I'm often puzzled when otherwise very intelligent students or professors, complain about their working relationships.
Students claim professors aren't very good, don't pay attention to them, or fail to provide feedback.
Professors assert students aren't very good, don't listen, or don't produce.
On both sides, there is often a lack of accountability - with one blaming the other - neither side taking responsibility - for their role in a failing relationship.
Typically, that lack of accountability results from a gap - in either role expectations, communication, or responsibilities.
For professors, the remedies are known - such as setting clear goals, being responsive, or allocating responsibilities on projects.
Given professors often have tenure, many opt not to change and continue to be lousy advisors.
Thus, the question for Ph.D. students, is: how do I close the gaps? And help my advisor become a better mentor?
Having advised or worked with dozen of students, here are five successful advisor management strategies.
Smart students demonstrate mindfulness They demonstrate they are reliable and predictable in work habits and productivity. They also demonstrate an awareness that my time is valuable. That way, when a student asks for time, it is very hard to ignore them.
Good students manage faculty time. These students schedule regular meetings and limit their length to what is necessary. One of my favorite students always asked for 30 minutes and took 20 minutes on each call. When meetings are regular and often quick, I find that I look forward to seeing my student and learning more about what they are doing.
Savvy students send well-thought-out work. While it is ok to ask a quick question on an idea, or help with a problem, it's not ok to ask for feedback on work that does not show substantial advancement. When changes in work are incremental or even a step back, I find it hard to read and re-read a student's project.
Apt students are strategic communicators. I am surprised by how many students rely on WhatsApp or Facebook to stay in constant contact with their advisors. While I welcome quick touch bases, particularly from former students who are now colleagues, a late-night text message or instant message places your advisor in an awkward spot. Save messages, unless specifically asked, for during regular work hours.
My best students, once they have established a relationship, demonstrated competence, and shared rules around communication, find they have no trouble managing their advisors. By earning their advisors' respect, and establishing norms for when and how to communicate, they find it is much easier to close the "gap" in expectations, goals, and responsibilities.
First published on linkedin:
https://www.linkedin.com/posts/jason-thatcher-0329764_mentors-academiclife-communication-activity-6848884585862873088-dZ-r?utm_source=linkedin_share&utm_medium=member_desktop_web
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