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?




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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

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
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
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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







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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

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

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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
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High
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E
F
F
O
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T
Low
xx
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X0
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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