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							<p>Experienced researchers are generally expected to help newer researchers acquire the knowledge, skills and experience they require to be successful. This task or responsibility is generally referred to as <glossary placement="bottom" content="<p>An experienced researcher with responsibility for guiding or developing newer researchers.</p><p>If you are studying for a PhD, your doctoral supervisor or supervisors are likely to be your primary mentors.</p>">mentoring</glossary>, with the more experienced researcher called the mentor and the newer researcher the mentee.</p>
							<p>Mentors and mentees have responsibilities to each other &ndash; supervisory arrangements might be contractually defined, but many other mentoring relationships are more informal.</p>
							
							<h3>Mentor and mentee responsibilities</h3>
							
							<p>A good mentoring relationship is one in which both sides understand and respect the responsibilities of the other partner in the relationship. We begin, therefore, with a general overview of five key aspects of mentoring and some of the ways in which mentors and mentees can fall short in meeting their responsibilities.</p>
							
							<instructional-text><p>The first tab ("Responsibilities") sets out the responsibilities of mentors and mentees, using a formal supervisor&ndash;student relationship as an example. The second tab ("Challenges") presents some typical attitudes that might prevent the development of a fruitful relationship. Finally, the third tab ("Feedback") summarises the best practices that should be followed to overcome such challenges. After you have accessed the "Feedback" tab, you will be able to click "Next" to read about another area of responsibility in mentoring.</p></instructional-text>
							<instructional-text-accessible><p>Continue on for information on the responsibilities of mentors and mentees. You will then be presented with challenges. These challenges are typical attitudes that might prevent the development of a fruitful mentoring relationship. Then proceed to the feedback which summarises the best practices that should be followed to overcome such challenges. You can then proceed to the next area of responsibility in mentoring.</p></instructional-text-accessible>
						
							<!-- ACTIVITY START -->
							<process variant="reflection" show-in-accessible-version="false">
								<process-page>
									<reflection question-tab-label="Responsibilities" hint-tab-label="Challenges">
										<reflection-question>
											<p><strong>Supervisors</strong> have a responsibility to help students develop a research programme that will further their research career.</p>
											<p><strong>Students</strong> have a responsibility to participate in this development and meet the requirements of their research training programme.</p>
										</reflection-question>
										<reflection-hint>
											<p><strong>Supervisor:</strong> <em>"Don't ask me what you need to do. It's your research &ndash; come up with a plan."</em></p>
											<p><strong>Student:</strong> <em>"No one told me I had to pass those training courses in order to qualify for my degree."</em></p>
										</reflection-hint>
										<reflection-feedback><p> Supervisors should work with students to develop a training plan; students should take the time to ensure they are aware of the basic requirements to be met and the responsibilities they will be expected to uphold.</p></reflection-feedback>
									</reflection>
								</process-page>
								<process-page>
									<reflection question-tab-label="Responsibilities" hint-tab-label="Challenges">
										<reflection-question>
											<p><strong>Supervisors</strong> should be aware of the progress their students are making to help them stay on track.</p>
											<p><strong>Students</strong> should keep their supervisors informed of their progress to make sure they remain on track.</p>
										</reflection-question>
										<reflection-hint>
											<p><strong>Supervisor:</strong> <em>"It's not my responsibility to check the research findings of my students. They have to learn to be independent."</em></p>
											<p><strong>Student:</strong> <em>"I don't have time to let my supervisor know what I am doing."</em></p>
										</reflection-hint>
										<reflection-feedback><p> Encouraging students to be independent should not be an excuse for failing to provide supervision; supervisors and students should ensure they set aside time to keep in touch.</p></reflection-feedback>
									</reflection>
								</process-page>
								<process-page>
									<reflection question-tab-label="Responsibilities" hint-tab-label="Challenges">
										<reflection-question>
											<p><strong>Supervisors</strong> should carefully review the work of their students and provide guidance on ways to improve.</p>
											<p><strong>Students</strong> should take critiques of their work into consideration as they progress and discuss any concerns with their supervisor.</p>
										</reflection-question>
										<reflection-hint>
											<p><strong>Supervisor:</strong> <em>"I don't have time to keep up with what my students are doing, much less read their draft publications. My own research takes up all my time."</em></p>
											<p><strong>Student:</strong> <em>"I can't be bothered to do what has been suggested. The paper is already written and I'm ready to submit it. It's not worth delaying it to make even more revisions."</em></p>
										</reflection-hint>
										<reflection-feedback><p>Anyone who does not have time to provide feedback should not accept mentoring (especially supervisory) responsibilities; if supervisors take the time to provide feedback, it should be considered carefully before publication.</p></reflection-feedback>
									</reflection>
								</process-page>
								<process-page>
									<reflection question-tab-label="Responsibilities" hint-tab-label="Challenges">
										<reflection-question>
											<p><strong>Supervisors</strong> should be aware of the needs of their students and do what they can to respect and meet those needs. </p>
											<p><strong>Students</strong> should be aware of the needs of their supervisor and their colleagues and do what they can to respect and meet those needs.</p>
										</reflection-question>
										<reflection-hint>
											<p><strong>Supervisor:</strong> <em>"I don't care what other obligations you have &ndash; this research project comes first."</em></p>
											<p><strong>Student:</strong> <em>"Why should I help anyone else? In the end, what matters is getting my name first on publications!"</em></p>
										</reflection-hint>
										<reflection-feedback><p> In the long run, an 'I am the most important person' attitude could adversely impact the work of everyone involved. Supervisors and students should always consider the other person's situation, and adjust their approach accordingly.</p></reflection-feedback>
									</reflection>
								</process-page>
								<process-page>
									<reflection question-tab-label="Responsibilities" hint-tab-label="Challenges">
										<reflection-question>
											<p><strong>Supervisors</strong> should recognise and protect the original contributions students make to a research project.</p>
											<p><strong>Students</strong> should recognise and protect the original contributions of their supervisor to a research project.</p>
										</reflection-question>
										<reflection-hint>
											<p><strong>Supervisor:</strong> <em>"Anything discovered by my students must be attributed to me. My name goes first on publications."</em></p>
											<p><strong>Student:</strong> <em>"After all the work I have done, I am not about to attribute anything to my supervisor."</em></p>
										</reflection-hint>
										<reflection-feedback><p>Credit should be based on actual contributions to a research project, rather than arbitrary (and often unfounded) personal attitudes.</p></reflection-feedback>
									</reflection>
								</process-page>
							</process>
							<!-- ACCESSIBLE START -->
							<accessible-block>
								<h4>Area of responsibility 1 of 5:</h4>
								<h4>Responsibilities</h4>
								<p><strong>Supervisors </strong>have a responsibility to help students develop a research programme that will further their research career.</p>
								<p><strong>Students </strong>have a responsibility to participate in this development and meet the requirements of their research training programme.</p>
								<h4>Challenges</h4>
								<p><strong>Supervisor: </strong><em>"Don't ask me what you need to do. It's your research &ndash; come up with a plan." </em></p>
								<p><strong>Student: </strong><em>"No one told me I had to pass those training courses in order to qualify for my degree."</em></p>
								<p><strong>Feedback: </strong>Supervisors should work with students to develop a training plan; students should take the time to ensure they are aware of the basic requirements to be met and the responsibilities they will be expected to uphold.</p>
								<hr>
								<h4>Area of responsibility 2 of 5:</h4>
								<h4>Responsibilities</h4>
								<p><strong>Supervisors </strong>should be aware of the progress their students are making to help them stay on track.</p>
								<p><strong>Students </strong>should keep their supervisors informed of their progress to make sure they remain on track.</p>
								<h4>Challenges</h4>
								<p><strong>Supervisor: </strong><em>"It's not my responsibility to check the research findings of my students. They have to learn to be independent." </em></p>
								<p><strong>Student: </strong><em>"I don't have time to let my supervisor know what I am doing."</em></p>
								<p><strong>Feedback: </strong>Encouraging students to be independent should not be an excuse for failing to provide supervision; supervisors and students should ensure they set aside time to keep in touch. </p>
								<hr>
								<h4>Area of responsibility 3 of 5:</h4>
								<h4>Responsibilities</h4>
								<p><strong>Supervisors </strong>should carefully review the work of their students and provide guidance on ways to improve.</p>
								<p><strong>Students </strong>should take critiques of their work into consideration as they progress and discuss any concerns with their supervisor.</p>
								<h4>Challenges</h4>
								<p><strong>Supervisor: </strong><em>"I don't have time to keep up with what my students are doing, much less read their draft publications. My own research takes up all my time." </em></p>
								<p><strong>Student: </strong><em>"I can't be bothered to do what has been suggested. The paper is already written and I'm ready to submit it. It's not worth delaying it to make even more revisions."</em></p>
								<p><strong>Feedback: </strong>Anyone who does not have time to provide feedback should not accept mentoring (especially supervisory) responsibilities; if supervisors take the time to provide feedback, it should be considered carefully before publication.</p>
								<hr>
								<h4>Area of responsibility 4 of 5:</h4>
								<h4>Responsibilities</h4>
								<p><strong>Supervisors </strong>should be aware of the needs of their students and do what they can to respect and meet those needs. </p>
								<p><strong>Students </strong>should be aware of the needs of their supervisor and their colleagues and do what they can to respect and meet those needs.</p>
								<h4>Challenges</h4>
								<p><strong>Supervisor: </strong><em>"I don't care what other obligations you have &ndash; this research project comes first."</em></p>
								<p><strong>Student: </strong><em>"Why should I help anyone else? In the end, what matters is getting my name first on publications!"</em></p>
								<p><strong>Feedback: </strong>In the long run, an 'I am the most important person' attitude could adversely impact the work of everyone involved. Supervisors and students should always consider the other person's situation, and adjust their approach accordingly.</p>
								<hr>
								<h4>Area of responsibility 5 of 5:</h4>
								<h4>Responsibilities</h4>
								<p><strong>Supervisors </strong>should recognise and protect the original contributions students make to a research project.</p>
								<p><strong>Students </strong>should recognise and protect the original contributions of their supervisor to a research project.</p>
								<h4>Challenges</h4>
								<p><strong>Supervisor: </strong><em>"Anything discovered by my students must be attributed to me. My name goes first on publications."  </em></p>
								<p><strong>Student: </strong><em>"After all the work I have done, I am not about to attribute anything to my supervisor."</em></p>
								<p><strong>Feedback: </strong>Credit should be based on actual contributions to a research project, rather than arbitrary (and often unfounded) personal attitudes.</p>
							</accessible-block>
							<!-- ACCESSIBLE END -->
							<!-- ACTIVITY END -->
						
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							<p>These mutual responsibilities should be discussed and agreed upon before a supervisory or other mentoring relationship is established.</p>
							
							<h3>Your experience</h3>
							
							<p>As you might expect, experiences of mentoring vary.</p>
							
							<instructional-text><p>Choose the option that best reflects your current experience of mentoring or being a mentee (if you have such experience). You will then be taken to a poll where you will be asked to reflect on your relationship with your mentor or mentee. Click "Vote" to register your response, or "View Results" to see how others in your situation have responded.</p></instructional-text>
							<instructional-text-accessible><p>In the following activity, choose the option that best reflects your current experience of mentoring or being a mentee (if you have such experience). Then move onto to reflect on your relationship with your mentor or mentee. </p></instructional-text-accessible>

							<!-- ACTIVITY START -->
							<action-maze show-in-accessible-version="false">
								<!-- question 1 -->
								<action-panel panel="0">
									<action-question><p>Are you currently primarily a mentor (an experienced researcher training new researchers) or a mentee (someone working under the guidance of an experienced researcher)?</p></action-question>
									<action-link goto-panel="1"><p>Primarily a mentor</p></action-link>
									<action-link goto-panel="2"><p>Primarily a mentee</p></action-link>
								</action-panel>
								<!-- poll 1 -->
								<action-panel panel="1">
									<action-question>
										<!-- POLL START -->
										<poll poll-id="10488815" noscript-text="Would you agree that you have a good working relationship with your mentor?"></poll>
										<!-- POLL END -->
									</action-question>
								</action-panel>
								<!-- poll 2 -->
								<action-panel panel="2">
									<action-question>
										<!-- POLL START -->
										<poll poll-id="10488816" noscript-text="Would you agree that you have a good working relationship with your mentor?"></poll>
										<!-- POLL END -->
									</action-question>
								</action-panel>
							</action-maze>
							<!-- ACCESSIBLE START -->
							<accessible-block>
								<h4>Question 1:</h4>
								<p>Are you currently primarily a mentor (an experienced researcher training new researchers) or a mentee (someone working under the guidance of an experienced researcher)?</p>
								<ul>
									<li>Primarily a mentor <strong>[Proceed to Poll 1]</strong></li>
									<li>Primarily a mentee <strong>[Proceed to Poll 2]</strong></li>
								</ul>
								<hr>
								<h4>Poll 1</h4>
								<p><strong>Question: </strong>Would you agree that you have a good working relationship with your mentee?</p>
								<ul>
									<li>Strongly agree</li>
									<li>Agree</li>
									<li>Neutral</li>
									<li>Disagree</li>
									<li>Strongly disagree </li>
									<li>No opinion</li>
								</ul>
								<hr>
								<h4>Poll 2</h4>
								<p><strong>Question: </strong>Would you agree that you have a good working relationship with your mentor?</p>
								<ul>
									<li>Strongly agree</li>
									<li>Agree</li>
									<li>Neutral</li>
									<li>Disagree</li>
									<li>Strongly disagree </li>
									<li>No opinion</li>
								</ul>
							</accessible-block>
							<!-- ACCESSIBLE END -->
							<!-- ACTIVITY END -->
							
							<p>The experiences reported by mentors and mentees vary. Whether you are a mentor or a mentee, in a formal supervisory relationship or something more informal, you should try to view your situation from the other person's side and ask yourself whether you could make any changes or improvements to better meet your responsibilities.</p>
							
							<h3>Summary</h3>
							
							<p>The benefits of a good mentoring experience extend beyond supporting the training of a technically competent researcher. In principle, mentors are supposed to model the ideal research professional, encouraging others to refer to them as a role model. Mentees are supposed to build on their mentoring experience. In the end, it is worth investing the time necessary to achieve a good mentor&ndash;mentee relationship.</p>
							
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