Faculty Orientation: The FAME Mentoring Program

September 16, 2014

2

Objectives

   Define Mentorship in the Context of academic medicine Need for Mentoring How do you identify a mentor

Defining Mentorship

4

Definition of Mentoring

 “Mentor” is a term widely used in academic medicine but for which there is no consensus on an operational definition.

 Further, criteria are rarely reported for evaluating the effectiveness of mentoring.



Measuring the Effectiveness of Faculty Mentoring Relationships

Ronald A. Berk, PhD, Janet Berg, MS, RN, Rosemary Mortimer, MS, MSEd, RN, Benita Walton-Moss, DNS, RN, and Theresa P. Yeo, MSN, MPH, RN Academic Medicine 80;66- 71 : 2005

5

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 Faculty Member (Tenure, Clinical and Research Tracks) will find a

Primary

Mentor Characteristics of primary mentoring:      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 mentee’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

7

Mentorship Goal

“ The goal of mentorship is to move the mentee to the next career stage while maintaining professional career engagement, a sense of achievement and personal and professional balance.” Binkley

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% 9 Holincheck , J., “Case Study: WorkforceAnalytics at Sun,” Gartner, Inc., 2006

Goal of FAME Mentoring Program

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.

10 Ellison, EC. “FAME Mentoring Program Goal Statement,” 2014

11

Structure of FAME Mentoring Program

  

Each Department Has a Mentoring Lead

 Assists Junior Faculty:    Helps faculty network, provides advice Sets expectations, discusses goal-setting Distributes Best Practices and mentoring templates 

Assists Senior Faculty:

 Sets expectations, provides guidance  Directs to training opportunities

Troubleshoots and problem solves Coordinates with Department Chair

  Ensures faculty goals are aligned with departmental vision and need Embeds faculty members’ development plans in annual faculty review

12

Responsibilities of the Mentee

 Identify a primary career mentor (via SciVal, networking, mentoring lead, etc.)  Schedule monthly/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

13 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

14

Role and Functions of the Primary Mentor Scientist

 Introductory conversations with faculty  Determine Goals     Area of Focus Personal Mission Statement Suggest Team Members 5 year plan   Help mentee select Team Meet weekly with mentee, monthly with team  Attend mentee presentations  Annual Review

15

16

Mentorship Training

 The Mentor is essential to long term career success  The process requires a period of years  Therefore empiricism is not a good approach  Training becomes essential

How do you find a mentor?

 Meet with the mentoring lead in your Department  Prepare a personal mission statement (attend How to Thrive workshop)  Know your faculty track and review the APT document  Interview potential mentors  Select Mentor  Sign a mentoring agreement  Prepare a career plan with your mentor

18

Mentoring Open House

 

December 3, 2014, 2:30-4:30pm

Opportunity to learn about:     Creating Professional Mission Statement Individual Development Plan Goal-Setting Faculty Tracks and Expectations  Network with mentors and peers

Appointment Promotion and Tenure Documents http://oaa.osu.edu/governance.html

OSU COM>Faculty>Promotion and Tenure>Department Documents> OAA link>scroll to COM Departments

Mentoring Tip

Individual Development Plans (IDP) are used widely by organizations – from the NIH to the US Coast guard- to help individuals achieve goals. It is a great tool to guide successful mentoring relationships. An IDP helps the mentor understand the mentee’s needs and the mentee identify professional goals. Ideally the mentee should send the completed IDP to their mentor prior to their meeting to make the most of the meeting time.

One Minute Mentor

   Assess the mentee  Check in   Assess for any urgent issues Use active listening skills Set Agenda    Review pending items Assess time available Prioritize Assist with ongoing projects    Ask Clarifying Questions Set clear/measurable goals Give advice and suggest resources  Agree on timeline for deliverables    Provide Career Guidance  Review Individual Development Plan and CV  Inquire about professional and personal balance Wrap up  Clarify expectations of mentor and mentee  Schedule a future meeting

Developed by Mitchell D Feldman MD , MPhil, UCSF