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Mentoring Up - SACNAS 2014 - Steve Lee

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Mentoring Up - SACNAS 2014 - Steve Lee

  1. 1. Mentoring Up: Pro-actively managing your mentoring relationship by assessing and applying your strengths Los Angeles, CA October 2014 Steve Lee, PhD Graduate Diversity Officer for the STEM Disciplines
  2. 2. What exactly is mentoring? Traditional Mentoring 2 Questions, advice, etc Mentee Mentor
  3. 3. Any other aspects of mentoring? Peer Mentoring 3 Peer Peer Peer
  4. 4. Any other aspects of mentoring? “Mentoring Up” 4 Questions, input, etc Mentee Mentor
  5. 5. Based upon original concept of: “Managing Up” 5 Questions, input, etc Manager Boss Gabarro and Kotter, Harvard Business Review, 1980.
  6. 6. Mentoring up is: 6 the mentee learning to pro-actively manage their mentoring relationship Questions, input, etc Mentee Mentor
  7. 7. Group Discussion #1 Consider a recent fruitful working relationship. What made it work out well? Consider another difficult working relationship. Why do you think it became so challenging? 7
  8. 8. Why do we have trouble communicating effectively? Group brain storming Communication can be challenging when: resolving conflicts lack of communication other person not listening power differential hierarchical disagreement of interpreting data feeling insecure imposter syndrome 8
  9. 9. A key difficulty is realizing our own communication preferences Research shows we don’t self-assess accurately Gallup survey: 97% said their leadership skills are at or above average (!) National study: rate student’s professional skills from 1-7 9 employers alumni faculty 4.27 4.73 4.41 students 5.16 (!)
  10. 10. Gabarro and Kotter also stress the importance of assessing a. the relationship involves mutual dependence between fallible persons b. most superiors do not spell out all their expectations explicitly c. ultimately, the subordinate is responsible to discover the superior’s expectations 10 Gabarro and Kotter, HBR, 1980. 1. assess yourself and your superior 2. apply this assessment to develop a mutually beneficial relationship
  11. 11. 11 Main Message Assess: Apply: Assess yourself others accurately Apply your assessments strategically
  12. 12. How do we assess ourselves? How do we apply our assessment to “mentor up”? 12 Group Discussion #2 Please refer to the handout Complete the individual and group activities Spend ~20 min
  13. 13. Let’s review aspects of mentoring: Traditional mentoring mentor to mentee Peer mentoring community of peers “Mentoring up” mentee pro-actively engages in the mentoring relationship 13
  14. 14. What skills are needed in mentoring up? Assess yourself and your mentor Myers-Briggs StrengthsFinder myIDP website seek research-based, multiple assessments Apply the assessment refer to principles in mentoring relationships 14 assess your needs: trust compassion hope stability
  15. 15. Mentoring up is NOT False-flattery 15 Manipulating your mentor
  16. 16. Mentoring up includes: Acting with confidence actively engage with your mentor seek to understand your mentor’s expectations communicate your goals and expectations Treating with respect 16 actively listen practice “follow-ship” determine and fulfill your responsibilities adapt to your mentor’s needs
  17. 17. What principles are important in mentoring relationships? Communication Aligning expectations Assessing understanding Ethics 17 Handelsman, Pfund, Branchaw, etc at U of WI Entering Mentoring and Entering Research Addressing equity and inclusion Fostering independence Promoting professional development
  18. 18. Resources for mentors: Handelsman, et al; Entering Mentoring for mentees: Branchaw, et al; Entering Research Lee, McGee, Pfund, Branchaw “Mentoring Up” chapter; accepted “The Mentoring Continuum”; Glenn Wright, ed This workshop’s slides and handouts: Slideshare; search “Steve Lee SACNAS 2014” 18
  19. 19. We always need mentors in all stages of our lives As we learn how to mentor up, we also learn how to mentor others, and create a supportive community. 19
  20. 20. 20 Take-Home Message Assess: Apply: Assess yourself others accurately Apply your assessments strategically
  21. 21. Thanks for your participation! Any questions? 21 ? ? ?
  22. 22. Mentoring Up: Pro-actively managing your relationship with your research mentor 1 by assessing and applying your strengths Steve Lee, PhD - Graduate Diversity Officer for the STEM Disciplines at University of California, Davis; stnlee@ucdavis.edu SACNAS – October 16, 2014 at 8:30-10 AM • Individual Activity: adapted Myers-Briggs test for introverts/extroverts www.humanmetrics.com o Select the answer that more accurately reflects your preferred behavior. Yes No You enjoy having a wide circle of acquaintances. You are usually the first to react to a sudden event, such as the telephone ringing or unexpected question. You easily tell new people about yourself. You spend your leisure time actively socializing with a group of people, attending parties, shopping, etc. You rapidly get involved in the social life of a new workplace. The more people with whom you speak, the better you feel. It is easy for you to speak loudly. You enjoy being at the center of events in which other people are directly involved. You feel at ease in a crowd. It is easy for you to communicate in social situations. Totals o Scoring: add up the number of statements with which you answered “Yes” and “No”. Extroverts will tend to answer Yes to most of these statements, and Introverts will tend to answer No. • Success Types by John Pelley http://www.ttuhsc.edu/SOM/success/ Well-developed type skills Underdeveloped type skills Extraversion Active approach Bring breadth Introversion Reflective approach Bring depth Extraversion Hyperactive Superficial Introversion Withdrawn secretive Overly serious What the Types Can Offer Each Other EXTRAVERTS • Provide the outwardly directed energy needed to move into action • Offer responsiveness to what is going on in the environment • Have a natural inclination to converse and to network INTROVERTS • Provide the inwardly directed energy needed for focused reflection • Offer stability from attending to deep ideas, and listening to others • Have a natural tendency to think and work alone
  23. 23. Group Activity: read the case study and answer the following questions • John has been having trouble understanding his research professor’s expectations and goals for his research. This is particularly frustrating for John, because he’s very friendly and gets along with most people. He has weekly meetings with his professor, where he tells her all about his ups and downs from his research progress, along with complications and successes. John is aware that he’s communicative and talkative, so he believes that he’s doing a good job with informing his professor about his research progress. But occasionally his professor will ask him a particular question that surprises him, because John didn’t realize that she had wanted something else. John just wishes that she would explain more clearly what she wants and expects, so that they can work better together. But she doesn’t seem to say much during their meetings, and seems withdrawn from John’s perspective. 2 • Questions: o Introduce yourselves in your group, and share your results from the test for introverts and extroverts. Do you think the test and the tables helped you to determine or confirm your preference to be an introvert or extrovert? o From the case study, do you think John is an introvert or extrovert? Explain your reasoning, referring to specific details mentioned in the case study. o Do you think the professor is an introvert or extrovert? Explain your reasoning. o How might John adapt, to work better with his professor? How can he improve his understanding of her expectations for his research? ─ How might John use his strengths to help resolve his problem? ─ What underdeveloped type skills (see tables for some ideas) might John need to address as he considers how to improve the communication with his professor? o How would this relationship differ if John and his professor had their opposite types? This is a tough, but important question! Think carefully and hard! ─ How might conflicts and miscommunications arise? ─ How can they effectively address or avoid their conflicts? o Have you or someone in your group experienced similar situations, where you had different types? Please share your situation: how the different preferences impacted the relationship, the consequences, if the situation changed, how you dealt with the differences, etc. • Thanks for coming to my workshop! I hope that it was helpful. • If you would like to view and download the complete set of presentation materials and handouts, please go to my account in www.slideshare.net .

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