Responsible Conduct in Data Management
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Goals and Objectives

It is reported that researchers develop successful career more rapidly in environments where expectations for successful performance are explicit and intellectual strengths and career development are supported (http://www.umanitoba.ca/academic_support/uts/services/mentoring/index.php). Expectations, in the form of goals and objectives, can become a map that allows the trainee to navigate through the challenges of a research environment. Without delineated goals and objectives, there is no certainty what the final outcome of training will be. It would be akin to beginning a long journey without a destination in mind.

The most commonly stated goal for a trainee/mentor relationship is the professional development and establishment of a productive, independent researcher. While this broadly stated goal does delineate the scope and thrust of the mentoring relationship, the focus could be sharpened further by establishing objectives (Simons-Morton, Green, Gottlieb, 1995). These objectives are really more manageable and measurable steps that become meaningful to both trainee and mentor. A mutually agreed upon list of objectives will allow the trainee to better handle the complexity of both research training and the mentoring relationship. Depending on the expectations that were discussed, the trainee might be reasonably expected to pursue a number of objectives (not an exhaustive list):

  • participate in socialization activities that allow one to adjust to a new research environment
  • identify and adopt discipline-specific research values
  • identify multiple institutional resources
  • successfully manage a research agenda
  • develop research survival skills through interaction with mentor
  • set research priorities and develop professional profile
  • identify strategies to avoid pitfalls
  • identify institutional policies and procedures related to research

Each of these objectives may have one or more associated activities. For example, under the objective "develop research survival skills through interaction with mentor", trainees might work on developing time management skills, learn to think critically, develop problem-solving strategies, and learn to better balance family and work commitment. Under the objective "participate in the socialization activities in order to adjust to a new environment", trainees might gain knowledge of the departmental and university structures, processes, and interpersonal climate.

Mentor objectives should reflect and support the objectives established for trainees. A partial list of mentor objectives might include:

  • provide professional guidance to trainees
  • provide leadership role model for trainees
  • share research relevant knowledge and experience with trainee
  • identify and resolve potential obstacles to trainees
  • guide trainee in conducting research responsibly
  • assist trainee to develop professional networks
  • enhance research and publication efforts
  • demonstrate how a trainee might develop
    • greater initiative
    • increased independence
    • self-reliance

The last objective is particularly important for trainees achieving their ultimate goal. Since mentors will not always be available to trainees upon completion of training, it is essential that new researchers be able to independently make decisions on a variety of research issues they are likely to face.

Mentor would engage in specific activities to achieve these objectives. For example, in responding to the objective "identify and resolve potential obstacles to trainees", a mentor might regale a trainee with tales of problems experienced early in one's career. Problems could range from conceptual or analytic to mundane administrative difficulties.

Some objectives may be viewed as inextricably intertwined with each other. For example, in the mentor objectives "provide professional guidance to trainees" and "provide leadership role model for trainees", training should impart to the trainee appropriate standards of scientific conduct both by instruction and by example. The mentor might therefore seek a variety of ways to demonstrate ethical issues and decisions. Appropriate and repeated opportunities to engage in these activities early in the trainee's career can help expose the concept of scientific integrity to trainees.

The benefit of clarifying expectations is the ability to ascertain trainee progress. While the standards set for each objective should be challenging to trainees, they should also be realistic and attainable. The emphasis for mentors should be to work with trainees to determine what they hope to accomplish and when. Setting vague and unrealistic objectives can have an immediate debilitating effect on the trainee and perhaps have a disruptive influence with the long-term career. However, once goals and objectives are made explicit, the trainee is obliged to reassess their ability and willingness to meet stated objectives in a research context that can be 'results' rather than 'process' oriented.

References

Mathews, P. (2003) Academic mentoring: enhancing the use of scares resources. Educational Management & Administration, 0263-211X (200307) 31:3. Sage publications ( London , Thousand Oaks and New Delhi ) Copyright 2003 BELMAS Vol 31(3) 313-334; 034009

National Academy of Sciences, National Academy of Engineering , Institute of Medicine . (1997). Adviser, Teacher, Rol e Model, Friend: on Being a Mentor to Students in
Science and Engineering. National Academy Press, Washington , D.C.

Simons-Morton, B.G., Greene, W.H., Gottieb , N.H. (1995). Introduction to Health Education and Health Promotion. Second Edition, Waveland Press, Inc, Prospect Heights .

Source: University of Manitoba , University Teaching Services. Accessed on April 15, 2005 . http://www.umanitoba.ca/academic_support/uts/services/mentoring/index.php

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