Mentoring is A Fine Balance

1. Mentoring is A Fine Balance mentor trainee

2. Mentoring • Helping a person to learn the skills and information needed to achieve their own professional goals. • Helping them define goals that suit their talents. • Helping promote their careers.

3. Why do it? What is in it for you? • Many ‘older’ faculty will tell you it is their students, not their papers that give them the most pride in their career. • Often trainees become valued colleagues many years later • e.g. previous trainees now serve on NIH study section • Students/fellows hear about good mentors and seek them out. • Good mentors often have their choice of top students. This creates a cycle that enhances the research program

4. Suggestions for mentoring • Your role is as the group leader. • You are the most experience member of your team • Most programs do not do well if the PI does not have a heavy hand in guiding the trainees research, especially in the first few years. • Constructive criticism is important. • You are not being ‘critical’ when you call on your experience and knowledge to provide constructive feedback. • But have compassion and remember the challenges they face. • You also want to be approachable. • Listen to trainees • Value their opinions

5. Suggestions for mentoring • Let the student know you are listening and that you want to help them achieve their specific career goals. • Not every student wants to be a PI, so finding out what the student wants to do is key to effectively mentoring them. • Try to pick trainees with goals that are matched to your view of who you want in your lab and the kind of student you want to train. • Watch students reactions to your input so you can gauge what is working and helpful. Each student is different. • Mentoring must be tailored to the individual - one size does not fit all. • Be aware of culture differences - they may impact how you approach your trainee and how your input is perceived.

6. Suggestions for mentoring • Don’t overly burden the trainee with your stresses. • They have their own • But at the same time, don’t shelter them, especially senior postdocs aiming to be a PI. • People vary in how much they socialize with trainees, but if you do, you can’t be exclusive.

7. Suggestions for mentoring • Mentoring trainees is very time consuming. • Students and fellows require a considerable amount of time, especially in the first year or two. • Be sure you have the time to mentor a student before you accept them in your lab. • Students who are struggling take more time. • Don’t ignore the good students!

8. Areas that can create synergy of purpose • Maintaining a vibrant well-funded research program: • Getting grants • Accomplishing aims of the grant • Publishing • Data for key talks • Developing into a productive, independent, successful scientist: • Publishing • Generating strong data mentor trainee

9. Areas that can cause ‘conflict’ in optimal use of time and energy for the PI • Maintaining a vibrant well-funded research program: • Getting grants • Accomplishing aims of the grant • Publishing • Data for key talks • Developing into a productive, independent, successful scientist: • Classes/exams • learning to write and give talks • branching out from defined aims, especially postdocs Skills for a career that is not as PI • getting teaching or other experience mentor trainee

10. What is the balance in the situation of writing papers? Typical first paper experience. Trainees provides numerous drafts Mentor usually guides writing and teaches mentor trainee Can be a lot of work for the mentor, and often takes more time than just writing it themselves.

11. Are there times when this approach may not be best for the overall program? There is sometimes a reason why the mentor writes the paper. E.g. if time is of the essence: grant due, approaching promotion, worried about being scooped, etc. mentor trainee If you feel you must go this route, talk to the trainee and make sure they understand this is a 1 time deal with a plan for later Trainee does not get training they need to succeed.

12. Find the right balance that considers both your programs success and the student’s training needs mentor trainee

13. Consider the long-term implications • Consider the long term, not just the short term view: • A good student/fellow will be writing papers mostly on their own by the time the last one comes around and they can help others in the lab. • Thus helping them to learn good communication skills initially will pay off later. • Those trainees who feel they get good training will promote your lab, eventually leading to your being able to recruit better and better students and fellows

14. Other challenges of mentoring • Does the person fit into the square that: • you have envisioned for them? • they have set as a course for themselves? Helping a person to learn the skills and information needed to achieve their own professional goals. Helping them define goals that suit their talents.

15. Be aware of the power/control imbalance mentor trainee Resources such as senior faculty or an Ombudsman office can be helpful if tensions arise and aren’t resolved because he/she is impartial and does not have an impact on either of your careers. You have a lot of impact on your trainee’s future and they can be intimidated by this.

16. Mentoring: Promoting a trainee’s career • Suggestions for mentoring: • Help promote your trainees by sending them to meetings, having them present their data whenever possible and introducing them to colleagues. • But sending a trainee who gives poor talks may not be good, either for them or for your reputation, so insist on quality. Make sure they are ready. • Give trainees opportunities to demonstrate their independence and leadership. • Pace of providing such opportunities may vary for each trainee, and will depend on their efforts and success with the prior opportunities.

17. Helping postdocs become independent This is usually a process; initially the trainee will most likely start tied to your projects, grants etc. The balance works: you see progress on projects central to your group; they usually get quick papers and training. For the subset of fellows who show potential for an independent academic career, it is important to encourage them to explore new paths over time. This may be a gradual process, with the goal that when they are ready to give a job talk/write a grant, they have a clear distinct path from your ongoing work. -> remember to pay attention to this.

18. Finding a mentor for yourself • Junior faculty benefit from having senior faculty mentors • A recent survey we conducted of junior faculty strongly suggested that having a mentor or a mentoring committee is beneficial. • If your institution has formal mentoring committees, take advantage of that option. If not, seek out a senior faculty mentor on your own.

19. Faculty mentoring • Areas where the faculty mentor or faculty mentoring committee can be a resource: • Reading grants, drafts of papers • Strategies for growing the lab • Trainee issues and advice on mentoring students/fellows • The balance of research and other activities; outside requests • Helping you network

20. Faculty mentoring • Choosing faculty who: • Know your field • They can read grants, introduce you at meetings • Will make the time • You feel has good judgment and a similar style • To advise on trainees, size of lab, lab culture • You don’t feel is in conflict • For some people, having a faculty member who is also going to vote on their promotion can be uncomfortable when it comes to discussing concerns. If having such a person as mentor will inhibit you from discussing tough issues, choose someone else. • Who can help you navigate promotion

21. Some days are like this trainee mentor