University of South Alabama participated in our mentoring series via GoToMeeting (GTM) on Friday, Jan. 26, 2018. The topic, how to align mentor/mentee expectations, led to a rich discussion that offered new perspectives and strategies to the group of junior and senior faculty and postdocs (whether physically or virtually present). A common theme among the more experienced mentors was, “I had a bad experience as a mentee, so I try to do things differently.”
Setting Expectations
CCTS Training Academy Director Dr. David D. Chaplin moderated the discussion, which began with the question “how do you articulate your expectations with your mentor or mentee now?” The answers ranged along a continuum from “never talked about it” to a formal contract, with individual development plans (IDPs) somewhere in the middle. One mentor suggested each person in the dyad write out their expectations and then “work through them one by one.” Chaplin passed out a sample mentoring agreement as a helpful tool to guide such discussions (virtual attendees received the handout via email).
Meeting Style
One senior faculty participant who mentors several trainees said she expects them to set an agenda and to ask her if there are other topics that she, the mentor, would like to discuss. Most agreed that setting an agenda for meetings was beneficial for both mentor and mentee, regardless of how regular or irregular such meetings might be. Some preferred a more “open door” approach, at least on a daily basis. “Depends on the relationship,” said another. Keeping meetings on track and brief, whether formal or not, was considered an important goal by both mentors and mentees.
We Disagree, Now What?
When asked if they ever had disagreements with a mentor or mentee, one participant said she had a mentee who expected her to edit every paper she wrote—she finally had to tell the mentee to hire a professional editor. A mentee said she had a mentor who traveled a great deal, rarely met with her, and provided no input on her research ideas. “How do I find a new mentor without burning a bridge?” she asked. To help stimulate strategies to handle unexpressed expectations and difficult scenarios, Chaplin led the group through a case study.
Mentoring Teams
The group discussed the idea of a mentoring team vs the traditional dyad of mentor-mentee. Most agreed that expanding beyond that dyad was a “tricky issue” requiring sensitivity and open communication, but that it was understandable for mentees to seek additional mentors. “One mentor can’t fulfill all of a mentee’s needs,” to which the mentees in the room nodded their heads in agreement. Another said mentees should discuss this frankly up front to avoid the appearance of “cheating” on their primary mentor.
Several mentors worried team mentoring might result in more work for a mentor if “discordant advice” was given, requiring mentors to hash out their differences. One mentor said she felt protective and wouldn’t want another mentor “messing with my mentees’ heads!” Another suggested that team mentoring works best when one mentor is considered “primary,” with the others in more collaborative roles.
About the Series
The CCTS Case Studies in Mentoring series is an 8-week program offered several times a year. Participants who complete all eight topics receive an Excellence in Mentoring certificate suitable for departmental review and academic promotion. Walk-ins are welcome, so join us for one of our upcoming sessions. If you are outside of the UAB area, contact