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

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

3. Choosing the right advisor

4. 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

5. 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

6. 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

7. 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

8. For Those Who Like To Quantify Things…..

9. 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

10. 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

11. 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

12. 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

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

14. 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, s) 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

15. Why do mentoring challenges occur?

16. 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)

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

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

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

20. Checklist

21. 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

22. 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

23. 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

24. You can do this…