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TheDevelopingResearchLeadersProgram
GuidelinesonBeingaMentororMentee
PurposeoftheGuidelines
ThepurposeoftheseGuidelinesisto:
provideinformationabouteffectivementoringpracticeand
suggesthowmentorsandmenteescangetthebestoutofamentoringrelationship.
Forasuccessfulandproductivementoringrelationship,itisimportantforboththementorand
menteetohaveacommonviewoftheirrolesandtounderstandhowtogetthebestoutofthe
mentoringexperience.Ofcourse,asmidcareerresearchers,manyofthementeesintheDeveloping
ResearchLeadersProgramarealreadyexperiencedmentorsthemselves.Itishopedthatthese
Guidelineswillprovideausefulframeworkforallparticipantstoreflectupontheirmentoring
practiceandorganisetheirthinkingaboutthedifferentrolesandskillsthatareinvolvedinthe
mentoringprocess.
InformationintheGuidelinesdrawsextensivelyonanumberofpublicationsthathavebeenadapted
andexpanded,wherenecessary,fortheDevelopingResearchLeadersProgram.Thesepublications
arenotfootnotedthoroughlythroughout,butsourcesareacknowledgedattheendofthe
Guidelines,alongwithotherusefulreferences.
Notjustabitofadvice:theideaofmentoring
Theideaofmentoringisancientbutisusedtodayineveryalmosteveryforumoflearning.Mentors
asoftendescribedasadvisersbutwhileadvisingplaysamajorpartinanymentoringrelationships,
theideaofmentoringisbroader.Mentoringisamoreholisticrelationship.Itinvolvesacommitment
tohelpingmenteesdevelopandprogressintheirprofessionalfield.Todothissuccessfully,amentor
needtoconsiderthementeeswholesituation,includingtheirpersonalcircumstancesand
psychosocialfactorsthatmayimpingeupontheirabilitytoachievetheirobjectivesandprogressin
theirresearchcareer.Aswellhelpingmenteestodeveloptheirpublications,grantsetcmentors
adviseonissuessuchasworklifebalanceandunderstandingthecultureofafacultyoruniversity,
aswellasdevelopingconfidenceinmenteesandbuildingtheiridentifyassuccessfulresearchersand
researchleaders.
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Whatrolesdomentorsplay?
Amentorhasbeendescribedassomeonewhotakesaspecialinterestinhelpingsomeonedevelop
intoasuccessfulprofessional(Handelsmaned,2005).
Mentorshavemultiplerolesbeinganadviserisoneofthese.Therearealsoothersrolestheymay
performatcertaintimesdependingontheneedofthementeeandthenatureoftheirobjectives.
Mentorsare:
Advisersasenioracademicwithcareerexperienceandexpertisewhoiswillingtoshare
theirknowledge.
Supportersgivemoralsupportandencouragement
Coachesprovidefeedbackonspecifictasks
Sponsorsisasourceofinformationaboutopportunities,contactsetcandhelpsmenteeto
accessthem
RoleModelsdemonstratesresearchleadershipskillsandvalues.
Inreality,amentorisunlikelytohavealltheexperienceandexpertisethatisneedtosupportamid
careerresearcher.Noonepersoncanfulfilalltheroles.Mentorsneedtoknowwhentoadvisea
menteetoseekinformationorfeedbackfromsomeoneelseandwhotheycanapproach.Asa
sponsor,forexample,theymayputthementeeistouchwithanexternalcontactwhocouldprovide
thehelprequired.
Featuresofagoodmentoringrelationship
Aneffectivementoringrelationshipischaracterisedby:
Clearrolesandexpectations
Excellenttwowaycommunication
Highleveloftrustwithregardforconfidentiality
Clearplanningframeworkwithafocusonthementeesneedsandobjectives
Additionalsupportforbothmentorsandmentees
Mentorsare:advisers;peoplewithcareerexperiencewillingtosharetheir
knowledge;supporters,peoplewhogiveemotionalandmoralencouragement;
peoplewhogivefeedbackacolleaguesperformance;sponsors,sourcesof
informationaboutandaidinobtainingopportunities;modelsofidentityofresearch
leadersinanacademicenvironment.
Handelsmaned,2005
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Whatmentoringisnotabout
Manypeoplethinkofmentoringasapassiveactivity.However,mentoringisnotabouttellinga
menteewhattodo,passingonwisdomandexperienceorbyobservingwhatthementeedoesand
passingoncomments.Therolesthatmentorsplayrequireconsiderableinputandactive
engagementwiththementeeinthinking,planning,assessingneeds,problemsolvingandproviding
feedback.
TherelationshipbetweenmentorsandmenteesintheDevelopingResearchLeadersProgramis
collegialratherthanhierarchical.Anumberofmenteeshavewelldevelopedtrackrecordsin
researchandmostwillhaveexperienceofworkinginanumberofprofessionalandacademic
settings.Itisimportantthereforethatthementoringrelationshipisoneofmutualregardwhere
bothpartiesarecommittedtoachievinggoodoutcomes.
Whataretheattributesofaskilledmentor?
Effectivementoringcanbelearnedbutnottaught.(Handelsoned2005)
Thereisnobookthatcantellamentorhowtodealwitheachsituation,buthavingasystematic
approachandsharingmethodsandideaswithothermentorsisonewaytohoneyourmentoring
skills.Itishelpfulifmentoringispartofaresearchculturethatvaluesandsupportstheprocess.
Skilledmentorsdiscovertheirmethodsandstylebymentoringoverthelengthoftheircareer.Many
willbeskilledinadaptingtheirstyletofittheneedsandcharacteristicsofthementeewithwhom
theyareworking.
Mostmentorslearnbyexperimentingandanalysingsuccessandfailureandsomesaythat
developinganeffectivemethodofmentoringtakesyears.Notwomenteesarethesameordevelop
overthesametrajectory.Menteesatthemidcareerstagearelikelytobequitedivergentandto
havedevelopedalongdifferenttrajectories.Mentoringmustthereforebecontinuallycustomized,
adjustedandredirectedtomeettheobjectives,backgroundsandcareerprofilesofeachmentee.
Askilledmentorssdecisionsandactionsareguidedbyareflectivephilosophy,awelldeveloped
style,anabilitytoassessneedsandacollectionofstrategiesthatcanassistmenteesinworking
towardstheirgoals.
Askilledmentorsdecisionsareguidedby:
areflectivephilosophy
awelldevelopedstyle
theabilitytheassesstheneedsofamentee
effectivestrategiesforhelpingthementeeachievetheirobjectives
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Traitsofaneffectivementor
Thebestmentorsareoftenthosewhohavebeenmenteesthemselves.
Accessibilityandreliabilityisapproachable,keepsmeeting,providesfeedbackontime
Empathyhaspersonalinsightintoamenteesskills,needandpersonalcircumstancewhile
understandingthatthesewilldifferfromtheirownexperience
Openmindednessrespectformenteesindividuality,workingstyle,background,career
goals
Consistencyandintegrityactonprinciples,demonstrategoodvaluesandethicalpractices
bothpersonallyandinaresearchcontext
Patiencedoesntteachorinstruct,assiststhementeetoexploretheiroptionsand
supportsthemintakingaction
Honestyprovideshonestfeedback,sensitivelyandinapositivespirit
Savvyunderstandsthepragmaticaspectsofworkinginanacademicenvironmentand
developingaresearchcareer.
Mentoringacrossdifferences
Eachindividualmenteewillrequiredifferentlevelsofsupportandencouragement.Mentorsneedto
beflexible,sensitiveandopenmindedwhendealingwiththedifferentmentees.Thismaybe
especiallythecasewherecrossgenderandcrossculturalmentoringareinvolved.Inthese
situations,mentorscanlearnalotaboutthedifferentkindsofissuesthatmightariseforan
academicofanothergender,cultureorsexualityorwhohasadisability.Itisimportanttorespect
andunderstandthesedifferences,tobesensitivetovariousstylesofcommunicationthatmaybe
genderorculturebased,andtorecognisetheneedsofamenteesfromwhatevertheirbackground.
Confidentiality
Asamentoryoumaybepartytocertainkindsofinformationaboutamentee:fromtheirpast
professionalstrugglesandachievements,totheirfutureplans(egforpromotion)andtheirpersonal
circumstances(eghealth,familyresponsibilitiesetc).Yourmenteeshouldfeelthattheycantrust
youwithpersonalinformationthatisaffectingtheirprogressgenerallyandwhichmayhave
relevanceforthementoringprocess.
Similarly,menteesneedtobesensitivetoinformationthatmentorsprovideandnotconvey
anythingtoothersanythingthatcouldbeconfidential.
Asarule,allinformationshouldbetreatedasconfidentialorthelevelofconfidentialitydiscussed
andagreed.
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Thefirstmeeting
Theinitialmeetingisimportantforprovidingaframeworkforhowthementoringrelationshipis
goingtoproceed.
Herearesomesuggestionsastowhatneedstobediscussedintheinitialmeeting.
1. Objectives
DiscussandreviewfourobjectivesidentifiedinthementeesExpressionofInterest.These
objectivesarelistedontheMenteeInformationSheetinthefolder.
Discusswhethertheobjectivesarereasonable,achievableandappropriateatthementees
careerstage.Reviseandreprioritisethemasnecessary.
2. Planning
DrawupaplanforworkingtowardseachoftheobjectivesovertheperiodoftheDRL
Program.Someobjectivessuchaspreparingagrantapplication,willrequireanumberofkey
datesforcompletionoftasks.Thiswillhelpkeepthedraftingoftheapplicationontrackand
ensurethatthementeemeetsimportantdeadlines,hastimefordiscussingfeedbackwith
thementoretc.,
Otherobjectives,suchastimemanagementstrategiesmayrequireonlyoneordiscussions
todiscussstrategiesandsomeideasforthementeetoworkon.(Forexample,thementee
couldbegiventhetaskoftalkingtootheracademicsabouthowtheymanagetheirworkload
anddiscussfindingswiththeirmentor).
3. MemorandumofAgreement
GothroughtheMoAanddiscuss.Thedecisionsmayneedtoberevisedasyougothrough
theProgramiftherearechangesincircumstancesofthementorormentee.
4. Confirmwhetheryouwanttocontinue
Aftertheinitialmeetingisagoodtimetodiscusswhetherornotthematchisgoingtobe
successfulforbothparties.Ifeitherpartyfeelsthatthematchisnotgoingtobeproductive
andsatisfying,thisisthetimetomentionthem.Itmaybepossibletoclarifyorresolve
issuesinsomeway(egbyreexaminingexpectations,reviewingthementeesobjectives,
changingthemeetingarrangementsetc)aslongasthearrangementisstillgoingtomeet
thementeesneedsandachieveworthwhileoutcomes.
Asamentor,whatdoyouifthementoringrelationshipisnotgoingwell?
Notallmentoringrelationshipsaresuccessful.Thismaybeapparentearlyintheprocessegbecause
ofcommunicationproblemsorabadmatchonobjectivesoryoumightjustrunoutofsteamhalf
waythrough.Ifyoufeelthatyouarenotabletoassistamenteeforwhateverreason,talktothem
aboutitinapositiveandconstructiveway.Afterall,youhavevolunteeredtobeamentorandare
committedtohelpingthemgetthebestoutofthearrangement.Ifthatapproachisntsuccessfulor
youwouldjustliketotalkthroughtheissues,contacttheMareeGladwin,theProgramCoordinator.
Intheend,itmaybebettertochangethearrangement.Takecaretosevertherelationshipinthe
mostpositivewayyoucan.Thiswill
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Howtobeasuccessfulmentee
Beingmentoredisasmuchanartasmentoring.(Bonettaed2006)
Herearesomequalitiestocultivatethatwillhelptomakethementoringprocessamoreenjoyable
andproductiveexperienceforyouandyourmentor.
Beorganisedplanaheadworktowardsagreedtasksbetweenmeetings.Thinkaboutissues
beforeyoumeetwithyourmentor.Doingyourhomeworkwillavoidwastingtheirtimeand
enableyoutogetthemostoutofthemeetingswithyourmentor.
BeproactiveDontexpecttobelookedafterorgivenalltheanswers.Universitiesand
academiaaretoughenvironments.Maintainyourindependence.Beresponsibleforyour
owndecisionsregardlessofthementorsadvice.
Askusefulquestions.Dontpretendyouunderstandwhatthementorissayingifyoudont.
Thementoringmeetingisyourtimeandthementorwillexpectyoutowanttomakethe
mostofitanddrawupontheirknowledgeandexpertise.
HaverespectBeconsiderate.Makeandkeepappointments.Stayfocused.Dontoverstay
yourwelcome.
ShowappreciationEveryonelikestobethanked.Rememberthatyourmentorhas
volunteeredtohelpyou.Whenyouachieveagreatoutcome,letthemknowand
acknowledgetheirrole.
Reciprocatebeingwillingtosharewhatyouhavelearntfrommentoringbymentoring
others
Havehumilitybewillingtoacceptcriticalfeedbacksothatyouareopentolearningnew
waysofthinkingaboutanddoingresearch.
Whatdoyoudoiftherelationshipwithyourmentorisnotworkingwell?
Notallmentoringrelationshipsaresuccessful.Asamentee,youmaydifficultycommunicating,
makingtimestomeetorsimplyhaverunoutofsteamhalfway.Problemsmayalsoarisebecauseof
amentorspersonalstyleorbecauseyouholddifferentunderstandingsofthementorormentee
role.
Tryhavingaconversationwithyourmentoraboutwhatyouneed.Ifthatdoesnthelp,contactthe
MareeGladwin,theProgramCoordinatortotalkitthrough.Sometimesitisdifficulttoidentifywhat
theproblemsareandwhatyouareactuallygainingfromaparticularmentor.Talkingitoverwillgive
youtimetoreflectonthementoringrelationshipandgetaperspectiveonthings.Talkingthings
overinconfidencecanalsohelptoclarifythebenefitsofcontinuingorchangingthearrangements.
Iftherearepersistentdifficultiesanalternativementorwillneedtobearranged.
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MaintainingthementoringsupportyouneedaftertheProgramhasended
Asamentee,youneedtoknowhowtoaskforandaccepttheprofessionaladviceyouneed,and
howtomaintainlongtermpersonalandprofessionalrelationshipsthatsupportinformalmentoring
relationships.
Somesuggestionsformaintaininganetworkofinformalmentors:
Dontletgoofoldmentorsorsupervisors
Establisharelationshipwithmoreseniorpeoplewhocanactasinformalmentors.Theyare
usuallyexperiencedacademicsinyourownUniversityorelsewherewhocangiveyoua
broaderperspectiveonacademiaorwithwhomyoudiscussresearchissues.Theymaybe
yourcollaboratorsofthefuture,serveonanacademicpromotioncommittee,endupas
yourHeadorDean,orbeonagrantspanel.Takecaretomaintainagoodrelationshipwith
peopleinthisgroup.Valuetheseprofessionalrelationshipsandtreatthemwithrespect.
Generally,itisnotagoodideatoventyourfrustrationsorconfideyouruncertaintieswith
thesekindsofmentorsunlessyouknowthemverywell.
Establishasetofconfidantes.Thesearepeoplewithwhomyoucanopenlyshare
informationaboutpoliticallysensitiveissues.Choosethemcarefullyastheyneedtobe
trustworthyandpreparedtolookafteryourinterests.
AftertheDRLProgram,keepyourformalmentorpostedonyourprogressandacknowledge
theircontributiontoyourachievements.Theymayalsobecomeaninformalmentoranda
friend,butthisisnotanexpectationoftheProgram.
Supportformentorsandmentees
SupportforallparticipantsintheDevelopingResearchLeadersProgramisprovidedbythe
ProgramCoordinator,DrMareeGladwin.TheProgramCoordinatorisresponsiblefor
introducingtheDevelopingResearchLeadersProgramacrossallfacultiesandforfosteringnew
researchlinksandcollaborations.
AswellasworkingwithFacultiestointroducetheProgram,theProgramCoordinatorprovides
ongoingadviceandsupportformentorsandmentees,includingaseriesofresearchseminars,
workshopsandretreats,thatsupporttheneedsandobjectivesofmentees.
TheProgramCoordinatoralsohasaroleinmonitoringandreportingonmentoringoutcomes
andassessingtheimpactofmentoringgenerallyontheresearchperformanceofmidcareer
researchersandtheUniversitysresearchtargets.
AStaffResearchDevelopmentwebsiteisbeingdevelopedbyKateDawson,theSRDProject
Officer.Thiswillprovideaccesstoarangeofinformationaboutresearchmentoring,the
DevelopingResearchLeadersProgramandassociatedactivities.
MentorsandmenteesarewelcometocontactStaffResearchDevelopmentOfficeatanytime
forinformationorassistance.
DrMareeGladwin
Director,StaffResearchDevelopment
Telephone:0398468113Mobile:0408030248
Email:mgladwin@deakin.edu.au
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FeedbackontheGuidelines
TheseGuidelinesareaworkinprogress.Ifyouwouldliketoprovidefeedbackontheir
usefulnessandhavesuggestionsforadditionsorchanges,yourcommentsareverywelcome.A
copyoftheGuidelineswillbemadeavailableontheStaffResearchDevelopmentwebsitelater
intheyear.
ProducedbyDrMareeGladwin,ProgramCoordinatorandDirector,StaffResearchDevelopment
OfficeoftheDeputyViceChancellor(Research)
DeakinUniversity.
March,2009