DEMYSTIFYING PROMOTIONS:A GUIDE FOR JUNIOR FACULTY AND THEIR MENTORSEva Aagaard, M.D.Director of Faculty DevelopmentDGIM

With Thanks to Harley Rotbart, MD Pediatrics

WHAT ARE YOUR QUESTIONS ABOUT PROMOTIONS?

Instructor

Sr. Instructor

Sr. Instructor w/ Distinction

Assistant Professor

Associate Professor

Professor of Clinical Practice

TENURE

Associate Professor of

Clinical Practice

Professor of Clinical Practice

GOAL FOR AN ASSISTANT PROFESSOR

Become an Associate Professor

THE 3-LEGGED STOOL

Teaching

Research / Scholarship

Clinical / Service

THE CAREER PIE CHART

Faculty Percent EffortFaculty Percent Effort

PrimarySecondaryTeachingAdmin/Service50-80%50-80%

5-30%5-30%

10%10%

1-5%1-5%

Areas of Focus :• Clinical Care• Education and

Training• Research• Administration/

Service• Advocacy

PrimaryPrimaryFocusFocus

SecondarySecondaryFocusFocus

TeachingTeaching..

Administrative/ServiceAdministrative/Service

THE GOLDEN RULES FOR PROMOTION TO ASSOCIATE PROFESSOR

Make career decisions that lead to career fulfillment

Don’t make career decisions solely because they’re “good for promotion”

Promotion will follow

STOOL MEETS PIE CHART

Faculty Percent EffortFaculty Percent Effort

PrimarySecondaryTeachingAdmin/Service50-80%50-80%

5-30%5-30%

10%10%

1-5%1-5%

Areas of Focus :• Clinical Care• Education and

Training• Research• Administration/

Service• Advocacy

PrimaryPrimaryFocusFocus

SecondarySecondaryFocusFocus

TeachingTeaching..

Administrative/ServiceAdministrative/Service

THE MATRIX RELOADED

REGULAR FACULTY SERIESEXCELLENCE in one:

TeachingResearchClinical Activity

MERITORIOUS in all:TeachingScholarly ActivityClinical Activity/Service

CLINICAL PRACTICE SERIES

Faculty members whose duties are focused primarily in direct patient care

Not tenure eligible

ASSOCIATE PROFESSOR OF CLINICAL PRACTICEEXCELLENCE IN:Clinical care

AT LEAST MERITORIOUS IN:TeachingANDLocal (hospital or university) or regional reputation for clinical excellence

THE 12 STEP PROCESS

1. Appointment as Assistant Professor2. Annual DOMINO Review3. Mid-point review 4. Nomination promotion - early summer5. Solicitation of letters - late summer6. Submission of portfolio - early fall

*Departmental Promotions Committee

THE 12 STEP PROCESS

7. Portfolio review and vote (DPC)8. Modifications of portfolio9. Re-review of portfolio (DPC)10. Submission to SOM - December 11. Review by SOM Promotions Comm12. Approval by SOM Executive Comm

TIMELINE TO ASSOCIATE

Year 0 – appointmentYear 1 – annual reviewYear 2 – annual reviewYear 3 – annual reviewYear 4 – mid-point reviewYear 5 – annual reviewYear 6 – annual reviewYear 7 – promotion

ROLE OF DEPARTMENT/ DIVISION1. Appointment letter – true expectations 2. Mentoring – assign mentor ( & co-mentor)

and oversee process3. Annual reviews –

? On track for promotion Documentation appropriately gathered

4. Mid-point reviews by Department ?On track for promotion Documentation appropriately gathered Proposed timing for promotion

ROLE OF THE DIVISION/ DEPT

5. Promotion preparation• Solicitation of reference letters• Guidance on portfolio preparation• Review portfolio, suggest improvements• Vote on candidacy• Submit portfolio with summary letter

HOW TO FIND A MENTOR

Mentoring Guides Annual DOMINO Review Peer-referral Self-referral

MENTORING GUIDES DGIM

ResearchJean Kutner

ClinicalDavid Tanaka

EducationEva Aagaard

DEPT. MENTORING

Primary Mentor Responsible for guidance (facilitating, advocating, and

counseling) towards faculty member’s career development and promotion

Assist faculty member in finding a Co-Mentor if appropriate

DEPT. MENTORING

Co-Mentor – if appropriate In most cases, this is the faculty member’s “content”

mentor may be same person as Primary Mentor Responsible for guidance (facilitating, advocating, and

counseling) of the faculty member toward success in his/her research, clinical, teaching, and/or scholarly activities

Provides regular feedback to Primary Mentor

DEPT. MENTORING

Faculty Member Ultimately responsible for his/her own career

development, with the guidance of Primary Mentor Ultimately responsible for his/her own research,

clinical, teaching, scholarly activity with the guidance of Co-Mentor if appropriate

NEITHER

ROLE OF THE FACULTY MEMBER1. Conscientiously work with mentor2. Maintain real-time portfolioA. Teaching - see SOM portfolio template

a. log of teaching activityb. teaching evaluations - piles and pilesc. teaching awards

ROLE OF THE FACULTY MEMBERB. Clinical

a. see SOM portfolio templateb. log of clinical activityc. clinical testimonials/evaluationsd. clinical honors

ROLE OF THE FACULTY MEMBER3. Documentation of Research/Scholarship

A. Accurate and up-to-date CVB. Thoughtful approach to scholarship

4. Documentation of ServiceA. Accurate and up-to-date CVB. Letters of gratitude for service

5. Careful attention to submission deadlines

TOP 10 MISTAKESOn The Way To Promotion

10. THE NOBEL PRIZE WINNER MENTALITYOr the “I’ve been here18 months, am I eligible for promotion?” syndrome

Rules state that “when you’re ready, you’re ready”

BUT, RARE that someone is promoted after 4 years uncommon after 5 More often after 6, Most common after 7

9. THE “I KNOW I’M ON TRACK”

Or “Mentoring is for the Other Guys” syndrome

Leading cause of disappointments at promotion time and of the need to request extensions

8. THE MY MENTOR ATE MY HOMEWORK SYNDROME

Responsibility for fulfilling the Criteria, and meeting the deadlines, for promotion are yours alone

7. PROMOTION COMMITTEE = CONVENIENCE STORE

If you miss deadlines, you may have to wait another year.

6. FAILURE TO LAUNCHScholarshipOutside letters

5. THE LOST IN TRANSLATION SYNDROME

Or, Falsely Assuming The DOM Or SOM Promotion Committee Knows What You Do For A Living

Only 1-2 members of your department on the SOM PC

Few if any know you YOUR MISSION is to produce a portfolio that speaks their language

4. ASSUMING SIZE DOESN’T MATTER

Quality of your work Quantity of your work

Teaching evaluations, publications, clinical documentation, etc. should be as complete as possible without including fluff.

Particularly true for documenting “alternative forms of scholarship”

3. BELIEVING IN THE “EVALUATIONS TOOTH FAIRY”

Or the “Someone must be collecting my teaching evaluations for me” syndrome

2. ASSUMING THAT ALL TEACHING OCCURS IN LECTURE HALLS

Don’t overlook: Bedside Research Morning report Journal club M&M conferences Mentoring/ Advising

log your hours and number of trainees and collect evaluations.

1. SPENDING TOO MUCH TIME IN THE UNPRODUCTIVE STAGES OF THE KUBLER-ROSS GRIEF REACTIONDenial Anger Bargaining Depression

WE CAN HELP