MENTORSHIP, MENTORING, PEER AND MENTOR MOTIVATION
OLANIKE K. ADEYEMO, FCVSN, FAAS, FAS
PROFESSOR OF AQUATIC EPIDEMIOLOGY AND TOXICOLOGY
DEPARTMENT OF VETERINARY PUBLIC HEALTH AND PREVENTIVE MEDICINE
UNIVERSITY OF IBADAN, NIGERIA1November 6, 2017
HIGHLIGHT OF PRESENTATION
•Definition of Terms
•Understanding what mentoring is and the different types of Mentorship
•Understanding the responsibilities, key attributes, Best Practices In Mentoring, goals and benefits of a mentor-mentee relationship
•How are Universities faring with Mentorship: The case of University of Ibadan
•Final Thought
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Definition of Terms
• MENTORSHIP: a relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person
• MENTORING: the transfer and transmission of experience, viewpoints and expertise from one person to another
• Generally touches personal and professional life• Helps the person to solve their problems or attain their goals• Can be one-time contact, or LT relationship, formal or informal
• PEER: person who is equal to another in abilities, qualifications, age, background, and social status
• MENTOR: a wise and trusted advisor our counselor – encourages Personal growth
• MOTIVATION: the act or an instance of inspiring/inducing, or providing someone with a reason to act in a certain way
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Origin of “Mentor”
• Homer’s Odyssey: Odysseus, king of Ithaca, placed his old friend (Mentor) in charge of his son (Telemachus) when he left for the Trojan war
• The word Mentor evolved to mean trusted advisor, friend, teacher and wise person
• “one who imparts wisdom to and shares knowledge with someone less experienced”
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EXPLORING MENTORING
• Although reciprocal relationship, Mentoring is a fundamental form of human development where one person invests time, energy and personal know-how in assisting the growth and ability of another person.
• Two types of mentoring functions:• Career• Psychosocial
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EXPLORING MENTORING
PsychosocialRole-ModelingAcceptance and AffirmationCounselingFriendship
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CareerCoachingChallenging assignmentsExposure and visibilityProtection
Two types of mentoring functions:
Types Of Mentoring
Informal Mentoring Goals unspecified Outcomes unknown Access unstandardized Mentees/Mentors self-select Mentoring lasts a long time No training/support Organization benefits indirectly
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We All Have Informal Mentors!
Good listenerVery experiencedFull of practical adviceWiser – could point out pitfalls to youTook an interest in youNon judgmentalProvided guidance
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Types of Mentoring
Formal Mentoring: Goals established Outcomes measured Access open to all who qualify Mentees/Mentors matched Training and support provided Mentoring time limited (9-12 months.) Organization benefits directly
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Formal Mentoring Programmes
• Exists in Many Universities in Developed Countries
For Women• AWARD Programme• GYA’s Women in Science Working Group’s Mentoring Programme
For Men: ???????
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Supervision versus Mentoring
Mentoring The Mentee’s Supervisor/HOD is not usually
the mentor Is focused on professional development that
may be outside of the mentees’ area of work Interest of the mentor is personal in that the
focus is on the mentee to provide support both professionally and personally.
Relationship may be initiated by mentor, mentee and/or matched by the organization/others
Relationship crosses job boundaries
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Key Mentoring Responsibilities
Communication Establish expectations Frequency of meetings Listening skills Prompt feedback Manage disagreements and conflict
Foster trust
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Content Mentoring – Research, Education, Clinical
Identify gaps in knowledge and skills
Identify training opportunities Identify resources Help formulate aims Help design and develop plan
to accomplish aims Monitor progress Step aside to allow
independence
Key Mentoring Responsibilities
Psychosocial Support Discuss work-life balance Effective time
management Demonstrate leadership
skills Encourage peer mentoring
(often similar issues for colleagues at same level of training)
Serve as role model
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Career and Professional Development
Facilitate opportunities and connections
Promote mentee in and out of institution
Help understand promotion requirements and fiscal realities
Help navigate the system Model and instruct on ethical
behavior
Commitment. Mentoring should not be “window dressing”, it requires the highest level of commitment
Goal Setting. Mentoring evaluation parameters including: Quantity and quality of scholarly output, Rate of promotion Attraction of funding, awards, prizes Successful nominations to professional society memberships/fellowships, etc
Ethical issues. Boundaries must be set for the relationship, exploring the issues around confidentiality and trust, avoiding exploitation
Reflection. focused thought, focusing on developing the ways in which a mentee understand & respond to situation, develop and apply learning/corrections
Some Key Elements of Mentoring
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Dysfunctional Mentoring
When the relationship does not work for one or more parties.
• Problems develop when:• Interests of the parties change• Intrusion/over-involvement in another’s personal problems
• Triangulation problem with others (mentor/mentee/supervisor)
• Destructive tone of relationship (e.g., envy/jealousy; dependency/suffocation; support/exploitation)
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Encourage personal reflectionGive constructive feedback and adviceMotivate mentees to set achievable goalsDemonstrate effective questioning and active listeningObserve and using body languageDemonstrating empathy and alternative perspectivesSupport, challenge, advise, empower, and inform
• Effective confrontation techniques• Conflict resolution
Best Practices In Mentoring
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Lets practice some personal reflection: Which work zone are you in?
DEADZONE
COMFORTZONE
STRETCHZONE
PANICZONE
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Benefits Of Mentoring To Mentees
• Advice, guidance, and an insight into your work and career
• Development of problem-solving skills • Encourages reflection and recognition of inherent abilities
• Identifying areas for development and improving self confidence
• An informal network of professional contacts
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Benefits Of Mentoring To Mentors
• Develop and practice mentoring skills• Share the knowledge and experience gained• Opportunity to help others• Improve job satisfaction, motivation and enhance peer recognition
• Encourage self-reflection
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Increased motivationStronger collaboration CollegialityInjection of innovative ideasOverall efficiency
Mentoring: Institutional Benefits
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Orientation to the educator roleIntegration into the academic communityDevelopment of teaching, scholarship, and service skills
Leadership development
Mentoring in the Academia: Functional Outcome
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Olanike K. Adeyemo, Abel O. Olorunnisola and Samuel A. Agbede
UNIVERSITY OF IBADAN
TOPNOTCH MENTORING: A KEY TO CUTTING-EDGE
RESEARCH FOR INSTITUTIONAL REPOSITIONING
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• To assess mentor-mentee relationship at the University of Ibadan, across different disciplines and from the point of view of postgraduate students and academic staff below the professorial cadre
• Perception, knowledge and suggestions on what is required of a mentor were also explored.
Objective of the Study:
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• A modified self-administered University of Illinois Center for Clinical and Translational Science Mentor Evaluation questionnaire (2008) was used to collect information from consenting respondents (PhD students, AL-SL) across disciplines:
• Arts and Humanities• Science and Technology • Education• Medical Sciences
Material and Methods
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Method
• Information was collected on impact of mentor-mentee relationship based on Mentees’:
1.Intellectual growth and development
2.Professional career development3. Career progression
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• Information was also collected on mentors’ :4. Provision of academic guidance5. Role modelling6. Personal communication, under which gender and cultural sensitivity were also considered
• Data was analyzed with descriptive statistics
Method
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• One hundred and seventy-two copies of the questionnaire were returned completed
• Arts and Humanities, (30.2%)• Science and Technology (31.4% ), • Medical sciences (33.7%) while • Education (4.6% )
RESULTS
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• Respondents were • PhD student (72.7%), Assistant lecturer (6.4 %), Lecturer II (7.6%), Lecturer I (2.9%), Senior Lecturer (4.1%) and 6.4% were uncategorised
• Mentors were considered to be supervisors (80.2%), Head of unit (2.9%), Head of Department (4.7%) and 12.2% (undecided)
RESULTS
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RESULTS
• Majority of the respondents claimed that their mentors had positive influence on their :
• Intellectual growth and development (80.7-94.1%),
• Career development (74-87.3%), and • Served as role models (82.7-94.3%).
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Mentor-Mentee Relationship Dynamic: Arts and Humanities
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Mentor-Mentee Relationship Dynamic: Science and Technology
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Mentor-Mentee Relationship Dynamic: Education
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Mentor-Mentee relationship Dynamic: Medical Sciences
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Comparative overall impact of Mentor-Mentee relationship across Disciplines
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RESULTS
Relatively high negative influences were reported as regards
•Career progression (13.6-33.9%) •Personal communication (10.7-21.4%)•Provision of academic guidance (11.5-28.3%)
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Impact of Mentor-Mentee relationship on Career Progression across Disciplines
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RESULTS: CROSS-CUTTING ISSUES
• Gender insensitivity was reported in
• Science and Technology (48.0%) and the Arts and Humanities (42.0%)
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Attraction of funding and awards in the last 3 years (2010-2012)
• Arts and Humanities (40%) • Science and Technology (39%) • Education (13%)• Medical Sciences (36%)
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DISCUSSION
• While majority (80.2%) regarded their PhD supervisors as their mentor (including all the respondents in the Senior Lecturer Cadre)
• There is no structured mentoring programme at the University of Ibadan. It is therefore difficult to link measurable progress to mentoring or lack of it
• This cannot be adequate, because mentoring goes beyond the formal PhD supervision setting (Short, 2002)
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• Across settings, mentoring has been known to contribute to higher career satisfaction and increased departmental and organisational morale (Kosoko-Lasaki, 2006)
• Overall across disciplines (74.8-79.0%) respondents reported positive influence by their mentors
• but the considerable (13.6-33.9%) negative influence/non-impact on overall career progression negates these assertion
DISCUSSION
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•Additionally the rate of fund attraction (13-40%) recorded in this study is worrisome
•Since fund attraction is a key index of career progression and has a great impact on a University’s rating
•From this study, it is clear that “mentees” do not understand what it is to be mentored.
DISCUSSION
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• The rationale for Academic Mentoring is to support the professional growth of the individual who is in the early stage of their career and to promote excellence in teaching & learning, research and academic leadership
• Formal mentoring programmes and models with measurable end-points was recommended as a necessity towards repositioning the University of Ibadan
• ………..and others in the same situation
Conclusion
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• Lack of an understanding of the role of a mentor
• Many more AL-SL Cadre were unwilling to participate thereby limiting ability to determine mentor’s impact over-time
• Many more negative influences were verbally stated, but most were “afraid” to document them
Limitations to the Study
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Reflection Task
Take a few minutes to individually determine:You in a Mentor Role• Your clear strengths; functions that you can adequately perform?
• List your top 3-5 qualities that you hope to share as a mentor.
You in a mentee Role• Functions that you might need to work on?• List 3-5 specific qualities that you are looking for in a mentor November 6, 2017 44
Exercise:
• Who helped you to have an Aha! Experience that gave insight into yourself or a circumstance…?
• Who said something or gave you a quote that continues to influence your thinking or behavior?
• Who helped you to uncover a part of yourself that had lain dormant and unrecognized?
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This person likely was a mentor to you!
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Are you “Mentorable?”
• Willing to listen to constructive criticism? • Willing to build capability and self-reliance? • Willing to take responsibility for and discuss your development
• Willing to examine yourself and trust?• Willing to employ gained information appropriately?
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Can you mentor someone?
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THEN, PAY IT FORWARD!
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• BE A MENTOR…..BE THE DIFFERENCE!
FINAL THOUGHT!
A mentor: Adviser, Teacher, Role Model, Friend Mentoring is important with every changes in life Who Can Mentor You?: Someone who has successfully been there, done that... Everyone benefits from having multiple mentors of diverse talents, ages, and
personalities Mentor/mentee Interactions: Is NOT about “building empires” or cloning yourself Confidentiality, trust, understanding and positive expectation are key to a
successful mentor-mentee relationship The mentee still need to take responsibility for their own career development….. Get mentors! Internal mentors help with current organizational issues. External
mentors help with larger career issues/progress Synthesize lessons learned from all mentors – become your own person.
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References
Appaum, L. (2000). Mentoring: A Strategy to Recruit and Retain Top PR Professionals, Public Relations Strategist, 6(3): 18-20,.
Budree, R. (2005). University of Kwazulu-Natal: Academic Staff Retention Survey, Prepared for the Study of Academic Staff Retention at African Universities and Remedial Measures.
Carey, E.C. and Weissman, D.E. (2010). Understanding and finding mentorship: a review for junior faculty, Journal of Palliative Medicine, 13(11): 1373–1379.
Ehrich, L.C., Hansford, B. and Turner, L. (2004). Formal Mentoring Programs in Education and Other Professions: A Review of the Literature, Educational Administration Quarterly, 40(4): 518-540.
Haggard, D.L., Dougherty, T.W., Turban, D.B. and Wilbanks, J.E. (2011). Who is a mentor? A review of evolving definitions and implications for research, Journal of Management, 37(1): 280–304.
Hart, W. (2009). Nurturing relationships provide many benefits, Leadership in Action, 29(1): 17–19,.
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• Kosoko-Lasaki, O., Sonnino, R.E. and Voytko, M.L. (2006) Mentoring for Women and Underrepresented Minority Faculty and Students: Experience at Two Institutions of Higher Education, Journal Of The National Medical Association, 98 (9): 1449-1459.
• National League for Nursing, (2006). Position statement: mentoring of nurse faculty,” Nursing Education Perspectives, 27: 110–113.
• Sambunjak, D. Straus, S.E. and Marusic, A. (2006). Mentoring in academic medicine: a systematic review,” Journal of the American Medical Association, 296(9): 1103–1115.
• Short J.D. (2002). Mentoring, career enhancement for occupational and environmental health nurses”. AAOHNJ, 50-5(3):135-141.
• Stokes, E. (2010). Faculty to faculty mentoring, in Teaching Nursing: The Art & Science, (L. Caputi, Ed.), College of DuPage Press, Glen Ellyn, Ill, USA, 2nd edition, pp. 514–525.
• Turnbull, B. (2010). Scholarship and mentoring: an essential partnership? International Journal of Nursing Practice, 16(6): 573–578.
• Wasserstein, A.G. Quistberg, D.A. and Shea, J.A. (2007). Mentoring at the University of Pennsylvania: results of a faculty survey, Journal of General Internal Medicine, 22(2): 210–214
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