Transcript Fall 2004 New Chair/New Director Orientation Support for

Designing and Implementing
Effective Faculty Mentoring
Programs
May 11, 2011
Deborah DeZure, Ph.D.
Assistant Provost for
Faculty and Organizational Development
Michigan State University
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Goals
• Review the research on effective
practices in faculty mentoring
• Identify key decisions when designing
an effective faculty mentoring program
within a college, school or department
• Share resources on faculty mentoring
• Respond to questions about faculty
mentoring
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Designing An Effective Program of Faculty
Mentoring: What does the Research Tell Us?
• Origin of Term MENTOR (Homer)
• Chair is a key mentor in life of early career faculty,
but not the only mentor
• Mentoring is a task best shared by the community
of scholars:
– Initiation and validation process
• Traditional Approach: Informal Mentoring, Single
Mentor, Long-Term Relationship
• Newer Approach: Formal (and Informal)
Mentoring Relationships, Multiple Mentors
(Differentiated Roles), Shorter Duration
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What Research Tells Us
• Mentoring can be powerful and productive
IF WELL IMPLEMENTED
– Particularly important for women, minorities
– Increases recruitment, retention, tenure and
promotion, job satisfaction, perception of
supportive climate, reduces frustration and
wasted time/energy, increases productivity
– Evidence is not consistent, but points to many
productive practices
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Poor Mentoring can be Damaging
– Mentors who try to mold their mentees in their
own image
– Inability of mentees to change mentors without
fear of reprisal
– Insufficient levels of mentoring, waiting for the
mentee to take the initiative
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Coaching with Compassion
‘Lights Up’ Mentee Brains
Website – case.edu/think
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What Research Tells Us
• Mentoring is highly campus-specific,
college-specific and contextual.
– Effective programs reflect the culture of the
organizations in which they exist
• There are no generic best practices, but
best practices for what purpose, for whom,
by whom, under what constraints?
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Key Elements of Effective
Mentoring Programs
• Clearly articulated program goals
– Ex. To increase tenure and promotion rates of
early career tenure system faculty
– Ex. To increase recruitment and retention of
under-represented groups, e.g., women and
minorities.
– Ex. To increase levels of satisfaction of early
career faculty with their professional lives.
– Ex. To increase communication among early
career faculty and their senior colleagues.
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Assessment of Program
Effectiveness
• How will you know that the program is
accomplishing its goals?
– What metrics can be used to assess whether the
program is and/ or has attained its goals?
• What formative measures can be used?
• What summative measures can be used?
– Do these measures align with the goals?
– Do these measures align with the program elements
used to attain the goals?
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Common Design Elements of
Effective Faculty Mentoring Programs
• Formal vs. Informal/ Level of Structure
• Formal Mentoring in a structured program of faculty mentoring
offered to all early career faculty (Productive Practice)
• Informal mentoring CAN and DOES work for many people, but often
fails and too often is not provided to those who could most benefit
from it, creating inequities in support.
• Designated Program Oversight
• It should be someone’s job to :
– Insure that all is going well for mentors and mentees.
– Evaluate the effectiveness and impact of the program.
– Be authorized to make changes as needed for continuous
improvement and to meet changing needs.
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Common Design Elements of Effective
Faculty Mentoring Programs Cont.
• Orientation for Mentors
– Clarity of expectations, policies, practices
– Training in how to mentor, e.g., providing
constructive feedback (handout provided)
• Orientation/Formal Meeting of Pairs
– Mutual understanding of expectations by
mentor/mentee
– Clear policies and practices re: mentoring
• A Case in Point: MSU College of Music
Orientation for Mentors/Mentees (salmon)
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Common Design Elements of Effective
Faculty Mentoring Programs Cont.
• Regularly scheduled meetings of mentor and
mentee
– Initiated by the Mentor, but also by Mentee as
needed
• Cohort meetings of pairs /Planned events
– Enables dyads to hear what others have done to
get additional ideas & network
• Rewards/Celebrations (Speakers)
– Honor the activity: books, honoraria
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What Research Tells Us
How many mentors?
• Multiple Mentors, CHANGE over time
– One coordinating mentor (chair? Other?)
– One: inside college but outside dept.
– Three - U Virginia: Orientation Guide, Research Counsel,
Teaching Coach
– Women/Minorities: One Majority, One Minority
(Networking Important)
– Mentor selection based on mentee needs, may change
over time
– Not so many mentors that process is too time-consuming
or burdensome
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What Research Tells Us
• Basis of Pairs
– Interest-Based Pairing
• How to determine mentee needs, interests
and priorities: ASK
– Ask what mentees want/need
– Ask what mentors are willing to offer
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Adapting a Prompt Sheet to Clarify
Needs/Interests of Mentors/Mentees
• Take the next 5 minutes to review and adapt the
green prompt sheet to fit the profile of faculty
roles in your department, school or college.
• Adapt the “Topics for Mentees (blue)/Mentors
(green) sheets to Discuss” and the “Possible
Activities”.
• When we reconvene in 5 minutes, we’ll share
some of your adaptations.
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Networking
• Networking/Social Function of Mentors
– Theme of loneliness/isolation pervasive
among early career faculty after rush of
attention subsides
– Promotes access to possible collaborators
– Complements pool of formal mentors
– A Survey of mentees identified loneliness as
key issue of first year as a faculty member.
– Ex. Early Career Social Gatherings
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Policies
• Institutional Policy about Faculty Mentoring
– MSU Mentoring Policy (see policy)
• Participation
– Voluntary/Invitational vs. Required
• Duration
– Year-Long Arrangement, Renewable
– Low risk to change mentors as career evolves
• Confidentiality
• Role of Mentor in P/T Decisions
– A Case in Point
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Evaluating Success
• Define Program Outcomes
• Formative Assessments
– Survey mentors/mentees to see how mentoring is
going? Are they meeting? Is it helpful? What else is
needed? Is the program well organized?
• Summative Assessments
– Level of participation (Do people participate?)
– Satisfaction (Do mentors/mentees like the program
and indicate it is worthwhile?)
– Impact on mentors, mentees, institution
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Assessing Mentor/Mentee
Relationships and Their Impact
• Examples:
– Mentorship Profile Questionnaire (Ron Berk et al.,
Johns Hopkins University School of Nursing, 2002 )
– Mentorship Effectiveness Scale (gray) (Ron Berk et
al., Johns Hopkins University School of Nursing,
2002)
1.
2.
3.
What do you find useful?
How might you adapt these forms for use in your
unit?
Would you also use the forms for orientation?
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Variations: Cohort Mentoring
• Group Mentoring
– One mentor meets with a small group of
mentees, ongoing, range of topics
– One mentor oversees small group, inviting
guest speakers to meet with group re:
research, proposal writing, etc.
• Mentoring Committee
– Meets periodically with individuals or small
groups of mentees to provide guidance
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New Directions in Faculty Mentoring
• Mutual Mentoring
– University of Massachusetts-Amherst
(Mellon Grant)
• Early career faculty or units can apply for small
grants of $1200-$5000 to provide support for
mentoring activities.
• Early career faculty are encouraged to:
– 1) map their responsibilities (see “Assessing My Network
of Support “ exercise – white sheet) and
– 2) identify and contact mentors in areas as needed.
• Impact: Offers just in time support that often helps
mentors and mentees (mutual mentoring)
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Resources on Faculty Mentoring
• Identify, develop and/or disseminate materials
on faculty mentoring to assist the coordinator
of faculty mentoring, mentors, and mentees.
See:
http://fod.msu.edu/LeadershipResources/mentoring/index.asp
• MSU ADAPP ADVANCE Grant Mentoring
Toolkit
See:
http://www.adapp-advance.msu.edu/resource/faculty-mentoring-toolkitcoming-soon
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Programs to Assist Faculty and Mentors
provided by F&OD (www.fod.msu.edu)
• New Faculty Orientation and Website, Info Fair
• “Top 10 Things New Faculty Need to Know” (Read MSU Faculty Handbook)
• Consultations on Teaching, learning and assessment (confidential and
voluntary)
– Individual and small group consultations
– Midterm student feedback sessions
– Videotaping of teaching
•
•
•
•
•
•
Online Instructional Resources (OIR) Website
Lilly Seminars on Teaching/Learning
Spring Institute on Active Teaching/Learning
Lilly Fellows Program (for pre-tenure faculty)
Faculty Learning Communities
Workshops for Faculty Leaders (WFLs)
• Parliamentary Procedures (http://acadgov.msu.edu/documents/RobertsRuleResourceInfo.pdf)
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Other MSU Resources to Assist New Faculty
• Libraries, Computing and Technologies
http://lct.msu.edu/
• Office of VP for Research and Graduate Studies
http://www.vprgs.msu.edu/
• Office of Outreach and Engagement
http://outreach.msu.edu/
– Supports for design and evaluation of outreach projects
• Office of Inclusion and Intercultural Initiatives
http://www.inclusion.msu.edu/
• Graduate School
http://grad.msu.edu/
• MSU Writing Center has writing groups for faculty
http://writing.msu.edu/
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Other MSU Resources to Assist New Faculty
(continued)
• MSU C-Stat provides support for statistical analysis
http://www.cstat.msu.edu/
• International Studies and Programs (ISP)
http://isp.msu.edu/
• Women’s Resource Center
http://wrc.msu.edu/
• Family Resource Center
http://www.frc.msu.edu/
• MSU ADAPP ADVANCE Grant Website and Toolkit
http://www.adapp-advance.msu.edu/
• College-Based Orientations and Resources
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To Begin Your Planning
Using the Design/Planning Phase Worksheet
(Versions by D. DeZure or M. Wunsch)
1. Your preliminary priorities and/or preferences
2. Questions for clarification and/or discussion
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Appendix: Characteristics of
Constructive Feedback (yellow)
•
•
•
•
Descriptive rather than evaluative
Specific rather than general
Behavioral – about which receiver can do something
Takes into account the needs of both the receiver and
giver
• Provides opportunity for receiver to
clarify/respond/check for accuracy
• Integrates error analysis – endeavors to understand why
the person chose that course of action – to check for
reasoning, possible misconceptions, or inaccurate
information
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Characteristics of Constructive
Feedback Continued
•
•
•
•
•
•
•
•
Check to see if agreement
Solicited rather than imposed
Well timed
Sharing of info rather than advice
Amount of info the receiver can use
Does not focus on why or inferences but behaviors
Attention to the consequences
Builds the relationship of trust, caring and respect
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Questions?
Comments
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Please let me know how I can
assist you or your unit colleagues.
Deborah DeZure, Ph.D.
Assistant Provost for Faculty and Organizational
Development
Michigan State University
[email protected]
517-432-5125
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Mentoring Matters
Thank you for joining us today.
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ADAPP ADVANCE Grant
Mentoring Materials
• Introducing – Clare Luz, Ph.D., Co-PI, ADAPP ADVANCE
Grant, Assistant Professor, Department of Family
Medicine, College of Human Medicine, and Geriatric
Education Center of Michigan
• ADAPP ADVANCE Grant resources include:
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–
–
–
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Faculty Mentoring Policy
Frequently asked questions about the MSU Mentor Policy
Formal Mentor Models
Best Mentor Program Practices for Unit Leaders
Best Practices for Mentors in Academic Settings
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