The Seven Habits of Highly Effective Junior Habits junior Seven Habits of Highly Effective Junior Faculty Jennifer Corbelli, ... Identify 7 habits that successful junior ... When women “say no”- they are viewed ...

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The Seven Habits of Highly Effective Junior Faculty Jennifer Corbelli, MD, MS, University of Pittsburgh Sarah Tilstra, MD, MS, University of Pittsburgh Abby L Spencer MD, MS, FACP, Cleveland Clinic *Rachel Bonnema, MD, MS, University of Nebraska Workshop Goals Identify 7 habits that successful junior faculty master Identify pitfalls and challenges to mastery Provide framework for application of these habits Discuss key strategies to arm you (& your mentees) for success: skills overlap and reinforce each other Seven Habits Saying No Conflict Resolution Avoiding the Trainee Trap Avoiding the Friend Trap Agenda Setting Playing to your Strengths Finding and Managing Mentors Agenda Introductions and Group Brainstorming Seven Habits: Skit Large group skit-debriefing/discussion Outlining skills and strategies Group Discussion and Wrap-Up What is difficult about being junior faculty? Junior faculty pitfalls that senior faculty in the room have noticed? How long have you been faculty? What brings you here? Habit #1 Saying No Sarah Tilstra, MD, MS Assistant Professor of Medicine http://rosta-farzan.net/courses/WebStandards2014/ CASE DISCUSSION 1) Why is saying NO, really hard? 2) Is there a right way to say no? Saying NO is Hard You dont want to be perceived as lazy, unsupportive, not a team player, or as the person that cant handle it- especially at work When women say no- they are viewed as non-communal, and even $itchy May be passed-over for future opportunities and turned down for favors We like to be liked! Why Say NO Not in your best interest or aligned with career goals Outside of your skillset Unable to meet the deadline Will compromise your mental/physical health or that of your familys Unethical Why SHOULDNT You Say No (i.e. Why say YES!) Career opportunity or advancement in an area you may not have considered Chance to learn a new skillset Opportunity to network (sometimes its WHO you know.) You are mentored to say yes To be a team player Because its your turn You may need a favor someday Rules for Saying NO Get more information prior to committing Yes/No How could this opportunity benefit your career? Who would be your collaborators? Mentor? Any more protected time? Increase in pay? Do you need these logistics in writing prior to committing? Get advice from your mentor for all major decisions! Could you say YES in the future? Worthy opportunity, timing is terrible I would really like to sit on the curriculum committee but this year my clinical obligations preclude me from accepting any more commitments. However, if a spot opens up next year, I would appreciate it if you would consider me again for this position. Rules for Saying NO (Consider) explaining why you are saying no High stakes: Taking on a QI project right now will detract from my ability to keep up with my clinical and teaching responsibilities at the level that I want to achieve. Low stakes: No, I am unable to ..add 2 hours of clinic on this week Dont forget about negotiation, can you come to a compromise? I am unable to pick up any additional clinic prior to May 1, but I am able to give 4 additional hours during May Rules for Saying NO Communicate clearly, clarify all negotiations prior to settling the conversation Just to make sure we are on the same page, lets review what we have discussed. Offer alternatives (what about your office buddy who also LOVES teaching physical exam to medical students, needs to buff her CV and actually has time to do it?) PUT JUNIOR FACULTY FORWARD Limit the apologies Thank (them) for considering you for this opportunity Habit #2 Conflict Resolution Issues: Conflict Resolution Do not let the behavior of others destroy your inner peace. -Dalai Lama Good mantra To a point Issues: Conflict Resolution Do not let the behavior of others destroy your inner peace. -Dalai Lama Good mantra To a point Impossible to get through a year, much less a day, without conflicts arising Academic medicine can feel like a fishbowl From the Original 7 Habits Urgent Not Urgent Important Unimportant Resident in crisis Patient care issue Grant deadline Dispute over authorship Holiday/weekend coverage Ownership of a leadership role Dealing with problem learner Interpersonal issues Showing up late Failure to respond to emails Annoying guy in meetings etc,etc,etc Colleague corners you in parking garage to discuss scheduling; youre trying to get to day care before 6 pm Disagreement on topics for pre-clinic conference Conflict Resolution: How (Short-Term) Distinguish disagreement from conflict Begin with the end in mind How will you define successful resolution? What things are you willing to compromise? What roadblocks to you anticipate? Whats the first sentence to come out of your mouth? Use your (trusted) peer mentors Enter with curiosity helps identify your contribution to the conflict, easier to reach win/win AVOID rapid-fire email replies Conflict Resolution: How (Long-Term) Be proactive in: Minimizing conflict Choosing to tackle conflicts you can resolve Starting with priorities Utilize mentors Ask for advice/feedback Debrief Sharpen the Saw Identify triggers/unique challenges Practice in low-stakes situation Skills more accessible in urgent/difficult conflicts Habit # 3 Avoiding the Trainee Trap Jennifer Corbelli, MD, MS Assistant Professor of Medicine http://rosta-farzan.net/courses/WebStandards2014/Skit #3 Switch Day Case Discussion 1) Should Jen have done more to advocate for herself when she was taking over Karens inpatient team? What about when they met about precepting? 2) Was this more an example of Jen choosing her battles, or of avoiding conflict rather than trying to resolve it? Issues: The Trainee Trap Many junior faculty who stay where they train at risk to be treated as trainees rather than peers Senior faculty may often be doing it unintentionally, and/or mean well Sometimes being caught in the trap is beneficial Can help with ongoing professional development Back-up sometimes necessary Depends on setting/frequency/degree/whether actual trainees perceive this dynamic Avoiding the Trainee Trap: Why May set the tone for ongoing relationships with co-faculty members Undermines your authority with trainees (who may treat you as a friendstay tuned) Creates resentment; decreases work satisfaction May increase risk of being passed over for opportunities (leadership/research/mentoring) Avoiding the Trainee Trap: Daily Interactions Make the switch from Dr . . . to first name Sit at the Table1 Speak your Truth1 Highlight what you offer (in real time) Fellowship training Research expertise Energy/New Ideas OK (and good) to role model lifelong learning in front of trainees (but you set the tone for when/how) Sandberg 2013 Avoiding the Trainee Trap: The Long Game Name it (junior faculty): I really appreciate the chance to learn . . . from you . . . Redirects away from clinical/public setting Helps you highlight where you are still learning vs. where you are comfortable Name it (senior faculty): I want to help you transition. . . what are the areas and ways I can be most helpful? Put in the time and establish yourself (yr 1 not yr 3) Agenda setting/mentoring/playing to your strengths Identify a niche/identify areas for improvement Habit # 4 Avoiding the Friend Trap Sarah Tilstra, MD, MS Assistant Professor of Medicine http://rosta-farzan.net/courses/WebStandards2014/Story time?? The Friend Trap You have finally made it to faculty status, but your underlings still see you as their buddy Not respected in your current position of authority, expertise Internal conflict about how much authority to exert while still maintaining a good relationship with your former peers and current friends Usually an issue when you stay at one institution Can be better when assuming faculty role at separate institution from training How to Avoid the Friend Trap Recognize how your daily habits/interactions contribute to this dynamic (saw this earlier!) How do you introduce yourself? Language? Gossip? Complain? Earn respect: Pick and choose your teaching battles (teach to your strengths!) Set expectations, and speak up immediately when they are not met How to Avoid the Friend Trap Respect your learners autonomy and capabilities Dont micromanage their patients just to exert control, it could only backfire Realize how much you can learn from learners and be humble about the things they teach you Try to keep your work life and your friend life separate Do work stuff at work Follow and enforce the rules Dont become facebook friends with residents Take-Home Point: Avoiding the Friend Trap Good News: Unlike the other 6 habits, this issue is likely to eventually solve itself over time Will happen more quickly with the right skills and strategies Habit #5 Agenda Setting Skit #2 Meeting with the Division Chief Case Discussion: Agenda Setting How do you set an agenda in your first couple of years on faculty without experience in academics? How do you balance your time to achieve goals and measure success as a junior faculty member? Issues You thought youd naturally become a better leader, teacher, etc, just by being involved in academics You dont know how to measure your progress You dont know how to be deliberate about working toward your goals Being Busy Does Not Equal Being Productive Look at everyone around you. They all seem so busy running from meeting to meeting and firing off emails. Yet how many of them are really producing, really succeeding at a high level? Success doesnt come from movement and activity. It comes from focus from ensuring that your time is used efficiently and productively. You get the same number of hours in the day as everyone else. Use yours wisely. After all, youre the product of your output, not your effort. Agenda Setting Junior faculty need to identify their career goals to be able to recognize and take opportunities for growth and development congruent with overall career plans You must be deliberate in laying out an agenda to achieve individual objectives: it wont happen along the way without being proactive and reflecting on your progress Agenda Setting: Why Each year goes by quickly A lot of opportunities availableeasy to be busy without gaining skills Specific skill development Teaching Leadership Clinical Research Ability to try new things Career Planning: Life-long Process Step 1 Who am I? What are my interests, skills, values, personality, style? Step 2 What do I want? What are my options? Step 3 How do I get there? What am I willing to do? Step 4 What is my plan to get to my goal? Agenda Setting: How Begin with the end in mind Start with a clear understanding of your destination Easy to get caught up in an activity trap Sit down with a mentor(s) and outline key goals Personal Program/Division/Department Agenda Setting: How Brainstorm strategies for achieving these goals What skills are necessary, how will you gain them? In what programs/activities do you want to get involved? What is your timetable? When will you accomplish these tasks? How do they fit into your daily/weekly responsibilities? Talk to other faculty, division/department chair about what is possible Organize your week/month according to your goals Evaluation: How do you know you are achieving goals? Habit #6 Playing to your Strengths Playing to Your Strengths Knowing your strengths and deliberately matching tasks to those strengths helps ensure professional successes Not necessarily what you are good at Playing to your Strengths - recall You have an opportunity to be part of the committee to redesign the residency evaluations. Fits with your goal of wanting to be more involved with the residency program, but you didnt train here and dont really know much about each rotation. How will you succeed and impress the committee and program leadership? Issues Big task-where to even start? Reflect on your personal goals Chance to get to know the program/residents You had been involved with a similar project as a chief resident Pros/Conswhat happens if you fail? Playing to Your Strengths: Why Successful people have one thing in common: they focus on strengths and manage around weaknesses Cant be great at everything Unique experiences and abilities to draw from to address certain issues Solve certain problems very quickly without much thought or effort Playing to Your Strengths: How Playing to Your Strengths: How Identify Strengths Collect feedback from a variety of people inside and outside work Link specific examples when those were utilized in ways that were meaningful to them Identify common themes among the feedback Write a description of yourself that summarizes and distills the accumulated information Redesign personal job description to build on what you are good at Reflected Best Self exerciseHarvard Business Review Habit #7 Mentorship Abby L Spencer MD, MS, FACP Director Internal Medicine Residency Program Vice Chairman of Education Medicine Institute Skit #1 Abby and the Mentor CASE DISCUSSION 1) Was this a good outcome. Why/why not? 1) What did Abby do well? What could she have done differently to better impact her desired outcome? Mentorship- What is it? How is a mentor different from: A role model? A coach? A sponsor? Experienced Sustained Relationship Promoting development Mentorship- Why? People with mentors make more money than those without mentors. T/F People with mentors derive greater job and career satisfaction than those without mentors. T/F People with mentors have increased resources, time, publications, and grants T?F People with mentors are promoted more than those without mentors. T/F Mentorship: What might you want or need from a mentor? Mentors Research Clinical Clinical teaching Classroom teaching Curriculum development ? ? life Guidance Advocacy Support Facilitate Confrontation Write a LOR Promotion Finding a niche Career; niche, role Identify Needs Then Identify Mentors Research Clinical Clinical teaching Classroom teaching Curriculum development ? ? life Write a LOR Promotion Finding a niche Mentor Guidance Advocacy Support Facilitate Confrontation Identify Needs Then Identify Good Mentors Clinical Clinical teaching Curriculum development Finding a niche Research life Write a LOR Promotion Can & Should One Mentor Do it All? Identify Needs Then Identify Good Mentors Mentor 1 Clinical Clinical teaching Curriculum development life Guidance Advocacy Support Facilitate Confrontation Mentor 2 Guidance Advocacy Support Facilitate Confrontation Promotion Write a LOR Research Classroom teaching Finding a niche Types of Mentors Career Mentors Overall career guidance & support Scheduled meetings at least 2-3 times per year Scholarly or Content Mentors Responsible for developing the creative and/or independent scholarly careers of their mentees Must have expertise in the mentees' area of scholarship Help provide resources to support mentees' work Scheduled meetings 1-2 times per month Peer Mentors Senior Mentors Conflict management Writing groups Mutual accountability Support for resiliency Provide sponsorship and opportunities Guidance with navigating political landmines Big picture when not visible Connects/networking Might actually feed resiliency more than peers: can shift focus to positives/goal setting vs. just commiseration What if also your boss? Are You My Mentor? Baby bird asks a kitten, hen, dog, plane, steam shovel. The strongest relationships spring out of real connections felt by both sides Mentors often select mentees based on performance and potential; continue to invest when mentees use their time well and are truly open to feedback Its not get a mentor and you will excel, instead, excel and you will get a mentor Ask advice, give follow-up, ask again, mentor is invested Thats not a mentor; thats a therapist *Sandberg, 2013 Summary: The Effective Mentee 1. Self-reflection and assessment 2. Identify appropriate mentor(s) 3. Prepare for the first meetingand all others 4. Pose problems and potential solutions, be open to new ideas 5. Be accountable; hold mentor accountable 6. Manage-up 7. Be appreciative; keep mentor engaged 8. Add additional mentors as needed 9. Follow-through Questions? Finding and Managing Mentors Saying No Agenda Setting Playing to your Strengths Avoiding the Trainee Trap Conflict Resolution Avoiding the Friend Trap Group Discussion Habits we missed (yes)? Which stand out and why? How can we better prepare graduating residents/fellows for the transition to junior faculty? http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.lovethispic.com/image/92143/we-are-what-we-repeatedly-do&ei=GFg1VfDbOqm0sATDwIHADA&bvm=bv.91071109,d.cWc&psig=AFQjCNGBNB9rf7gJnIh2O0xLFsEG_YwW_w&ust=1429645712691973

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