experienced mentoring in an earlier stage of life ... Mentoring relationship has various phases/stages of ... The cultivation/maturation stage â trainee expected.
Grooming competent researchers: the role of mentoring K. Mogotsi1 and O. R. Madibela2 1Animal
Production & Range Research Division, Department of Agricultural Research, Ministry of Agriculture P. O. Box 10275, Francistown, Botswana 2Department of Animal Science & Production, Botswana College of Agriculture, P/Bag 0027, Gaborone, Botswana Paper presented at Department of Agricultural Research Annual Seminars, Centre for In- service and Continuing Education, Sebele, Gaborone, October 2013
Rationale - why mentoring? • Research training is a challenging, long-term developmental process. (initially engaging in taskoriented learning activities to becoming independent practitioners with increasing competence in all aspects of the investigatory process). • Support, in the form of mentoring, can reduce the learning curve for someone new to a field. • Indeed, not only is mentoring especially influential for one's early career in establishing competence in the many roles to be fulfilled, but also the future development can suffer if a researcher has not experienced mentoring in an earlier stage of life (Tenner, 2004).
What is mentoring? • Mentoring is an intense long-term relationship between a senior, more experienced individual (the mentor) and a more junior, less experienced individual (the protégé) (Eby & Allen, 2002). • A mentor is generally defined as a higher-ranking, influential individual in your work environment who has advanced experience and knowledge & is committed to providing upward mobility & support to your career. Your mentor may or may not be in your organization & s/he may or may not be your immediate supervisor (Ragins, Cotton & Miller, 2000).
• This occurs through two types of support to protégés: (1) career support - enhances proteges’ advancement in organization (mentor functions = sponsorship, exposure and visibility, coaching, protection, and challenging assignments). (2) Psychosocial support addresses interpersonal aspects (mentor functions = role modelling, acceptance, counselling & friendship).
Structure of mentorship 1. Formal mentorship • evolves from structured, organized programs or assigned roles within organizations. • commonly time-bound (6 months-1 year) & often rely on organization to ‘match’ a mentee with a mentor. 2. Informal mentorship • relationship is unstructured & develops through mutual identification • often characterized by a greater sense of collegiality or friendship • Not time-bound (may evolve over several years).
Types of mentoring relationships 1. One-on-one mentoring • Senior-junior • Peer: Usually, there is little or no difference in age, experience or rank (Harnish & Wild, 1994). 2. Group mentoring • One mentor - several trainees 3. Multiple mentoring • One trainee - several mentors 4. Reverse mentoring • Not typical
Goal/expectation of mentoring • The most common goal for a trainee/mentor relationship is the professional development
and establishment of a productive, independent researcher. • So what is expected of mentors and mentees?
Mentee objectives & activities • participate in activities that allow one to adjust to a new research envrnt (organizational structures, processes & interpersonal climate) • identify multiple institutional resources • successfully manage a research agenda (identify areas of possible conflict of interest, compromises to study participants, violation of research protocols) • develop research survival skills through interactions with mentor (time management skills, critical thinking, problem-solving strategies, balance family & work commitment) etc
Mentor objectives & activities (Adopted from University of Washington Handbook, 2005):
• provide professional guidance to trainees (impart appropriate standards of scientific conduct to the trainee by both direct instruction and by example) • share research relevant knowledge and experience with trainee • identify and resolve potential obstacles to trainees • assist trainee to develop professional networks • enhance trainees' research and publication efforts • demonstrate/model how a trainee might develop greater initiative, increased independence & selfreliance
The road to independence… mentoring relationship life cycle • Mentoring relationship has various phases/stages of development (Kram, 1985; Otto, 1994); 1. The initiation stage – r/ship focuses on establishing & accomplishing goals & clarifying all assumptions 2. The cultivation/maturation stage – trainee expected to develop competency in research skills, participate in professional organizations & writing manuscripts (= +ve sense of accomplishment)
3. The separation stage - significant change in the structural relationship (The now competent researcher advances within institution or leaves institution to take on research position elsewhere). 4. In the redefinition stage the relationship may evolve from mentorship to friendship/collaboration. If trainee's experience was less than +ve, the two parties grow apart
Getting to work together • Because the quality of the mentor/trainee relationship can have long ranging consequences and influence all aspects of research, both parties share responsibility for a successful relationship. • The specifics of how trainees & mentors work together are influenced by intra/interpersonal & environmental factors unique to all parties. Examples include; • Meeting with trainee at regularly scheduled times (1 measure of commitment towards mentoring r/ship)
• Encouraging trainee to develop professional skills (instruct trainees directly through discussions, indirectly through modelling skills, or recommending qualified resources for independent study) • Using research articles as training tools (mentor provides guidance/direction through supply of articles to read & discuss) • Discussing the process of managing research projects (mentor encourages trainee to engage in the process of thinking through the logistics of managing research projects)
• Having trainee assist mentors with research-writing (trainees can contribute to research writing by documenting investigative procedures, assisting in analyses or suggesting interpretations for findings. The mentor can critique & provide feedback) • Having mentor prepare trainee to become independent researchers (publicly present research findings = socialization into the profession & introduces trainee to the scientific community) • Ascertaining trainee's progress (mentors provide honest feedback (+ve/-ve) to trainees on an ongoing basis).
Why engage in Mentorship? i.e. Benefits • The benefits of mentoring relationships have been previously established (Levinson, Darrow, Klein, Levinson, & McKee, 1978; Roche, 1979; Kram, 1985); Kilcher & Sketris, 2003) and they accrue for mentors, mentees and their institutions.
How Mentees Benefit • • • • • • • •
Research skill and knowledge development Establishment of networks Enhanced career development and opportunities Enhanced sense of security and reduced stress Enhanced insight into organizational culture Receipt of guidance, support and feedback Leadership skills development Increased upward mobility, career satisfaction, access to resources, opportunities to work with decision makers.
How Mentors Benefit • • • • •
Professional development Increased confidence Learning from mentees new information/ trends Enhanced career & personal satisfaction Contribution to discipline & next generation (‘altruism’) • Recognition received from peers & superiors for developing talent in the organization • Enhanced managerial & leadership skills • Inspirational & rejuvenating effect of interaction with enthusiastic mentee(s).
Benefits for Organizations • Strengthened capacity • Eased transition periods for new members • Attraction & retention of members/Increased employee morale • Creation of alliances and partnerships • Enhanced commitment of members to the organization • Improved organizational performance • Increased employee productivity • Supports innovative work environment • Enhanced leadership capacity within the organization • Succession planning (Mentees become mentors & leaders)
Evaluation and assessment of mentoring relationship • A number of investigators have utilized or developed instruments seeking to measure aspects of the mentoring relationship. Examples of these instruments include: • Mentor Efficacy Scale, • Measuring Mentor Potential, • Mentorship Profile Questionnaire (Berk, Berg, Mortimer, Walton-Moss & Yeo, 2005; Tracy, Taylor & Williams, 2002; Andrews & Chilton, 2000; Liange; Riggs, 1997) etc
So what can be done & where do we start? Way forward • Institutional support of mentoring - (recognized & well publicized policies) • Institutional commitment - (implementation of effective mentor training programs, having a system of rewards & recognition for mentors, providing mentors with enough time for mentoring & having a method in place that can identify and address barriers (Macrina, 2000; Steneck & Zinn, 2003; Tenner, 2004) • Conducive work environment - (Promotes health & safety of trainees and staff (e.g. address intimidation, harassment etc)
Parting shot • Each research institution has its own perspective on the value of mentoring & how much it is willing to invest in the practice • As the demand & complexity of research continues to intensify, the relevance of mentoring relationship in research training will only grow… • …So go ahead, get a mentor or become one!
Thank you…
Grooming competent researchers: The role of mentoring. DAR ANNUAL SEMINARS 2013
