Career Planning and Mentoring Lari Wenzel, Ph.D. Associate Dean for Faculty Development, School of Medicine Associate Dean for Faculty Development, School of Medicine Professor of Medicine and Public Health Associate Director, Population Science and Cancer Control University of California, Irvine

What color is your parachute?

Have you defined your career priorities?

The Color of My Parachute

What is a Mentor? From the Greek description by Homer: “Wise and trusted counselor” From the Greek description by Homer: “Wise and trusted counselor” Left in charge of the household while Odysseus went on his travels. Left in charge of the household while Odysseus went on his travels. Someone who takes a special interest in helping another person develop into a successful professional Someone who takes a special interest in helping another person develop into a successful professional

UCI Graduate Division Mentors provide … Mentors provide … Support and respect Support and respect Guidance and advice – reliable and professional Guidance and advice – reliable and professional Linkage to academic and campus resources Linkage to academic and campus resources Linkage between training and career Linkage between training and career Role modeling upholding highest ethical standards Role modeling upholding highest ethical standards

Cartoon from Alexander Dent: Different Types of Mentors

Finding a Mentor Your dissertation advisor is one mentor, but not necessarily the only one Your dissertation advisor is one mentor, but not necessarily the only one You can and should find additional mentors You can and should find additional mentors Other mentors can be faculty, postdocs, other students, or anyone whom you respect and trust Other mentors can be faculty, postdocs, other students, or anyone whom you respect and trust

Choosing a Mentor Interest in the research Interest in the research Compatibility with the mentor’s personality Compatibility with the mentor’s personality Are students in the group happy and enthusiastic about their research? Are students in the group happy and enthusiastic about their research? How long has it taken previous students to finish? How long has it taken previous students to finish?

Cartoon from Alexander Dent: Different Types of Mentors

Choosing a Mentor There are many different types of groups and personalities There are many different types of groups and personalities Senior professor with a large group Senior professor with a large group New assistant professor still setting up New assistant professor still setting up Consider what type of situation suits your needs Consider what type of situation suits your needs

Obligations of the Mentor A commitment to the student’s development A commitment to the student’s development Teaching how to be a researcher Teaching how to be a researcher Providing regular feedback Providing regular feedback Career preparation Career preparation

Different Types of Students Each student is different Each student is different Consider your personality, interests and level of independence in choosing a dissertation advisor Consider your personality, interests and level of independence in choosing a dissertation advisor A “good fit” is critical A “good fit” is critical

Obligations of the Student Responsibility to complete the requirements for the degree Responsibility to complete the requirements for the degree Knowledge about the requirements of the graduate program Knowledge about the requirements of the graduate program Attend and participate in group meetings, seminars, etc. Attend and participate in group meetings, seminars, etc. Diligence and care in the lab and group Diligence and care in the lab and group

Cartoon from Alexander Dent: Different Types of Students

Obligations of the Student Comply with all institutional policies Comply with all institutional policies Responsible conduct of research Responsible conduct of research Development of the dissertation project with your advisor Development of the dissertation project with your advisor Regular communication with your advisor Regular communication with your advisor

Communication Communicate with your advisor Communicate with your advisor Present your results and plans Present your results and plans Ask for feedback Ask for feedback Take it graciously and seriously Take it graciously and seriously Follow it Follow it People like to be asked and will be flattered if you listen People like to be asked and will be flattered if you listen

Personal Meetings Frequency depends on the mentor’s style Frequency depends on the mentor’s style Regularly scheduled, possibly weekly Regularly scheduled, possibly weekly or phone between meetings or phone between meetings Initiated by the student Initiated by the student Don’t be timid or shy about asking to meet Don’t be timid or shy about asking to meet Present new results as you get them Present new results as you get them Ask questions, which can prevent mistakes and save time Ask questions, which can prevent mistakes and save time

Who is your Mentor? How does s/he fit with your needs and personality? (0=worst possible; 5=best imaginable) Research and scholarly activity Research and scholarly activity Reputation Reputation Independence Independence Guidance Guidance Regular communication Regular communication Job/Post doc leads Job/Post doc leads

Regular Communication Prevents misunderstandings Prevents misunderstandings You and your advisor should agree on a timeline and what is required for completion You and your advisor should agree on a timeline and what is required for completion Make sure you know what your advisor expects of you. If in doubt, ask. Make sure you know what your advisor expects of you. If in doubt, ask.

Tips to Maximize Mentoring Know your goals Know your goals Choose the best mentor(s) to meet those goals Choose the best mentor(s) to meet those goals Begin mentoring relationships by discussing mutual goals and expectations Begin mentoring relationships by discussing mutual goals and expectations Be professional Be professional Learn to accept and give feedback Learn to accept and give feedback Lakoski, 8/14/2009, Science Career Magazine

Tips to Maximize Mentoring Take responsibility for your career Take responsibility for your career Communicate Communicate Periodically evaluate if the relationship is still effective Periodically evaluate if the relationship is still effective Avoid burning bridges Avoid burning bridges Serve as a mentor Serve as a mentor Lakoski, 8/14/2009, Science Career Magazine

Feedback: What is the purpose? Appreciation: you are told how much you are valued Appreciation: you are told how much you are valued Coaching: focus on seeking improvement (e.g., you ask for more direction, learning, changing) Coaching: focus on seeking improvement (e.g., you ask for more direction, learning, changing) Evaluation: you are told where you stand – an assessment, ranking or rating Evaluation: you are told where you stand – an assessment, ranking or rating

Your Internal Dialogue The more challenging the message, the louder the voice Constructive: i.e., negative %. Constructive: i.e., negative %. Triggers: creates reaction (defend, react, withdraw) vs accepting (learning, growing) Triggers: creates reaction (defend, react, withdraw) vs accepting (learning, growing) Accept and Engage: Goal – openness and skill Accept and Engage: Goal – openness and skill

What is Your Trigger? Truth Truth I.D.: “You are WRONG” I.D.: “You are WRONG” Alt: Understand and clarify. “What has the giver observed? In what situations? What did you expect me to do, that I didn’t do? How would you have wanted this to play out? What is expected of me in this situation? Where do I/we go from here?” Alt: Understand and clarify. “What has the giver observed? In what situations? What did you expect me to do, that I didn’t do? How would you have wanted this to play out? What is expected of me in this situation? Where do I/we go from here?”

What is Your Trigger? Relationship – who is delivering this, and what do I think of them? Relationship – who is delivering this, and what do I think of them? I.D.: “they are not credible; they do not appreciate me; they’re not so great either” I.D.: “they are not credible; they do not appreciate me; they’re not so great either” Alt.: Don’t let the “who” defeat the “what” (the message) Alt.: Don’t let the “who” defeat the “what” (the message) EXAMPLE EXAMPLE

What Happened? “You don’t listen to me”; “You don’t listen to me”; “You don’t appreciate me” “You don’t appreciate me” Solution Solution Disentangle the feedback from the relationship issues it triggers and discuss both, clearly and separately Disentangle the feedback from the relationship issues it triggers and discuss both, clearly and separately

What is Your Trigger? Identity Identity All about me – my sense of self has come undone All about me – my sense of self has come undone Questions the most challenging relationship you have: the relationship with yourself Questions the most challenging relationship you have: the relationship with yourself Are you distorting the feedback? “not smart” “not measuring up” Are you distorting the feedback? “not smart” “not measuring up” Solutions: 1) be prepared – do you typically run, fight, deny, exaggerate? 2) separate threads – fact vs perception? 3) contain the story – what is the feedback abou, and what is it NOT about? Solutions: 1) be prepared – do you typically run, fight, deny, exaggerate? 2) separate threads – fact vs perception? 3) contain the story – what is the feedback abou, and what is it NOT about?

How do you get there from here?

Mentoring Worksheet Goal: Categories of Research, Teaching, Service, Self Development, Networking, Work/Life Balance, Additional Mentors Goal: Categories of Research, Teaching, Service, Self Development, Networking, Work/Life Balance, Additional Mentors Goal Met? Making Progress? No Progress? Goal Met? Making Progress? No Progress? Per goal, accomplishments? Obstacles? Per goal, accomplishments? Obstacles? Do you need a new goal or strategy to overcome obstacles? Do you need a new goal or strategy to overcome obstacles?

Individual Development Plan Academic Course Planning Academic Course Planning Research Planning Research Planning Conference/Publications Planning Conference/Publications Planning Career Planning Career Planning Funding Planning Funding Planning Leadership Development Planning Leadership Development Planning Dissertation Progress Planning Dissertation Progress Planning

UCI Individual Development Plan Designed as a student planning tool Designed as a student planning tool Not a formal university requirement, evaluation tool or record-keeping document Not a formal university requirement, evaluation tool or record-keeping document Available on the Graduate Division web site Available on the Graduate Division web site ex.html ex.html ex.html ex.html form.docx form.docx form.docx form.docx

Academia: Postdoc – Assistant Professor – Associate Professor

Helpful Websites School of Medicine Academic Affairs Website: School of Medicine Academic Affairs Website: Campus Academic Personnel Website: Campus Academic Personnel Website: Academic Personnel Manual: Academic Personnel Manual: Council on Academic Personnel: Council on Academic Personnel: Tenure Handbook: Advice about promotion to tenure: Tenure Handbook: Advice about promotion to tenure:

Does a structured mentoring curriculum improve research mentoring skills? 16 academic health centers 16 academic health centers Faculty mentors >50% time Faculty mentors >50% time Rx: 8-hr case-based curriculum on 6 mentoring competencies Rx: 8-hr case-based curriculum on 6 mentoring competencies Primary outcome: change in mentors’ self-reported pre-posttest composite scores on MCA Primary outcome: change in mentors’ self-reported pre-posttest composite scores on MCA Secondary outcome: Change in awareness, mentees’ ratings of mentors’ competency (MCA), mentoring behaviors: mentor and mentee Secondary outcome: Change in awareness, mentees’ ratings of mentors’ competency (MCA), mentoring behaviors: mentor and mentee

Results? Did this relatively brief intervention work? Did this relatively brief intervention work?

YES!! N = 283 mentor-mentee pairs N = 283 mentor-mentee pairs MCA change > in Rx group (P in Rx group (P<.001) Retrospective change > (P (P<001) Change in mentoring practice > (P (P<.001) Mentees reported > change on MCA (P=.003) and mentors’ behavior (P=.002) Mentees reported > change on MCA (P=.003) and mentors’ behavior (P=.002) Pfund et al. Acad Med 2014;89 Pfund et al. Acad Med 2014;89

Competency-based training Tailored for CTSA mentors and process-based for key competencies: Tailored for CTSA mentors and process-based for key competencies: Maintaining effective communication Maintaining effective communication Establishing and aligning expectations Establishing and aligning expectations Assessing mentee’s understanding of scientific research Assessing mentee’s understanding of scientific research Addressing diversity within mentoring relationships Addressing diversity within mentoring relationships Fostering mentee’s independence Fostering mentee’s independence Promoting mentee’s professional career development Promoting mentee’s professional career development