Identifying and Aligning Expectations in a Mentoring Relationship

Abstract

The mentoring relationship between a scholar and their primary mentor is a core feature of research training. Anecdotal evidence suggests this relationship is adversely affected when scholar and mentor expectations are not aligned. We examined three questions: (1) What is the value in assuring that the expectations of scholars and mentors are mutually identified and aligned? (2) What types of programmatic interventions facilitate this process? (3) What types of expectations are important to identify and align? We addressed these questions through a systematic literature review, focus group interviews of mentors and scholars, a survey of Clinical and Translational Science Award (CTSA) KL2 program directors, and review of formal programmatic mechanisms used by KL2 programs. We found broad support for the importance of identifying and aligning the expectations of scholars and mentors and evidence that mentoring contracts, agreements, and training programs facilitate this process. These tools focus on aligning expectations with respect to the scholar’s research, education, professional development and career advancement as well as support, communication, and personal conduct and interpersonal relations. Research is needed to assess test the efficacy of formal alignment activities.

A Framework for Training Transdisciplinary Scholars in Cancer Prevention and Control

“…The training leadership committee ensures that trainees are receiving adequate mentoring by checking in regularly with both mentees and mentors. Mentors are encouraged to discuss progress and activities with mentees to see that expectations are clear and there is mutual agreement [20]. …”

“…Trainees write the IDP using a standard form with guidance from their mentors and the training leadership; thus the IDP is designed to reflect the input from multiple disciplines and transdisciplinary approaches. It also helps ensure mentor and mentee expectations are aligned [20]. IDPs are updated every six months to account for emerging opportunities and to ensure regular discussion of career development goals between the mentee and mentors.…”

Mentoring by Design: Integrating Medical Professional Competencies into Bioengineering and Medical Physics Graduate Training

“…Literature on graduate mentorship has focused primarily on the function of the research advisor, who is undeniably one of the most influential guides for the graduate student as he or she develops into an independent scholar [19][20][21]. As chair of the student's dissertation committee, the research advisor directs the student's research training through scientific or engineering field selection, assists in coursework selection, and guides the student's training in hypothesis generation, methodology, and understanding of experimental pathways.…”

SP0196 What to Expect from your Mentor and how to Optimize the Mentoring Process

“…In terms of efficacy, milestones and ultimate goals have to be specified early on in the mentoring process. Expectations from both sides need to be expressed and aligned between mentor and mentee, even in writing, in order to avoid potential mismatches; this alignment helps to predict that the scholar will remain on schedule and interim goals will be met [3]. During the course of the mentoring process, frequent meetings at regular intervals to ensure that ongoing projects remain "on track" are of paramount importance and should be accompanied by mutual feedback between mentor and mentee.…”