How to Navigate Trainee-Mentor Relationships and Interpersonal Dynamics in the Lab

Abstract

Relationships with mentors and labmates are defining aspects of a researcher’s journey in science. Ideally, these interactions are outstanding opportunities to learn from others and provide the basis for lifelong collaborations. Unfortunately, sometimes interpersonal dynamics in the lab are challenging. Graduate students entering the lab can greatly benefit from advice about navigating the interpersonal aspects of doing science. This article covers essential recommendations for developing a good trainee-mentor relationship and working well with peers in the lab, or being a “good lab citizen.” Lab members – especially graduate students – often spend more time with labmates than with their friends and family during their graduate career, making these relationships essential to their well-being. The guidance also covers some advice for handling a tense relationship or problematic work environment. Finally, the advice concludes by discussing how to manage the fear of failure, overcome imposture syndrome, develop self-awareness, and cope with stress. These four issues are fundamental to success in research but are not talked about with graduate students as much as may be necessary.

INTRODUCTION

Research mentors provide essential knowledge and guidance to young researchers. A good mentorship experience is critical to success in graduate school. We focus on the graduate student experience because it tends to be most researchers’ first experience with an intense trainee-mentor relationship. Although, all trainees from undergraduates to postdoctoral fellows and even junior faculty will benefit from the advice we provide. While trainees benefit from mentors by receiving research training and career guidance, mentors benefit from the creativity and energy of trainees. Both can find mutual satisfaction in a successful mentoring relationship. We focus on practical advice for being an effective trainee, so you can get the most benefit from your relationships with mentors.

In addition to an effective relationship with your mentor, you will need to work well with other members of the lab. We call this being a good lab citizen. The quality of a graduate student’s relationships with their peers can make the difference between a wonderful and very difficult graduate school experience. Our philosophy is that doing good science is challenging enough without interpersonal dynamics going wrong in the lab. Thus, we seek to increase your awareness of the importance of positive interpersonal dynamics for doing great research (Antes & DuBois, 2018; Antes, Kuykendall, & DuBois, 2019b), offer some key advice, and provide a case scenario for practice thinking about lab dynamics. We conclude by discussing four overarching issues we wish we knew more about when we started graduate school, and we want graduate students to be aware of as they begin their journeys in research.

HOW TO DEVELOP A GOOD TRAINEE-MENTOR RELATIONSHIP

Some researchers are naturally excellent mentors. Unfortunately, others are less than ideal. Some researchers are effective mentors for some graduate students, but their style is not a good fit for all of their trainees. It is important to realize, however, that trainees also have important responsibilities for a trainee-mentor relationship to be effective (Lakoski, 2010).

1. Figure out the mentoring style that you need

Figuring out the type of mentor you need is important to do early in graduate school. If you do rotations in your graduate program to identify a lab in which to complete your thesis, these rotations are a time to get to know the PI, lab members, and the science. Ideally, you can generate useful data, but learning about the styles of potential mentors is essential for a successful rotation. When trainees identify the unique personality and mentoring style of a mentor, this will allow the trainee to interact with the mentor more effectively.

For example, some mentors may be quite hands-off in their mentoring style, and this style may work great for some trainees. Other trainees may need a much more direct mentoring style. Some mentors are very demanding and expect what seems like an excessive amount of work, while others have high expectations but also discuss their concern that lab members balance life in the lab and their personal lives. These differences create very different work environments. Some people may thrive in any of these settings, while others may be their best in only some of these environments.

2. Know the responsibilities of a trainee

Trainees need to be self-motivated. This means you take initiative to work independently without direct supervision. It also means taking ownership of your success. It is a misconception to expect that your mentor is responsible for ensuring your success. Graduate trainees need direction and guidance, and ideally some nurturing, but ultimately you are responsible for your own decisions and career (Zerzan, Hess, Schur, Phillips, & Rigotti, 2009). This includes working hard and conscientiously, actively seeking answers to your questions, and finding solutions to the problems that you encounter. Trainees who take these actions will push their projects forward, and they will become self-guided learners, effective problem solvers, and aware of their strengths.

3. Understand the responsibilities of a mentor

The key responsibilities of a mentor are to provide scientific training, help trainees develop their research ideas, provide career guidance, and help foster independence. Mentors do this by sharing their knowledge, training to develop skills, offering advice, and connecting trainees to resources and professional networks. A mentor is also responsible for leading by example, modeling scientific integrity, and treating lab members respectfully and fairly (Bird, 2001). It is important to understand that mentors juggle a lot of roles, and typically several trainees, which requires a great deal of time and energy. Therefore, it is important to be respectful of their time and appreciate the guidance they provide you. Keeping their multiple roles in mind will also help you to be understanding when they are unavailable. Sometimes graduate students do not realize how great the demand is for their mentor’s time. While a mentor should generally be available and responsive, there may be times when they are not.

4. Establish expectations early and revisit them over time

Differences in what people expect in a mentoring relationship can create significant problems. These differences can range from what each party views as the expected productivity to how frequently you will meet. You will need to understand what is expected of you to be successful, otherwise, you cannot know how you are progressing. If you are not clear on the following, you should ask explicitly. What are you expected to accomplish in what timeline? How often will you meet with your mentor? What are the expected working hours in the lab, and are these flexible? What training should you expect to receive, and who will provide it? As you work with a mentor, it is wise to reevaluate expectations and goals over time.

5. Hold regular meetings and arrive prepared

Regular communication is essential to an effective mentoring relationship. You need to understand the acceptable modes of communication (e.g., phone call, email, and/or texting) with your mentor. Hopefully, your mentor holds regular one-on-one meetings with trainees (Antes, 2018). If not, you will need to request meetings. Many mentors also indicate they are available throughout the week with an “open-door” policy. But, there is great variation in how different mentors interact with their lab members. It will be your responsibility to seek out time for meeting with your mentor and come to these meetings prepared. Some mentors ask trainees to come with short reports, meeting agendas, or a list of topics and questions, while others do not request these documents. Even if a mentor does not request these documents, we recommend at least preparing a list of key updates and questions to guide your meetings.

6. Develop resilience to criticism and be responsive to feedback

One challenging aspect of research is receiving critical feedback, but it is a normal and essential part of research. It is important to view criticism as an opportunity to learn (Antes & DuBois, 2018). However, even the most constructive feedback can seem harsh and be difficult to hear. Keep in mind that a mentor needs to provide constructive feedback to help a trainee learn. Every scientist, from graduate student to full professor, needs to be able to receive critical feedback. Criticism is something that will be part of your entire scientific career and learning to check anger, embarrassment, or other negative feelings is a lifelong process. Our advice is, if you feel frustrated or upset, allow yourself time to cool down. After a bit of time, come back to your work with a refreshed attitude and get back at it. Again, focusing on feedback as an opportunity to learn is the best way to frame these experiences.

Keep in mind everyone who accomplishes big things in a professional field has experienced setbacks and failures. With that said, it is also your responsibility to be responsive to feedback from your mentor and use it to revise your work and improve.

7. Recognize unique styles and adapt

Like trainees, all mentors are unique and no one is perfect. Just as mentors should recognize their trainees are all different, trainees should recognize this about their mentors. In the best case, a mentor and trainee’s personality and style work well together. This may not always be the case. In general, it is important for your professional success to learn to work with different types of people and adapt. The more you understand your style and personality, the better equipped you will be to cope with and adapt to differences among the people you work with.

8. Find multiple mentors

All students and researchers at all career stages need multiple mentors. It is important to create a network of many talented and thoughtful people to consult for different matters. Consider drawing on the advice of peers, lab personnel, postdocs, and other faculty. It is unreasonable to expect one mentor to offer you everything that you need, and your primary mentor will not always be available. Sometimes you may also need advice about a challenge that involves your mentor.

HOW TO BE A GOOD LAB CITIZEN

Working in a collaborative lab where people are kind, respectful, and work well together helps lab members to find greater satisfaction in their work and promotes well-being, and it also makes for better science (Norris, Dirnagl, Zigmond, Thompson-Peer, & Chow, 2018). Healthy interpersonal dynamics and communication are essential to rigorous science. In an open and respectful environment, individuals feel the team accepts and respects them, and this “psychological safety” fosters creativity and performance (Antes, Kuykendall, & DuBois, 2019a). It also facilitates communication to solve problems and push projects forward.

1. Assess (and reassess) the laboratory environment

When first entering the lab, take some time to figure how people work together and interact. There are many approaches to lab dynamics in different labs, and most of the norms for interactions are unwritten. Each lab has a culture to figure out. For example, some labs have an informal culture: members joke and engage in small talk and socialize. Other lab environments may be more formal. Both can be respectful, quality places to work. Some may fit your personality better than others may, but you can also learn to adapt.

Observing how the lab and people work together, will help you feel more confident as you begin your work. If possible, identify a peer or two, potentially people with a bit more experience in the lab, to talk with and figure out where to start. If you do rotations in different labs, focusing on the lab dynamic is as important as the science, and perhaps more so. You need an interesting topic, but the best topic in a bad environment can make for a miserable graduate school experience.

Over time, reevaluate your original perceptions and how accurate they were. This reflection will help you adapt as needed, and build your skill for assessing situations in future labs and workplaces.

2. Recognize your mutual success is interrelated

The tone and example set by the PI influences the nature of interactions in the lab. When a PI demonstrates respectful and considerate behavior, others in the lab tend to emulate this behavior. Some labs are highly collaborative and others can be quite competitive. Many researchers have a need for achievement, which can foster discipline and hard work. It is also necessary to cultivate a motivation to work well with others because most science is team-based. When a drive for achievement and a desire to be part of a successful team align, the result can be great. People realize their success is collective, which fosters collaboration and productivity.

3. Engage in cooperation (and ensure it goes both ways)

Working together means that everyone contributes. We hope that you find that your labmates are cooperative, compromise when necessary, and step up to help and support you. In our experience, the majority of laboratories operate in this manner. However, we have experienced lab environments, or individuals within labs, who do not share this philosophy. Thus, we have two messages. You may need one of these messages more than the other, depending on your personality and work style.

Message one, critically evaluate your approach to teamwork. Be honest with yourself: Are you contributing to a positive lab dynamic? Are you being a good team member?

Message two, be honest with yourself: Are you someone who tends to give too much? Some graduate students may find themselves giving too much or being taken advantage of. Be a good team member, but do not take it too far. Being a good team member should not interfere with your own needs and progress. This balancing act can be difficult to figure out when you first begin your research career.

4. Be kind and supportive

You do not need to be close friends with everyone in the lab, but you need to develop respectful working relationships. Science is difficult, people need support and kindness to persist and be effective. At the end of the day, building good relationships in the workplace (or life generally) is about ensuring other people feel valued. People feel valued when others listen to them, ask them about their ideas, express their appreciation, and offer support. Feeling respected and appreciated builds trust and develops a positive work relationship. One of our favorite quotes from Professor Charles Gordon sums up nicely: “We are all smart. Distinguish yourself by being kind.”

5. Handle conflict or hard feelings immediately and respectfully

The true test of a relationship is how people handle the challenges and problems that come along. It is always best to talk with people if there are any conflicts or hard feelings. Do not expect the problems to resolve without communication. Ignoring a problem, especially interpersonal tension, will not work. The problem will grow and you will not be able to be as effective as you need to be.

Having difficult conversations will increase your mutual understanding and improve your relationship in the long-term. The skill of having hard conversations will be essential to your career success, so start now. In general, people tend to be conflict-avoidant, so for most people, it will be necessary to counteract this avoidance.

If you try to address a problem without success, it may be wise to seek out an objective person to give you advice, or potentially mediate a conversation. If a conflict is very serious, for example, if it makes you feel uncomfortable or unsafe in the lab, this needs to be addressed immediately and it is appropriate to bring the problem to the PI, or other authority like a program director or university ombudsmen. We also suggest referring to practical articles about how to approach difficult conversations and conflict resolution (Garfinkle, 2017; Smith, 2013).

6. Value and welcome diverse perspectives

Diversity brings varied perspectives, backgrounds, and life experiences to research teams, which fosters creativity and higher impact science (AlShebli, Rahwan, & Woon, 2018; Powell, 2018). Advancing diversity in research also promotes fairness, making it the right thing to do. Concerns about the underrepresentation of members of racial and ethnic groups in science are typically the focus of efforts to increase diversity (Clark & Hurd, 2020). There are also many other identities missing in science (Puritty et al., 2017). Establishing a research enterprise in which people from many backgrounds are able to contribute their perspectives and talents is important to advancing equity and scientific impact.

To achieve this goal, inclusion is essential. Inclusion focuses on how members are treated and feel in a research environment—too often members of underrepresented groups feel unwelcome, unheard, and unvalued (Clark & Hurd, 2020; Puritty et al., 2017). An essential step each researcher can take to create more inclusive research environments is to focus consciously on being open to, and welcoming of, diverse perspectives. In fact, researchers should actively seek the input and critiques of others with different viewpoints because rigor in science depends on diverse views.

Critical to appreciating diverse perspectives is recognizing everyone does not experience the world in the same way as you. Others do not have your personal experiences or share your worldview, attitudes, or same beliefs—see #7 below for more about challenging your assumptions. Exposure to new ideas and people in graduate school are exciting aspects of doing research, and it is critical to be open and considerate of everyone. Practice listening to people actively and without judgment. That is, listen without evaluating the ideas or jumping in with your perspective; wait until you have really heard their view. You will also need to avoid making assumptions about other peoples’ views, knowledge, skills, interests, and beliefs.

It is also helpful to keep in mind that research teams often include cultural diversity, and cultural backgrounds influence how others behave in professional relationships. For example, how a researcher from China or India communicates with a peer or a supervisor may differ from the way a researcher from the U.S. communicates. These differences in background shape the dynamics of interactions in the lab that you should be conscious of when interacting with others. Overall, it is important to understand that diversity includes many traits that we cannot see on the surface. These deeper traits, such as beliefs, values, thinking styles, personality, and work background, are highly influential in shaping how we solve problems and interact with others. These differences promote creativity and research impact and should be nurtured in research teams.

7. Know and challenge your assumptions at all times

This leads us to a critical aspect of developing the interpersonal skills to be effective in working with others: self-awareness. Central to self-awareness is knowledge of your assumptions. What beliefs do you hold that are central to who you are? (These may be so central that you may not even realize them.) These are your assumptions. People with self-awareness are able to examine their assumptions. They are also skilled at reflecting on their attitudes and actions in situations and therefore communicate and behave more effectively in different situations.

An example of an assumption we both shared as graduate students based on our upbringings was to respect those in positions of authority (e.g., parents, teachers, and supervisors). While this can be a fine assumption and operating principle much of the time, it does not imply one should always or blindly defer to authority. It is appropriate to advocate for yourself, and stand up for yourself if necessary, even to someone of authority. Examine your assumptions about how to behave and interact, which are working for you and the team, which are not?

8. Keep your labmates safe and respect the space and equipment

Laboratory safety practices are essential to complying with policies and standards in your field and at your university. They are also critical to being a good lab citizen. The university should offer environmental health and safety training; make sure to follow these guidelines and learn about specific safety procedures in the lab. It can be tempting to become complacent about safety procedures, but it is essential not to, so that you can protect yourself and your labmates. Additionally, keeping your lab space clean and organized and being responsible in how you use lab equipment further reflects on your respect for the lab.

9. Expect challenges; tough times are inevitable

We are not saying you will always be happy. You should have a basic sense of well-being most of the time, and you should certainly feel safe in the lab. But, research is challenging and demanding. You may feel discouraged. This is normal. This is one big reason why positive interpersonal dynamics help people do better science. It is good to know people are there to support you when things get tough. You will also need to cultivate your ability to move forward through failure.

HOW TO HANDLE A TENSE RELATIONSHIP OR UNHEALTHY WORK ENVIRONMENT

At some point in your education or career, you may find yourself working in a bad environment or with a challenging person. In these situations, it can be difficult to discern what exactly is going on and how to address it. Below, we recommend several general steps to navigate this type of situation. Also, see our companion article about responsible conduct of research in which we present decision-making strategies that are helpful when you feel uncertain, or when your decision will have a big impact on you or others (Antes & Maggi, 2021).

1. Know and maintain your personal boundaries

Personal boundaries are the guidelines in your mind for what are acceptable ways for other people to behave towards you. It is difficult to figure out how a person or situation is affecting you if you do not know your boundaries. It can increase your confidence that something is truly wrong if you do know your boundaries, and it will empower you to act accordingly as you deem appropriate.

2. Evaluate your assessment of the situation

You may not appreciate a particular person’s style or personality, or may wish that your mentor was more nurturing. These are examples of dealing with people who may cause frustration, but they may not represent serious problems. On the other hand, disrespectful behavior, particularly in forms such as bullying and harassment, is never acceptable. Evaluating your assessment of the situation can help you recognize the nature of the problem and its degree of seriousness.

3. Talk to someone about the problem

The nature of the problem will dictate with whom you should speak. You could speak to your mentor or another faculty member you trust for objective guidance. You might also speak with a peer inside or outside of the lab. If the problem is with a peer in the lab, it may be appropriate to ask the PI for help, especially if you have already spoken to the peer and were unable to reach a resolution. Sometimes lab members assume the PI knows what is going on in terms of dynamics in the lab, but the reality is that often mentors do not. A mentor should be concerned (and act to help resolve the situation) if a mentee does not feel safe or respected in the lab.

Many universities have Ombudsmen who provide confidential advice to students, staff, and faculty. If you are distressed about a problem or relationship, do not feel you should suffer alone; instead find someone to speak with. They can offer support and help you assess what is going on and how you might respond. If your well-being or mental health is a concern, seek help at the university’s health center, which is typically free for graduate students.

4. Talk to the person causing the problem, or the person who can change the environment

If the problem is with a particular person, and you feel that you can approach them, talking with them can be a good step. It will be necessary to indicate how their behavior affects you and create an open dialogue for change or negotiation. Then, give the person some time to see if their behavior changes, and meet again to discuss progress. Of course, if the person is not willing to have a civil conversation, then speaking with them will not be fruitful. If the problem is a person or situation in the lab, and you did not speak to the PI of the lab in step #3, then it is probably necessary to do so. As a graduate student, you need to get help from the PI who has the power to change the situation, or address the problematic behaviors of a lab member.

If the problematic relationship or conflict is with your mentor, speaking directly to your mentor may be extremely difficult for graduate students. However, speaking to your mentor may clear up prior miscommunications and help you gauge if it is possible to repair the relationship. If you cannot speak to your mentor, speaking to trusted others—like another faculty member or the program director—will be beneficial to determining possible actions. These individuals might also help you assess whether speaking to your mentor is a good idea and help you determine the best approach to doing so.

5. Consider your options, including an exit strategy, if necessary

If you have asked for help and communicated your concerns but the situation does not sufficiently change, then you may need to evaluate if it is feasible for you to continue in the environment. You may need to find a new mentor and exit the lab. This is upsetting, but may be a good solution in the long run.

Scenario – Choosing the Right Lab

Imagine you are a first-year graduate student. You have completed rotations through three different labs, and you are trying to decide which lab to join for your thesis work. All three labs have good research funding, are accepting graduate students, and the science is interesting.

Lab 1: A tenured associate professor runs the first lab. The lab includes four post-docs, three graduate students, and three technicians. The PI is mid-career with several administrative duties in addition to running the lab. The PI makes time for one-on-one meetings with lab members in addition to weekly lab meetings. Overall, the rotation went well, but everyone was fairly hands-off in training. They offered limited day-to-day guidance on what to do and how to proceed. There was some underlying tension in the lab about maintaining common lab items, such as solutions and stocking the tissue culture room. The lab is on the verge of some big findings that could make significant advancements to the field.

Lab 2: The second rotation lab was with a small lab. The PI was an assistant professor just starting the lab with a single technician and post-doc. The PI was very hands-on with training and was in the lab daily performing experiments and working out new protocols. There was a feeling of everyone being in the trenches together with little hierarchical distinction. The PI needs to publish and get grants to fund the lab, and therefore pushed everyone hard to get work completed quickly with a motto of “Work hard, and play hard.”

Lab 3: A full professor directed the third lab. This PI was rarely around due to many other professional obligations like giving international talks and serving on national scientific advisory panels. A senior scientist managed the day-to-day work of the lab and was great to work with. You feel that you learned a lot from the senior scientist who took the time to give you very detailed explanations and high-quality feedback. Weekly group meetings were the only regular opportunity lab members – the senior scientist, two postdocs, four graduate students, and one technician – had to speak with the PI. The lab group was from diverse cultural backgrounds and seemed to work well together. The PI is extremely well-known internationally for contributions in their field.

Based on these descriptions, which of the lab situations would be the best choice for you?

The answer depends on your personal preferences. While the science is an important piece of the decision about which lab to join, there are many aspects that make for a successful graduate experience. Perhaps the single most important factor other than liking the science, is how well you get along with the people you work with. To make a decision about which lab to join, it will be important to consider in which environment you are likely to be most effective.

In the first lab, you will receive regular interaction with the PI who is an experienced scientist. This PI holds both weekly one-on-one mentoring meetings and team research meetings. This routine interaction is excellent for learning science and pushing projects along. If you like to be self-directed in your daily work and relish working in a lab that takes on high-risk projects that could make major discoveries, this lab could be a good choice for you. The underlying tensions are important to consider. They are noticeable, but how serious are they? Perhaps the tensions go much deeper, and perhaps they do not. If you are thinking of selecting this lab, it would be best not to ignore the tension. Speaking to other lab members about the conflict will provide you with a better idea of how serious the problem is.

In the second lab, you are able to contribute a lot to the success and direction of the lab. As a young PI, the mentor invites students to take on major responsibilities, and the PI works very closely with them. This PI recognizes that while they need to push hard to be successful, the team needs to enjoy the work and create a team atmosphere. The PI regularly expresses appreciation for the contributions of lab members and creates opportunities to socialize and celebrate the lab’s successes. If you thrive in a team environment and work best when you receive regular positive feedback for your hard work, this lab could be good for you.

In the third lab, you will receive a great deal of daily mentoring from a highly experienced senior scientist. This can be invaluable. You already feel you have learned excellent scientific skills from the senior scientist, and you enjoy your collegial relationship. You feel that the senior scientist has lab members’ best interests in mind at all times, and you are comfortable talking with them when you need encouragement. One weekly interaction with the PI might be sufficient given the high-level of mentoring provided by the senior scientist. The PI seems approachable, and you are able to email them or set up occasional meetings. This very senior PI has a top reputation in your chosen field and the senior scientist gives personalized mentoring, so affiliation with this lab could be good for you.

Overall, a graduate student can learn a lot in each of these situations and should focus on making the most of their opportunities no matter which lab they select. No situation is perfect and research is demanding. In each situation, the graduate student should take personal responsibility for building good work relationships with mentors and peers and learning how to handle workplace challenges when they arise.

FOUR OVERARCHING TIPS FOR SUCCESS IN RESEARCH

As we discussed advice to share with graduate students, we found ourselves returning to several overarching ideas. These are things we wish someone would have told us when we started graduate school. All affect your well-being, decision-making, behavior, and interactions with others, and therefore your overall effectiveness as a researcher.

1. Manage fear of failure

Fear of failure is normal for graduate students (Vallery, 2016). Others may not talk about it, or even realize that they are experiencing it, but many graduate students do. Fear of failure leads to undermining your own efforts to accomplish tasks or projects. It can be immobilizing and cause procrastination and excessive anxiety. Sometimes a fear of failure stems from perfectionism because an individual only wants to take on things they know they can do to their high standards of “perfection.” Overall, fear of failure keeps you from progressing by not following through with your goals. It makes people afraid to take on new challenges and opportunities which are essential in graduate school.

To address the fear of failure, it is important to “check-in” with yourself and examine your self-talk—the messages you tell yourself that reflect your mindset (Still, 2020). Are the messages negative? Are they positive and encouraging? You will not always feel confident in your ability, but in general, you need to believe that you can tackle a problem and tell yourself that you can figure it out. A useful strategy is to keep in mind that everyone—including extremely successful individuals—has experienced failures and setbacks. The greatest learning takes place through challenges and especially failure.

Most graduate students got to where they are because they have been quite successful. When you start learning to do research and begin juggling your new role as a graduate student, it can be the first time some graduate students experience failure. Find people who support you to talk with and set smaller achievable goals to get moving towards your bigger goals. Also, consider the actual likely worst outcomes of failing. The scenarios we build up in our minds are often much worse than the reality of what could, or actually does, happen when we fail.

2. Overcome imposture syndrome

Imposture syndrome is a persistent doubt in one’s accomplishments and capabilities. It includes worrying about being exposed as a fake. People with imposture syndrome think their accomplishments (e.g., getting accepted to graduate school) are due to luck or a mistake and not their capabilities. This phenomenon is prominent in academia and science (Laursen, 2008; Levine, 2020). Imposture syndrome makes it difficult to develop your professional skills and realize your full potential. It can make it especially hard to handle normal mistakes and setbacks, because these challenges can be used to confirm your misconceptions, instead of as an opportunity to learn. Imposture syndrome also makes it difficult to ask for help, as it would require letting someone know that you do not know something, which could expose you.

People with imposture syndrome often compare themselves to others and think (falsely) everyone else knows much more than they do, or that everything comes very easily for others. It is important to avoid these comparisons and conclusions about others. Ideally, you can find people to talk to and support one another. It can be powerful when others admit that they also feel this way, especially when they are successful PIs and mentors, or anyone you look up to. Similar to overcoming fear of failure, your internal messages need to be encouraging, and many of these messages probably need to be revised. For example, instead of “I’m not really as good as they think,” you need to get to where you are able to think, “I earned this achievement.” A supportive mentor who provides positive feedback can be an essential element of this change in mindset, but ultimately this belief will have to come from within you.

3. Develop your self-awareness

We already mentioned self-awareness and encouraged you to test your assumptions. The challenges of research and the need to work effectively with others require that researchers continually work on increasing their self-awareness. Self-awareness is being knowledgeable of your style of interacting with others, your motivations, and your thoughts. People with self-awareness can answer questions such as: What motivates me most? What makes me anxious or stressed? When am I most effective? What is working well for me in my life?

Being able to address these questions helps people recognize the situations and factors that make them at their best (or worse). They are better able to manage their stress, adapt to the needs of a situation, and understand how others may perceive and be affected by their behaviors. Being self-aware makes you more effective at your work and can also help you identify what are the right professional goals for you to be happy in your career long-term. One of the best ways to build your self-awareness and interpersonal skills is to evaluate and reflect on how situations interacting with others went and what you can learn from them (Ashford & DeRue, 2012; Porter, 2017). Reflection is simply taking the time to pause and carefully consider your thinking and actions to learn from your experiences and grow personally and professionally (Porter, 2017).

It is also worth noting that other people you interact with in graduate school or your career may lack self-awareness. This can be problematic if they lash out or are not considerate of how their behavior impacts others. While it does not excuse these behaviors, it can be useful to understand that the behavior may not be directed at you personally (even if it seems like it), but reflects a lack of self-awareness.

4. Cope with stress

Many learn that “Graduate school is a marathon, not a sprint!” This is true in many ways. Success as a graduate student requires steady progress forward. Hard work and conscientiousness are key, as is resilience. You will need a plan to stick to your goals, and you will need to manage your time and energy each day. It is also crucial to manage your stress to remain productive and focused. High stress affects your thoughts, feelings, behaviors, and health, and people do not function at their best with high-levels of stress for a long-period of time (Houghton, Wu, Godwin, Neck, & Manz, 2011).

We strongly encourage you to figure out the daily stress management activities that help you keep your stress levels manageable. Typical stress management activities include restful, restorative activities (e.g., nature walks, massage, yoga, journaling, and meditation), physical activity and exercise, social support, healthy eating and sleep habits, and hobbies. As we have highlighted already, your self-talk and thinking patterns are also important. Finding things to be grateful for and seeing positives in your work and life are also essential habits to cultivate. The work and stress management habits you establish as a student will influence your success later in your career.

CONCLUSION

The people you work with throughout graduate school and beyond will be integral to your journey in research. Being aware of the importance of building and maintaining positive relationships with mentors and peers is important to success. We have offered advice for both trainee-mentor relationships and interpersonal dynamics with labmates. Overall, we argue graduate students need to recognize their responsibility in creating and maintaining productive relationships with their mentor and peers. We suggest that building self-awareness and generally being mindful of how you relate to others will help in this process. In addition, being reflective will provide you a means to learn from the challenges you encounter along the way. Finally, we offered tips for dealing with the fear of failure, imposture syndrome, and stress, which we struggled with in our graduate careers.