MENTORING AND COACHING Center for Faculty Excellence Mentoring - - PowerPoint PPT Presentation

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

• rganizational life. Glenview, IL: Scott Foresman and Company.

Domain Descriptors from Mentorship Literature

• No. of Fellows

Who Reported Attribute

Attributes of the relationship between 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 of mentor 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