Identifying the Right Mentor

The mentor should be an established investigator with a track record for personal success and success of previous/current mentees. Choosing an accomplished mentor within the department will not only ensure that the person knows the nuts and bolts of the task that the mentee is about to embark on and how to navigate through the nuances of a specific department but also that the mentor has the requisite network and resources needed to catapult the mentee’s career. Gathering information from colleagues about potential mentors within the department should start soon, ideally even before accepting a faculty position. Once potential mentors have been identified, the academic success and insights of current and previous mentees are an invaluable source of further information.

A great project may take years to complete, and choosing the right person for the journey is a long-term investment. If a more senior colleague has highly recommended a specific mentor, the mentee should avoid prematurely committing to one, as it is possible that that the individual is not the right fit for that mentee. Identifying 2 to 3 potential mentors and scheduling initial meetings is one of the first tasks that fresh academic neurologists should focus on. The mentee should approach that meeting as he or she would do an interview. It is important to be prepared to explain why the mentee values that particular mentor’s expertise and, most importantly, what goals they are specifically interested in achieving. Exploring whether the mentor shares the same work and personal values as the mentee should take place within this first encounter. Finding a mentor that makes the mentee feel respected will significantly add to their relationship. If a mentor is found to be inspiring or is a person the mentee aspires to be, it is likely that the mentee has a winning ticket. The mentee should remember that this meeting will lay the groundwork for a long-term mentoring relationship. At times, >1 mentor may be identified during this process, fulfilling either similar or separate roles. For instance, many academic clinicians will have a clinical mentor and a separate academic one or 2 mentors at different stages within their career to provide their own unique perspectives. In addition, selecting separate academic and emotional mentors is a strategy supported by many universities, as it is possible that a single mentor may not possess the required set of skills to properly fulfill both tasks.

It is important to differentiate an advisor from a mentor, as sometimes the terms are incorrectly used synonymously. Whereas an advisor tends to focus on individual problems and generally provides advice on university policies and resources, a mentor is focused on the development of the mentee. The mentor–mentee relationship is a more intimate one, with often-shared areas of expertise and interests, career paths, and with an established commitment toward the maturation and success of the mentee. However, a dual role may take place where the mentor also performs the activities of an advisor. Often the mentoring role is much more impactful on the trainee’s career.

A healthy mentor–mentee relationship is an extremely fulfilling and fruitful undertaking with personal and professional benefits for both parties. The expectation should be that of a symbiotic relationship where both mentor and—predominantly—mentee benefit academically. Seldom a mentee will have the vast good fortune of coming across a sincerely altruistic mentor. Such individuals are rare and should be truly cherished.

Of all personal characteristics, perhaps grounded self-confidence within the mentor is most conducive to effective mentorship. In a relationship where the mentee could potentially 1 day surpass his mentor in terms of achievements, the confidence to view this outcome as ultimately the mentor’s own success is essential. Confidence is also necessary to allow the mentee to take the lead in authorship and be the focus of academic recognition. The lack of confidence can generate an environment of competition that is unhealthy for both parties and is likely to erode the relationship to its end.

The mentee should be aware that academic success and confidence, although often colinear, do not always go hand in hand. Ensuring the presence of both of these qualities is the first step to ensuring a healthy and long-standing mentorship. One should keep in mind that even the most generous and well-intentioned mentor could fall short of the task if their time and priorities are overwhelmed with the ongoing pursuit of his or her own academic development, or if the mentor remains constantly fraught by inadequate time management skills.

For decades, the age norm in mentoring dictated that mentors had to be at least 1 generation older than the mentee. Several studies looking at the relationship between effective mentorship and age show that there seems to be no linear correlation between the 2 with 1 study even showing lower academic and psychosocial mentoring with older mentors relative to younger ones.^3,6 Although an older mentor is likely to be more experienced, he/she can be biased against change and less likely to understand the needs and challenges of the mentee because of generational differences. Younger mentors may be less experienced and still in the midst of climbing the academic ladder themselves, but the perception of inexperience and desire to prove their own academic aptitude seems to drive extra efforts toward ensuring their mentee’s success.⁶ It should be noted that a similar age mentorship relationship can lead to greater opportunities for identification and interpersonal comfort between parties that can enhance the mentorship. However, this can also lead to strong friendships that could create boundary issues and at times interfere with honest feedback. Therefore, the potential challenges of selecting a young mentor should be taken into account, but not become an absolute exclusion criterion. Being academically established and secure trumps age in mentorship, particularly if all the other qualities of a good mentor are present.

As with age, sex differences in mentorship have become a topic of interest. As women are underrepresented in academic leadership positions, young female academics may be less likely to find effective mentors. Consequently, academic institutions have started to develop targeted interventions to ensure greater leadership diversity, leadership support, and new mentoring models able to address the needs of female mentors and mentees.⁷

The most important attributes of a good mentor are outlined in the Table. A select few are highlighted here.

The mentor–mentee relationship is not contractual. As mentorship is one of the biggest determinants of academic success, the identification of warning signs at any point in the relationship should prompt the mentee to either identify potential solutions through open and honest communication with the mentor or reconsider the continuation of the mentorship. Although, at times, this will require switching research topics because of the loss of access to particular data sets or resources, preventing further delays in healthy personal development and preventing further deterioration of one’s professional relationship with a colleague should be prioritized.

Warning signs in the mentor include as follows:

It is not uncommon that mentees find themselves in a position where they have to deal with ending a mentor–mentee relationship at some point in their career. Career goals change impacting the ability of a specific mentor to fulfill the evolving needs of the mentee. Although often this occurs amicably, seeking timely advice from the Chairman of the department or other senior colleagues when the relationship starts to erode or as soon as the warning signs are detected is best to prevent damage to the mentee’s motivation and career. Although ending an eroding mentorship can be an awkward and unpleasant experience, it is a small price to pay in comparison to the possibility of years of wasted time or even the abandonment of a promising academic career.

Once the mentee finds an appropriate mentor who is committed to their success, he or she should stick to that person. In our aforementioned survey of accomplished academicians, the percentage of success that was attributed to their mentors ranged between 80% and 100%. This shows the vast potential for positive impact a great mentor can have, particularly in the early stages of one’s career. The mentee is equally responsible in taking an active and positive role in the partnership by being honestly and fully committed to its success and by ensuring hard work and perseverance while climbing the steep but fulfilling academic ladder.

Selecting an appropriate mentor is pivotal to academic success, particularly as an early career investigator. Honesty with oneself on personal career goals and awareness of the virtues of a good mentor and negative qualities to avoid are essential when committing to a mentor–mentee relationship. A mentor’s ultimate goal is to develop their mentee into a peer. The mentee is however expected to take the driver’s seat in seeking the right mentor early on in their careers, committing to the success of the relationship and seeking solutions through open communication with their mentor or advice from other senior colleagues when warning signs are detected. As in any other relationship, choosing the right partner wisely for the journey is not only likely to ensure a healthy bond but ultimate fulfillment and success.