Management and Mentorship in a Research Environment

This powerpoint was adapted from the following sources:Craig S. Wilcox, University of Pittsburg and

The Graduate SchoolMichigan State University 2005 andhttp://www.rackham.umich.edu/StudentInfo/Publications/FacultyMentoring/Fmentor.pdf

Mary Lucero, Interdepartmental Neuroscience Program DirectorJune 5, 2007

Introduction

Worthy Objectives The goal of a good manager is to create

and maintain an effective, productive, and loyal group.

The goal of a good mentor is to enhance the professional development of a selected individual.

What do mentors do?Teaching, running a lab, job training, and group meetings/discussions are not mentorship activities - these are management actions.Management is…For the purpose of group achievement.Methods are best applied consistently to all.Mentorship is…For a single individualMethods are chosen to meet that person’s needs

What do mentors do?

MentorsEvaluate skillsEncourage growthOffer opportunities for improvementOffer professional career adviceShare their thoughts and professional valuesExpress and act on their commitment to mentoring

Benefits of Mentoringto Graduate Students students who have mentoring relationships

have higher productivity levels, a higher level of involvement with their

departments, and greater satisfaction with their programs

(Green & Bauer, 1995)

Benefits of Mentoringto Faculty keeping abreast of new knowledge and techniques gaining collaborators for current or future projects

having research assistants whose work is critical to the completion of a research grant

gaining increased professional stature by sending new scholars into the field

experiencing the personal joys and satisfactions inherent in mentoring relationships

Before You Start

What kind of mentoring did you have? What did you like and not like about the mentoring

you received? How well did your mentors help you progress

through your graduate program? How well did your mentors prepare you for your

academic career? What did you not receive in the way of mentoring

which would have been helpful to you?

The Basics of Good Mentorship

Engage Graduate Students in Ongoing Conversations

Demystify Graduate School Provide Constructive and Supportive Feedback Provide Encouragement and Support Help Foster Networks Look Out for the Student’s Interests Treat Students with Respect

At the First Meetings‘talking points’ What are the student’s goals for graduate

school and beyond? What are the student’s strengths and

weaknesses? What is the student’s work style?

Setting Expectations:Implicit Expectations Implicit Expectations: Not stated and

rarely understood.

“What didn’t you understand about what I didn’t tell you?”

“What part of my silence didn’t you understand?”

The Graduate SchoolMichigan State University 2005

Explicit Expectations

Explicit Expectations:

Clearly Stated (verbally or in written form)

Checked for understanding

Unilaterally or jointly set

The Graduate SchoolMichigan State University 2005

Clarifying Expectations

Goals: Have your student provide short-term and long-term goals the timeframe for reaching those goals. Revise goals periodically, revisit goals with students on a yearly basis

Clarifying Expectations

Meetings: Inform students about

how frequently you will be able to meet with them Be explicit if you have

a heavy travel schedule, are about to take a sabbatical, will be assuming an administrative position

If you will not be able to meet often enough to satisfy some students’ needs, discuss alternative means of communication such as e-mail, and remind them of others with whom they can consult.

Window of “Negotiable” Expectations

Explicit ImplicitJoint

Unilat eral

The Graduate SchoolMichigan State University 2005

Research mentorshipThis is about the student’s best interests.You are not creating a clone.More than one mentor may be needed.It’s a demanding job.It can bring great rewards.

The mentor’s toolbox A partial list…Great generosityPatiencePerseveranceJoy and enthusiasmConfidenceThoughtful planningWillingness to study and spend time to identify the needs of the student/trainee.

Mentoring activitiesEncourage broad growth. Evaluate skills.TechnicalIntellectualInterpersonalCommunicationTeachingWorkspace organizationCreativity&innovation

Mentoring activitiesOffer opportunities to improve skills.Take advantage of existing programs on survival skills and ethics.Talk about your viewpoints.Research conductEthics and valuesProfessional standardsYour vision of the discipline and enterpriseRepeat your best advice and insights

What do managers do?Planobjectives, strategies, procedures, policies, budgetDirectdelegate, coordinate, motivateDecide defining issues, gathering information, making choicesControl ensure timely action, evaluate performance, set reporting procedures, identify any need for correction, reward performanceCommunicate knowledge, ideas, plans, check feedback and response

Managed groups Two-way principles for managed groups. The manager and the student must:

Use meetings wisely: Prepare for meetings Record points of agreement and action plans. Stay on-topic

Plan and review at appropriate intervals Discuss goals, strategies, and timetables Define mutual expectations Listen carefully. Be considerate of each team member’s time.

Managed groupsAdvice for being a good bossShare credit and joy in success.Say “thank you”.Criticize in private. Praise in public.Show confidence and enthusiasm.Share your vision and thoughts.Make decisions promptly.Delegate whenever appropriate.

Additional considerationsBe aware of cultural differences.Adjust your own methodsHelp the trainee to adjustLook for results of stress.Eating, sleeping, mood, affectHelp the trainee with difficult decisions.Adjust to each person’s needs.Lowering standards or ignoring limitations is not a kindness.

Managing graduate students

Review the notebook and written work often. Positive feedback, encouragement, adviceProvide good examples.Respond quickly to requests/initiatives.Have consistently high standards.Accommodate needs.Respect their time. Ask their advice.Give them responsibility and resources.

Helping yourself manageKeep a file on each student/trainee.A. Work productB. CorrespondenceKeep notes on meetings.Follow up on action plans.Decide where to draw the line, and be consistent.Professional standardsSocial interactions

Helping yourself manageDocumented written communication is critical.It supports decision making.It clarifies the outcome of discussion.It may be required for some actions.Be familiar with Neuroscience Program’s policies and procedures.Ask peers and colleagues for advice.Organize your workspace.

Dealing with conflictCommunicate clearly to avoid conflict.How will performance be assessed?What are the resources/budget?Who has authority?Commitment to equity and fairnessEvaluate lab members judiciouslyBe aware of hidden agendasRecognize competitive spiritDiscuss the need for cooperative behaviorHelp group members find appropriate roles

Summary

Your goal in managing is an effective, productive, and loyal lab group.Your goal as a mentor is to optimize the professional development of an individual.These goals are worthy of thoughtful planning.Even the smallest effort can have wonderful consequences!

Mentorship“Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering”National Academy of Sciences http://www.nap.edu/catalog/5789.htmlManagement“The Time Trap” R. Alec Mackenzie, McGraw-Hill, New York: 1975, 1997.Truth and Consequences 1 SEPTEMBER 2006 313: 1222 SCIENCE www.sciencemag.org

Resources

The Graduate SchoolMichigan State University 2005 andhttp://www.rackham.umich.edu/StudentInfo/Publications/FacultyMentoring/Fmentor.pdf