Mentoring Basic Scientists

Michael J. Zigmond, PhDDepartments of Neurology

And NeurobiologyUniversity of Pittsburgh

May 4, 2012

• “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

Michael J. Zigmond

MENTORS

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)

Outline

• Getting ready• Habits of effective mentors• Making a mentoring program work

Supervisors vs. Advisors vs. Mentors

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

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

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

Getting ready

• Do some reading• Talk to seasoned mentors• Try some role playing

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…

1. Start with insights fromown experience

1. Start with insights fromown experience

What made a good mentor for you?

• Compatible personality• Availability• Honesty• Respect• Experience

2. Select mentee with care

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

3. Give and seek feedback

3. Give and seek feedback

• Agree on expectations– Format– Topics– Frequency– Duration– Rules of confidentiality

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

4. Be honest

4. Be honest

• What does it take to succeed?– Skills

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

Achieving collegiality

• Seek out new people• Involve mentors• Anticipate questions• Practice conversations• Know some current events• Shy? Attend Toastmasters

http://musc.toastmastersclubs.org/

4. Be honest

• What does it take to succeed?– Skills– Network– Achievements– Effort

How hard to work?

sleep food travel rec. free.

Remaining

How hard to work?

sleep 56food 14travel 6rec. 6free. 16

Remaining

sleep

foodmisc.travel

recreation

remaining

168 hours/week

How hard to work?

sleep 56food 14travel 6rec. 6free. 16

Remaining 70

sleep

foodmisc.travel

recreation

remaining

168 hours/week

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

You are going to be a what?

Don’t allow tor-menting!

4. Be honest

• What does it take to succeed?• What types of careers are available?• What is likelihood mentee will achieve goal?

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!

Henry Aaron Hill

August Wilson Albert EinsteinMarie Curie

SantiagoRamón y Cajal

You!

5. Help them plan

5. Help them plan

• Start with critical objective

...then work backward• Develop concrete plan• Set milestones

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

6. Help them advance

• 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!

• 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

7. Lead by example

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

“The same people who told me the stork

brought me, are making me stand here

for lying”

Constructing a mentoringprogram that works

Constructing a mentoringprogram that works

• What would it look like? – Training for mentor and mentee– Careful matching– Regular assessment

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

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

Outline

• Getting ready• Habits of effective mentors• Making a mentoring program work

Good mentoring will change lives…including your own!

Michael J. Zigmond, PhDwww.skillsandethics.org

zigmond@pitt.edu