Establishing Relationship

Trainee characteristics

As with mentors, personal characteristics of trainees, such as personality and attitude, ideally should be compatible with prospective mentors. Potential personality conflicts may be a warning that a match is likely to be a poor fit. A responsible mentor candidate that has the best interest of the trainee in mind may recommend that the trainee pursue alternative mentor options. This process might necessitate seeking information from a number of reliable and knowledgeable sources at the institution. A partial list of characteristics that foster openness, trust and mutual respect might include ability to:

demonstrate good communication skills
be adaptable and flexible
have a sincere commitment to learning the profession
have the desire to balance ambition and responsible conduct of research
keep a clear sense of boundaries
maintain objectivity when conducting research

The above mentioned characteristics are more likely to be present in trainees who enjoy a productive mentoring relationship. A trainee's sincere commitment to learning the profession is reflected in exhibiting diligence when completing tasks, independently seeking out innovative solutions to existing problems, and participating in collaborative research opportunities. Of particular importance is the ability to balance ambition and responsible conduct of research. This implies that trainees demonstrate a high level of integrity, taking the ethical route rather than shortcuts to achieve desirable research outcomes.

Trainee roles

Trainees also serve a number of roles that can complement the roles of the mentor. Factors that determine what role is filled are contingent on the unique needs, type and extend of academic or technical training, and the nature of the mentoring relationship. These roles include student, employee, protégé, new colleague, or junior faculty. Certain roles will be more appropriate in one context while others will be applicable in most settings. For instance, the roles of junior faculty may be appropriate only in academic institutions, while the roles protégé and new colleague could be applicable in both academic institutions and public/private research facilities.

Trainee responsibilities

Responsibility for the success of the mentoring relationship does not just rest solely with the mentor. Both the mentor and the trainee must accept a number of roles and responsibilities if the relationship is to be effective and beneficial. In addition, trainees also have responsibilities to the institution and sponsors they are associated with. Trainee responsibilities to institutions can be located in the Policy and Procedures guidelines that are common in academic and research settings. Rylatt (1994) notes that trainees must also approach the relationship with the right attitude. They must value the time and experience of the mentor, listen carefully, ask good questions and always be willing to expand their potential (Rylatt, 1994). A partial list of trainee responsibilities might include:

• investigate all relevant information for mentor candidates
• share responsibility with mentor to make mentoring relationship work
• ensure attendance at all regularly scheduled meetings
• document minutes of mentor meetings
• discuss and agree on goals and objectives
• respect the obligations and time commitments of mentor(s)
• respect the confidentiality of trainee/mentor discussions
• demonstrate professionalism and collegiality
• commit to learning the range of acceptable practices in the selected research profession

The responsibility for investigating all relevant information for prospective mentors is the first obligation of all trainees. Time invested in this activity may save time, effort, and needless emotional conflict. Relevant information might include evidence of a successful record of publications, financial-support base, reputation, success of recent graduates, recognition of student accomplishments (i.e., co-authorship), membership in professional organizations, and a willingness to spend time with trainees (Responsible Conduct of Research: Mentoring, 2004).

The responsibility of discussing and agreeing upon goals and objectives is a mutual responsibility of both mentor and trainee. It can be crucial to the establishment and maintenance of a healthy and productive mentoring relationship. By honoring this responsibility, trainees will be in a better position to negotiate the sometimes treacherous path of research training.

Some trainee responsibilities represent only a necessary initial step in the process of becoming a competent researcher. An example would be the commitment to learning the range of acceptable practices in the selected research profession. It is not adequate that the trainees simply be aware of acceptable practices. It has been noted that trainees should also understand that acting responsibly depends on an appreciation that standards can vary between and within disciplines, can change over time, and in some cases are not yet clearly defined (Responsible Conduct of Research: Mentoring, 2004). For trainees to understand the varied and evolving nature of these standards, it is necessary that experienced scientists clearly convey their understanding of accepted practices in the conduct of research.

Although being aware of favorable mentor and trainee characteristics and having knowledge about roles and responsibilities can increase the likelihood of a successful relationship, it is essential to identify a mechanism that ensures that all parties remain clear on expectations and stay on target. That mechanism is a memorandum of understanding, which is discussed in the next section.

Memorandum of Understanding

A memorandum of understanding (MOU) is a written documentation of a set of agreements and expectations between two or more parties. While MOUs are regularly used in the fields of business and law, it a less observed phenomena in research settings between trainees and mentors. If it is used, it is certainly more likely to be observed in institutions where the mentoring relationship has been formally established.

The MOU document is useful in clarifying the expectations of trainees and mentors. The primary advantage of a MOU is the documentation of agreements detailing a protocol, or issues of authorship, ownership, etc., in the event disagreements should arise. Thus a MOU can have a profound practical value because it provides answers by specifically delineating who is expected to do what, when, etc. An MOU can address routine, mundane activities (how frequently will the parties meet) or those of critical importance to the advancement of a trainee's professional career. For example, a MOU may include language that specifies if the trainee has final say on the content of research writing, or whether his/her right is limited to review. Another article in the MOU might clarify what level of contribution in a research project warrants authorship.

The MOU may be modified as the relationship develops and evolves (i.e., completion of tasks early in the trainee's career versus the establishment of objectives for new research projects). While the document does not necessarily have to take the form a legal contract, it does allow both parties to refer to a document if clarification is necessary.

A strategy related to the MOU is the practice of documenting the minutes of meetings and sending a hard copy or an electronic version (emailing) to one's mentor. This essentially verbalizes, in a written form, agreements that were orally discussed, in order to have a point of reference. Ideally, documentation should be accurate, immediate, and require confirmation by all who were involved in the research project.

Summary

This section described the necessity for establishing a functional relationship between individuals with differing levels of research knowledge, skills and experience. Since the quality of the relationship may be reflected in the degree of research competence attained following training, efforts must be taken to ensure that the relationship is not only viable, but sustainable as well. It is notable that the selection is a two-way process, with both parties benefiting from active rather than passive participation.

References

Advisor, Role Model, Teacher, Friend. Accessed April 30, 2005. http://www.nap.edu/readingroom/books/mentor/ .

Cornerstone, Center for Advanced Learning. Academic Peer Mentoring, Accessed on May 10, 2005 http://cornerstone.wustl.edu/acadmentoring.htm#howis .

Garrick, J.M., Alexander, C. (1994). Using mentors: critical issues for TAFE. Training Agenda, 2(4):7-8.

Harnish, D. and Wild, L. (1994). Mentoring strategies for faculty development. Studies in Higher Education, 19(2):191-201.

Kram, K.E., Isabella, L.A. (1985). Mentoring alternatives: the role of peer relationships in career development. Academy of Management Journal, 28:110-132.

Linney, B.J. 1999. Characteristics of good mentors. Physician Executive, 25(3): 70-2.

Haring-Hidore, M. (1987). Mentoring as a career enhancement strategy for women. Journal of Counseling and Development, 66:147-148.

Rylatt, A. (1994). Learning Unlimited: Practical Strategies and Techniques for Transforming Learning in the Workplace. Sydney : Business and Professional Publishing.

Responsible Conduct of Research: Mentoring, 2004. Accessed April 17, 2005. http://ccnmtl.columbia.edu/projects/rcr/rcr_mentoring/foundation/index.html#1 .

Scanlon, K.C. (1997). Mentoring women administrators: breaking through the glass ceiling. Initiatives, 58(2): 39-59.


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