1. Patricia A. Arean, Ph.D. University of California, San Francisco POST DOCTORAL FELLOWS AND JUNIOR FACULTY

2. Mentorship Quadrants Low skill, lots of guidance Some skill, High guidance High Skill, High Guidance High skill, Low guidance

3. Postdoctoral Fellows OBJECTIVE: To solidify a research or clinical direction and teach basic skills to further their success in their career.

4. The developmental perspective

5. Major Goals Advance their career by providing opportunities for: Enhancement of research/clinical skills; Engagement in scholarly endeavors (writing publishing); Introduction into professional, management and leadership skills.

6. Major Tools The Individualized Development Plan Regular meetings to discuss career development activities  Opportunities to Teach/Supervise  Conference Participation  Publications  Small award opportunities  Leadership issues 360 o Evaluations Goal Evaluation

7. The IDP Covers fellows current short and long term goals What they want from the post doctoral experience What skills do they need to work on Research Teaching Clinical Writing Leadership Methods for reaching goals Timeline for reaching goals

8. Goal Evaluation Specificity  Has your mentee identified specific short and long term goals?  Are the goals definite and precise? Measurability  Are your mentee’s goals quantifiable in nature?  Has your mentee determined how to measure success? Work Plan  Does your mentee have an action plan to achieve their goals?  Has your mentee considered the outcome of achieving these  goals? Reality Check  Are your mentee's goals realistic given the circumstances?  Has your mentee determined a completion date?  Can success be achieved within the time allocated?  Will additional resources or tools be needed to achieve  Success?

9. 360 o Evaluation Used as a leadership/interpersonal tool Everyone evaluates everyone else and themself Meant to be positive: Strengths and areas for growth

10. Junior Faculty Objective: In addition to career advancement, you are to help your mentee succeed in academia.

11. The developmental perspective

12. Mentoring Tools Same tools apply, but the goals will be more developmental and focused on promotion. Focus on: Grant Support What is expected of faculty to promote (educational portfolios, research, number of publications and type)

13. Mentoring Tools Same tools apply, but the goals will be more developmental and focused on promotion. Focus on: Grant Support What is expected of faculty to promote (educational portfolios, research, number of publications and type) Assist with the academic review Career mentor is usually not lab director, supervisor!

14. New concept…We always need mentoring Leadership coaching Harvard Macy Medical Education Leadership CORO center for Leadership training

15. DISCUSSION ON MENTORING

16. The developmental perspective

17. Special considerations Ethnic minorities Cultural differences in respect of authority (as leaders and team members) Family priorities People raised with SES disadvantage Prior educational issues Financial constraints Disabilities Accommodations for physical/cognitive limitations Gender Don’t assume gender perspectives are uniform

18. Model Mentoring Programs: UCSF faculty and post doctoral mentoring program: http://acpers.ucsf.edu/mentoring/ NIMH Summer Research Institute http://sri.ucsd.edu/theprogram.html NIMH Advanced Research Institute http://www.cornellpsychiatry.org/research/ari.html OBSSR Summer Research Institute http://obssr.od.nih.gov/training_and_education/annual_Randomized_Clinic al_Trials_course/RCT_info.aspx

19. Q&A