Mentorship: Giving and Getting OR “It Takes a Village” Sharon A. Levine, MD May 20, 2013 Objectives To define mentoring To describe the functions of a mentoring relationship To review different types of mentors To discuss qualities of effective mentors To review responsibilities of mentors/mentees To practice identifying possible mentors Mentor in the Odyssey Age Wisdom Friendship Nurturing Guidance Trusted Fénelon: Les Aventures de Télémaque Mentoring in Academic Medicine: Why? Mentored faculty feel more confident than peers More likely to have a productive research career Feel greater support for their research Report higher career satisfaction Palepu A,, Academic Medicine, 1998; Levinson W et al. West J Med 1991, Palepu A. J Gen Intern Med, 1996 Future Date Career Mapping Major steps Obstacles Challenges Resources Networking Today Angela Jackson, MD Traditional Definition “A dynamic reciprocal relationship in a work environment between two individuals where, often but not always, one is an advanced career incumbent and the other is a less experienced person, and the relationship is aimed at fostering the development of the less experienced person.” Healy CC, Welchert AJ. Educ Res. 1990 I was an orphan Mentor, Not! De-Mentor! Mentoring Now Dynamic process Active participation on both sides Trust other’s commitment/expertise Personal choice and style are important Mutually beneficial—teach each other Flexible Mentors offer personal and professional support and advice “It takes a village” “No fault” Beyond the traditional dyadic Formal vs Informal Traditional Peer/Collaborative Mentors e-mentors Functional Mentorship ie project-oriented Mentoring Networks/Developmental Networks Traditional vs. Peer Mentoring Dyads Teaching Sponsoring Guiding Socialization Provision of counsel and moral support Senior Mentor maintains power/influence Hierarchical— exploitative potential Lack of suitable mentors Equal in age/experience/rank Relationships are mutual Personal feedback and friendship ?less inhibited Share work-life balance issues May not have breadth of knowledge/connex Bussey-Jones et al.Academic Medicine. 2006;81:673-679; Pololi L.JGIM 2005;20; Pololi.Academic Medicine. 2002;77:377-384 Functional Mentorship Faculty member with specific needs Mentor with specific skills Come together to focus on a project: grant, developing curriculum, new area of research, developing new clinical service Lasts until project completed “Jump start”: search to obtain mentoring with or without formal program Identify senior person who can fill the gaps you need Ask chief/chair, search faculty database, look at org leadership of regional/national professional organization, faculty affairs dean Thorndyke, LE et al. Find a functional mentor. Academic Physician and Scientist. January 2009.; Thorndyke LE, Gusic ME et al. Academic Medicine. 2006;81:668-673 Functional Mentorship What are the knowledge, skills, and expertise that I need to be able to do this project or tackle this issue? What strengths do I bring to this project? What specific help do I need to be able to complete this project? What scholarly products (publications, presentations) do I hope to generate? Responsibilities are the same as a mentee. Thorndyke, Gusic Mentoring/Developmental Networks (internal and external) A small group depending on needs Can be peers Can be people outside institution Can be senior faculty May be junior faculty to suit the purpose Family Mutual learning and trust Kram and Higgins. Wall Street Journal. Sept. 2008 Developmental Networks Senior Scholars Leaders Personal Support System Professional Societies FOCAL Peer(s) Administrators Trainees Kathy Kram Mentoring in Faculty Career Development Multifaceted relationship May need multiple mentors--build a mosaic of advocates, coaches, advisors, learning partners and “cheerleaders” – What if they disagree?! Primary goal: nurturing professional development, hence protégé Functions of Mentoring Relationship Teaching Personal/professional guidance Sponsoring Role modeling--all mentors are role models, not all role models are mentors! Acculturation and socialization-teaching the “Rules of the Game” What do you want your mentors for? What else? Provide constructive critical feedback on performance Facilitate introductions to key people Write letters of recommendation Submit names for awards and committees Explore external funding options Help in grant and manuscript preparation Can advise on interpersonal issues/balancing home and career Acculturation Higgins L. Stanford Medicine, 1994; Riley, S. J App Soc Psychol, 1985 Characteristics of Prized Mentors Responsive/available/enthusiastic/passionate Knowledgeable and well-respected in the field; have “clout” Communicates Selfless;sensitive Values the mentoring relationship Motivator who has high standards /expectations Recognizes potential/celebrates Supports/enables/advocates/protects Jackson, V et al. Academic Med, 2003, 78:328-334;Lee.Nature 2007; 447, 791-197 Responsibilities of the Mentee: Practical Suggestions Take the initiative Be efficient: Outline your mission statement with short- and long-term goals. Write it! – Different goals for different mentors Respect the confidence and time of the mentor: Shhh! Be prepared and on time. Expect a reciprocal relationship: your mentor may expect your assistance with projects and articles Keep in mind that the relationship will evolve and change--it’s a “no fault” relationship Decide frequency of meetings together Palepu, A. Academic Medicine 2003 What Works? Being on the same wavelength-compatibility Being sensitive to the possible abuse of a power differential Chemistry!! Be Curious:Take a Social History Who is this person? How did s/he get here? What’s important to him/her? What does s/he want to DO? (not BE) How to Give it--How to Get it How do you want to spend your time? Be honest Follow through: don’t delay Not friends (unless peer mentors) Don’t be afraid to terminate a mismatched relationship Be explicit about credit for work Separate at end Detsky AS, Baerlocher MO. JAMA 2007:19:2134-2136 Challenging Issues Disparate goals/commitment/expectations Unreasonable demands by mentors Unavailability/unreceptive mentors Generational/personality clashes Overdependency of protégé Inappropriate advice Misuse of power/sexual harassment Take credit for work Pololi JGIM 2005; 70 Cultural Issues/Barriers Generational Race Gender LGBT-may be triple minority Socioeconomic status Disabilities Assumptions based on everything above Mentoring Across Generations Share background info/influences—prevents erroneous assumptions Clear picture of goals and divide into achievable pieces. Delayed gratification not good for Gen X’ers Focus on outcomes; leave “how” to them Participative rather than top down approach If questions about protégé’s commitment arise—link to outcomes and performance Give conscientious feedback. They appreciate it. Simple awards program may be more important than money Encourage the protégé to mentor others Refrain from talking about the “days of the giants”!!! Learn from Gen X and Millennials Bickel and Brown;Academic Med 2005;80:295-210) Race and Gender Women and minorities have a greater need for mentoring – Career assumptions made by cross race mentors for MDs of African decent – Serve on multiple committees; minority “tax” – Race permeates everything for some – Silence of workplace on issues of race – Race-related experiences define institutional climate Nunez-Smith M et al. Ann Int Med 2007;146:45-51;Thomas DA, HBR 2001 Most mentors are white men due to the homogeneity of senior faculty Quality of mentoring is the same for minority and women mentees irregardless of race or gender of mentor Race and Gender Most women faculty (80% one study) and minority faculty (86%) say it’s not important to have a mentor of the same gender or minority group. Palepu A, Academic Medicine, 1998 Male mentors may assume “father figure” role--unintentional paternalism Watch out for sexual harassment “Whitewash” dilemma re: women can ignore issues of race and ethnicity (Moore and Hunt. Center for Gender in Organizations. Jan. 2008) Race and Gender Men are more likely to be encouraged to take part in activities outside the institution than women Women 3 times more likely to report mentors taking credit for their work Less likely than men to negotiate for salary, benefits, space, travel, support Cross-race relationships have extra difficulties forming and maturing: negative stereotypes, role modeling, skepticism of intimacy, public scrutiny, protective hesitation Fried, L et al. JAMA, 1996. Limacher, M et al, J Am Coll Card, 1998. Thomas, DA. HBR 2001. Getting to “Yes”;Getting to “No” • • • • • • What’s your goal? Effort Impact Visibility Promotion Say no to things that really are not going to foster your agenda (e.g. some committees) • Say yes to things that increase your visibility or you like to do (e.g. moderate a meeting) • If you say “no” too many times to high visibility things or your chief, folks will give up--BEWARE • Can’t get away with doing nothing; unless it’s not important to you The 2 x 2 table High IMPACT Low ------------------------------------------------------------------- High I I I I I I I I I I I I E F F O R T Low xx XX X0 00 Don’t be Afraid to Fall in Love Pearls • Don’t be afraid to fall in love with medicine • Don’t be afraid to work hard-but make it count more than once • Create and seize opportunities: make it count 4 x • Make national organizational connections • Find functional and peer mentors • Create developmental networks • Find leadership or other training for skills you want to acquire to do what you want to do • Pull mentees along: take their hands A Mentor is like……… A Mentor is like……… A GPS device A compass Miracle Gro A Driver’s Ed Car ………Mr. Miyagi Obi-Wan Kenobi “Faculty vitality means the ongoing realization of goals. This is a careerlong journey, not a destination.” Viggiano T. Career Management for Individual and Institutional Vitality: A Life Cycle Model for Professional Development. Presented at: Harvard Macy Institute Program for Leaders in Healthcare Education; June 14, 2005; Boston, MA; Emans SJ, et al. Pediatrics 2008;121;390-401 Objectives To define mentoring To describe the functions of a mentoring relationship To review different types of mentors To discuss qualities of effective mentors To review responsibilities of mentors/mentees To practice identifying possible mentors Developmental Network Exercise Bibliography Academy for Faculty Advancement Mentoring Resources