1. Becoming a Skilled Mentor: Tools, Tips, and Training Vignettes Rebecca Pauly, M.D. Cecilia Lansang, M.D. Gwen Lombard, PhD. Gwen Lombard, PhD. *Luanne Thorndyke, M.D. University of Florida *University of Massachusetts

2. Learning Objectives At the end of this module participants will: Describe the importance of content and context of the mentoring relationship Describe the importance of content and context of the mentoring relationship Identify specific tools and skills necessary to be a successful mentor Identify specific tools and skills necessary to be a successful mentor Appreciate the commitment and role for both the mentor and the mentee Appreciate the commitment and role for both the mentor and the mentee Note the importance and benefit of institutional support to successful mentoring programs Note the importance and benefit of institutional support to successful mentoring programs

3. Mentoring is a Relationship “ A dynamic, reciprocal relationship in a work environment between an advanced career incumbent and a beginner aimed at promoting the development of both.” Healy, Educ Res. 1990; 19:17-21

4. Mentoring has both a learning process (content) and a relationship (context) Communication Communication Professional socialization Professional socialization Advice and guidance Advice and guidance Skill development Skill development Motivation and inspiration Motivation and inspiration Counseling Counseling Career Work/life balance Goal setting

5. What are the key ingredients for successful mentoring relationships? Safe space for dialogue Safe space for dialogue Mutual respect and trust Mutual respect and trust Active listening by both mentor and mentee Active listening by both mentor and mentee Clearly identified goals Clearly identified goals Mutual commitment Mutual commitment Realistic expectations Realistic expectations Regularity of interaction Regularity of interaction

6. Establishing a Relationship Creating ground rules for the relationship Creating ground rules for the relationship Mentoring agreement Mentoring agreement Defining the mentoring relationship Defining the mentoring relationship Mentoring worksheet Mentoring worksheet Timeframe Timeframe Days Months - Specific project Days Months - Specific project Months Years - Career advancement/Advocate Months Years - Career advancement/Advocate Personal and/or professional Personal and/or professional Work/life balance Work/life balance

7. Nuts and Bolts Initial Encounter with Mentee Establishing the Mentoring Relationship The video vignette which follows will demonstrate how a Mentoring Agreement can be used to establish ground rules for a mentoring relationship. The video vignette which follows will demonstrate how a Mentoring Agreement can be used to establish ground rules for a mentoring relationship. It will demonstrate the critical role a mentor can play in assisting, reviewing, and providing feedback regarding the mentee’s proposed goals. It will demonstrate the critical role a mentor can play in assisting, reviewing, and providing feedback regarding the mentee’s proposed goals.

8. Initial Encounter with Mentee Establishing the Mentoring Relationship

9. Key Points Establishing the Mentoring Relationship Mentor redirected a broad request for “any information/advice” to establishing a formal mentoring relationship Mentor redirected a broad request for “any information/advice” to establishing a formal mentoring relationship Mentor expressed genuine interest in the mentee Mentor expressed genuine interest in the mentee Mentor used Mentoring Agreement to establish ground rules and expectations Mentor used Mentoring Agreement to establish ground rules and expectations

10. Mentoring Agreement

11. Mentoring Worksheet

12. Nuts and Bolts Exploring Faculty Assignment In the upcoming vignette the mentor will review faculty assignment and discuss how this is related to promotion In the upcoming vignette the mentor will review faculty assignment and discuss how this is related to promotion Mentor will provide specific feedback on mentee’s annual evaluation Mentor will provide specific feedback on mentee’s annual evaluation Mentor will discuss mentee’s passion and directing that toward scholarly activity Mentor will discuss mentee’s passion and directing that toward scholarly activity

13. Exploring Faculty Assignment

14. Key Points Exploring Faculty Assignment Mentor was prepared for the meeting Mentor was prepared for the meeting Reviewed mentee’s faculty evaluation Reviewed mentee’s faculty evaluation Reviewed mentee’s effort assignment Reviewed mentee’s effort assignment Mentor provided specific comments regarding effort assignment as related to the promotion process Mentor provided specific comments regarding effort assignment as related to the promotion process

15. Key Points (continued) Mentor raised important questions for reflection Mentor raised important questions for reflection Clarified teaching as a passion for mentee Clarified teaching as a passion for mentee Discussed matching passion with effort assignment Discussed matching passion with effort assignment Mentor made specific recommendations to mentee Mentor made specific recommendations to mentee “Keep a weekly schedule” – document your effort “Keep a weekly schedule” – document your effort “Set up meeting with department chair” – discuss realigning effort assignment to be accurate with actual time spent “Set up meeting with department chair” – discuss realigning effort assignment to be accurate with actual time spent

16. Nuts and Bolts Service Commitment and Work/Life Balance The upcoming vignette will demonstrate: The importance of prioritizing commitments The importance of prioritizing commitments Learning to say “No” Learning to say “No” Being selective regarding service Being selective regarding service Aligning service commitment with area of passion Aligning service commitment with area of passion The mentor will encourage the mentee to acknowledge issues and brainstorm solutions The mentor will encourage the mentee to acknowledge issues and brainstorm solutions The mentor’s effective use of sharing her personal experience will be demonstrated The mentor’s effective use of sharing her personal experience will be demonstrated

17. Service Commitment and Work/Life Balance

18. Key Points Service Commitment and Work/Life Balance Mentor helped to focus and align mentee’s service commitment Mentor helped to focus and align mentee’s service commitment Mentor assisted mentee in clarifying issues related to work/life balance by setting realistic expectations and by suggesting next steps Mentor assisted mentee in clarifying issues related to work/life balance by setting realistic expectations and by suggesting next steps

19. Key Points (continued) Mentor encouraged mentee to: Mentor encouraged mentee to: Take control of demands on time Take control of demands on time Turn areas of passion into potential scholarly activity Turn areas of passion into potential scholarly activity Learn to say “No” Learn to say “No”

20. Nuts and Bolts Importance of Feedback and Development of Long-term Goals The upcoming vignette will demonstrate: The utilization of Peer Evaluation for assessment/feedback of teaching The utilization of Peer Evaluation for assessment/feedback of teaching Discussion of promotion/tenure packet components Discussion of promotion/tenure packet components The mentor assisting mentee in creating realistic long-term goals The mentor assisting mentee in creating realistic long-term goals

21. Importance of Feedback and Development of Long-term Goals

22. Peer Evaluation Teaching Form

23. Key Points Importance of Feedback and Development of Long-term Goals Mentor proposed a specific tool for receiving feedback on teaching Mentor proposed a specific tool for receiving feedback on teaching Mentor described expectations related to promotion/tenure Mentor described expectations related to promotion/tenure Mentor assisted mentee in identifying attainable long-term career goals Mentor assisted mentee in identifying attainable long-term career goals

24. Nuts and Bolts Planning for the Future The upcoming vignette will demonstrate: The mentor and mentee will create an action plan together The mentor and mentee will create an action plan together Mutually will commit to follow-up appointments Mutually will commit to follow-up appointments

25. Planning for the Future

26. Key Points Planning for the Future Mentor summarized the meeting which promoted a clear understanding of expectations and goals. Mentor summarized the meeting which promoted a clear understanding of expectations and goals. Mentor committed to specific actions to promote mentee’s career (appointment to national organization) and established an agenda for the next meeting. Mentor committed to specific actions to promote mentee’s career (appointment to national organization) and established an agenda for the next meeting.

27. Practical Tips Mentor serves as a sounding board for mentee allowing an opportunity to articulate his/her concerns Mentor serves as a sounding board for mentee allowing an opportunity to articulate his/her concerns Mentor can educate mentee about institutional culture Mentor can educate mentee about institutional culture Mentee may have a single mentor or multiple mentors based on a specific project/need, general career direction and/or mentor’s area of expertise Mentee may have a single mentor or multiple mentors based on a specific project/need, general career direction and/or mentor’s area of expertise

28. Practical Tips (continued) Mentor should not impose his/her ideas on mentee – it is the mentee’s life and choice of action plan Mentor should not impose his/her ideas on mentee – it is the mentee’s life and choice of action plan Mentor can suggest potential resources to assist mentee Mentor can suggest potential resources to assist mentee

29. Mentoring is Beneficial to Both the Individual (Mentor/Mentee) and the Institution Individual l Increased research productivity l Increased scholarly activity l Facilitated career advancement l Improved professional satisfaction Institution Improved organizational performance Improved satisfaction and retention Created mechanism for succession planning

30. Concluding Thoughts Mentoring is a mutually agreed upon relationship with clearly defined goals benefiting both the mentor and mentee Mentoring is a mutually agreed upon relationship with clearly defined goals benefiting both the mentor and mentee Institutional structure and support are necessary for sustaining functional mentoring relationships Institutional structure and support are necessary for sustaining functional mentoring relationships

31. Actions that an Institution may Incorporate to Enhance Mentoring Include: Justifying protected time for mentoring Justifying protected time for mentoring Recognizing mentoring outcomes within the department, college, institution, and/or nationally Recognizing mentoring outcomes within the department, college, institution, and/or nationally Providing knowledge and skill development for faculty Providing knowledge and skill development for faculty Facilitating career development – focus on promotion and leadership position placement Facilitating career development – focus on promotion and leadership position placement Organizing venues to promote displays of scholarly achievement and academic productivity Organizing venues to promote displays of scholarly achievement and academic productivity Promoting formation of collaborative networks Promoting formation of collaborative networks

32. Resources/References