Expectation Clarity Tool

From the CCSF-UCSF Inclusive Mentoring Fellows Program

Our team's publication outlining utilization and impact of this tool: A tool for clarifying expectations in undergraduate research experiences

• Lack of transparency around all levels of expectations in the lab/workplace, especially for new comers

• For Mentees/Trainees: In many labs trainees are expected to “absorb” what they need to learn by watching others speak about science in lab meetings and by reading papers, without a clear sense of what knowledge they need to acquire or feedback on their progress. For new trainees, this lack of clarity in expectations and absence of feedback can be overwhelming and lead to poor recommendations or dismissal.

• For Mentor-Managers: Unstated expectations often lead to misunderstandings and reduced productivity when trainees don't understand what they're expected to prioritize, what resources and training they're supposed to utilize, and what behaviors they're expected to demonstrate.

• For Work-based learning (WBL) coordinators/faculty: Lack of clarity around student-trainee expectations leads to confusion around how to help support students during WBL experiences when issues arise.

• Expectation Clarity Tool which mentor-managers fill out at the beginning of the WBL experience and is shared with the mentee-trainee to outline all goals/expectations the mentor-managers has for the trainee and includes:

  • Goals/Expectations: What final goal would does the trainee need to reach by the end of the WBL experience? 

    • These should align with: What will the trainee need to accomplish for the mentor to provide them a solid letter of recommendation?

    • This should include: Conceptual Knowledge, Technical Skills, Performance Expectations and Professional Skills, Attitudes & Behaviors.

    • Behavioral expectations are particularly important, as they're are so often taken for granted and termed "professionalism" despite different behavioral expectations in different workplaces (ex. How often and when should the trainee ask questions? How quickly should they respond to an email, text, etc.?)

  • Evaluation Criteria: (Measure of success): How will the mentor and the trainee know the trainee has attained this goal?

  • Assessing baseline level: How will the mentor directly assess the trainee’s level of competency before they start?

  • Teaching Strategy/ Support: What will the mentor do to help the trainee reach the goals/expectations from their baseline level?

We find that it's important to implement this tool before 25% of the URE/WBL experience is complete in order for mentors and mentees to effectively use the tool throughout the majority of the URE/WBL experience. 

From our framework for inclusive supervision - 2020 JMBE Publication: The Supervisory Role of Life Science Research Faculty: The Missing Link to Diversifying the Academic Workforce?