Faculty Mentoring Programs: Why, What How

1. Faculty Mentoring Programs:Why, What & How Kristy F. Woods, MD, MPH Associate Vice President for Research and Faculty Development Howard University Health Sciences June 16, 2011

2. Objectives To define why a mentoring program is essential to faculty vitality To describe characteristics and elements of an effective mentor-protégé relationship. Distinguish the relationship from the process To discuss how to implement a successful program at Howard University Health Sciences

3. Faculty Mentoring ProgramWhy? HUHS Mission: To provide exemplary education, service and research that promote patient-centered, collaborative care and advocate for the elimination of health disparities. Benefits to mentees, mentors (faculty) and the organization

4. Why? Mentees Develop new competencies & work relationships Increased research productivity Job satisfaction & professional socialization Enhanced salary levels & promotion Teaching effectiveness Mentors* Career rejuvenation; a ‘following’ Enhanced recognition in the organization Renewed sense of loyalty Self satisfaction Building friendship & support network Increasing knowledge & visibility in workforce and scientific community

5. Why? Organization* Increased faculty productivity (across missions) Increased commitment to the organization Decreased faculty turnover ($); > ROI Increased ability to recruit new talent

6. Mentor - Protégé Mentor Origin of term Greek mythology; Mentor was the ‘friend & counselor’ of Odysseus and his son. Webster’s Dictionary A wise & faithful counselor Protégé Origin of term French; from the past participle of protéger (to protect). Webster’s Dictionary One whose welfare, training, or career is promoted by an influential person.

7. The Five Roles of the Mentor Professional Socialization Access to key people & resources Understanding academic environment (local/national/international) Developing role clarity Role Modeling Teaching by example (clinical, teaching, research, admin.) Nurturing Affirmation; sounding board; career planning, reality testing; counseling & moral support (professional & personal) Generally, there a five key roles that a mentor supports. The 1st is professional socialization – a mentor should be someone that has access to key people and or resources that you need in order to be successful. They need to understand the new environment in which the mentee finds herself or himself. Not only should they understand it locally, but it is important – in order to progress – that the mentor understand the academic environment on a broader or national/INTL level. Professional socialization helps the mentee to develop ‘role clarity’ – or what to expected in thier position as a new faculty member. Another function of the mentor is that of a role model, or someone who teaches by example. Nurturing – another role of the mentor. A mentor should generate enthusiasm and confidence in your abilities. This is often done by ‘affirmation’ – or positive acknowledgments and reinforcement about your abilities and achievements. A good mentor serves as both a sounding board and a reality check (They should be willing to tell the mentee when they are making a move that may be detrimental to their research or career advancement). AS the mentee develops, a mentor should provide counseling and moral support both professionally and personally. Generally, there a five key roles that a mentor supports. The 1st is professional socialization – a mentor should be someone that has access to key people and or resources that you need in order to be successful. They need to understand the new environment in which the mentee finds herself or himself. Not only should they understand it locally, but it is important – in order to progress – that the mentor understand the academic environment on a broader or national/INTL level. Professional socialization helps the mentee to develop ‘role clarity’ – or what to expected in thier position as a new faculty member. Another function of the mentor is that of a role model, or someone who teaches by example. Nurturing – another role of the mentor. A mentor should generate enthusiasm and confidence in your abilities. This is often done by ‘affirmation’ – or positive acknowledgments and reinforcement about your abilities and achievements. A good mentor serves as both a sounding board and a reality check (They should be willing to tell the mentee when they are making a move that may be detrimental to their research or career advancement). AS the mentee develops, a mentor should provide counseling and moral support both professionally and personally.

8. Roles of the Mentor (cont.) Teaching Developing specific knowledge or skills Constructive feedback Providing motivation Advocacy Sponsorship (opening doors) Protecting time Association with track record

9. Mentor Qualities? Should have: Funded research & established track record in research Common research interests Experience mentoring junior investigators Should be: Forward-minded “Purpose” of the relationship is ‘the future of the mentee’. Open / honest / disclosing / trusting Ready to be a ‘senior’ author Prepared for commitment/mutually beneficial relationship

10. ‘The Relationship’ Analogous to: dating / going on a trip Long-distance relationships Challenging but important Need room to grow May change or evolve with time Involves affirmation

11. Risks Mentors Large commitment Take responsibility for protégé’s performance Protégé Overdependence (cloning) Excessive paternalism, exploitation, & overprotection Dangers: Perspective too narrow, loss of power Bad mentors: avoiders, dumpers, blockers, destroyers/criticizers

12. Evolution of Mentor-Protégé Relationship

13. Four Phases of Effective Mentoring*

14. Common Mentoring Models

15. Summary Why . . . . a mentoring program is essential to the organization and faculty vitality What . . . . Described characteristics and elements of an effective mentor-protégé relationship and process. How . . . . . to implement a successful program at Howard University Health Sciences?

16. QUESTIONS?