Mentoring 2.0: Exploring Challenges in the Mentor-Mentee Relationship Sonya Borrero, MD, MS Michael J. Fine, MD, MSc February 9, 2018

Goals Review roles and actions of effective mentors Describe mentoring in the context of adult psychological development Describe 4 mentoring archetypes Discuss challenges in the mentor-mentee relationship

Importance of Mentoring Mentoring is recognized as a catalyst for career success in numerous professions, including medicine In academic medicine, mentoring is reported to have an important influence on personal development, career guidance, and research productivity (publications and grants)

Basic Elements of the Traditional Mentor-Protégé Relationship Ultimate outcomes are achievement and acquisition of knowledge Consists of multiple functions in 2 key dimensions (career development and psychological) Is reciprocal, sustained, and personal Emphasizes mentor’s greater experience, influence and achievement in an organization

Kram’s Functional Roles of Mentors Career Development Psychological* Sponsorship Acceptance & Confirmation Coaching Counseling Protection Friendship Challenging assignments Role modeling Exposure *Ragins et al. (J Applied Psychology, 1999) added 2 new functions (parent and social interaction) in the psychological dimension

Actions of Effective Mentors Allow open discussion of emotions, feelings, and vulnerabilities Provide moral support Address issues of personal-professional balance Foster self-reflection and self-evaluation Help with vision-building and goal setting Serve as role models Facilitate skill development Sambunjak et al. J Gen Intern Med, 2009

Actions of Effective Mentors (continued) Guide achievement of career milestones Expand engagement in key professional activities Help navigation of the institution Promote connections and networking Provide protection and advocacy Sambunjak et al. J Gen Intern Med, 2009

Ideal Qualities of Outstanding Mentors Exhibit admirable personal and professional qualities (e.g., selflessness, collaborative) Act as career guides, offering a vision while tailoring support to each mentee Make strong time commitments, with frequent and regular high-quality meetings Support personal-professional balance Establish a legacy of how to be a good mentor through role modeling and establishing policies that set institutional standards for mentoring Cho et al. Am J Med, 2011

Basic Stages and Tasks of Career Organization Apprentice Has dependent relationships involving helping, learning and following directions (e.g., medical students, residents, and fellows) Colleague Has collegial relationships leading to independence (e.g., junior faculty) Mentor Offers guidance to an apprentice or protégé (e.g., mid-level to senior faculty) Sponsor Shapes an organization through policy decisions and promotion of key people (e.g., Division Chief, Department Chair, Center Director) Dalton, Thompson, Price. Organizational Dynamics. 1977.

Role of the Mentor-Protégé Relationship in Adult Development Levinson identified the formation of a mentor- protégé relationship as one of 4 important tasks in adult development Features of the relationship: mentor typically 8-15 years older than protégé successful individuals typically have 1-4 mentors average duration = 3-4 years (range 2-11 years) relationship usually ends by age 40 of the protégé There is a characteristic end to the mentor – protégé relationship

Phases of the Mentor-Protégé Relationship Phases (duration) Descriptions Initiation (1/2 – 1 year) Relationship gets started and begins to have importance Cultivation (2 – 5 years) Range of career and psychosocial functions expand to a maximum Separation (1/2 – 2 years) Changes in the structural role relationship and/or in the emotional experiences of the relationship Redefinition (indefinite) Relationship ends or takes on more peer-like characteristics

Four Mentor Archetypes in Academic Medicine Traditional mentor Coach Sponsor Connector Chopra et al. JAMA, 2018

Four Mentor Archetypes in Academic Medicine Although the traditional mentoring relationship is vital, success requires input from all four archetypes Knowing that these archetypes exist and advising trainees and junior faculty to seek them leads to success in academic medicine Put simply, the mentor guides, the coach improves, the sponsor nominates, and the connector empowers, but always the mentee benefits

Mentoring Challenges for Discussion What is the best approach to identifying a mentor at a new institution? How does the mentoring relationship change when transitioning from fellow to faculty? Should the relationship be continued? How should goals/expectations be renegotiated? What are the pro’s/con’s of having your boss as a mentor? Other?