Coffee and Conversation

1. Coffee and Conversation Faculty Development Seminars for Senior Faculty

2. Mentoring Effectively November 28, 2006

3. Definition • Mentor: one who teaches, guides, advises in the traditions, practices and frameworks of a profession • Protégé aka Mentee: one who is the recipient of the advice and counsel of a mentor • Mentoring: Dynamic reciprocal relationship between a senior and a junior faculty member aimed at fostering the development of the junior person.

4. Mentored Faculty • Higher Career Satisfaction • More Grant Funding • Perceived Better Research Skills • Publish More

5. Essentials for Mentoring • Safety • Honesty • Set High Standards • Detailed Planning • Feedback • Empathy

6. Level I Teaching Level II Counseling Level III Organizational Intervention Level IV Sponsoring Investment: Time Investment: Emotion Investment: Relationships Investment: Reputation Hierarchy of Mentoring

7. Mentored Faculty Have More Success • As Effective Teachers • As Productive Researchers • In Professional Interactions With Colleagues • In Satisfaction with Salary and Promotion • In Sustaining an Academic Career

8. Effective Programs • Meet Regularly • May have Multiple Mentors • More often are “formal” • May require Matchmaker • May Use Non-Departmental Faculty • Should have Goals for Mentor/Mentee • May use “Cataloguing” of Past, Present , Future Activities and Committee Review

9. Challenges to Effective Mentoring • Gender Differences • Racial Differences 114,000 FT Faculty in 2005 52,000 >or= Associate Professor 33,000 White Males Many more Females and Minority Faculty are Instructors and Assistant Professors

10. UABSOM FACULTY • Basic Sciences Full Time 215 Part Time 5 • Clinical Sciences Full Time 858 Part Time 36 TOTAL 1114

11. UABSOM FACULTY by RANK

12. UABSOM FACULTY by RACE

13. UABSOM FACULTY by TENURE

14. Risks of Mentoring • Generational Tensions • Power Issues • Foster Over-dependency • Stifled Independence

15. Guide To Mentoring • Establish Trust • Communicate Openly and Often • Appreciate Individuality • Take Initiative • Support Protégés publicly • Manage Power Differentials • Maintain Appropriate Boundaries

16. Possible Areas of Conflict • Time • Turf Help young faculty realize that they bring many positive attributes to the relationship

17. Evidence Based(Sambunjak; JAMA, 2006) • Not much evidence available to support mentoring • 42 articles ; 87% cross-sectional surveys • Many methodological problems • Possible efficacy for career choice, research productivity and personal development

18. Possible Strategies • One on One • Facilitative partnership • Peer Counseling • Organizational Mentoring • Coaching • Team of mentors

19. Effective Mentors • Chemistry • Trust • Time • Sets High Standard • Values Role as Mentor • Listens and Feeds Back

20. Mentees’ Responsibilities • Prepare for Meetings • Develop Goals • Accept Responsibility • Respect For Time and Privileged Information • Appreciate Need For Reciprocity

21. Case History • John is a tenure-track Pediatrics faculty member in his 1st year on faculty. He was recruited from an Ivy-League fellowship where he was well advised and mentored. His research is unique to the Dept and he was recruited because of this. His Division Director is supportive but also must account for the productivity of her Division.

22. Discussion • What are the issues in mentoring John? • How shall he seek appropriate mentors? • What is the best way for him to contact possible mentors • What are the issues he must address?

23. Case History Sandra has been a faculty member for 25 years and is the senior woman in her Department, which is still 85% male. She is asked by her Chair to mentor a young woman faculty member who is not adjusting well to the faculty: not publishing nor submitting grants; inefficient in clinic.

24. Discussion How should you initiate this relationship? What are the potential areas of conflict? What are reasonable goals for you and the mentee? Is this a reasonable request from the Chair?