9004-17 Mentoring for Success - Amazon Simple Storage Service (S3)
9004-17 Mentoring for Success: Practical Tips and New Trends in Mentoring to Make the Most Out of Your Professional Career Andres Roma, M.D. University of San Diego, CA Daniela Allende, M.D. Cleveland Clinic, OH
DISCLOSURE In the past 12 months, I have not had any significant financial interest or other relationship with the manufacturers of the products or providers of the services that will be discussed in my presentation.
Outline • Introduction • How to mentor/ be mentored
• Challenges in mentoring and how to solve them • New trends
Intro exercise: let’s get to know you! • I work as a: a. b. c. d. e. f. g. h.
Lab technician Cytotechnologist Pathology assistant Practicing pathologist Pathology resident/ fellow Manager/administrative Student Others
Intro exercise • I am: a. Under 20 years old b. 20-30 years old c. 30-40 years old d. 40-50 years old e. More than 50 years old
Intro exercise
• I have experience mentoring others
a. No b. Yes c. Not sure
Intro exercise
• I have at least 1 mentor a. No b. Yes c. Not sure
Intro exercise
• Mentoring has helped me in my professional career
a. No b. Yes c. Not sure
Introduction: definitions Mentor: • a trusted counselor or guide • knows “the content” • often a long-term relationship
Introduction: definitions Coach: • does not need to know the content • focused on specific task/goal • usually short term relationship
Advantages of mentoring/coaching • • • • •
Active Learning New Competencies/Skills Career Enhancement Professional Advancement New relationships/networking
Effective mentors • • • • • • • •
Skilled (know the content) Role models Active listeners Supportive/empathic/inspiring Trust-worthy Identify “gaps” Challenge the mentee Give effective feedback
Effective coaching: • Similar characteristics to mentors but do not need to know the content • Engaged listening
• Open-ended inquiry • Listening and inquiry keep the focus on the mentee—and prevents the coach from giving too much direction or advice.
Ideal Mentee • • • • • •
Active listener Can reflect on actions Accountable Committed Open to learn/change Takes initiative
How to mentor/ be mentored?: Getting yourself ready
Mentoring: “The circle of trust” Exploratory phase
Measure/adjust
Relationcentered Knowledgebased
Goal setting
Mentoring phases 1. Relationship • • • • •
Establishing trust Setting Boundaries Confidentiality Defining expectations Accountability
Mentoring phases 2. Collaborative/Exploratory • • • •
“Exploring your universe” Defining goals Identifying resources Setting metrics
Mentoring phases
3. Check up • Evaluating metrics • Adjusting goals and metrics • Separation
Mentoring tips
Trust as foundation • • • • • •
Confidentiality Be honest and open Watch your body language Identify the “shared values” Validate Keep commitments
Confidentiality
Mentoring: Generating Progress • High leverage activities Brainstorm Reflect • Identifying resources Internal External
• Create a plan Goals Measure
Setting goals: SMART goals
S
M
A
Specific
Measurable
Achievable
R Resultsfocused
T Timebound
Metrics You cannot improve what you cannot measure
• Define what success will be • Highlight “Aha” moments • Two ways Feedback • Surveys • Evaluations
Evaluating performance/feedback • Measuring the effectiveness of faculty mentoring relationships. Ronald Berk, Janet Berg, Rosemary Mortimer, Benita Walton-Moss, Theresa Yeo. Acad Med 2005;80(1):66-71. Review. • The Mentoring Competency Assessment: Validation of a new instrument to evaluate skills of research mentors. Michael Fleming, Stephanie House, Vansa Shewakramani, Lan Yu, Jane Garbutt, Richard McGee, Kurt Kroenke, Zainab Abedin and Doris Rubio. Acad Med 2013;88(7): 1002–1008. • Evaluating and giving feedback to mentors: new evidence-based approaches. Lauren Anderson, Karin Silet, Michael Fleming. Clin Transl Sci 2012;5(1):71-77.
How to mentor/ be mentored • Mentoring on your own vs program • The value of training mentors: tips to develop effective mentors
How to mentor/ be mentored • Mentoring on your own vs program • The value of training mentors: tips to develop effective mentors
Setting up a mentoring program Education Data-driven strategies Metrics Voluntary Mentors and Mentees Leadership and Administrative support
Setting up a mentoring program Program: • formal or informal • new-hire • high-potential
Matching process: • speed matching • technology based • manual (committee/point person)
Mentoring Program CCF experience
CCF Pathology: Staff-Residents’ experience • Staff and residents volunteer to participate • Education and general guidelines • Matching process (based on residents’ preferences) • Continuous support/education of mentormentee pairs • Surveys/feedback
Survey I: Pathology Residents • 100% met with their mentors • Avg 3 times (1-12) • 100% discussed confidentiality and felt safe • ~78% set up goals • 100% achieved goals (partial/total) • ~93% continue their mentoring relationship (9 months)
Overall satisfaction: ~9 !!!! (scale 1-10)
Survey II • Biggest challenge: TIME !!! • Positive aspects - sharing experiences/support - help with cv, fellowship/job application process - general career advise
Cytotechnologists Mentoring Program • Students and mentors volunteer • Set goals: how to get a license, organizational and diagnostic skills, emotional intelligence
• Evaluations/feedback
How to mentor/ be mentored • Mentoring on your own vs program
• The value of training mentors: tips to develop effective mentors
Mentors need: • • • • • • •
Education: listening and feedback skills Awareness of cultural and gender issues Defined professional boundaries/expectations To be rewarded/recognized Protected time To be mentored/supported To encourage mentoring
Challenges in Mentoring * Beliefs and biases * Personality traits
* Lack of……
Personality traits
Chopra V et al. Mentorship malpractice. Jama 2016; 315 (14): 1453-1454
Chopra V et al. Mentorship malpractice. Jama 2016; 315 (14): 1453-1454
Vaughn V et al. Mentee missteps. Tales from the academic trenches. Jama 2017; 317 (5): 475-476.
Vaughn V et al. Mentee missteps. Tales from the academic trenches. Jama 2017; 317 (5): 475-476.
Challenges on mentoring Lack of : • Trust • Time • Mentors • Experience/education
• Ideas (on how to evolve the relationship /create progress)
Exercise
Exercise Mentoring/Coaching challenges: • If you have a negative mentoring/coaching experience: what was the challenge? • Identify a possible solution
Exercise Mentoring/Coaching challenges: • In a positive mentoring/coaching experience: what factors made it successful? • What other factors are most important to you in a mentoring relation?
Successful vs failed mentoring relationships: “The good”
• • • • • •
Knowledge Openness Trust Generosity Relationship-based Encourages calculated risk taking
“The Bad” mentoring relationship • • • • • •
Poor Rapport/No Rapport Poor Listening Autocratic Behavior Arrogance/Lack of Humility Unclear Goals/expectations No boundaries
New trends: • Peer/Group mentoring
• Reverse mentoring • Micro-mentoring • “Blended” mentoring
Teaching “soft skills” “Soft skills”: • SMART goals • Time management techniques • Resilience • Communication skills • Emotional Intelligence Self assessment tools: • Strength finder • Manager ready • Others
Questions? Feedback? Share your mentoring experience [email protected]
Additional references •
Mentoring matters: mentoring and career preparation in internal medicine residency training. Radhika Ramanan, William Taylor, Roger Davis and Russell Phillips. J Gen Intern Med 2006;21:340-345.
•
The ABCs of being a mentor: a primer for being both a mentor and a protégé. Mary Katherine Krause. Healthc Exec 2007;22(3):62-66.
•
The mentor–mentee relationship in academic medicine. Mark Otto Baerlocher, Jeremy O'Brien, Marshall Newton, Tina Gautam and Jason Noble. Eur J Intern Med 2011;22(6): e166–e167.
•
Mentoring the mentors: aligning mentor and mentee expectations. Janie Lee, Yoshimi Anzai and Curtis Langlotz. Acad Radiol 2006;13:556-561.
•
The importance of having a mentor, and how to find one. Christian Stone. Gastrointest Endosc 2006; 63(1):112-113.
•
Choosing a mentor. Larry Ambrose. Healthc Exec 2002;17:82-83.
DISCLOSURE In the past 12 months, I have not had any significant financial interest or other relationship with the manufacturers of the products or providers of the services that will be discussed in my presentation.
Outline • Introduction • How to mentor/ be mentored
• Challenges in mentoring and how to solve them • New trends
Intro exercise: let’s get to know you! • I work as a: a. b. c. d. e. f. g. h.
Lab technician Cytotechnologist Pathology assistant Practicing pathologist Pathology resident/ fellow Manager/administrative Student Others
Intro exercise • I am: a. Under 20 years old b. 20-30 years old c. 30-40 years old d. 40-50 years old e. More than 50 years old
Intro exercise
• I have experience mentoring others
a. No b. Yes c. Not sure
Intro exercise
• I have at least 1 mentor a. No b. Yes c. Not sure
Intro exercise
• Mentoring has helped me in my professional career
a. No b. Yes c. Not sure
Introduction: definitions Mentor: • a trusted counselor or guide • knows “the content” • often a long-term relationship
Introduction: definitions Coach: • does not need to know the content • focused on specific task/goal • usually short term relationship
Advantages of mentoring/coaching • • • • •
Active Learning New Competencies/Skills Career Enhancement Professional Advancement New relationships/networking
Effective mentors • • • • • • • •
Skilled (know the content) Role models Active listeners Supportive/empathic/inspiring Trust-worthy Identify “gaps” Challenge the mentee Give effective feedback
Effective coaching: • Similar characteristics to mentors but do not need to know the content • Engaged listening
• Open-ended inquiry • Listening and inquiry keep the focus on the mentee—and prevents the coach from giving too much direction or advice.
Ideal Mentee • • • • • •
Active listener Can reflect on actions Accountable Committed Open to learn/change Takes initiative
How to mentor/ be mentored?: Getting yourself ready
Mentoring: “The circle of trust” Exploratory phase
Measure/adjust
Relationcentered Knowledgebased
Goal setting
Mentoring phases 1. Relationship • • • • •
Establishing trust Setting Boundaries Confidentiality Defining expectations Accountability
Mentoring phases 2. Collaborative/Exploratory • • • •
“Exploring your universe” Defining goals Identifying resources Setting metrics
Mentoring phases
3. Check up • Evaluating metrics • Adjusting goals and metrics • Separation
Mentoring tips
Trust as foundation • • • • • •
Confidentiality Be honest and open Watch your body language Identify the “shared values” Validate Keep commitments
Confidentiality
Mentoring: Generating Progress • High leverage activities Brainstorm Reflect • Identifying resources Internal External
• Create a plan Goals Measure
Setting goals: SMART goals
S
M
A
Specific
Measurable
Achievable
R Resultsfocused
T Timebound
Metrics You cannot improve what you cannot measure
• Define what success will be • Highlight “Aha” moments • Two ways Feedback • Surveys • Evaluations
Evaluating performance/feedback • Measuring the effectiveness of faculty mentoring relationships. Ronald Berk, Janet Berg, Rosemary Mortimer, Benita Walton-Moss, Theresa Yeo. Acad Med 2005;80(1):66-71. Review. • The Mentoring Competency Assessment: Validation of a new instrument to evaluate skills of research mentors. Michael Fleming, Stephanie House, Vansa Shewakramani, Lan Yu, Jane Garbutt, Richard McGee, Kurt Kroenke, Zainab Abedin and Doris Rubio. Acad Med 2013;88(7): 1002–1008. • Evaluating and giving feedback to mentors: new evidence-based approaches. Lauren Anderson, Karin Silet, Michael Fleming. Clin Transl Sci 2012;5(1):71-77.
How to mentor/ be mentored • Mentoring on your own vs program • The value of training mentors: tips to develop effective mentors
How to mentor/ be mentored • Mentoring on your own vs program • The value of training mentors: tips to develop effective mentors
Setting up a mentoring program Education Data-driven strategies Metrics Voluntary Mentors and Mentees Leadership and Administrative support
Setting up a mentoring program Program: • formal or informal • new-hire • high-potential
Matching process: • speed matching • technology based • manual (committee/point person)
Mentoring Program CCF experience
CCF Pathology: Staff-Residents’ experience • Staff and residents volunteer to participate • Education and general guidelines • Matching process (based on residents’ preferences) • Continuous support/education of mentormentee pairs • Surveys/feedback
Survey I: Pathology Residents • 100% met with their mentors • Avg 3 times (1-12) • 100% discussed confidentiality and felt safe • ~78% set up goals • 100% achieved goals (partial/total) • ~93% continue their mentoring relationship (9 months)
Overall satisfaction: ~9 !!!! (scale 1-10)
Survey II • Biggest challenge: TIME !!! • Positive aspects - sharing experiences/support - help with cv, fellowship/job application process - general career advise
Cytotechnologists Mentoring Program • Students and mentors volunteer • Set goals: how to get a license, organizational and diagnostic skills, emotional intelligence
• Evaluations/feedback
How to mentor/ be mentored • Mentoring on your own vs program
• The value of training mentors: tips to develop effective mentors
Mentors need: • • • • • • •
Education: listening and feedback skills Awareness of cultural and gender issues Defined professional boundaries/expectations To be rewarded/recognized Protected time To be mentored/supported To encourage mentoring
Challenges in Mentoring * Beliefs and biases * Personality traits
* Lack of……
Personality traits
Chopra V et al. Mentorship malpractice. Jama 2016; 315 (14): 1453-1454
Chopra V et al. Mentorship malpractice. Jama 2016; 315 (14): 1453-1454
Vaughn V et al. Mentee missteps. Tales from the academic trenches. Jama 2017; 317 (5): 475-476.
Vaughn V et al. Mentee missteps. Tales from the academic trenches. Jama 2017; 317 (5): 475-476.
Challenges on mentoring Lack of : • Trust • Time • Mentors • Experience/education
• Ideas (on how to evolve the relationship /create progress)
Exercise
Exercise Mentoring/Coaching challenges: • If you have a negative mentoring/coaching experience: what was the challenge? • Identify a possible solution
Exercise Mentoring/Coaching challenges: • In a positive mentoring/coaching experience: what factors made it successful? • What other factors are most important to you in a mentoring relation?
Successful vs failed mentoring relationships: “The good”
• • • • • •
Knowledge Openness Trust Generosity Relationship-based Encourages calculated risk taking
“The Bad” mentoring relationship • • • • • •
Poor Rapport/No Rapport Poor Listening Autocratic Behavior Arrogance/Lack of Humility Unclear Goals/expectations No boundaries
New trends: • Peer/Group mentoring
• Reverse mentoring • Micro-mentoring • “Blended” mentoring
Teaching “soft skills” “Soft skills”: • SMART goals • Time management techniques • Resilience • Communication skills • Emotional Intelligence Self assessment tools: • Strength finder • Manager ready • Others
Questions? Feedback? Share your mentoring experience [email protected]
Additional references •
Mentoring matters: mentoring and career preparation in internal medicine residency training. Radhika Ramanan, William Taylor, Roger Davis and Russell Phillips. J Gen Intern Med 2006;21:340-345.
•
The ABCs of being a mentor: a primer for being both a mentor and a protégé. Mary Katherine Krause. Healthc Exec 2007;22(3):62-66.
•
The mentor–mentee relationship in academic medicine. Mark Otto Baerlocher, Jeremy O'Brien, Marshall Newton, Tina Gautam and Jason Noble. Eur J Intern Med 2011;22(6): e166–e167.
•
Mentoring the mentors: aligning mentor and mentee expectations. Janie Lee, Yoshimi Anzai and Curtis Langlotz. Acad Radiol 2006;13:556-561.
•
The importance of having a mentor, and how to find one. Christian Stone. Gastrointest Endosc 2006; 63(1):112-113.
•
Choosing a mentor. Larry Ambrose. Healthc Exec 2002;17:82-83.
