CHAPTER 5 • LEADERSHIP 51positions and research funding, and changes
in ethical and animal welfare issues, the need
for guidance in the business of science is great.
Mentors who are well-versed in all of these
issues are necessary in the current climate.In science, the mentor role has been
assigned traditionally to the principal investi-
gator of the laboratory. This mentor has vest-
ed interest in the junior scientist’s involve-
ment in the research program. Often mentor-
ing is concentrated in technical aspects of the
program, while other survival skills neces-
sary for success in science and academia are
not on the agenda. The department chair is
another traditional mentor, but he or she may
be more detached from the junior scientist, or
may represent authority that is not comfort-
ably approached, thus not suitable to provide
the necessary guidance.
From the mentor’s perspective, mentoring
relationships have certain attributes that
make them effective. Listening effectively
and being able to identify key issues are nec-
essary to provide practical guidance for the
junior scientist. Mentor-mentee relationships
do not appear to be gender-specific, although
it may be necessary to market them to a
greater extent to female scientists since they
may be more reluctant to seek guidance and
form networks.
As the need for formal mentoring of scien-
tists has become evident, training of faculty
in academic survival skills has developed.^1
Further, several institutions have begun to
incorporate “mentor-like“ positions in
research offices, with the purpose of assisting
and training faculty in academic skills.A formal mentor may start by conducting
an interview with the junior investigator.
Particulars of the research project are dis-
cussed but, more importantly, tangential
aspects of the research and academic issues
become apparent that might have gone undis-
covered in a forum that is not one-on-one. For
example, advice on how to manage criticism
from peers, be critical of one’s own ideas, or
adapt ideas to science trends often emerge.Seminars on topics that are not a regular
component of graduate training, like grants-
manship and scientific writing, or are difficult
to discuss with a mentor, such as career alter-
natives, postdoctoral anticipation, or ethics in
research, are critical for graduate students.
Academia can be rigid and it can be diffi-
cult to modify rules. Instead, one must “think
outside the box” and seek advice from some-one with more experience. The scientific com-
munity offers numerous opportunities for a
well-trained scientist to excel, be creative, beMentor-mentee relationships do
not appear to be gender-specific,
although it may be necessary to
market them to a greater extent
to female scientists since they
may be more reluctant to seek
guidance and form networks.THE AMERICAN SOCIETY FOR CELL BIOLOGY
Scientists, in general, are naïve
in the practice of science as
business.Advice on how to manage
criticism from peers, be critical of
one’s own ideas, or adapt ideas to
science trends often emerge.