Considerations for Administrative Staff
Just as there are few definitive policies defining what the advisor-trainee relationship should be, there are very few absolutes regarding what administrative staff should do when they find themselves in problematic situations affected by these relationships. The responsibility that staff members have are defined by their job descriptions. A graduate secretary, whose job description includes helping graduate students resolve problems that arise at the university, has a greater obligation to do something that will directly address a problem than does a post-awards administrator in the sponsored programs office. However, both are professionals and members of the university community, and so they have an obligation to support the educational mission of the university. The most this tutorial can offer are some points to keep in mind, along with a few suggestions that may help in trying to decide on the best thing to do.
First, one needs to fulfill one’s responsibilities as an administrative staff member. Although it might seem easier for everyone if the rules were just bent a bit, that is almost always not the best option. Be aware that in addition to the most familiar policies of the sponsoring agencies and one’s institution, most institutions also have a collection of personnel policies including rules prohibiting discrimination against or harassment of employees or students. Doing nothing when one is aware of harassment is also not a good option.
Difficult situations almost never require loud, direct confrontation. Sometimes direct action by an administrator is needed, but one must be sure this is one of those situations before acting. What is needed is sensitivity to the complexities that the relationship between advisor and trainee can add to the situation, and creativity in designing a responsible course of action. A quiet, subtle approach is usually best. It can be difficult and dangerous for administrative staff to navigate the waves thrown up by a troubled advisor-trainee relationship, but here are some pointers that should help.
Listening is important. Sometimes, all a concerned trainee seeks is a sympathetic listening ear.
When an administrator has concerns, he or she should start by asking questions and listen to the answers. Accusations should be avoided. No one reacts well to being accused of doing something questionable.
One should be aware of the resources available at one’s institution to support trainees and advisors and make it a habit to refer concerned people to these. Resources usually include written handbooks and guidelines, the graduate program director and committee, trainee organizations, services designed to serve trainees or advisors, people at higher administrative levels such as in the deans’ offices, and other faculty members.
When it appears that the people are not fully aware of their own responsibilities, the administrator may be able to tactfully point these out rather than just referring them to a resource that would make the responsibilities known.
If some further action needs to be taken, the administrator should consider whom to contact. In general, responsible faculty are the best ones to deal with problems in advisor-trainee relationships, particularly if problems caused by a faculty advisor/mentor’s actions need to be addressed. An ombudsperson is also a good choice, if one’s institution has one.
Administrators should avoid trying to fulfill roles that are not theirs. For example, guide troubled trainees to experienced counselors rather than trying to be a surrogate parent. The administrator should not try to mediate a dispute between a graduate student and his/her advisor. The should be left to the graduate program director or departmental chair.
If administrators are sensitive to the interpersonal complexities that can be introduced into a problematic situation by advisor-trainee relationships, they have taken an important step toward preventing additional problems and conducting themselves in the most ethical way possible while carrying out their jobs.
