Mentoring and Advising: Being an Informed Consumer Tammi Vacha-Haase, Ph.D. Dean, Graduate College

Mentoring is a two-way professional relationship The role of the advisor The role of the graduate student

Choosing the right advisor

Good mentors… Listen Lead by example Guide Have integrity Support Educate Provide insight Care Lead by example Have integrity Are accessible Create opportunities and open doors

Mentor Roles (Graduate School, University of Michigan) Engage graduate students in ongoing conversations Demystify the graduate experience Provide constructive support and feedback • Help identify and foster networks Look out for the student’s interests Treat students with respect Provide a personal touch

Mentoring Tips: Graduate Student Recognize advisor’s time commitments Seek and learn from feedback One faculty member might not meet all mentoring needs and expectations Adhere to deadlines Maintain and seek regular communication Share gratitude; state your appreciation

What does “mentorship” mean to you? Mentorship is a personal developmental relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person. The mentor may be older or younger, but have a certain area of expertise. It is a learning and development partnership between someone with vast experience and someone who wants to learn. Wikepedia

For Those Who Like To Quantify Things…..

Facets of Mentoring (Johnson, 2007) Mentorships… Mentors… are enduring personal relationships are reciprocal relationships offer a safe harbor for self- exploration are extremely beneficial, yet all too infrequent demonstrate greater achievement and experience provide protégés with direct career assistance provide protégés with social and emotional support serve as models help to bring about an identity transformation offer a combination of specific functions

Research Findings The graduate advising relationship… perhaps MOST IMPORTANT component of graduate education Retrospective studies (graduate students looking back) Most important component = relationship with advisor Survey of Graduate School Deans Graduate advising critical to retention, graduation success and student satisfaction

Research Findings The advising relationship is the strongest influence on outcomes time to degree job placement Strength of advising relationship correlates with attitudes toward research research self-efficacy

Student Satisfaction Survey Satisfied with Relationship (~70%) Dissatisfied with Relationship Regular meetings Advisor was accessible/available Advisor provided opportunities/introductions Advisor dealt with conflicts in ongoing manner Involved in selection of advisor Infrequent meetings (or only met in groups) Lack of guidance/No encouragement Conflict was avoided (or advisor was unpredictable) No introductions to important people Advisor was assigned

When mentoring isn’t good… How do you know? and What do you do?

Mentoring Challenges Signs of Misalignment Mentee and/or mentor dreads attending mentor meetings. Mentor does not find the time to meet as agreed upon. Mentor does not respond to written documents (grants, emails) in a timely manner. Mentee does not follow through on deadlines. Mentee does not feel a sense of belonging within the professional culture. A sense of shared curiosity and teamwork is not present. Mentor does most of the talking and direction-setting during mentoring meetings. Mentor or mentee finds themselves avoiding the other. Providing inadequate direction Conflicting demands Conflicting advice Mentee’s lack of commitment Mentor perceived as lacking commitment Mismatch between mentor and mentee

Why do mentoring challenges occur?

Common challenges to the mentee-mentor relationship? Providing inadequate direction Taking advantage of greater power Not recognizing conflicting demands Lacking commitment Neglecting the mentee Crossing boundaries Ignoring a mismatch Breaching confidentiality Not providing timely feedback (both positive and negative)

What to do? Attempt to understand the situation Consult with others Be willing to engage in a discussion

Remember to… Listen Be aware of differences Recognize competing goals Communicate, communicate, and communicate some more

Identifies Clarifies Expectations Matter Make sure your mentor: You must know what is expected of you!

Checklist

Are You Ready to be Mentored? • I except full responsibility for my education and career goals, but know I would benefit from guidance in creating a plan for my development. • I am prepared to listen, but I understand that I am also expected to contribute to the relationship by sharing my ideas. • I will accept constructive feedback and take the risk of exploring new ideas and approaches suggested by my mentor. • My expectations for my mentoring relationships are well-thought out and realistic. • I am busy, but I am ready to make a commitment to my future by communicating effectively with my mentor. • I will remember that in order to succeed I must fail so that I will know what not to do next time

A Good Mentee Asks questions Accepts responsibilities Is willing to be mentored Strives to give his/her best at all times Accepts criticism graciously Learns from mistakes Accepts responsibilities Is open and honest Is respectful and grateful Has courage to try new things Listens, watches, learns, and grows

Mentoring Tips: Graduate Student Recognize advisor’s time commitments Seek and learn from feedback One faculty member might not meet all mentoring needs and expectations Adhere to deadlines Maintain and seek regular communication Share gratitude; state your appreciation

You can do this…