1. Making the Most of Mentoring Relationships
Mary E Aitken, MD MPH
UAMS Department of Pediatrics
Taren Swindle, PhD
UAMS Department of Family and Preventive Medicine

2. Background on Mentoring
Long history of “on the job” mentoring
“Pygmalion model” of single mentor no longer feasible or effective to meet mentee needs
Newer models include goals of improving:
Communication skills
Professional skills to increase likelihood of success such as grant writing, management, teaching
Increasing diversity in science

3. Mentor Training
Entering Mentoring curricula developed and tested in Wisconsin
Disseminated through National Research Mentoring Network
Focus on mentors developing skills to engage in more productive mentor/mentee relationships
Mentor training for different research environments, topics, populations

4. Mentor Training Outcomes
Randomized controlled trial of mentor/mentee pairs from 16 institutions
Training results:
Significantly higher skills across 6 competencies addressed in the training
Changes in mentoring behavior after training (97% vs 53% of controls)
Significantly higher observed changes by mentees (44% saw 2 or more positive changes)
90% would recommend training
Pfund C, et al. Training mentors of clinical and translational research scholars: a randomized controlled trial. Acad Med. 2014;89(5):

5. Phases of Mentor/Mentee Relationship
Selection
Individual Development Plans
Assessing fit
Building a mentoring team
Alignment
Common roles and expectations
Mentoring compacts
Cultivation
Fostering independence
Effective communication strategies
Assessing the mentoring relationship
Closure
Preparing for the end from the beginning
Strategies for transitioning

6. Phases of Mentor/Mentee Relationship
Selection—Mentor Roles
Understand your motivation to be a mentor
Ensure you have the time and resources to be a mentor
Have a realistic assessment of your skills and leadership experience; consider team mentoring
Commit to training to be a more effective mentor

7. Phases of Mentor/Mentee Relationship
Selection—Mentee Roles
Have a clear understanding of your motivation to be mentored
Select a mentor based on pre-established criteria relevant to your career goals
Broaden your search for multiple mentors to include faculty outside your department
Take the initiative

8. Individual Development Plans
Roadmap for your career
Examples:

9. Phases of Mentor/Mentee Relationship
Alignment—Mentor Roles
Listen carefully to mentee’s goals
Assess areas of strength and growth
Clarify resources (physical, financial, personal)
Understand and convey institutional expectations and norms (written and unwritten)
Communicate personal expectations (verbally and in writing)
Be flexible
Dedicate time to mentorship role (within reason)

10. Phases of Mentor/Mentee Relationship
Alignment—Mentee Roles
Have a clear understanding of your goals and the role/resources you want your mentor to play/provide
Be prepared to clearly communicate your expectations and listen to the expectations of your mentor(s)
Be flexible and willing to alter your expectations and change plans
Inform your mentor of your preferred learning style

11. Setting Expectations: Mentor Perspective
Balance required between mentee stage, environment, and resources
Opportunities to set goals and avoid potential conflicts
Publications
Shared laboratory or other resources
Timelines (for products, independence, support)
Competing responsibilities

12. Setting Expectations: Mentee Perspective
Role clarity of mentoring team
Communication preferences
Meeting parameters
ASK - How can you make their job easier?
Timeline and format for feedback.
Alignment
Role clarity on the front of my K01 (talk about navigating transitions in mentor roles)
Designate primary
Designate roles of others – content expertise, career planning, methods consultant
Communication preferences
Set and respect boundaries.
What to versus save for meetings
When ok to call
You want your mentor to be glad to hear from you – never overburdened. Important to learn their styles more than force yours on them. They work across so many mentees! Ask how things are working for them
Meeting frequency, length, cancellations, goals
How to make their job easier?
Example = writing quality. Always send my (important) writing to SciCom before mentors give feedback on content.
Be self-aware of your strengths and needs. Communicate these and be open and active to address. Take ownership!! Be coachable.
This is your career, not your mentors! Your enthusiasm and dedication will always be a limiting factor of the success of the relationship.
Timeline and format for feedback.
Feedback is the most important think you get from a mentor
NEVER miss a deadline to a mentor. You may have just missed the one window you had on their calendar.
Plan backwards to give reasonable time. I do 2 weeks (at least).
Need written for grants/manuscripts. Verbal for aims, study design issues. .

13. Phases of Mentor/Mentee Relationship
Cultivation—Mentor Roles
Advise on what you know; refer to others when you don’t
Provide relevant examples and resources
Give constructive feedback
Don't shy away from difficult conversations
Respond to changing needs of your mentee
Celebrate successes
Revisit IDPs, mentor plans, and expectations regularly
Periodically evaluate progress and assess the relationship

14. Phases of Mentor/Mentee Relationship
Cultivation—Mentee Roles
Actively listen and contribute to conversations
Acknowledge your weaknesses and build from your strengths
Accept and reflect on constructive criticism
Don't get defensive in difficult conversations
Follow through on tasks and meet deadlines
Communicate your changing needs
Periodically evaluate progress and assess the relationship

15. Phases of Mentor/Mentee Relationship
Closure—Mentor Roles
Be sensitive to when the relationship has run its course
Set goal for a change on good terms, whatever the reason (mission accomplished, lack of progress, moves, shift in professional focus, etc.)
Follow up on your mentee’s successes
Provide a summative evaluation of the experience
Say thank you and give credit where credit is due
Learn from your experience when mentoring others

16. Phases of Mentor/Mentee Relationship
Closure—Mentee Roles
Provide your mentor with updates after the formal relationship has ended
Provide a summative evaluation of the experience
Say thank you and give credit where credit is due
Give back to the profession and mentor others

17. Resources for Mentor Training
TRI-sponsored mentor training
Online training:
Curated readings and tools for mentors:

18. For Discussion
What have you found that works for managing multiple mentees/mentors?
What’s one thing you have learned in a mentoring relationship that you wish you knew from the beginning?