Transcript Tempered Radical Approach (Meyerson. Tempered Radicals

The Next Generation of
Faculty and Leaders in
Anesthesiology:
Do You Know Where your
“Children” Are?
Janet Bickel
Faculty Career and Diversity Consultant
www.janetbickel.com
YOUR QUESTIONS?
 How can you improve your recruitment
and advancement of women and underrepresented minorities?
 How well positioned is your department
to attract the best of the next
generation?
 ???
ASSOCIATION OF AMERICAN MEDICAL COLLEGES
PREMISES
•
The future of Anesthesiology depends on its success
in recruiting and developing the best of the next
generation.
•
Women and ethnic minorities must overcome extra
challenges in realizing their career and leadership
potentials.
•
New strategies are needed to develop Gen X for
successful faculty careers.
•
Enhancing mentoring is a cost-effective strategy to
address these needs.
•
Your mentors need mentoring in “mentoring across
differences”
ASSOCIATION OF AMERICAN MEDICAL COLLEGES
Compared to majority faculty, ethnic minorities:
• feel less welcome at their institutions and more
isolated
• expected to participate in many non-careeradvancing activities
• identified by appearance more than abilities
•are assumed to represent an entire group
Many ethnic minorities internalize this negativity
and leave academic medicine.
Source: Palepu A, Bickel J: “Race/ethnicity and Disadvantages of Minority Faculty”
in Carr P, Bickel J, Inui T, editors. Taking Root in a Forest Clearing: A Resource Guide
for Medical Faculty, Boston: Boston University School of Medicine, 2004.
Disadvantages Minorities Experience
in Obtaining Mentoring
• relationships occur most naturally between “like”
individuals
• some majority individuals are uncomfortable with
ethnic minorities and cannot empathize with them
• face higher hurdles to prove selves to potential
mentors
• performance of minorities scrutinized more closely
• the accents of some ethnic minorities interfere
with communication
ASSOCIATION OF AMERICAN MEDICAL COLLEGES
Women Face Systemic Disadvantages
• Career advancement favors individuals
with no other responsibilities
• Assertive women are less well-liked
• In negotiations, women face worse first
offers, more pressures to concede, and a
harder line when they “push back.”
• Women receive less recognition and
rewards for their accomplishments than
men do
• Attracting mentors, building a network,
and “fitting in” don’t happen as naturally
Women Experience Disadvantages
in Obtaining Mentoring
• women’s intellectual contributions undervalued
• women three times more likely than men to report
mentors taking credit for their work
• men accustomed to full-time support at home have
little experience with challenges common to
“working” women
• cross-gender relationships subject to suspicion
• younger women find few senior women role
models
Boomers (1945-1962)
Generation X (1963-1982)
•Work hard out of loyalty
•Work hard if balance allowed
•Expect long-term job
•Expect many job searches
•Pay dues
•Dues not relevant
•Self-sacrifice is virtue
•Self-sacrifice may have to be
endured, occasionally
•Respects authority
•Questions authority
Source: Karp, Hank, et al. Bridging the Boomer Xer Gap: creating authentic
teams for high performance at work. Davies-Black, 2002.
ASSOCIATION OF AMERICAN MEDICAL COLLEGES
Generation Gap
• “The tenure track? I don’t need that pressure in my
life.”—Assistant Professor
• “I can’t stand this constant decision making about
which values to compromise. I don’t see a way to
build an academic career.” —Chief Resident
• “A lot of docs here look terrible… I want to say ‘lie
down and I’ll come back in an hour.’” —Resident
Author concludes: “The traditional model of success,
ie an uninterrupted commitment to career growth,
cannot accommodate today’s diversity.”
Source: Brown AJ. Report of Focus Groups with Women and Men Faculty at Duke
University Medical Center, Spring 2003.
Senior Faculty say:
• “I don’t think kids these days want to
work as hard.”
• “They act like they’re entitled to
privileges I had to earn.”
• “A lot of them are slackers--they just
don’t make ‘em like they used to.”
• “There is a tremendous gap between
what the younger generation wants and
what the older generation expects.”
Mentoring
across
Differences
Mentoring Across Differences
• Begin initial interaction by sharing about
important influences, commonalities and
differences
• Avoid assumptions
• Listen actively, reflecting back
• Try to place yourself in mentee’s shoes
• Recognize effects of differences in power
• Recognize that strategies and styles that
worked for you may not work for mentees
• Ask for feedback
Avoid such traps as:
• Pretending differences don’t exist (ie “I
don’t think of you as a woman”); this denial
colors the relationship.
• Undervaluing individuals unlike oneself
• Automatically communicating your version
of reality
• Avoiding honest expression which leads to
being either too general or too specific
ASSOCIATION OF AMERICAN MEDICAL COLLEGES
Mentoring Gen X
ASK:
• How will you define success in this
situation?
• How will you make sure you develop the
necessary expertise?
• What is your plan for assuring that …..?
• Let’s agree about the desired outcome, then
discuss methods.
NB: offer frequent feedback and ask for
reactions and opinions.
Teaching and Mentoring Gen X
• Create a clear picture of what needs to be
accomplished, divided into goals with
milestones along the way
• Focus on outcomes, being clear about what
needs to get done but leave some of the
how to them
• Offer a wide variety of rewards
• Encourage the protégé to mentor others
Tasks of Adult Development
•
•
•
•
Identity
Intimacy
Career Consolidation
Generativity: unselfishly guiding the next
generation (mastery triples the likelihood
one’s 70s will be joyful)
Source: George Vaillaint. Aging well. 2002.
“If you’re fortunate enough to have done well, it’s up
to you to send the elevator back down.”
—Jack Lemmon