Mentoring Dos and Dont s Rudy Rodriguez Rudy

Mentoring Do’s and Don’t s Rudy Rodriguez Rudy. rodriguez@VA. GOV

The Odyssey by Homer Mentor was a trusted friend of Odysseus. When the latter was about to set out for the Trojan war, he entrusted Mentor with the care of his house and the education of his beloved son, Telemachus. n Mentor refers to a wise and faithful counselor or monitor. n

Mentoring Do’s and Don’t s n Outline n Importance of mentoring Introspection n Choosing a Mentor n Cultivating the mentor–mentee relationship n Separation n

What is mentoring? n Mentoring is a symbiotic relationship aimed at advancing careers and career satisfaction for both the mentor and the mentee. J Gen Intern Med. 1998; 13: 117– 122. n Am J Med. 2002; 112: 336 – 341. n

Mentoring in Academic Medicine A Systematic Review Dario Sambunjak, MD, Sharon E. Straus, MD, MSc, PRCPC, Ana Marušic´, MD, Ph. D JAMA. 2006; 296: 1103 -1115

Self-reported Prevalence of Mentorship in Academic and Health Institutions Copyright restrictions may apply. Sambunjak, D. et al. JAMA 2006; 296: 1103 -1115.

General Importance of Mentorship Perceived by Respondents Sambunjak, D. et al. JAMA 2006; 296: 1103 -1115. Copyright restrictions may apply.

Impact of Mentorship on Personal Development and Career Guidance Copyright restrictions may apply. Sambunjak, D. et al. JAMA 2006; 296: 1103 -1115.

Impact of Mentorship on Specialty and Academic Career Choice Copyright restrictions may apply. Sambunjak, D. et al. JAMA 2006; 296: 1103 -1115.

Impact of Mentoring on Research Development and Research Career Guidance, and Research Productivity and Success Copyright restrictions may apply. Sambunjak, D. et al. JAMA 2006; 296: 1103 -1115.

Men were 3 times as likely as women to describe a relationship with a mentor as a positive experience that influenced their careers. n Negative experiences most often mentioned by both sexes were lack of funding and lack of a mentor: n n 24% of the women identified the lack of a mentor as 1 of the 2 most negative experiences they had in their careers.

Mentoring Do’s and Don’t s n Outline n Importance of mentoring Introspection n Choosing a Mentor n Cultivating the mentor–mentee relationship n Separation n

Introspection This training will be very different than nursing or medical school, residency, etc. n Timeline for success is short n Focus n Planning n

Making the Most of Mentors: A Guide for Mentees Academic Medicine, Vol. 84, No. 1 / January 2009 Introspection n n n Clarify your values Identify your work style and habits Identify knowledge and skill gaps Personal Professional development Skill development n n Academic guidance Research List specific opportunities sought — e. g. grant writing, presentation Write down goals: 3 months, 1 year, 5 year

Personal preferences Gender n Race n Location, electronic mentoring n Work style n

Identify knowledge and skill gaps n Personal n n Professional development n n Identify gaps, writing, managing time, increasing clinical skills Academic guidance n n networking, establishing goals, setting sights on future jobs Skill development n n creating work–life balance, building confidence, setting limits on commitments learning administrative skills, understanding department values, being a good citizen in the department Research n collaborating, developing methodology, drafting manuscripts, and writing grants

Write down goals 6 month, 1 year, 2 year, etc n Skills (MPH, Programming, Lab skills, independence) n Papers n Grants n Completed projects n Focus, focus n Determine expectations of department n

Clinical and Basic Science Research Pathways enter lab, develop research agenda, learn methods results, publications Clinical year = 2 nd year ====== 3 rd & 4 th year ======= learn clinical research methods, MPH Funding: training grant, F-32, other sources Junior faculty= continue to develop mentored research program Independent researcher Funding: NIH K 08 or K 23 NIH R 01, others

Clarify your values and your departments values

American Journal of Public Health Supplement 1, 2009, Vol 99, No. S 1

In reference to a prolific researcher: “I just can’t trust someone who has published as much as he has” D. B.

Academics Building a Research Career in General Internal Medicine A Perspective from Young Investigators J Gen Intern Med. 1998; 13: 117– 122 n Rule 1: Know the rules Division chief, department chair, promotions committee n How will your success be judged (productivity, grants) and what is an appropriate timeline. n Rule 2: Show productivity early n Rule 3: Focus, Focus n Rule 4: Know Your Resources n Rule 5: Good ideas are key n

Finding a mentor

Finding a mentor (s) Assigned vs. gravitating towards a mentor n Meet with people you already trust for advice and get recommendations n Be persistent n Symbiotic relationship n This is will be your first test. n

Mentoring styles What fits with your values? Mentor one n Always is the corresponding author n Restricts collaborations n Papers are always referred as the mentor’s paper n Heavily edits papers Mentor two n Allows much more freedom n Encourages papers without inclusion of the senior author’s name. n Provides advice, not controlling

Mentoring types What fits with your values? n Mentor #1 n n n Senior mentor Access to multiple opportunities (data sets, has multiple grants, involved in many ongoing national studies, study coordinators, etc) Very busy and aloof. n Mentor #2 n n Junior mentor Early success in a narrow area, good writer, skilled in programming, not too busy. Not well funded. Very friendly with common interests.

Solution multiple mentors, both junior and senior people n Will only work if roles are delineated n Most people agree that you will need to build a team of mentors for grant success n

Two Successful Careers Clinical Science roads to K awards Fellow one n Famous mentor n Use of mentor’s resources: contacts, data sets, statisticians, programmers. n Fellow focused on writing papers, developing research ideas n Results: many papers in a variety of journals. Fellow two n Junior mentor n Developed statistical skills, performed analysis of data, developed collaborations. n Mentor helped fellow with weaknesses (writing papers) n Results: few papers, big impact.

Think of it as an Apprenticeship

“Managing up” Business Concept “managing up is the process of consciously working with your boss to obtain the best possible results for you, your boss, and your organization. ” Thomas Zuber and Erika James Guidelines: communicate; no surprises; provide solutions; be honest; be loyal; understand boss’s perspective agenda, and perspective;

Managing the mentor relationship n Managing up mentee takes ownership of and directs the relationship n planning and setting the meeting agenda, asking questions, listening, completing assigned tasks, and requesting feedback. n Managing up makes it easier for a mentor to help a mentee n

Things to look for in a mentor Is available and accessible n Provides opportunities and encourages mentee to take risks n Helps mentee develop own agenda n Has prior mentoring experience n Contact past mentees n Does the mentor answer emails? n n Remember you are likely to work with a team of individuals

Remember what you learned during introspection Will your mentor help with your skill gaps? n Do you share common values? n Will you enjoy spending time with your mentor? n Will the relationship be symbiotic? n Is your potential mentor mature and secure enough to let you develop your ideas? n

Meeting for the first time Mentee must have a plan n Predefined goals and needs n Mentor and mentee share their backgrounds n note or e-mail summarizing the discussion and the mentee’s plans to proceed n

Cultivating the mentor–mentee relationship n n n Agree on structure and objectives of relationship Plan and set the meeting agendas Ask questions Actively listen Follow through on assigned tasks n n n Ask for feedback Manage up Set goals and expectations Be responsive and flexible Direct the flow of information Follow a regular meeting schedule with agenda

Cultivating the mentor–mentee relationship n Communication is key Determine preference: Email, telephone, hallway conversations n Always maintain a face-to-face meeting schedule (q 2 weeks, q month, etc) n n Agenda for meetings n Progress report Respect limits n Goals and expectations n

Advice given to mentors at other institutions Do n n n n n Listen actively Support and facilitate networking and brokering Teach by example Be aware of role conflict Encourage and motivate mentee to move beyond their comfort zone Promote independence Promote balance Rejoice in success and convey your joy Encourage reciprocity Don’t n Fix the problem n Take credit n Take over n Threaten, coerce or use undue influence n Lose critical oversight n allow friendship to cloud judgment n Condemn (mistakes or lack of agreement are not career altering disasters)

How will you manage disagreements? n power issues n n generational tensions n n Ownership, authorship, money, resources work schedule expectations, family personality clashes n communication or work style Rejection or ignoring your ideas n Bruised egos and hurt feelings n

Common mentor complaints mentee did not follow through n Mentee did not use the mentor’s time effectively n A poor fit with work style or personality n Lack of focus and commitment n Poor writer n Poor work habits n

Common mentee complaints Does not answer emails, too busy n Authorship disputes n Delays in providing feedback and guidance n Doesn’t give credit or encouragement n Blind sided by criticism n Did not understand academic expectations n

Take ultimate responsibility for scientific integrity n COPE guidelines http: //publicationethics. org/guidelines n How to handle authorship disputes: a guide for new researchers n Code of Conduct and Best Practice Guidelines n Committee on Human Research n Relationship with the pharmaceutical industry n

Separation phase n If a mentoring relationship is successful, it will evolve into the separation phase. n Ultimate goal is that the mentee will become an equal to the mentor

Separation phase n Unexpected Funding n Move n n Expected n Independence n Funding n Research agenda n Other mentors n Not a clone

Separation n Avoid painful breakups Talk about when the relationship should end n Plan the next steps n Discuss future mentors n Maintain collaborations n Discuss intellectual ownership of ideas n

Examples of painful separations and issues n Mentee is recruited with funding to another institution Can the mentee continue working on the previous research agenda? n Can the mentor claim intellectual ownership of research projects? n n Mentee is not allowed to apply for faculty level grants?

Examples of painful separations and issues Reaching limits of fellow level funding. n Unsuccessful grant application to extend research training. n n Avoid surprises by managing up and communicating.

Resources n A Guide to Training and Mentoring in the Intramural Research Program at NIH http: //www 1. od. nih. gov/oir/sourcebook/ethicconduct/mentor-guide. htm#Supervisors n n n Mentoring Training in scientific investigation Training in communication Training in personal interactions Career planning Training in Scientific responsibility

American Heart Association Mentoring Handbook http: //www. americanheart. org/downloadable/heart/10662461258 11 Mentor. Book. pdf n n n n Respect your mentee; do not infantilize her or him. Maintain the same confidential relationship that you would want if the roles were reversed. Listen to the opinion of your mentee. Often imaginative, creative ideas come from junior colleagues. Act responsibly; remember that your actions could destroy your mentee’s academic career. Maintain cultural and gender sensitivity for your mentee. Strenuously avoid open or covert sexual connections with your mentee. Review the long-term goals of your mentee and help her or him to develop career plans appropriate for her or his goals and skills.

n n n n n Help to protect your mentee from excessive institutional demands, such as participation in an excessive number of committees. Provide your mentee with advice about “career enhancing” and “career killing” initiatives. Help your mentee navigate the shoals of institutional and professional politics. Inspire your mentee to overcome negative aspects of the work environment. Help your mentee to develop effective oral and written communication skills. Challenge your mentee to maintain professional and personal flexibility and fluidity. Inspire and challenge your mentee to become the very best professional that she or he can be. Assist your mentee in finding appropriate professional employment. Finally, rejoice in the successes of your mentee. These triumphs only can enhance your own standing.

UCSF FACULTY MENTORING PROGRAM http: //acpers. ucsf. edu/mentoring/Faculty%20 M entoring%20 Program%20 Toolkit. pdf n Excellent reference and resource list n

University of Washington Guide to mentoring graduate students n http: //www. grad. washington. edu/mentoring/gr adfacultymentor. pdf