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

2. 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. 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. Mentor refers to a wise and faithful counselor or monitor. Mentor refers to a wise and faithful counselor or monitor.

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

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

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

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

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

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

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

11. 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

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

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

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

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

17. Personal preferences Gender Gender Race Race Location, electronic mentoring Location, electronic mentoring Work style Work style

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

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

20. 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 Junior faculty=  continue to develop mentored research program  Independent researcher Funding: NIH K08 or K23NIH R01, others Funding: training grant, F-32, other sources

21. Clarify your values and your departments values

22. American Journal of Public Health Supplement 1, 2009, Vol 99, No. S1

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

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

28. Finding a mentor

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

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

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

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

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

34. Think of it as an Apprenticeship

35. “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;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

55. Resources A Guide to Training and Mentoring in the Intramural Research Program at NIH http://www1.od.nih.gov/oir/sourcebook/ethic- conduct/mentor-guide.htm#Supervisors A Guide to Training and Mentoring in the Intramural Research Program at NIH http://www1.od.nih.gov/oir/sourcebook/ethic- conduct/mentor-guide.htm#Supervisors Mentoring Mentoring Training in scientific investigation Training in scientific investigation Training in communication Training in communication Training in personal interactions Training in personal interactions Career planning Career planning Training in Scientific responsibility Training in Scientific responsibility

56. Respect your mentee; do not infantilize her or him. Respect your mentee; do not infantilize her or him. Maintain the same confidential relationship that you would want if the roles were reversed. 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. 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. Act responsibly; remember that your actions could destroy your mentee’s academic career. Maintain cultural and gender sensitivity for your mentee. Maintain cultural and gender sensitivity for your mentee. Strenuously avoid open or covert sexual connections with 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. 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. American Heart Association Mentoring Handbook http://www.americanheart.org/downloadable/heart/10662461258 11MentorBook.pdf

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

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

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