Mentee-focused Mentoring Training and Evaluation: Multiplier Effect from the Mentor-Mentee Dyad

Transcription

1 Mentee-focused Mentoring Training and Evaluation: Multiplier Effect from the Mentor-Mentee Dyad Anne M. Libby, Ph.D. Associate Professor, Skaggs School of Pharmacy Joint Appointments in Medicine, Public Health, Economics Director, K12 Comparative Effectiveness Research (AHRQ) Director, CCTSI Clinical Faculty Scholars Program Director, CCTSI Colorado Mentoring Training Program (CO-Mentor) Founding Director, CCTSI Leadership in Innovative Team Science (LITeS)

2 Acknowledgements John Steiner MD, Allan Prochazka, MD, Diane Fairclough, DrPH, Jean Kutner, MD, Steve E. Ross, MD, Adit Ginde MD (Clinical Faculty Scholars Program) Judith Albino, PhD, Kathy Kennedy, DrPH (CCTSI LITeS program); Judy Zerzan MD, Gregory Austin, MD (CCTSI CO-Mentor program); Jane EB Reusch, MD and Marc Moss, MD (CCTSI ETCD core) NO Financial conflicts of interest

3 Objectives 1. CCTSI Colorado Mentoring Training Program (CO-Mentor) 2. Conceptual model of mentee-focused mentoring training and evaluation Model of academic persistence 3. Break out session discussion on role of mentee in mentoring success, in mentoring evaluation

4 Structured workshop training for dyads of mentor/mentees I. COLORADO MENTORING TRAINING PROGRAM (CO-MENTOR)

5 Business Case for Mentoring Training 75% of research grant budgets are for personnel greatest resource in science human capital Career development skills needed, especially to recruit/retain Education, Training, Career Development (ETCD) Core Mentored research training (TL1, KL2, CER K12, K2R) Career Development for junior, senior faculty, including structured mentoring, leadership training

6 Value Proposition for Dyad-focused Training and Evaluation Mentoring effectiveness metrics limited by unmeasured characteristics of mentee Mentoring commonly done in virtual team Mentors are high opportunity cost providers of mentoring vs. mentees Mentoring training multiplier effect, mentee training builds bench Relationship is key because mentoring is experiential; dyad forms partner with shared language, goals, endorsement to learn

7 CO-Mentor Tenets of Mentorship (and mentoring training) 1. Relationship is primary 2. Mentee is leader 3. Mentor is facilitator with resources and support Goals of training are skill building, enhanced mentoring relationship => mentoring effectiveness (self-defined)

8 CO-Mentor Training Plan Workshop training for up to 25 voluntary dyads Mentor (M) and mentee (m) 4 One-day sessions for both Active learning intersession work in dyad, with peer (another M or m) Practice new skill, debrief with M/m Personal Career Development Plan Behavioral change goals using peer mentoring

9 CO-Mentor Workshops Session 1: Career Mapping/CV review Personal Career Development Plan Communication Styles Session 2: Coaching Skills Personal Narrative/statement Effective Letters of Support

10 CO-Mentor Workshops Session 3: Values Clarification/ Goal Setting Managing Up (mentees only) Giving and Receiving Feedback (mentors only) Session 4: Meaning of Work Time Management Networking

11 Pre-program Eval: Quant and Qual All participants, M/m same items (n=46, 23 each) Mentors join for mentee; mentee for career skills Mentees ask mentor to join 2x more than reverse 40% Mentors are junior faculty with fellows Characterize relationship (senior-junior?, time) 36% lt 1 year; 20% 1-2yr; 44% gt 3 years

12 Pre-program Eval: Continued Satisfaction, mentoring relationship ( of 5) Mutual respect, shared responsibility, freq/responsiveness communication, mutual benefit Types of guidance sought/provided Methodological, Content, Admin, Career Discordance 50% pairs on asked/provided Levels of confidence, specific mentoring skills 1 to 3, not at all confident to very confident Mentors lower confidence than mentees on 4 of 9 skills

13 Mentors Doing the CV review with 2 other people. Helpful to see what the CV was portraying about you and gave me a new way to look at my mentee's CVs to help them. Chance to interact with other faculty members and share experiences. Writing better letters of support and providing advice to others about suboptimal language in letters --using coaching techniques as a tool for problem solving in a variety of situations I am clear about my goals, but this was an excellent exercise for my mentee to begin at the session. I will continue to discuss goals with her. Increased the detail of my interactions with the mentee.

14 Mentees Great insight as to why I have problem communicating with some individuals and reasonable tools to help improve Learning the difference between coaching and mentoring. Practicing coaching in safe environment. Examples of good vs. bad letters of recommendation valuable in writing letters for others, but more importantly when drafting one for myself. Coaching techniques an interesting exercise in self-directing. Managing up was very elucidating on what makes a good mentee. Dreaded the values part but felt it was actually helpful to clarify my interests in my life. Will help me be a better mentee and mentor (as I start to transition to it)

15 Conclusions from CO-Mentor M s rate lower confidence on 50% skills than m s Mentees use virtual mentoring teams Short recruitment period to gain research funds Mentees lower opp cost producers of skills, and have most to personally gain: efficient Personal career development skills are developmental in nature Readiness best know by individual Transactional/relational best learned with partner

16 Model of academic persistence II. THEORY, EVIDENCE TO GUIDE MENTORING TRAINING

17 Conceptual Framework Tinto s model of Academic Persistence Literature on who succeeds, who fails to complete education Manson adapted for research trainees and mentoring in academic medicine Focus on person-environment fit Interdependence of 1. Individual competence 2. Program structure 3. Institutional climate

18 Faculty-University Fit Faculty perception of fit with University setting persistence to goals and success 1. Perceptions of warmth and receptivity in institutional environment 2. Sense of cultural congruity 3. Manage academic stress CO-Mentor sees mentoring relationship specific, dynamic, personification of institutional warmth

19 Conceptual model: development of a research career

20 Role of Mentor/Coach strengthened with trained mentee Ask questions of mentees to identify, clarify for themselves meaning, goals in work Coaching skills Mentee s own self assessments, reflections, behavior change Needs assessment, link to resources, make it OK for person to get help from others Mentoring skills, networking, managing up, multiple mentors

21 Perspectives on role of mentee in mentoring success III. SMALL GROUP DISCUSSIONS AND DEBRIEF

22 Thank you! Questions?

23 CCTSI ETCD Career Development Clinical Faculty Scholars Program (CFSP) 2-year program for junior faculty, sponsored by home departments Goals: establish independence in outcomes research through guided project development, educational seminars, & intensive mentorship Since 2004, >$15M in external funding Leadership in Innovative Team Science (LITeS) 1-year program for senior & mid-career faculty (since 2008) Goals: create a network of leadership-trained colleagues; enhance innovation and careers in science; and foster team science Colorado Mentoring Training (CO-Mentor) 1-year program for mentor/mentee pairs (since 2010) Goals: build CCTSI mentoring capacity and enhance mentoring outcomes