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Patricia A. Arean, Ph.D.University of California, San Francisco
POST DOCTORAL FELLOWS AND JUNIOR FACULTY
Mentorship Quadrants
Low skill, lots of guidance
Some skill, High guidance
High Skill, High Guidance
High skill, Low guidance
Warning: Steaming
Swamp of Co-dependence
Postdoctoral FellowsOBJECTIVE: To solidify a research or clinical direction and teach basic skills to further their success in their career.
The developmental perspective
Education/training
Independent study
Fine tuning
Consultation
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.
Major Tools•The Individualized Development Plan•Regular meetings to discuss career development activitiesOpportunities to Teach/SuperviseConference ParticipationPublications Small award opportunitiesLeadership issues
•360o Evaluations•Goal Evaluation
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
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?
360o Evaluation•Used as a leadership/interpersonal tool•Everyone evaluates everyone else and themself•Meant to be positive:•Strengths and areas for growth
Junior FacultyObjective: In addition to career advancement, you are to help your mentee succeed in academia.
The developmental perspective
Education/training
Independent study
Fine tuning
Consultation
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)
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!
New concept…We always need mentoring•Leadership coaching•Harvard Macy Medical Education Leadership•CORO center for Leadership training
DISCUSSION ON MENTORING
The developmental perspective
Education/training
Independent study
Content mentoring
Consultation
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
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_Clinical_Trials_course/RCT_info.aspx
Q&A
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