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Management and Mentorship in a Research Environment

Management and Mentorship in a Research Environment. Mary Lucero, Interdepartmental Neuroscience Program Director June 5, 2007. This powerpoint was adapted from the following sources: Craig S. Wilcox, University of Pittsburg and. The Graduate School Michigan State University 2005 and

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Management and Mentorship in a Research Environment

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  1. Management and Mentorship in a Research Environment Mary Lucero, Interdepartmental Neuroscience Program Director June 5, 2007 This powerpoint was adapted from the following sources: Craig S. Wilcox, University of Pittsburg and The Graduate SchoolMichigan State University 2005 and http://www.rackham.umich.edu/StudentInfo/Publications/FacultyMentoring/Fmentor.pdf

  2. 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.

  3. 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 individual • Methods are chosen to meet that person’s needs

  4. What do mentors do? • Mentors • Evaluate skills • Encourage growth • Offer opportunities for improvement • Offer professional career advice • Share their thoughts and professional values • Express and act on their commitment to mentoring

  5. 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)

  6. 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

  7. 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?

  8. 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

  9. 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?

  10. 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

  11. Explicit Expectations • Explicit Expectations: • Clearly Stated (verbally or in written form) • Checked for understanding • Unilaterally or jointly set The Graduate SchoolMichigan State University 2005

  12. 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

  13. 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.

  14. Window of “Negotiable” Expectations Explicit Implicit Joint Unilateral The Graduate SchoolMichigan State University 2005

  15. Research mentorship • This 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.

  16. The mentor’s toolbox • A partial list… • Great generosity • Patience • Perseverance • Joy and enthusiasm • Confidence • Thoughtful planning • Willingness to study and spend time to identify the needs of the student/trainee.

  17. Mentoring activities • Encourage broad growth. • Evaluate skills. • Technical • Intellectual • Interpersonal • Communication • Teaching • Workspace organization • Creativity&innovation

  18. Mentoring activities • Offer opportunities to improve skills. • Take advantage of existing programs on survival skills and ethics. • Talk about your viewpoints. • Research conduct • Ethics and values • Professional standards • Your vision of the discipline and enterprise • Repeat your best advice and insights

  19. What do managers do? • Plan • objectives, strategies, procedures, policies, budget • Direct • delegate, coordinate, motivate • Decide • defining issues, gathering information, making choices • Control • ensure timely action, evaluate performance, set reporting procedures, identify any need for correction, reward performance • Communicate • knowledge, ideas, plans, check feedback and response

  20. 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.

  21. Managed groups • Advice for being a good boss • Share 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.

  22. Additional considerations • Be aware of cultural differences. • Adjust your own methods • Help the trainee to adjust • Look for results of stress. • Eating, sleeping, mood, affect • Help the trainee with difficult decisions. • Adjust to each person’s needs. • Lowering standards or ignoring limitations is not a kindness.

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

  24. Helping yourself manage • Keep a file on each student/trainee. • A. Work product • B. Correspondence • Keep notes on meetings. • Follow up on action plans. • Decide where to draw the line, and be consistent. • Professional standards • Social interactions

  25. Helping yourself manage • Documented 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.

  26. Dealing with conflict • Communicate clearly to avoid conflict. • How will performance be assessed? • What are the resources/budget? • Who has authority? • Commitment to equity and fairness • Evaluate lab members judiciously • Be aware of hidden agendas • Recognize competitive spirit • Discuss the need for cooperative behavior • Help group members find appropriate roles

  27. 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!

  28. Resources • 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.html • Management • “The Time Trap” • R. Alec Mackenzie, McGraw-Hill, New York: 1975, 1997. • Truth and Consequences 1 SEPTEMBER 2006 313: 1222SCIENCEwww.sciencemag.org The Graduate SchoolMichigan State University 2005 and http://www.rackham.umich.edu/StudentInfo/Publications/FacultyMentoring/Fmentor.pdf

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