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UF FACULTY MENTORING PANEL DISCUSSION
•Amanda House, College of Veterinary Medicine•Karen Whalen, College of Pharmacy•Chris Hass, College of Health and Human Performance
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Overview• What is a mentor?
• Leadership traits and resources that promote great mentoring
• Mentoring professional students
• Mentoring graduate students
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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
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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
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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/
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UF Leadership Competency Model
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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
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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
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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
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Review of Empathy
• https://www.youtube.com/watch?v=1Evwgu369Jw
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Feedback….
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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
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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
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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
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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
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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
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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/
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Mentoring Professional Students
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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YOU CHOOSE TO BE THE KIND OF MENTOR YOU ARE
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The Tale of Two Mentors
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Advice
• Engage Graduate Students in Ongoing Conversations
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Advice
• Demystify Graduate School
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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
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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
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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/
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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
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Professional Development Resources at UF