Facilitating the Career Development of Faculty and Residents 10/13/06 Janet Bickel Career Development and Executive Coach Faculty Career and Diversity Consultant

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

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 : 27-34).

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

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 PREMISES

At highly successful companies, most employees respond affirmatively to: 1. 1.In the last six months, has someone at work talked to me about my progress? 2. 2.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

Items predicting work satisfaction of faculty 1. 1.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:

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

Mentoring across Differences

ASSOCIATION OF AMERICAN MEDICAL COLLEGES Disadvantages Minorities Sometimes Experience in Obtaining Mentoring 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

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

ASSOCIATION OF AMERICAN MEDICAL COLLEGES Boomers ( ) Work hard out of loyalty Expect long-term job Pay dues Self-sacrifice is virtue Respect authority Generation X ( ) 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:

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

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

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?

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

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.

Scenario *Dr. New is a 3 rd -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?

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 ???

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.

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

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:

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