UF FACULTY MENTORING PANEL DISCUSSION

•Amanda House, College of Veterinary Medicine•Karen Whalen, College of Pharmacy•Chris Hass, College of Health and Human Performance

Overview• What is a mentor?

• Leadership traits and resources that promote great mentoring

• Mentoring professional students

• Mentoring graduate students

Mentors are people who:

• Take an interest in developing another person’s career and well-being

• Have an interpersonal and professional relationship with those whom they mentor

• Advance the person’s academic and professional goals in directions most desired by the individual

• Taylor mentoring styles and content to the individual, including adjustments due to differences in culture, ethnicity, gender, and so on

From: How to Mentor Graduate Students: A Guide for FacultyRackham Graduate School at the University of Michigan

Great Mentors• Model professional responsibility

• Avoid conflicts of interest, collect and use data responsibly, ethical use of funds and subjects, etc

• Demystify graduate school• Encourage effective use of time• Oversee professional development• Assist with finding other mentors

From: How to Mentor Graduate Students: A Guide for FacultyRackham Graduate School at the University of Michigan

UF Resources• Strong leadership and management skills create

an excellent foundation• Managing at UF: The Supervisory Challenge– Free and open to faculty and staff– Certification requires 10 workshops and 2 electives– No time limit for completion

• http://hr.ufl.edu/learn-grow/leadership-development/managing-at-uf-the-supervisory-challenge/

UF Leadership Competency Model

Strategic Thinking

http://training.hr.ufl.edu/resources/LeadershipToolkit/job_aids/strategic_thinking.pdf

To see and understand the big picture of what the organization/unit is, where it needs to go, and how it will get there

Emotional IntelligenceWhat is it?Is the ability to identify and manage your own emotions and the emotions of others. It is generally said to include 3 skills:

1. Emotional awareness

2. The ability to harness emotions and apply them to tasks like thinking and problems solving

3. The ability to manage emotions – yours and others

Why it matters?•Empathic emotion, as rated from the leader’s subordinates, positively predicts job performance rating from the leader’s boss

Emotional Intelligence

• Develop emotional self-awareness• Exercise self-management• Cultivate empathy• Manage your relationships – provide

feedback, encouragement, and sincere concern

• Tune into others • Remain open and seek feedback

Review of Empathy

• https://www.youtube.com/watch?v=1Evwgu369Jw

Feedback….

Giving Feedback• Two types of feedback:– Redirection– Reinforcement

• Effective feedback is focused on acts, not attitude– Accurate – states facts as they occurred– Specific - relates to specific job related behavior

Effective Feedback

• Inquiring – learn all you can about a complicated issue before giving feedback, continue to ask questions during the process

• Timely• Direct toward future• Goal-oriented• Supportive• Continual

Situational Leadership

• Level of direction and support varies

• Based on skill set and motivation (skill and will)

• Situation specific

• Derived from Hershey and Blanchard’s Situational Leadership

Derived from Hershey and Blanchard’s Situational Leadership and HR Supervisory Challenge Course

Able but unwilling or not confident

Unable, but willing and confident

Unable, Not confident

Able, willing, confident

A Practical Method for Formulating Feedback

• Topic – I want to speak with you about…• Observation – I noticed….• Impact – The impact is…• Request or Inquiry – I’d like you to…– Why is this happening?– What can we do?

• From HR Supervisory Challenge Course: The Power of Feedback

Resources at UF

• http://hr.ufl.edu/learn-grow/leadership-development/leadership-toolkit/

• http://hr.ufl.edu/learn-grow/leadership-development/managing-at-uf-the-supervisory-challenge/

Mentoring Professional Students

Why the Need for Mentors?

• Students value mentorship– 90-95% of medical students rate as important or

very important

• Mentoring programs create opportunities for women and minorities

• Women in academic medicine who have a mentor are more productive

• Healthcare providers who are mentored are more likely to mentor

Haines ST. The mentor-protégé relationship. American Journal of Pharmaceutical Education 2003;67:Article 82.

Rose GL, Rukstalis MR, Schuckit MA. Informal mentoring between faculty and medical students. Academic Medicine 2005; 80:344–348.

Mentoring

• Symbiotic relationship between a mentor - mentee • “A nurturing process in which a more skilled or

more experienced person, serving as a role model, teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter's professional and personal development. Mentoring functions are carried out within the context of an ongoing, caring relationship.”

- Anderson and Shannon

Anderson E, Shannon A. Toward a conceptualization of mentoring. In: Kerry T, Mayes A, ed. Issues in Mentoring. New York: Routledge; 1995:25-34.

5 Functions of a Mentor

• Teaching– Acquisition of new knowledge and skills– Attitudes/traits of professional discipline

• Sponsoring– Help reach career goals– Facilitate networking– Protect mentee

Anderson E, Shannon A. Toward a conceptualization of mentoring. In: Kerry T, Mayes A, ed. Issues in Mentoring. New York: Routledge; 1995:25-34.

5 Functions of a Mentor• Encouraging– Promote participation in developmental activities– Praise for successes

• Counseling– Troubleshoot issues– Listen– Advise

• Befriending

Anderson E, Shannon A. Toward a conceptualization of mentoring. In: Kerry T, Mayes A, ed. Issues in Mentoring. New York: Routledge; 1995:25-34.

Attributes of a Successful Mentor• Willingness to contribute to mentee• Knowledge of organization/profession• Status in organization/profession• Strong interpersonal skills (EI)• Sensitivity to cultural, ethnic,

gender, disability differences• Ability to share credit• Ability to serve as a role model

Haines ST. The mentor-protégé relationship. American Journal of Pharmaceutical Education 2003;67:Article 82.

How to Be an Effective Mentor• Provide support– Create a structure– Be a good listener– Serve as an advocate

• Provide challenge– Set high expectations– Assign challenging tasks

• Provide vision– Model professional behavior– Promote self-awareness

Daloz L. Mentor: Guiding the Journey of Adult Learners. San Francisco: Jossey-Bass; 1999.

Qualities of Successful Mentor-Mentee Relationships

• Voluntary• Not restricted to academics• Allows for informality• Rooted in emotional safety and respect• Mentee-centered• Absence of conflict of interest• Mutual perceived benefitsHaines ST. The mentor-protégé relationship. American Journal of Pharmaceutical Education 2003;67:Article 82.

Davis OC, Nakamura J. A proposed model for an optimal mentoring environment for medical residents. Academic Medicine 2010; 85:1060–1066.

Stages of Mentoring Relationships

• Initiation (weeks)– Mutual interests recognized

• Cultivation (years)– Frequent interaction contributing to growth– Development of strong relationship

• Separation (months)– Mentee seeks autonomy

• Transformation (years)– Peer relationship; sense of gratitude

Kram K. Phases of the mentoring relationship. Acad Manage J 1983;26:608-325.

Barriers to Mentoring

Mentor• Lack of time• Failure to keep

commitments • Mentee skill set• Failure to share credit• Inability to “let go”

Mentee• Inability to find a mentor• Unrealistic expectations• Failure to use feedback• Resentment• Jealousy

Murray M. Beyond the Myths and Magic of Mentoring: How to Facilitate an Effective Mentoring Process. San Francisco: Jossey-Bass; 2001.

Do’s and Don’ts of Mentoring

Do’s• Be available• Schedule interactions• Be mentee-centered• Recognize strengths• Build confidence• Monitor progress• Provide feedback• Communicate honestly• Convey respect

Don’ts• Promote your own agenda• Take advantage of free

labor• Take all the credit• Create a “mini-me”

Rose GL, Rukstalis MR, Schuckit MA. Informal mentoring between faculty and medical students. Academic Medicine 2005; 80:344–348.

Resources• College-specific programs• Professional associations• Health professions literature• Texts– Daloz L. Mentor: Guiding the Journey of Adult Learners.

San Francisco: Jossey-Bass; 1999.– Murray M. Beyond the Myths and Magic of Mentoring:

How to Facilitate an Effective Mentoring Process. San Francisco: Jossey-Bass; 2001.

YOU CHOOSE TO BE THE KIND OF MENTOR YOU ARE

The Tale of Two Mentors

Advice

• Engage Graduate Students in Ongoing Conversations

Advice

• Demystify Graduate School

Advice

• Provide Critical, Constructive and Supportive Feedback– Clarity is the foundation upon which such a

relationship is built – Use concrete language to critique students’ work. – Be deliberate and straightforward– Feedback sandwich– Practice makes perfect

Advice• Provide Encouragement and Support – Science thrives on failure; they aren’t used to that.

• Help Foster Networks– It takes a Village

• Senior Ph.D. students in your lab, in your specialization• Faculty on Campus• Faculty at Peer Institutions• LinkedIn• Take advantage of seminar speakers

• Look Out for the Student’s Interests– We don’t produce widgets

Individualized training plans

• Each student should have a mutually agreed upon training plan / work plan.– http://postdoc.aa.ufl.edu/resources/mentoring-

resources/

– http://myidp.sciencecareers.org/

Advice

• Treat Students with Respect – A common complaint among students is that they

do not feel they have professors’ full attention when they are talking with them.

– Have a system for remembering previous conversations with the student.

• Provide a Personal Touch – Life happens outside of the laboratory

Professional Development Resources at UF