MENTORSHIP , MENTORING, PEER AND MENTOR MOTIVATION OLANIKE K. - - PowerPoint PPT Presentation

MENTORSHIP , MENTORING, PEER AND MENTOR MOTIVATION

OLANIKE K. ADEYEMO, FCVSN, FAAS, FAS PROFESSOR OF AQUATIC EPIDEMIOLOGY AND TOXICOLOGY DEPARTMENT OF VETERINARY PUBLIC HEALTH AND PREVENTIVE MEDICINE UNIVERSITY OF IBADAN, NIGERIA

1 November 6, 2017

HIGHLIGHT OF PRESENTATION

• Defjnition of T

erms

• Understanding what mentoring is and the difgerent types
• f Mentorship
• Understanding the responsibilities, key attributes, Best

Practices In Mentoring, goals and benefjts of a mentor- mentee relationship

• How are Universities faring with Mentorship: The case of

University of Ibadan

• Final Thought

2 November 6, 2017

Defjnition of T erms

• MENTORSHIP: a relationship in which a more experienced or more

knowledgeable person helps to guide a less experienced or less knowledgeable person

• MENTORING: the transfer and transmission of experience, viewpoints and

expertise from one person to another

• Generally touches personal and professional life
• Helps the person to solve their problems or attain their goals
• Can be one-time contact, or LT relationship, formal or informal
• PEER: person who is equal to another in abilities, qualifjcations, age,

background, and social status

• MENTOR: a wise and trusted advisor our counselor – encourages Personal

growth

• MOTIVATION: the act or an instance of inspiring/inducing, or providing

someone with a reason to act in a certain way

3 November 6, 2017

Origin of “Mentor”

• Homer’s Odyssey: Odysseus, king of Ithaca,

placed his old friend (Mentor) in charge of his son (T elemachus) when he left for the Trojan war

• The word Mentor evolved to mean trusted

advisor, friend, teacher and wise person

• “one who imparts wisdom to and shares

knowledge with someone less experienced”

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EXPLORING MENTORING

• Although reciprocal relationship,

Mentoring is a fundamental form of human development where one person invests time, energy and personal know-how in assisting the growth and ability of another person.

• T

wo types of mentoring functions:

• Career
• Psychosocial

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EXPLORING MENTORING

• Psychosocial
• Role-Modeling
• Acceptance and Affjrmation
• Counseling
• Friendship

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• Career
• Coaching
• Challenging assignments
• Exposure and visibility
• Protection

T wo types of mentoring functions:

Types Of Mentoring

Informal Mentoring

• Goals unspecifjed
• Outcomes unknown
• Access unstandardized
• Mentees/Mentors self-select
• Mentoring lasts a long time
• No training/support
• Organization benefjts indirectly

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We All Have Informal Mentors!

• Good listener
• Very experienced
• Full of practical advice
• Wiser – could point out pitfalls to you
• T
• ok an interest in you
• Non judgmental
• Provided guidance

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Types of Mentoring

Formal Mentoring:

• Goals established
• Outcomes measured
• Access open to all who qualify
• Mentees/Mentors matched
• T

raining and support provided

• Mentoring time limited (9-12 months.)
• Organization benefjts directly

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Formal Mentoring Programmes

• Exists in Many Universities in

Developed Countries For Women

• AWARD Programme
• GYA’s Women in Science

Working Group’s Mentoring Programme For Men: ???????

10 November 6, 2017

Supervision versus Mentoring

Mentoring

• The Mentee’s Supervisor/HOD is not usually

the mentor

• Is focused on professional development that

may be outside of the mentees’ area of work

• Interest of the mentor is personal in that the

focus is on the mentee to provide support both professionally and personally.

• Relationship may be initiated by mentor,

mentee and/or matched by the

• rganization/others

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Key Mentoring Responsibilities

Communication

• Establish expectations
• Frequency of meetings
• Listening skills
• Prompt feedback
• Manage disagreements

and confmict

• Foster trust

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Content Mentoring – Research, Education, Clinical

• Identify gaps in knowledge and

skills

• Identify training opportunities
• Identify resources
• Help formulate aims
• Help design and develop plan

to accomplish aims

• Monitor progress
• Step aside to allow

Key Mentoring Responsibilities

Psychosocial Support

• Discuss work-life balance
• Efgective time

management

• Demonstrate leadership

skills

• Encourage peer mentoring

(often similar issues for colleagues at same level of training)

• Serve as role model

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Career and Professional Development

• Facilitate opportunities and

connections

• Promote mentee in and out of

institution

• Help understand promotion

requirements and fjscal realities

• Help navigate the system
• Model and instruct on ethical

behavior

• Commitment. Mentoring should not be “window dressing”, it requires

the highest level of commitment

• Goal Setting. Mentoring evaluation parameters including:
• Quantity and quality of scholarly output,
• Rate of promotion
• Attraction of funding, awards, prizes
• Successful nominations to professional society memberships/fellowships, etc
• Ethical issues. Boundaries must be set for the relationship, exploring

the issues around confjdentiality and trust, avoiding exploitation

• Refmection. focused thought, focusing on developing the ways in

which a mentee understand & respond to situation, develop and apply learning/corrections

Some Key Elements of Mentoring

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Dysfunctional Mentoring

When the relationship does not work for one or more parties.

• Problems develop when:
• Interests of the parties change
• Intrusion/over-involvement in another’s personal

problems

• Triangulation problem with others

(mentor/mentee/supervisor)

• Destructive tone of relationship (e.g., envy/jealousy;

dependency/sufgocation; support/exploitation)

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• Encourage personal refmection
• Give constructive feedback and advice
• Motivate mentees to set achievable goals
• Demonstrate efgective questioning and active listening
• Observe and using body language
• Demonstrating empathy and alternative perspectives
• Support, challenge, advise, empower, and inform
• Effective confrontation techniques
• Conflict resolution

Best Practices In Mentoring

16 November 6, 2017

Lets practice some personal refmection: Which work zone are you in?

DEAD ZONE COMFORT ZONE STRETCH ZONE PANIC ZONE

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Benefjts Of Mentoring To Mentees

• Advice, guidance, and an insight into your work and

career

• Development of problem-solving skills
• Encourages refmection and recognition of inherent

abilities

• Identifying areas for development and improving self

confjdence

• An informal network of professional contacts

18 November 6, 2017

Benefjts Of Mentoring To Mentors

• Develop and practice mentoring skills
• Share the knowledge and experience gained
• Opportunity to help others
• Improve job satisfaction, motivation and

enhance peer recognition

• Encourage self-refmection

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• Increased motivation
• Stronger collaboration
• Collegiality
• Injection of innovative ideas
• Overall effjciency

Mentoring: Institutional Benefjts

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• Orientation to the educator role
• Integration into the academic community
• Development of teaching, scholarship, and

service skills

• Leadership development

Mentoring in the Academia: Functional Outcome

21 November 6, 2017

Olanike K. Adeyemo, Abel O. Olorunnisola and Samuel A. Agbede UNIVERSITY OF IBADAN

TOPNOTCH MENTORING: A KEY TO CUTTING-EDGE RESEARCH FOR INSTITUTIONAL REPOSITIONING

November 6, 2017 22

• T
• assess mentor-mentee relationship at the

University of Ibadan, across difgerent disciplines and from the point of view of postgraduate students and academic stafg below the professorial cadre

• Perception, knowledge and suggestions on what

is required of a mentor were also explored.

Objective of the Study:

23 November 6, 2017

• A modifjed self-administered University of Illinois

Center for Clinical and Translational Science Mentor Evaluation questionnaire (2008) was used to collect information from consenting respondents (PhD students, AL-SL) across disciplines:

• Arts and Humanities
• Science and T

echnology

• Education
• Medical Sciences

Material and Methods

24 November 6, 2017

Method

• Information was collected on

impact of mentor-mentee relationship based on Mentees’: 1.Intellectual growth and development 2.Professional career development

• 3. Career progression

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• Information was also collected on mentors’ :
• 4. Provision of academic guidance
• 5. Role modelling
• 6. Personal communication, under which

gender and cultural sensitivity were also considered

• Data was analyzed with descriptive statistics

Method

26 November 6, 2017

• One hundred and seventy-two copies of

the questionnaire were returned completed

• Arts and Humanities, (30.2%)
• Science and T

echnology (31.4% ),

• Medical sciences (33.7%) while
• Education (4.6% )

RESUL TS

27 November 6, 2017

• Respondents were
• PhD student (72.7%), Assistant lecturer (6.4 %),

Lecturer II (7.6%), Lecturer I (2.9%), Senior Lecturer (4.1%) and 6.4% were uncategorised

• Mentors were considered to be supervisors

(80.2%), Head of unit (2.9%), Head of Department (4.7%) and 12.2% (undecided)

RESUL TS

28 November 6, 2017

RESUL TS

• Majority of the respondents claimed that

their mentors had positive infmuence on their :

• Intellectual growth and development

(80.7-94.1%),

• Career development (74-87.3%), and
• Served as role models (82.7-94.3%).

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Mentor-Mentee Relationship Dynamic: Arts and Humanities

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Mentor-Mentee Relationship Dynamic: Science and Technology

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Mentor-Mentee Relationship Dynamic: Education

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Mentor-Mentee relationship Dynamic: Medical Sciences

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Comparative overall impact of Mentor-Mentee relationship across Disciplines

34 November 6, 2017

RESUL TS

Relatively high negative infmuences were reported as regards

• Career progression (13.6-33.9%)
• Personal communication (10.7-21.4%)
• Provision of academic guidance (11.5-28.3%)

35 November 6, 2017

Impact of Mentor-Mentee relationship on Career Progression across Disciplines

36 November 6, 2017

RESUL TS: CROSS- CUTTING ISSUES

• Gender insensitivity

was reported in

• Science and T

echnology (48.0%) and the Arts and Humanities (42.0%)

37 November 6, 2017

Attraction of funding and awards in the last 3 years (2010-2012)

• Arts and Humanities (40%)
• Science and T

echnology (39%)

• Education (13%)
• Medical Sciences (36%)

38 November 6, 2017

DISCUSSION

• While majority (80.2%) regarded their PhD supervisors as their

mentor (including all the respondents in the Senior Lecturer Cadre)

• There is no structured mentoring programme at the University
• f Ibadan. It is therefore diffjcult to link measurable progress to

mentoring or lack of it

• This cannot be adequate, because mentoring goes beyond the

formal PhD supervision setting (Short, 2002)

39 November 6, 2017

• Across settings, mentoring has been known to contribute to

higher career satisfaction and increased departmental and

• rganisational morale (Kosoko-Lasaki, 2006)
• Overall across disciplines (74.8-79.0%) respondents reported

positive infmuence by their mentors

• but the considerable (13.6-33.9%) negative infmuence/non-

impact on overall career progression negates these assertion

DISCUSSION

40 November 6, 2017

• Additionally the rate of fund attraction (13-40%)

recorded in this study is worrisome

• Since fund attraction is a key index of career

progression and has a great impact on a University’s rating

• From this study, it is clear that “mentees” do not

understand what it is to be mentored.

DISCUSSION

41 November 6, 2017

• The rationale for Academic Mentoring is to support the

professional growth of the individual who is in the early stage of their career and to promote excellence in teaching & learning, research and academic leadership

• Formal mentoring programmes and models with

measurable end-points was recommended as a necessity towards repositioning the University of Ibadan

• ………..and others in the same situation

Conclusion

42 November 6, 2017

• Lack of an understanding of the role of a mentor
• Many more AL-SL Cadre were unwilling to

participate thereby limiting ability to determine mentor’s impact over-time

• Many more negative infmuences were verbally

stated, but most were “afraid” to document them

Limitations to the Study

43 November 6, 2017

Refmection Task

Take a few minutes to individually determine: You in a Mentor Role

• Your clear strengths; functions that you can adequately

perform?

• List your top 3-5 qualities that you hope to share as a

mentor. You in a mentee Role

• Functions that you might need to work on?
• List 3-5 specifjc qualities that you are looking for in a

mentor

November 6, 2017 44

Exercise:

• Who helped you to have an Aha! Experience that

gave insight into yourself or a circumstance…?

• Who said something or gave you a quote that

continues to infmuence your thinking or behavior?

• Who helped you to uncover a part of yourself

that had lain dormant and unrecognized?

November 6, 2017 45

This person likely was a mentor to you!

November 6, 2017 46

Are you “Mentorable?”

• Willing to listen to constructive criticism?
• Willing to build capability and self-reliance?
• Willing to take responsibility for and discuss your

development

• Willing to examine yourself and trust?
• Willing to employ gained information

appropriately?

November 6, 2017 47

Can you mentor someone?

November 6, 2017 48

THEN, PAY IT FORWARD!

November 6, 2017 49

• BE A MENTOR…..BE THE

DIFFERENCE!

FINAL THOUGHT!

• A mentor: Adviser, T

eacher, Role Model, Friend

• Mentoring is important with every changes in life
• Who Can Mentor You?: Someone who has successfully been there, done that...
• Everyone benefjts from having multiple mentors of diverse talents, ages, and

personalities

• Mentor/mentee Interactions: Is NOT about “building empires” or cloning yourself
• Confjdentiality, trust, understanding and positive expectation are key to a

successful mentor-mentee relationship

• The mentee still need to take responsibility for their own career development…..
• Get mentors! Internal mentors help with current organizational issues. External

mentors help with larger career issues/progress

• Synthesize lessons learned from all mentors – become your own person.

November 6, 2017 50

References

• Appaum, L. (2000). Mentoring: A Strategy to Recruit and Retain Top PR Professionals, Public Relations

Strategist, 6(3): 18-20,.

• Budree, R. (2005). University of Kwazulu-Natal: Academic Staff Retention Survey, Prepared for the Study of

Academic Staff Retention at African Universities and Remedial Measures.

• Carey, E.C. and Weissman, D.E. (2010). Understanding and finding mentorship: a review for junior faculty,

Journal of Palliative Medicine, 13(11): 1373–1379.

• Ehrich, L.C., Hansford, B. and Turner, L. (2004). Formal Mentoring Programs in Education and Other

Professions: A Review of the Literature, Educational Administration Quarterly, 40(4): 518-540.

• Haggard, D.L., Dougherty, T.W., Turban, D.B. and Wilbanks, J.E. (2011). Who is a mentor? A review of

evolving definitions and implications for research, Journal of Management, 37(1): 280–304.

• Hart, W. (2009). Nurturing relationships provide many benefits, Leadership in Action, 29(1): 17–19,.

November 6, 2017 51

• Kosoko-Lasaki, O., Sonnino, R.E. and Voytko, M.L. (2006) Mentoring for Women and Underrepresented

Minority Faculty and Students: Experience at Two Institutions of Higher Education, Journal Of The National Medical Association, 98 (9): 1449-1459.

• National League for Nursing, (2006). Position statement: mentoring of nurse faculty,” Nursing Education

Perspectives, 27: 110–113.

• Sambunjak, D. Straus, S.E. and Marusic, A. (2006). Mentoring in academic medicine: a systematic review,”

Journal of the American Medical Association, 296(9): 1103–1115.

• Short J.D. (2002). Mentoring, career enhancement for occupational and environmental health nurses”.

AAOHNJ, 50-5(3):135-141.

• Stokes, E. (2010). Faculty to faculty mentoring, in Teaching Nursing: The Art & Science, (L. Caputi, Ed.),

College of DuPage Press, Glen Ellyn, Ill, USA, 2nd edition, pp. 514–525.

• Turnbull, B. (2010). Scholarship and mentoring: an essential partnership? International Journal of Nursing

Practice, 16(6): 573–578.

• Wasserstein, A.G. Quistberg, D.A. and Shea, J.A. (2007). Mentoring at the University of Pennsylvania: results
• f a faculty survey, Journal of General Internal Medicine, 22(2): 210–214

References

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