Mentorship In an Academic Setting Health Services Masters Students Tony Tsai September 30, 2010

1. Mentorship In an Academic Setting Health Services Masters Students Tony Tsai September 30, 2010

2. "...one mark of a future leader is the ability to identify, woo, and win, the mentors who will change his or her life." ~ Warren Bennis, The Seven Ages of the Leader, Harvard Business Review, Jan 2004

3. Your Professional Relationships Typical Relationship at this Level Mentor You Collaborator Mentee

4. Exercise Jot down your professional relationships Typical Relationship at this Level Mentor You Collaborator Mentee

5. Mentorship • What is it? • A mentorship is a relationship formed between a mentor and mentee with the goal of sharing knowledge and expertise between the mentor and the mentee. It can be a formal relationship with written goals and scheduled meeting times or it can be as informal as an occasional chat or email exchange. • Why is it important? • Guide your research towards “what works” • Lend legitimacy to your early research • Opportunity to use their data • Advocate for you within the right circles • Refer excess work your way

6. The Apprenticeship Model • Find senior faculty member(s) with (research) interests similar to yours • Support their agenda and research as you learn the system and develop relationships • Over time, gradually move your effort towards developing your own niche with some support from your mentor • Eventually, become independent of your mentor

7. Discussion (Importance of Mentorship) • (Points from the discussion)

8. Why It May Be Different • Mentoring takes a lot of time for the mentor • It is discretionary on the part of the mentor • It benefits the mentee more than it does the mentor • Therefore: manage mentoring like a relationship (because the mentor doesn’t really have to do it) • Based on mutual benefit • Observe standards of professional courtesy

9. Looking For a Mentor • Primary consideration: professional alignment • Also Consider: • Interpersonal skills / ability to communicate • Desire to be a mentor • Ask your current professional network about potential mentors • Seek potential mentors through literature and other tools • Don’t Forget to look at the mentor’s mentees: • Look at the productivity of the mentees • Ask about the mentor through the mentees

10. Approaching a Potential Mentor • Do your research. Find the common interest. • Request an informal meeting. (I) • Conduct an informal meeting. (II) • If there is common interest and chemistry, request a meeting to discuss mentorship (III) • If mentor accepts, meet to discuss mentorship arrangement (IV)

11. I. Request an Informal Meeting • Who are you? • What is your area of interest? • How did you come about his or her work? • What did you find interesting? • Propose a meeting to get the potential mentors thoughts about a particular topic.

12. II. Conduct an Informal Meeting • Introduce yourself and recap: • Who are you? • What is your area of interest? • How did you come about his or her work? • What did you find interesting? • Based on your area of interest, what’s an issue that you would like the person’s opinion on? • Have a professional dialogue on the issue. • Other person does 2/3 of talking • You focus on asking good questions and occasionally interject a good thought. • How’s it going?

13. III. If Good Fit, Discuss Mentorship • Send thank you follow-up no matter what • If good fit, propose to continue dialogue or mentorship (based on your sense of the situation). • Define the common (research) interest • Define what you would value from the potential mentor • Define what you may be able to contribute to the potential mentor’s agenda • Thank the potential mentor for his or her consideration

14. IV. Discuss Mentorship Arrangement • (maybe a probationary collaboration first) • Thank the mentor • Agenda: use the meeting to understand each sides’ interests and decide on a process going forward • What is the mentee’s general career plan? What does the mentor need of the mentor? (incl. time) • What is the first thing that could be started that is the interest of both sides based on the apprentice model? • Determine next steps and meeting cadence

15. Multiple Mentors Secondary Research Focus Assigned Mentor Complementary perspective Similar life experience You can develop more mentoring relationships than just those that are assigned. How many mentors should you have?

16. Discussion (Finding/Choosing Mentor) • (Points from the discussion)

17. What Does Good Mentoring Look Like? Engaging a Mentor • What is expected from the Mentor • Providing relevant knowledge or perspective • Communicating in a constructive and supportive manner • Acting in the interest of the protégé • What is expected from the protégé • Managing the flow of dialogue (be teachable) • Maintaining the cadence of the contact • Making progress and following through

18. What Good Mentors Have to Say • Mentoring is essential to develop the future of the field (or organization) • It’s a lot of work to do it right, I don’t know if mentees realize the effort that we have to put in • It’s fun and rewarding when it goes well, but it can be very tedious if things don’t “click” • A lot of young mentees are very driven and know what they want; it would also be good if they could slow down a little, listen to what we have to say, and spend more effort to cultivate the relationship • I learn a lot from talking to my mentee too, sometimes more than they learn from me • I’m proud to see my mentees succeed; it gives you a little glow inside

19. Typical Mentoring Meeting • 1-hour meeting every 2 to 4 weeks • During the meeting: • Small talk (5 minutes) • Agree to an agenda and meeting objectives(5 minutes) • Discussion of topics (2 or 3) (45 minutes) • Confirm to do’s (5 minutes) • It’s generally the mentee’s responsibility to manage the agenda

20. Discussion (Engaging Mentor) • (Points from the discussion)

21. Common Issues in Mentorship • Alignment of scholarly activity and interests • Mentee issues (relationship management, time expectations) • Mentor issues (“personalities”, style and quality of feedback, commitment to mentoring) • Lastly…eventually becoming more independent

22. Discussion (Mentorship Issues) • (Points from the discussion)

23. Discussion (Independence) • (Points from the discussion)