Principles & Practice of Being an Effective Mentor · Principles & Practice of Being an Effective...
Transcript of Principles & Practice of Being an Effective Mentor · Principles & Practice of Being an Effective...
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Principles & Practice
of
Being an Effective Mentor
Leanna Isserlin, Assistant Professor, Division of Child and Adolescent
Psychiatry
Margaret Steele, Vice Dean, Hospital and Interfaculty Relations
Department of Anesthesiology
May 10, 2012
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We would like to thank
Brenda Davidson, BA Hons.
Research Associate
Division of Child and Adolescent Psychiatry, Department of Psychiatry,
UWO, SSMD
Acknowledgment
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Agenda
• 1600-1605: Welcome and Introductions
– 1605-1630: Characteristics of a Good
Mentor
• Mentor Role
• Pair/Share
• Mentor Characteristics
• Pair/Share
– 1645-1700:Responsibilities of a Mentee
• Pair/Share
• 1700-1710: Break
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Agenda continued • 1710-1800: The Mentoring Relationship
• Video Clip
• Large Group Discussion
• 1800-1815: Break
• 1815-1835 Challenges in Relationships
– Large Group Discussion
• 1835-1850 Going Forward – Future plans
– Small Group Discussion
• 1850-1900: Closing Remarks
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Objectives
After this workshop, participants will be able to:
• Define the roles of the mentor and mentee
• Define effective mentoring
• Describe the principles of establishing an
effective mentoring relationship.
• Describe the characteristics of an effective
mentoring relationship
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• The presence of a mentor has been highly predictive
of a mentee’s attainment of higher levels of career
development as measured by:
• Publications
• Grants
• Leadership
• Academic rank
• Income
• Job satisfaction Blixen et al., 2007
Rationale for the Workshop
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Rationale for the Workshop
• The presence of a mentor has been:
• cited as a critical element in starting a
productive career and networking with others.
• reported to be a primary influence on the
decision of MDs, MD-PhDs, and PhD
investigators to undertake research training.
• noted to contribute to the priorities, academic
styles, and career patterns of future faculty
and thus help shape medicine’s future
Blixen et al., 2007
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Rationale for Workshop
• Approximately one year ago, the Schulich
Mentoring Program was approved and
implementation is occurring
• Faculty have expressed an interest and
desire to obtain further training in how to
be a good mentor
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THE MENTOR
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Classic Definition of a Mentor
“Someone of advanced rank or
experience who guides, teaches, and
develops a novice”. Zerzan et al., 2009
Expansive Definition of a Mentor
“a scaffold for sharing expertise in the
service of lifelong learning that could
otherwise only be attained from direct
experience.” Bickel & Rosenthal, 2011
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Role of a Mentor
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Role of a Good Mentor
Of the top 10 skills and attributes identified as important in the general
mentoring literature, 8 may be considered instrumental:
1. promoting professional development;
2. advising, guiding, and directing the protégé;
3. providing structure and support;
4. teaching content-specific knowledge;
5. sharing information;
6. having experience;
7. promoting networking; and
8. offering constructive criticism and feedback.
Blixen et al., 2007
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Qualities of a Mentor
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Qualities of a Good Mentor
• Skill, talent, knowledge, competence
• Respect among peers
• Genuine interest in the welfare and
accomplishment of others
• Time and energy
• Generosity
• An enduring capacity for
• empathy, patience, enthusiasm, availability,
integrity, high moral and ethical standards
Chong, 2009
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Mentoring versus Coaching
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Mentoring
• A broader less specific, perspective
• Assists with career development
• Assists with guiding the mentee through
organizational, political and social network
• Fosters leadership development by
focusing beyond processes and skills to
values and culture
Bialachowski, 2009
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Mentoring
• Relationship is longer term based on
encouragement, mutual trust, respect and
willingness to learn and share
• Both individuals share in a growth
process and personal development of one
another.
• Mentoring can be formal or informal
Bialachowski, 2009
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Coaching
• Directly concerned with immediate improvement
of performance, development of skills and
attainment of performance objectives
• An activity or strategy carried out as part of the
larger role of a preceptor, mentor or manager.
Bialachowski, 2009
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THE MENTEE
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Responsibilities of the Mentee • Driver of the Mentor\Mentee Relationship
• Be mature and ethical
• Honesty
• Communicate Effectively
• Be proactive
• Devote appropriate time and energy to achieving
academic excellence
• Take advantage of what is being offered
ASA/AHA, 2003,Reckelhoff, 2008
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• The three most important factors in choosing a
mentor include:
• personal rapport
• knowledge of the field
• similarity in professional interests Blixen et al., 2007
Choosing a Mentor
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MENTORING
RELATIONSHIP
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• A series of complex interactions between
two individuals
• Primary purpose of mentoring is the growth
of the mentee
• Often results in the personal and
professional growth of both parties. Holmes et al., 2010
Mentoring
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Challenges in
Mentor-Mentee Relationship
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• Mismatch of goals, commitment, or expectations;
from a reluctance of the mentee to own and
pursue his or her own development; or from a
mentee’s reluctance to ask for personal help.
• Power issues (over ownership of authorship or
resources)
• Generational tensions (over differences in work
schedule expectations)
Zerzan et al., 2009
Possible Challenges
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Possible Challenges
• Personality clashes (over differences in
communication or work style).
• Mentor in search of a clone, encouraging
mentees to be dependent rather than to
cultivate their own ideas.
Zerzan et al., 2009
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Evaluation
• Schulich currently has a mentorship
evaluation in place; it is a completely
voluntary and anonymous process through
which a mentee or mentor can evaluate
their experience with the mentorship
process.
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Sample Evaluation Questions
For the Mentor:
• As a mentor, what would enhance your
mentoring role?
• Weakness and/or strengths of the program.
• Answered are either identified on a likert
scale, or written comment sections.
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Sample Evaluation Questions
For the Mentee:
• What documents were made available to you
for this process?
• Would you recommend that your colleague
participate in a mentorship committee?
• Suggested changes, etc.
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Why We Need to Evaluate
• “The impact of mentorship on academic productivity,
promotion and retention of trainees and faculty is
important to document, particularly during the
implementation of mentorship programs”
(Flexman CJA 2012)
• The concept of a formal mentorship
program is fairly new, especially for the
clinical departments. Participant feedback
from mentees and mentors will help
improve the future of this initiative.
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Questions to Consider
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Small Group Discussion
• What are you going to focus on for
yourself?
• What would be useful for your
department?
• How can you more effectively implement
mentorship in your department?
• What further faculty development on
mentoring would you like?
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• Thoughts?
• Comments?
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REFERENCES Amercian Stroke Association, American Heart Association. Mentoring Handbook. Published by the
American Heart Association, Inc. Manufactured in the United States of America, 2003.
Bialachowski EA. Creating a mentoring culture to connect and empower new ICPs, part one.
Can J Infect Control. 2009 Winter;24(4):222-5.
Bickel J, Rosenthal SL. Difficult issues in mentoring: recommendations on making the
"undiscussable" discussable. Acad Med. 2011 Oct;86(10):1229-34.
Blixen CE, Papp KK, Hull AL, Rudick RA, Bramstedt KA. Developing a mentorship program for
clinical researchers. J Contin Educ Health Prof. 2007 Spring;27(2):86-93.
Chong SA. Mentoring: are we doing it right? Ann Acad Med Singapore. 2009 Jul;38(7):643-4.
Flexman AM, Gelb AW. Mentorship in Anesthesia: How Little We Know. CJA . 2012; 59:241-245.
Holmes DR Jr, Hodgson PK, Simari RD, Nishimura RA. Mentoring: making the transition from
mentee to mentor. Circulation. 2010 Jan 19;121(2):336-40.
Reckelhoff JF. How to choose a mentor. Physiologist. 2008 Aug;51(4):152-4.
Zerzan JT, Hess R, Schur E, Phillips RS, Rigotti N. Making the most of mentors: a guide for
mentees. Acad Med. 2009 Jan;84(1):140-4.