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

2. 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

3. 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)

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

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

13. 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

14. 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?