Implementing a Mentorship Program Across Departments at The Ohio State University College of Medicine May 27, 2014

 Define mentorship as a key responsibility for a COM department  Roles and Responsibilities  Chair  Mentorship Lead  Primary Mentor  Mentee  Tool Box with Templates & Resources 2

 Illustrate Need for Mentoring in COM  Define Mentorship in the Context of This Program  Rationale for Distributed Model  Identify Roles & Functions  Define Success  Explain Process 3

OSU COM Mentoring Interviews with Chairs (Spring 2013) 4  Mentoring in departments is variable  Formal and informal programs  Team mentoring in basic science  Chair or division chief mentoring in clinical departments  Benchmark is the Department of Medicine

5 One Voice Survey 2013 “ I receive effective mentorship” 5 COM Departments Mean=3.28 Department Results  Agree 15%  Neutral 67%  Disagree 18%

Impact of Mentoring  Faculty members who are engaged in effective mentoring relationships are more likely to remain at academic medical centers  Advance in rank more rapidly  Have greater career satisfaction  Better career performance including improved teaching of residents and medical students and increased quality of patient care  More successful at obtaining extramural funding Binkley and Brod, Am J Med 2013

Impact of Mentoring Productivity and Retention 7  Mentee (% vs. no mentoring )  Compensation 25% vs. 5.3%  Retention 72% vs. 49%  Mentor (% vs. no mentoring)  Compensation 28% vs. 5%  Retention 69% vs. 49% Holincheck, J., “Case Study: WorkforceAnalytics at Sun,” Gartner, Inc., 2006

Effective Mentoring in OSU COM Opportunities and Model  Barriers  No standard definition or goals  No one accountable  No program  No training  Solution  FAME  Distributed Model  Mentoring Leads (Department/Division)  Modify APT Document  Monitor and Assess

9 Definition of Mentoring 9 “There is a false sense of consensus, because at a superficial level everyone ‘knows’ what mentoring is. But closer examination indicates wide variation in operational definitions, leading to conclusions that are limited to the use of particular procedures” Wrightsman LS. Research methodologies for assessing mentoring. Paper presented at the Conference of the American Psychological Association, Los Angeles, CA, ERIC Document Reproduction Service No. ED

10 What We Mean When We Say Mentorship Each Assistant Professor on the Tenure, Clinical and Research Tracks will find a Primary Mentor Characteristics of primary mentoring:  Takes place outside of supervisor-employee relationship, at the mutual consent of a mentor and the person being mentored  Is career-focused or focuses on professional development that may be outside a mentoree’s area of work  Relationship is personal - a mentor provides both professional and personal support  Relationship is initiated by mentee, introductions facilitated by mentoring lead as needed  Relationship may cross job boundaries

11 The goal of this program is to provide accessible and meaningful engagement between a faculty member with an experienced and seasoned associate for the purposes of career development and advancement, fostered by the spirit of collegiality and underscored by personal achievement and professional balance. Ellison, EC. “FAME Mentoring Program Goal Statement,” 2014

Role and Functions of the Mentoring Lead 12  Facilitate effective mentoring relationships  Help faculty network, advise  Prepare junior faculty to be mentored  Set expectations, discuss goal-setting  Distribute Best Practices, templates  Prepare senior faculty to mentor  Direct to training opportunities  Distribute Best Practices & APT Guidelines  Troubleshoot and problem solve  Implement and Monitor FAME Timeline  Track Milestones and Report  Utilize templates in Tool Box  Coordinate with Department Chair  Understand APT faculty tracks and paths, how to advance  Embed 5 year plan in annual faculty review

Role and Functions of the Primary Mentor 13  Have introductory conversations with potential mentees  Accept invitations to mentor, as appropriate  Not to exceed 3 at any given time  Maximum number may vary by department/division/faculty track  Meet (q 3 months) with mentee  Co-create mentoring agreement  Guide mentee on development & execution of 5 year plan  Attend Mentor training  Help mentee network, find & obtain opportunities  Understand APT faculty tracks and paths, how to advance

Role and Functions of the Mentee 14  Identify a primary career mentor (via SciVal, networking, mentoring lead, etc.)  Schedule quarterly meetings  Co-create a mentoring agreement  Understand requirements of faculty track  Write a 5 year plan with guidance from mentor  Set annual goals (~3-5/year)  Attend FAME training sessions  Provide feedback and evaluation

Role and Functions of the Department Chair 15  Establish a departmental mentorship program  Appoint a lead person in the Department /Divisions  Recognize mentoring relationships  Review the 5 Year Plans and annual goals during the Annual Evaluation  Recognize outstanding mentors

Measuring Success 16  Individual  Achievement of established goals, implementation of 5 Year Plan  Academic Productivity and Impact  Election to societies/leadership  Reputation  Satisfaction with Mentoring Relationship  Global  Time to promotion  % Success in Promotion  Faculty Retention  Improved OneVoice Engagement scores

17  Wave One:  7/1/14: Assistant Professors hired since 2011 on the regular faculty (having 6 mos-3 years of service) n=343  1/1/15: Assistant Professors, hired in calendar year 2014 (those hired in the summer will have assigned advisor) n=~100  Wave Two:  7/1/15: Assistant Professors, hired n=175  1/1/16: Assistant Professors, hired in calendar year 2015 (those hired in the summer will have assigned advisor) n=~100 There are currently 508 senior rank faculty in the COM

FAME Mentoring Toolkit 18  First Year Mentorship Timeline  Mentor Training (via CCTS)  Mentoring Milestone Tracking Form  Mentorship Best Practices Document  Tools (Buckeye Box: List of Faculty to be Mentored in each department List of Senior Faculty to be Mentors Mentoring Agreement Template Expectations for each Role Mentoring Meeting Journal Template Mentoring Articles Contact Info More Forthcoming (e.g. 5 Year Plan Template and Training)

Next Steps 19  Timeline Poster will be sent to you  Review Expectations and Tools, contact us with questions  Communicate Expectations and Best Practices to Mentors and Junior Faculty  Establish meetings with mentors in your department for AY  Attend CCTS Mentor Training  Next session July 23 & 30 from 2-5pm  Review APT with department chair  Implement and Track Progress

20  September 9: FAME Mentoring Lead Meeting, 1-3pm, 105 BRT  Topic: Facilitating relationships, implementing the best practices, successes and questions to date  December 3: Mid-Year Mentoring Forum (for all mentors, mentees, leads and dept chairs), 2:30-4:30pm, 112 Meiling  Topic: The 5 Year Plan – goal setting and advancement with tools, templates, case studies  March 9: FAME Mentoring Lead Meeting, 2-4pm, 234 Meiling  Topic: Evaluation and Discussion  June 4: Mentor Recognition Event (for mentors, leads and dept chairs), 5:30-7:30pm, Ross Auditorium

Mentoring Resources 21  FAME Website:  Mentoring Lead Resources on Buckeye Box:  Binkley and Brod ; Am J Med 2013  Fleming et al. JAMA 308,1981;2012  Measuring the Effectiveness of Faculty Mentoring Relationships Ronald A. Berk, PhD et al., Academic Medicine 80; : 2005  Council for Faculty Development  SciVal: