Does Mentoring Matter: Enhancing Mentor Development and...

Copyright © Mitchell D Feldman, MD, MPhil.

Does Mentoring Matter: Enhancing Mentor

Development and Assessment

Mitchell D. Feldman, MD, MPhilProfessor of Medicine

Director of Faculty MentoringUniversity of California, San Francisco


What is Mentoring?



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.”


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.


Mentor as Role Model

• A person considered as a standard of excellence to be imitated (Wright, et al)

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.


Mentor as Teacher

• Educate mentee about research content and methods

• Clinical/teaching skills• How things work


Mentor as Superhero

• Protector• Advocate

“Mentor can manipulate the world around him with his mind.”


Mentor as Advisor and Guide

• ‘a trusted counselor or guide’

• Self reflection and value clarification


Mentor as a “Guiding Light” “How to Mentor and Find Life’s Purpose” Eric Liu

• OED: Mentor is ‘a trusted counselor or guide’


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


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


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


Desired Characteristics of Mentors

• 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

Sambunjak JGIM 2010


Effective Communication: The Key to Effective Mentoring

• ““The single biggest problem in communication is the illusion that it has taken place”

» George Bernard Shaw

• “Courage is what it takes to stand up and speak; it is also what it takes to sit down and listen.”

» Winston Churchill

Ear

Heart

One

Eyes

Full attention

To Listen


Mentoring Programs


Does Mentoring Matter?• Systematic review found association between having a

mentor and:Completing a research projectNumber of publicationsLikelihood 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)


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)


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


Enhancing Mentoring Competencies


Mentoring Skills Model

MENTEESPECIFIC SKILLS

MENTORSPECIFIC SKILLSAcquiring

Mentors

LearningQuickly

Showing Initiative

Following Through

Managingthe Relationship

InspiringProviding Corrective Feedback

Encourage / Manage Risks

Opening Doors

Instructing/DevelopingCapabilities

Identifying Goals& Current Reality

Building Trust

Encouraging

SHARED CORE SKILLS

Sense of Humor

Self ReflectionEI

Active Listening


Checklist for Mentees

1. Find a mentor . . . or two2. Clarify your values and goals3. Take charge of the relationship4. Separate gracefully


1. Finding a Mentor . . . or two

• CompetenceProfessional and interpersonal skills, knowledge, and experience

• ConfidenceShares network, resources and creditProvides opportunities, supports risks

• CommitmentInvests time and energy to mentoringMentor should be available and accessible


Direction-Self-Direction Scale

Goal: Guided independence and accomplishment

Micromanagement Sink or Swim1 2 3 4 5 6 7 8 9 10

Source: Lee A, Dennis C, Campbell P. Nature’s guide for mentors. Nature. 2007; 447 (7146): 791-7.


2. Clarify values and goals: Nine Step Strategy for Mentees

1. Clarify your governing values2. Prioritize your values3. Identify your strengths4. 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)


The Individual Development Plan (IDP)

• Self evaluate career success skills and interests

ClinicalCreative/scholarlyTeaching/mentoringLeadership/managementInterpersonal

• Values - personal and professional• Short and Long term goals


“When preparing for battle, I have found that planning is essential,

but plans are useless.”

Dwight D. Eisenhower


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


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.”


Retreat Growth

Stasis Confirmation

Cha

lleng

e

Support

High

Low High

Impact of Support and Challenge on Mentee Development (Daloz, 1999)


4. Separation

Freud and Jung10 year collaboration ended in 1914 with philosophical schism-- and with sexual suspicions and blackmail.


Mentor Role Conflicts

Role demands of a direct supervisormay conflict with the role demands

of a mentor

Manipulative Behavior

Inappropriate delegation

Credit taking

Distancing Behavior

Neglect (most common negative

behavior)

General Dysfunctionality

Bad attitudePersonal problems

Lack of mentor expertise

Interpersonal and/or

technical incompetence

Dyad MismatchValues

Work stylePersonality

Negative Mentoring

Experiences

Eby 2000


Mission Bay Rooftop of Genetech HallMission Bay Rooftop of Genetech HallThe University of California, San Francisco

Faculty Mentoring Program


UCSF Faculty Mentoring Program

• Faculty Mentoring Program launched in 2006 - 2007 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)


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


Executive Vice Chancellor and

Provost

Vice Provost Academic Affairs

Director of Faculty Mentoring

School of Dentistry

School of Nursing

School of Pharmacy

School of Medicine

Mentoring Facilitators(Dept/ORU)



MentoringFacilitators

(Dept/Div/ORU)

Mentor/Mentee pairs

Mentor/Mentee pairs

Mentor/Mentee pairs

Mentor/Mentee pairs

Chancellor’s Council on

Faculty Life

Associate Deans Academic Affairs


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


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.





Bringing better health to more people more quickly!

Mentor Development Program



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

– http://ctsi.ucsf.edu/training/mdp-materials


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)


Bringing better health to more people more quickly!

Profiles: Mentor - Mentee Matching



Find People


Profiles



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


“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


THANK YOU

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