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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