Does Mentoring Matter: Enhancing Mentor Development and Assessment

Transcription

1 Does Mentoring Matter: Enhancing Mentor Development and Assessment Mitchell D. Feldman, MD, MPhil Professor of Medicine Director of Faculty Mentoring University of California, San Francisco

2 What is Mentoring?

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4 What is Mentoring? Levinson DJ: The Seasons of a Man s Life. New York, Alfred A Knopf, 1978 The mentoring relationship is one of the most complex and developmentally important in a persons life. The mentor will... assist and facilitate the realization of the dream.

5 Mentoring is A dynamic, reciprocal relationship in a work environment between an advanced career incumbent and a beginner aimed at promoting the development of both. Healy, Educ Res. 1990; 19:17-21.

6 Mentor as Role Model QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture. A person considered as a standard of excellence to be imitated (Wright, et al)

7 Mentor as Teacher Educate mentee about research content and methods Clinical/teaching skills How things work

8 Mentor as Superhero Protector Advocate Mentor can manipulate the world around him with his mind.

9 Mentor as Advisor and Guide a trusted counselor or guide Self reflection and value clarification

10 Mentor as a Guiding Light How to Mentor and Find Life s Purpose Eric Liu OED: Mentor is a trusted counselor or guide

11 Mentoring and Personal/Professional Balance We have spent countless hours... planning my career, talking about family and how to live meaningfully and find happiness in the workplace and home. UCSF Faculty Mentee

12 The Art of Mentoring He knows what each plant in his garden needs to thrive: this one a little more sun, this one more fertilizer; this is a good metaphor for his mentoring [as] he takes the same careful approach with growing his fellows and takes great joy in watching them bloom. UCSF Lifetime Achievement in Mentoring Award Nominee

13 The Art of Mentoring During the launching of my career, [she] was like a Solid Rocket Booster, ensuring that I achieve the lift and trajectory to make it into orbit. But rather than dropping off at that point, she has remained a constant feature, like Mission Control, monitoring my progress. Most importantly, (my mentor) has no intellectual jealousy. She was always happy to see others succeed, pushing them forward into the limelight while standing back in the shadows herself. UCSF Lifetime Achievement in Mentoring Award Nominees

14 Desired Characteristics of Mentors Sambunjak JGIM 2010 Personal Altruistic Patient Honest Motivator Active Listener Non-judgmental Reliable Relational Accessible Holds a high standard Compatible ( good match ) Professional Senior/well respected in field Knowledgeable and experienced

15 Effective Communication: The Key to Effective Mentoring Ear Full attention Eyes The single biggest problem in communication is the illusion that it has taken place» George Bernard Shaw To Listen One Heart Courage is what it takes to stand up and speak; it is also what it takes to sit down and listen.» Winston Churchill

16 Mentoring Programs

17 Does Mentoring Matter? Systematic review found 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) Survey of NRSA research fellows; those with an influential mentor more likely to have funding and to publish 1 or more papers per year. (Steiner JGIM 2002) Junior faculty with mentors have higher self efficacy (Feldman 2010)

18 Programmatic Mentoring Models Traditional dyad (senior/protégé) Peer mentoring Near-peer mentoring Team mentoring Distance mentoring Scope (project specific - broad) Time commitment (limited - open-ended) Recognition (paid - voluntary)

19 Characteristics of Successful Programs Structure and flexibility Defined expectations Clear and tangible outcomes School and departmental leaders hip Reward and recognition Administrative commitment Evaluation - process and outcomes

20 Enhancing Mentoring Competencies

21 Mentoring Skills Model MENTEE SPECIFIC SKILLS Learning Quickly Showing Initiative Following Through SHARED CORE SKILLS Acquiring Mentors Managing the Relationship Self Reflection EI Identifying Goals & Current Reality Building Trust Encouraging Sense of Humor Active Listening Inspiring Providing Corrective Feedback Instructing/ Developing Capabilities Encourage / Manage Risks Opening Doors MENTOR SPECIFIC SKILLS

22 Checklist for Mentees 1. Find a mentor... or two 2. Clarify your values and goals 3. Take charge of the relationship 4. Separate gracefully

23 1. Finding a Mentor... or two Competence Professional and interpersonal skills, knowledge, and experience Confidence Shares network, resources and credit Provides opportunities, supports risks Commitment Invests time and energy to mentoring Mentor should be available and accessible

24 Direction-Self-Direction Scale Goal: Guided independence and accomplishment Micromanagement Sink or Swim Source: Lee A, Dennis C, Campbell P. Nature s guide for mentors. Nature. 2007; 447 (7146):

25 2. Clarify values and goals: Nine Step Strategy for Mentees 1. Clarify your governing values 2. Prioritize your values 3. Identify your strengths 4. Where do you want to be 10 years from now? (consistent with values?) 5. How will you get there (1, 3, 5 year goals) 6. What skills or tasks do you need to achieve your one year goals? 7. Write a learning contract for each task. 8. Involve your mentor. 9. Repeat steps 6 and 7 for 3 and 5 year goals. (Pololi, 2006)

26 The Individual Development Plan (IDP) Self evaluate career success skills and interests Clinical Creative/scholarly Teaching/mentoring Leadership/management Interpersonal Values - personal and professional Short and Long term goals

27 When preparing for battle, I have found that planning is essential, but plans are useless. Dwight D. Eisenhower

28 Making the Most of Mentors The mentee is not an empty vessel receiving the mentor s advice and wisdom but, rather, an active participant, shaping the relationship. Zerzan et al. 2009

29 3. Take charge of the Relationship Managing up -- the mentee takes ownership of and directs the relationship, letting the mentor know what he or she needs... Managing up makes it easier for a mentor to help a mentee, which makes the relationship more satisfying and successful for both.

30 High Impact of Support and Challenge on Mentee Development (Daloz, 1999) Retreat Growth Challenge Stasis Confirmation Low Support High

31 4. Separation Freud and Jung 10 year collaboration ended in 1914 with philosophical schism-- and with sexual suspicions and blackmail.

32 Mentor Role Conflicts Role demands of a direct supervisor may conflict with the role demands of a mentor Manipulative Behavior Inappropriate delegation Credit taking Dyad Mismatch Values Work style Personality Negative Mentoring Experiences Distancing Behavior Neglect (most common negative behavior) Lack of mentor expertise Interpersonal and/or technical incompetence General Dysfunctionality Bad attitude Personal problems Eby 2000

33 The University of California, San Francisco Mission Faculty Bay Rooftop Mentoring of Program Genetech Hall

34 UCSF Faculty Mentoring Program Faculty Mentoring Program launched in in response to dissatisfaction with availability and quality of mentoring at UCSF Baseline survey revealed: More than 1/3 of faculty cannot identify a mentor Those without mentors more likely to spend more time teaching and/or in clinical activities Those with mentors have greater academic self efficacy (Feldman, 2010)

35 UCSF Faculty Mentoring Program Disseminated model: Mentoring Facilitators One on One career mentoring the mentee is expected to send their mentor an updated CV and Individual Development Plan prior to each meeting. Mentor/mentee development Workshops (speed mentoring), Dept retreats and Grand Rounds, FIWW etc

36 Executive Vice Chancellor and Provost Vice Provost Academic Affairs Chancellor s Council on Faculty Life Associate Deans Academic Affairs Director of Faculty Mentoring School of Dentistry School of Nursing School of Pharmacy School of Medicine Mentoring Facilitators (Dept/ORU) Mentoring Facilitators (Dept/ORU) Mentoring Facilitators (Dept/ORU) Mentoring Facilitators (Dept/Div/ORU) Mentor/Mentee pairs Mentor/Mentee pairs Mentor/Mentee pairs Mentor/Mentee pairs

37 Creating a Culture of Mentoring Mentoring Counts in Advancement and Promotion Mentoring Awards FMP Lifetime Achievement in Mentoring Award, Academic Senate DIM Awards; FMP Who mentored you? Evaluation of Mentors

38 A Team of Mentors Career Mentor: Responsible for overall career guidance and support for their mentee. Often affiliated with the Faculty Mentoring Program, the career mentor may or may not also serve as the scholarly mentor (see below). Scheduled meetings take place at least 2-3 times per year. Research (Scholarly) Mentor: Responsible for developing the creative and/or independent research careers of their mentees. Unlike the career mentor, the scholarly mentor must have expertise in the mentee s area of scholarship and help provide resources to support the mentees work. Scheduled meetings take place 1-2 times per month. Co-Mentor: Works with the mentee and scholarly mentor to provide specialized content area or methodological expertise. Scheduled meetings every 1-3 months.

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42 Mentor Development Program Bringing better health to more people more quickly!

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44 CTSI Mentor Development Program Goal: To train mid-career and early senior CT researchers in mentoring skills - build a community of mentoring excellence Senior mentors and MITs - discussion and networking 10 case based seminars over 5 months

45 CTSI Mentor Development Program Sample seminars: Rewards and Challenges ; Fiscal Realties ; Leadership Skills ; Grants ; Diversity To date: 38 graduates; 16 current MITs Graduates report increased confidence in mentoring skills (Feldman et al. 2009) Model program for national network of CTSAs* *(Johnson et al. Academic Medicine 2010)

46 Profiles: Mentor - Mentee Matching Bringing better health to more people more quickly!

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48 Find People

49 Profiles

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51 Key Issues to start and sustain a mentoring program Buy in/support from institutional leadership Make the business case Central guidance and accountability but encourage local innovation Recognition and rewards for mentorship Mentor/mentee development

52 Meaning is not something you stumble across, like the answer to a riddle or the prize in a treasure hunt. Meaning is something you build into your life. You build it out of your own past, out of your affections and loyalties... out of your own talent and understanding, out of the things you believe in, out of the things and people you love, out of the values for which you are willing to sacrifice something. John Gardner

53 THANK YOU