1. Mentoring Basic Scientists Michael J. Zigmond, PhD Departments of Neurology And Neurobiology University of Pittsburgh May 4, 2012

2. “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

3. Michael J. Zigmond MENTORS

4. 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)

5. Outline Getting ready Habits of effective mentors Making a mentoring program work

6. Supervisors vs. Advisors vs. Mentors

7. 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

8. 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

9. 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

10. Getting ready Do some reading Talk to seasoned mentors Try some role playing

11. 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…

12. 1. Start with insights from own experience

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

14. 2. Select mentee with care

15. Characteristics Personality Academic interests Gender Race/ethnicity Background Affiliation Level of perceived need Corollary: Good mentoring requires a mentoring team

16. 3. Give and seek feedback

17. Agree on expectations –Format –Topics –Frequency –Duration –Rules of confidentiality

18. 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

19. 4. Be honest

20. What does it take to succeed? –Skills

21. 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

22. Achieving collegiality Seek out new people Involve mentors Anticipate questions Practice conversations Know some current events Shy? Attend Toastmasters

23. http://musc.toastmastersclubs.org/

24. 4. Be honest What does it take to succeed? –Skills –Network –Achievements –Effort

25. How hard to work? sleep food travel rec. free. Remaining

26. How hard to work? sleep 56 food 14 travel 6 rec. 6 free. 16 Remaining sleep food misc. travel recreation remaining 168 hours/week

27. 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

28. 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

29. You are going to be a what? Don’t allow tor-menting!

30. 4. Be honest What does it take to succeed? What types of careers are available? What is likelihood mentee will achieve goal?

31. 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!

32. Henry Aaron Hill August Wilson Albert Einstein Marie Curie Santiago Ramón y Cajal You!

33. 5. Help them plan

34. Start with critical objective...then work backward Develop concrete plan Set milestones

35. 1.courses 2.exams taken 3.experiments 4.pubs submitted 5.thesis defended 1st2nd3rd 01 1 1 02132 03433 0443 0545 Q Yr Developing a plan for graduate work Start with critical objective and work backward

36. 6. Help them advance

37. 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!

38. 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

39. 7. Lead by example

40. Set high goals & work hard Excel at what you do Be a lifelong learner Seek 360 o of feedback Behave respectfully & responsibly Be optimistic

41. “ The same people who told me the stork brought me, are making me stand here for lying ”

42. Constructing a mentoring program that works

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

44. 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

45. 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

46. Outline Getting ready Habits of effective mentors Making a mentoring program work Good mentoring will change lives… including your own!

47. Michael J. Zigmond, PhD www.skillsandethics.org zigmond@pitt.edu