1. 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 University of California, Irvine

2. What color is your parachute?

3. Have you defined your career priorities?

5. The Color of My Parachute

6. Prioritize

7. The time - $ continuum

9. 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

10. Cartoon from Alexander Dent: http://dentcartoons.blogspot.comhttp://dentcartoons.blogspot.com/ Different Types of Mentors

11. 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

12. 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?

13. Cartoon from Alexander Dent: http://dentcartoons.blogspot.comhttp://dentcartoons.blogspot.com/ Different Types of Mentors

15. 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

16. 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

17. 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

18. 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

19. Cartoon from Alexander Dent: http://dentcartoons.blogspot.comhttp://dentcartoons.blogspot.com/ Different Types of Students

20. 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

21. 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?

22. 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

23. Personal Meetings Frequency depends on the mentor’s style Frequency depends on the mentor’s style Regularly scheduled, possibly weekly Regularly scheduled, possibly weekly Email or phone between meetings Email 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

24. 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

26. Does a structured mentoring curriculum improve research mentoring skills? RCT @ 16 academic health centers RCT @ 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

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

28. 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

29. 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

30. 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.

31. 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

32. 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

33. How do you get there from here?

34. “Are you Stressed?”

35. 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

36. 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 http://www.grad.uci.edu/center/idp.doc http://www.grad.uci.edu/center/idp.doc http://www.grad.uci.edu/center/idp.doc

41. Academia: Postdoc – Assistant Professor – Associate Professor

42. Helpful Websites School of Medicine Academic Affairs Website: School of Medicine Academic Affairs Website:http://www.som.uci.edu/academic_affairs.html Campus Academic Personnel Website: Campus Academic Personnel Website: http://www.ap.uci.eduhttp://www.ap.uci.edu http://www.ap.uci.edu http://www.ap.uci.edu Academic Personnel Manual: Academic Personnel Manual: http://www.ap.uci.edu/APM/APM_intro.html http://www.ap.uci.edu/APM/APM_intro.htmlhttp://www.ap.uci.edu/APM/APM_intro.html Council on Academic Personnel: Council on Academic Personnel: http://www.senate.uci.edu/Councils/CAP/index.asp Tenure Handbook: Advice about promotion to tenure: Tenure Handbook: Advice about promotion to tenure: http://www.ap.uci.edu/Guides/faculty/TenureHandbook.pdf