Mentoring for Mentoring for SuccessSuccess

Mentoring for a purposeMentoring for a purpose

James Kahn MDJames Kahn MDProfessor of Medicine, AIDS Program, Professor of Medicine, AIDS Program,

SFGHSFGHUCSF-GIVI CFAR Mentoring Program UCSF-GIVI CFAR Mentoring Program

DirectorDirectorwww.cfar.ucsf.eduwww.cfar.ucsf.edu

ConclusionsConclusions Mentoring depends upon

The Mentee The Mentor The Environment

Who should you mentor? Mentoring requires experience Mentoring is teachable Mentoring is important and satisfying Mentoring is dependent upon the

mentees as much as the mentor.

MentoringMentoring Avoid Manipulation Identify problems

before they reach you.

Help with differentiation

Understand how to achieve life and work balance.

Keep perspective— Even when things

look like they are going down the drain.

Mentoring BackgroundMentoring Background

Mentoring is not consistently Mentoring is not consistently recognized.recognized.

Faculty have little time even with the Faculty have little time even with the needed inclinationneeded inclination

Mentoring is not uniformMentoring is not uniform Identifying good mentoring is difficultIdentifying good mentoring is difficult Increasing mentoring skills for faculty Increasing mentoring skills for faculty

is not consistently supported.is not consistently supported.

Analog Scale for Analog Scale for MentoringMentoring

It Takes a VillageIt Takes a Village

It is important to understand that there are different roles for mentors. It takes a variety of mentors to provide support and direction to mentee.

Defining the mentorDefining the mentor

Scholarly or Research MentorScholarly or Research Mentor Co-MentorCo-Mentor Career MentorCareer Mentor AdvisorAdvisor

Scholarly or Research Scholarly or Research MentorMentor

Responsible for developing the creative and/or independent research careers of their mentees. The scholarly mentor must have expertise in the mentee’s area of scholarship and help provide resources to support the mentees work. Scheduled meetings take place 1-2 times per month.

Co-MentorCo-Mentor

Works with the mentee and scholarly mentor to provide specialized content area or methodological expertise. Scheduled meetings every 1-3 months.

Career MentorCareer Mentor

The career mentor is responsible for overall career guidance and support for their mentee. Often affiliated with a Faculty Mentoring Program, the career mentor should not serve as the scholarly mentor. Scheduled meetings take place at least 2-3 times per year.

This type of relationship has been the focus of our mentoring program.

AdvisorAdvisor

More limited role than a mentor. Provides guidance on an as-needed basis generally around a specific issue. No expectation for ongoing contact.

Who should you mentor?Who should you mentor?StarsStars - -Individuals with Individuals with proven ability and proven ability and record of successrecord of success

Undeclared--Undeclared--Representative of most Representative of most early career early career investigatorsinvestigators

Struggling-Struggling---Target Target individuals who are at individuals who are at risk for “failure” or risk for “failure” or falling off the radarfalling off the radar

High success rate likely. A less High success rate likely. A less intensive targeted approach may intensive targeted approach may be adequate. Participation may be adequate. Participation may become highly coveted as an become highly coveted as an indicator of “star” status.indicator of “star” status.

Provides services to self-selected Provides services to self-selected group. Good setting for peer-to-group. Good setting for peer-to-peer interactions due to varied peer interactions due to varied experience and achievement.experience and achievement.

A focused approach. Effort could A focused approach. Effort could be disproportionately provided to be disproportionately provided to persons under-represented in persons under-represented in medical research. High impact. medical research. High impact.

May be “preaching to the choir” with May be “preaching to the choir” with little impact on outcome. Unlikely to little impact on outcome. Unlikely to contribute to expansion of diversity contribute to expansion of diversity in the investigator pool. May in the investigator pool. May duplicates efforts since stars are duplicates efforts since stars are prioritized.prioritized.

Requires a tailored approach and Requires a tailored approach and flexible mentors. Could duplicate flexible mentors. Could duplicate some institutional efforts. Impact some institutional efforts. Impact will vary with participant.will vary with participant.

Participation maybe perceived as Participation maybe perceived as stigmatizing. Overall success rate stigmatizing. Overall success rate may be low. Methods not proven. may be low. Methods not proven.

Mentors’ Mentors’ ResponsibilitiesResponsibilities

Is clear about expectationsIs clear about expectations Sets specific goals and accomplishmentsSets specific goals and accomplishments Encourages strategic thinkingEncourages strategic thinking Provides networking opportunitiesProvides networking opportunities Gives moral supportGives moral support Results orientated Conducts meetings on a one‑to-one

basis Keeps in touch Makes sure to provide written

communication Puts some “skin in the game”Puts some “skin in the game”

Mentees’ Mentees’ ResponsibilitiesResponsibilities

Contacts the mentorContacts the mentor Provides directed Provides directed

communicationscommunications Explicitly requests for helpExplicitly requests for help Open and willing to trustOpen and willing to trust Appreciates the mentor’s effortAppreciates the mentor’s effort Respects the mentorRespects the mentor Puts some “skin in game”Puts some “skin in game”

What part of the mentoring What part of the mentoring relationship falls onto the relationship falls onto the

mentees?mentees? Develop the plan for the year Communicate the plan Anticipate problems and

communicate them Communicate the purpose for

wanting mentoring—What do you want out of the relationship?

Bottom line don’t be Passive!

What might a Mentoring What might a Mentoring Plan Include?Plan Include?

1.    DEVELOPMENT AREA:  What specifically is your need?  1.    DEVELOPMENT AREA:  What specifically is your need?  Why do you have this need now?  How will you benefit?Why do you have this need now?  How will you benefit?

2.    EXPECTED OUTCOMES:  What do you expect to do this 2.    EXPECTED OUTCOMES:  What do you expect to do this year?  How will you know if this mentoring relationship year?  How will you know if this mentoring relationship help you accomplish your outcomes? help you accomplish your outcomes? 

3.    ACTIONS:  How will you gain the experience you are 3.    ACTIONS:  How will you gain the experience you are looking for to help you be successful? looking for to help you be successful? 

  4.    CHALLENGES, DEPENDENCIES AND SUPPORT:  What 4.    CHALLENGES, DEPENDENCIES AND SUPPORT:  What

challenges or obstacles must you address?  challenges or obstacles must you address?  

5.    PROGRESS REVIEW:  What progress has been made on 5.    PROGRESS REVIEW:  What progress has been made on your project?  What have you learned so far?  your project?  What have you learned so far? 

  6.    ACTIONS TO TAKE FORWARD6.    ACTIONS TO TAKE FORWARD

Mentoring for a purposeMentoring for a purpose

Know what the structure is for mentoring.

Example: CFAR Mentoring Program

UCSF-GIVI CFARUCSF-GIVI CFARVenn DiagramVenn Diagram

To nurture and sustain innovative multidisciplinary HIV research at the intersections of the basic, clinical, and population based scientific disciplines..

Clinical Science

PopulationScience

Basic Science

UCSF-GIVI CFAR Mentoring UCSF-GIVI CFAR Mentoring ProgramProgram

Facilitate the successful growth and development of the next generation of HIV investigators to support and extend multidisciplinary HIV research.

1) One-on-one interactions between mentees and senior CFAR mentors;

2) A workshop series offering important information of a range of topics essential for academic career development

3) Enhanced opportunities for networking

The Trans Model of The Trans Model of MentoringMentoring

CFAR Workshops in CFAR Workshops in 2007-82007-8

Working Productively with the Office of Sponsored Research

First NIH Grants Careers Promotion and Advancement Lessons Learned: How to avoid

being road kill on the academic highway

Life and Work Balance International HIV Research: A

primer

Indicate the mentoring Indicate the mentoring areas you would benefit areas you would benefit

from the mostfrom the most

Indicate the assistance you Indicate the assistance you received from the received from the

mentoring programmentoring program

CFAR MentorsCFAR Mentors Developing sufficient mentors for CFAR

programs may be a future challenge Mentors are leaving Mentors are not participating Some mentors receive great praise, others

less so. We have to recruit and train the next

generation of mentors for CFAR or face some risk regarding effective mentoring

2008-2009 we would focus on MENTORS Workshops for Mentors-case based Voluntary 360 degree review

Mentoring the MentorsMentoring the MentorsMentors’ workshops 2008-9Mentors’ workshops 2008-9

1.1. Motivating & coaching your Motivating & coaching your research teamresearch team

2.2. Dealing with interpersonal Dealing with interpersonal conflict in your groupconflict in your group

3.3. Creating a professional Creating a professional research group and a research group and a culture of excellenceculture of excellence

4.4. Role and expectations of a Role and expectations of a mentormentor

5.5. Understanding scientific Understanding scientific fraud and misconductfraud and misconduct

6.6. Voluntary 360 degree Voluntary 360 degree reviewreview

Objective: To discuss the responsibilities of a mentor. What should be the value gained from this experience for both the mentor and those being mentored. Examples from best and worst case mentoring situations. How to wean a mentee from both a style and project basis

Objective: To understand individual differences, cultural diversity and techniques for assisting others to reach their potential.

Objective: To provide participants with basic fundamental team-related conflict- management concepts and techniques. To help them better engage in difficult conversations and gain confidence in mediating interpersonal issues

Objective: To provide participants with techniques for making effective hiring decisions, clarifying and communicating expectations; and instilling accountability for work ethics, procedures, results and behavior. Behavior-based interviewing techniques will be shared to address the three multiple interfaces for lab success. A performance management model will also be discussed.

Prepare a plan of action and a response consistent with UCSF and GIVI policiesand understand the need for a formal process.

What did I learn?What did I learn? There is a strong need for mentoring Mentees and mentors are motivated

for a one on one program and especially value networking

Symposia have value to the mentees Mentors as a group are like herding

cats– problematic with the many campus sites of the enterprise

This takes considerable support and funding. Without a K24 award it could not have happened Requires administrative support

Mentoring Background-Mentoring Background-CTSICTSI

1. Critical component of career development & success

2. Outstanding mentors: insures pipeline 3. Success of C & T research enterprise:

robust mentors4. Dedicated, skilled mentors: need training5. Few training programs6. UCSF CTSI Mentor Development

Program

http://ctsi.ucsf.edu

MDP OverviewMDP Overview1.1. Primary goal: Primary goal: Train mid-career & Train mid-career &

early senior researchersearly senior researchers

2.2. UCSF Faculty Mentoring ProgramUCSF Faculty Mentoring Program

3.3. Co-Directors from each school: Co-Directors from each school: Dentistry, Medicine (2), Nursing, Dentistry, Medicine (2), Nursing, PharmacyPharmacy

4.4. Curriculum development: 6 months Curriculum development: 6 months

5.5. 10 case-based seminars, 2 per half 10 case-based seminars, 2 per half dayday

6.6. 5 monthly morning meetings5 monthly morning meetings

Senior Mentor Senior Mentor CommentsComments

Be supportive & challengingBe supportive & challenging

Beware of mentors who eat their Beware of mentors who eat their youngyoung

You need to date a little before You need to date a little before you get marriedyou get married

Three Ethical Mentoring Three Ethical Mentoring IssuesIssues

1. What are the boundaries of what can be discussed?

2. To what extent should the mentor attempt to direct the learner towards a particular action or decision?

3. In a conflict of interests between mentor and learner where should the mentor’s priorities lie?

Three keys to mentoring Three keys to mentoring

1. Desire...drive, energy, enthusiasm, motivation.

2. Opportunity…time, space, support.

3. Competence…ability, skills, know how.

Mentor can Mentor can

Provide different perspective; Help to identify the real issues

(research plan related) and stumbling blocks that hinder the individual’s or the team’s progress;

Help to learn problem solving process;

Stimulate your growth and give feedback.

It is up to you to come up

with solutions!!!

But…..But…..

Effective Effective communication: communication:

Identifying the goalsIdentifying the goals“Would you tell

me, please,

which way I ought to go from here?”

“That depends a

good deal on where you want to get

to.”

Effective communication: Effective communication:

Before a meetingBefore a meeting Be prepared; Formulate concise questions; Provide your mentor in advance

with any information/documentation to be discussed;

Agree on the meetings’ schedule.

““There is nothing we receive There is nothing we receive with so much reluctance as with so much reluctance as

advice”advice”Joseph AddisonJoseph AddisonDo not jump to conclusion

Do not be ‘selective’in your perception

Do not be negative•Be mindful

•Check for understanding

•Recap conversation

Effective communication for mentoring

What drives a mentor?What drives a mentor?

1. A sense that they are helping someone achieve their goals and that they are making a difference in another person's life.

2. An occasional "thank you" or acknowledgement of the assistance they are providing.

3. An enjoyable relationship.

Invite a mentor’s interestInvite a mentor’s interest1.1. Know what you need and want from the Know what you need and want from the

relationship. relationship. 2.2. Have clearly-defined objectives. Have clearly-defined objectives. 3.3. Identify problems you believe might be obstacles Identify problems you believe might be obstacles

to you in reaching your objectives. to you in reaching your objectives. 4.4. Give thought to and be able to articulate how you Give thought to and be able to articulate how you

think a mentor could assist you. think a mentor could assist you. 5.5. Think about how you might reach your objectives Think about how you might reach your objectives

with or without a mentor. with or without a mentor. 6.6. Be purposeful and pleasant, and have challenging Be purposeful and pleasant, and have challenging

goals. goals. 7.7. Treat your mentor relationship with care; don't Treat your mentor relationship with care; don't

abuse it by asking for inappropriate favors or abuse it by asking for inappropriate favors or information, and don't take your mentor for information, and don't take your mentor for granted.granted.

Determine your needsDetermine your needs1. Review your last performance evaluation; were

there areas in which your supervisor felt you needed more development and expertise?

2. Read job descriptions or want-ads for positions you aspire to hold in the next three to five years. What skills do you have already? What skills/experiences do you need to develop to be qualified for these positions?

3. List three basic needs that you have in your current position (e.g., less stress, more responsibility, more challenge, more respect).

4. Think about what you currently enjoy in your current situation (job or otherwise)? What's missing?

Skills for Successful Skills for Successful MenteesMentees

Ask Questions Utilize your best Listening Skills

Listen for central ideas. Determine what is of personal value

to you in your mentor's conversation. Stay focused--speed of thought vs.

speed of speech. Build Trust Resolve Differences

Managing a successful Managing a successful relationshiprelationship

BehaviorsBehaviors Taking initiative and risks. Taking initiative and risks. Accepting each other. Accepting each other. Agreeing upon and working toward specific goals. Agreeing upon and working toward specific goals. Deal effectively with unmet expectations or Deal effectively with unmet expectations or

objectives.objectives. FactorsFactors

Mutual respect.; acceptance and flexibility; honesty Mutual respect.; acceptance and flexibility; honesty and direct communication; Preparation; and direct communication; Preparation; Commitment; Trust. Commitment; Trust.

Get Off to a Good Start: be preparedGet Off to a Good Start: be prepared Reciprocating the Relationship--What Do You Reciprocating the Relationship--What Do You

Have to Offer? Have to Offer?

Ending the Relationship Ending the Relationship Be clear about why you want to end the relationship. If

you've achieved your goals - celebrate! Let you mentor know how they have helped you, and show your appreciation.

If you're ending the relationship for other reasons, let your mentor know what the reason is. Perhaps the relationship is not moving you forward and you'd like to spend time engaging in other professional development activities.

Regardless of the reason why you'd like to end the relationship, it's important to give your mentor clear feedback about what they might do differently and what they did well.

Mentors frequently become collaborators …always appreciate that the future is unknown and will bring about a surprise.

Successes of CFAR Successes of CFAR mentees*mentees*

Xavier Contreras – CFAR Basic Science Award Judy Hahn – CFAR Pilot Award Judy Hahn—CFAR Fogarty Award Satish Pillai—K01 Award Tors Neilands—R25 Award Hong Ha-Truong—R01 Stephen Dominy—Licensed technology from UCSF to

AdPharma (http://www.ad-pharma.com/pipeline.asp) Twelve K23, K01 or RO1s among prior mentees Four mentors with K24 awards from 3 different

institutes Experience was critical for the CTSI Mentoring

Project *2007-8

Be an agent of changeBe an agent of change

If you want to If you want to make incremental make incremental improvements be improvements be competitivecompetitive. .

If you want to If you want to make exponential make exponential improvements be improvements be cooperativecooperative..

Academic success—Academic success—What does your boss expect What does your boss expect

of you?of you? Help make the place better! Role model behavior

Add value Build a portfolio of skills /

accomplishments Quality performance –bring value Breadth of excellence Generosity – mentoring, leadership,

volunteerism Become self-supporting, then a tax-

payerDOM FACULTY ORIENTATION

What is NeededWhat is Needed??(What is your role?)(What is your role?)

RolesRoles Sources of fundingSources of funding

Clinician-Clinician-teachersteachers

Clinical revenueClinical revenue

Educational Educational leadersleaders

Tax dollarsTax dollars

Teacher-Teacher-cliniciansclinicians

Tax + clinical Tax + clinical revenuerevenue

Clinician-Clinician-investigatorsinvestigators

Grants + clinical Grants + clinical revenuerevenue

Evaluation of FacultyEvaluation of Faculty

CriteriaCriteria• research and other creative activitiesresearch and other creative activities• professional competenceprofessional competence• university and public serviceuniversity and public service• teachingteaching

Weighting of CriteriaWeighting of Criteria• series-dependentseries-dependent• department-defineddepartment-defined

Research Research ProductivityProductivity

1.1. ImpactImpact

2.2. Original Peer Reviewed Original Peer Reviewed

PublicationsPublications

3.3. Other Refereed DisseminationOther Refereed Dissemination

4.4. Research support---NIH, VA, Research support---NIH, VA,

national peer-reviewed grantsnational peer-reviewed grants

5.5. Thematic Focus or ProgressionThematic Focus or Progression

Faculty IndependenceFaculty Independence

1.1. AuthorshipAuthorshipfirst authorfirst author

senior authorsenior author

““co-investigator” co-investigator” responsibilitiesresponsibilities

2.2. Principal InvestigatorPrincipal Investigatorcompetitive research awardcompetitive research award

3.3. Letters of EvaluationLetters of Evaluation

Assessment of Assessment of TeachingTeaching

1.1. Teaching activitiesTeaching activities

2.2. Teaching evaluationsTeaching evaluations

3.3. Mentoring activitiesMentoring activities

University and PublicUniversity and Public ServiceService

AdministrationAdministration• departmental committeesdepartmental committees• interdepartmental activitiesinterdepartmental activities• search committeessearch committees

University ServiceUniversity Service• academic senate committeesacademic senate committees• system-wide activitiessystem-wide activities

Professional ServiceProfessional Service• editorial boardeditorial board• professional society professional society

leadershipleadership Community, Public ServiceCommunity, Public Service

Research and FundingResearch and Funding1.1. Identify your own niche-early!Identify your own niche-early!

(preferably, one that is unoccupied)(preferably, one that is unoccupied)

2.2. Differentiate yourself from your Differentiate yourself from your mentormentor

3.3. Publish your results consistentlyPublish your results consistently

4.4. Obtain your own research Obtain your own research fundingfunding

(preferably competitive, nationally-(preferably competitive, nationally-recognized and portable)recognized and portable)

Scientific misconductScientific misconduct Whether these complaints are substantiated Whether these complaints are substantiated

or not, the process is difficult for all involved.or not, the process is difficult for all involved. Time consumingTime consuming Anxiety provokingAnxiety provoking Strains relationshipsStrains relationships Requires third party investigationRequires third party investigation Tends to extend beyond initial issuesTends to extend beyond initial issues

Often involves menteesOften involves mentees As witnessesAs witnesses Initiating complaints/responding to complaintsInitiating complaints/responding to complaints

Misconduct Often arise after an extended period of dispute or Often arise after an extended period of dispute or

strainstrain Often results from poor communication among the Often results from poor communication among the

partiesparties Can result from misunderstanding on the part of Can result from misunderstanding on the part of

mentees concerning:mentees concerning: Their own autonomyTheir own autonomy Conventions of authorshipConventions of authorship Conventions regarding credit and intellectual propertyConventions regarding credit and intellectual property

Often arise when best practices in mentoring conduct Often arise when best practices in mentoring conduct are not followedare not followed

Can extend to involve multiple mentees and employeesCan extend to involve multiple mentees and employees

Trans MentoringTrans Mentoring Should be a great aid in avoiding Should be a great aid in avoiding

misconduct episodes and complaints.misconduct episodes and complaints. The trans mentor:The trans mentor:

Is in a position to identify early warning signs of Is in a position to identify early warning signs of trouble;trouble;

Can dispel erroneous assumptions regarding Can dispel erroneous assumptions regarding mentee autonomy and rightsmentee autonomy and rights

Can aid mentees in developing effective Can aid mentees in developing effective communication even with difficult senior communication even with difficult senior collaboratorscollaborators

Can identify significant problems early in processCan identify significant problems early in process Can help mentees to appropriately cope with Can help mentees to appropriately cope with

complaints and grievancescomplaints and grievances

When disputes occurWhen disputes occur Mentees should avoid involving lab bystanders in Mentees should avoid involving lab bystanders in

casual conversation and gossip about these issuescasual conversation and gossip about these issues Seek appropriate adviceSeek appropriate advice Need to address issues with senior mentorNeed to address issues with senior mentor Involving bystanders can complicate situation and Involving bystanders can complicate situation and

harden positionsharden positions Also give contextAlso give context

Some disputes in scientific collaborations are common Some disputes in scientific collaborations are common and usually are resolved with good communicationand usually are resolved with good communication

The great majority of PIs are reasonable and ethical, The great majority of PIs are reasonable and ethical, actual misconduct is not commonactual misconduct is not common

Workplace conduct Workplace conduct issuesissues

Expression of anger can cross lines of Expression of anger can cross lines of acceptable conductacceptable conduct Shouting, singling individuals out, pointing Shouting, singling individuals out, pointing

can be violations of the UC code of conduct can be violations of the UC code of conduct on the part of mentor or menteeon the part of mentor or mentee

Cursing, threatening or seeking to identify Cursing, threatening or seeking to identify the origin of complaints is also unacceptable the origin of complaints is also unacceptable behaviorbehavior

Mentors should assist mentees in getting Mentors should assist mentees in getting appropriate help but NOT investigateappropriate help but NOT investigate Problem resolution centerProblem resolution center Academic affairs officeAcademic affairs office

Vulnerable Settings Hot findingsHot findings New initiativesNew initiatives

Especially when mentee has greatest Especially when mentee has greatest experience.experience.

Disengaged PIDisengaged PI Language/cultural differences within lab or Language/cultural differences within lab or

between mentor and menteebetween mentor and mentee When problems have occurred in pastWhen problems have occurred in past When family members are collaboratorsWhen family members are collaborators New PIsNew PIs

Suspicion of Research Suspicion of Research Misconduct Misconduct

Plagiarism, falsification, fabricationPlagiarism, falsification, fabrication Not authorship disputesNot authorship disputes

Report to immediately, do NOT try to resolve Report to immediately, do NOT try to resolve or even mention suspicionor even mention suspicion

Sequestration of lab books, computer, etcSequestration of lab books, computer, etc AssessmentAssessment Inquiry by administratorInquiry by administrator Investigation by ad hoc committeeInvestigation by ad hoc committee Imposition of disciplineImposition of discipline Report to other agenciesReport to other agencies

Mentoring should lead to Mentoring should lead to changechange

It is not the It is not the strongest of strongest of the species the species that survive, that survive, nor the most nor the most intelligent, but intelligent, but the one most the one most responsive to responsive to changechange

---Charles ---Charles DarwinDarwin

Conclusions Mentoring depends upon

The Mentee The Mentor The Environment

Who should you mentor? Mentoring requires experience Mentoring is teachable Mentoring is important and satisfying Mentoring is dependent upon the

mentees as much as the mentor.

AcknowledgmentAcknowledgment 1. CFAR Mentoring Co-1. CFAR Mentoring Co-

Director, Ruth Greenblatt Director, Ruth Greenblatt

2. The Mentees based 2. The Mentees based throughout our research throughout our research enterprise.enterprise.

3. The Mentors 3. The Mentors participating in the participating in the programprogram

5. Paul Volberding, 5. Paul Volberding, Warner Greene.Warner Greene.

6. ARI and John 6. ARI and John Greenspan for providing Greenspan for providing support.support.

Case Example ACase Example A A complaint of research misconduct is received from a A complaint of research misconduct is received from a

postdoctoral fellow concerning inappropriate use of research postdoctoral fellow concerning inappropriate use of research grant fundsgrant funds Funding from Project A was used to support Project B and to support PI travel Funding from Project A was used to support Project B and to support PI travel

that was not necessary for the researchthat was not necessary for the research BackgroundBackground

Postdoctoral fellow had been long frustrated by lack of support for his own Postdoctoral fellow had been long frustrated by lack of support for his own research projects, and was looking for job with fewer publications than he had research projects, and was looking for job with fewer publications than he had hoped for, disputes had also occurred regarding who the corresponding author hoped for, disputes had also occurred regarding who the corresponding author on the papers should be;on the papers should be;

PI felt that the postdoc had done well, productivity had been hampered by PI felt that the postdoc had done well, productivity had been hampered by technical issues, and was unaware of the extent of postdoc’s concerntechnical issues, and was unaware of the extent of postdoc’s concern

Postdoc also felt that PI had not been as supportive in job search as he could Postdoc also felt that PI had not been as supportive in job search as he could have been, and enrolled other lab staff in effort to review budgets and have been, and enrolled other lab staff in effort to review budgets and expenditures.expenditures.

OutcomeOutcome Postdoctoral fellow is granted whistle blower status, but eventually decided Postdoctoral fellow is granted whistle blower status, but eventually decided

that academics was too difficult a work environment for him.that academics was too difficult a work environment for him. PI was forced to return funding for Project A using his entire unrestricted PI was forced to return funding for Project A using his entire unrestricted

funding to cover the costs, resulting in cessation of other projects and support funding to cover the costs, resulting in cessation of other projects and support for several graduate students.for several graduate students.

CFAR mentors role- Case CFAR mentors role- Case AA

Could anything have been done to Could anything have been done to achieve a better result, and if so achieve a better result, and if so what and when?what and when? Communication about the career plan Communication about the career plan

and productivityand productivity Communication about the job searchCommunication about the job search

Case Example BCase Example B An early career faculty member submitted An early career faculty member submitted

a complaint that his prior mentor (PI) a complaint that his prior mentor (PI) committed research misconduct and committed research misconduct and workplace misconduct:workplace misconduct: One grievant complained that the mentor had One grievant complained that the mentor had

used material he published previously used material he published previously (without the PIs name as author), word-for-(without the PIs name as author), word-for-word and without the grievant’s consent (he word and without the grievant’s consent (he was listed as coauthor).was listed as coauthor).

A graduate student in the same laboratory A graduate student in the same laboratory supported this complaint and noted that the supported this complaint and noted that the PI raised his voice, used derogatory language PI raised his voice, used derogatory language and pointed his finger at her in the workplace.and pointed his finger at her in the workplace.

Example B BackgroundExample B Background Other students and faculty who know PI were said to Other students and faculty who know PI were said to

report this kind of misconduct happens all the time.report this kind of misconduct happens all the time. The faculty member had previously been required to The faculty member had previously been required to

take supervisory and anger management training.take supervisory and anger management training. The work that was reported in both papers was The work that was reported in both papers was

completed in the PI’s laboratory using grant funding completed in the PI’s laboratory using grant funding that he obtained, but he was less involved in leading that he obtained, but he was less involved in leading this work, which was an offshoot of the original this work, which was an offshoot of the original project, than was his routine practice.project, than was his routine practice.

The PI reported that he was not aware the grievant The PI reported that he was not aware the grievant had submitted this paper, and that he was simply had submitted this paper, and that he was simply completing what he had thought was an unfinished completing what he had thought was an unfinished manuscript.manuscript.

Case B OutcomeCase B Outcome The PI was forced to retract his The PI was forced to retract his

publication.publication. The PI was found to have violated the The PI was found to have violated the

UCSF code of conduct.UCSF code of conduct. Since the dispute became public within Since the dispute became public within

the department, the grievants also were the department, the grievants also were perceived by some to have transgressed perceived by some to have transgressed appropriate conduct and to have acted appropriate conduct and to have acted to falsely tarnish the reputation of the to falsely tarnish the reputation of the PI and his contributions to the research. PI and his contributions to the research.

Case B ContinuedCase B Continued The issues were discussed widely within the The issues were discussed widely within the

laboratory when the PI was away, and the laboratory when the PI was away, and the entire research team became embroiled.entire research team became embroiled.

The grievants shared comments made by The grievants shared comments made by academic leaders and other faculty with the academic leaders and other faculty with the research group.research group.

The grievants obtained copies of The grievants obtained copies of correspondence that indicated that the PI correspondence that indicated that the PI was aware of the first publication, including was aware of the first publication, including collection of material from deleted collection of material from deleted computer files.computer files.

CFAR mentors role- Case CFAR mentors role- Case BB

Could anything have been done to Could anything have been done to achieve a better result, and if so achieve a better result, and if so what and when?what and when? The paperThe paper Discretion about the complaintDiscretion about the complaint