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

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

Individual Charge 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 Individual Charge 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 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 from own experience

What made a good mentor for you? Compatible personality Availability Honesty Respect Experience

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

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? sleep 56 food 14 travel 6 rec. 6 free. 16 Remaining sleep food misc. travel recreation remaining 168 hours/week

How hard to work? sleep 56 food 14 travel 6 rec. 6 free. 16 Remaining 70 sleep food misc. 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 Einstein Marie Curie Santiago Ramón y Cajal You!

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 1st2nd3rd Q Yr 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 not exaggerate!

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

Set high goals & work hard Excel at what you do Be a lifelong learner Seek 360 o 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 mentoring program that works

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

Constructing a mentoring program 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 mentoring program 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, PhD