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Managing Your Relationship With Your Research Mentor

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Copyright © 2019 Naledi Saul. [email protected]. Office of Career & Professional Development, University of California, San Francisco. Managing Your Relationship With Your Research Mentor is part of the Managing-Up Workshop Series. career.ucsf.edu/manageup.

© 2019 The Regents of the University of California. All rights reserved. Please do not reprint without permission. [email protected]

I’m your mentor

Managing Your Relationship With Your Mentor

Naledi Saul, MPM. DirectorAllison Hunter, PhD. Researcher, Career Education

How they communicate

Conflict st

yle


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When will they read your paper/ manuscript?

How Your Mentor

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career.ucsf.edu/manageup

Want the slides/assessment tool?


What problem is this workshop designed to fix?

1. Didn’t look for red flags: Trainees were focused on pedigree, reputation, and presumed opportunity that they failed to seriously consider the possibility of relationship problems. They also thought hard work would overcome any issue.

2. Didn’t recognize red flags: Unable to define what factors would be considered red flags in a mentoring relationship.

3. Denied/Dismissed red flags: Their continued desire for the opportunity and/or concern about how to deal with the situation made trainees minimize or hide a problem, which frequently continued to degrade.

Look for it

Recognize it

Manage it

When students and postdocs talked in counseling appointments about their issues/difficult situations with their research mentors, we noticed three things. Trainees…

mailto:[email protected]


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Learning Outcomes: By the end of this workshop, and will be able to

Define mentorship and the lifecycleof a mentorship relationship

Articulate the 7 supervisory responsibilities of a research mentor

Identify criteria to evaluate the functionality of your mentorship relationship

Describe strategies to seek support

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2

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Look for it

4 foundationalthings you need toknow tomanage upeffectively


Definition Zuckerman H. Scientific Elite: Nobel Laureates in the United States. New York, NY: Free Press; 1977. www.ahajournals.org/doi/full/10.1161/CIRCULATIONAHA.107.752683

1. norms and standards,

2. values and attitudes, and

3. knowledge, skills, and behaviors…

“a complex and multidimensional process through which emerging scientists acquire the:

to develop into successful independent researchers”

Your Relationship With Your Research Mentor is…



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Think of a memorable mentor or memorable moment when you are mentored...what did your mentor do or say that made them memorable to you?



Establishinga relationship with a mentor Maintaining

a relationship with a mentor

Ending a relationship with a mentor

Self Reflecting & Identifyingwhat type ofmentor you need

Findinga mentor

A Constant Gardener: Regularly assessing your mentor and the health of your relationship

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as you identify another developmental goal, the cycle begins again

The Life Cycle of a mentorship relationship is



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✓

2

3

4

Recognize it



PhD advisors/PIs have a supervisory component to their mentoring role;You need to monitor your relationship through that lens

7 SupervisoryResponsibilities

Set expectations/

Take baseline

assessment

Delegate/teach/train

effectively

Give kudos and

corrective feedback

continuously

Articulate & enforce

consequences

Manage conflict

Provide support

1

2

3

4

5

6

7

Recognize progress

& reward

achievement

* Supervisor definition source: http://www.businessdictionary.com/definition/supervisor.html

PI

PostdocPostdocLab Tech

Graduate Student

GraduateStudent

UndergraduateStudent


”

“Supervisors are the people…who monitor and regulate employees in their performance of assigned or delegated tasks.

Supervisors are usually authorized to recommend and/or effect hiring, disciplining, promoting, punishing, rewarding, and other associated activities regarding the employees in their departments. *



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PhD advisors/PIs have a supervisory component to their mentoring role 7 SupervisoryResponsibilities

Set expectations/

Take baseline

assessment


effectively

Give kudos and

corrective feedback

continuously


consequences

Manage conflict

Provide support

1

2

3

4

5

6

7

Recognize progress

& reward

achievement

PI

PostdocPostdocLab Tech

Graduate Student

GraduateStudent


”

“Supervisors are the people…who monitor and regulate employees in their performance of assigned or delegated tasks.

Supervisors are usually authorized to recommend and/or effect hiring, disciplining, promoting, punishing, rewarding, and other associated activities regarding the employees in their departments. *

The supervisor has authority to execute or assign ALL these tasks (in the lab),

their own productivity depends on the productivity of those they supervise

* Supervisor definition source: http://www.businessdictionary.com/definition/supervisor.html

Frequently, the problems that students and

postdocs reported were supervisory

problems


Mentors: your growth and development

Supervisors:their productivity

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2



Set expectations/

Take baseline

assessment


effectively

Give kudos and

corrective feedback

continuously


consequences

Manage conflict

Provide support

1

2

3

4

5

6

7

Recognize progress

& reward

achievement

PhD advisors/PIs have a supervisory component to their mentoring role

Which means that you, emerging scientist, need to regularly assess the functionality of your mentor and the health of your relationship through a supervisory lens every 1-3 months



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✓

✓

3

4


Set expectations/Take baseline assessment

Delegate/teach/traineffectively

Give kudos and corrective feedback continuously

Articulate & enforce consequences

Manage conflict

Provide support

1

2

3

4

5

6

7

Recognize progress & reward achievement


Recognize it



Set expectations/

Take baseline

assessment


effectively

Give kudos and

corrective feedback

continuously


consequences

Manage conflict

Provide support

1

2

3

4

5

6

7

Recognize progress

& reward

achievement

PhD advisors/PIs have a supervisory component to their mentoring role


20+1 Questions in Managing Up: Assessing your Research Mentor’s Supervisory Ability and the Functionality of Your Relationship


Responsibilities Criteria Disagree Agree

1 Set Expectations 1 I can articulate my mentor’s performance/productivity expectations for me (What you should do, e.g.: work hours, key milestones on a project; if there are any timelines regarding training, etc.)

1 2 3 4 5 6 7 8 9 10

2 I can describe my mentor’s conduct/behavioral expectations for me in the lab (How you should act, e.g.: how you should address people in the lab; how you should communicate, etc.)

1 2 3 4 5 6 7 8 9 10

3 I can describe my mentor’s expectations for me when we interact/communicate ( e.g.: How you should prepare for/behave in 1:1 meeting; how frequently you communicate; how they want you to communicate bad news, etc.)

1 2 3 4 5 6 7 8 9 10

4 My mentor’s conduct/behavior towards me is appropriate/professional 1 2 3 4 5 6 7 8 9 10

2 Teach, Train and Delegate

5 I can describe my mentor’s teaching/training approach 1 2 3 4 5 6 7 8 9 10 6 My mentor’s approach to teaching/training is effective with the way I learn 1 2 3 4 5 6 7 8 9 10 7 My mentor clearly delegates tasks and projects to me 1 2 3 4 5 6 7 8 9 10

3 Give Kudos & Corrective Feedback

8 My mentor regularly gives me kudos feedback (e.g.: You did X correctly/well. Well done! Keep doing X this way because…)

1 2 3 4 5 6 7 8 9 10

9 My mentor regularly gives me corrective feedback (e.g.: Please stop doing X this way. Do X way instead. Here’s why this is important...)

1 2 3 4 5 6 7 8 9 10

4 Recognize Progress & Reward Achievement

10 My mentor acknowledges my progress towards stated goals (e.g.: with private or public recognition, etc.)

1 2 3 4 5 6 7 8 9 10

11 My mentor has rewarded me when I excel (e.g.: nominated you for awards, access to new opportunities or resources, etc.)

1 2 3 4 5 6 7 8 9 10

5 Articulate & Enforce Consequences

12 My mentor has articulated clear consequences to me if I do not meet performance/productivity expectations 1 2 3 4 5 6 7 8 9 10

13 My mentor has articulated clear consequences to me if I do not meet behavioral/conduct expectations 1 2 3 4 5 6 7 8 9 10 14 My mentor fairly enforces poor performance and behavioral/conduct consequences with me 1 2 3 4 5 6 7 8 9 10

15 My mentor fairly enforces poor performance and behavioral/conduct consequences with others in the lab 1 2 3 4 5 6 7 8 9 10 6 Manage Conflict 16 My mentor has demonstrated an ability to effectively manage conflict in the lab 1 2 3 4 5 6 7 8 9 10

17 My mentor has demonstrated an ability to effectively manage conflict between us 1 2 3 4 5 6 7 8 9 10

7 Provide Support 18 My mentor has offered me support when I face challenges 1 2 3 4 5 6 7 8 9 10 19 My mentor’s actively supports my training goals 1 2 3 4 5 6 7 8 9 10 20 My mentor’s clearly supports my career goals 1 2 3 4 5 6 7 8 9 10

21 I feel good about my relationship with my mentor 1 2 3 4 5 6 7 8 9 10



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1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10






1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10



1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10









20 + 1 Questions to Manage Your Relationship: Assessing Your Research Mentor’s Supervisory Ability and the Functionality of Your Relationship

Effective supervision has been positively correlated with productivity and high morale. Since part of your research mentor’s role includes supervisory responsibilities, one way to evaluate the ‘health’ of your relationship with your research mentor is to assess your relationship every 3-6 months through the lens of their supervisory role. Other than hiring/firing, supervisors have seven main responsibilities, listed below. If you rate less than a 7 in any area, it can help to reach out to other mentors for perspective and guidance. They can help you develop strategies to proactively fill in the gaps in your training or address issues in your relationship and achieve your goals.




1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10




3 Give kudos & Corrective Feedback


1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10



1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10













1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10






1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10



1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10









20 + 1 Questions to Manage Your Relationship: Assessing Your Research Mentor’s Supervisory Ability and the Functionality of Your Relationship

Effective supervision has been positively correlated with productivity and high morale. Since part of your research mentor’s role includes supervisory responsibilities, one way to evaluate the ‘health’ of your relationship with your research mentor is to assess your relationship every 3-6 months through the lens of their supervisory role. Other than hiring/firing, supervisors have seven main responsibilities, listed below. If you rate less than a 7 in any area, it can help to reach out to other mentors for perspective and guidance. They can help you develop strategies to proactively fill in the gaps in your training or address issues in your relationship and achieve your goals.




1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10




3 Give kudos & Corrective Feedback


1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10



1 2 3 4 5 6 7 8 9 10


1 2 3 4 5 6 7 8 9 10








Any area you rate yourself between a 1 - 3

Needs attention in the next 1-3

months.

Manage it.

Any area you rate yourself between a 4-7:

Might need some attention.

Watch it.

Any area you rate yourself a 8 or above:

You’re doing great!

Celebrate it!



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✓

✓

✓

4

Manage it



Established Scientist Emerging Scientist

Hey! Remember

when we said

this?


Your Relationship With Your Research Mentor is…








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Supervisory issues with your research mentor are complex situations.

1. A red flag is a sign something is wrong.2. Many complex things are successfully managed by focusing on the red flags

Babies Cars Any Work Situation

Physics of an internal combustion enginePediatric physiology & disease states Professional relationships with power differentials

3. When you see a red flag: 1) action is required, 2) time is of the essence & 3) it usually involves outside help Dissect

Assess

Fix

A ‘red flag’ approach is one way to manage complex situations or systems


Because your situation might involve issues in multiple areas that will require a case management approach (conservative interventions, frequent assessment, close monitoring) – and possibly clout - over a period of time

Why not just figure it out yourself?

AB C

1. Not clear on expectations

2. Conflict with someone in lab 4. Disagreement about readiness to advance to candidacy

3. You’d like more feedback



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✓

✓

✓

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Manage itLearning Outcomes: By the end of this workshop, and will be able to


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Individuals who have tangibly helped your advance your work or your career

Mentors, Advocates and Allies, oh my!

Individuals or offices specifically tasks with supporting you Individuals who would be

familiar and sympathetic to your situation

• Anyone who has mentored you in some other capacity

• Previous advisors• Faculty• Anyone who ever wrote

you a letter of recommendation

• program coordinators, (if you’re a McNair scholar, etc.)

• Dean of Students• Department chairs• Student Health• Office of the Ombuds• Care Advocate, etc.• Student leaders

• Faculty in your/other departments

• Staff• Department

administrator • Fellow students• Individuals you

connected with at a conference

AlliesAdvocatesMentors



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You might wonder who it is safe to talk to. Scope it out!


It’s absolutely okay to askand clarify how someone can help you and the level of confidentiality they can offer, before you disclose anything.

You’re going to have to talk to someone…..


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“What advice to you give to someone whose advisor might be sitting on their paper?”


“Asking for a friend. I want to help them, but I’ve never had this happen before”

You can use the third personuntil you feel safe.

Not: “How can you help me, I am experiencing this”

But: “How do you help students experiencing this?””


Mentor

Allies



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“Can you talk a little about about how you (your office) has supported students/postdocs who are experiencing challengesin their labs?”

“Asking for a friend”

“No, I’m just information gathering.”

Advocates


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“How does your office support students who have concerns about sexual harassment?”

“What level of confidentiality is your office able to offer students?”






“I’m just informing myself about the resources at this institution.”

Advocates



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1. Don’t tell story chronologically, unless

asked to do so.

2. Pick an area instead and identify the main issue (meeting expectations)

3. Rather than accusations, focus on

information gathering

4. Ask for advice,perspective…particularly how others have handled such situations

“I’m asking people I respect for

help in skillfully respond to some

feedback.”

“My advisor just told me in passing

that I was not meeting

expectations and ‘we should talk.’”

“I was wondering about how you

would advise students to prepare

for such a meeting.”

How to focus on getting help?

Give them the abstract first:

You haven’t seen too much of your mentor –they’ve been busy. But yesterday they told you you weren’t meeting their expectations for a while now and your work isn’t ‘sufficiently rigorous’.

You have a meeting scheduled next week.

Mentor

Advocates

Allies

Situation:


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1. Don’t tell story chronologically, unless asked to do so.

2. Pick an area instead and identify the main issue (rewarding achievement)

3. Rather than accusations, focus on information gathering

4. Ask for advice,perspective…particularly how others have handled such situations

How to focus on getting help? Give them the abstract first:

A year ago, your research mentor said earlier that you would be first author on a paper for a project you took over from a postdoc.

But last week in lab meeting, she announced that the postdoc would be first author.

Mentor

Advocates

Allies

Situation:

“I realize I’m unfamiliar with the process of deciding who is first author.”

“I would appreciate your perspective on what criteria should shape students’ thinking on deciding authorship.”



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Mentors, Advocates and Allies, oh my! How to focus on getting help? Give them the abstract first:

A year ago, your research mentor said earlier that you would be first author on a paper for a project you took over from a postdoc.

But last week in lab meeting, she announced that the postdoc would be first author.

Mentor

Advocates

Allies

Situation:

“I’d appreciate your advice about a situation in a collaboration I’m a part of.”

“I’ve discussed it with my advisor, but I would also appreciate an outside perspective.

Could we talk for about 15 minutes?“

“Thank you for meeting with me.

“I’ve been part of a collaboration with a postdoc in my lab for the past 6 months. There was a verbal agreement between all parties. that I would be first author based on my contribution. However, yesterday in a meeting, my PI suggested that the postdoc would be first author.

“I’m not sure how to approach this. I’m looking for advice, because I

want to respondprofessionally.”

Find time to meet:


Because your situation might involve issues in multiple areas that will require a case management approach (conservative interventions, frequent assessment, close monitoring) – and possibly clout - over a period of time

How people can help

AB C

1. Not clear on expectations

2. Conflict with someone in lab 4. Disagreement about readiness to advance to candidacy

Mentor

Advocates

Allies

3. You’d like more feedback



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Learning Outcomes: We’re at the end of this workshop, and you can now:

Anything in the red zone is a red flag, and you might need to manage up

Find Mentors, Advocates and Allies: Your framing is one of a request for advice and mentorship: “How do things work here and how have others handled this?”





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2

3

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Your relationship with your research mentor is “a complex and multidimensional process through which emerging scientists acquire the norms and standards, values and attitudes, and knowledge, skills, and behaviors to develop into successful independent researchers.”

Give kudos and corrective

feedback

Recognize progress and

reward achievement

Articulate and enforce

consequences

Set expectations

Teach, train and delegate

Manage conflict

Provide support


b? how your e mentor functions...a mentor a constant gardener: regularly assessing your mentor and...

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