​January is National Mentoring Month in the United States, but awareness of the importance of mentoring in workplace interactions is essential everywhere. Whether you are hosting a summer research intern for the first time or have mentored students and postdocs for decades, it’s a good idea to think about the role of mentors in training the next generation of scientists.

Mentors play an important role in the success of students, postdocs, and other laboratory personnel, and both the mentor and the mentee share a responsibility to make their relationship productive and rewarding. Each connection between a mentor and a student is unique and will evolve over time, resulting in the need to make adjustments to the relationship periodically. Today’s workforce is composed of people with increasingly diverse backgrounds, which may add a layer of complexity. One goal of effective mentorship should be to allow this to enrich, rather than confound, the relationship.

Many of us recognize the importance of a healthy mentoring relationship. Even so, it’s useful to highlight the benefits to both the mentor and the mentee:*

Mentoring benefits students/postdocs because:

• It supports their advancement in research activity, conference presentations, publication, pedagogical skill, and grant writing.
• They are less likely to feel ambushed by potential bumps in the road, having been alerted to them and provided with resources for dealing with stressful or difficult periods in their graduate careers.
• Mentors can provide experiences and networks to help them improve their prospects of securing professional placement.
• It provides knowledge that someone is committed to their progress—someone who can give them solid advice and be their advocate and can help to lower stress and build confidence.
• Constructive interaction with a mentor and participation in collective activities he or she arranges promote engagement in the field.

And it rewards mentors in an abundance of ways:

• Your mentee will keep you abreast of new knowledge and techniques and apprise you of promising avenues for research.
• Your reputation rests in part on the work of your former students; sending successful new scholars into the field increases your professional stature.
• Your networks are enriched. Helping mentees make the professional and personal connections they need to succeed will greatly extend your own circle of colleagues.
• Good students will be attracted to you. Word gets around about who the best mentors are, so they are usually the most likely to recruit—and retain—outstanding people.
• It’s personally satisfying. Seeing your mentees succeed can be as rewarding as a major publication or significant grant.

If you are interested in resources to help you enhance your mentoring capabilities, consult the following resources:

Online Resources

• Summary of a panel discussion of science-based studies to improve mentoring relationships.
• The National Research Mentoring Network provides some resources for mentor training and networking opportunities for both mentors and students/postdocs.
• This resource was developed by Jo Handelsman (University of Wisconsin–Madison) and provides an outline for leading an 8-session seminar on the process of learning to be a mentor.
• Chapter 5 provides an overview of mentoring, including responsibilities and strategies to strengthen your mentoring relationship.
• A collection of articles from Nature Careers, profiles of Nature’s annual Mentoring in Science award winners, and relevant blog posts from Naturejobs.

Books

• Barker, K. 2010. At the Helm: Leading Your Laboratory, 2nd ed. Cold Spring Harbor Laboratory Press, Cold Spring Harbor, New York.
• Dean, D. 2009. Getting the Most Out of Your Mentoring Relationships: A Handbook for Women in STEM. Springer-Verlag, New York.
• Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. 1997. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. National Academies Press, Washington, DC. DOI: 10.17226/5789

* Adapted from How to Mentor Graduate Students: A Guide for Faculty​ (2019), Rackham Graduate School, University of Michigan.