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Mentoring Basic Scientists. Michael J. Zigmond, PhD Departments of Neurology And Neurobiology University 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.
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Mentoring Basic Scientists Michael J. Zigmond, PhD Departments of Neurology And Neurobiology University 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
MENTORS Michael J. Zigmond
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 IndividualCharge • Supervisor: Employee (e.g., technician) • Advisor:Trainee (e.g., undergrad, postdoc) • Mentor: One in whom you take deep interest Mentor was a wise and trusted counselor to Telmachus, son of Odysseus. - Homer
Supervisors vs. Advisors vs. Mentors IndividualCharge • Supervisor: Employee (e.g., technician) • Advisor:Trainee (e.g., undergrad, postdoc) • Mentor: One in whom you take deep interest Objective: 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 And also… • 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!
1. Start with insights fromown experience What made a good mentor for you? Compatible personality Availability Honesty Respect Experience
2. Select mentee with care Corollary: Good mentoring requires a mentoring team Characteristics • Personality • Academic interests • Gender • Race/ethnicity • Background • Affiliation • Level of perceived need
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 • 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
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? remaining sleep 56 food 14 travel 6 rec. 6 free. 16 Remaining sleep recreation travel misc. food 168 hours/week
How hard to work? remaining sleep 56 food 14 travel 6 rec. 6 free. 16 Remaining 70 sleep recreation travel misc. food 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 But help them trust in themselves! What does it take to succeed? What types of careers are available? What is likelihood mentee will achieve goal?
Marie Curie August Wilson Albert Einstein You! Santiago Ramón y Cajal Henry Aaron Hill
5. Help them plan • Start with critical objective ...then work backward • Develop concrete plan • Set milestones
Developing a plan for graduate work • courses • exams taken • experiments • pubs submitted • thesis defended Q Yr 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 But do not exaggerate!
6. Help them advance • 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!
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 • 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 Good mentoring will change lives… including your own! Getting ready Habits of effective mentors Making a mentoring program work
Michael J. Zigmond, PhD www.skillsandethics.org zigmond@pitt.edu
