MentoringJuly 2011

Jeanne Marrazzo, MD, MPHCenter for AIDS & STD

Seattle STD/HIV Prevention Training Centerjmm2@uw.edu

University of WashingtonSurvival Skills for the Research Years

Discussion

• Definitions– What is a mentor? What isn’t?

• Goals of the relationship• Responsibilities

– At minimum, and beyond (Nature June 2007)• Choices

– How should you choose a mentor?– What does a mentor look for in candidates?

Definitions

• Homer: “a wise and trusted counselor”• Responsible for intellectual, professional,

and personal development• An advisor may or may not be a mentor• You may have more than one mentor

– Especially important in fields with inter-disciplinary bent

– Increasingly important in tight funding era 

Goal: Help Trainees Mature to Independence

ScientificPersonal

• Scientific– Become knowledgeable about the field—read

the literature– Think critically

• Identify and develop good questions• Critically evaluate data and approaches• Become confident enough to argue with me

– Be creative: head in clouds, feet on ground– Focus: be able to go from a wild idea to test

that idea; develop hypotheses, perform experiments, and get funding to do it

Goal: Help Trainees Mature to Independence

Goal: Help Trainees Mature to Independence• Personal

– Become confident based on self-recognition of their own excellence

– Have a clear ethical framework for life and for research

– Recognize that there is life beyond work

Responsibilities of the Mentor• Be available

– Regular contact: check-in, review • Project status• Progress toward career plan

– Skill development: thinking process, practice talks, review writing

– May need to be flexible as to time/place!• Provide opportunities, networking

– Requires balancing opportunism with focus– Promote visibility, responsibly and realistically– Anticipate meetings, funding announcements

• Be patient

What Makes a Great Mentor?• A commitment to mentor for life• Personal characteristics

– Enthusiasm: infectious, sustaining– Sensitivity: especially when things inevitably go

wrong• Be attentive to underlying concerns; compassion

– Appreciate individual differences• Not all take the same path or want

the same goal

What Makes a Great Mentor?• Personal characteristics

– Respect: no cheap labor– Unselfishness: give credit when due– Supporting, inspiring those beyond one’s own team;

building communities• Teaching & communication

– Develop skills, which generally don’t come naturally

What Makes a Great Mentor?• Availability: the open door is KEY• Inspiration, optimism: big picture view• Balance direction & self-direction:

micromanagement vs. “free-range” fellow

What Makes a Great Mentor?• Question and listen• Be widely read & receptive to new ideas• Ensure payoff in at least one big project!• Encourage life outside work• Celebrate success

Fredricks lab enjoying the fruits of anaerobic metabolism, 2009

Responsibilities of the Trainee• Set goals• Take initiative• Be committed

– Available– Prepared– Persistent– Consistent– Honest

• Cultivate feedback, and use it– Pay attention to writing critiques: style, content, jargon

use– Model slides after those you find clear, appealing

“There are two types of speakers: those that are nervous, and those

that are liars.”

Mark Twain

HOW NOT TO MAKE A SLIDE

• I really really like to have lots of long sentences on my slides because it makes it more fun to read while I’m standing on the stage and I also don’t have to think.

• It takes less time to make the slides if I put lots of words on one slide. That way I don’t have to push the button so often while I’m giving my talk.

• Besides, if I put a lot of words on the slide then the font doesn’t have to be so big and it won’t keep people awake.

• I think it is most fun to emphasize certain text by using a different font such as italics or by underlining. Looking at many slides with the same font is really really boring.

Choice: What Should You Consider?• Area of interest

– Look at CV, publications• Research reputation• Grant support• Team• Mentoring reputation

– Talk to former and current trainees– Where are they now?

• Time commitment & availability• Lifestyle

Choice: What Do I Consider?• Student potential

– Enthusiasm: Are they alert? Will they be passionate about an area I care about?

– Inquisitiveness: Do they ask questions?– Preparation: Do they have an idea of what I do? Have

they read any papers from our group? Has this provoked ideas?

– Solid academic background– Work ethic

• My issues– Space, money and time to mentor well– Fit with the team

Summary• Find a mentor whom you respect and whose

research interests excite you • Find a way to really like what you do, and to

communicate that• Be receptive to all feedback, and incorporate it

going forward• Work hard, play hard, and make a contribution to

your field!

Acknowledgments

• Ned Hook, UAB• Sheila Lukehart, UW

References

• Nature’s Guide for Mentors. Nature 2007;447:791-7

• National Academy of Science, National Academy of Engineering, Institute of Medicine. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, D.C.: National Academy Press, 1997