Column from November/December 2002 issue of ASPB News.

"Mokita": The truth we all know and agree not to talk about. Papua New Guinea Continued from Bioethics Imperative VII, on features of ethical mentoring.

I have come to believe that while ethical mentoring has many standard features, it is a very personal thing that you need to craft on your own. With that in mind, I share with you my "rules for the road."

• Listening is a key feature of ethical mentoring. I am always amazed at how many different ways people find to hear or interpret the same words. Each person brings their own set of filters and garbage to the table. If I truly listen, I have a better chance of hearing all the sides of the argument and that posture, a 360° view, defines "ethical" anything.

• Treat others with respect. One of my mentors taught me that each person has something to teach you. No matter how small their grant, title, or position, they deserve my ear and my open mind. After all, if they are "down" one day, tomorrow may be my turn. For me, respect includes not saying things behind people's backs that I could not say to their face given a proper moment. I find it preferable to say a person's name rather than "he" or "she," which creates an atmosphere of "them vs. us."

• Saying "yes" is often the right and high moral ground: If that person cannot meet the bar even if you have said "yes," then the blame cannot rest solely with you. This includes giving away reagents and information before publication with a collegial understanding expressed openly at the outset.

• Apologize or reverse yourself if you feel you have made an error. Admitting to human fallibility gives the other person license to do course corrections as well and sets an important tone for the lab. (This works wonders with teenagers, too!)

• Become aware of your rights as a mentor. Do not hesitate to seek outside advice from older PIs whom you respect for their ability to mentor their students, NOT for their science per se. Many of the very best scientists I have known have been the worst mentors. Looking at where they have placed their students can be telling. If need arises, seek advice from your ombudsman.

• Revisit these issues as a team periodically. Run properly, such meetings serve to remind folks that they are valued and open the conversation to all voices. Remind people that they can give input in many ways: e-mail, letter, in person, or on the phone. This hopefully scoops up the shy or introverted personas.

Next: TBD

Dina Mandoli
University of Washington, Seattle
mandoli@u.washington.edu

Supporting materials can be found HERE.