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Guidelines for Effective Mentoring in Academia

Learn about the importance of good communication between PIs and Postdoctoral Scholars for successful mentoring relationships. This presentation by Dr. John V. Richardson Jr. from UCLA Graduate Division in 2006 covers the growth and definitions of mentoring, qualities of a good mentor, critical incidents, and key aspects such as intellectual tension and career development. Discover how to establish strong mentor-mentee relationships, navigate career decisions, and structure a well-supported postdoctoral environment. Explore the mentor's role in guiding protégés towards career success, with valuable tips on annual reviews, career concepts, and reference materials for both mentors and mentees.

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Guidelines for Effective Mentoring in Academia

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  1. Mentoring: Good Communication between PIs and Postdoctoral Scholars Dr. John V. Richardson Jr. Associate Dean UCLA Graduate Division 30 May 2006

  2. Presentation Outline • Growth and Definitions • Mentor • Protégé/Mentee • What Makes A Good Mentor? • Critical Incidents (Handouts) • “But It’s Such a Cool Device!” • Union • Pyramid of Success • References Richardson/UCLA

  3. Growth of Post Docs • Number of Postdocs by Year (Singer, 2004): Richardson/UCLA

  4. Intellectual Tension • Apprentices or • junior researchers • Versus • skilled assistants or • cheap labor Richardson/UCLA

  5. Mentor • Historically, when Odysseus went off to the Trojan Wars, he left his son, Telemachus, with… • First literary use by François Fenelon in "Les Adventures de Telemaque“ (1699) • Popularized in the 18th century Richardson/UCLA

  6. Mentor Defined • “a nurturing process in which a more skilled or more experienced person, serving as a role model, teaches, sponsors, encourages, counsels and befriends a less or less experienced person for the purpose of promoting the latter’s professional and/or personal development.” • SOURCE:Paglis et al. quoting Anderson and Shannon, 1988, p. 40. Richardson/UCLA

  7. Good Mentors Establish Relationships… • As a professional… • Helping the protégé make good decisions • Helping the protégé make career decisions • As a person… • Beyond the academic setting • Difference between friendship and favoritism Richardson/UCLA

  8. Protégé • French, from past participle of protéger to protect, from Latin protegere • “one who is protected or trained or whose career is furthered by a person of experience, prominence, or influence” according to the Merriam-Webster dictionary • Also known as a mentee Richardson/UCLA

  9. Career Annual Reviews Well Structured Environment Initial Appointment The PostDoc Pyramid of Success Richardson/UCLA

  10. Initial Appointment • “Offer of postdoctoral position, with title of agreed research project and mentor’s name. • Effective date of appointment, amount of stipend, source and expiration date of funding. • Details of the duration of appointment. • Statement of eligibility for Institutional insurance and other benefits • (International Candidates only) Notification of visa and employment documentation requirements • Copy of institutional postdoctoral policies, or a web address where they can be obtained. • Notification of required orientation meetings • Notification of housing (where applicable) • Intellectual property policy and agreement (enclosed for signature). • Request for proof of doctoral degree. • Request for candidate's signature and return of letter by given date.” • SOURCE: National Postdoctoral Association website Richardson/UCLA

  11. Well Structured Environment • Clear terms and conditions of employment • Manual of operations • Laboratory Rules • UC’s APM 390 “Appointment and Promotion of Postdoctoral Scholars” • Graduate School • Office for Postdoctoral Scholars • Society for Postdoctoral Scholars (a campus entity) Richardson/UCLA

  12. Annual Conversational Reviews • In person; written reports, if requested • Evaluation of progress • Ask PI open ended questions: • “How am I doing?” • “What do you like about my work in particular?” • “How could I improve?” • Career guidance • Co-authorship criteria; how to write grant applications • Academy, tenure track issues • Industry Richardson/UCLA

  13. Career Concept 1 • Perseverance, extraordinary • Energetic • Hard-working • Determined • Drive • Dedication • Motivated • Commitment • Conscientious • Self-sufficiency • Boundless energy Richardson/UCLA

  14. Career Concept 2 • Brilliant • Bright • Smart • Extremely clever • Exceptional ability • Imagination • Intellectual curiosity • Ingenuity • Intelligent • Intellect, native or sharp • Significant intellectual force • Originality • Articulate • Crystal-clear • Creative • Landmark work • World authority • Lasting impact • Breakthrough • Scientific vision • Defies conventional wisdom Richardson/UCLA

  15. Career Concept 3 • Organized • Focused, highly • Goal-oriented Richardson/UCLA

  16. Official UWA Local Resources • “Mentoring: How to Obtain the Mentoring You Need—A Graduate Student Guide” at http://www.grad.washington.edu/mentoring/GradStudentMentor.pdf  • “Mentoring: How to Mentor Graduate Students—A Faculty Guide” athttp://www.grad.washington.edu/mentoring/GradFacultyMentor.pdf Richardson/UCLA

  17. References • AAAS Next Wave. • Adviser, Teacher, Role Model, Friend: On Being a Mentor. Washington, DC: National Academy Press, 1997. • Goodman, Allegra. Intuition: A Novel. New York: Dial, 2006. Richardson/UCLA

  18. More References • Gray, Grace. “Producing Results: Effective Management and Mentoring in Academic Labs,” AWIS Magazine 29 (no. 1 Winter 2000): 14-18. • Discusses the increasing interest in the unhappiness in academic research and questions management and mentoring problems, especially in laboratory environments. Suggests that the individual level of the problem depends on the environment. Lists tips for a productive team of managers. Differentiates between management and mentor goals and focus points. • National Academies' Committee on Science, Engineering, and Public Policy (COSEPUP). Enhancing the POSTDOCtoral Experience for Scientists and Engineers. Washington, DC: National Academy Press, 2000. • Set of recommendations. • National Postdoctoral Association • http://www.nationalpostdoc.org/site/c.eoJMIWOBIrH/b.1388059/k.DBBE/NPA_Home.htm • Paglis, Green, and Bauer, “Does Adviser Mentoring Add Value,” Research in Higher Education 47 (no. 6, June 2006): Richardson/UCLA

  19. Even More References • Roberts, Andy. (1999) "The Origins of the Term Mentor.", History of Education Society Bulletin 64 (November 1999: 313-329. • Singer, Maxine. “The Evolution of PostDocs,” Science 306 (no. 5694; 8 October 1004): 232. Richardson/UCLA

  20. Acknowledgements • In closing, I would like to thank: • Kyle Cunningham, Postdoctoral Coordinator, UCLA Graduate Division and • Dina Mandoli, University of Washington especially for her laboratory rules at http://faculty.washington.edu/mandoli/ Richardson/UCLA

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