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Mentoring and Career Development Lari Wenzel, Ph.D. Professor of Medicine & Public Health Associate Dean for Faculty Development Equity Advisor, School of Medicine What is a mentor? From time of the Greeks: Described by Homer : “Wise and trusted counselor”. Today: Someone who takes a special interest in helping another person develop into a successful professional. Science is an Apprenticeship Importance of role models We learn from others. Much is not written down We can pick and choose who to learn from If you don’t like the way you are treated, remember!. You can choose to behave differently. We learn appropriate conduct from others Our understanding of scientific ethics comes from what we observe in others At the same time, don’t forget that you are also a role model. And your acts teach others. We are all teachers and mentors, no matter what our position is. Example: ? Basic Obligations of the Mentor Oversee appointment Orientation Building trust Education/training Evaluation Career preparation Questions for Discussion Is the thesis advisor/PI always your “mentor” Can you have more than one mentor? How can you find a mentor? Mentoring is a Two Way Street You can and should find your own mentor(s) They can be peers, more senior people, even more junior people Always seek feedback. Take it graciously, humbly and seriously People like to be asked and will be flattered Advice for New Mentors Listen patiently. Build a relationship. Don’t abuse your authority. Share yourself. Provide introductions. Be constructive: Give positive feedback. Don’t be overbearing: Avoid dictating choices. Find your own mentors. Building Respect Take students seriously Don’t dictate answers Be frank and direct Help students develop self esteem Invite other mentors Address fears without belittling Meet on “neutral ground” Mentoring Scenario #1 A white male professor is approached by a black female undergraduate about working in his lab. She is highly motivated, but she worries about academic weaknesses, tells him she is the first member of her family to attend college and asks for his help. He introduces her to a black male colleague and a white female graduate student in related fields who offer to supplement his advice on course work, planning and study habits. He also seeks information about fellowships and training programs and forwards this information to the student. Comments #1 This student already has an essential quality for academic success-motivation. By taking a few wellplanned steps, an alert mentor can help a motivated student initiate a network of contacts, build self-esteem and fill academic gaps. Mentoring Scenario #2 A foreign-born student is reluctant to question his advisor. As a result, the advisor thinks the student lacks a grasp of the subject. The advisor tries to draw out the student through persistent questioning, which the student finds humiliating. Only the student’s determination to succeed prevents him from quitting the program. Comment #2 The student grew up in a country where he learned not to question or disagree with a person in authority. Had the advisor suspected that a cultural difference was at the root of the problem, he might have learned quickly why the student was reluctant to question him. When communication is poor, try to share yourself, listen patiently, and ask the students themselves for help. Mentoring Scenario #3 The male adviser of a female graduate student has not seen her recently. Passing her in the hall, he squeezes her shoulder as he describes concerns about her research. He sends her an e-mail message, inviting her to discuss the project over dinner. She declines the invitation. He learns that she has redirected her work in a way he does not approve of, and he asks her to return to her original plan. He is astonished when she accuses him of sexual harassment. Comment #3 In this case, the adviser erred in touching the student and extending a dinner invitation that could easily be misconstrued. Scenario #4 An undergraduate biology major tells his advisor that he wants to do an ambitious summer research project. The advisor explains that the project will require knowledge of subjects the student has not yet studied. In addition, the student would have no supervision. But the student is adamant, and she relents. Comments #4 The mentor is aware of the potential value of a challenging project; learning what one needs to know is a life skill. And she wants to show respect for the student by honoring his judgment. But in this instance she might be allowing him to begin a project that will yield only frustration. Research that is poorly conceived or unsupervised can even detract from a student’s educational experience. Mentoring Scenario #6 You are the advisor for a postdoctoral fellow whose heart is set on a tenure-track research position at a major university. You feel strongly that s/he lacks the abilities for such a position, but you do not tell him/her, and your letters of recommendation are lukewarm. S/he is angry and confused when numerous applications are turned down. Comments #6 Part of the mentor’s job is to help the mentee find satisfying employment. That is difficult or impossible when the mentee’s goals are not well aligned with abilities. You can best serve the mentee’s interest by discussing this issue frankly and, when appropriate, suggesting alternative goals. Comments #6 b At the same time, be alert for biased assumptions on your part (e.g. Teaching jobs are best for women or he lacks the intuitive instinct of a real researcher. You might not know all there is to know about a student’s abilities or goals; the best you can offer is your own honest, but sometimes limited, perspective. Why do a Postdoc? • Gain experience towards becoming an independent researcher • Other career choices are beginning to require postdoctoral training (pharmaceuticals, industry, teaching institutions) • Enhance one’s research experience • Develop leadership and mentoring skills • Enhance publication record and improve presentation skills • Gain experience in writing (grant proposals, manuscripts) Things to Consider: • Long work hours • Pay and benefits • Altered family life style and financial limitations • Position or status not well defined (not a student, yet not quite a faculty or staff member) Choosing a Postdoc that is Right for You Postdoc Advisor • Rank and reputation • Established PI versus New PI • Publication record • Funding status (funds to support post doc for 2 - 4 yrs) • Training record (where are past trainees today) • Networking skills (“good connections”) • Successful mentoring skills (management style) Responsibilities of a Postdoc Contribute to advisor’s research program: • Publish manuscripts • Collaborations • Teaching and mentoring duties • Participate in peer review of manuscripts Responsibilities of a Postdoc Gain experience to advance in scientific career: • • • • • • Develop good research ethics Teaching/mentoring skills Presentation skills Negotiation skills Lab management Proposal/Grant writing skills Tips for a Successful Postdoc Keep in touch with your advisor: • Meet on a weekly basis • Discuss training goals and career plans 1. What skills need improvement 2. What new skills would you like to learn 3. Where do you want to be in 4 to 5 years • Make a plan for research and publications Tips for a Successful Postdoc cont. Expand your knowledge and experience base: • Plan experiments in terms of manuscript-size studies • Attend seminars • Present research at meetings and departmental seminars • Keep up with current literature • Write the first drafts of your own papers • Volunteer to give oral presentations • Network Pathway to Promotion – Tenure Track Research - 60 – 70% Teaching – 30 – 40% Service – 10% Mentorship ? On to Your Future!!