48
Mentee-Driven Mentoring: Relationships, Models, and Programs APPD Fall Meeting Nancy D. Spector, M.D. September 17, 2014
Mentee-Driven Mentoring: Relationships, Models, and Programs
APPD Fall Meeting
Nancy D. Spector, M.D. September 17, 2014
Disclosures
• Dr. Spector has documented that they have no financial relationships to disclose or Conflicts of Interest (COIs) to resolve.
• She has also documented that their presentation will not involve discussion of unapproved or off-label, experimental or investigational use.
Acknowledgements
Some of the content was developed in collaboration the following colleagues: Darshita Bhatia Sharon Calaman Mario Cruz Blair Dickinson Benard Dreyer Marianne Felice Mackenzie Frost Christine Gleason Maryellen Gusic Leonard Levine Elizabeth Maxwell Theodore Sectish Barry Solomon Janet Serwint
Objectives
• Articulate the importance of mentoring • Highlight qualities of effective mentors and
mentees • Identify key factors to successful mentoring
relationships – With an emphasis on the role of the mentee
• Detail strategies to obtain mentors through your professional networks
• Determine your portfolio of mentoring options
Why is Mentoring Important?
Why is Mentoring Important?
• Complexity of professional roles – Often multiple roles – Turnover of leadership – Changing incentives
• Accountable care organizations
• Constant and rapid change
Mentoring provides stability, grounding, and opportunities for professional growth
Why is Mentoring Important?
• Mentoring has a positive effect – Career choice – Career satisfaction – Research productivity – Professional advancement
Bland CH. Academic Medicine 1992; 67: 385-397. Hitchcock MA. Academic Medicine. 1995: 70: 1108-1116.
Flexman and Gelb. Current Opinion in Anesthesiology 2011, 24:676 – 681
Impact of Mentoring
Presence of mentor associated with: • Greater confidence • Higher self-efficacy • Greater career satisfaction and success
Driessen EW. Med Educ. 2011;45, 438-9 and Palepu A. Acad Med. 1998; 73:318-22.
Descriptions and Differences: Advising and Mentoring
• Advisors – Are task-oriented – Provide specific
instruction, information, or direction such as: • Senior practice partner • Hospital department
chair • Chapter or Section
leaders
– Engage in short term relationships
• Mentors – Are mentee-focused – Foster personal and
professional growth of the mentee / protégé
– Facilitate other professional collegial relationships
– Engage in long term relationships
• Goes beyond traditional social, emotional, and personal growth and development
• Focused on advancement • Predicated on power
– Sponsors leverage their own power and reputational capital
• Provide advice specific to stretching into a role, position or assignment
Foust-Cummings H, Dinolfo S, Kohler J. Sponsoring Women to Success. Catalyst. 2011. www.catalyst.org.
Sponsorship
Benefits of Sponsorship for Protégé
• Mitigates perceived risk • Facilitates the recognition of “value-
added” to their career • Promotes development of skills that
support advancement • Enables protégés to gain visibility • Means for women to overcome the
double bind
Professional Coaching
• Executive coaching for health professionals
• Shared goals and accomplishments – Rising leader – Organization itself – Leader’s role
• Contractual relationship
What Good Mentors Do
Good Mentors • Utilize adult learning theory • Adopt effective teaching strategies • Have values drive the relationship • Promote self-reflection
Qualities of Mentors
• Inspirational • Empathetic • Honest/credible • Available/approachable • Role model • Resourceful • Listener/communicator • Modesty/humility • Flexible
Ludwig S. J Pediatr 2008; 152: 151-152.
Qualities of Mentees
• Motivated • Self-reflective • Honest • Organized/persistent • Active • Creative • Receptive • Humble • Resilient
Ludwig S. J Pediatr 2008; 152: 151-152.
A Mentoring Relationship to Avoid
Challenges for Mentors
• Lack of training in effective mentorship
• Time limitations • “Mentor fatigue”
– Too few senior faculty • AAMC 2012 Pediatric faculty
data – Full professors are 20% of
the faculty – Women full professors are
5.9% of the faculty
Challenges for Mentors
• Mentoring members of a different generation – What millennials want
• Help navigating career path • Straight feedback • Hands on coaching • Sponsorship for formal programs • Flexible schedules
– Millennials very willing to provide reverse mentoring
Meister JC, Willyerd K. Harvard Business Review May 2010: 68-72.
Key Factors to Successful Mentoring Relationships
• Supportive environment – Institutional or organizational
culture – Availability
• Values – Core values – What is really
important to you! – Shared between mentors and
mentees – Professional development
planning based on these values
Pololi. Academic Medicine. 2002;77:377–384.
Please Mentor Me!
“Managing up”
Cultivating the Mentoring Relationship
• Driven by mentee • Requires periodic
audits or evaluations • Explore and discover
optimal communication techniques
Roles and Responsibilities of Mentees • Initiate mentoring
relationships – Seek out and engage mentors
• Mentors don’t always come to you – Articulate goals – Assist in setting expectations
• Drive and direct relationships – Take ownership – Establish focus, scope, and
timelines (logistics) – Provide feedback about
relationships
Cultivating the Mentoring Relationship Mentors and Mentees should •Agree on objectives and structure
– Plan and set meeting agenda – Create timeline with benchmarks and
due dates •Be proactive --Ask questions •Be explicit about needs/requests of mentor
– Consider what the “return on investment” is for the mentor
•Ask for feedback – Listen and respond
•Complete tasks….on time! From Gusic M. Effective Mentoring in Up to You: The Role of the Mentee
2011 PAS Meeting. Denver, CO
• Regularly assess and discuss goals
• Communicate honestly • Talk about next steps • Ask for recommendations
for other mentors • Keep the door open to
future collaboration
Ending Mentoring Relationships
From Gusic M. Effective Mentoring Is Up to You! The Role of the Mentee. 2011 PAS Meeting. Denver, CO
Activity: Mentoring Mosaic
• Inventory your mentors, mentees, and professional colleagues – Include current and
potentially helpful mentors and colleagues • Within your institution • Outside your institution
– Indicate their relationship to you as senior, peer, or junior
– Link people to current projects
Mentoring Portfolio
YOU
PRIMARY MENTOR(S) (Your “go to” person/people)
WORK-LIFE (Physical/mental health, family life)
FUTURE MENTORS (Who do I want to add?)
PROFESSIONAL DEVELOPMENT (Promotion, networking, etc)
1. Place the initials of your mentors in the box that describes how they mentor you. The same person can be used multiple times.
2. After each set of initials, add a dash (-) and indicate whether they are senior (S), peer (P), or junior (J).
E.g. Dr. Cruz’s Mentoring Portfolio
YOU
PRIMARY MENTOR(S) (Your “go to” person/people)
NS-S LP-S BS-S
RESEARCH SKILLS (manuscripts, abstracts, posters
preparation, grant s) HBK-S LP-S BS-S MBM-S BM-P
BB-S SBE-J NS-S
WORK-LIFE (Physical/mental health, family life)
SK-S JG-S PC-P
VIOLENCE PREVENTION (Program management, evaluation)
MBM-S MM-S LP-S DT-S MD-P KR-P BS-S
INFORMATION TECHNOLOGY
(Powerpoint, Excel, EHR, ERAS, etc) PC-P BD-J JV-P BS-P KS-P
FUTURE MENTORS (Who do I want to add?)
DD-S LL-S DS-S NBH-P AN-S RESIDENCY PROGRAM
(Rules, regulations, challenging situations)
NS-S CR-S SC-S MF-P BD-J DB-J BM-J PC-P
PROFESSIONAL DEVELOPMENT
(Promotion, networking, etc) NS-S LP-S BS-S
CURRICULUM DEVELOPMENT (Design and evaluation of curricula) NS-S BS-S EC-S LM-P ESP-P
HBK-S BB-S
CLINICAL PROFESSIONALISM (Clinical role models, diagnostic and
communication skills) SK-S DT-S JG-S KH-S DS-S
1. Place the initials of your mentors in the box that describes how they mentor you. The same person can be used multiple times.
2. After each set of initials, add a dash (-) and indicate whether they are senior (S), peer (P), or junior (J).
Dr. Souder’s Mentoring Mosaic
YOU
PRIMARY MENTOR(S) (Your “go to” person/people)
NS-S, MC-S, SC-S, BD-S, NK-P, SS-P
TEACHING SKILLS MM-S, BD-S, DB-S, BM-S, AM-S
WORK-LIFE (Physical/mental health, family life)
SS-S, JS-S, SS-P, SA-P
WRITING SKILLS JV-S, NS-S, SS-P
CLINICAL REASONING MM-S, DT-S, DC-S, ND-S, SL-S,
NK-P, SS-P
FUTURE MENTORS (Who do I want to add?)
HK-S JC-S DT-S
PROFESSIONAL DEVELOPMENT (Promotion, networking, etc)
NS-S, SL-S, JV-S
COMPUTER SKILLS
NK-P SS-P
TIME/ORGANIZATION
SS-P
1. Place the initials of your mentors in the box that describes how they mentor you. The same person can be used multiple times. Create new categories that are specific to your needs.
2. After each set of initials, add a dash (-) and indicate whether they are senior (S), peer (P), or junior (J). THE MENTEE-DRIVEN APPROACH TO MENTORING RELATIONSHIPS AND CAREER SUCCESS: BENEFITS FOR MENTORS AND MENTEES
Mario Cruz, Sharon Calaman, Blair Dickinson, Mackenzie Frost, Grace Haymes, Nicholas kuzma, Stephanie Skuby, Emily Souder, Barry Solomon, Theodore Sectish, Janet Serwint, Nancy Spector
Strategies to Obtain Mentors
• Think more broadly about potential mentors – Consider peer mentors
• Make it a priority on your To Do List
• Look within the organizations to which you belong for mentoring opportunities
• Actively engage in networking
Leier CV. The American Journal of Medicine. 2011; 124(10): 893-895.
Networking: Concentric Circles of Colleagues
Operational Network
Personal Network
Strategic Network
Operational Networking
Ibarra H. Harvard Business Review. 2007; 40-47.
• What we do to accomplish our work • Relationships within your institution
– Common projects – Peers – Superiors – Subordinates
Ibarra H. Harvard Business Review. 2007; 40-47.
Personal Networking
• What we experience in common in our work
• Relationships outside of your institution – Professional organizations – Research networks
Strategic Networking
• Relationships both internal and external to your institutions – Key to forces and trends that impact our
professional field – Diverse affiliations and backgrounds – Political and powerful – What we should be doing to
• Stay abreast of change • Lead change
Ibarra H. Harvard Business Review. 2007; 40-47.
Portfolio of Mentoring Options
• Functional mentoring • Traditional dyadic
mentoring • Peer group mentoring • Speed mentoring
Portfolio of Mentoring Options
• Formal versus informal – Mentoring programs
• Inside versus outside – Your institution – Your discipline
Don’t Be Afraid to Ask
Traditional and Functional Mentoring
Thorndyke L, Gusic M, Milner R. (2008) Functional Mentoring: A Practical Approach with Multilevel Outcomes. JCEHP, 28(3):157-164.
Traditional Dyadic Mentoring
• Mentor / Mentee dyad • Activity focused • Common interests
• Academic • Career goals • Clinical work
• Requires • Availability • Geography • Commitment and flexiblity
Executive Leadership in Academic Medicine
EBM Collaborative Associate Program Directors
Steps to Effective Peer Mentoring Relationships
• Determine an important project/goal • Find the right leader • Communicate effectively • Manage the project skillfully • Assure benefits to participants
Spector ND. Academic Pediatrics 2010;10:161–4.
Lessons Learned
• Allow groups to form and work together according to their preferences
• Expect that all groups will not be successful • Check in with groups to ensure progress • Require groups to focus on activities that
guarantee success and progress
• Please note: Relationships grow and other benefits accrue from collaborative efforts
Speed Mentoring
• Innovative method to facilitate mentoring relationships – Six 10-minute sessions
with faculty members who possess specific expertise
Cook DA. Medical Teacher 2010; 32: 692-694. Serwint JR, Cellini MM, Spector ND, Gusic ME. Academic Pediatrics, in press.
Speed Mentoring • Objectives for faculty
– Answer specific questions – Identify resources – Initiate ongoing mentoring relationship
• Potential uses – Within departments – Within training programs – At national meetings
• Expands national network
Cook DA. Medical Teacher 2010; 32: 692-694. Serwint JR, Cellini MM, Spector ND, Gusic ME. Academic Pediatrics 2014; 14(4): 335-340.
Your Portfolio of Mentoring Options
Traditional Dyadic Mentoring
Peer Group
Mentoring
Speed Mentoring Formal or Informal
Inside or Outside Your Institution
Functional Mentoring
Mentoring Pearls • Cultivate mentoring
relationships • Consider a portfolio of
mentors – Traditional and peer
• Mentees should drive the mentoring process
• Link mentoring, networking, and professional activities
