Mentoring Plan Development & Implementation

Transcription

1 Mentoring Plan Development & Implementation Resources for faculty mentors Sarah Hokanson, PhD Director, Professional Development & Postdoctoral Affairs

2 Why are mentoring plans important? (Why are you here?)

3 Evidence-base: planning supports long-term success The 2005 Sigma Xi Postdoc survey of US postdoctoral scholars demonstrated that postdoctoral scholars who created a written career plan or IDP with their mentors were 23% more likely to submit papers, 30% more likely to publish first-authored papers, and 25% less likely to report that their mentor did not meet initial expectations. Documents/postdoc-survey-highlights.pdf?sfvrsn=2

4 What should I do next?

5 Mentoring plans: roadmap for training Proposal stage Onboarding Implementation

6 Mentoring plans: roadmap for training Proposal stage Onboarding Implementation

7 Proposal-based mentoring plans (e.g. NSF) Communication of expectations (e.g. IDP) and performance feedback Opportunities for interactions and feedback (e.g. one-on-one, group meetings, journal clubs) Academic skills development (e.g. grant writing, manuscript prep) Facilities for training Additional support (e.g. travel funds for conferences) Institutional resources (e.g. PDPA!) and training programs (e.g. RCR) NOTE: Should not just be about research! Also needs to include career advising.

8 Mentoring plans: roadmap for training Proposal stage Onboarding Implementation

9 Tool 1: Welcome to my lab letter Foundation of community in your research group Ensures expectations are aligned for all interpersonal relationships, but particularly mentor-trainee Provides a framework to navigate tricky situations Could create space for all voices and comments revisit once per year with research group members HOKANSON, S.C., GOLDBERG, B.B Proactive Postdoc Mentoring, The Postdoc Landscape: The Invisible Scholars. Jaeger, A.J. and Dinin, A.J. editors. Academic Press. ISBN: MICHELLE BENNETT, L., MARAIA R, GADLIN H The Welcome Letter : A Useful Tool for Laboratories and Teams. J Transl Med Epidemiol.

10 Tool 2: IDPs as a framework for communicating expectations Skills Interests Career options Resources Skill development SMAHT Goals Values

11 Setting wicked SMAHT goals S = M = A = H = T = Specific (Is it focused?) Measurable (Could someone identify whether or not you have achieved this goal?) Attainable (Can it realistically be accomplished?) Help (Does it identify what support you will need and where you ll get it?) Time-bound (By when will you complete this goal?)

12 IDP: it s a process, not just a tool

13 Tools and resources to help get you started

14 Long vs short? Career vs research/thesis tasks? Notes on goal setting with trainees Getting them to identify at least one long-term goal to work on is valuable Goals may not always be career related, but reflection matters Skill development should be intentional connect to larger purpose Build in professional development Build in wellness things they need for resilience

15 Mentoring plans: roadmap for training Proposal stage Onboarding Implementation

16 What do successful conversations between mentors and trainees look like?

17 Developing and maintaining shared expectations One of the ways to normalize these conversations is to plan them in advance Be proactive about engaging your trainees power imbalance means for some it is hard for them to be proactive Conversations should regularly connect the work that trainees are doing to their overall career goals Give constructive performance feedback early, and often

18 Resources to help manage performance Office of the Ombuds confidential resource to help faculty and postdocs navigate difficult situations and conversations Faculty Staff Assistance Office wellness programs, mental health counseling Human Resources and ISSO the rules! Professional Development & Postdoctoral Affairs when you have questions you aren t sure where to get answered

19 Planning begins with setting intentions Write down 1 takeaway that you will do this afternoon as a result of this workshop Write down 2 takeaways that you will implement over a longer period of time, within the next 3-6 months

20 Professional Development & Postdoctoral Affairs Charles River Campus: 1 Silber Way, room 909 Medical Campus: 72 E. Concord St. room L306 postdocs@bu.edu Sarah Hokanson, PhD sch1@bu.edu Kate Baker khbaker@bu.edu