As a postdoc, what I learned about mentoring people
The mistakes I made, the lessons I learned
I defended my PhD in bioinformatics last summer and swiftly transitioned into a postdoctoral researcher. One crucial aspect that sets apart the postdoc experience from graduate studies is the responsibility to mentor trainees. Initially, I approached this role with immense enthusiasm and confidence. As a recent graduate, I assumed I possessed unparalleled insights into graduate school life and the expectations of trainees. I was convinced that I could be a great mentor.
However, the reality of mentoring proved to be more challenging than anticipated. I soon realized that being a good scientist does not automatically translate into being a successful mentor. Mentorship requires a distinct skill set that must be honed and developed separately.
Reflecting on my own journey, I’ve documented the mistakes I made and the lessons I learned. In sharing these experiences, I aim to offer insights that may benefit others navigating the complexities of mentorship, serving as both a guide and a personal reminder for my future endeavors.
Hands-on instructions are necessary at the beginning
I consider myself a highly self-motivated individual. During the graduate school, I used to tackle numerous by just delving into papers, studying extensive documentation, and formulating ideas on my own. When I started mentoring people, I initially harbored a misconception. I assumed that everyone should be like me, would naturally excel at solving problems autonomously.
However, this assumption proved impractical. I observed that when trainees encountered issues, urging them to independently seek solutions often led to confusion, demotivation, and even veering off course. Instead, at the beginning, providing hands-on instructions for even the most basic tasks was crucial. In some instances, I began by first finishing a task myself and then assigned the same to trainees, so I can address their questions promptly. This approach allowed them to grasp the idea of doing science and laid the foundation for being more independent.
Make the mentoring process more efficient
Once you started mentoring people, you will quickly realize that it inherently demands a significant portion of your time. While it is undoubtedly beneficial for mentees to seek guidance and learn from your expertise, an inefficient mentoring process not only drains your time but also hinders their ability to develop effective problem-solving skills and articulate questions using precise scientific terms.
To address this challenge, I believe it’s essential to teach trainees how to seek help. I’ve previously outlined a four-step process, particularly tailored for computational subjects, but the fundamental concept holds true across various disciplines.
Secondly, implementing scheduled 30-minute one-on-one sessions instead of allowing ad-hoc interruptions proves to be a valuable strategy. This structured approach encourages trainees to thoughtfully formulate their questions before the meeting, fostering a more productive idea exchange. Simultaneously, as a mentor, you gain a clearer understanding of their challenges, enabling you to provide targeted guidance and support during the dedicated time.
Give a man a fish and you feed him for a day; Teach a man to fish and you feed him for a lifetime
This is an old proverb, but I think is quite true in the context of mentorship. While providing quick answers may save time in the short term, it’s not a sustainable solution. This is because mentees may return with similar questions, as they lack the skills to derive solutions on their own.
A more effective approach is to teach them how to think critically and nurture a scientific mindset. To achieve this, I often adopt the role of a reviewer, posing challenging questions and encouraging them to provide justifications for their approach. This practice mirrors the situations they are likely to encounter on their scientific journey. By guiding them through this process, they can better understand we have so many questions and critiques for their presentations and come to a realization is those feedbacks are not personal. Instead, it serves as a means to better prepare them for the rigors they’ll face in their scientific endeavors.
Respect trainee’s thoughts and embrace the diversity
Respecting the thoughts of trainees and embracing diversity are essential aspects of effective mentorship. Often, when trainees present their ideas, my initial reaction might be “If were you, I wouldn’t do that”. This response is natural, especially as a recent graduate deeply familiar with the subject matter. However, the true essence of mentoring is not to mold another version of oneself but to foster the growth of diverse scientists with unique perspectives.
Recognizing that there are multiple valid approaches to scientific challenges, I’ve learned to encourage trainees even when their proposed methods differ from my own preferences. As long as the chosen approach makes sense within the context of their work, I will let them give it a try.
Encourage trainee, even for simple tasks
Offering encouragement, even for seemingly simple tasks, is also a crucial aspect of effective mentorship. As a fresh graduate, we are used to the cutting-edge research and sometimes perceive tasks accomplished by trainees “not a big deal”. However, it’s essential to remember that every expert begins as a beginner. While a task may appear routine to the mentor, it may involve substantial contemplation for the trainee.
Avoid making assumptions about the perceived simplicity of tasks and instead, consistently provide deserved praise and encouragement. It will motivate them to tackle more challenging endeavors with confidence. Small gestures of encouragement can have a lasting impact on their development.
Well, certain traits for trainee are also required for a productive mentorship
We have talked so much about what a mentor should do to foster a good mentorship, however, one aspect that people often neglect is, if a trainee doesn’t have any interests or intrinsic enthusiasm, it will make the process extremely harder, especially in the scientific community. Here are some traits I think would be good to have for trainee, they don’t need to be smart or have possessed enormous amount of knowledge, because they are here to learn, but they need to be driven and teachable.
