Mentorship: Giving and Getting OR “It Takes a

Village”

Sharon A. Levine, MDMay 20, 2013

Objectives

To define mentoring To describe the functions of a mentoring

relationship To review different types of mentors To discuss qualities of effective mentors To review responsibilities of

mentors/mentees To practice identifying possible mentors

Mentor in the Odyssey

Age Wisdom Friendship Nurturing Guidance Trusted

Fénelon: Les Aventures de Télémaque

Mentoring in Academic Medicine: Why? Mentored faculty feel more confident

than peers More likely to have a productive

research career Feel greater support for their research Report higher career satisfaction

Palepu A,, Academic Medicine, 1998; Levinson W et al. West J Med 1991, Palepu A. J Gen Intern Med, 1996

Major steps ObstaclesChallengesResourcesNetworking

Today

Career MappingFuture Date

Angela Jackson, MD

Traditional Definition“A dynamic reciprocal relationship

in a work environment between two individuals where, often but not always, one is an advanced career incumbent and the other is a less experienced person, and the relationship is aimed at fostering the development of the less experienced person.”

Healy CC, Welchert AJ. Educ Res. 1990

I was an orphan

Mentor, Not!

De-Mentor!

Mentoring Now Dynamic process Active participation on both sides Trust other’s commitment/expertise Personal choice and style are important Mutually beneficial—teach each other Flexible Mentors offer personal and professional

support and advice “It takes a village” “No fault”

Beyond the traditional dyadic

Formal vs Informal Traditional Peer/Collaborative Mentors e-mentors Functional Mentorship ie project-oriented Mentoring Networks/Developmental

Networks

Traditional vs. Peer Mentoring Dyads Teaching Sponsoring Guiding Socialization Provision of counsel and

moral support Senior Mentor maintains

power/influence Hierarchical—

exploitative potential Lack of suitable mentors

Equal in age/experience/rank

Relationships are mutual

Personal feedback and friendship

?less inhibited Share work-life balance

issues May not have breadth

of knowledge/connex

Bussey-Jones et al.Academic Medicine. 2006;81:673-679; Pololi L.JGIM 2005;20; Pololi.Academic Medicine. 2002;77:377-384

Functional Mentorship Faculty member with specific needs Mentor with specific skills Come together to focus on a project: grant,

developing curriculum, new area of research, developing new clinical service

Lasts until project completed “Jump start”: search to obtain mentoring with or

without formal program Identify senior person who can fill the gaps you need Ask chief/chair, search faculty database, look at org

leadership of regional/national professional organization, faculty affairs dean

Thorndyke, LE et al. Find a functional mentor. Academic Physician and Scientist. January 2009.; Thorndyke LE, Gusic ME et al. Academic Medicine. 2006;81:668-673

Functional Mentorship What are the knowledge, skills, and

expertise that I need to be able to do this

project or tackle this issue? What strengths do I bring to this project? What specific help do I need to be able

to complete this project? What scholarly products (publications,

presentations) do I hope to generate?

Responsibilities are the same as a mentee.

Thorndyke, Gusic

Mentoring/Developmental Networks (internal and external)

A small group depending on needs Can be peers Can be people outside institution Can be senior faculty May be junior faculty to suit the purpose Family Mutual learning and trust

Kram and Higgins. Wall Street Journal. Sept. 2008

Developmental Networks Developmental Networks

FOCALFOCALFOCALFOCAL

Peer(s)Peer(s)

Senior ScholarsSenior ScholarsLeadersLeaders

ProfessionalProfessionalSocietiesSocieties

TraineesTrainees

AdministratorsAdministrators

Personal Personal Support SystemSupport System

Kathy Kram

Mentoring in Faculty Career Development

Multifaceted relationship

May need multiple mentors--build a mosaic of advocates, coaches, advisors, learning partners and “cheerleaders”– What if they disagree?!

Primary goal: nurturing professional development, hence protégé

Functions of Mentoring Relationship

Teaching Personal/professional

guidance Sponsoring Role modeling--all

mentors are role models, not all role models are mentors!

Acculturation and socialization--teaching the “Rules of the Game”

What do you want your mentors for?

What else? Provide constructive critical feedback on

performance Facilitate introductions to key people Write letters of recommendation Submit names for awards and committees Explore external funding options Help in grant and manuscript preparation Can advise on interpersonal issues/balancing

home and career Acculturation

Higgins L. Stanford Medicine, 1994; Riley, S. J App Soc Psychol, 1985

Characteristics of Prized Mentors Responsive/available/enthusiastic/passionate Knowledgeable and well-respected in the field;

have “clout” Communicates Selfless;sensitive Values the mentoring relationship Motivator who has high standards /expectations Recognizes potential/celebrates Supports/enables/advocates/protects

Jackson, V et al. Academic Med, 2003, 78:328-334;Lee.Nature 2007; 447, 791-197

Responsibilities of the Mentee: Practical Suggestions

Take the initiative Be efficient: Outline your mission statement

with short- and long-term goals. Write it!– Different goals for different mentors

Respect the confidence and time of the mentor: Shhh! Be prepared and on time.

Expect a reciprocal relationship: your mentor may expect your assistance with projects and articles

Keep in mind that the relationship will evolve and change--it’s a “no fault” relationship

Decide frequency of meetings together

Palepu, A. Academic Medicine 2003

What Works? Being on the same wavelength--

compatibility Being sensitive to the possible abuse

of a power differential Chemistry!!

Be Curious:Take a Social History

Who is this person? How did s/he get here? What’s important to him/her? What does s/he want to DO? (not BE)

How to Give it--How to Get it How do you want to

spend your time? Be honest Follow through: don’t

delay Not friends (unless peer

mentors) Don’t be afraid to

terminate a mismatched relationship

Be explicit about credit for work

Separate at end

Detsky AS, Baerlocher MO. JAMA 2007:19:2134-2136

Challenging Issues

Disparate goals/commitment/expectations Unreasonable demands by mentors Unavailability/unreceptive mentors Generational/personality clashes Overdependency of protégé Inappropriate advice Misuse of power/sexual harassment Take credit for work

Pololi JGIM 2005; 70

Cultural Issues/Barriers

Generational Race Gender LGBT-may be triple

minority Socioeconomic status Disabilities Assumptions based on

everything above

Mentoring Across Generations Share background info/influences—prevents erroneous

assumptions Clear picture of goals and divide into achievable pieces.

Delayed gratification not good for Gen X’ers Focus on outcomes; leave “how” to them Participative rather than top down approach If questions about protégé’s commitment arise—link to

outcomes and performance Give conscientious feedback. They appreciate it. Simple awards program may be more important than money Encourage the protégé to mentor others Refrain from talking about the “days of the giants”!!! Learn from Gen X and Millennials

Bickel and Brown;Academic Med 2005;80:295-210)

Race and Gender Women and minorities have a greater need

for mentoring– Career assumptions made by cross race

mentors for MDs of African decent– Serve on multiple committees; minority “tax”– Race permeates everything for some– Silence of workplace on issues of race– Race-related experiences define institutional

climateNunez-Smith M et al. Ann Int Med 2007;146:45-51;Thomas DA, HBR 2001

Most mentors are white men due to the homogeneity of senior faculty

Quality of mentoring is the same for minority and women mentees irregardless of race or gender of mentor

Race and Gender

Most women faculty (80% one study) and minority faculty (86%) say it’s not important to have a mentor of the same gender or minority group. Palepu A, Academic Medicine, 1998

Male mentors may assume “father figure” role--unintentional paternalism

Watch out for sexual harassment “Whitewash” dilemma re: women can ignore

issues of race and ethnicity (Moore and Hunt. Center for Gender in Organizations. Jan. 2008)

Race and Gender Men are more likely to be encouraged to take

part in activities outside the institution than women

Women 3 times more likely to report mentors taking credit for their work

Less likely than men to negotiate for salary, benefits, space, travel, support

Cross-race relationships have extra difficulties forming and maturing: negative stereotypes, role modeling, skepticism of intimacy, public scrutiny, protective hesitation

Fried, L et al. JAMA, 1996. Limacher, M et al, J Am Coll Card, 1998. Thomas, DA. HBR 2001.

Getting to “Yes”;Getting to “No”

• What’s your goal?• Effort• Impact• Visibility• Promotion• Say no to things that really are not going to

foster your agenda (e.g. some committees)• Say yes to things that increase your visibility or

you like to do (e.g. moderate a meeting)• If you say “no” too many times to high visibility

things or your chief, folks will give up--BEWARE• Can’t get away with doing nothing; unless it’s not

important to you

The 2 x 2 table

xx

X0 XX 00

IMPACT

EFFORT

High LowHigh

Low

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IIIIIIIIIIII

Don’t be Afraid to Fall in Love

Pearls

• Don’t be afraid to fall in love with medicine• Don’t be afraid to work hard-but make it count

more than once• Create and seize opportunities: make it count 4 x• Make national organizational connections• Find functional and peer mentors• Create developmental networks• Find leadership or other training for skills you

want to acquire to do what you want to do• Pull mentees along: take their hands

A Mentor is like………

A Mentor is like………

A GPS device A compass Miracle Gro A Driver’s Ed Car

………Mr. Miyagi

Obi-Wan Kenobi

“Faculty vitality means the ongoing realization of goals. This is a career-long journey, not a destination.”

Viggiano T. Career Management for Individual and Institutional Vitality: A Life Cycle Model for Professional Development. Presented at: Harvard Macy Institute Program for Leaders in Healthcare Education; June 14, 2005; Boston, MA;Emans SJ, et al. Pediatrics 2008;121;390-401

Objectives

To define mentoring To describe the functions of a mentoring

relationship To review different types of mentors To discuss qualities of effective mentors To review responsibilities of

mentors/mentees To practice identifying possible mentors

Developmental Network Exercise

Bibliography

Academy for Faculty Advancement

Mentoring Resources