*May 5, 2015, 9:30-11:00 am, Rm 103, Y C Liang Hall

Transcription

1 Personnel Office Mentoring Junior Academics *May 5, 2015, 9:30-11:00 am, Rm 103, Y C Liang Hall *Guest Speaker: Professor Fanny Cheung

2 Content Background Current Mentoring Efforts in CUHK Review Processes for Early Career Academics Mentoring vs Staff Review A Mentoring Culture for CUHK 2

3 Background On April 20, Provost held a town hall meeting on CUHK substantiation and promotion process to early career academics. About 150 attendees, mostly Assistant Professors and a few Associate Professors Informative presentation on the review process, timeframe, knowhow, assessment criteria and FAQ. Well-received session, recorded and retrievable: As a consolidating effort, developing mentoring culture at the departmental/ faculty levels will be essential in supporting the career development of early career academics. 3

4 Current Mentoring Efforts in CUHK Department Chairman or senior faculties assume a mentoring role to guide their junior faculties through various staff review processes e.g. annual appraisal review, substantiation and promotion review, and other career development decisions like switching from the research academic track to a professoriate appointment Mentoring efforts with different degree of intensity are existing in some of the departments or programs 4

5 Review for Early Career Academics Professoriate Track ~300 ASTP; all on a contract; ~85% on substantiable-track ~260 ASOP; ~85% has been substantiated; most of the rest are on substantiable-track (data as at April 2016) PhD Assistant Professor Associate Professor Subject to 6-year up-or-out limit with review for substantiation and promotion to Associate Professor Professor 5

6 Substantiation in the Past 3 Academic Years Deferral of Review Granted 11% 7% Not Processed 131 cases Among the 108 cases reviewed for Substantiation: 82% (108 cases) Review for Substantiation Note: Data are based on the records of past 3 academic years as of April 11, % Unsuccessful (incl. 3% accelerated cases) 79% (85 cases) Successful (10% accelerated) 6

7 Review for Early Career Academics (Cont d) Research Academic Track Research ASTP (contract) Research ASTP is subject to the 6-year up-or-out limit w/o the prospect of substantiation Research ASOP (contract) In the past 3 Annual Staff Review Exercises: 12 cases were due for review; 2 cases were reviewed; both successful 10 cases were not reviewed because of re-appointment to another post, resignation etc. 7

8 Mentoring vs Staff Review Mentoring effort should not be only a parallel system for staff evaluating processes but should embrace a wider goal to support colleagues career development and advancement. Mentoring effort may or may not result in successful application(s) for substantiation, promotion or an academic post. 8

9 A Mentoring Culture for CUHK Professor Fanny M. Cheung 9

10 Outline Basic Values of the University Needs of Professors Career Course Benefits of Faculty Mentoring Forms of Mentoring Coverage of Mentees Mentor and Mentee Relationship

11 Outline Best Practices Characteristics of Effective Mentoring Programmes Desirable Mentor Attributes Common Mentoring Challenges Sharing of Practices at CUHK

12 Basic Values of the University Assets of the University Human Talents Teachers Students 12

13 Basic Values of the University How to Cultivate our Human Talents? Students we have paid much more attention on the academic and personal development of our students Teachers what have we done for their development? 13

14 Needs in Professors Career Course Assistant Professor Career Success - Tenure & promotion Input to work out a plan for key career evaluation points (e.g., contract review, substantiation review) Timely feedback on early outputs (submissions, papers, grants) Academic Performance Independent guidance on concerns in the classroom, lab, or department Help determine priorities and avoid pitfalls in research 14

15 Needs in Professors Career Course Assistant Professor Networks Assistance in building networks at CUHK Advice on conferences and professional associations in the discipline Institutional Navigation Obtaining administrative support, e.g. grants, teaching Tacit knowledge about the University, priorities, norms, structures, practices, and resources Service when to say yes or no, at what levels to participate A sense of inclusion 15

16 Needs in Professors Career Course Associate Professors Guidelines for advancement Career directions Expanding research networks outside university Building international collaboration Learning management skills Getting credit for service Full Professors Goals and plans for life at the top Developing leadership characteristics & skills Recognition and rewards Establishing leadership in the discipline Navigating university administrative system Transparency in appointments of administrative positions Administrators Communication, people management & problem-solving skills Budget concepts Running meetings Familiarization of policies and systems Navigating the administrative networks Leadership style 16 D. Bilimoria, Best Practices in Faculty Mentoring, Case Western Reserve Univ., 2011.

17 Benefits of Faculty Mentoring Highly correlated with research productivity More meaningful collegial relationships Reduce feelings of isolation, separation, fragmentation & loneliness in the institution Higher job satisfaction Better staff retention 17

18 What is a Mentor? Homer's Odyssey: Odysseus, king of Ithaca, fights in the Trojan War and entrusts the care of his household to Mentor, who serves as teacher and overseer of his son A trusted advisor, friend, teacher and wise person 18

19 What is Mentoring? A fundamental form of human development where one person invests time, energy and personal know-how in assisting the growth and efficacy of another person May serve a variety of roles which encompass professional, personal and social growth 19

20 Forms of Mentoring Spectrum ranging from: Formal/Structured Administered centrally Expectations shared and monitored More people participate in the matching Time-bound mentoring Non-voluntary Written feedback Process and effectiveness are evaluated Informal/Unstructured No administrative oversight Expectations may be shared informally Fewer people participate in the matching Indefinite Voluntary Informal feedback No formal evaluations 20 D. Bilimoria, Best Practices in Faculty Mentoring, Case Western Reserve Univ., 2011.

21 Forms of Mentoring Formal/Structured (Sample activities) Senior faculty are selected and specifically trained in mentorship All junior faculty are formally paired with a senior faculty mentor School-wide mentorship kick-off event to start the relationship Bi-annual mentorship gatherings for discussion of career progress Quarterly workshops on career development, grant writing, achieving tenure Mentees receive annual written feedback from mentors 21

22 Forms of Mentoring Informal/Unstructured (Sample activities) Chairs meet with junior faculty and new faculty to discuss their learning needs Chairs then discuss potential appropriate mentors, and facilitate appropriate connection Mentors and mentees work out the details of this relationship 22 D. Bilimoria, Best Practices in Faculty Mentoring, Case Western Reserve Univ., 2011.

23 Forms of Mentoring One-on-one mentoring Group mentoring Zone mentoring (by area of expertise) Peer mentoring E-mentoring Annual review meetings with Department chair and mentors Seminars, panel discussions, academic performance and career development workshops 23

24 Coverage of Mentees Depending on objective and availability of mentors: Lecturers Research Assistant Professors Assistant Professors Associate Professors Professors 24

25 Mentor-Mentees Relationship Mentor Roles Listen patiently Build a relationship Nurture self-sufficiency Establish protected time together Share yourself Provide introductions Be constructive Don t be overbearing Mentee Roles Listen patiently Have a positive attitude Share with your mentor reasons for your decisions Be prepared to learn from your mentor Actively seek advice from your mentor and others both in and out of your department Act on advice from your mentors Source: Advisor, Teacher, Role Model, Friend, National Academy of Sciences National Press, Washington DC. 25

26 Mentor-Mentees Relationship Mentoring effort should embrace a wider goal to support colleagues career development and advancement, but not be confused with staff evaluating processes Mentoring may or may not result in successful application(s) for substantiation, promotion or an academic post 26

27 Characteristics of Effective Mentoring Programmes Clearly stated purpose, goals & administrative structure Support from top level management Integration with a more comprehensive strategy for faculty development Needed resources are provided/available Recognition of mentors efforts Evaluation to ensure proper implementation 27

28 Characteristics of Effective Mentoring Programmes Programme design includes the following elements Formal initiation & ending of program with timeline Stated qualification of mentor Mechanism for matching mentors & mentees Training for mentors & mentees Orientation to set expectations Each pair of mentor-mentee commits to a mentoring agreement listing goals and activities specific to the mentee Systematic contact by the mentoring coordinator to answer questions, trouble shoot and monitor progress 28

29 Desirable Mentor Attributes Competence Professional knowledge, experience & contacts Understanding of university culture and resources Interpersonal skills & good judgment Confidence Shares network of contact & resources Offers critical and supportive assessment Encourages mentee to develop in own terms at different stages of development Shares credit Commitment Invests time, energy & effort Accessible 29

30 Common Mentoring Challenges & Actions Junior faculty reluctant to receive mentoring Action: Reassure them that mentoring is independent of staff appraisal Department size: sometimes just not enough senior faculty mentors Action: Use a variety of mentoring practices or Facultylevel programme Time challenges: the best mentors are very busy; mentees sometimes don t perceive their own time investment to be worthwhile Action: Set a schedule of meetings and co-develop agenda 30

31 Common Mentoring Challenges & Actions Mentors and mentees have to informally manage on their own Actions: Provide administrative support, establish guidelines and expectations, provide oversight of the process Perceptions and expectations of mentoring differ between senior and junior faculty Action: Discuss expectations early and often; Coordinator to mediate Department culture does not always support mentoring Actions: Involve department chair and senior faculty throughout the process; periodically discuss mentoring in department faculty meetings 31 D. Bilimoria, Best Practices in Faculty Mentoring, Case Western Reserve Univ., 2011.

32 Sharing of Practices at CUHK Women s Support Network established by the Task Force on Women & Family-Friendly Policies (supplementary to faculty mentoring) Faculty of Medicine 32

33 Faculty of Medicine Academic Career Development Programme for Junior Faculties

34 Purpose To ease the anxiety of newly recruited junior faculty members To enhance a smooth transition to the CUHK community To facilitate the growth of junior members in the academic environment in CUHK and in Hong Kong To make CUHK a welcoming organization to all new recruits

35 Areas in Mentoring of Junior Faculty Members General Mentoring Research Development Teaching Development Personnel Management/Administration Communication Training Entrepreneurship Training

36 Proposed Programme Tentative Schedule A recurrent programme to be organized at the start of each academic year, with workshops/seminars on specific topics over the year. Two full-day workshops in a year including: 1 half-day workshop on research development; 2 half-day workshops on teaching and assessment; 1 half-day workshop on mentoring skills, communication skills, and entrepreneurship. Talks and seminars in specific topics (bioethics, administrative structure and procedures, etc) on a voluntary basis over the year. Target Audience Junior Faculties (e.g. Clinical Lecturers, Lecturers, Assistant Professors, Research Assistant Professors)

37 Mentoring of Junior Faculty 0ne-on-0ne Mentoring by Senior Member in similar or related discipline - start at the time when the junior faculty member is appointed Establish Mentorship Award - candidate nominated by mentees - candidacy depends on performance of mentee. Annual mentor-mentee dinner to recognize the contributions of the mentors Women mentor support Faculty based experience sharing sessions Recruit mentors An issue needs to be addressed by Dept/Sch

38 Research Development Research Grants Training in research ethics Seminars collaborate with Center for Bioethics Mandatory grant writing workshops Conducted by colleagues successful in winning competitive grants Vetting and editing of grant application Mandatory for junior members without any grant history Experience sharing by successful grant winners Faculty organized experience sharing sessions Visits of panel members of major granting agencies Invite members of grant review panels to visit and meet with faculties

39 Research Development Manuscript Writing Manuscript writing workshop Conducted by academic editor of the University Editing service Contract editing service by commercial sources Visit by editors of high impact journals Allow members to have firsthand information on how to be accepted by those journals

40 Proposed Workshop Introduction (from bench to bedside to bench) WY Chan and J Chan) 5 min Ethics in basic research (Dewi Rowland, director, laboratory animal services ) 15 min Ethics in clinical research (B Zee, director, clinical research ethics committee) 15 min Standard operating procedures (SOP) and good clinical practice (GCP) (J Chan, director, Clinical Research Management Office) 15 min How to protect intellectual property (Walter Ho, Director, ORKTs) 15 min What is entrepreneurship (Kevin Au, Director, Center for Entrepreneurship) 15 min Lessons learnt from conceptualization to practice (Rossa Chiu and J Chan) 20 min Panel discussion 20 min

41 Teaching Development Goal: To build a teaching portfolio that can be used to help academic advancement of junior staffs. Scheme: Provide a list of information for staff to pick from Teacher training modern pedagogy and concepts 2 half-day workshops/yr on teaching and assessment Teaching practicum new technology- voluntary

42 Personnel Management/Administration Talks/lectures: Understand the University s Academic Personnel System (FAPC members, Personnel Office) Academic Ranks, Review Processes and Assessment Criteria Psychological issues recruit speakers on stress management. Suggestions on how to manage office/laboratory/clinic personnel Knowledge on how to manage self - emotional management, interpersonal skills, etc. Talks to be attended on a voluntary basis. Offered at the beginning of appointment and over the year

43 Communication Training Proposed Workshops/Seminars Public Speaking Workshop/seminar by renowned public speakers Media Training Workshop/seminar by senior editors/media practitioners Political & Media Landscape Seminars by public affairs consultants

44 Example of Media Training Workshop Interactive Presentations conducted by media consultant 1 hr Medical landscape, covering interaction of the traditional, tradigital, social and owned media Media skills, covering Dos and Don ts in media interview, message house Real-life video examples Discussion and Q&As Mock interview 30 min 30 min

45 Entrepreneurship Training Entrepreneur advisory committee members from the industrial community Information seminars provided by ORKTS Entrepreneurship workshops invited speakers from the business community Offer to all staff members

46 Thank you for your attention

47 Additional Reading on Best Practices Hanover Research (January 2014). Faculty mentoring models and effective practices. Models-and-Effectives-Practices-Hanover-Research.pdf President s Emerging Leaders Program ( ). Faculty Mentoring at the University of Minnesota. eport.pdf Columbia University, Office of the Provost. Guide to best practices in faculty mentoring: A roadmap for departments, schools, mentors and mentees. _best_practices.pdf 47

48 The Way Forward: A vital faculty enhances the productivity and congeniality of the Department and is essential to the mission of the University;.. It is up to your leadership 48