MENTOR MENTEE MENTORING Kristene Henne Ph D Postdoctoral

MENTOR? MENTEE? MENTORING? Kristene Henne, Ph. D. Postdoctoral Program Lead, Argonne National Laboratory Board of Directors, National Postdoctoral Association

“ALWAYS PASS ON WHAT YOU HAVE LEARNED. ”—YODA

WHO’S MENTORING WHOM? • • • Donald Spencer John Nash Ann Sullivan Helen Keller Gottfried von Leibniz Sir Isaac Newton Neils Bohr Werner Heisenberg Max Planck Walter Bothe President of Yale President of Harvard Albus Dumbledore Harry Potter Dobby 4 th Grade Teacher Oprah Winfrey http: //www. mentors. ca/mp_business. html

EXERCISE ONE: WHAT IS MENTORING? Think of one example where you were mentored or offered mentoring. § § What were the circumstances? With whom did you interact? Why did you seek mentoring or why were you sought? Thinking back, did you define this as “mentoring” at the time?

EXERCISE ONE: WHAT IS MENTORING? A Simple Business Definition Mentoring is a professional relationship that promotes talent development by bringing employees together with more experienced staff to achieve their full potential.

EXERCISE TWO: WHO IS A MENTOR? What qualities do mentors possess? What roles/titles do they have? § Do they need a title? Who has mentored you throughout your career?

WHERE DOES SUPERVISION END AND MENTORING BEGIN? Relationshi p Driver Arrangement Status Focus Tools Superviso r Formal Higher Career Advancement, Team Mission Experiences, Advice/Feedback, Guidance, Support, Network, Skills Supervisor Mentor Formal or Informal Higher, Same, or Lower Career Advancement Experiences, Advice/Feedback, Guidance, Support, Network, Skills Mentee/ Protégé Sponsor/ Advocate Formal or Informal Higher Promotion Network, Seniority Sponsor Coach Formal or Informal Higher, Same, or Lower Performance Skills, Feedback Coach

IDEAL MENTOR AND SUPERVISOR QUALITIES—AS DEFINED BY POSTDOCS The ideal mentor… Boosts curiosity, passion and performance Maintains an open line of communication Is available Advocates for staff within and outside of the lab Encourages development of “soft skills” Supports work-life balance Facilitates/fosters networking and collaboration opportunities Discusses paths to career growth and supports career transitions The ideal supervisor also… § Allows opportunities to explore professional interests, within funding constraints § Enables discipline-specific skill development § Discusses latest trends and future directions in the field/specialty § Supports a flexible work schedule when possible and appropriate

HTTP: //WWW. LORETTALAROCHE. COM/GET-A-LIFE-BLOG

WHO DO YOU WANT ON YOUR COMMITTEE? THE EIGHT TYPES OF MENTORS SOURCE: WWW. MASTERYWORKS. COM

WHAT IS A MENTOR/MENTORING NOT? http: //chronicle. com/blogs/profhacker/why-not-to-set-up-a-formal-new-faculty-mentoring-program/22766

MENTORS ARE NOT ALWAYS OLDER Typical image of a mentor is someone who is older (and wiser), but… …knowledge and experiences can be shared between peers or “up the ladder”

MENTORING IS NOT A ONE-WAY STREET

MENTORS DO NOT ALWAYS HAVE ALL THE ANSWERS Mentors may give advice It’s up to the mentee/protégé to consider the advice Decide to act or not If you don’t have the answers, do you know who might? Always providing the answer does not help the mentee/protégé learn Giving general direction can be just as valuable as providing the answer!

MENTORING IS NOT ALWAYS A LIFETIME COMMITMENT Situation-dependent Could be one-time mentoring session Could fulfill specific need Could be short-term § Example—helping new employee acclimate to lab, company, school

PROTÉGÉ/MENTEE IS RELATIONSHIP DRIVER WHAT DO YOU GAIN? WHAT DOES MENTOR GAIN? How come you didn't tell me? Tell you what? That you knew karate? You never ask?

BEST WAY TO REAP BENEFITS OF MENTORING —BE A GOOD PROTÉGÉ/MENTEE Do a self-assessment § What are your goals? § Will mentoring help? Identify objectives and expectations LISTEN to your mentor’s story Be proactive in maintaining contact Build your network Offer help in return

SAMPLE ANNOTATED GOAL-SETTING WORKSHEET FOR MENTORING DISCUSSION PREP ADAPTED FROM MENTORING-IN-A-BOX TOOLKIT FROM HTTP: //WWW. NCWIT. ORG

EXERCISE THREE: WHAT DO YOU THINK ARE THE BENEFITS OF MENTORING? Why do you want to know more about mentoring? What do you think it will bring to your group/division/ALD? What are some simple things we can do to show mentoring is valued?

HOW DOES MENTORING HELP YOU AND YOUR ORGANIZATION? Inclusion & Clarity Retention, Growth & Innovation Engagement & Productivity http: //www. catalyst. org/system/files/Making_Mentoring_Work. pdf http: //www. centerforcreativeleadership. com/leadership/pdf/research/Formal. Mentoring. Programs. pdf

WHO ARE OUR PEOPLE AND WHAT DO THEY NEED? Different career tracks and levels may have different: 1. Performance expectations 2. Professional expectations 3. Mentoring needs Shared Personnel Considerations: 1. 2. 3. 4. Soft skills Acclimating to lab culture Professional goals Satisfaction in both work and life 5. Stress management Students Postdocs Staff Leadership

CONSIDERATIONS FOR MENTORING PROGRAMS • Formal • Informal • Organization-wide • Voluntary/Expected • 1 -on-1 and Coaching • Groups/Circles • Short-term/Orientation • Situational/Spot mentoring Program Structure Program Support • Culture of mentoring • Leadership buy-in • Resources and Guidelines • Mentor Training • Demonstrate value Types of Mentoring Lab Examples • Facilitated matching – Postdoc program • Community-based – PSA, ERGs • Networking opportunities – Divisional coffee hours • Early-career – NGNS • New employees—OPS/OTD Navigator Program

WHAT RESOURCES ARE AVAILABLE TO YOU? Internal resources Your own netw or ks O n- site p ro fessi ona l a nd social events E mpl oyee Resou rc e G ro ups ( ER Gs) Argonne Mento ri ng B lo g: blog s. anl. gov / mentoring Postdoc tor al Soc iety o f A rg onne: psa@anl. gov Programmatic Div isi ons’ Mentor Coordinators: khenne@anl. go v Ment oring stra tegy a nd progr am development: mentoring@ anl. gov External resources U NM Mento ri ng Inst it ut e: htt p: //mentor. unm. edu/ Resea rch Mento r Tr ai ning : htt p: //www. researchmentortraining. org/ m y. IDP (Indi vi dua l Develo pment Plan): http: //myidp. sciencecareers. org/ NASA FIRST Mento ri ng Progr am: http: //leadership. nasa. gov/ nasa_first/home. htm Ment or. Net: http: //mento rnet. org/ Mast ery. Wo rk s, Inc : www. mast eryworks. com “The Eight Types of Mentors” (2006) Caela Farren, Ph. D Nati onal C ent er f or Women and Information Technology -- http: //www. ncwit. org Ment oring in a B ox To ol ki t ( Released 2007) Cat alyst: Mak ing Mento ri ng Work : http: //www. catalyst. org/

THANK YOU! Contact Information: Tina L. Henne, Postdoctoral Program Lead Argonne Leadership Institute khenne@anl. gov; Ext. 2 -2907 Acknowledgements: Erin L. Thomas—collaborator on presentation content Norah Blackaller—adapted worksheet for Argonne Leadership Institute Colleagues My many mentors over the years

ADD ITIONAL RESOURCES National Postdoctoral Association Resources: Mentoring Plans for Postdoctoral Scholars: This NPA resource covers all the basics to set your postdocs on the right path for establishing rewarding mentoring relationships. http: //www. nationalpostdoc. org/publications NPA 2015 Annual Meeting Presentations: https: //npamembers. site-ym. com/? 2015 AMPres Websites: UNM Mentoring Institute: http: //mentor. unm. edu/ Research Mentor Training: http: //www. researchmentortraining. org/ my. IDP (Individual Development Plan): http: //myidp. sciencecareers. org/ NASA FIRST Mentoring Program: http: //leadership. nasa. gov/nasa_first/home. htm Mentor. Net: http: //mentornet. org/ Mastery. Works, Inc: www. masteryworks. com “The Eight Types of Mentors” (2006) Caela Farren, Ph. D National Center for Women and Information Technology--http: //www. ncwit. org Mentoring in a Box Toolkit (Released 2007) Catalyst: Making Mentoring Work: http: //www. catalyst. org/ Literature: Thomas, Rachel. Exemplary junior faculty mentoring programs. Diss. Hunter College, 2005. Baker, Vicki L. , and Kimberly A. Griffin. "Beyond mentoring and advising: Toward understanding the role of faculty “developers” in student success. " About Campus 14. 6 (2010): 2 -8. Pfund, Christine, et al. "A research mentor training curriculum for clinical and translational researchers. " Clinical and translational science 6. 1 (2013): 26 -33. Straus, Sharon E. , et al. "Characteristics of successful and failed mentoring relationships: a qualitative study across two academic health centers. " Academic medicine: journal of the Association of American Medical Colleges 88. 1 (2013): 82. “Why Not to Set Up a Formal Mentoring Program”--http: //chronicle. com/blogs/profhacker/whynot-to-set-up-a-formal-new-faculty-mentoring-program/22766 Gallo, Amy. Demystifying Mentoring. Harvard Business Review. February 1, 2011.

A STRUCTURAL REASON—FUNDING NSF Requirement on grants supporting postdocs: [ ] Proposals that include funding to support postdoctoral researchers must describe, as a separate section within the 15 -page Project Description, the mentoring activities provided for such individuals. Proposals that do not describe in the Project Description the mentoring activities that will be provided to postdoctoral researchers supported on the project will be returned without review. http: //www. nsf. gov/pubs/policydocs/pappguide/nsf 09_1/gpg_2. jsp#IIC 2 di NIH Recommendation: NIH encourages institutions to assist graduate students and postdoctoral researchers to achieve their career goals within the biomedical research workforce through the use of Individual Development Plans (IDPs). Institutions are encouraged to report on this in all progress reports submitted on/after October 1, 2014, using the Research Performance Progress Report (RPPR). http: //grants. nih. gov/grants/guide/notice-files/NOT-OD-13093. html#sthash. 6 b. O 8 e. FVP. dpuf

OFFICE OF MANAGEMENT AND BUDGET (OMB) CLARIFICATION ON DUAL ROLE OF STUDENTS AND POSTDOCS AS EMPLOYEES AND TRAINEES