Making the Most of Your Mentor(s): Pitfalls and Best Practices for Finding and Keeping a Great Mentor Eva Aagaard, MD, FACP Michael J. Rosenblum, MD, FACP Abby Spencer, MD, MS, FACP How is a mentor different from: A role model? An advisor? A coach? A sponsor? WHAT IS A MENTOR?
Mentoring is. A reciprocal learning relationship in which mentor and mentee agree to a partnership where they work collaboratively toward achievement of mutually defined goals that will develop a mentee s skills, abilities, knowledge and/or thinking. A more senior person within the medical training environment, with whom you have a sustained and ongoing relationship. A mentor promotes your professional development by discussing your goals, needs, weaknesses and accomplishments. Aagaard, JGIM 2003; 18: 298 302. KEY WORDS Sustained Relationship Promoting development
Quiz People with mentors make more money than those without mentors. T/F People with mentors derive greater job and career satisfaction than those without mentors. T/F People with mentors are promoted more than those without mentors. T/F Mentoring is IMPORTANT! Among Faculty, Improves Confidence in academic roles & skills Professional development: 52% Education: 33% Administration: 76% Wingard, Acad Med 2004; 79(10 suppl): S9 11. Likelihood of promotion: 2.33 (1.36 3.99) Wise, dj Obstet Gyn Can 2004: 26: 127 136.
Impact on Productivity Fellows and faculty with mentors have.. Increased support and resources Increased time for research More publications More grants Sambunjak, JAMA 2006; 296:1103 1115. Table Discussion What might you want or need from a mentor? In your career broadly? For your role in the residency program? Other things?
Essential Functions of a Mentor Finding a niche Promotion life Advocacy Mentors Guidance Clinical Write a LOR Research Support Facilitate Confrontation Clinical teaching? Curriculum development Classroom teaching? Identify Needs Then Identify Mentors Clinical Finding a niche life Promotion Write a LOR Clinical teaching? Research Curriculum development Classroom teaching?
Identify Needs Then Identify Good Mentors life Advocacy Clinical Guidance Write a LOR Clinical teaching Mentor Finding a niche Research Support Facilitate Confrontation Curriculum development Promotion Can & Should One Mentor Do it All?
Identify Needs Then Identify Good Mentors Clinical life Research Promotion Advocacy Guidance Advocacy Guidance Clinical teaching Mentor 1 Finding a niche Mentor 2 Write a LOR Support Facilitate Confrontation Curriculum development Support Classroom teaching Facilitate Confrontation Types of Mentors Career Mentors Overall career guidance & support Scheduled meetings at least 2 3 times per year Scholarly or Content Mentors Responsible for developing the creative and/or independent scholarly careers of their mentees Must have expertise in the mentees' area of scholarship Help provide resources to support mentees' work Scheduled meetings 1 2 times per month
WHERE CAN YOU FIND MENTORS? Mentee? Mentor? Third party? WHOSE JOB IS IT TO INITIATE THE MENTORING RELATIONSHIP?
HOW DO YOU CHOOSE A MENTOR? Are You My Mentor? The baby bird asks a kitten, hen, dog, cow, car, boat, plane, and a steam shovel.. The strongest relationships spring out of real connections felt by both sides* Mentors often select mentees based on performance and potential; continue to invest when mentees use their time well and are truly open to feedback It s not get a mentor and you will excel, instead, excel and you will get a mentor * Ask advice, give follow up, ask again, mentor is invested* *Sandberg, 2013
Step 1: The Courtship BUILDING THE RELATIONSHIP The Courtship Are you a personality/ style match? Work habits Communication style Personal preferences (gender, race, emotional needs) What are the mentees/ mentors goals for the relationship? 3 month, 1 yr, 5 yr Do they have the time/ energy to take you on? Or to commit to this project?
YOU SAY YES, NOW WHAT? Step 2: The Negotiation Early On Define key elements Frequency of meetings Duration of meetings Content of meetings Set a timeline for short and long term goals To do lists Set specific expectations
Discussion What are appropriate expectations of the mentee? What are appropriate expectations of the mentor? Manage Respect the mentor s time Meeting times Review manuscripts Letters of recommendation Agree upon goals I will do this; you will do that Schedule regular follow up meetings Email in between for updates
Honesty With yourself and your mentor Don t tell mentors what you think they want to hear Don t waste your/their time pursuing unwanted goals Be honest about what is truly important to you The key: know what you want Self reflection Goal setting (pencil) Preparation: Have a plan Use your mentor s time wisely Positive and prepared mentee can be bright spot of day Don t complain, rather focus on problems and solutions That s not a mentor, that s a therapist Bring specific questions/discussion points Based on self reflection and goal setting Predefined needs Goals to accomplish Troublesome issues
Follow through Develop an action plan with your mentor and act upon it Be accountable Do not come back the next time with the same concerns having not acted upon the agreed steps Follow up with a thank you email summarizing the discussion and plan Meet agreed upon deadlines Keep your mentor engaged communicate! Listen, take notes, be open to constructive criticism Summary: The Effective Mentee 1. Self reflection and assessment 2. Identify appropriate mentor(s) 3. Prepare for the first meeting and all subsequent meetings 4. Pose problems and potential solutions, be open to new ideas 5. Manage up 6. Add additional mentors as needed 7. Follow through
Characteristics of Effective Mentor 3 C s Competence Professional knowledge and experience Respect Interpersonal skills and good judgment Confidence Shares network of contacts and resources Allows protégé to develop his/her own skills Demonstrates initiative Shares credit Commitment Altruisim
Mentor s Job Be available Actively LISTEN Give Feedback Be Objective Be honest Be generous Provide opportunity Motivate Challenge You are dedicated to pursuing a career in medical education. You have discussed this with several members of your faculty including your department chair. He has agreed to send you to the Teaching Scholars Program. He also assigned you a mentor in the department to ensure your successful transition to associate professor. The assigned mentor is a traditional clinician scientist who is known as a truly excellent teacher. When you meet with the mentor, he tells you that there is no way that you can be promoted without doing real research and that while it s ok to teach, you need to give up the idea of doing education.
What should you do? WHAT MIGHT BE GOING ON? Think of common issues that have come up between mentors/ mentees (3 4). Identify one dilemma per table to bring to the large group for discussion YOUR TURN
Tips Set goals & expectations UPFRONT Encourage/ get more than one mentor For different issues/ needs To provide objectivity and varied opinions Reassess expectations/goals regularly Provide mutual and ongoing feedback Finally Sever the relationship when Not productive or moving forward Mentee has outgrown the relationship
The Mentoring Cycle THE GREATEST GOOD YOU CAN DO FOR ANOTHER IS NOT JUST TO SHARE YOUR RICHES, BUT TO REVEAL TO HIM HIS OWN. Benjamin Disraeli
One thing you will implement in your mentoring relationship after this workshop Ok to pass CHECK OUT