Implementing a Mentorship
Program Across Departments
at The Ohio State University
College of Medicine
May 27, 2014
 Define mentorship as a key
responsibility for a COM
department
 Roles and Responsibilities
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Chair
Mentorship Lead
Primary Mentor
Mentee
 Tool Box with Templates &
Resources
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 Illustrate Need for
Mentoring in COM
 Define Mentorship in the
Context of This Program
 Rationale for Distributed
Model
 Identify Roles & Functions
 Define Success
 Explain Process
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OSU COM
Mentoring Interviews with Chairs (Spring 2013)
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Mentoring in departments is variable
Formal and informal programs
Team mentoring in basic science
Chair or division chief mentoring in clinical
departments
 Benchmark is the Department of Medicine
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“ I receive effective mentorship”
One Voice Survey 2013
Department Results
 Agree 15%
 Neutral 67%
 Disagree 18%
5
4.5
4
3.5
Mean=3.28
3
2.5
2
1.5
1
0.5
0
COM Departments
Impact of Mentoring
 Faculty members who are engaged in effective
mentoring relationships are more likely to remain
at academic medical centers
 Advance in rank more rapidly
 Have greater career satisfaction
 Better career performance including improved
teaching of residents and medical students and
increased quality of patient care
 More successful at obtaining extramural funding
Binkley and Brod, Am J Med 2013
Impact of Mentoring
Productivity and Retention
 Mentee (% vs. no mentoring )
 Compensation 25% vs. 5.3%

Retention
72% vs. 49%
 Mentor (% vs. no mentoring)
 Compensation 28% vs. 5%

Retention
69% vs. 49%
Holincheck, J., “Case Study: WorkforceAnalytics at Sun,” Gartner, Inc., 2006
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Effective Mentoring in OSU COM
Opportunities and Model
 Barriers
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No standard definition or goals
No one accountable
No program
No training
 Solution
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FAME
Distributed Model
Mentoring Leads (Department/Division)
Modify APT Document
Monitor and Assess
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Definition of Mentoring
“There is a false sense of consensus,
because at a superficial level everyone
‘knows’ what mentoring is. But
closer examination indicates wide
variation in operational definitions,
leading to conclusions that are limited to
the use of particular procedures”
Wrightsman LS. Research methodologies for
assessing mentoring. Paper presented at the
Conference of the American Psychological
Association, Los Angeles, CA, 1981. ERIC
Document Reproduction Service No. ED
209-339.
What We Mean When We Say Mentorship
Each Assistant Professor on the Tenure, Clinical and
Research Tracks will find a Primary Mentor
Characteristics of primary mentoring:
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Takes place outside of supervisor-employee relationship,
at the mutual consent of a mentor and the person being
mentored
Is career-focused or focuses on professional
development that may be outside a mentoree’s area of
work
Relationship is personal - a mentor provides both
professional and personal support
Relationship is initiated by mentee, introductions
facilitated by mentoring lead as needed
Relationship may cross job boundaries
The goal of this program is
to provide accessible and
meaningful engagement
between a faculty member
with an experienced and
seasoned associate for the
purposes of career
development and
advancement, fostered by
the spirit of collegiality and
underscored by personal
achievement and
professional balance.
Ellison, EC. “FAME Mentoring Program Goal Statement,” 2014
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Role and Functions of the Mentoring Lead
 Facilitate effective mentoring relationships
 Help faculty network, advise
 Prepare junior faculty to be mentored
 Set expectations, discuss goal-setting
 Distribute Best Practices, templates
 Prepare senior faculty to mentor
 Direct to training opportunities
 Distribute Best Practices & APT Guidelines
 Troubleshoot and problem solve
 Implement and Monitor FAME Timeline
 Track Milestones and Report
 Utilize templates in Tool Box
 Coordinate with Department Chair
 Understand APT faculty tracks and paths, how to advance
 Embed 5 year plan in annual faculty review
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Role and Functions of the Primary Mentor
 Have introductory conversations with potential mentees
 Accept invitations to mentor, as appropriate
 Not to exceed 3 at any given time
 Maximum number may vary by
department/division/faculty track
 Meet (q 3 months) with mentee
 Co-create mentoring agreement
 Guide mentee on development & execution of 5 year
plan
 Attend Mentor training
 Help mentee network, find & obtain opportunities
 Understand APT faculty tracks and paths, how to
advance
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Role and Functions of the Mentee
 Identify a primary career mentor (via SciVal,
networking, mentoring lead, etc.)
 Schedule quarterly meetings
 Co-create a mentoring agreement
 Understand requirements of faculty track
 Write a 5 year plan with guidance from mentor
 Set annual goals (~3-5/year)
 Attend FAME training sessions
 Provide feedback and evaluation
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Role and Functions of the Department Chair
 Establish a departmental mentorship program
 Appoint a lead person in the Department
/Divisions
 Recognize mentoring relationships
 Review the 5 Year Plans and annual goals during
the Annual Evaluation
 Recognize outstanding mentors
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Measuring Success
 Individual
 Achievement of established goals,
implementation of 5 Year Plan
 Academic Productivity and Impact
 Election to societies/leadership
 Reputation
 Satisfaction with Mentoring Relationship
 Global
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Time to promotion
% Success in Promotion
Faculty Retention
Improved OneVoice Engagement scores
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There are currently
508 senior rank
faculty in the COM
 Wave One:
 7/1/14: Assistant Professors
hired since 2011 on the regular
faculty (having 6 mos-3 years of
service) n=343
 1/1/15: Assistant Professors,
hired in calendar year 2014
(those hired in the summer will
have assigned advisor) n=~100
 Wave Two:
 7/1/15: Assistant Professors,
hired 2008-2011 n=175
 1/1/16: Assistant Professors,
hired in calendar year 2015
(those hired in the summer will
have assigned advisor) n=~100
FAME Mentoring Toolkit
 First Year Mentorship Timeline
 Mentor Training (via CCTS)
 Mentoring Milestone Tracking Form
 Mentorship Best Practices Document
 Tools (Buckeye Box: https://osu.box.com/s/31sa9fj16we13glnku7e)
 List of Faculty to be Mentored in each department
 List of Senior Faculty to be Mentors
 Mentoring Agreement Template
 Expectations for each Role
 Mentoring Meeting Journal Template
 Mentoring Articles
 Contact Info
 More Forthcoming (e.g. 5 Year Plan Template and
Training)
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Next Steps
 Timeline Poster will be sent to you
 Review Expectations and Tools, contact us with
questions
 Communicate Expectations and Best Practices
to Mentors and Junior Faculty
 Establish meetings with mentors in your
department for AY 14-15
 Attend CCTS Mentor Training
 Next session July 23 & 30 from 2-5pm
 Review APT with department chair
 Implement and Track Progress
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 September 9: FAME Mentoring Lead
Meeting, 1-3pm, 105 BRT
 Topic: Facilitating relationships,
implementing the best practices,
successes and questions to date
 December 3: Mid-Year Mentoring Forum
(for all mentors, mentees, leads and dept
chairs), 2:30-4:30pm, 112 Meiling
 Topic: The 5 Year Plan – goal setting and
advancement with tools, templates, case
studies
 March 9: FAME Mentoring Lead Meeting,
2-4pm, 234 Meiling
 Topic: Evaluation and Discussion
 June 4: Mentor Recognition Event (for
mentors, leads and dept chairs),
5:30-7:30pm, Ross Auditorium
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Mentoring Resources
 FAME Website:
http://medicine.osu.edu/faculty/fame/pages/index.aspx
 Mentoring Lead Resources on Buckeye Box:
https://osu.box.com/s/31sa9fj16we13glnku7e
 Binkley and Brod ; Am J Med 2013
 Fleming et al. JAMA 308,1981;2012
 Measuring the Effectiveness of Faculty Mentoring
Relationships Ronald A. Berk, PhD et al., Academic
Medicine 80;66- 71 : 2005
 Council for Faculty Development
 SciVal:
http://medicine.osu.edu/research/scival/pages/index.aspx
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