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Obligations and Responsibilities of Mentors

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Description

Effective mentoring is critically important to both the postdoctoral training experience and the faculty mentor. According to research, postdocs reporting the greatest amount of structured oversight and formal training are much more likely to say they are satisfied, to give their advisors high ratings, to experience relatively few conflicts with their advisors, and to be more productive in terms of numbers of publications compared with those with the least oversight and training.

Penn encourages all faculty mentors to view their postdocs as trainees, whom they are supporting their career development through adequate mentoring and not inexpensive lab workers. 

Mentors’ responsibilities include:

  • Developing in consultation with the postdoc a mutually satisfactory research project or scholarly program;
  • Encouraging postdocs to present their work and publish their results in a timely fashion
  • Encouraging postdocs to acquire and enhance their knowledge and technical skills as dictated by their current and future needs
  • Arrangement and oversight of teaching opportunities as appropriate to their discipline and program
  • Encouraging postdocs to apply for training and research support as appropriate
  • Meeting regularly with their postdocs to discuss progress in their research
  • Providing an annual review of performance that includes the creation and discussion of the individualized development plan (IDP) or equivalent performance document
  • Ensuring that postdocs are aware of University policies regarding postdoctoral training and are instructed about research policies of the University
  • Providing career counseling
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Related FAQs

How do I find a faculty mentor?

Applicants are encouraged to research the Penn and CHOP websites, review scholarly publications, reach out, and communicate with specific faculty members with compatible research interests who will be interested in serving as mentors. If possible, meet with the proposed mentor and discuss a mentorship plan.

What is the role of the Faculty Mentor?

Mentors’ responsibilities include: (i) developing in consultation with the postdoc a mutually satisfactory research project or scholarly program; (ii) encouraging postdocs to present their work and to publish their results in a timely fashion; (iii) encouraging postdocs to acquire and enhance their knowledge and technical skills as dictated by their current and future needs; (iv) arrangement and oversight of teaching opportunities as appropriate to their discipline and program; (v) encouraging postdocs to apply for training and research support as appropriate; (vi) meeting regularly with their postdocs to discuss progress in their research; (vii) providing an annual review of performance that includes a discussion of the individualized development plan (IDP) or equivalent performance document; (viii) ensuring that postdocs are aware of University policies regarding postdoctoral training and are instructed about research policies of the University; and (ix) providing career counseling.

How do I address evaluation and performance assessment?

It is expected that postdocs undergo a review of their performance on an annual basis. A written evaluation should be prepared and delivered to each postdoc by their faculty mentor. This is often provided through the structure of an Individual Development Plan (IDP). Criteria for such evaluations will vary according to the nature of the position and the department or center in which it is located. Goals and objectives, as well as the criteria for annual evaluations, should be communicated to the postdocs at the time of initial hire and at the start of each succeeding year. Training and professional development workshops attended should be documented within the annual evaluation.

What is an Individual Development Plan (IDP)?

An Individual Development Plan (IDP) refers to a structured document outlining the professional and career development goals of a postdoctoral researcher. IDPs are typically designed to help postdocs identify their strengths, weaknesses, career aspirations, and areas for improvement.

Establishing clear expectations and setting goals with a clear plan for achieving them are critical to a productive postdoctoral experience. Therefore, at the beginning of the appointment, faculty mentors should work with their postdocs to complete an IDP.

An IDP should:
– Set clear short-term, mid-term, and long-term training and development goals.
– Create a written action plan for the postdoc’s individual goals, including career objectives and professional development needs.
– Establish clear expectations.
– Identify and use resources to help postdocs achieve their goals.
– Serve as a communication tool between the mentor and the postdoc to have open and direct dialogue.

Are Individual Development Plans (IDP)s required?

IDPs for biomedical postdocs are required. It is strongly encouraged that all postdocs complete an IDP with the faculty mentor. Faculty mentors in the following schools are required to submit their postdocs completed IDP to The Office of Biomedical Postdoctoral Programs (BPP).

Perelman School of Medicine
PennVet
Penn Nursing
Penn Dental
School of Arts & Sciences, Biology Department

Are postdoc extramural activities allowed?

At times a postdoc may wish to engage in activities outside of the University and/or beyond the scope of their appointment. Before undertaking such activity, the postdoc must secure approval, in writing, from their mentor and business administrator. The approval for such activities should include a description of the activity, include a specific end date no longer than one year later (which may be subject to renewal) and must be signed by both the mentor and the postdoc. These activities may not give rise to a conflict of interest or divert or diminish the training of the postdoc, and they should be reviewed regularly if approved. Approval may be withdrawn if the activity no longer is appropriate under policy or interferes with the postdoc’s appointment. It is the postdoc’s responsibility to update this documentation and notify their mentor should there be any changes. International postdocs should consult with ISSS to make sure they are in compliance with any visa regulations.

Are postdocs allowed to teach?

Postdoc positions are designed to provide them with time to focus on research and scholarly activities. Teaching may or may not be an explicit component of a postdoctoral appointment. Postdocs interested in teaching experience should discuss with their mentor but it is at the discretion of the faculty mentor as to whether the postdoc position can include teaching responsibilities. Teaching outside the commitment of a full-time appointment as a postdoc is allowed. The determination of whether the teaching responsibilities fall within the boundaries of the scholar’s appointment is made by faculty mentor based on the terms and conditions of the postdoctoral appointment described in the offer letter.

If teaching is a part of the postdoc appointment, then it should be clearly outlined in the appointment letter with a description of associated training goals. This applies regardless of whether or not the teaching occurs within or outside of the postdoc lab and/or research group, department or school, even if provided within the context of a teaching program. Teaching as part of the postdoctoral appointment does not constitute grounds for payment of additional compensation.

If teaching is not part of the postdoc appointment, approval to teach in addition to the postdoc position should still be approved by the faculty mentor, as teaching responsibilities will often lead to change in the postdoc research commitments and may require prior approval by funding agencies. Depending on the length and scope of teaching effort, a reduction in the postdoctoral commitment may be required. Teaching will be approved only if the teaching opportunity appears to serve the postdoc’s career development.

Can postdocs work part-time?

No, postdoc appointments are full time (40 hours per week), based on the expectation that the postdoc will be fully involved in scholarly pursuits. In special cases, upon written request of the appointee and concurrence of the mentor; the Office of Postdoctoral Affairs, may grant an exception when the postdoc is unable to make a full-time commitment for reasons of health, family responsibilities, or employment external to Penn. Such a request must take into account extramural funding agency requirements, if any. When a reduced-time appointment has been approved, the mentor and postdoc shall sign an appointment letter specifying the reduction in hours of work, reduction in stipend, and concomitant responsibilities. NOTE: Benefits are based on a postdoc percentage of full-time employment (FTE). A change in FTE may result in a change to benefits.

Can postdocs work remotely?

Generally, no, postdocs are expected to be based primarily in Philadelphia for the full duration of the fellowship period unless the research program requires a remote location. However, the final determination of a postdocs eligibility to work remotely is left to the discretion of their PI and/or Faculty mentor. Postdocs on a J-1 visa, or any other visa are not permitted to be fully remote. Postdocs on a J-1 visa can only participate in remote work two days in a five-day work week. The postdoc and mentor should follow the University Flexible, Hybrid & Remote Work policy as well as their school, department, or center’s policy regarding remote work.

How do I address grievances and conflicts?

The University of Pennsylvania strives to promote an optimal training and educational experience for its postdoc community through a professional and respectful environment. Open and routine communication between supervisors/mentors and postdocs throughout the postdoc appointment is encouraged in order to clarify expectations, provide an ongoing and timely mechanism for constructive feedback from both parties, as well as offer the opportunity to identify, address/resolve any potential matters as they may arise. It is the expectation that this communication between supervisors and postdocs occurs openly and regularly. Faculty mentors should refer to the grievance process that is included in the policy for postdoctoral trainees at the University of Pennsylvania for step-by-step information.

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