MENTORING AND COACHING

Center for Faculty Excellence Mentoring Summit

May 18, 2019

Susan Girdler, Professor of Psychiatry, CFE Faculty in Residence for Mentoring

June Merlino, Associate Director for Faculty Development in Leadership

Lunch and Table Group Discussion

What is Mentoring? What is Coaching?

Similarities and Differences

Learning Objectives

Understand the difference between mentoring

and coaching

Review mentoring and coaching key

competencies

Introduce a four-step coaching model and

process

Initiation

rapport

shared values

begin to cultivate trust

initial goal setting

Cultivation

Shared purpose

Iteratively revise goals

Separation or Redefinition

With focus on the mentee

Kram, K (1983). Academy of Management Journal, 26(4); Holmes, D. (2010). American Heart Association Journal, 121, 336; Chong, S. (2009). Annals Academy of Medicine, 38(7), 643.

Process: Mentoring is a Developmental RELATIONSHIP

Enhance research/clinical/teaching practices

Broker Opportunities

and Networking

Foster Independence

Kram, K.E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott Foresman and Company.

Identify Opportunities for

Professional Development

Advocate and Offer Protection

Develop Career Management Skills

Career Enhancing Mentoring

Behaviors of Mentors

Promote Socialization to the

Profession and Institution

Provide Encouragement,

Enhance Confidence

Model Professional Behaviors, Attitudes

and Values

Help Clarify Professional

Identity

Psychosocial Mentoring

Kram, K.E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott Foresman and Company.

Domain Descriptors from Mentorship Literature

No. of Fellows Who Reported

Attribute

Attributes of the relationshipbetween mentor and protégé

Trust, psychosocial support,nurture, fosters growth,counselor, guide, advisor,

provides feedback

66

Professional attributes of mentor

Teacher, tutor, supervisor,sponsor, advocate, master, role model, socialization, networking

58

Personal attributes ofmentor

Available, approachable,intelligent, brilliant, good communicator, unselfish,

dedicated, patient, good sense of humor, kind, thoughtful,

enthusiastic, caring, collegial

16

*Out of 95 individuals who provided open-ended responses to the survey question, “Of the people you thought of as mentors, was there one who was particularly influential?”

Steiner et al. (2004). Academic Medicine, 79(9), 865-872.

Characteristics of Influential Mentors as Described by the Literature and by Former Research Fellows

“In order to be a good mentor, one

must care. You don’t have to know

how many square miles are in

Idaho or what is the chemical

makeup of blood or water. Know

what you know and care about the

person, care about what you know

and care about the person you’re

sharing with.”

Maya Angelou

Case Study: Junior Faculty Member Blues

Dr. Smith is beginning her second year in her first faculty

appointment as a Research Assistant Professor. Her

department has a formal mentoring program and paired Dr.

Smith with a senior research mentor. To date she has

enjoyed working on her mentor’s research project but is

becoming anxious that she has not yet started her own

research. She wants to bring up her concerns, but it

seems that her mentor never has enough time to have a

discussion focused on Dr. Smith’s research goals. This

situation is becoming frustrating for Dr. Smith, as she likes

her mentor and she understands that the past few months

have been extremely busy for her mentor due to a host of

factors, e.g., budget cuts, writing a grant, adoption of a new

family member, etc. Dr. Smith is reluctant to make a

misstep with her well established faculty mentor, yet she

knows the clock is ticking. She wants to stop feeling stuck.

Assessing Understanding

Powerful questioning (ask questions that maximize relationship), consider learning style

differences

Assess core understanding, use open ended questions, identify strategies to enhance

understanding

Effective Communication

Active listening (what are they saying/not saying? Body language), coaching presence

(humor, spontaneous, open), direct communication (language with positive impact )

Active listening, constructive feedback, communicate across differences

Aligning Expectations

Establish a coaching agreement (what is required?); clear understanding of process

(ground rules, pre program 1-on-1s)

Consider expectations of the mentee;understand how personal differences can

affect expectations.

Coaching and Mentoring Professional Competencies

Coaching Model Mentoring Model

Independence

Create awareness (integrate information from multiple places to help client gain awareness); manage progress and accountability; establish

trust

Create environment in which mentees can achieve; strategies to build confidence and

trust

Professional Development

Designing actions (ongoing learning, work/life situations, new actions); planning and goal

setting (SMART-E goals, iterative nature)

Conversations about career goals, objectives, and balancing competing demands. Create individualized development plans (IDPs)

Coaching and Mentoring Professional Competencies

Coaching Model Mentoring Model

Understanding ethical standards and apply them appropriately in all situations to create

equitable opportunities and an inclusive environment

Coaching and Mentoring Professional Competencies

Coaching and Mentoring Models