National Mentoring Month and #ThankYourMentor Day

January is National Mentoring Month. As noted in the Presidential Proclamation, this month is a time to “reflect on the transformative role mentorship can play and acknowledge the many ways that mentors have helped our next generation of leaders and innovators grow.” As we kick off a new year, it is fitting that we think about our hopes and goals and how our mentors have helped us along the way. It is also a time to consider how we might be mentors to others.

As part of the celebration of mentoring this month, January 19th has been designated National #ThankYourMentor Day. I encourage each of you to reach out to your mentors and tell them what they have meant to you.

This year, #ThankYourMentor Day is bittersweet for me. Just this past weekend, one of my cherished mentors, Dr. Susan Karcher, passed away after a battle with cancer. I’d like to share with you why I feel compelled to thank Dr. Karcher.

As a graduate student at Purdue University, I taught several semesters for Dr. Karcher’s Genetics Laboratory. She had a gentle demeanor with an infectious smile and giggle. It was apparent that she cared for her students and wanted them to have a valuable learning experience. Graduate students in the sciences do not always get the chance to see a passion for teaching demonstrated on a large scale. Sometimes, the only interactions with faculty are with your graduate advisor and thesis committee, where the focus is on research. As someone who has always had a desire to teach, it was refreshing to have someone like Dr. Karcher to learn from and talk to about teaching.

Oftentimes, I would stop by her office to chat. Sometimes we’d talk about the upcoming lessons or she’d give me advice on how to break through to students. In time, she got to know about my research, career goals and my worries and fears. Like most graduate students, there was a time when I wanted to quit. I felt that people would wake up and realize they had made a mistake in letting me into a doctoral program. Dr. Karcher seemed to know what questions to ask to get me thinking more deeply about these beliefs. Through our conversations, I came to my own realization that I wasn’t an imposter, I did belong there and I would finish what I had started.

I am glad I did.

Dr. Karcher opened up opportunities for me to mentor incoming graduate teaching assistants. She introduced me to the Biology education community and gave me the chance to lead workshops with the Association for Biology Laboratory Education. This rounded out my experience as a graduate student and helped me feel whole.

There is a wealth of opinions on what it means to be a good mentor. Some recurring themes are that a good mentor is someone who is supportive, trustworthy, a good listener, experienced, open, willing to challenge assumptions and leads by example. Dr. Karcher embodied all of those and more. So on this #ThankYourMentor Day, I’d like to thank Dr. Karcher and hope that she is resting peacefully knowing that her life’s work has enriched so many others.

For more on National Mentor Month, visit the campaign materials at www.mentoring.org.

One Small Step!

Welcome to One Small Step! This is a new Mentoring Blog series to highlight little things you can do to make a big impact. I hope to use this as a platform for Argonne employees of all roles career levels to share tips, ideas and lessons that have proven useful in establishing connections and building positive mentoring experiences.

Our first post comes from Yasi Ghadar, a Postdoctoral Appointee with the Argonne Leadership Computing Facility (ALCF). As a new postdoc, Yasi wanted to meet other postdocs and talk to staff about their careers. What followed was a weekly lunch meet up in which postdocs can network with each other and with Argonne staff.

I am often asked about the best way to meet a mentor. The short answer is to talk to people. The reality is that it may take some time to meet people, especially if you are new. Finding ways to get together in an informal setting may lead to new connections and help build networks. In time, you may find someone whose mentorship would be valued, or who can connect you with other people who can take your mentoring relationships even further. An example of getting started in an informal setting is the weekly lunches initiated by Yasi.

LCF Postdocs and Staff gather at a weekly career lunch in the 213 Cafeteria.

Yasi writes:

“I joined Leadership Computing Facility on March 2016. I was very keen to learn about other people’s projects and get to know about all the exciting research that has been done in LCF. However, I realized there is not a strong community among postdocs within LCF. That led me to invite all the ALCF postdoc to have lunch once a week together. This lunch time allowed us to know each other better and I was able to start what I call it career lunch talk on Mondays. Every other week I invite an ALCF scientist to join us for a lunch and discuss about their career path and how they become a scientists at ALCF. These discussions have increased our knowledge about career options. These career lunches have been received well among ALCF post docs and I am planning to continue that and perhaps invite scientist member outside of ALCF.”

Weekly lunch meetings allow postdocs to network and learn about each other’s research and career aspirations.

 

Thanks, Yasi, for taking one small step!

If you want to learn more about how to get started with mentoring, check out these tip sheets for:

Have a story to share? Email [email protected]!

Questions and Points to Ponder for Mentors and Mentees

At  last month’s Making Mentoring Meaningful Workshop, facilitated by the Association for Women in Science (AWIS), we discussed ways mentors and mentees can foster a relationship that is equally rewarding to both. Participants were asked to write down one question they would advise peers who are new to mentoring to ask a mentor or a mentee.

As we discussed previously, an effective mentoring relationship relies on maintaining open communication, setting expectations and fostering understanding. These are just a few of the elements of effective mentoring and are quite foundational. Throughout the workshop, we emphasized that mentoring is also a means to encourage professional development. The questions submitted by workshop participants address these fundamental keys to mentoring through sharing experiences.

Click the links below to download the workshop slides, worksheet and resource list prepared by our friends at AWIS, and a two-pager that includes all the questions and points submitted by workshop participants. Let’s learn from each other!

Implementing Effective Mentoring Strategies Slides

Implementing Effective Mentoring Strategies Workbook

AWIS Mentoring Resources

Questions for Mentors and Mentees

 

March Workshop: Making Mentoring Meaningful

Strong mentoring relationships have always been fundamental to a successful career – for both the mentor and the mentee.  Research has shown that individuals who participate in a mentoring program are more likely to stay in their chosen field and that effective mentoring programs clearly and positively impact the institution’s bottom line.  The AWIS Mentorship Relationships program  provides individuals in STEM with an appreciation for the importance of mentorship  as well as the mentoring tools and techniques to make mentoring meaningful.

Workshop attendees will learn methods to get the most impact from a mentoring relationship, including how to foster the mentoring relationship, defining mentoring needs, tracking outcomes and evaluating impact.

Guest Facilitators:
Janet Bandows  Koster, MBA, CAE, Executive Director and Chief Executive Officer, Association for Women in Science (AWIS)
Cynthia Simpson, M.Ed, CAE, Chief Business Development Officer, AWIS

Target Audience:
All Argonne employees who are interested in building mentoring skills are welcome to attend this 2-hour interactive workshop. Learning objectives are applicable to both mentors and mentees at all career levels. Postdocs and mentors are strongly encouraged to attend.

Please reserve your seat today using the RSVP link!

Logistics:

Date: Wednesday, March 30th
Time: Noon – 2:00 PM
Location: Building 240, TCS Conference Center, Room 1416

Please feel free to bring your lunch. Beverages and light refreshments will be provided.

For more information, contact Tina Henne of the Argonne Leadership Institute and WIST Steering Committee at [email protected].

About the Speakers:

Janet Bandows Koster, MBA, CAE, Executive Director and Chief Executive Officer, Association for Women in Science (AWIS), has served in that position since July 2006. She has over 25 years of experience leading organizations in both the United States and overseas with particular expertise in global gender and workforce issues. Bandows Koster has authored numerous reports and presented at professional meetings about issues at the nexus of gender and science, technology, engineering, and mathematics (STEM).

Cynthia Simpson, M.Ed, CAE is the Chief Business Development with the Association for Women in Science (AWIS).  Ms. Simpson joined AWIS in 2009 and is responsible for developing and overseeing all corporate and institution partnerships for the association. She has given over 100 presentations on the topics of work-life satisfaction, mentoring, communications skills, and volunteer management at universities, corporations, and professional societies devoted to STEM.

 

What’s a Mentor/ee to Do?

Recently, a colleague reached out to me for advice on how to get started in a mentoring relationship. He had been asked to mentor a junior employee and wanted to make sure he was approaching this new role in the right way. Most individuals who enter into a mentoring relationship, whether it is the mentor or mentee, have the same question—what are we supposed to do?

That’s great question!

Understanding roles and establishing goals are key to productive and rewarding mentoring. Here are some questions a mentor/mentee pair should ask as they get started.

Why are you seeking mentorship?

 Do you hope to build specific skills? Looking to expand your knowledge of the lab? Do you have personal or professional development goals you’d like to work toward? If you were paired with a mentor through a more structured program such as the Postdoctoral Mentoring Program, one of the goals is to expand your network. The outcomes from this type of mentoring relationship may include diversifying your advisor base, extending your network beyond your immediate group and broadening your outlook on career development and work/life balance. Whether you are a researcher, technical staff or mission support staff, the first step in mentoring should be thinking about what you hope to gain from the relationship.

What is expected of a mentor? What is expected of a mentee?

There is a surprising degree of overlap in expectations for mentors and mentees. Beyond articulating goals, both should commit to maintaining open lines of communication, following up with each other on a regular basis and cultivating the relationship through periodic assessment of initial goals. If the mentoring relationship was initiated to meet specific development outcomes, both parties should assess when to bring closure to the relationship or transition the mentee to a new mentor who can further advance progress towards goals.

What are some examples of things I should do as a mentor?

Introduce yourself to your mentee

  • What does your career path look like?
  • What has been your experience at Argonne?
  • What can you share that you wish you would have known when you first got started in your career?

Set boundaries, expectations and discuss your style

  • When are you available?
  • What topics are you comfortable discussing?
  • What will you expect from your mentee in terms of accountability?
  • What are the benefits you hope to gain from mentoring?
  • Acknowledge that sometimes you will not have the answers and may need to reach out to colleagues to help you better advise your mentee.

Little things mean a lot

    • Check in on your mentee in between meetings.
    • Simply ask, “How are you doing?”
    • Share opportunities that your mentee might find interesting—funding, seminars, lab social events, conferences, etc.
    • Demonstrate active listening by clarifying what your mentee says through repetition.

What are some examples of things I should do as a mentee?

Do a self-assessment to help establish mentoring goals

  • What are your long-term career goals?
  • What are your immediate development needs?
  • What are your goals for personal growth—building confidence, improving communication, and navigating the workplace, for example?
  • Use this annotated conversation planner to start.

Set boundaries, expectations and discuss your style

  • How will mentoring supplement expectations from your supervisor?
  • If you have a timeline for meeting goals, clarify it with your mentor.
  • Do you learn best by listening, doing or through specific examples?
  • How do you intend to act on your mentor’s advice?
  • Are you comfortable receiving (and giving) feedback?

Little things mean a lot

  • Take the lead in arranging meetings with your mentor.
  • If a meeting with your mentor resulted in action items, let your mentor know the outcomes.
  • Simply ask, “How are you doing?”
  • Demonstrate active listening by asking your mentor to share his/her story and ask follow up questions.

Are there tools mentors and mentees can use to foster an effective mentoring relationship?

Absolutely! Take a look at some resources around the web. Keep in mind that the fundamental elements of effective mentoring are the same regardless of your career, role or discipline. Adapt these tools to fit your needs.

UCSF Accelerate Mentor Development Program

This is a comprehensive resource for checklists, background and further reading on all things mentoring.

Sample resource—One minute mentor checklist

University of Wisconsin Research Mentor Training

Walks through the basic elements of effective mentoring, with links tailored for mentors and mentees.

Sample resource—Initial mentoring conversation guide

Management Mentors

Articles, podcasts and mentoring tip sheets from corporate perspective.

Sample resource—How to Prepare for Your Mentor Meeting

Catalyst

Leadership development, mentoring and coaching with an emphasis on inclusion.

Sample resource—Coaches, Mentors and Sponsor—Understanding the Differences

 

 

 

On Giving and Being Present

It’s safe to say that the period between Thanksgiving and New Year’s Day is the unofficial “season of giving.” It’s a time when we naturally make an extra effort to say thanks to those who have given of themselves in some way or another. Oftentimes, we are taken aback or humbled by expressions of gratitude. This past Thanksgiving was no exception for me.

Out of the blue, I received a card in the mail from a former summer student I mentored as a postdoc in the Biosciences Division. This student is now in graduate school, looking to tackle the grand challenges of remediating polluted environments. She credits her time at Argonne with providing the motivation to endeavor down this path.

The work we did was a bit of an art more than a science. We made “maps” of proteins expressed by bacteria exposed to metals. The techniques we used were delicate and there was always a bit of pride when our maps came out unbroken, distinct, perfect. Along with the card, she shared a photo she had taken of part of the process in which we froze long, thin tube gels of separated proteins in dyed buffer. With an artistic flair, she reminded me of just how beautiful science is.

Gels
Vials of frozen tube gels of proteins in dyed buffer–photo by Elise Wall.

As mentors, we are often asked, “What is the benefit of mentoring?” For me, the experience of mentoring a student that summer forced me to stay on my toes and really understand the fundamental reasons why we do the work we do–from why we use one buffer and not another to what is the ultimate outcome of research. Now, through staying in touch, I get to learn about new fields and new questions. In a way, mentoring keeps my curiosity sparked.

This unexpected gift further reminded me of how important it is to be present as a mentor. I can think of my own mentors and how they had the presence of mind to challenge my thinking and motivate me to push harder, to do better. Sometimes this motivation came in the form of constructive criticism, which can be difficult to accept.

This is where the importance of giving and being present come into play. Whether you are mentoring or being mentored, it is crucial to a productive mentoring experience to have the presence of mind to listen, reflect on what we hear and give feedback in a way that encourages progress.

There are tools to foster effective communications in mentoring relationships. In the new year, I hope we can build on some of the best practices that other institutions have found useful, such as this resource guide.

In the meantime, in the spirit of giving and being present, pay it forward and #ThankAMentor.

 

 

A Mentoring Program Journey

In the fall of 2010, the Postdoctoral Society of Argonne (PSA) sought to establish a Mentoring Program that would enhance the postdoctoral training experience. The PSA leaders conducted a survey, held town-hall meetings and garnered support for the program from divisional and laboratory leaders, including Laboratory Director Eric Isaacs. Since then, each division has taken strides to ensure that postdocs and fellows at the lab have a mentor in addition to their research supervisor. Each division produced guidelines and appointed a mentoring program coordinator to help facilitate mentor-mentee pairings.

We have continued to build upon the Mentoring Program through enhanced guidance, seminars and discussions on mentoring, a session on mentoring in the Supervisor Skills Bootcamp and the establishment of the inaugural Outstanding Postdoctoral Supervisor and Outstanding Postdoctoral Mentoring Awards. As we endeavor to strengthen mentoring efforts across the lab, it is a good time to ask what mentoring means to us as individuals, and as an organization. This month, Bo Feng and Justin Thomas, the current and first Postdoctoral Mentoring Program Coordinators from the Nuclear Engineering Division, share their experiences and talk about what being a part of this program has meant to them. As we head into the New Year, we will be met with National Mentoring Month. Help us celebrate by sharing your stories!

Getting the Mentoring Program Started with Justin Thomas:

Justin ThomasI had the privilege of serving as the NE Division’s first Postdoctoral Mentoring Program Coordinator, from March 2011 – 2014. By the time I started, the division had established the NE Postdoctoral Mentoring Plan and had developed a list of suggested mentors. This was a joint effort with Division management, Department managers and Business Operations Manager, Lee Anne Ciarlette. I started by meeting with each of the suggested mentors, described the new mentoring program and asked for their support. Almost everyone was willing to participate in the program, especially after I conveyed that Division management was encouraging participation. This was important not to put pressure on them – most of the people I spoke with generally liked the idea of supporting the careers of postdoctoral candidates – but to affirm that the Division also appreciates them spending their time in this way. I collected brief bios from each of the confirmed mentors, and created a mentoring “menu” to the postdocs, as a way of introduction. I then met with each postdoc in the Division, introduced the program, and helped them select an appropriate mentor. With the exception of a few postdocs who were at the end of their appointments, most were eager to participate in the program.

During this early stage where the program was initiated, I was invited to the monthly NE Department Manager’s Meeting and provided a brief update. I was the only R&D staff without a supervisory role. Later, as new postdocs entered the Division, they would be directed to meet with me, and I would again help them select a mentor and more generally help welcome them to NE. This was a good growth experience for me. As you know NE is a big division, and I got to meet mentors in other fields and other groups. Also, several of the postdocs in the Lab are now here as staff, and we sometimes keep in touch. Exposure to the Department Manager’s meeting also helped me better understand how the Lab worked, and I am sure played a role in my later selection as a section manager and technical programmatic lead.

Editorial note: NE has a very robust website with employee profiles and activities posted. Bo observed that the “menu” of potential mentors Justin mentions has been very helpful for the mentees to see all the faces and backgrounds of potential mentors. This has been helpful to new postdocs who may be hesitant to reach out to people they do not know. The internal website also contains shareable documents, work organization charts, newsletters, links to the NE Early Career group, etc. that are extremely useful. Having an organized, up-to-date website for the division encourages a sense of belonging and promotes greater transparency, both of which help establish a productive team environment.

Five Questions for Current NE Postdoctoral Mentoring Program Coordinator, Bo Feng:

  1. How has mentoring been most helpful to you and your career? Feel free to describe a specific instance.

When giving advice in the position of a mentor, one has to be careful about how statements or suggestions can be interpreted or misconstrued, so a good mentor will learn to think before speaking (play the thought in your head and then deliver it in a professional way or simply withhold the thought depending on the context). Sometimes, we could all benefit from thinking first before speaking, especially when giving a presentation, socially interacting with co-workers, and speaking with superiors. So this is a great skill to develop for the benefit of the mentor’s career and professional image.

  1. What benefits have you gained by mentoring others? Why do you feel it is worth your while to mentor?

Mentoring is a great break from the day-to-day research and focus on details; it gives not only the mentee, but also the mentor a chance to reflect on high level goals and motivations (Why did I get into this field? Am I achieving my career goals that I set forth when I decided my major?). In addition, it’s a great way to make a personal and/or professional connection with someone with whom you don’t normally interact through your day-to-day work. Oftentimes, they are young and eager so their enthusiasm can be contagious and give you a jumpstart to your day.

  1. How would you advise an employee—staff or postdoc—who could benefit from mentorship to go about seeking a mentor that fits their needs?

First, I would STRONGLY recommend to every postdoc to get a mentor, it’s a great benefit that Argonne provides and should be utilized. The supervisor can often give good suggestions for mentors when asked. However, the postdoc’s mentor should not be his/her manager and should preferably be someone with whom the postdoc does not normally interact through work in order to increase networking opportunities. The mentor’s field of research doesn’t have to be related to the postdoc’s work since most of the discussion during meetings tends to be non-technical in nature (career advancement, available resources, counseling, professional advice, etc.). In fact, having different fields of research may present a great opportunity for both the mentor and mentee to expand their horizons.

The assigned mentor does not have to be the only mentor; I would also encourage postdocs and staff to seek out unofficial mentors, as many as possible. I started off directly as staff and benefited greatly from the informal guidance from my managers and more senior colleagues. I’ve had as many as 4 unofficial mentors at one time, each of whom I would ask advice on different matters. Currently, our division only has a postdoc mentoring program but a staff mentoring program is in the development phase. This effort was initiated by my predecessor, Florent Heidet, and division management is reviewing his written proposal.

  1. What would you like to see done at the lab level to support mentoring? For instance, what would your mentors and mentees benefit from the most in having a productive mentoring experience?

I think that expanding the mentoring program to entering staff is the next step. Sometimes they come straight out of school into their first job so they could benefit from an official mentoring program as well!

  1. Tell us about yourself:

I declared nuclear engineering as my major before I graduated high school because my three passions were science, societal welfare, and the environment, so it seemed natural to me to pursue a career in nuclear power, which is a fascinating feat of engineering that provides reliable electricity while emitting no greenhouse gases. I earned my bachelor’s, master’s, and PhD from MIT in Nuclear Science and Engineering while performing research primarily on reactor physics and fuel performance. I joined Argonne as a staff in 2011 and have since been working with a great team of staff and postdocs on advanced nuclear reactor core design, future fuel cycle systems analysis, and spent fuel dose rate calculations for the DOE Office of Nuclear Energy. On my free time, I love to travel abroad, eat (and try to cook) exotic foods, and golf.

 

 

 

 

Mentoring as a Dialogue

“It seemed rather incongruous that in a society of super sophisticated communication, we often suffer from a shortage of listeners.”—Erma Bombeck

 Lizabeth, a postdoctoral researcher in a molecular biology lab, was tasked with mentoring Susan, an undergraduate student, through her honors research project. Laboratory procedures where the two worked included a mixture of ready-made kits from industry suppliers and old-fashioned methods adapted over the years from classical protocols from the literature. It was not uncommon to see a research bench covered with home-made reagents in old bottles amidst new, pre-made mixtures from manufacturers. To keep methods straight, protocols had to be neatly documented in research notebooks.

A month into her research project, Susan began having difficulties with what should have been an easy, straightforward DNA extraction method. She would often stop at Lizabeth’s bench for help with trouble shooting. Lizabeth would ask the same questions each time—did you follow the steps of the protocol; did you add Reagent A first; did you wash the cell pellet; are you sure? These conversations often took place while Lizabeth continued working at her bench. The last time, Lizabeth finally put down her pipet, stopped work, and followed Susan to her bench so she could walk her through the procedures. It quickly became apparent from Susan’s notes that she had combined two protocols in the hopes that she could obtain greater yields. As a novice, she did not realize incompatible reagents rendered the whole method ineffective. After three weeks of unsuccessful attempts at repeating the initial procedure, Susan started from scratch, following the correct protocol. This time, her efforts yielded the DNA she needed for the next experiment and she was able to move her project forward.

Lizabeth and Susan could have averted hitting this roadblock if they had only practiced a fundamental skill of mentoring—effective communication.

As the mentor, Lizabeth failed by not actively listening to her mentee. Rather than stop work or schedule a better time to talk, she kept working while Susan recounted her issues with her experiments. While it is possible to multitask in some situations, mentoring discussions require the full attention of both the mentor and mentee. When you are distracted, you send the message that your mentee’s issues are not a priority and you risk missing important nonverbal cues that might otherwise prompt further questions to get at the heart of the matter.

It is impossible to actively listen if you are actively doing something else. If the time is not right for a discussion, explain this to your mentee and schedule a better time. Reassure your mentee that their issues are important and you want to make sure you can give them the attention they deserve.

As the mentee, Susan failed by not being honest from the outset with her mentor. Only after walking through her experiment with Lizabeth did it become apparent she had combined two incompatible protocols. There is no way Lizabeth could help her trouble shoot the experiment without the whole story. On the contrary, having only part of the story may lead to wrong assumptions and poor advice.

A good mentor has many qualities, but reading minds is not one of them. For a mentoring discussion to have value, mentees should communicate their needs clearly. This is especially important if the goal of the discussion is to seek advice from the mentor on a specific situation. Both the mentor and mentee should be prepared to listen, consider the information being communicated and give and receive feedback.

Mentoring involves a dialogue between the mentor and mentee and a dialogue is a two-way street by definition. For mentoring to be effective, both parties must learn to maintain effective communication. Below are a few resources to get you started on assessing and developing communication skills in a mentoring relationship.

National Postdoctoral Association Beyond Mentoring Toolkit:

http://www.nationalpostdoc.org/general/custom.asp?page=beyond_mentoring

NOTE—you must log in as an NPA member. Argonne National Laboratory is a sustaining member of the NPA, which means our staff and postdocs can establish a free, affiliate membership that will allow access to member resources.

University of Wisconsin Research Mentor Training Mentoring Resources:

https://mentoringresources.ictr.wisc.edu/MentoringResources

NOTE—mentoring basics apply to any mentoring relationship. While these resources are geared towards mentoring in a research setting, the skills required are the same in any professional setting.

When You Think of Mentoring, Do You Think of Safety?

My undergraduate Biochemistry professor was a stickler for proper, safe laboratory technique. It was impossible to get through her lab course without paying attention to detail and being aware of your surroundings while conducting experiments. Everything had to be in its place, with no solution or reagent left open or unaccounted for. And by all means, you had better know if you were using a blow-out pipette or a to-deliver pipette!

By the time I had reached graduate school, I already had acquired a proclivity for safe laboratory practices. This is why I was quite taken aback during my first lab rotation, when the advising professor chided me for my reluctance to mouth pipette.

Um, no.

Although we were working with bacterial cultures attenuated in virulence, I was not going chance getting sick. I took my chiding and joined another lab.

Thinking back on this experience reminded me of how different cultures are from one institution to the next. Even in an academic setting, the expectations and standard operating procedures were vastly different between these two professors. When I joined Argonne as a postdoc, I felt prepared to embrace a safety culture, but still had much to learn.

When starting a new job or working in a new environment, there is a fresh energy that makes one want to get research projects off and running as quickly as possible. It is up to us to embrace this enthusiasm, while ensuring new group members and colleagues understand how to work productively and safely, and that the two are not mutually exclusive.

This is where a little bit of mentoring can go a long way. When you have conversations with your mentors or mentees, do you discuss safety? Would you think to bring safety into the conversation? Consider looking out for new employees and help them acclimate to a safe work environment. Don’t be afraid to ask questions about how to perform new tasks or procedures safely. Make sure new group members know their way around the lab and how to find the right contacts. This will not only build a safety culture, it will help them be more productive in making progress on their research.

For more on this topic, see this quick post by the Dow Lab Safety Academy at the C&EN Safety Zone.

It’s the 4th Quarter. What’s Your Game Plan?

The fourth quarter of the fiscal year can bring many challenges. You may find yourself working feverishly to finish program deliverables or finalize budget requests. Supervisors may be thinking ahead to performance discussions with employees. Postdocs are gearing up for the academic search season. For mentors and supervisors, this is also a prime time for writing letters of recommendation. Parents may be saying goodbye to children as they head off to college or school for the first time.

While the fall can bring a sense of relaxation with the change in colors and cool breezes, managing all of the year-end tasks can be stressful. Now is the time to be reaching out to mentors, supervisors and colleagues to make sure you stay on track.

One question I often hear from staff and postdocs who are new to mentoring is, “What should we talk about?” While there is no one right answer to this question, here are some tips that may help get the conversation going.

  • Are you skittish about advocating for yourself? (Don’t worry, most of us are.) Not sure how to articulate your strengths? Ask a trusted colleague or friend to re-write your resume. What would they say about you? Second opinions can be a valuable tool in answering the question, “What are your strengths?”
  • Stuck on a research problem? Ask your mentor to meet for coffee or lunch and talk it out. Just having a sounding board can generate new ideas and lead to breakthroughs.
  • Nervous about your performance discussion? Practice with a friend.
  • Are you a supervisor who will be having performance discussions with employees for the first time? Not sure where to start? Ask a more experienced colleague for advice.
  • Applying for a faculty position and want some insider tips? Peruse the Postdoc Blog for articles featuring alumni, guest columns from academics and other resources.
  • Are you supervising or mentoring a postdocs and want to equip yourself with resources to point them in the right direction? Check out the resources on the Postdoctoral Program Website.

Think about your immediate needs and your long-term goals. Think about who in your network is best poised to maximize success. Prioritize topics for discussion and take that first step. Which reminds me, Argonne is a remarkably scenic campus. Why not take that first step outside?