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Coaching and Mentoring: Keys to Career Development
John D Mahan, MDProfessor of PediatricsDirector of Medical Education for the OSU
Center for Faculty Advancement, Mentoring and Engagement (FAME)
Nationwide Children’s/OSU
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Who do they need?A 26 yo fellow needs to be able to prepare a better talk for the residents after not succeeding well the last time.A 27 yo pediatric nephrology fellow needs to figure out the research process for her fellowship.A 30 yo new faculty member is contemplating career development opportunities and needs help figuring out her best choices and how she will succeed over time.A 50 yo new Division Director would like to become a very effective Division Director.
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Objectives
1. Distinguish between coaching and mentoring2. Define how coaching contributes to effective
deliberate practice and skill acquisition3. Apply coaching and mentoring skills to assist
faculty and colleagues in improving performance
4. Describe how effective mentoring relationships are best initiated and developed
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Summary/Take Home Points
Coaching is something managers and leaders should be doing all the time!Coaching can be easy; good coaching courageous and hard.Beyond hiring and working with the right people, coaching is the best method available to create a successful team.Mentoring Relationships are Wonderful, Rare and Fragile Things.Like all relationships, successful mentoring depends on:
• The right match between people AND hard work on the part of both.Institutions can not and should not arrange but can facilitate mentoring; institutions should develop support programs for fellows and faculty to optimize success in complex environments.
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Describe Your Best Coach
Who?What made that Coach great?
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Describe Your Best Mentor
Who?What made that Mentor great?
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What is Coaching?
Process that assists people to reach their full potential (Senn Delaney Leadership Consulting Group)
Process that fosters self awareness and results in motivation to change (Dotlich & Cairo, Action Coaching)
Information/Actions that equip individuals with knowledge and skills to be more effective to themselves, their organization and their work (Coach Development Group)
•Shift from providing direction to initiating acting•Multidimensional – acting on performance, actions, creativity, momentum, motivation, transformations
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What is NOT Coaching?Content repackaged and presented: teaching techniques,
supervision skills, evaluation tools, feedback methods•Coaching is NOT a lecture or soliloquy
Therapy or counseling•Coaching: improving performance, reaching potential•Therapy: resolution of problems, healing
Mentoring•Mentoring = meaningful relationship, impact over time, significant development (Coaching = performance based)
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A Spectrum of Assistance
MentorsCoachesAdvisors
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What is Coaching?'Success comes from knowing that you did your best to become
the best that you are capable of becoming.'
http://www.youtube.com/watch?v=H7c97lub1lw
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Professional Coach asSherpa:Native guides who assist mountain climbers
•Accustomed to altitude, just as great coaches understand what life is like for high achievers•Can predict bad weather that makes climb dangerous, just as great coaches know dangers of high achievement•Design routes for the climb since they know the terrain just as great coaches can provide a valued path for high achievers•Offer suggestions, ideas and skill and resources needed by climber, just like great coaches do for professionals
Sherpa as Guide
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Coaching: Competence and PerformanceThe Challenge of Developing Professional Expertise
Deliberate PracticeConceptualization/Learning
Competence inPerformanceProfessional Expertise
Assessment:Feedback/CoachingReflection/Exploration
Ericsson KA Psych Rev 1993.
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“Coaches have to watch for what they don’t see and listen for what they don’t want to hear.”
John Madden
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What is a Mentor?
A trusted Teacher, Advisor or GuideSomeone committed to advancement of
the otherAn individual who is trusted by the
recipient
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Manager as CoachManagerial practice that helps employees learn and
improve problem work performance by providing guidance, encouragement and support.
An ongoing process for • improving problematic work performance• helping employees improve their performance & capabilities • empowering employees to exceed prior levels of performance• giving guidance, encouragement and support to learner/team
memberJoo B-K. Organizational Development J 2012
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Coaching ActionsSingular AdviceClear Feedback on PerformanceConstruction of Action (Improvement) PlanDemonstration of Effective ActionEncouragement/SupportInspiration
Level of Listening Specific Elements/ActionsAttending
Following
Reflecting
Eye contact and a posture of involvementProviding others with your time in a non-distracting environmentProviding the opportunity for others to ‘just talk’
Asking general open ended questions. For example: “How is your day going?” or “What was your experience of that conversation?”Minimal encourages that invite the person to continue talking. Encourages such as: “Yes”, “Really?”, “Hmm mmm”, “And?”Questions that directly relate to a person’s emotion. For example: “What is on you mind, Tom?” Attentive silence
Basic empathy. For example: “I understand you feel [emotion] because [specific situation]. Is this correct?”ParaphrasingReflecting feelingsReflecting meaning (linking feelings to content and context)
Active Listening
Harper B, Palmer R. Using active listening and powerful questioning with clients: The role of emotional intelligenceGENOS Co. Web accessed 12.4.13
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Powerful Questioning
ContentCon
tent
Proc
ess
Level 1
Level 2
Level 3
Level 4
Context
Values and beliefs
Hidden assumptions
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Coaching PracticePair PracticeA colleague in your group needs to prepare a better talk for the residents/staff after not succeeding well the last time.You agree to provide some coaching help………..
CoachFaculty member
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Action Plans[Goals, Objectives]
Achievable
SMART
Coach MentorTask Focused Tutor - instructionAssigned to individualUnilateral relationshipTime limitedRole based Authority
Person FocusedCounselor - guidanceChosen by individualReciprocal relationshipOpen EndedReputational authority
Mentors, Coaches: What’s in a Name?
Coach Mentor-Wants you to improve and perform to your potential-Most often driven by commitment to see you perform better and see team perform its best-Will jettison you or coaching effort if it is not best for team and/or coach
-Wants you to perform up to your potential and do your best-Effort always based on choice of Mentor and Mentee – never an assignment
-Committed to Mentee
Coach versus Mentor: Assignment
Dynamic reciprocal relationship Typically between two individuals One is advanced career incumbent Other is a less experienced person, Aimed at fostering development of less
experienced person
Mentoring
Healy and Welchert. Educ Res 1990; 19:17
Dynamic reciprocal relationship Typically between two individuals One is advanced career incumbent Other is a less experienced person, Aimed at fostering development of less
experienced person
Mentoring
Healy and Welchert. Educ Res 1990; 19:17
Mentoring is a Brain to Pick
an Ear to Listen andA Push in the Right Direction
John Crosby
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Mentors Help Long Term Development
Serve as confidant for highly sensitive issuesChallenge mentee to grow, reach, experimentGuide mentee in career decisions, pathsFocus mentee on inner passion and meaningProvide coaching or direct to good coaches
when needed
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Value of Mentorship in Academic Medicine: Positive Impact Faculty with mentors - higher satisfaction than those without Mentors important to faculty (95% adolescent med faculty)
Increased self assessed confidence in roles Increased understanding of means to success Improvement in research productivity (OR 2-3) & funding Increased rate of promotion Mentoring programs increased number of women with
mentors (from 31% to 65%) and increased % women who expect to be promoted (44% vs 71%)
Sambunjak. JAMA 2006; 296:1103Chen. Teach Learn Med. 2016; 28:320Efstathiou. PLoS ONE 2018; 13:e0207634
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Characteristics of Good MentorsAdjusted Odds Ratio* Factor (95% Confidence Interval)
Personal communication:Keep in touch regarding progress 4.69 (2.75–8.01)† Does not abuse power 2.95 (1.68–5.20)†
Skills, research and academic guidance: Provides advice on my goals/career plans 3.12 (1.68–5.77)† Provides opportunities to develop commun skills 2.04 (1.19–3.49)† Thoughtful advice on research 1.90 (1.08–3.34)†
Professional development: Provide counsel on professional decisions 3.40 (1.86–6.19)† Instrumental in building my professional networks 1.86 (1.07–3.24)†
* Adjusted for sex, ethnicity, academic rank and confounders. † P 0.05.
Am J Med 2002; 112
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19 Characteristics of Effective MentorsSelected Points Possesses selflessness and commitment to menteeʼs success Respects the mentee and mentoring relationship Engages in self-reflection and demonstrates personal openness Functions as guide/facilitator rather than director/dictator Possesses knowledge of institution, professional field and/or
academic culture Advocates for mentee
Geraci. Am J Med Sci 2017;353:151
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OSU Faculty Development for Medical Educatorshttps://fd4me.osu.edu/
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Roles of a Good Mentor
Sounding boardProblem solverRefereeFlaw finderEmpathizer
CoachNetworkerMirrorConfidant
Grainger BMJ 2002
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Coaching Self-Assessment Toolkit
Listening SkillsTrust RatingCoaching Qualities
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Coaching Techniques Toolkit
Active Listening SkillsPowerful QuestioningSMART Action Plans
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Mentoring Toolkit
Mentoring Needs Assessment ChecklistSample Mentoring ContractAcademic Success: 4/20 Habits of
Successful Academicians
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Summary/Take Home Points
Coaching is something managers and leaders should be doing all the time!Coaching can be easy; good coaching courageous and hard.Beyond hiring and working with the right people, coaching is the best method available to create a successful team.Mentoring Relationships are Wonderful, Rare and Fragile Things.Like all relationships, successful mentoring depends on:
• The right match between people AND hard work on the part of both.Institutions can not and should not arrange but can facilitate mentoring; institutions should develop support programs for fellows and faculty to optimize success in complex environments.
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Questions?
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Additional Slides
Adapt Personal Coaching and Mentoring Style to Characteristics of Different Generations
Veterans (1922-1945) - ~ 55 millionTraditionalists, respect the system, work hard for security,
satisfied with lot in lifeBaby Boomers (1946-1964) - ~ 80 million
Respect experience and intentions, like to work, want to make a difference – “live to work”
Generation X (1965-1980) - ~ 50 millionRespect expertise, skeptical of status quo, “work to live”
Millenials (1981-2000) - ~ 80 millionConnected, internet age, world conscious, desire meaning,
accept direction, “work to live”
Smith (AJM 2005) Medical professionals and the generation gap
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Faculty Beliefs About MentoringUS Faculty: 48% of women vs 30 % of men believed that lack of mentor had negatively impacted their careers.Female surgeons in Germany: 70% thought lack of mentoring was deleterious and 80% thought mentoring would improve status of female surgeons.US Faculty: 44% of women vs 33 % of men thought that a same sex mentor would be more desirable.32% of women vs 10% of men thought their mentors had used their work inappropriately.
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Tips for Mentors: Selecting Your Mentee
People who will return your investment of timePeople who you believe inPeople who have good ideasPeople who are already getting things donePeople who live up to their commitmentsPeople who want your feedback and counselPeople who are loyalPeople who influence others
John C Maxwell. Mentoring 101
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Setting your Mentees up for Success
Treat your Mentees like they are already a “10”Help them identify their strengths and find a position to capitalize on them
• Identify areas and opportunities for skill developmentOpen doors for them
• Facilitate research collaborations• Enhance national recognition• Recommend career advancement opportunities
Share the lessons you have learnedBe willing to deal with the tough stuff
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Logistics of MentoringAgree upon expectations; set boundaries
• Confidentiality and respect; handling disagreements, timeSet goals for relationship
• Identify metrics and timeline for assessment. “How will we know that this relationship is working?”
Mentor Meetings• Questions and Listening >>> Answers and Talking• Planning: technical issues• Advice and Support: career and life• Problem Solving: circumventing road blocks• Visioning
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Personality Characteristics Influence Mentoring
Initiating Mentoring
Internal Locus of Control
High Self Monitoring
High Emotional Stability
Career Success
Turbin D, Dougherty T. Role of Protégé Personality in Receipt of Mentoring and Career Success. Acad Manage J 1994 37:688
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Tips for the MenteeInitiate the relationship for the right reasons
• Someone who you admire and respect, who has traversed your path, who you feel comfortable with
Be honest about your goals for the relationshipHonor your commitmentsAccept feedback
• You can't let praise or criticism get to you. It's a weakness to get caught up in either one. John Wooden
Do your homework and respect your mentor’s timeDon’t hold onto relationships that aren’t working
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Broken RelationshipsTransference and CountertransferenceBoundary CrossingPersonality ClashesIncongruent or diverging GoalsMisattributions of work/abuse of power Enforced servitudeInsufficient Time
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How do People Succeed in Academics?
• Start with existing work
• Refine with experience
• Test New Ideas
Gain Expertise
• Encourage peer review
• Test in different settings
• Refine with input
Share Expertise
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What do People Need to Succeed?
TrainingCoachingSupport
Sponsorship
Who should provide this?
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Important Lessons from Trusted Colleagues
Rules and regulationsSocial NormsPolicies and proceduresGetting things done
Explicit Tacit
Values and behaviorsSupport, Empathy, Loyalty, Truth Telling, Responsibility, Reliability
Opportunities and Introductions
