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Inspired Leadership: Why Mentoring Matters

Inspired Leadership: Why Mentoring Matters. CDR Christine Casey, MD, USPHS  Deputy Editor, MMWR Centers for Disease Control and Prevention ccasey@cdc.gov 404-498-6621. Overview. CME objectives:. Characteristics of mentor/mentee

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Inspired Leadership: Why Mentoring Matters

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  1. Inspired Leadership: Why Mentoring Matters CDR Christine Casey, MD, USPHS  Deputy Editor, MMWR Centers for Disease Control and Prevention ccasey@cdc.gov 404-498-6621

  2. Overview

  3. CME objectives: • Characteristics of mentor/mentee • Framework to launch and sustain a successful mentoring relationship • Potential pitfalls and how to avoid them

  4. Your baseline: why bother? • Name your mentors. • How did that relationship make a difference; personally or professionally? • Who do you mentor? • What is the hardest part of being a mentor?

  5. Evidence • Business: association between strong mentoring relationships and positive career outcomes (e.g., higher earning power at younger age and greater career satisfaction)1 • Science: Nobel laureates beget prize winners (52% of 92 had mentors). Transmitted a “style of thinking”. 2 • Publication: JAMA Fishbein fellowship3 >50% of 23; 2004 • Academic medicine: equivocal?4, 5 • Roche GR. Much ado about mentoring. Harv Bus Rev 1979; 1:14-31 • Zuckerman H. Scientific elite: Nobel laureates in the united states. New York: The Free Press, 1997. • http://www.councilscienceeditors.org/files/scienceeditor/v27n6p202.pdf • Sambunjak D.et al Mentoring in Academic Medicine A systematic review. JAMA 296(9);1103-1115 • Sambunjak D et al. A systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine. JGIM 2009. 25(1):72-8

  6. Μέντωρ • Greek (to advise) and Indo-European (to think) • Gives advice or counsels • Odysseus left his son Telemachus in Mentor’s care. • Athena disguised as Mentor (demonstrated good counsel, prudent restraint and practical insight) • Trusted friend, counselor or teacher. • 1699 book “Les Aventures de Telemaque” Sources: Wikipedia M.J. Tobin. Mentoring Seven Roles and Some Specifics. Am J RespirCrit Car Med 2004 (170); 114-117.

  7. Mentoring 2x2 GROWTH Source: National Center for Leadership in Academic Medicine. L. Pololi, adapted from: L.A. Daioz. Mentor. Guiding the Journey of Adult Learners. Pub. Jossey-Bass 1999.

  8. GROWTH Challenge • See a different world • High standards/expectations • Peer over the wall • Speak out in own voice • Challenge self • Fill gap between current/ expected goals • Set tasks Support • Validation • Listening • Safe place • Accept where protégé is • Acknowledge legitimacy of that stance • Trust • Ally on the journey • Deemed capable of moving ahead Source: National Center for Leadership in Academic Medicine. L. Pololi, adapted from: L.A. Daioz. Mentor. Guiding the Journey of Adult Learners. Pub. Jossey-Bass 1999.

  9. Case Definition • Peer pal – Same level (share information, strategy and mutual support for mutual benefit) • Guide – Can explain the system but is no in position to champion • Sponsor – Less powerful than patron in promotion and shaping the career • Patron – An influential person who uses his/her power to help advance career • Mentor – Intense paternalistic relationship (both teacher and advocate) Source: Levinson (1978) in Merriam (next slide for full citation)

  10. True mentors are rare • “to support and facilitate the realization of the Dream” • “intense form of love” • “lasting two to three years (at most, ten) • “8-15 year age difference” What is your definition? Source: Levinson (1978) in Merriam Sharan Merriam. Mentors and proteges: a critical review of the literature. Adult Education Quarterly , Spring 1983. (33);3. 161-173

  11. Mentoring 2x2 GROWTH Source: National Center for Leadership in Academic Medicine. L. Pololi, adapted from: L.A. Daioz. Mentor. Guiding the Journey of Adult Learners. Pub. Jossey-Bass 1999.

  12. Give and take Mentor tasks Mentee benefits • Role model • work • attitude • values • behavior • Build / support sense of competences, self-esteem and identity • Sounding board • Know the “rules of the game” • Network • Competencies • Conferences • Cope with stress • Reduce unnecessary risk • Plan career path • Promotion opportunities Source: SA Chong. Mentoring: Are we doing it right? Annals Academy of Medicine. July 2009; (38)7:643-646

  13. Qualities of a good…. Mentor Mentee • Right fit at right stage • Skill, Talent, Knowledge • Competence, Peer respect • Genuine interest in welfare & accomplishment of others • Generosity, Empathy, Patience, Enthusiasm • Integrity, high moral/ethical standards • Time, Energy • “too competitive” Source: Ferris S, Pincus H. Mentoring’s legacy: the future of research. Psychiatr Res Rep 1996; 12:1-13 • Proactive, highly driven • Interested in mentor and activities • Demonstrated competence and ability • Internal locus of control, high self –monitoring (sensitivity to social cues) and high emotional stability Source: Turban DB, Doughterty TW. Role of protégés personality in receipt of mentoring and career success. Acad Manage J 1994; 37:688-702

  14. Mentoring 2x2 GROWTH Source: National Center for Leadership in Academic Medicine. L. Pololi, adapted from: L.A. Daioz. Mentor. Guiding the Journey of Adult Learners. Pub. Jossey-Bass 1999.

  15. Mentor characteristics (case study, n=1) • Generativity – a concern for and an interest in guiding the next generation (children, products, ideas, works of art) • Fulfilled (won’t blur or live vicariously) • Self-confident (won’t feel threatened or undermine) • Successful (inspire to aspire) • Motivates (moth to a light bulb) • Shared X • Facilitate supported independence • Enjoys reciprocity

  16. Framework to launch and sustain a successful mentoring relationship • Initiation stages • Mentee stages • Break-up stages • Lasting friendship Source: SA Chong. Mentoring: Are we doing it right? Annals Academy of Medicine. July 2009; (38)7:643-646

  17. Initiation: Getting started • Invitation • Mutual responsibility for maintaining relationship • Expectations (typical, increased independence) • Clear objectives 2nd source: SA Chong. Mentoring: Are we doing it right? Annals Academy of Medicine. July 2009; (38)7:643-646

  18. Table 1. Questions to help a Mentee decide on a Mentor • What is the achievement record of the mentor in a variety of areas? • How has the mentor determined his or her standard of excellence and are these standards high? • Is the mentor respected as a key player in various networks throughout the department, nationally and internationally? • Does the mentor have enough faith in the protégé to provide wholehearted support? • Does the mentor understand my needs and goals, both personal and professional? • Is the mentor perceptive and honest enough to recognise when he or she cannot provide the protégé with the information needed? If the latter is the case, will the mentor help the protégé find someone who will provide the missing elements? Barr LL, Shaffer K, Valley K, Hillman BJ. Mentoring: applications for the practice of radiology. Invest Radiol 1993;28:71-5.

  19. Mentee: working • Devote time and energy • Willingness to learn, teachable (unequal / respect) • Hard work • Perform assigned tasks • Communicate needs – prepare for hiccups 2nd source: SA Chong. Mentoring: Are we doing it right? Annals Academy of Medicine. July 2009; (38)7:643-646

  20. Break-up: pitfalls or graduate • Lack accountability / commitment • Lack skills or personal characteristics • Lack seriousness or time • Possessiveness • Too protective, curtailing • Resentful • Overcommitted / favoritism • Envy / jealousy • Data ownership 2nd source: SA Chong. Mentoring: Are we doing it right? Annals Academy of Medicine. July 2009; (38)7:643-646

  21. Termination • Planned separation – reached maturity ; begins to separate intellectually /emotionally and “divide the territory” • Unplanned (e.g., death, dissatisfaction) • Traumatic loss • Transition to colleague, collaborator and friend 2nd source: SA Chong. Mentoring: Are we doing it right? Annals Academy of Medicine. July 2009; (38)7:643-646

  22. Special circumstances • Friend as mentor • Boss as mentor • Other?

  23. Mentoring 2x2 GROWTH Source: National Center for Leadership in Academic Medicine. L. Pololi, adapted from: L.A. Daioz. Mentor. Guiding the Journey of Adult Learners. Pub. Jossey-Bass 1999.

  24. My thanks…………….

  25. Helpful resource tables • Source: Yeung M, Nuth J, and Steill IG. Mentoring in emergency medicine: the art and the evidence. CJEM 2010;12(2):143-9.

  26. Box 1. Responsibilities within a mentoring relationship • Mentor responsibilities • Treat the mentee with courtesy and respect • Be sensitive to cultural, gender, religious and ethnic differences • Limit the number of mentees for whom they assume responsibility • Promote the interests of the mentee rather than those of the mentor • Be sensitive to behavioural or physical changes that may indicate mentee stress • Facilitate networking (e.g., meetings, conferences, social events) • Offer career advice and write candid letters of recommendation • Mentee responsibilities • Conduct self in a mature and ethical manner • Be mindful of mentor time constraints • Take initiative in asking questions • Take responsibility for directing own career • Additional research mentor responsibilities • Impart knowledge about research ethics and the responsible conduct of research (e.g., honesty, accuracy, efficiency, productivity) • Promote scientific integrity and lead by example • Steer the mentee toward the location of research guidelines • Provide thoughtful oversight of mentee's research • Hold regular meetings with mentees (e.g., once per month) • Adapted from Birdi and Goldstein, Steneck, Ramani et al., Marks and Goldstein, and Ramanan et al.

  27. Box 2. Getting started in mentoring • Set aside 30 minutes for the first meeting • Get acquainted (e.g., backgrounds, interests, hobbies) • Exchange phone numbers and email addresses • Discuss best modes of communication and times to be reached • Request a copy of the mentee's curriculum vitae • Define expectations of both mentee and mentor • Identify the mentee's short- and long-term goals • Identify 3 areas to work on together • Schedule regular meetings (e.g., every 1-2 months) • Adapted from Birdi and Goldstein, and Wright and Hedges.

  28. Box 3. Recommended discussion topics for mentoring meetings • Training issues • Program choices and applications (e.g. CaRMS, CCFP[EM], FRCP[EM]) • Mentee's progress within his or her program or career path • Issues arising from program and rotation evaluations • Elective selection • Preparation of presentations and papers (e.g., grand rounds, research manuscripts) • Personal and professional issues • Clinical, research and ethical issues • Integration of work and personal life • Time management • Conflict resolution • Professionalism • Financial matters (e.g., practice management, disability & life insurance, loans, taxes, retirement planning) • Monitor for signs of professional or personal distress • In case of difficulty, the mentor may act as a confidant, advocate and safety net • The mentor may need to refer the mentee to other professionals (e.g., experts in physician wellness) Future issues • Setting goals — the mentee can be encouraged to write out short- and long-term career goals; progress toward these goals can be reviewed on a regular basis • Career counseling and planning — encourage mentees to view job prospects realistically • Networking, making new contacts and meeting new mentors • CaRMS = Canadian Residency Matching Service.Adapted from Birdi and Goldstein, Steneck, Garmel, and Wright and Hedges.

  29. Box 4. Potential problems in a mentoring relationship • Lack of time and commitment from either mentee or mentor • Overdependence of the mentee on the mentor • Making a "clone" • Following a mentor's agenda (e.g., using the mentee as "free labour") • Lack of respect for the boundaries of the relationship • Divulging confidences • Not knowing limitations — the mentor must know their limits and refer the protégé for expert help as appropriate • Adapted from Rose et al., Garmel, Wright and Hedges, and Williams et al.

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