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The Center for Excellence in Teaching and Learning for Student Success (CETLSS) is proud to announce our first set of offerings of the Mountaineer Peer Mentoring Circle!

What is a Peer Mentoring Circle?

A mentoring circle is made up of a small group of people who meet regularly to discuss specific topics related to their professional development. Similar to group mentoring, it can consist of one mentor and multiple mentees or multiple mentors and mentees. The key difference here is that circle mentorship requires a facilitator. The facilitator takes care of administrative duties (e.g., scheduling, planning meeting topics and formats, communicating with mentees and university stakeholders) and multiple mentees who are usually at similar levels in their careers.

Below are the 2023-2024 Peer Mentoring Circles. If you are interested in joining a peer mentoring circle, please complete this interest form.

2023-2024 Mountaineer Peer Mentoring Circles are:
Mid-Career Academic Parents of Young Children
This peer mentoring circle will focus on navigating the demands of mid-career faculty while simultaneously parenting young children. Mid-career faculty have achieved tenure, so they have some job security, but are faced with decisions about where to focus their time. Parents of young children may face greater difficulties in making these decisions, because of their limited time. Some topics that we may discuss include: work-life harmony, successful time management strategies, future career pathways and possible career trajectories, and how to effectively say NO.

Meeting Pattern & Location: We plan to meet on Fridays at 1pm about every three weeks during September, then once a month. We would like to alternate our meetings between in-person and via zoom. (We will plan spring dates after we know our spring teaching schedules).
Our fall meeting dates will be:
Friday, September 8 (in person)

Friday, September 29 (zoom)

Friday, October 20 (in person)

Friday, November 17 (zoom)

Friday, December 1 (in person)
International Mountaineer Faculty (IMF) Peer-Mentoring Circle
IMF aims to bring international faculty (tenure-track and VITAL members) together to share their experiences working and living in the High Country with international backgrounds and provide mentorship to address their unique challenges and foster diversity and inclusion at Appalachian State University.
Meeting Pattern & Location: In August and September of the fall semester, we will meet every other week. Specific dates/times will be determined after getting feedback from interested members to maximize attendance. Around mid-October, we will slowly transition to monthly meetings, pending the members' preference. These meetings will be held in person and via Zoom. In-person gatherings will occur in various locations. Sustaining Ourselves through Creativity and Nature
Our co-created peer mentoring circle will infuse arts- and nature-based activities to sustain us personally and professionally. Our journey might include creating a shared visual journal, spending time in nature, walking a labyrinth, sharing meals together, creating soul collage cards, making beaded suncatchers, and more. No prior art experience is necessary, just a willingness to play!
Meeting Pattern & Location: We look forward to gathering together outside in nature, in our homes, and in various locations across the high country. Our group will meet in person on the following dates for the fall semester, and we will determine our spring semester dates as a group. Proposed meeting dates for the fall semester are:
● Tuesday, August 29th, 2:00-3:30pm
● Monday, September 18th, 2:00-3:30pm
● Tuesday, October 10th, 2:00-3:30pm
● Monday, November 13th, 2:00-3:30pm
● Thursday, December 7th, 2:00-3:30pm
Optional gatherings or field trips will also be shared by the facilitators and group
members, and may include attending various events both on and off campus as a
group.
Goal Setting for Your Academic Groove: Turning the Invisiable to Visable through Goal Setting, Accountability and Action
This peer mentoring circle will focus on faculty's choice of a needed scholarship project (components range from data collection, analysis, manuscript development, grant writing, etc.) for the 2023-2024 academic year. Circle participants will develop goals and attainable objectives for their scholarship project for the academic year. We believe this is an important first step as Tony Robbins states, "Setting goals is the first step in turning the invisible to visible". The community will help keep each other accountable as a group by creating accountability mechanisms (buddies, discussions and deadlines) for the individual projects.
Meeting Pattern and Location: Meetings will occur at the AppState Library, both in person and via Zoom, we will alternate between these meeting types. Initially the focus will be on meeting in person and can shift to adding in Zoom meetings. Meetings will occur once a week beginning the week of August 21st. Write, Write, Right!
In this peer mentoring circle, we will write, continue learning about writing, and build a consistent writing practice that balances with other faculty obligations. Our vision is for a peer mentoring circle with two primary purposes. The first is a weekly "sacred writing hour" together, and the second is to provide an venue for professional development through informal discussion around a variety of topics. A message we hope to communicate and reinforce as participants establish a regular writing practice is that faculty who engage in scholarship have a right to spend time writing and can claim time in their week to write.
Meeting Pattern & Location: We plan to have an hour and a half weekly synchronous meeting beginning at 9:00 a.m. on Tuesdays, participants are invited to write in-person at Leon Levine Hall, but may join through Zoom if that would better accommodate their needs for a particular week. The Writing Hour will occur each week from the second week of classes until the week before final grades are due. Dates: August 29, September 5, 12, 19, 26, October 3, 10, 24, 31 (Social Event TBA Week of 10/24), November 7, 14, 21, 28, December 12 (Social Event TBA Week of 12/12), January 23, 30, February 6, 13, 20, 27, March 5, 19, 26 (Social Event TBA Week of 3/19), April 2, 9, 16, 23, 30, May 7 (Social Event TBA Week of 5/7) Solo Mountaineers
In this peer mentoring circle, we seek to develop community and facilitate a sense of belonging for solo faculty members. As the literature shows for student transitions, the first six weeks of the academic year are the "make or break" weeks that determine if a student will be retained (Elkins, et al., 2000). This is why campus programming is so crucial to helping students find connections to other students and the institution. Parallels exist for faculty and staff. Onboarding studies show that employees should work to integrate into peer groups within the first 30-120 days and develop networks within the organization during the first 90 days (Reese, 2005). The onboarding process should go beyond the administrative pieces to enhance retention of new faculty members, we believe in a holistic approach to onboard faculty to life in Boone and the high country.
Meeting Pattern & Location: This group will meet every 2-3 weeks at various locations in Boone and surrounding areas on Fridays and/or Saturdays. Members of the group may be single, or may have partners living elsewhere. Solo/single parents are welcome, but outings are intended to be child-free events and may not always be "kid-friendly". This group is not intended to provide community around parenting as an academic. Additionally, the goal is not to form a "singles group", where folks can find a partner, but more of a space for those living here alone to come together, make friends, and form a community. Friday, August 18, 2023: 5 p.m. Welcome dinner and drinks at Boone Saloon Hickory Campus Adventurers
Friday, September 8, 2023: 12 p.m. in Zoom
Saturday, September 23, 2023: Watauga Farmer's Market and lunch
Friday, October 6, 2023: 12 p.m. in Zoom
Friday, October 27, 2023: 4 p.m. AMB
Friday, November 10, 2023: 12 p.m. in Zoom
Friday, December 1, 2023: 5 p.m. local restaurant
Friday, January 26, 2023: 12 p.m. in ZOOM
Saturday, February 10, 2023: ax throwing
Friday, February 23, 2023: 12 p.m. in Zoom
Saturday, March 9, 2023: local hike
Friday, March 22, 2023: 12 p.m. in Zoom
Saturday, April 6, 2023: West Jefferson
Friday, April 19, 2023: 12 p.m. in Zoom
Monday, May 13, 2023: end of semester dinner, local restaurant
In this peer mentoring circle, we will support each other in teaching and learning about a new endeavor for Appalachian in Hickory. As challenges arise, we will support each other and offer new ideas for a brand new campus. We will discuss our experiences as instructors on a new campus with commuter students who differ from the traditional AppState student. We will support each other and share ideas for how to make our campus, our teaching, and our students successful!

Meeting Pattern & Location: We will meet via Zoom in mutually agreed upon times (day or evening) and if desired can meet face to face on campus for social/meal gatherings. In August and September we will meet every two weeks, and then every three weeks until the end of the term. We will also have a separate asynchronous space to interact with each other to ask questions and keep in touch (such as asulearn or facebook, or google chat, or groupMe).

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The Center for Excellence in Teaching and Learning for Student Success (CETLSS) is proud to announce our first set of offerings of the Mountaineer Peer Mentoring Circle! What is a Peer Mentoring Circle? A mentoring circle is made up of a small group of people who meet regularly to discuss specific topics related to their professional development.

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Evaluating Potential Mentors

The following is a comprehensive list of questions that may be useful in evaluating whether a particular mentor is a good fit for your needs. You can ask some of these questions directly of the PI or members of his/her research group. It is often better to address sensitive questions indirectly; answers can be inferred from word choice and body language during conversations with group members.

A) Scientific issues:

What are the mentor's intellectual interests and passions?

What is the mentor's scientific reputation?

Is the mentor working in a "hot" field or a slower, less competitive field?

Is the mentor comfortable letting students and fellows develop projects with limited guidance? Must projects be closely aligned with his/her research interests or not?

Does the mentor have a history of successful collaborations, on- and off-campus?

Does the mentor regularly attend scientific meetings together with students and fellows? Does he or she get invited to speak at meetings?

In what types of journals does the mentor publish? What is the mentor's recent publication record?

B) Personality:

Is the mentor outgoing and sociable or quiet and reserved?

Does the mentor's personality seem compatible with your own?

How does the mentor respond to stress?

Does the mentor value diversity? Does it seem that gender, racial, cultural, or other biases affect his or her relationships?

Does the mentor enjoy socializing with members of the research group?

Is the mentor easily approachable?

Is this mentor a good role model for you?

Would you feel comfortable taking criticism from this person?

C) Work habits:

Is the mentor organized, methodical, and disciplined, or does he/she prefer a more flexible approach?

Is the mentor good at developing and adhering to long-term research plans?

Does the mentor work regular hours? How much time does he/she spend with the research group?

Is the mentor good at multi-tasking or does he/she prefer to complete one task before beginning another?

Does the mentor like to "talk through" ideas with others or work in isolation to formulate and clarify thoughts?

Is the mentor available for meetings and conversations or can it be difficult to find a convenient time for communication?

Does the mentor expect students to spend a certain amount of time in the lab? What about in the evening and on weekends?

D) Management/mentoring style:

Does the mentor hold regularly scheduled meetings with trainees or does he/she prefer unscheduled informal discussions?

Does the mentor provide a good balance of positive input and constructive criticism?

Is the mentor proactive in meeting with group members before a problem escalates?

Is the mentor heavily involved in the day-to-day workings of the research group, or does he/she take a more hands-off approach?

Are group members kept informed about the mentor's schedule and whereabouts?

How much additional work not directly pertaining to the trainee's research does the mentor delegate to students and fellows?

Does the mentor have additional administrative responsibilities and how do these responsibilities affect his/her availability and responsiveness to the needs of group members?

Is the mentor comfortable letting students and fellows interact with other research groups and investigators independently or does he/she prefer to be heavily involved?

How much guidance does the mentor provide about topics such as paper writing, public speaking, project design, peer review, etc.? Does the mentor include trainees in these activities in a way that promotes learning?

How many students or fellows has the mentor worked with in the past? What happened to these trainees after they left the research group?

Does the mentor have well-defined expectations of students and fellows and are these expectations communicated clearly and adhered to?

Does the mentor treat students and fellows as junior colleagues? Do they feel like valued members of the team?

Does the mentor include trainees in the formulation of research goals and in other intellectual discussions about science?

Does the mentor take an active role in trainees' professional development beyond the immediate concerns of their research?

Do the mentor's students and fellows publish significant papers?

Do group members attend and present at important regional, national, and/or international meetings?

Do group members have the opportunity to review manuscripts and grant applications?

E) The research environment:

What is the composition of the research group? Are there other students or trainees to interact with?

How much space is there to work? Does it seem sufficient?

Do group members interact socially? What about outside of work?

Is the environment collegial and collaborative or cold and competitive?

Are there cliques and favorites or does everyone seem to get along?

Are issues dealt with up-front and in a straightforward manner? Does the PI participate in discussions and help provide strategies for dealing with issues?

Do people in this research group seem generally happy?

Are there collaborations among members of the research group?

Is there a regular group meeting and what it is like?

F) Financial issues:

Does the mentor have adequate resources to support new students and fellows? This includes funds for stipend and supplies, and also funds to support other needs such as travel and attendance at meetings.

Is the mentor ready to retire or be evaluated for tenure in the near future? If so, how will this affect your research project?

G) Additional questions for graduate students:

Is the mentor willing to learn about doctoral program requirements and participate in graduate program activities?

What is the average time to graduation for students studying with this mentor? How does this time compare with the overall average for the graduate program?

Will this mentor be supportive of your interest in teaching (if applicable)?

Will this mentor be supportive if you choose to explore career options away from the bench?

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Evaluating Potential Mentors - Office of Intramural Training & Education at the National Institutes of Health

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Evaluating Potential Mentors The following is a comprehensive list of questions that may be useful in evaluating whether a particular mentor is a good fit for your needs. You can ask some of these questions directly of the PI or members of his/her research group.

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This program is open to all doctoral candidates in the final phase (from about one year before the completion of the doctorate, the completion should be foreseeable) and postdocs - including habilitation candidates - in the first two to three years after the doctorate from all faculties. It serves t…

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Have access to over 2,500 resources including articles, expert interviews, book insights, infographics, videos, workbooks and more.

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The Black Voices in Research storytelling event series serves as a platform to highlight and amplify the experiences of Black researchers and research professionals at UF. In sharing these stories, the the UF Clinical and Translational Science Institute's (CTSI) Diversity and Cultural Competence Council (DC3) seeks to inspire viewers to examine and address personal biases and to consider what they can do to improve diversity, inclusivity, equity and accessibility at UF and beyond.

Episode 1

Created in partnership with local storytelling event company, Guts & Glory GNV, the inaugural episode of Black Voices in Research features a cast of five Black biomedical researchers and research professionals at UF. See below to view the full cast of voices and learn more about them.

Episode 2

Premiered on the historic Juneteenth, this installment of the Black Voices in Research storytelling series features a cast of four Black biomedical researchers and research professionals at UF, as well as a special concluding performance by DC3 chair, Tiffany Danielle Chisholm Pineda.

About the DC3

Parallel to the appointment of UF's first Chief Diversity Officer in 2018, the UF CTSI began to establish its Diversity and Cultural Competence Council (DC3). The goal of the DC3 has been established to intimately examine long-standing and unspoken issues of racial injustice, equality, and diversity within the working environment of the Clinical Research Professional workforce.

The DC3 persists to convene on issues of racism and injustice, meeting monthly since its inception with guest speakers, program planning, and in-depth discussions. Building a supportive, engaged community for research professionals, the DC3 is committed to its mission:

"...to help UF clinical research professionals become competent communicators and actors in the intersectional areas of diversity and culture. With the clinical research professional and community member in mind, this council seeks to develop opportunities in raising awareness of distinct needs for diversity and inclusion, while identifying and disseminating best-practice information in the UF clinical research community."

Council Advisory Committee

This event is supported by the UF CTSI and the UF Racial Justice Research Fund. The UF CTSI is supported in part by NIH Clinical and Translational Science Awards UL17RRO01427, KL2TRO01429, and TL1TR001428.

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Black Voices in Research " Clinical and Translational Science Institute " University of Florida

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The Black Voices in Research storytelling event series serves as a platform to highlight and amplify the experiences of Black researchers and research professionals at UF. In sharing these stories, the the UF Clinical and Translational Science Institute's (CTSI) Diversity and Cultural Competence Council (DC3) seeks to inspire viewers to examine and address personal biases...

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Skip to Content

As part of the Peer Mentoring Program, below are training resources to help you excel in your role as a mentor. The chart below reflects key takeaways from the book, Entering Mentoring, for you to consider as you navigate your mentor-mentee relationship(s). OPA is always a resource as well; reach out directly at opa@colorado.edu with any needs or questions.

Books

Webinars/Podcasts

Articles

Finding Mentors External to CU Boulder

Mentoring Best Practices

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Skip to Content As part of the Peer Mentoring Program, below are training resources to help you excel in your role as a mentor. The chart below reflects key takeaways from the book, Entering Mentoring, for you to consider as you navigate your mentor-mentee relationship(s).

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POSTDOC GROUP MENTORING SCHEME- Queen's webpage

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POSTDOC GROUP MENTORING SCHEME- Queen's webpage

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Web page features Q&A style program description- worth checking out.

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Skip to main content

Postdoc Group Mentoring Scheme

Every year, Queen's runs a Postdoc Group Mentoring Scheme where small groups of postdocs are provided a mentor. They meet a few times in the semester and learn from both the mentor and each other.

This scheme is organised collaboratively by Organisational Development and the PDC.

Mentoring Groups (also known as mentoring circles) are groups consisting of a lead Mentor, who is a member of academic staff with experience of postdoctoral supervision, and a group of participants (Mentees) who are postdoctoral researchers. They meet every four to six weeks to discuss challenges that mentees face, find solutions and engage in career development activities.

Group mentoring has many of the benefits of traditional 1:1 mentoring, but also includes other outcomes, such as:

Peer to peer support in addition to standard mentoring

Networking and building relationships

Variety and depth of discussions

Mentees benefit from the different perspectives of peers and mentor

Can reach a larger number of mentees with fewer mentors

Applications to participate in the programme as mentor or postdoc mentee for 2022-23 are now open.
Application deadline: 26 January 2023 at 23:59

Postdoc group mentoring testimonial

Hear from previous mentors and mentees about the benefits of the postdoc group mentoring scheme

When is the scheme organised and how to apply?

The scheme is organised once a year.

Mentors and participants are usually recruited at the end of the first semester. You will then be matched with a mentor and fellow mentees, who you will meet at the Scheme launch (at the start of the second semester), when we will discuss how to make the best out of this mentoring opportunity. Attendance at this event is required but very beneficial.

The groups arrange to meet at least 4 times by the end of June. They define the dates that suit them best and the topics they want to discuss together.

When the scheme is open for applications, application forms will be added to this page and circulated via the PDC communication channels.

The application consists in a short form gathering your interests to enable as good a matching process as possible. Participants will be selected in a "first-come first-serve" manner. The number of participants accepted will depend on the number of mentors available.

What are the benefits of taking part?

For mentees, the group mentoring can provide:

A smoother adjustment to a new role or position

Help in acquiring the skills and knowledge they need for career progression

Guidance on career development

A greater understanding of both the formal and informal workings of Queen's University as an organisation or the mentor's sector of activity

Opportunities to discuss the costs and benefits of different careers and environments based on the mentor's experience

Notes:

Participants are expected to provide a supportive and positive atmosphere that encourages individuals to share personal stories and advice, keeping discussions confidential

The mentors are here to share their experience and advice, not to find participants a job

What is the time commitment?

When taking part, you will need to attend:

The introduction session (1 h)

A minimum of 4 group sessions of 1 - 1.5 h

It is essential that all mentees attend all sessions, both to benefit as much as possible from the scheme but also as respect for the mentor and other participants.

We advise that dates for all meetings are set up at the first meeting and blocked on all participants' diaries.

How are the groups made?

Mentees will, as much as possible, be grouped with colleagues who are at a similar stage in their postdoctoral career and share common objectives. Mentors will be matched with groups of staff who were working outside of their direct area of research, based on the expectations mentees provided on their applications. The composition of the groups and matching process will of course depend on the individuals who have signed-up.

How does it work?
Group Composition
Interdisciplinary groups of up to 6 participants will be allocated to each mentor. Successful schemes elsewhere have found that the groups work well if participants have broadly similar interests, but are from a mixture of different disciplines. This enables a greater variety of perspectives and experiences to come out in discussions and can lead to increased learning for the participants.
Voluntary participation
It is essential that participation is voluntary for both mentors and mentees. If a mentee decides not to continue, there will be no negative repercussions for that individual. However, we would ask that they notify the scheme co-ordinator and their mentor to provide feedback. This will inform future improvements/ developments to the scheme.
Group Meeting Planning Sessions
Mentors will adopt their own method to run and facilitate their groups. Groups are a space for everyone to speak. At times, group leadership will involve the facilitation of discussion between the mentees. The scheme aims for a fairly informal approach, however, mentors will be asked to consider a loose plan for running the sessions.
Group Meeting Coordination and Frequency
We recommend that groups meet a minimum of 4 times during the semester but it will be up to the group and mentor to decide upon a schedule for meetings. We recommend that meeting dates are scheduled at the first meeting of the group to ensure that dates are in everyone's diaries well in advance.
Group Meeting Discussion Themes
Topics for discussion are decided independently by each group.

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Mentoring: learning from the experience of others

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mentorship training guides

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Science outreach is a way to foster an appreciation for the role science plays in our society, while simultaneously allowing individuals and communities communicate what they want from science. What does science outreach look like at its best? Learn more here.

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WPL leadership trainings

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various postdoc training links

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Mitacs is excited to share that we have updated our course portfolio to respond to modern learning preferences, and better align our content with the competencies needed by industry partners and employers.

The courses are designed to complement the hands-on research skills and experience gained by participants of Mitacs programs (Accelerate, Elevate, Globalink) and Canadian university students. Each course is designed to improve upon one or more core competencies and is facilitated by industry leaders.
Explore Mitacs Training
Our courses surround eight unique course bundles, each consisting of an online, self-paced course and its corresponding instructor led sessions. The course bundle themes include:

To register for a specific course, visit our EDGE portal.

REGISTER FOR MITACS TRAINING
If you have questions about our courses, contact training@mitacs.ca.

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Mitacs is excited to share that we have updated our course portfolio to respond to modern learning preferences, and better align our content with the competencies needed by industry partners and employers.

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fostering a culture of REDI for PDFs

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To enroll, students need to create an account or login on EDGE.

Fostering a culture of reconciliation, equity, diversity, and inclusion - Self-paced e-learning. Asynchronous course - 60 min

Upon completion of this course, you are invited to self-enroll and participate in a facilitated session.

Learning outcomes:

Explain why reconciliation and equity, diversity, and inclusion (REDI) actions are needed

Articulate the concepts of reconciliation and EDI (REDI) in your workplaces

Recognize situations where increased REDI is needed

Describe how you can play a role in improving REDI

Recognize and implement ways to break down cultural barriers and foster a diverse, inclusive workplace

Incorporating REDI into your project - Facilitated session. Synchronous course - 90 min
Introduction:
The facilitated session will have participants identify the REDI considerations for their project and discuss how to incorporate these principles into their project plan, their project team and their project methodology.
Audience:
Learners that have completed the asynchronous course "Fostering a culture of reconciliation, equity, diversity, and inclusion".

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To enroll, students need to create an account or login on EDGE. Fostering a culture of reconciliation, equity, diversity, and inclusion - Self-paced e-learning. Asynchronous course - 60 min Upon completion of this course, you are invited to self-enroll and participate in a facilitated session. Learning outcomes:

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(Masterlist) Mentoring session agenda templates

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Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

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Table 1 MCP session topics and contents, 2015-2016

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BECOMING MORE STRATEGIC

Have you been told that you should become less tactical and more strategical? If so, what specifically did they mean?

In a recent training workshop conducted by The Mentoring Group, almost all the high-potential, high-performing mentees selected as their top development goal: To become more strategic.

Strategic versus Tactical: What's the Difference?

In a nutshell, strategic refers to the "what and why" and tactical refers to the "how."

Strategy thinking, planning, and actions reflect the doer's ability to consider the big picture, recognize patterns and trends, honor priorities, anticipate issues, predict outcomes, and have smart alternatives to fall back upon. Issues deal with overriding mission and purpose, why the organization exists, how it makes a difference that others don't or can't make, and where it will be in the future.

Tactical refers to the hands-on part of getting the job done, making sure the strategic goals are met. It's performing each implementation task with quality and efficiency.

Both are very important. In looking at some of the literature, we've learned an interesting point: Leaders know and use strategy AND they're very aware of their organization's tactics. That doesn't mean they perform these tasks on a regular basis, but they could if they had to, especially with a little learning. At the very least they're aware of what "good tactics" are and able to recognize when others are doing them well. They're often seen as "tactically credible" by their teams. Just as important, they're able to show their team members how their tactical work makes the overriding strategy possible.

How strategic and tactical are you?

How are you balancing these two approaches in your work? Are you buried in details and day-to-day deadlines? Or are you able to see things from a larger, longer perspective?

Did you become successful as a technical expert on something? Are you now managing people, programs, or larger projects? If so, it's normal to struggle with making the shift to a more strategic mindset.

Have you been accused of "micro-managing" projects, controlling every decision? Or are you able to overlook small issues in favor of the larger picture? Do you know which are large and small issues?

If you're looking for a new job, it's important to take a strategic approach to your job search. This can include researching potential employers and job openings, tailoring your resume and cover letter to each specific job application, and practicing your interview skills. It can also be helpful to build your professional network by attending networking events and reaching out to connections on LinkedIn. Additionally, consider expanding your skillset or pursuing additional education or training that can make you a more competitive candidate.

Remember to stay positive and persistent in your job search, and don't be afraid to seek out support and guidance from mentors or career coaches. With the right approach and mindset, you can find the job that's the right fit for you.

How to be a good mentee? Tips to improve your qualities and characteristics.
Here are some ideas that will make from you a good and successful mentee:

1. Interview your mentor about the topic of strategy vs tactics. How does he/she see the differences? Can he/she tell a story about when one or the other approach worked well? Didn't work well?

2. Ask your mentor to help you develop in this area. Propose some objectives and learning activities.

3. Ask your mentor to be frank about your efforts to be strategic. Where does your mentor see strengths and weaknesses in you?

4. Do a self-analysis of how you approached your last two big projects or decisions. Where did you get bogged down in tactics? Why did you do this? How could you have improved? What might you do next time in a similar project?

5. Research the literature on leadership and strategy. Present your findings to your mentor (and perhaps to the other mentees) about what major thinkers and leaders are saying and doing.

6. Shadow someone with a reputation for being strategic. This could be your mentor or someone he/she recommends. Try to participate in a situation that allows you to observe this person "being strategic." Interview him/her before the event to understand the thought process, alternatives considered, and the game plan for the situation. Watch and listen carefully to what he/she says and does in the situation. Afterwards, debrief what was going on. Your goal: to get inside the person's head and learn to think like a strategically-minded person.

7. Talk with your manager about this topic. What does she/he believe to be true about your approaches? Discuss how you could further develop.

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How to be a good mentee - 7 Powerful Tips for being a good mentee

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Revealing the secrets of mentoring. Fundamentals of strategic thinking for mentees: ➼ 7 simple steps to stop being a tactician and become a strategist ➼ how to determine your strategic skills and tactics ➼ tips to improve your qualities and skills.

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ebook with links to activites

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IDP Course

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This is the 7th mini-course in the series "Applying to Graduate School and Summer Research Experiences."

The purpose of this series of mini-courses is to provide students from historically underrepresented groups the training, support, and resources necessary to successfully apply to Ph.D. programs in health-related research fields.

About this Course

This mini-course introduces students to the Individual Development Plan (IDP). Topics include: what is an IDP; the difference between short-term, intermediate, and long-term goals; the importance of setting goals and re-visiting/up-dating them; how to identify and assess skills; tips for bridging gaps in desired skills; how to get input from mentors, peers, and family members; and an example template for an IDP.

About this Series

Applying to Graduate School and Summer Research Experiences was developed by the California State University Long Beach (CSULB) Building Infrastructure Leading to Diversity (BUILD) Program with support from the National Institute of General Medical Sciences of the National Institutes of Health under Award Numbers; UL1GM118979; TL4GM118980; RL5GM118978. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

"The Graduate School Application Process," Chi-Ah Chun, Jesse Dillon and Enri'que Flores

"Curriculum Vitae (CV) and Statement of Purpose (SOP)," Niloo Bavarian and Amber Johnson

"Letters of Recommendation," Chi-Ah Chun

"GRE Preparation and Expectations," Bill Ackerman and Chi-Ah Chun

"Seeking Financial Support for Graduate Schools," Bryan Rodriguez

"How to Interview Successfully for Graduate School," Arturo Zavala

"Individual Development Plan," Keisha Chin Goosby

"Summer Research Experience," Perla Ayala and Young-Hee Cho

CSULB BUILD Program Editors

Academic Technology Services Instructional Designers/Producers:

Instrumental Persons

We would also like to recognize the contributions of the following people who shared in the implementation of this course on MyNRMN:

Jamboor K. Vishwanatha, PhD, National Research Mentoring Network-Resource Center

Toufeeq Ahmed, PhD, National Research Mentoring Network-Resource Center

Damaris Javier, MA, National Research Mentoring Network-Resource Center

Aidan Hoyal, MSIS, MA, National Research Mentoring Network-Resource Center

Zainab Latif, MCS, National Research Mentoring Network-Resource Center

Katie Stinson, MLIS, National Research Mentoring Network-Resource Center

This course licensed under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 Unported License.

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NRMN Courses :: 7. Individual Development Plan (IDP)

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This is the 7th mini-course in the series "Applying to Graduate School and Summer Research Experiences." The purpose of this series of mini-courses is to provide students from historically underrepresented groups the training, support, and resources necessary to successfully apply to Ph.D. programs in health-related research fields.

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Unconcious Bias Course

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Unconscious Bias is a prejudice we have or an assumption we make about another person based on common cultural stereotypes, rather than on thoughtful judgement. Nobody is immune from unconscious bias, regardless of race/ethnicity, gender, orientation, etc., because humans have the tendency to make associations to help us organize our social worlds. Unfortunately, these biases can affect the type and quality of healthcare received, hiring practices, and workplace environments.

The Unconscious Bias Course will help you address your personal unconscious bias, teach you about microaggressions, provide a solutions toolkit, develop your self-awareness, and discuss bias and disparities in medicine and healthcare. A certificate is awarded upon completion of these modules. The course may be completed all at once or each module may be taken separately. There is no set completion window, but all five modules must be completed to receive credit for the course. Each module takes approximately 20 minutes to complete.

Enroll and begin the course today!

Instrumental Persons

We would like to recognize and express our deep gratitude for the contributions of the following members who shared in the creation and implementation of the Unconscious Bias Modules:

Mirabelle Fernandes Paul, EdD, Western University COMP-Northwest

Linda Solis, PhD, University of the Incarnate Word School of Osteopathic Medicine

Robin Bartoletti, PhD, University of North Texas Health Science Center

Stephanie Tubby, MS, University of North Texas Health Science Center

Jami Woychesin, PhD, University of North Texas Health Science Center

Jamboor K. Vishwanatha, PhD, National Research Mentoring Network-Resource Center

Toufeeq Ahmed, PhD, National Research Mentoring Network-Resource Center

Damaris Javier, MA, National Research Mentoring Network-Resource Center

Katie Stinson, MLIS, National Research Mentoring Network-Resource Center

Alexis Short, National Research Mentoring Network-Resource Center

Zainab Latif, MCS, National Research Mentoring Network-Resource Center

Aidan Hoyal, MA, MSIS, National Research Mentoring Network-Resource Center

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Unconscious Bias is a prejudice we have or an assumption we make about another person based on common cultural stereotypes, rather than on thoughtful judgement. Nobody is immune from unconscious bias, regardless of race/ethnicity, gender, orientation, etc., because humans have the tendency to make associations to help us organize our social worlds.

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Mentoring Grad Students, Post docs and early career faculty COURSE

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NRMN Courses :: Mentoring Graduate Students, Post Docs & Early Career Faculty

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While structured very similarly, each course customizes content, examples and activities to the appropriate audience.Please choose the course that best fits your mentoring role.

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How to be proactive in your mentoring relationship

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MIT mentoring and advising toolkit

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The information and forms contained in this Toolkit were designed at MIT to assist the training of postdoctoral researchers, and will be helpful to mentors/advisors, Postdoctoral Fellows, and Postdoctoral Associates. Some of these resources are for one time use, others will be useful on an annual basis. (For an overview of MIT guidelines, see Mentoring and Advising.)

For Incoming Postdocs and their Faculty Advisors

Statement on the Postdoctoral training period - describing the training status of MIT postdoctoral researchers.

MIT Mentoring Plan Outline (for faculty advisors/mentors) - topics that could be incorporated into a faculty advisor's mentoring plan proposal

Initial Meeting Form for MIT Postdoctoral Researchers and Advisors - suggested discussion topics for an orientation meeting between a faculty advisor and new postdoc

Postdocs see additional resources below

Ongoing/Annual Documents for Postdocs and Faculty Advisors

Annual Development Review for MIT Postdoctoral Researchers - a suggested template for the postdoctoral researcher (Part I) and advisor (Part II) to complete during the annual review process. (See also MIT IDP Guidelines, below.)

Individual Development Plan and Career Planning Strategy (for postdocs) - vehicles to help postdocs to identify goals and develop plans:

MIT Postdoctoral Training Checklist (for postdocs) - a list of possible skills to build; the postdoc can refer to it periodically to monitor progress

NOTE: The National Science Foundation requires a one-page supplementary document for each proposal that requests funding to support postdoctoral researchers. It must describe "the mentoring that will be provided to all postdoctoral researchers supported by the project... Examples of mentoring activities include, but are not limited to: career counseling; training in preparation of grant proposals, publications and presentations; guidance on ways to improve teaching and mentoring skills; guidance on how to effectively collaborate with researchers from diverse backgrounds and disciplinary areas; and training in responsible professional practices." [Proposal and Award Policies and Procedures Guide (NSF 16-1 January 25, 2016) - Chapter II Section C2(j) http://www.nsf.gov/pubs/policydocs/pappguide/nsf16001/gpg_2.jsp#IIC2j This first appeared in NSF 09-29 April 2009.]
Acknowledgments
These resources were developed using information provided by the National Science Foundation; MIT School of Science; MIT Postdoctoral Advisory Council; the Federation of American Societies for Experimental Biology; and other. Thanks go especially to Professor Hazel Sive and the School of Science Dean's Office.

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Postdoctoral Mentoring and Advising Toolkit

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The information and forms contained in this Toolkit were designed at MIT to assist the training of postdoctoral researchers, and will be helpful to mentors/advisors, Postdoctoral Fellows, and Postdoctoral Associates. Some of these resources are for one time use, others will be useful on an annual basis.

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ubc handbook

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How to Use the GROW Model of Coaching:

To structure a coaching or mentoring session using the GROW Model, take the following steps:

1. Establish the Goal

First, you and your team member need to look at the behavior that you want to change, and then structure this change as a goal that they want to achieve.

Make sure that this is a SMART goal: one that is Specific, Measurable, Attainable, Realistic, and Time-bound.

When doing this, it's useful to ask questions like:

How will you know that your team member has achieved this goal? How will you know that the problem or issue is solved?

Does this goal fit with their overall career objectives? And does it fit with the team's objectives?

2. Examine the Current Reality

Next, ask your team member to describe their current reality.

This is an important step. Too often, people try to solve a problem or reach a goal without fully considering their starting point. And often they're missing some information that they need in order to reach their goal effectively.

As your team member tells you about their current reality, the solution may start to emerge.

Useful coaching questions in this step include the following:

What is happening now (what, who, when, and how often)? What is the effect or result of this?

Have you already taken any steps toward your goal?

Does this goal conflict with any other goals or objectives?

3. Explore the Options

Once you and your team member have explored the current reality, it's time to determine what is possible - meaning all of the possible options for reaching their objective.

Help your team member brainstorm as many good options as possible. Then, discuss these and help them decide on the best ones.

By all means, offer your own suggestions in this step. But let your team member offer suggestions first, and let them do most of the talking. It's important to guide them in the right direction, without actually making decisions for them.

Typical questions that you can use to explore options are as follows:

What else could you do?

What if this or that constraint were removed? Would that change things?

What are the advantages and disadvantages of each option?

What factors or considerations will you use to weigh the options?

What do you need to stop doing in order to achieve this goal?

What obstacles stand in your way?

4. Establish the Will

By examining the current reality and exploring the options, your team member will now have a good idea of how they can achieve their goal.

That's great - but in itself, this may not be enough. The final step is to get your team member to commit to specific actions in order to move forward toward their goal. In doing this, you will help them establish their will and boost their motivation.

Useful questions to ask here include:

So, what will you do now, and after that? When? What else will you do?

What could stop you moving forward? How will you overcome this?

How can you keep yourself motivated?

When do you need to review progress? Daily, weekly, monthly?

Finally, decide on a date when you'll both review their progress. This will provide some accountability, and allow them to change their approach if the original plan isn't working.

Tips for Using the GROW Model of Coaching

Here are some helpful tips for using the GROW model:

A great way to practice using the model is to address your own challenges and issues. By practicing on your own and getting yourself "unstuck," you'll learn how to ask the most helpful questions. Then, write down some stock questions as prompts for future coaching sessions.

The two most important skills for a coach are the ability to ask good questions and the ability to listen effectively.

Don't ask closed questions that call for a yes or no answer (such as "Did that cause a problem?"). Instead, ask open ones, like "What effect did that have?" Be prepared with a list of questions for each stage of the GROW process.

Use active listening skills and let your "client" do most of the talking. Remember that silence provides valuable thinking time: you don't always have to fill silence with the next question.

An Example of the GROW Model

You're helping a team member, Julie, achieve her goals using the GROW Model.

Julie says that she would like a promotion to team leader within the next two years. This is a SMART goal - it's specific, measurable, attainable (as she already has one year of experience, and there are several team leader positions in her department), relevant (both to Julie's overall career aspirations and the team's mission), and time-bound.

You and Julie now look at her current reality. She's in an entry-level position, but she already has some of the skills needed to be a team leader. You brainstorm the additional skills that she'll need in order to be successful in a team leader role:

She needs more experience of managing other people, and experience dealing with overseas customers. She also needs to continue performing well in her role, so that she'll be considered for a promotion when one is available.

You then both review her options. To get the experience she needs, she could lead a small team on a small project. She could also spend time in the overseas team.

Finally, you establish the will. As her manager, you offer to let her lead a small team on a minor project. If she performs well, she can take on additional projects with more responsibility in the future. Julie must also approach the overseas team to arrange to spend time in that department, and continue performing well in her current role. You agree to review her progress in three months' time.

The GROW Model of Coaching and Mentoring Infographic

See the GROW Model represented in our infographic.

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The GROW Model of Coaching and Mentoring - A Simple Process for Developing Your People

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Structure coaching and mentoring sessions in a simple but effective way for team members. A four-step process encouraging vision, planning and commitment.

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GROW model

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We are now accepting applications for both mentees and mentors for the 2022-2023 Mentorship Program!

Deadline for the mentorship program is Tuesday January 31st, 2023.
Mentorship Program Overview:
The Rehabilitation Sciences Mentorship Program is a yearlong mentorship program that intends to connect students for research skill development, opportunities for collaboration and networking, and career exploration. The program aims to assist new graduate students and PDF's transition from previous university programs, or professional work, into the novel research-focused trainee environment. In addition, the program aims to support trainees at all stages of their research careers. The program incorporates face-to-face mentoring with online contact, networking events, and connections to career development resources including the annual RSEC Research Day.

Program Outcomes:
As a mentee, you will:

As a mentor, you will:
Program Requirements:

Time Commitment
The mentorship relationship is developed over 8-9 months. The time commitment for mentors and mentees ranges from 10-20 hours. The program begins will run from October 2022 to July 2023. The more you put into the program, the more you'll get out of it!

For more information, please contact our Mentorship Program Coordinator: Ellen Wang [ewang96@student.ubc.ca]
Additional Resources
Stay tuned for additional resources for both mentors and mentees to get the most out of their mentorship relationship!

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RHSC Mentorship Program | Rehabilitation Sciences Student Executive Committee

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We are now accepting applications for both mentees and mentors for the 2022-2023 Mentorship Program! Deadline for the mentorship program is Tuesday January 31st, 2023. Mentorship Program Overview: The Rehabilitation Sciences Mentorship Program is a yearlong mentorship program that intends to connect students for research skill development, opportunities for collaboration and networking, and career exploration.

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Inclusive Mentoring | Sheridan Center | Brown University

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Large national studies link effective mentorship to important outcomes such as degree completion (Golde, 2000; Lovitts, 2001, 2008), increased self-efficacy (Paglis, Green, & Bauer, 2006), and satisfaction with the educational experience (Gardner, 2009; Nettles & Millet, 2006). There are numerous de…

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Mentorships are tools that organizations can use to accomplish a wide variety of goals. Mentoring can get you there, whether you're looking to develop your employees' skills, create a more inclusive workplace, or prepare high potential employees for leadership positions.

It's one of the reasons that over 70 percent of Fortune 500 companies have mentoring programs. Moreover, 67 percent of companies that started a mentoring program saw an increase in productivity.

But before you can start a mentoring program and see similar success, you need to begin with a mentoring plan.

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What is a mentoring plan?

A mentoring plan is an essential element for any successful mentorship program. It defines the goals of the program as well as the logistics or how the program will proceed. A mentoring plan can also establish expectations for mentors and mentees.

Sometimes, organizations can use mentoring plans to help define where the biggest need for mentors lies.

For example, organizations may want to build a more diverse leadership team. To do this, they decide to connect employees from minority backgrounds with mentors. These mentors will coach and provide them with career guidance. The hope is that their investment will lead to more minority employees moving up through the ranks.

Therefore, the mentoring plan defined a course of action for the organization to become more inclusive. Diversity-focused mentoring programs are common mentoring plans.

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Why is it important to outline your mentorship plan?

A mentoring plan sets out the expectations for participants. It can also be vital to get leadership to buy into a workplace mentoring program. By defining the objectives and aims of mentorship at the organization, company leadership will clearly see the need for such a program. They'll also understand how the formal mentoring program will improve the organization.

Mentoring plans can also help mentoring program organizers stay on top of their tasks. Depending on the size of your organization and the scope of the program, there can be a lot of mentorships to monitor. With a mentoring plan, organizers will be able to stay up-to-date with each mentorship.

Moreover, a mentoring plan can help mentors and mentees stay focused and understand the purpose of their relationship. While many relationships develop organically, the terms of the connection get defined over time. For a successful mentorship, these terms and boundaries should be clear at the beginning of the relationship.

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Mentoring plan template

Creating a mentoring plan involves a few steps. Here are the sections that you should include in your mentoring plan.

Mission statement or goal of the program

It's vital to start with the overarching goal of the mentoring program. Why was it designed? Is the organization looking to reduce turnover, enhance employees' skill level, or create a more diverse workplace?

This mission statement will help guide the mentoring program.

Timeline for program

Mentorships are limited in time. Most mentors and mentees are connected for a short time and need to be focused on accomplishing their goals during the few months they have.

Mentoring program organizers will need to specify the duration of the mentorship, whether it is three months, six months, a year or longer.

This information can help mentors and mentees pace themselves and work towards an end goal.

Who will be mentors and mentees

Deciding who will participate goes back to the first section of your mentoring plan: Objectives and goals.

If the goal is to integrate new hires quickly, you'll want to select mentors who can facilitate that. And your mentees would be new hires.

If your mentoring program is designed to reduce the turnover rate, you can consider what departments see the highest level of turnover. Select employees from that department to be involved in the mentoring program.

How you will pair mentors and mentees

The pairing process will also need to be specified. Will you match mentors and mentees based on similarities, differences, goals? Is the program format peer mentoring, group mentoring or reverse mentoring? You should define these in your mentoring plan.

Resource for pairs and mentor training

Consider how you can help your mentoring pairs cultivate connections and build a successful relationship.

You can offer them meeting agendas with discussion topics. These agendas can be customized to meet the specific goals of the mentee and guide conversations. There may also be other resources you'd like to offer or some training for participants before they get started.

All of these should be defined and included in the mentoring plan.

How you will report on the program

Measuring your mentoring program is critical. You'll want to track and report on how successful the program has been.

Consider the different elements you'll want to report on and create a plan for monitoring them. With mentoring software like Together, you'll be able to create customized reports on your mentoring program.

It can make the task of tracking and reporting easier for a mentoring program organizer.

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What is the Mentorship Agreement?

A mentorship agreement is a document where the mentor and mentee define their specific goals and responsibilities for the duration of their relationship. It outlines clear expectations of each participant.

A good mentorship agreement will include various sections, such as

While a mentorship agreement is optional, it can help participants define what they want to accomplish and lead to a more successful outcome.

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Mentoring agreement template

To help simplify the process of defining a mentoring agreement, consider creating a template for your mentoring participants.

Here are some of the sections that you'll want to include:

Mentees outline their goals

Include a section that allows mentees to outline their goals for their careers. What do they want to achieve in the next few years? Encourage them to be specific about their goals, which can help break them down into actionable steps.

Mentees outline current skills they want to work on

Next, mentees can consider the skills they'll need to develop to achieve their goals. Do they want to enhance their leadership capabilities? Are they hoping to brush up on their presentation skills? Again, the more specific and direct they can be in this section, the better focus the mentorship will have.

Development plan

The development plan section is one that a mentee and mentor will fill out together. They will consider the mentee's goals and the skills they want to work on and define some actions that can be taken in the following weeks and months. There are several things to consider in this section, such as:

Action Plan

What are some concrete actions a mentee can take to achieve their goals for the mentoring period?

Aspirations

Where do you want to be at the highest point in your career? What is the most senior position you'd like to hold?

Scheduling & Time

What time commitment will you make?​

What's your preferred style of contact?

Participants should consider whether they'd like to meet in person, email, talk on the phone, chat over IM, or otherwise.

Confidentiality agreement

This section is vital to building trust between participants. They should commit to keeping sensitive conversations had during mentorship sessions private and confidential. Participants should also commit to respecting the time of their mentor/mentee and show up on time and prepared for each session.

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Build your mentorship program with Together's platform

Building a successful workplace mentoring program is easy and fun with Together's platform. A good mentoring program requires some planning, managing, and reporting. Together's mentoring software can simplify the process from planning to matching to reporting.

Easy to use mentoring software

Together's platform is intuitive and easy to use. So, your mentoring program manager won't need to struggle to learn new software. It's also mobile-friendly, so no matter where your team is based, you'll be able to access Together's platform.

Mentor matching at scale

Getting a good mentor match can be stressful. But with Together's intelligent pairing algorithm, you'll be able to connect mentors and mentees based on specified criteria that you can customize based on the objectives of your organization's mentoring program.

Robust reporting features

Together also offers in-platform reporting. This means you'll be able to gain important insight into the program and how mentorships are developing. You'll also be able to quickly identify when mentors or mentees may be struggling. It can help you stay on top of your pairings and help smooth out any issues or challenges they may be facing.

Customizable templates and agendas

Offer your mentorships access to meeting agenda templates that can be customized to meet the objectives of your workplace mentoring program. These resources will guide your mentors and mentees through every step of their journey.

Together's team has also put together other valuable information to help participants and mentoring program organizers. From blogs to FAQs to handbooks for participants, with Together, you will be equipped to get the most from your mentoring program.

Plenty of integrations

Additionally, Together has been developed to integrate with other popular communication tools, such as various calendars apps, Slack. Teams, etc. This makes it even easier to get your team on board.

Find out how simple it is to use Together. Book a free demo today.

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Creating a mentoring plan: [templated agreement] | Together Mentoring Software

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Mentorships are tools that organizations can use to accomplish a wide variety of goals. Mentoring can get you there, whether you're looking to develop your employees' skills, create a more inclusive workplace, or prepare high potential employees for leadership positions.