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Mentoring Challenge:

Mentoring Challenge:. Fellow Not Meeting Expected Task and Developmental Timelines. Context. Two-year combined research and clinical fellowship (50/50). Encouraged but not required to apply for additional funding through NRSA, to complete in 1 st 6 months.

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Mentoring Challenge:

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  1. Mentoring Challenge: Fellow Not Meeting Expected Task and Developmental Timelines

  2. Context • Two-year combined research and clinical fellowship (50/50). Encouraged but not required to apply for additional funding through NRSA, to complete in 1st 6 months. • My role: Career mentor, and primary clinical supervisor. Weekly meetings.

  3. Fellow w Early Signs of Trouble: Research Timelines Not Met • 1 month: Did not consider feasibility issues until mentor raised them; resulted in selection of a different target population and clinic. • 4 months: Not yet requested problem prevalence data from clinic selected for study.

  4. Other Performance Issues • 2 months: Continued lack of advanced planning in clinical settings. Followed some instructions, forgot others. • 2 months: In seminars, not providing constructive feedback on other participants’ written work.

  5. Situational/developmental Leadership (MDP Sem 9, Ldrship Lab Bk p. 8) 2 dimensions (task, relat) -> 4 combinations: • Needs skills, motivation -> • Direct (high task/low relat) • Applying skills in new situation -> • Coach (high task/high relat) • Skilled but needs more confidence, mot • Empower (low task/high relat) • Independent -> • Delegate (low task/low relat)

  6. Situational Leadership Strategy Selection (p. 8) • Needing skills in grant writing, as well as project management  Direct or Coach? • Needing motivation: temporarily decreased emotional connection to the work • Distraction by external stressors (relocation, first generation doctoral student) • Concerns about career (Fewer academic jobs, decreased NIH funding) • --> Directing leadership approach. • When to move to coaching?

  7. 4 Crucial Elements for Motivation (MDP Sem 9, Ldrship Lab Bk p. 6) • Competence/skills – • 4 1st and 2nd author peer reviewed pubs, • but no grant writing experience. • Choice – chose to write NRSA. • Meaningfulness – had focused program of research with publication track record, clinical work secondary. • Growth toward clear goals w feedback - • encouraged use of IDP, • provided ongoing formative feedback, • mutual evaluation at 4 months.

  8. Directive Leadership for Decreased Emotional Connection/Motivation • Choice/meaningfulness: Reviewed professional and life goals – committed to clinical research career. • Skills: Demystified UCSF organizational culture, shared personal experiences in navigating barriers and developing relationships. • Skills: Discussed launching research career, incl. • how to be an effective mentee (e.g. IDP), • Professional & Academic Success Skills Seminars (PASS). • Growth/feedback: Encouraged critical reflection using LEAP SOAP note; continue to encourage fellow to obtain feedback from others, including FSAP.

  9. Directive Leadership forProject Management Skills • Primary mentor asked fellow to draft project timeline, using example from another grant, provided feedback. • Provided links to grant writing instructions • for fellow’s own grant writing, and • feedback on seminar participants’ writing. • Instructed fellow about how to request frequency data not routinely summarized by clinic, followed up weekly on progress.

  10. Confrontation (MDP Sem 9, Ldrship Lab Bk p. 15) • When to confront? • “A number of problems that might be addressed directly are left to grow into major issues.” • “But people need room to grow so being too aggressive can alter development in a negative way.” • How to confront?

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