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Facilitating the Mentoring and Career Development of Faculty and Residents 6/27/07 Janet Bickel Career Development and Executive Coach Faculty Career

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Title: Facilitating the Mentoring and Career Development of Faculty and Residents 6/27/07 Janet Bickel Career Development and Executive Coach Faculty Career


1
Facilitating the Mentoring and Career
Development of Faculty and Residents6/27/07J
anet Bickel Career Development and Executive
Coach Faculty Career Diversity Consultant

2
  • Why Support Faculty Career Development?
  • Faculty appointments less attractive
  • Hard work and native ability no longer sufficient
    for success
  • Facilitation of proactive career management
  • prevents career derailing
  • garners loyalty
  • costs less than replacing faculty
  • increases ROI in faculty

3
Faculty Development Environment
  • Relentless pressure to generate revenues.
  • Emphases on revenue generation eating into
    academic goals and spirit of volunteerism.
  • Little time to develop new competencies.
  • Few forum for faculty learning outside their
    silos.
  • Over 20 of faculty report significant levels of
    depressive symptoms, with higher levels in
    younger faculty.
  • Over 20 reported thinking often of early
    retirement (Schindler BA, et al. The Impact of
    the Changing Health Care Environment on the
    Health and Well-Being of Faculty at Four Medical
    Schools. Acad Med 2006 81 27-34).

4
Maslow's Hierarchy of Needs
  • 5. Actualization
  • 4. Esteem
  • 3. Love/Belonging
  • 2. Safety
  • 1. Physiological

5
PREMISES
  • A departments strength depends on its success in
    recruiting, developing and retaining excellent
    residents and faculty.
  • Many faculty re not finding the mentoring they
    need.
  • Everyone can become a more effective mentor.
  • Academic medicine needs fresh mentoring and
    career development strategies
  • To be productive, individuals need a collegial
    environment that fosters development.

6
  • What is interfering with creating a
  • more supportive ecology here?
  • Competing demands limit faculty availability
  • Mentoring not evaluated or rewarded
  • Lack of skills in mentoring across differences
  • ???

7
Contemporary Mentoring is a continuum not all
or nothing differs by context and
roletask-centered guidance and support.
collective approach in service of life-long
co-learning a scaffold for sharing expertise
that could otherwise only be attained from
experience See Pololi, L.H., Knight S.
Mentoring faculty in academic medicine. JGIM.
2005 20866-70
8
Activities To Support Mentoring
  • Offer resources and tools, eg programs, guides
  • Work with new faculty in selecting one (or a
    small team)
  • Address in faculty orientation
  • Create Peer and Group mentoring opportunities
  • Establish Mentoring Awards
  • Add mentoring to promotion criteria return
    dossiers when inadequate
  • Evaluate mentoring skills
  • Hold chairs accountable
  • Acting as if Mentoring Were a Core Mission, eg
    CREAM

9
Mentoring Across Differences
  • Use an exploratory survey
  • Discuss important influences and acknowledge
    differences, eg this approach worked for me but
    it may not for you
  • Break the ice Recognize effects of differences
    in power, gender
  • Set goals for the relationship
  • Ask for feedback

10
Exploratory Survey for Advisees
  • Looking at last year What are you proudest of?
    And what would have done differently?
  • What do you want to accomplish in the next 1-2
    yrs? 5-10 yrs? What measures of success will you
    use?
  • What relationships outside our discipline and
    institution do you want to build?
  • What if anything is holding you back from
    reaching your potential?
  • What areas of personal and professional growth do
    you most want to work on now?

11
  • MENTORSHIP EFFECTIVENESS SCALE
  • My mentor
  • Is accessible and approachable
  • Demonstrates expertise in my areas of need
  • Motivates me to improve my work
  • Provides constructive critiques
  • Challenges me to take risks and extend myself
  • Suggests appropriate resources
  • Source Berk RA et al. Measuring the
    effectiveness of faculty mentoring relationships.
    Acad Med. 2005 8066-71.

12
Evaluating Each Other as Mentors
  • demonstrates respectful attitude toward my work
  • provides timely constructive and feedback
  • listens skillfully
  • gives counsel on important professional decisions
  • communicates without racial or gender bias
  • role models the highest professional ethics

13
U Calif-Daviss Responses
  • addressing mentoring needs at many levels
  • menu of faculty development options, eg
    e-learning platforms, series certificates
  • each faculty gets bank of FD credits
  • each dept appoints Director of FD
  • variety of peer-reviewed awards
  • more family leave and modified duties options
  • more flexible part-time options
  • Source Howell L, Servis G, Bonham A.
    Multigenerational Challenges in Academic
    Medicine UC Daviss Responses. Acad Med. 2005
    80527-32.

14
Collaborative Mentoring Program
  • Facilitated peer mentoring
  • One-day/month sessions for 6 months
  • Learning outcomes included
  • identification of values-based career goals
  • development of close collaborative
    relationships
  • improved job satisfaction
  • skills developed in areas key to
    advancement
  • Source Pololi, L.H., Knight S. Mentoring faculty
    in academic medicine. JGIM. 2005 20866-70.

15
9 Habits of Highly Effective Mentors
  • Identify Coachable Moments and select best
    coaching method
  • Create enough safety for learning
  • Together set goals for the relationship
  • Listen actively, avoiding assumptions
  • Ask reflective Questions, eg how do you think
    you did?
  • Give specific, constructive, timely feedback
  • Support transition to independence
  • Respect confidentiality
  • Continuously develop mentoring skills

16
Mentoring
  • bringing ourselves fully into the moment.
  • giving full attention to other person
  • letting the other know that he or she is heard
    and respected
  • listening with curiosity

ONE MOUTH
TWO EARS
17
  • Skillful Inquiry involves..
  • a genuine wish to understand someone elses
    thinking.
  • inviting elaboration and clarification, asking
    non-leading questions that invite the other
    person to reflect and piece together the elements
    of their own thinking, eg Tell me more about
    that, How did you come to hold this value?
  • temporarily putting aside our own ideas, letting
    the other person talk without interruption
  • silencing the inner voice in us that is
    formulating a response or comparing/disagreeing/in
    terpreting
  • refraining from asking questions intended to lead
    the other person towards a particular point

18
Gender and Ethnicity When Heterogeneity meets
Homogeneity
19
Disadvantages Minorities Sometimes Experience in
Obtaining Mentoring
  • relationships occur most naturally between
    like individuals
  • different cultural norms can be confusing
  • face higher hurdles to prove selves to potential
    mentors
  • the accents of some ethnic minorities interfere
    with communication

20
Womens Disadvantages in Obtaining Mentoring
  • less likely to view mentor as a role model
  • allowed a narrower band of assertive behaviors
  • leadership potential underestimated
  • work an invisible 2nd shift at home
  • miss out on hallway conversations and golf
  • paucity of senior woman role models
  • may be dropped if mentor threatened by her
    increasing expertise

21
Nine Circles of Mentee Hell
underestimate of potential
failure to respect protégés goals
failure to promote independence
inappropriate praise or criticism
taking credit for protégés work
conflicts avoided
expecting protégé To defer
physical intimacy (or appearance of)
ethical violations
22
Senior Faculty say
  • I dont think kids these days want to work as
    hard.
  • They act like theyre entitled to privileges I
    had to earn.
  • They just dont make em like they used to.
  • There is a tremendous gap between what the
    younger generation wants and what the older
    generation expects.
  • Junior faculty seem to want a lot of
    handholding.

23
Gen X and Y say
  • I just dont buy the values of many senior
    faculty success stories.
  • When Ive made different choices than my mentors
    would, they treat me as if I were failing them.
  • I thought my chair was looking out for me.
    Turned out I was just gullible.
  • My mentor wants me to remain monogamousbut
    Im ready to date!
  • Every time someone said they would mentor me,
    they simply gave me more work. But no ones
    helping me seeing how my work fits into the
    larger picture.
  • How do I get help in creating a plan for my
    future, including milestones and choice-points?

24
Mentoring Gen X and Y
  • Examples of productive questions
  • What qualities does excellent clinical judgment
    encompass?
  • How will you develop the necessary expertise?
  • What are your goals and timelines?
  • What is your plan for assuring that ..?
  • How will you evaluate your progress?
  • Lets agree about the desired outcome, then
    discuss methods.

25
Mentoring is critical
  • To attract, retain and engage high performers
  • To maximize return on investment in faculty
  • To nurture the academic aspirations of residents
    and junior faculty
  • To swiftly acculturate new members
  • To foster a collaborative environment
  • To increase stability and productivity
  • To promote diversity
  • To develop leadership talent
  • Being a mentor is the most effective way of
    extending ones professional contributions
  • Everyone can become a better mentor.
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