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BUSM Longitudinal Faculty Development Program: Setting Career Goals

BUSM Longitudinal Faculty Development Program: Setting Career Goals. September 24, 2012 David Coleman, M.D. Career Development of Faculty. Starting a new faculty job Important elements of career planning Where do departments go wrong? Special vulnerabilities in faculty career development

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BUSM Longitudinal Faculty Development Program: Setting Career Goals

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  1. BUSM Longitudinal Faculty Development Program:Setting Career Goals September 24, 2012 David Coleman, M.D.

  2. Career Development of Faculty Starting a new faculty job Important elements of career planning Where do departments go wrong? Special vulnerabilities in faculty career development Mentoring Balancing Institutional service and career goals Personal and professional life

  3. Starting a New Faculty Job Before starting – get started Transferring of grants, credentialing, orders, hiring, regulatory approvals, renovations Mentoring/buddy system Find mentors of all types Get Oriented- don’t assume it will come to you Who’s who? Opportunities for social networking? Define resources related to research, clinical care, and education Start social networking Post arrival Affirm/set goals Continuously define additional needs and find new opportunities Reach out

  4. Important Elements of Career Planning The Self Evaluation Phase Honest assessment of Training Passion Talent Resources Sometimes faculty take jobs in roles they want “to be” but do not want “to do” Balancing service commitments Balancing quantity vs quality of publications

  5. Important Elements of Career PlanningThe Independence Phase Establishing independence Timing of independence Relationship with mentor(s) Planning beyond first three year term Visibility outside of the institution

  6. Where do Departments go wrong in Career Planning for Faculty? Insufficient due diligence in the search process Inadequate investment • Resources • Mentorship • Infrastructure • Protected time Misalignment of what is needed with what is rewarded Overuse of women and under-represented minorities for institutional service Inflexible approaches to career development (e.g., part-time vs full-time, job sharing, timelines for promotion, exit and re-entry strategies)

  7. Special Vulnerabilities in Faculty Career Development Late Asst and Assoc Professor K award to RO1 grant transition Clinical and/or teaching demands Distribution of effort – fostering excellence? Focus vs. breadth of research Balancing career and family Minority and female faculty Relationships with primary mentor Senior faculty

  8. Principles for Finding and Sustaining Successful Mentorship Find more than one and more than one kind (Friend, critic, supporter) Trust your “gut” Define your needs and do not underestimate them Realize that no one believes they are a bad mentor or a bad mentee Allow yourself to be effectively mentored (i.e., be honest, pose questions, seek “sounding boards”, listen carefully, give feedback)

  9. Key Elements of Mentoring Programs Formal vs. Informal programs Voluntary vs. compulsory assignments Peer mentoring Complement existing mentoring Successful mentoring is a dual responsibility of mentor and mentee

  10. Generational Approaches to Mentoring (http://www.3creek.com/resources/newsletters/Masterful_Mentoring_Aug09.html)

  11. How to Balance Institutional Service with Career Goals What is your understanding of what you were hired to accomplish? Most junior research faculty should expect to be largely protected from institutional service Institutional “citizenship” is important and valuable, but ok to say “no”- What to do when you want to say “no” to a supervisor? Turn the question around: “do you think this is important for me to do?” “I am juggling x, y, and z. How do you suggest I incorporate this activity? What should be my priorities?”

  12. How to Balance Institutional Service with Career Goals (cont.) Increasing tenure on the faculty carries a greater burden of service Departments and sections are dependent on faculty to perform under-compensated activities

  13. Balancing your Career with your Personal Life Inherently personal set of priorities-do not ignore the need for balance! Leaders increasingly aware of the need for balance (e.g., resident work hour restrictions, need to avoid “burn out”, prevalence of dual career relationships) Higher burden of organization-plan carefully Recognize that many academic careers evolve, change, and adapt

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