Inspired Leadership: Why Mentoring Matters

CDR Christine Casey, MD, USPHS Deputy Editor, MMWR

Centers for Disease Control and Prevention

[email protected] 404-498-6621

Overview

CME objectives:Characteristics of mentor/mentee

Framework to launch and sustain a successful mentoring relationship

Potential pitfalls and how to avoid them

Your baseline: why bother?Name your mentors.

How did that relationship make a difference; personally or professionally?

Who do you mentor?

What is the hardest part of being a mentor?

EvidenceBusiness: association between strong mentoring

relationships and positive career outcomes (e.g., higher earning power at younger age and greater career satisfaction)1

Science: Nobel laureates beget prize winners (52% of 92 had mentors). Transmitted a “style of thinking”. 2

Publication: JAMA Fishbein fellowship3 >50% of 23; 2004

Academic medicine: equivocal?4, 5

1. Roche GR. Much ado about mentoring. Harv Bus Rev 1979; 1:14-312. Zuckerman H. Scientific elite: Nobel laureates in the united states. New York: The Free

Press, 1997.3. http://www.councilscienceeditors.org/files/scienceeditor/v27n6p202.pdf 4. Sambunjak D.et al Mentoring in Academic Medicine A systematic review. JAMA

296(9);1103-11155. Sambunjak D et al. A systematic review of qualitative research on the meaning and

characteristics of mentoring in academic medicine. JGIM 2009. 25(1):72-8

ΜέντωρGreek (to advise) and Indo-European (to

think)

Gives advice or counsels

Odysseus left his son Telemachus in Mentor’s care.

Athena disguised as Mentor (demonstrated good counsel, prudent restraint and practical insight)

Trusted friend, counselor or teacher.

1699 book “Les Aventures de Telemaque”

Sources: 1.Wikipedia2.M.J. Tobin. Mentoring Seven Roles and Some Specifics. Am J Respir Crit Car Med 2004 (170); 114-117.

Mentoring 2x2High

Challenge

RETREAT

STASIS CONFIRMATION

Low Support High

GROWTH

Source: National Center for Leadership in Academic Medicine. L. Pololi, adapted from: L.A. Daioz. Mentor. Guiding the Journey of Adult Learners. Pub. Jossey-Bass 1999.

GROWTHChallenge

See a different worldHigh

standards/expectationsPeer over the wallSpeak out in own voiceChallenge selfFill gap between

current/ expected goalsSet tasks

SupportValidationListeningSafe placeAccept where protégé is Acknowledge legitimacy

of that stanceTrustAlly on the journeyDeemed capable of

moving ahead


Case DefinitionPeer pal – Same level (share information,

strategy and mutual support for mutual benefit)Guide – Can explain the system but is no in

position to championSponsor – Less powerful than patron in

promotion and shaping the careerPatron – An influential person who uses his/her

power to help advance careerMentor – Intense paternalistic relationship

(both teacher and advocate)Source: Levinson (1978) in Merriam (next slide for full citation)

True mentors are rare“to support and facilitate the realization of the

Dream”

“intense form of love”

“lasting two to three years (at most, ten)

“8-15 year age difference”

What is your definition?

Source: Levinson (1978) in Merriam Sharan Merriam. Mentors and proteges: a critical review of the literature.

Adult Education Quarterly , Spring 1983. (33);3. 161-173

Mentoring 2x2High

Challenge

RETREAT

STASIS CONFIRMATION

Low Support High

GROWTH


Give and takeMentor tasks Mentee benefitsRole model

work attitude values behavior

Build / support sense of competences, self-esteem and identity

Sounding board

Know the “rules of the game”

NetworkCompetenciesConferencesCope with stressReduce unnecessary riskPlan career pathPromotion opportunities

Source: SA Chong. Mentoring: Are we doing it right? Annals Academy of Medicine. July 2009; (38)7:643-646

Qualities of a good….Mentor MenteeRight fit at right stageSkill, Talent, KnowledgeCompetence, Peer respectGenuine interest in welfare

& accomplishment of othersGenerosity, Empathy,

Patience, Enthusiasm Integrity, high moral/ethical

standardsTime, Energy “too competitive”Source: Ferris S, Pincus H.

Mentoring’s legacy: the future of research. Psychiatr Res Rep 1996; 12:1-13

Proactive, highly driven Interested in mentor and

activitiesDemonstrated competence

and abilityInternal locus of control,

high self –monitoring (sensitivity to social cues) and high emotional stability

Source: Turban DB, Doughterty TW. Role of protégés personality in receipt of mentoring and career success. Acad Manage J 1994; 37:688-702

Mentoring 2x2High

Challenge

RETREAT

STASIS CONFIRMATION

Low Support High

GROWTH


Mentor characteristics (case study, n=1)Generativity – a concern for and an interest in

guiding the next generation (children, products, ideas, works of art)

Fulfilled (won’t blur or live vicariously)Self-confident (won’t feel threatened or undermine)Successful (inspire to aspire)Motivates (moth to a light bulb)Shared XFacilitate supported independenceEnjoys reciprocity

Framework to launch and sustain a successful mentoring relationship

Initiation stages

Mentee stages

Break-up stages

Lasting friendship

Source: SA Chong. Mentoring: Are we doing it right? Annals Academy of Medicine. July 2009; (38)7:643-646

Initiation: Getting startedInvitation

Mutual responsibility for maintaining relationship

Expectations (typical, increased independence)

Clear objectives

2nd source: SA Chong. Mentoring: Are we doing it right? Annals Academy of Medicine. July 2009; (38)7:643-646

Table 1. Questions to help a Mentee decide on a Mentor• What is the achievement record of the mentor in a variety of areas?• How has the mentor determined his or her standard of excellence and are these standards high?• Is the mentor respected as a key player in various networks throughout the department, nationally and internationally?• Does the mentor have enough faith in the protégé to provide wholehearted support?• Does the mentor understand my needs and goals, both personal and professional?• Is the mentor perceptive and honest enough to recognise when he or she cannot provide the protégé with the information needed? If the latter is the case, will the mentor help the protégé find someone who will provide the missing elements?

Barr LL, Shaffer K, Valley K, Hillman BJ. Mentoring: applications for the practice of radiology. Invest Radiol 1993;28:71-5.

Mentee: working Devote time and energy

Willingness to learn, teachable (unequal / respect)

Hard work

Perform assigned tasks

Communicate needs – prepare for hiccups


Break-up: pitfalls or graduateLack accountability / commitmentLack skills or personal characteristicsLack seriousness or timePossessivenessToo protective, curtailingResentfulOvercommitted / favoritism Envy / jealousyData ownership2nd source: SA Chong. Mentoring: Are we doing it right? Annals Academy of Medicine. July

2009; (38)7:643-646

TerminationPlanned separation – reached maturity ;

begins to separate intellectually /emotionally and “divide the territory”

Unplanned (e.g., death, dissatisfaction)

Traumatic loss

Transition to colleague, collaborator and friend


Special circumstancesFriend as mentor

Boss as mentor

Other?

Mentoring 2x2High

Challenge

RETREAT

STASIS CONFIRMATION

Low Support High

GROWTH


My thanks…………….

Helpful resource tablesSource: Yeung M, Nuth J, and Steill IG.

Mentoring in emergency medicine: the art and the evidence. CJEM 2010;12(2):143-9.

Box 1. Responsibilities within a mentoring relationship Mentor responsibilities•Treat the mentee with courtesy and respect •Be sensitive to cultural, gender, religious and ethnic differences •Limit the number of mentees for whom they assume responsibility •Promote the interests of the mentee rather than those of the mentor •Be sensitive to behavioural or physical changes that may indicate mentee stress •Facilitate networking (e.g., meetings, conferences, social events) •Offer career advice and write candid letters of recommendation Mentee responsibilities •Conduct self in a mature and ethical manner •Be mindful of mentor time constraints •Take initiative in asking questions •Take responsibility for directing own career Additional research mentor responsibilities •Impart knowledge about research ethics and the responsible conduct of research (e.g., honesty, accuracy, efficiency, productivity) •Promote scientific integrity and lead by example •Steer the mentee toward the location of research guidelines •Provide thoughtful oversight of mentee's research •Hold regular meetings with mentees (e.g., once per month)Adapted from Birdi and Goldstein, Steneck, Ramani et al., Marks and Goldstein, and Ramanan et al.

Box 2. Getting started in mentoring

•Set aside 30 minutes for the first meeting •Get acquainted (e.g., backgrounds, interests, hobbies) •Exchange phone numbers and email addresses •Discuss best modes of communication and times to be reached •Request a copy of the mentee's curriculum vitae •Define expectations of both mentee and mentor •Identify the mentee's short- and long-term goals •Identify 3 areas to work on together •Schedule regular meetings (e.g., every 1-2 months)

Adapted from Birdi and Goldstein, and Wright and Hedges.

Box 3. Recommended discussion topics for mentoring meetings Training issues•Program choices and applications (e.g. CaRMS, CCFP[EM], FRCP[EM]) •Mentee's progress within his or her program or career path •Issues arising from program and rotation evaluations •Elective selection •Preparation of presentations and papers (e.g., grand rounds, research manuscripts) Personal and professional issues •Clinical, research and ethical issues •Integration of work and personal life •Time management •Conflict resolution •Professionalism •Financial matters (e.g., practice management, disability & life insurance, loans, taxes, retirement planning) •Monitor for signs of professional or personal distress •In case of difficulty, the mentor may act as a confidant, advocate and safety net •The mentor may need to refer the mentee to other professionals (e.g., experts in physician wellness) Future issues •Setting goals — the mentee can be encouraged to write out short- and long-term career goals; progress toward these goals can be reviewed on a regular basis •Career counseling and planning — encourage mentees to view job prospects realistically •Networking, making new contacts and meeting new mentors

CaRMS = Canadian Residency Matching Service.Adapted from Birdi and Goldstein, Steneck, Garmel, and Wright and Hedges.

Box 4. Potential problems in a mentoring relationship

•Lack of time and commitment from either mentee or mentor •Overdependence of the mentee on the mentor •Making a "clone" •Following a mentor's agenda (e.g., using the mentee as "free labour") •Lack of respect for the boundaries of the relationship •Divulging confidences •Not knowing limitations — the mentor must know their limits and refer the protégé for expert help as appropriate

Adapted from Rose et al., Garmel, Wright and Hedges, and Williams et al.

Documents

Inspired Leadership: Why Mentoring Matters