Dysfunction in mentoring relationships

Great Mentoring in Graduate School:
A QUICK START GUIDE FOR PROTÉGÉS

Laura Gail Lunsford, PhD & Vicki L. Baker, PhD

Dysfunction in mentoring relationships originates from one of these five sources: mismatch, neglect, manipulation, general dysfunction, and lack of competence. Mismatch in the dyad and neglect are the two most common sources of dysfunction.

Mismatch refers to differences in goals and working styles. For example, a mentor who prepares work in advance may not be a good match for a protégé who procrastinates. Avoid mismatch by having a discussion early about your goals and needs and deciding what needs and goals can be met by your mentor. Establishing a network of mentors may also help you to avoid potential mismatch problems by identifying other individuals who can provide career assistance.

Neglect refers to situations when mentors or protégés fail to show up for planned meetings, fail to respond to email requests and questions, or engage in inattentive behavior. You may reduce neglectful behaviors by establishing a calendar and timeline for activities. If neglectful behavior continues you could discuss expectations and a need for responses on critical items. However, neglectful behavior is likely a pattern that will not change quickly. You may need to identify additional mentors or even change mentors to deal with ongoing neglectful behavior.

Lack of competence may include skills you lack, which your mentor assumes you have. For example, if your mentor has a chemistry lab and you do not have the skills to conduct certain procedures this may create relational problems. Mentor lack of competence might refer to situations where a protégé wishes to learn how to write grant for the National Institute of Health (NIH) but the mentor has not written or received such grants. You may reduce this potential source of dysfunction by assessing your needs and skills. A candid conversation about expectations and skill development may help reduce dysfunctional interactions related to competency problems.

General dysfunction may occur when an individual is experiencing depression or other challenging life events that prevent him or her from engaging in the relationship. If you are the one having difficulty in this area it is important to seek professional assistance from a campus counseling office. The graduate school at your institution can also make referrals for you. If your mentor seems to be the source of the general dysfunction you may need to talk with your graduate coordinator to identify another mentor.

Manipulation may occur when a mentor takes credit, e.g. through authorship, for work done by the protégé. Alternatively, protégés can behave in manipulative ways to sabotage a mentor’s research or teaching activities. It is unlikely you, as a graduate student, can reduce your mentor’s manipulative behavior directly. However, developing a mentoring network may enable you to discuss these kinds of problems with mentors outside of your department who may provide advice on dealing with this kind of dysfunction.