Mentoring TOT Track 2

Transcription

1 Mentoring TOT Track 2 November 2017 I have no conflicts of interest related to this presentation. Objectives Define mentoring and functional mentoring Define career goals Define mentoring and its benefits Define steps to achieve these goals including: What kind of help do you need? Who can help you get there? How can they help you get there? When are they going to help you? 1

2 What is Mentoring? Mentorship refers to a dynamic, collaborative, reciprocal, and sustained relationship focused on an emerging individual s acquisition of the values and attitudes, knowledge, skills, and behaviors necessary to develop into a successful professional. (modified from Abedin et al. Clin. Trans. Sci. 5: , 2012) * Functional Mentoring* is an alternative paradigm for mentoring programs * Thorndyke, Gusic, Milner. Functional Mentoring: A Practical Approach with Multilevel Outcomes. JCEHP, 28(3): ,

3 Project and Project Mentors Outcomes Workshop Evaluation Presentation Developing a Humanism Workshop for Residents Relationships Humanities scholar Evaluator Collaborator Projects Should reflect Should take a step toward fulfilling What are your career goals? 3

4 Goals If you don t change direction, you are likely to end up where you are headed Chinese Proverb If you just work hard, you will be recognized and rewarded Mom and Dad Set explicit goals that you make known to others Your Goals should reflect your passions Identify your passions: When are you energized? Definitely want? Definitely not want? What do you like to do? Not like to do? What do you read voluntarily? What are you doing when you lose track of time? Where do you want to make your mark? What interferes with goals 4

5 Effective Mentoring produces results! Systematic review association between having a mentor and: Completing a research project, number of publications, & likelihood of obtaining a grant Lack of a mentor associated with inability to complete a project or obtain a grant Sambunjak, JAMA 2006, Steiner JGIM 2002 Junior faculty with mentors have greater academic self efficacy Feldman 2010 Effective mentoring enhances individuals and organizations FACULTY Increased clinical, educational and research productivity Increased scholarly activity Career advancement Improved professional satisfaction (for both mentor, mentee) Time to promotion less Work/life balance support DEPARTMENTAL Advances culture/ climate of Department Improved satisfaction and retention Successful on-boarding of new recruits Deliberative and effective succession planning Thorndyke, Gusic, Milner, Acac Med 2002 What kind of help do you need? 5

6 Mentoring consists of both career functions and psychosocial functions While career functions serve, primarily, to aid advancement up the hierarchy of an organization, psychosocial functions affect each individual on a personal level by building self-worth both inside and outside the organization. Taken together these functions should enable individuals to navigate the challenges of each successive career stage. (Kram KE, Mentoring at work: developmental relationships in organizational life, 1985) Mentoring can be distinguished from other developmental relationships by three aspects * Educational: mentee acquires and integrates new learning (coaching, tutoring) Personal: mentee manages transitional states (counseling) Professional: mentee maximizes potential to become a fulfilled and achieving practitioner (sponsorship, socialization) *Sambunjak & Marusic Mentoring. What s in a Name? JAMA 302: 2591 (2009). Who can help you get there? 6

7 Desired Characteristics of Mentors What were those characteristics you had written down about your great mentors? Share these with the group Desired Characteristics of Mentors Relational Accessible Holds a high standard Compatible ( good match ) Professional Senior/well respected in field Knowledgeable and experienced Personal Altruistic Patient Honest Motivator Active Listener Non-judgmental Reliable Sambunjak JGIM : 1, p Individual mentors often cannot cover all aspects for all mentees and aren t expected to... Mentors have different strengths Mentees have different requirements at different times Mentees should have multiple mentors covering different needs The traditional, dyadic, seniorjunior mentoring relationship may be effective but not sufficient 7

8 How can they help you get there? Observable behaviors of the Mentor as Coach Engages with or observes mentee during their work and provides constructive feedback Observe presentations and lectures; teaching rounds Observe clinical interactions with team Coaches for dealing with difficult patients Reviewing responses to grant/manuscript reviews Dry run practice presentations Practice for negotiation with chair/chief Practice for a difficult meeting or conflict management (including with patients!) What are Observable Behaviors of a Counselor? Active Listening Offers feedback to clarify or clear up thinking Suggests options for life choices and balance Assists in thinking through paths that are most appropriate for mentee s talents and challenges 8

9 Observable behaviors of the Mentor as Sponsor Involves mentee in projects leading to academic or clinical scholarship Project, Manuscripts, presentations Introduces mentee to local, regional, national colleagues and leaders in the field Facilitates referrals to mentee Talks up work of mentee in meetings and conversations with colleagues Facilitates nomination for awards, key positions Goals are dreams with deadlines! Goals involve: long term path short term motivation to get there both behaviors and objectives Envision the Goal as the target and behaviors and objectives as the arrows to achieve it writing perseverance reflection When are they going to help you?? 9

10 Key ingredients for successful mentoring relationships Mutual respect and trust Mutual commitment Shared goals High standards Realistic expectations Regularity of interaction Effective communication Chemistry 10