Faculty Mentoring at NYULMC: A Championship Season S CHOOL OF M EDICINE N EW Y ORK U NIVERSITY Georgeann McGuinness, MDNaoko Tanese, PhD Director of Clinical Faculty MentoringDirector of Basic Science Faculty Mentoring Office of Mentoring & Faculty Development EFAA

Role of This Office for Champions Provide guidance in establishing or strengthening mentoring programs appropriate for your faculty and department Provide tools to facilitate the process Assist you in developing your cadre of mentors

The Mentoring Champion The Mentoring Champion is charged and empowered by their Chair to oversee design, implementation and maintenance of a faculty mentoring program appropriate for the department The Champion will –Organize and encourage the growth of a cadre of effective mentors within the department –Serve as the liaison with the OMFD The Chair should –Consider inclusion of the Champion on the DAPC as appropriate –Acknowledge and support the Champion in this critical work

Your Role as Mentoring Champion Interact with the Office of Mentoring & Faculty Development –Champions will participate in institutional mentoring initiatives and development programs Oversight of departmental mentoring including: –Assess needs through surveys or other tools –Identify & develop a pool of effective mentors »Prevent undue burden to oversubscribed faculty –Establish mentoring teams »Based in part on survey responses –Ensure yearly summary letters are reviewed, signed and submitted –Offer opportunities for mentees to provide feedback on the process –Monitor effectiveness of departmental mentoring programs

Launching a Mentoring Program: Different & Flexible Models Required Department of Basic Scientists –Traditional mentoring teams Large Department with Basic and Clinical Faculty –Disparate approaches for disparate faculty (TT and non TT, clinical vs. basic scientists vs. hybrids) Large Diverse Department –Mentoring responsibilities may extend from Champion to Division Directors to Section, Site, & Center Leaders PT or Purely Clinical Faculty –Group career development or enrichment programs may be appropriate

Launching a Mentoring Program: One Model Identify –Faculty in need of mentors (TT, non TT, clinical, etc) –Possible mentors Surveys –Assess mentoring needs and proclivities –Assess adequacy (or not) of ongoing mentoring –Check in with mentors Establish new mentoring teams s to mentors and mentees, with guidelines, tools, etc –Templates for encounters, yearly letters –Guide to Mentoring, Faculty Development Resources, etc Periodic check ins and prompts –Encouraging meetings –Reminder of obligations & deadlines & instructions for yearly letters

Launching a Mentoring Program in a Large Diverse Department Division of GIM Model Mentoring responsibilities extended from Division Director to –Section, Site, Center Leaders Voluntary faculty access to COACH Program (Career Organizing and Crafting Help) Small number of highly experienced mentors vs. many mentors

Launching a Development Program for PT or Purely Clinical Faculty These faculty benefit from mentoring or career development programs –Individual assigned mentors not needed –The group model may enhance the process, with input from peers becoming a vital component Group career development or enrichment programs may be appropriate. Possible topics: –Exploring alternative career pathways –Improving your teaching skills –Advancing administrative skills –Skill development in practice management –The impact of healthcare legislation on your practice Possible models for delivery: –Lunch-time or after hours brown bag discussions, with a group leader –Dinner programs with internal or outside speakers –Online seminars

How to Launch a Mentoring Program – Basic Science Faculty I New faculty –Responsibility of Champion: Get to know new faculty –Mentoring team assembled upon arrival –Orient new faculty to mentoring programs and resources Ongoing faculty –Regular feedback on adequacy of mentoring Yearly surveys 3-yr / 6-yr reviews Meetings with Chair

How to Launch a Mentoring Program – Basic Science Faculty II Mentoring teams meet twice a year –Frequent one-on-one meetings are encouraged for scientific feedback and career advice Mentor-mentee will benefit from maintaining continuous dialogues –e.g. lunch dates Organize workshops & seminars to facilitate networking –Senior faculty –Existing groups who share similar interests

Building Your Cadres of Mentors Mentoring has to be recognized for its critical value to your department Mentors must be valorized and valued How to develop mentors How to recruit mentors

How to Develop Mentors Promote resources that develop mentoring skills Share responsibilities among frequent mentors –Pair mentors with different strengths Dont oversubscribe your strongest mentors –These may be some of the busiest people around Recommend attending mentoring sessions for networking and to learn from faculty in similar roles at other institutions at regional/national meetings

How to Recruit Mentors Identify & recruit individuals already mentoring –Involvement with students, postdocs, residents, faculty Identify mentors outside your department and put them on your teams Formalize your mentoring program –Brings legitimacy, attention, and possibly resources, including time Valorize your cadre of mentors Promote the program in a positive manner –While mentoring is an obligation and expectation-- to only reference these terms defines it as a burden, rather than a privilege, which can be bi-directionally beneficial

Mentoring Controversies & Challenges Departments, Institutes: Who is responsible for mentoring? –Answer: Usually the Department, sometimes the institute –Bottom line answer: Departments responsibility to ensure no one falls between the cracks Differences between research mentors & personal career development advisors –Potential conflicts of interest What if the mentee does not respond to advice. –Should it go on record? Mentoring Champion as a mediator between mentee and committee to help resolve conflicts

Launching a Mentoring Program: Next Steps Identify faculty in need of mentors Identify existing and possible mentors Send each group surveys Establish new / tweak existing mentoring teams Keep spreadsheets s to mentors and mentees individually –Attach guidelines, tools, document templates Periodic check ins and prompts Periodic announcements at faculty meetings

Conclusion The Champion is integral to the success of your departments mentoring program The OMFD is here to ensure your success Effective mentoring benefits your department –Providing a nurturing work environment –Advancing professional growth and achievement –Increasing career satisfaction of mentors and mentees –Developing the next generation of leaders