Basic Scientists
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Transcript of Mentoring Basic Scientists
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Mentoring Basic Scientists
Michael J. Zigmond, PhDDepartments of Neurology
And NeurobiologyUniversity of Pittsburgh
May 4, 2012
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• “A tree planted in a clearing of an old forest will grow more successfully than one planted in an open field.”-The Mentor’s Guide; Lois J. Zachary
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Michael J. Zigmond
MENTORS
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Acknowledgements• Beth Fischer
• Susan McCarthy• Craig Wilcox• Pat Kroboth
• National Academy of Science– Advisor, Teacher, Role Model, Friend (1997)– Enhancing the Postdoctoral Experience (2000)
• Many other sources (see our bibliography)
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Outline
• Getting ready• Habits of effective mentors• Making a mentoring program work
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Supervisors vs. Advisors vs. Mentors
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Supervisors vs. Advisors vs. Mentors
Individual Charge
• Supervisor: Employee (e.g., technician)• Advisor: Trainee (e.g., undergrad, postdoc)• Mentor: One in whom you take deep
interestMentor was a wise and trusted counselor
to Telmachus, son of Odysseus.
- Homer
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Supervisors vs. Advisors vs. Mentors
Individual Charge
• Supervisor: Employee (e.g., technician)• Advisor: Trainee (e.g., undergrad, postdoc)• Mentor: One in whom you take deep
interestObjective:
To be better mentor to all your trainees,staff, and other faculty
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Why care?
• It may enhance your career• It may be in the public interest• It is probably the right thing to do• It will feel good!
Good mentoring research grants advancement
knowledge
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Getting ready
• Do some reading• Talk to seasoned mentors• Try some role playing
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Getting ready
• Get to know yourself– What type of individual would you enjoy mentoring?– How much time will devote to it?– Will you follow through?
• Do not promise more than you will give!
And also…
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1. Start with insights fromown experience
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1. Start with insights fromown experience
What made a good mentor for you?
• Compatible personality• Availability• Honesty• Respect• Experience
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2. Select mentee with care
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2. Select mentee with care
Characteristics• Personality• Academic interests• Gender• Race/ethnicity• Background• Affiliation• Level of perceived need
Corollary:Good mentoring requires
a mentoring team
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3. Give and seek feedback
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3. Give and seek feedback
• Agree on expectations– Format– Topics– Frequency– Duration– Rules of confidentiality
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3. Give and seek feedback
• Agree on expectations• Listen, assess, develop plan• Provide useful ongoing feedback• Praise in public; criticize in private• Aim to facilitate, not dictate• Allow for learning by trial and error• Encourage mentee to train you
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4. Be honest
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4. Be honest
• What does it take to succeed?– Skills
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What are some of the critical skills?
• Research and clinical skills• Communication skills• Grant writing• Teaching, mentoring, and supervising• Conflict resolution• Time and stress management• Additional interpersonal skills: Collegiality
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Achieving collegiality
• Seek out new people• Involve mentors• Anticipate questions• Practice conversations• Know some current events• Shy? Attend Toastmasters
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http://musc.toastmastersclubs.org/
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4. Be honest
• What does it take to succeed?– Skills– Network– Achievements– Effort
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How hard to work?
sleep food travel rec. free.
Remaining
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How hard to work?
sleep 56food 14travel 6rec. 6free. 16
Remaining
sleep
foodmisc.travel
recreation
remaining
168 hours/week
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How hard to work?
sleep 56food 14travel 6rec. 6free. 16
Remaining 70
sleep
foodmisc.travel
recreation
remaining
168 hours/week
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4. Be honest
• What does it take to succeed?• What types of careers are available?
– Research• University• Industry
– Teaching– Public policy– Science writing
…& many others
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You are going to be a what?
Don’t allow tor-menting!
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4. Be honest
• What does it take to succeed?• What types of careers are available?• What is likelihood mentee will achieve goal?
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4. Be honest
• What does it take to succeed?• What types of careers are available?• What is likelihood mentee will achieve goal?
But help them trust in themselves!
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Henry Aaron Hill
August Wilson Albert EinsteinMarie Curie
SantiagoRamón y Cajal
You!
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5. Help them plan
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5. Help them plan
• Start with critical objective
...then work backward• Develop concrete plan• Set milestones
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1. courses
2. exams taken
3. experiments
4. pubs submitted
5. thesis defended
1st 2nd 3rd
01 1 1
02 1 3 2
03 4 3 3
04 4 3
05 4 5
QYr
Developing a plan for graduate work
Start with critical objective and work backward
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6. Help them advance
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• Promote their work • Provide them with experience• Help them network• Advocate and protect • Recommend them
– Jobs– Awards– Speakers– Reviewers
6. Help them advance
But do notexaggerate!
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• Promote their work • Provide them with experience• Help them network• Advocate and protect • Recommend them• Help them move on to greater independence
– Review career plans periodically– Provide feedback on ideas, mss, proposals– Ease the transition…especially if leaving you!
6. Help them advance
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7. Lead by example
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7. Lead by example
• Set high goals & work hard• Excel at what you do• Be a lifelong learner• Seek 360o of feedback• Behave respectfully & responsibly• Be optimistic
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“The same people who told me the stork
brought me, are making me stand here
for lying”
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Constructing a mentoringprogram that works
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Constructing a mentoringprogram that works
• What would it look like? – Training for mentor and mentee– Careful matching– Regular assessment
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Constructing a mentoringprogram that works
• What would it look like?• What would be the incentives?
– Include assessment in annual progress reports– Take into consideration is annual evaluations
• Letters of evaluation• Salary raises
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Constructing a mentoringprogram that works
• What would it look like?• What would be the incentives?
– Include assessment in annual progress reports– Take into consideration is annual evaluations– Create meaningful awards for good mentoring
• Visible and audible• Monetary
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Outline
• Getting ready• Habits of effective mentors• Making a mentoring program work
Good mentoring will change lives…including your own!