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Mentoring Up - SACNAS 2013 - Steve Lee

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This is my presentation and handout from my workshop at SACNAS 2013. It presents a new concept of "mentoring up" to help equip and empower mentees to pro-actively manage their mentoring relationships.

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Mentoring Up: Pro-actively managing your mentoring relationship by assessing and applying your strengths Steve Lee, PhD CLIMB Program - Assistant Director SACNAS – October 2013 CLIMB Collaborative Learning and Integrated Mentoring in the Biosciences

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What exactly is mentoring? Traditional Mentoring 2 MentorMentee Questions, advice, etc

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Any other aspects of mentoring? Peer Mentoring 3 Peer Peer Peer

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Any other aspects of mentoring? “Mentoring Up” 4 MentorMentee Questions, input, etc

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Based upon original concept of: “Managing Up” 5 BossManager Gabarro and Kotter, Harvard Business Review, 1980.

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What principles are important in mentoring relationships? ● Communication ● Aligning expectations ● Assessing understanding ● Ethics 6 Handelsman, Pfund, Branchaw, etc at U of WI Entering Mentoring and Entering Research ● Addressing equity and inclusion ● Fostering independence ● Promoting professional development

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What skills are important in mentoring up? a. the relationship involves mutual dependence between fallible persons b. most superiors do not spell out all their expectations explicitly c. ultimately, the subordinate is responsible to discover the superior’s expectations 7 Gabarro and Kotter, HBR, 1980. 1. assess yourself and your superior 2. apply this assessment to develop a mutually beneficial relationship

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How do we assess ourselves? How do we apply our assessment to “mentor up”? 8 ● Please refer to the handout. ● Complete the individual and group activities ● Spend ~20 min

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Let’s review aspects of mentoring: ● Traditional mentoring ○ mentor to mentee ● Peer mentoring ○ community of peers ● “Mentoring up” ○ mentee pro-actively engages in the mentoring relationship 9

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What skills are needed in mentoring up? ● Assess yourself and your mentor ○ Myers-Briggs ○ StrengthsFinder ○ myIDP website ─ seek research-based, multiple assessments ● Apply the assessment ○ refer to principles in mentoring relationships 10 ● identify your needs: ○ trust ○ compassion ○ hope ○ stability

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Mentoring up is not: ● False-flattery 11 ● Manipulating your mentor

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Mentoring up includes: Acting with confidence ● actively engage with your mentor ● seek to understand your mentor’s expectations ● communicate your goals and expectations 12 Treating with respect ● listen ● practice “follow-ship” ● determine and fulfill your responsibilities ● adapt to your mentor’s needs

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We always need mentors in all stages of our lives As we learn how to mentor up, we will also learn how to mentor others, and create a supportive community. 13

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Resources ● for mentors: ○ Handelsman, et al; Entering Mentoring ● for mentees: ○ Branchaw, et al; Entering Research ● Lee, McGee, Pfund, Branchaw ○ “Mentoring Up” chapter; to be submitted ○ “The Mentoring Continuum”; Glenn Wright, ed ● This workshop’s slides and handouts ○ posted in Slideshare.net 14

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Chris Brogan observes a critical difference between a community and an audience “The difference between a community and an audience is which direction the chairs are pointing.” Which direction is your chair pointing? Are you a passive audience member in your mentoring relationship? or an actively engaged community member? 15

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1 Mentoring Up: Pro-actively managing your relationship with your research mentor by assessing and applying your strengths Steve Lee, PhD; Assistant Director of the CLIMB Program at Northwestern University SACNAS – October 5, 2013 • Individual Activity: adapted Myers-Briggs test for introverts/extroverts < www.humanmetrics.com > o Select the answer that more accurately reflects your preferred behavior. Yes No You enjoy having a wide circle of acquaintances. You are usually the first to react to a sudden event, such as the telephone ringing or unexpected question. You easily tell new people about yourself. You spend your leisure time actively socializing with a group of people, attending parties, shopping, etc. You rapidly get involved in the social life of a new workplace. The more people with whom you speak, the better you feel. It is easy for you to speak loudly. You enjoy being at the center of events in which other people are directly involved. You feel at ease in a crowd. It is easy for you to communicate in social situations. Totals o Scoring: add up the number of statements with which you answered “Yes” and “No”. Extroverts will tend to answer Yes to most of these statements, and Introverts will tend to answer No. • Success Types by John Pelley < http://www.ttuhsc.edu/SOM/success/ > Well-developed type skills Underdeveloped type skills Extraversion Active approach Bring breadth Introversion Reflective approach Bring depth Extraversion Hyperactive Superficial Introversion Withdrawn & secretive Overly serious What the Types Can Offer Each Other EXTRAVERTS • Provide the outwardly directed energy needed to move into action • Offer responsiveness to what is going on in the environment • Have a natural inclination to converse and to network INTROVERTS • Provide the inwardly directed energy needed for focused reflection • Offer stability from attending to deep ideas, and listening to others • Have a natural tendency to think and work alone

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2 • Group Activity: read the case study and answer the following questions Dan’s start in graduate school has not been as auspicious as he had hoped. He had applied to multiple top-tier research universities, but wasn’t admitted into any of his favorite schools. He was finally admitted into his “safety school” that was his last resort, and was grateful for the opportunity. But even here he struggled to find a research advisor. He spoke with many professors, but was disappointed when most faculty told him that tightened research budgets limited the number of students that they could accept. Things seemed to finally turn a corner when Dan met Dr Nevan, a new assistant professor who invited him into her research group. After Dan joined Dr Nevan’s group, he began having trouble understanding her expectations and goals for his research. This is particularly frustrating for Dan, because he’s very friendly and gets along with most people. He has weekly meetings with her, where he tells her all about his ups and downs from his research progress, along with complications and successes. Dan is aware that he’s communicative and talkative, so he believes that he’s doing a good job with informing her about his research progress. But recently she asked him questions that surprised him, because he didn’t realize that she had wanted something else. Dan just wishes that she would explain more clearly what she wants and expects, so that they can work better together. But she doesn’t seem to say much during their meetings, and seems withdrawn from Dan’s perspective. Questions: o Introduce yourselves in your group, and share your results from the test for introverts and extroverts. Do you think the test and the tables helped you to determine or confirm your preference to be an introvert or extrovert? o From the case study, do you think Dan is an introvert or extrovert? Explain your reasoning, referring to details mentioned in the case study. o Do you think Dr Nevan is an introvert or extrovert? Explain your reasoning. o How might Dan adapt to improve his understanding of her expectations for his research? How might Dan use his strengths from his MB type? ─ What underdeveloped type skills (see tables above for some ideas) might Dan need to address as he considers how to improve communications with his research mentor? o What hints from the case study indicate that Dan isn’t accurately assessing himself? • Thanks for coming to my workshop! I hope that it was helpful. • If you would like to view and download the complete set of presentation materials and handouts, please go to my account in < www.slideshare.net >. • Feel free to obtain other resources at our CLIMB website < www.northwestern.edu/climb/ > • If you have further questions, feel free to contact me by email stevenlee@northwestern.edu. Steve Lee, PhD Assistant Program Director stevenlee@northwestern.edu www.northwestern.edu/climb/ CLIMB Collaborative Learning and Integrated Mentoring in the Biosciences

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Mentoring Up - SACNAS 2013 - Steve Lee

  • 1. Mentoring Up: Pro-actively managing your mentoring relationship by assessing and applying your strengths Steve Lee, PhD CLIMB Program - Assistant Director SACNAS – October 2013 CLIMB Collaborative Learning and Integrated Mentoring in the Biosciences
  • 2. What exactly is mentoring? Traditional Mentoring 2 MentorMentee Questions, advice, etc
  • 3. Any other aspects of mentoring? Peer Mentoring 3 Peer Peer Peer
  • 4. Any other aspects of mentoring? “Mentoring Up” 4 MentorMentee Questions, input, etc
  • 5. Based upon original concept of: “Managing Up” 5 BossManager Gabarro and Kotter, Harvard Business Review, 1980.
  • 6. What principles are important in mentoring relationships? ● Communication ● Aligning expectations ● Assessing understanding ● Ethics 6 Handelsman, Pfund, Branchaw, etc at U of WI Entering Mentoring and Entering Research ● Addressing equity and inclusion ● Fostering independence ● Promoting professional development
  • 7. What skills are important in mentoring up? a. the relationship involves mutual dependence between fallible persons b. most superiors do not spell out all their expectations explicitly c. ultimately, the subordinate is responsible to discover the superior’s expectations 7 Gabarro and Kotter, HBR, 1980. 1. assess yourself and your superior 2. apply this assessment to develop a mutually beneficial relationship
  • 8. How do we assess ourselves? How do we apply our assessment to “mentor up”? 8 ● Please refer to the handout. ● Complete the individual and group activities ● Spend ~20 min
  • 9. Let’s review aspects of mentoring: ● Traditional mentoring ○ mentor to mentee ● Peer mentoring ○ community of peers ● “Mentoring up” ○ mentee pro-actively engages in the mentoring relationship 9
  • 10. What skills are needed in mentoring up? ● Assess yourself and your mentor ○ Myers-Briggs ○ StrengthsFinder ○ myIDP website ─ seek research-based, multiple assessments ● Apply the assessment ○ refer to principles in mentoring relationships 10 ● identify your needs: ○ trust ○ compassion ○ hope ○ stability
  • 11. Mentoring up is not: ● False-flattery 11 ● Manipulating your mentor
  • 12. Mentoring up includes: Acting with confidence ● actively engage with your mentor ● seek to understand your mentor’s expectations ● communicate your goals and expectations 12 Treating with respect ● listen ● practice “follow-ship” ● determine and fulfill your responsibilities ● adapt to your mentor’s needs
  • 13. We always need mentors in all stages of our lives As we learn how to mentor up, we will also learn how to mentor others, and create a supportive community. 13
  • 14. Resources ● for mentors: ○ Handelsman, et al; Entering Mentoring ● for mentees: ○ Branchaw, et al; Entering Research ● Lee, McGee, Pfund, Branchaw ○ “Mentoring Up” chapter; to be submitted ○ “The Mentoring Continuum”; Glenn Wright, ed ● This workshop’s slides and handouts ○ posted in Slideshare.net 14
  • 15. Chris Brogan observes a critical difference between a community and an audience “The difference between a community and an audience is which direction the chairs are pointing.” Which direction is your chair pointing? Are you a passive audience member in your mentoring relationship? or an actively engaged community member? 15
  • 16. 1 Mentoring Up: Pro-actively managing your relationship with your research mentor by assessing and applying your strengths Steve Lee, PhD; Assistant Director of the CLIMB Program at Northwestern University SACNAS – October 5, 2013 • Individual Activity: adapted Myers-Briggs test for introverts/extroverts < www.humanmetrics.com > o Select the answer that more accurately reflects your preferred behavior. Yes No You enjoy having a wide circle of acquaintances. You are usually the first to react to a sudden event, such as the telephone ringing or unexpected question. You easily tell new people about yourself. You spend your leisure time actively socializing with a group of people, attending parties, shopping, etc. You rapidly get involved in the social life of a new workplace. The more people with whom you speak, the better you feel. It is easy for you to speak loudly. You enjoy being at the center of events in which other people are directly involved. You feel at ease in a crowd. It is easy for you to communicate in social situations. Totals o Scoring: add up the number of statements with which you answered “Yes” and “No”. Extroverts will tend to answer Yes to most of these statements, and Introverts will tend to answer No. • Success Types by John Pelley < http://www.ttuhsc.edu/SOM/success/ > Well-developed type skills Underdeveloped type skills Extraversion Active approach Bring breadth Introversion Reflective approach Bring depth Extraversion Hyperactive Superficial Introversion Withdrawn & secretive Overly serious What the Types Can Offer Each Other EXTRAVERTS • Provide the outwardly directed energy needed to move into action • Offer responsiveness to what is going on in the environment • Have a natural inclination to converse and to network INTROVERTS • Provide the inwardly directed energy needed for focused reflection • Offer stability from attending to deep ideas, and listening to others • Have a natural tendency to think and work alone
  • 17. 2 • Group Activity: read the case study and answer the following questions Dan’s start in graduate school has not been as auspicious as he had hoped. He had applied to multiple top-tier research universities, but wasn’t admitted into any of his favorite schools. He was finally admitted into his “safety school” that was his last resort, and was grateful for the opportunity. But even here he struggled to find a research advisor. He spoke with many professors, but was disappointed when most faculty told him that tightened research budgets limited the number of students that they could accept. Things seemed to finally turn a corner when Dan met Dr Nevan, a new assistant professor who invited him into her research group. After Dan joined Dr Nevan’s group, he began having trouble understanding her expectations and goals for his research. This is particularly frustrating for Dan, because he’s very friendly and gets along with most people. He has weekly meetings with her, where he tells her all about his ups and downs from his research progress, along with complications and successes. Dan is aware that he’s communicative and talkative, so he believes that he’s doing a good job with informing her about his research progress. But recently she asked him questions that surprised him, because he didn’t realize that she had wanted something else. Dan just wishes that she would explain more clearly what she wants and expects, so that they can work better together. But she doesn’t seem to say much during their meetings, and seems withdrawn from Dan’s perspective. Questions: o Introduce yourselves in your group, and share your results from the test for introverts and extroverts. Do you think the test and the tables helped you to determine or confirm your preference to be an introvert or extrovert? o From the case study, do you think Dan is an introvert or extrovert? Explain your reasoning, referring to details mentioned in the case study. o Do you think Dr Nevan is an introvert or extrovert? Explain your reasoning. o How might Dan adapt to improve his understanding of her expectations for his research? How might Dan use his strengths from his MB type? ─ What underdeveloped type skills (see tables above for some ideas) might Dan need to address as he considers how to improve communications with his research mentor? o What hints from the case study indicate that Dan isn’t accurately assessing himself? • Thanks for coming to my workshop! I hope that it was helpful. • If you would like to view and download the complete set of presentation materials and handouts, please go to my account in < www.slideshare.net >. • Feel free to obtain other resources at our CLIMB website < www.northwestern.edu/climb/ > • If you have further questions, feel free to contact me by email stevenlee@northwestern.edu. Steve Lee, PhD Assistant Program Director stevenlee@northwestern.edu www.northwestern.edu/climb/ CLIMB Collaborative Learning and Integrated Mentoring in the Biosciences