Kristene Henne, Ph.D.

Postdoctoral Program Lead,

Argonne National

Laboratory

Board of Directors,

National Postdoctoral

Association

MENTOR? MENTEE?

MENTORING?

“ALWAYS PASS ON WHAT YOU HAVE LEARNED.”

—YODA

http://www.mentors.ca/mp_business.html

• 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• Harry Potter Dobby• 4th Grade Teacher Oprah Winfrey

WHO’S MENTORING WHOM?

Think of one example where you were mentored or off ered 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

EXERCISE ONE: WHAT IS MENTORING?

Mentoring is a professional relationship that promotes talent

development by bringing employees together with more experienced

staff to achieve their full potential.

Mentoring is a professional relationship that promotes talent

development by bringing employees together with more experienced

staff to achieve their full potential.

What qualities do mentors possess?What roles/titles do they have?

Do they need a title?Who has mentored you throughout your career?

EXERCISE TWO: WHO IS A MENTOR?

WHERE DOES SUPERVISION END AND MENTORING BEGIN?

Arrangement Status Focus Tools

Relationship

Driver

Supervisor

Formal Higher Career Advancemen

t, Team Mission

Experiences, Advice/Feedback

, Guidance, Support,

Network, Skills

Supervisor

Mentor Formal or Informal

Higher, Same, or

Lower

Career Advancemen

t

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

POSTDOCSThe ideal mentor…Boosts curiosity, passion and performanceMaintains an open line of communicati on Is availableAdvocates for staff within and outside of the labEncourages development of “soft skills”Supports work-life balanceFacilitates/fosters networking and collaborati on opportuniti esDiscusses paths to career growth and supports career transiti ons

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-L IFE-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

…knowledge and experiences can be shared between peers or “up the

ladder”

Typical image of a mentor is someone who is older (and wiser), but…

MENTORING IS NOT A ONE-WAY STREET

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!

MENTORS DO NOT ALWAYS HAVE ALL THE ANSWERS

Situation-dependent

Could be one-time mentoring session

Could fulfi ll specific need

Could be short-term Example—helping

new employee acclimate to lab, company, school

MENTORING IS NOT ALWAYS A LIFETIME COMMITMENT

PROTÉGÉ/MENTEE IS RELATIONSHIP DRIVERWHAT DO YOU GAIN? WHAT DOES MENTOR

GAIN?

How come you didn't tell me?

Tell you what?

That you knew

karate?

You never ask?

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 networkOffer help in return

BEST WAY TO REAP BENEFITS OF MENTORING—BE A GOOD

PROTÉGÉ/MENTEE

S AMPLE ANNOTATED GOAL-SETT ING WORKSHEET FOR MENTORING D ISCUSS ION PREP

ADAPTED FROM MENTORING- IN -A-BOX TOOLK IT FROM HTTP : / /WWW.NCWIT.ORG

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?

EXERCISE THREE: WHAT DO YOU THINK ARE THE BENEFITS OF

MENTORING?

HOW DOES MENTORING HELP YOU AND YOUR ORGANIZATION?

Inclusion & Clarity

Engagement &

Productivity

Retention, Growth & Innovation

http://www.catalyst.org/system/files/Making_Mentoring_Work.pdfhttp://www.centerforcreativeleadership.com/leadership/pdf/research/FormalMentoringPrograms.pdf

Leadership

Staff

Students

Postdocs

Different career tracks and levels may have different:

1. Performance expectations

2. Professional expectations

3. Mentoring needs

Shared Personnel Considerations:

4. Soft skills5. Acclimating to lab

culture6. Professional goals7. Satisfaction in both

work and life8. Stress management

WHO ARE OUR PEOPLE AND WHAT DO THEY NEED?

CONSIDERATIONS FOR MENTORING PROGRAMS

• Facilitated matching – Postdoc program

• Community-based – PSA, ERGs

• Networking opportunities – Divisional coffee hours

• Early-career – NGNS

• New employees—OPS/OTD

Navigator Program

• Culture of mentoring• Leadership buy-in• Resources and Guidelines• Mentor Training• Demonstrate value

• 1-on-1 and Coaching• Groups/Circles

• Short-term/Orientation• Situational/Spot mentoring

• Formal• Informal• Organization-wide• Voluntary/Expected

Program Structure

Types of Mentorin

g

Lab Examples

Program Support

WHAT RESOURCES ARE AVAILABLE TO YOU?

Internal resources Your own networks On-site professional and social events Employee Resource Groups (ERGs) Argonne Mentoring Blog: blogs.anl.gov/mentoring Postdoctoral Society of Argonne: psa@anl.gov Programmatic Divisions’ Mentor Coordinators: khenne@anl.gov Mentoring strategy and program development: mentoring@anl.gov

External resources UNM Mentoring Inst itute: http://mentor.unm.edu/ Research Mentor Training: http://www.researchmentortraining.org/ myIDP (Individual Development Plan): http://myidp.sciencecareers.org/ NASA FIRST Mentoring Program:

http:// leadership.nasa.gov/nasa_fi rst/home.htm MentorNet: http://mentornet.org/ MasteryWorks, Inc: www.masteryworks.com “The Eight Types of Mentors”

(2006) Caela Farren, PhD 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/

Contact Information:

Tina L. Henne, Postdoctoral Program LeadArgonne Leadership Institutekhenne@anl.gov; Ext. 2-2907

Acknowledgements:

Erin L. Thomas—collaborator on presentation contentNorah Blackaller—adapted worksheet for ArgonneLeadership Institute ColleaguesMy many mentors over the years

THANK YOU!

ADDITIONAL RESOURCES

National Postdoctoral Association Resources: Mentor ing P lans for Postdoctora l Scholars: This NPA resource covers a l l the bas ics to

set your postdocs on the r ight path for establ ish ing rewarding mentor ing re lat ionships. http: / /www.nat ionalpostdoc.org/publ icat ions

NPA 2015 Annual Meet ing Presentat ions: https: / /npamembers.s i te-ym.com/?2015AMPres

Websites: UNM Mentor ing Inst i tute: http: / /mentor.unm.edu/ Research Mentor Tra in ing: http: / /www.researchmentortra in ing.org/ myIDP ( Indiv idual Development P lan) : http: / /myidp.sc iencecareers .org/ NASA F IRST Mentor ing Program: http: / / leadership.nasa.gov/nasa_fi rst /home.htm MentorNet: http: / /mentornet .org/ MasteryWorks, Inc: www.masteryworks.com “The E ight Types of Mentors” (2006)

Caela Farren, PhD Nat ional Center for Women and Informat ion Technology --http: / /www.ncwit .org

Mentor ing in a Box Toolk i t (Re leased 2007) Catalyst : Making Mentor ing Work: http: / /www.cata lyst .org/

Literature: Thomas, Rachel . Exemplary junior facul ty mentor ing programs. Diss . Hunter Col lege,

2005. Baker, Vick i L . , and K imber ly A. Gr iffi n. "Beyond mentor ing and advis ing: Toward

understanding the ro le of facul ty “developers” in student success." About Campus 14.6 (2010): 2-8 .

Pfund, Chr ist ine, et a l . "A research mentor t ra in ing curr iculum for c l in ical and trans lat ional researchers ." C l in ical and trans lat ional sc ience 6.1 (2013): 26-33.

Straus, Sharon E. , et a l . "Character ist ics of successful and fa i led mentor ing re lat ionships: a qual i tat ive study across two academic heal th centers ." Academic medic ine: journal of the Assoc iat ion of Amer ican Medical Col leges 88.1 (2013): 82.

“Why Not to Set Up a Formal Mentor ing Program”--http: / /chronic le .com/blogs/profhacker/why-not- to -set-up-a- formal -new-facul ty-mentor ing-program/22766

Gal lo , Amy. Demyst i fy ing Mentor ing. Harvard Business Review. February 1 , 2011.

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/nsf09_1/gpg_2.jsp#IIC2di

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-fi les/NOT-OD-13-093.html#sthash.6bO8eFVP.dpuf

A STRUCTURAL REASON—FUNDING

OFFICE OF MANAGEMENT AND BUDGET (OMB) CLARIFICATION ON DUAL ROLE OF STUDENTS

AND POSTDOCS AS EMPLOYEES AND TRAINEES