Effective mentoring in research projects crucial for S4A work

                                  Eight elements of an effective mentoring relationship  

The role of mentoring in research projects

The success of a project depends on both effectiveness and efficiency. Effectiveness can be understood as the degree to which a desired outcome is achieved while efficiency means the ability to accomplish the outcome with the best use of time, money, and effort. The success of the research can also be enhanced with effective mentoring.

Research has shown that mentors have different roles categorized in two domains namely the psychosocial and the career. In the first category, the main functions of mentors are role modeling, empathizing, counseling, coaching, collaborating, supporting, and building friendship. In the second one, their roles mainly are promoting career development, building scholarly values and scientific integrity as well as academic skills sets of scientists. Effective mentors are those who combine both roles when working with their mentees.

Our mentors and project teams

Mentors in S4A are people who will provide sound advice to a project team. This can cover the research and policy engagement during the period of planning and implementation, and the review of outputs generated from research findings. The main task of our mentors is to coach and give advice mainly on the research design and implementation or on specific expertise/topic such as gender equality and social equity, human rights-based approach, and conflict sensitivity.

Moreover, they also provide comments on the research approach, methodologies, ethics, data collection and analysis, draft and final reports and all research outputs. They also need to attend at least one face to face meeting or two online virtual meetings with the research project team during the life of the project. Furthermore, they advise on boundary partner or policy actor engagement and give advice on key message from the study to be crafted for outreach activities. And lastly, they participate in relevant SUMERNET meetings for which the findings of research project to be presented.

Project teams are the groups of researchers, policy makers, and all relevant stake holders working together for S4A. Their final products vary from peer-reviewed journal articles, policy brief, communication products to other outputs specified by the project. In SUMERNET, project teams often choose their own mentors depending on the expertise they are looking for or what special skills or experience they may need. Project teams often feel more comfortable to work with mentors in person, since knowing each other better can lead to the team working more effectively. 

It is important for our mentors to understand what makes for an effective mentoring relationship and how good mentors can contribute to the success of the whole project. This also benefits the quality and duration of relationships by building trust and cooperation.

How to have an effective mentoring relationship in S4A  

Some of the elements needed for an effective mentoring relationship have been found and identified in recent studies. Those elements cover the needs of individual responsibilities of both mentors and their PTs for an effective mentoring relationship. (One) Having good, open, flexible, and comfortable communication [1], [2], [3], [4], [6]. This element requires mentors to be interested in and committed to the communication with their project teams so that they can be accessed frequently. Moreover, being open and honest in the communication, mentors can produce both critical constructive feedbacks and encouragement without judgement. In the other way around, the PTs also need to have a cooperative attitude, regular actively participate in team meetings, admitting on whatever they do not understand for improvement. (Two) Mutual respecting and trusting [1], [2], [3], [4], [6]. This element requires mentors and project teams to have mutual respect, trust and appreciate each other. Because of trust and respect, they work harder to not let the other down. (Three) Making relationships special [1], [2], [3], [4], [6]. This element requires both mentors and project teams to spend quality time together and efforts in building a supportive relation. It means that they do not need just to follow all formal procedures provided but can talk and communicate to each other informally. (Four) Being a role model, passionate and inspirational [2], [3], [4], [6]. This element is important for mentors to lead by example, to provide a role model in leadership for the teams rather than being a teacher or a monitor. In a scholarly context, the model role of mentors mean that they will promote scholarly values, moral and ethical character, scientific integrity to the younger researchers, scientists, or practitioners [1], [2], [3], [6]. (Five) Exchange of knowledge/learning from each other [1], [3], [4], [6]. This element requires mentors and PTs to build research skills, knowledge, and share experiences together for the win-win benefits. (Six) Setting standards, goals, challenges, expectations [1], [2], [3]. This element requires mentors and their project teams to set up clear goals, timelines, expectations mutually together. (Seven) Supporting and encouraging [2], [3]. This element requires mentors to inspire their project teams with critical thinking and creativity for problems solving as well as be able to convey their passion to the whole teams. (Eight) Being independent and collaborative/co-authoring [2], [3]. This element requires mentors and project teams to be team players and provide possible opportunities for co-authorship. They can work independently and interdependently for the sake of collaboration and for the best out of themselves. In an academic context, a good relationship also means that they can bring more chances of networking and introducing opportunities to each other [2], [3], [4], [6]. 

It is equally important for mentors and their project teams to acquire the desired personal qualities and efforts from both sides to achieve a great productivity and long-lasting relationship. An important condition to achieve that is a frequent and informal communication between mentors and the project teams.

As Dr. Louis Lebel said in a recent SUMERNET mentors meeting: “The greatest success comes with informal but trusted communication between mentors and teams, so that the final products can come smoothly in terms of time and with both sides getting satisfaction.”

References

[1] Allen, T. D., & Poteet, M. L. (1999). Developing effective mentoring relationships: Strategies from the mentor’s viewpoint. Career Development Quarterly, 48(1), 59–73.

[2] Brown RT, Daly BP, Leong FTL. (2009). Mentoring in research: a developmental approach. Prof Psychol: Res Practice, 40(3):306–13.

[3] Eller, L. S., Lev, E. L., & Feure, A. (2014). Key components of an effective mentoring relationship: A Qualitative study. Nurse Education Today, 34(5), 815-820.

[4] Freedman S. (2008). Effective Mentoring. World library and information congress: 74th IFLA General Conference and Council 10-14 August 2008.

[5] Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott, Foresman.

[6] Lee, S. H., Theoharis, R., Fitzpatrick, M., Kim, K. H., Liss, J. M., Nix-Williams, T., Griuswold, D. E., & Walther-Thomas, C. (2006). Create effective mentoring relationships: Strategies for mentor and mentee success. Intervention in School and Clinic, 41(4), 233 - 240. DOI: 10.1177/10534512060410040601