1. Definitions of mentoring and components to a mentoring team
Monica Gandhi MD, MPH
Professor of Medicine, HIV/AIDS Division, UCSF

2. What is a Mentor? CONSULTANT COACH MANAGER ADVISOR COUNSELOR TEACHER
How many mentors? Mentees? Both?
One word or phrase that categorizes a mentor or a mentoring relationship
GUIDE
ROLE MODEL

3. Telemachus and “Mentor” Greek mythology
When Odysseus left for the Trojan War, the older “Mentor” was put in charge of Telemachus, Odysseus’ son

4. What is a mentor?
A mentor facilitates personal and professional growth in an individual by sharing the knowledge and insights that have been learned through the years (NOT necessarily the supervisor)
Teacher–share your knowledge and experience
Problem solver–refer mentees to resources and offer options.
Motivator–when mentee is facing a challenge (done through encouragement, support, and incentives)
Coach–help mentee to overcome performance difficulties through positive feedback (reinforce behavior) and constructive feedback (change behavior).
Guide–help mentee to set realistic goals. Five goal setting factors: specific, time-framed, results oriented, relevant, and reachable. “If you don’t know where you are going, you won’t know how to get there.”
(DOT Mentoring Handbook,

5. Long-term: Promoting professional development over time
How do mentoring relationships differ from other academic relationships?
Long-term: Promoting professional development over time
Dynamic: Changing as mentee advances
Reciprocal: Benefitting both mentor and mentee
Active: Shaped by mentee as well (not passive vessel)
Voluntary: True mentoring relationship cannot be forced, element of altruism
Zerzan JT. Academic Medicine 2009

6. Scope of Mentoring Career Functions Personal Functions Sponsorship
Coaching
Protection
Challenge
Exposure and Visibility
Personal Functions
Role Modeling
Problem Solving/ Counseling
Acceptance/ Confirmation
Friendship
Sponsorship: mentor opens doors that would otherwise be closed
Coaching: the mentor teaches and provides feedback
Protection: supports protégé and/or acts as a buffer
Challenge: the mentor encourages new ways of thinking and acting and pushes the protégé to stretch her capabilities
Exposure and visibility: steer protégé into assignments that increase recognition within the organization
Role modeling; mentor demonstrates the kinds of behaviors, attitudes and values that lead to success in the profession
Counseling: helps protégé deal with difficult professional dilemmas.
Acceptance/Confirmation: supports the protégé and shows respect
Friendship: mentor demonstrates personal caring
Kram, KE. Mentoring at Work: Developmental Relationships in Organizational life. 1988

7. Mentoring Content Areas:
Clinical skills
Research skills
Research methods
Ethics & IRBs
Manuscript writing and publishing
Grant writing
Budgets and Admin
Career goals
CV development
Professional networking
Organization and committee participation
Promotion/tenure

8. Additional skills we don’t learn in school:
How to hire great people
Managing performance reviews
Time management/maximizing productivity
Navigating work/life balance
Negotiating skills
How to mentor
Having crucial conversations/confrontations
Cross-cultural issues
Dissemination strategies
Working with relevant communities

9. Rewards of being a good mentor
Achieve satisfaction. For some mentors, their greatest joy is having a mentee succeed and eventually become a friend and colleague.
Attract good colleagues. The best mentors are most likely to be able to recruit -and keep - colleagues of high caliber who can help produce better research, papers, grant proposals, and health for the population.
Stay on top of your field. There is no better way to keep sharp professionally than to coach junior colleagues.
Develop your professional network. In making contacts for your mentee, you strengthen your own contacts and make new ones.
Extend your contribution. The results of good mentoring live after you, as new continue to contribute even after you have retired.
Handelsman J. Entering Mentoring: A Seminar to train a new generation of scientists. 2009

10. Components of a mentoring team
Research Mentor: Responsible for developing the creative and/or independent research careers of their mentees. Must have expertise in the mentee’s area of scholarship and help provide resources to support the mentees work
Career Mentor: Responsible for overall career guidance and support for their mentee
Co-Mentor: Works with the mentee and scholarly mentor to provide specialized content area or methodological expertise.

11. Trans and Cis-mentoring: Interdisciplinary
Cis Mentor: Mentor from the same research discipline
Trans mentor: Senior mentor outside the major area of the mentee's focus (basic science mentors for mentee whose research emphasizes clinical science.)
Kahn and Greenblatt. Am. J. of Public Health 2009

12. What works and what doesn’t?
Academic Medicine. January 2013

13. Characteristics of Successful Mentoring Relationships
Theme
Responses
Reciprocity
“It’s got to be a 2-way street. It can’t be just a one-way giving relationship because then it’s going to burn out”
Mutual Respect, including respect for each other’s time, effort & qualifications
“Both individuals have to respect the qualifications of the other and the needs of the other and work together towards a common goal.”
Clear Expectations
Shared Values
Personal Connection
“It’s helpful to set up guidelines in the beginning.”
“Mentorship worked best when mentors and mentees had similar interests and values.”
“Important to have a connection, where you feel the mentor cares about you.”
Straus et al Academic Medicine

14. Characteristics of Failed Mentoring Relationships
Theme
Responses
Poor Communication
Different Expectations
Mentors frustrated when their advice not followed. Mentees feeling intimidated.
lack of open communication
Mentee/Mentor expect different things from the relationship “recipe for disaster.”
Lack of Commitment, including
lack of time and waning interest
“If you don’t get that kind of ongoing interest and commitment, you just realize that the fit or the value isn’t there anymore.”
Personality Differences
Perceived (or real) Competition
E.g. one person is extraverted and the other introverted. One person thinks on the fly and the other likes to think ahead of time.
Mentor may feel threatened, both need credit, lack of clarity around intellectual property.
Straus et al Academic Medicine

16. 6 Competencies Maintaining effective communication
Aligning expectations
Assessing understanding
Fostering independence
Addressing diversity
Promoting professional development

17. Mentors’ Responsibilities
Is clear about expectations
Sets specific goals and accomplishments
Encourages strategic thinking
Provides networking opportunities
Gives moral support
Results oriented
Conducts individual meetings
Keeps in touch
Makes sure to provide written communication, including reviews and timely feedback.

18. A quality mentor…
Provides different and broader perspectives and can play the part of “devil’s advocate.”
Allows the direction of the relationship to be defined by the mentee
Helps problem-solve, by identifying the real issues and stumbling blocks that hinder the individual’s or the team’s research progress
Focuses on individual learners by stimulating personal and professional growth and providing feedback
Is a trusted confidant

19. What part of the mentoring relationship falls onto the mentees?
Mentees communicate the purpose for wanting mentoring: “What do you want out of the relationship?”
Mentees develop the plan for the year
Mentees communicate the plan
Mentees anticipate problems and communicate them in a timely manner.
Bottom line: mentees cannot be passive!

20. Mentees’ Responsibilities
Contacts the mentor
Provides directed communications
Explicitly requests for help
Open and willing to trust
Appreciates the mentor’s effort
Respects the mentor’s time

21. General skills for Successful Mentees
Ask questions
Utilize good listening skills
Listen for central ideas
Determine what is of personal value to you in your mentor's conversation
Stay focused
Resolve differences
Build trust

22. Before and after a mentoring meeting
Agree on the meeting schedule
Mentees and mentors should come prepared
Mentees should formulate concise questions
Mentees should provide, in advance, any information/documentation to be discussed
Discuss what the appropriate time frame is for review
After each meeting, it’s helpful for mentees to a brief summary of what was discussed, agreed upon and next steps

23. Tools of mentoring can be taught (like parenting) – Individual development plan
Meet with your mentees every 2-3 weeks, weekly if needed (UCSF model)
Review their CV and have them fill out the individual development plan yearly
Components of IDP:
1) Time Allocation as Estimated by Mentee:
___ % Teaching/Training/Providing Mentoring ___ % Research ___ % Patient Care ___ % Administration/Other Services
How (if at all) would you like to change this time distribution?

24. IDP -continued 2) Academic Appointment
Do you understand the series to which you are appointed and the expectations for advancement in this series?
3) Current Professional Responsibilities
List your major professional responsibilities and if you anticipate significant changes in the coming year:
4) Future Professional Goals Short Term Goals List your professional goals for the coming year. Be as specific as possible, and indicate how you will assess if the goal was accomplished (expected outcome).
1. Goal
Expected outcome:
2. Goal
Expected outcome:
3. Goal
Expected outcome:

25. IDP -continued
5) Future Professional Goals Long Term Goals List your professional goals for the next 3-5 years. Again, be specific, and indicate how you will assess if the goal was accomplished.
1. Goal
Expected outcome:
2. Goal
Expected outcome:
3. Goal
Expected outcome:

26. Leadership that Gets Results – applies to Mentorship style
6 Styles of Leadership that stems from the various components of Emotional Intelligence
Most effective leaders use a collection of styles based on the situation
The more the leader uses, the more effective they are
Those who use 4 or more have best climate and performance
Review and discussion on applicability for role as mentor

27. Questions?