What have we learned today?

Scenario 1: Missed Deadline for Literature Review

• Learning Objective: To understand the importance of setting clear expectations in communication, especially regarding deadlines.

• Communication Issue: Lack of specific deadlines led to ambiguity, which impacted task prioritization and completion.

• Framework: Transactional Model of Communication - This model emphasizes that effective communication requires a continuous exchange with feedback. Setting clear, specific deadlines and confirming understanding helps ensure both parties interpret expectations correctly. Future guidance: Use explicit language and ask for feedback to ensure mutual understanding.

• Reference: Barnlund, D. C. (1970). A transactional model of communication. In K. K. Sereno & C. D. Mortensen (Eds.), Foundations of Communication Theory (pp. 83-102). New York: Harper & Row.

Scenario 2: Requesting Feedback Last Minute

• Learning Objective: To recognize the role of planning and respectful boundary-setting in mentor-mentee communication.

• Communication Issue: The mentee's failure to plan led to a last-minute request that placed the mentor in a difficult position.

• Framework: Politeness Theory - This theory examines how individuals manage relationships by respecting each other’s time and boundaries. By adhering to set guidelines, both mentor and mentee can maintain a respectful and efficient relationship. Future guidance: Mentors should reiterate boundaries around feedback timelines, and mentees should be encouraged to plan ahead, respecting their mentor's time.

• Reference: Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge University Press.

Scenario 3: Lack of Communication

• Learning Objective: To explore the importance of maintaining open and consistent communication to avoid misunderstandings and disengagement.

• Communication Issue: The mentee’s silence created uncertainty and concern for the mentor, negatively affecting project progress.

• Framework: Uncertainty Reduction Theory - This theory highlights how ongoing communication reduces uncertainty in relationships, fostering trust and clarity. Encouraging proactive updates and addressing communication barriers can help both parties feel more secure and supported in the relationship.

• Reference: Berger, C. R., & Calabrese, R. J. (1975). Some explorations in initial interaction and beyond: Toward a developmental theory of interpersonal communication. Human Communication Research, 1(2), 99–112. https://doi.org/10.1111/j.1468-2958.1975.tb00258.x

Scenario 4: Unclear Project Objectives

• Learning Objective: To understand how contextual information impacts task relevance and motivation in project-based learning.

• Communication Issue: The mentor’s lack of explanation about the larger project goals left the mentee feeling disconnected and undervalued.

• Framework: Sensemaking Theory - Effective supervisors help mentees make sense of their roles within the larger project. By actively discussing the broader objectives, mentors enable mentees to understand the importance of their contributions, increasing motivation and engagement.

• Reference: Weick, K. E. (1995). Sensemaking in organizations. SAGE Publications.

Scenario 5: Assumed Prior Knowledge

• Learning Objective: To recognize the importance of assessing and aligning on baseline knowledge to ensure effective learning and mentorship.

• Communication Issue: The mentor assumed the mentee's familiarity with certain concepts, leading to confusion and a lack of clarity.

• Framework: Scaffolding Theory - This theory suggests that effective mentorship involves assessing the mentee's current knowledge and providing appropriate support. Future guidance: Begin with baseline knowledge assessments and build on existing knowledge to facilitate understanding and reduce misunderstandings.

Reference: Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x

Scenario 6: Last-Minute Questions on Assignment Due Date

• Learning Objective: To address how time management and proactive communication impact learning outcomes and mentor support.

• Communication Issue: The mentee’s tendency to ask questions last-minute indicates a need for better time management and earlier engagement.

• Framework: Self-Regulation Theory - This theory posits that successful learners actively manage their time and resources. Mentors can encourage mentees to set earlier goals for task completion and question clarification, fostering better planning habits that support academic success.

• Reference: Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). Academic Press.

Scenario 7: Failure to Ask for Assignment Details

• Learning Objective: To identify the role of proactive communication and inquiry in achieving task clarity and successful outcomes.

• Communication Issue: The mentee’s reluctance to ask clarifying questions led to incomplete work that did not meet expectations.

• Framework: Inquiry-Based Learning - This approach emphasizes that students should be encouraged to seek clarification and engage in active questioning. Mentors can foster an environment where questions are welcomed, making it clear that seeking help is part of the learning process.

• References: 

  • Dewey, J. (1938). Experience and education. Macmillan.

  • Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). Inquiry-based learning in higher education: Administrators' perspectives on integrating inquiry pedagogy into the curriculum. Higher Education, 58(6), 841-855. https://doi.org/10.1007/s10734-009-9228-7

Scenario 8: Frequent Requests for Validation and Reassurance

• Learning Objective: To understand the balance between providing supportive feedback and encouraging mentee autonomy.

• Communication Issue: The mentee’s repeated requests for reassurance are indicative of anxiety and a need for clear guidance, potentially hindering their independence.

• Framework: Self-Determination Theory (SDT) - This theory suggests that individuals are motivated by autonomy, competence, and relatedness. Mentors can help mentees build confidence by setting clear expectations and boundaries for feedback, emphasizing that mistakes are part of the learning process and fostering an environment where mentees feel competent and supported.

• Reference: Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Final Debrief:

In the debrief session, you can discuss how these communication theories provide frameworks for understanding and resolving common mentoring issues. Emphasizing the importance of clear expectations, open dialogue, and fostering independence can give students practical tools for effective mentorship in research supervision.