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
Process: Mentoring is a Developmental RELATIONSHIP With focus on the mentee Separation or Initiation Cultivation Redefinition rapport Shared purpose shared values Iteratively revise goals begin to cultivate trust initial goal setting 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.
Behaviors of Mentors Enhance Foster research/clinical/ Independence teaching practices Career Broker Opportunities Enhancing Develop Career and Mentoring Management Skills Networking Identify Advocate and Offer Opportunities for Protection Professional Development Kram, K.E. (1985). Mentoring at work: Developmental relationships in organizational life . Glenview, IL: Scott Foresman and Company.
Promote Socialization to the Profession and Institution Provide Encouragement, Enhance Confidence Psychosocial Mentoring Help Clarify Professional Model Professional Identity Behaviors, Attitudes and Values Kram, K.E. (1985). Mentoring at work: Developmental relationships in organizational life . Glenview, IL: Scott Foresman and Company.
Characteristics of Influential Mentors as Described by the Literature and by Former Research Fellows Domain Descriptors from No. of Fellows Mentorship Literature Who Reported Attribute Trust, psychosocial support, Attributes of the relationship nurture, fosters growth, 66 between mentor and protégé counselor, guide, advisor, provides feedback Teacher, tutor, supervisor, Professional attributes of sponsor, advocate, master, role 58 mentor model, socialization, networking Available, approachable, intelligent, brilliant, good Personal attributes of communicator, unselfish, 16 mentor dedicated, patient, good sense of humor, kind, thoughtful, enthusiastic, caring, collegial *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.
“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.
Coaching and Mentoring Professional Competencies Coaching Model Mentoring Model Aligning Expectations Establish a coaching agreement (what is Consider expectations of the mentee; required?); clear understanding of process understand how personal differences can (ground rules, pre program 1-on-1s) affect expectations . Effective Communication Active listening (what are they saying/not saying? Body language), coaching presence Active listening , constructive feedback , (humor, spontaneous, open), direct communicate across differences communication (language with positive impact ) Assessing Understanding Powerful questioning (ask questions that Assess core understanding , use open ended maximize relationship), consider learning style questions , identify strategies to enhance differences understanding
Coaching and Mentoring Professional Competencies Mentoring Model Coaching Model Professional Development Designing actions (ongoing learning, work/life Conversations about career goals , objectives, situations, new actions); planning and goal and balancing competing demands . Create setting (SMART-E goals, iterative nature) individualized development plans (IDPs) Independence Create awareness (integrate information from Create environment in which mentees can multiple places to help client gain awareness); achieve; strategies to build confidence and manage progress and accountability; establish trust trust
Coaching and Mentoring Professional Competencies Coaching and Mentoring Models Understanding ethical standards and apply them appropriately in all situations to create equitable opportunities and an inclusive environment
Recommend
More recommend
