Participants will increase their abilities to:

1. Facilitating the Career Development of Faculty and Residents10/13/06Janet BickelCareer Development and Executive Coach Faculty Career and Diversity Consultant

2. Participants will increase their abilities to: Describe why future-oriented departments are facilitating faculty engagement and career development Address critical generational and gender differences in career development Maximize their impact as a mentor in the limited time available

3. Faculty Development Environment • Relentless pressure to generate revenues. • Emphases on revenue generation eating into academic goals and spirit of volunteerism. • Little time to develop new competencies. • Few forum for faculty learning outside their “silos.” • Over 20% of faculty report significant levels of depressive symptoms, with higher levels in younger faculty. • Over 20% reported thinking often of early retirement (Schindler BA, et al. The Impact of the Changing Health Care Environment on the Health and Well-Being of Faculty at Four Medical Schools. Acad Med 2006 81: 27-34).

4. Maslow's Hierarchy of Needs 5. Actualization 4. Esteem 3. Love/Belonging 2. Safety 1. Physiological

5. PREMISES • A department’s strength depends on its success in recruiting, developing and retaining excellent residents and faculty. • To be productive, individuals need a collegial environment that fosters development. • Many Gen Xers, minorities and women are not finding the mentoring they need. • Everyone can become a more effective mentor. • Academic medicine needs fresh mentoring and career development strategies

6. At highly successful companies, most employees respond affirmatively to: • In the last six months, has someone at work talked to me about my progress? • Do I have the opportunity to do what I do best every day? • Is there someone at work who encourages my development? • Do my opinions count? • Are my co-workers committed to doing quality work? • Source: 1st Break All the Rules: What the World’s Greatest Managers Do Differently by Marcus Buckingham

7. Items predicting work satisfaction of faculty • Colleagues get along well together. • Institution treats me as if my work is valued. • Have input on decisions that affect my work. • Get the help needed from nurses and clerical staff. • Enjoy my teaching assignments. • Chairperson responds well to faculty needs. • Source: YM Coyle et al. Measuring and predicting academic generalists’ work satisfaction. Acad Med. 1999; 74: 1021-27.

8. Why Focus on Mentoring? • Critical to faculty vitality • Intense complexity of and pace of work • More potential conflicts of interest • Best candidates seeking • Must maximize impact in time available • Heterogeneity meets homogeneity

9. MentoringacrossDifferences

10. relationships occur most naturally between “like” individuals • some majority individuals are uncomfortable with ethnic minorities • face higher hurdles to prove selves to potential mentors • “surplus visibility” • the accents of some ethnic minorities interfere with communication Disadvantages Minorities Sometimes Experience in Obtaining Mentoring

11. Women’s Disadvantages in Obtaining Mentoring • less likely to view mentor as a role model • more likely to have a mentor who takes credit for their work • allowed a narrower band of “assertive behaviors” • leadership potential underestimated • work an invisible “2nd shift” at home • miss out on hallway conversations and golf • paucity of senior woman role models

12. Boomers (1944-1964) • Work hard out of loyalty • Expect long-term job • Pay dues • Self-sacrifice is virtue • Respect authority • Generation X(1965-1982) • Find most efficient way • Expect many job searches • Entitled to flexibility • Not gonna be “24/7” • “You’re not the boss of me” Source: J. Bickel and A. Brown. “Generation X: Implications for Faculty Recruitment and Development in Academic Health Centers.” Acad Med. 2005; 80:205-10.

13. Implications for Mentoring and Career Development • Different views of “work ethic” • Less respect for “face time” • “Command and control” will not work • Traditional measures of success, eg tenure, may not motivate • Negative value judgments interfering with Mentoring

14. Mentoring Across Differences • Discuss important influences and differences • Avoid assumptions, eg “this approach worked for me but it may not for you” • Use an exploratory survey with mentees • Break the ice: Recognize effects of differences in power, gender • Set goals for the relationship (create an agreement?) • Ask for feedback

15. Exploratory Survey for Mentees • What are your aims in the next 1-2 yrs? 5-10 yrs? • What do you want to accomplish? What measures of success will you use? • What interdisciplinary relationships do you want to build? • What if anything do you feel is holding you back from reaching your potential? • What skills do you need to work on?

16. Mentoring Gens X and Y • Create a clear picture of what needs to be accomplished, divided into goals with deadlines • Focus on outcomes, leaving the how to them • Give timely and specific feedback • Discuss options for building skills • Connect them with other role models • Encourage peer and group mentoring

17. Mentoring Gen X and Y Examples of questions: • How will you define success in this situation? • How will you develop the necessary expertise? • What are your goals and timelines? • What is your plan for assuring that ..? • How will you evaluate your progress? • Let’s agree about the desired outcome, then discuss methods.

18. Scenario *Dr. New is a 3rd-year resident. She’s coming to see Dr. Big (the new division chief) for career advice. *Dr. Big thinks Dr. New would be a valuable addition to his faculty. Discussion Question: What does Dr. Big need to be thinking about to prepare for this meeting?

19. What is interfering with creating a supportive ecology here? The “self-made man” assumption Competing demands limit faculty availability Little time or opportunity for informal interactions Mentoring not evaluated Mentoring not funded ???

20. Wisconsin Mentoring Seminar • Trains mentors to: • *communicate effectively about time commitments, independence and skills • *regularly assess proteges’ understanding • *address diversity • *discuss mentoring approaches with peers and advisors • *bring rigor and the spirit of experimentation to their mentoring • Source: Pfund C., et al. The merits of training mentors. Science. 2006; 311:473-5.

21. Contemporary Mentoring is: *a scaffold for sharing expertise that could otherwise only be attained from experience *a continuum: not “all or nothing” *differs by context and role—task-centered guidance and support. *about life-long co-learning NB: the “Godfather” model becoming outdated Source: Pololi, L.H., Knight S. Mentoring faculty in academic medicine. JGIM. 2005; 20:866-70

22. Collaborative Mentoring Program • Facilitated peer mentoring • One-day sessions for 6 months • Learning outcomes included: • *identification of values-based career goals • *development of close collaborative relationships • *improved job satisfaction • *skills developed in areas key to advancement • Source: Pololi, L.H., Knight S. Mentoring faculty in academic medicine. JGIM. 2005; 20:866-70.

23. Mentoring is our bridge to traditions of excellence • To attract, retain and engage high performers • To nurture the academic aspirations of residents and junior faculty • To swiftly acculturate new members • To foster a collaborative environment • To increase stability and productivity • To promote diversity of thought and style • To develop leadership talent • Being a mentor is the most effective way of extending one’s professional contributions