Facilitating the Career Development of Faculty and Residents

10/13/06

Janet BickelCareer Development and Executive Coach Faculty

Career and Diversity Consultant

Participants will increase their abilities to:

• Describe why future-oriented departments are facilitating faculty engagement and career development

• Address critical generational and gender differences in career development

• Maximize their impact as a mentor in the limited time available

Faculty Development EnvironmentFaculty Development Environment •Relentless pressure to generate revenues.•Emphases on revenue generation eating

into academic goals and spirit of volunteerism.

•Little time to develop new competencies.•Few forum for faculty learning outside their

“silos.”

•Over 20% of faculty report significant levels of depressive symptoms, with higher levels in younger faculty.

•Over 20% reported thinking often of early retirement (Schindler BA, et al. The Impact of the Changing Health Care Environment on the Health and Well-Being of Faculty at Four Medical Schools. Acad Med 2006 81: 27-34).

Maslow's Hierarchy of Needs

5. Actualization

4. Esteem

3. Love/Belonging

2. Safety

1. Physiological

• A department’s strength depends on its success in recruiting, developing and retaining excellent residents and faculty.

• To be productive, individuals need a collegial environment that fosters development.

• Many Gen Xers, minorities and women are not finding the mentoring they need.

• Everyone can become a more effective mentor.

• Academic medicine needs fresh mentoring and career development strategies

PREMISES

At highly successful companies, most At highly successful companies, most employees respond affirmatively to:employees respond affirmatively to:

1. In the last six months, has someone at work talked to me about my progress?

2. Do I have the opportunity to do what I do best every day?

3. Is there someone at work who encourages my development?

4. Do my opinions count?

5. Are my co-workers committed to doing quality work?

Source: 1st Break All the Rules: What the World’s Greatest Managers Do Differently by Marcus Buckingham

Items predicting work satisfaction of facultyItems predicting work satisfaction of faculty1. Colleagues get along well together.

2. Institution treats me as if my work is valued.

3. Have input on decisions that affect my work.

4. Get the help needed from nurses and clerical staff.

5. Enjoy my teaching assignments.

6. Chairperson responds well to faculty needs.

Source: YM Coyle et al. Measuring and predicting academic generalists’ work satisfaction. Acad Med. 1999; 74: 1021-27.

Why Focus on Mentoring? •Critical to faculty vitality

• Intense complexity of and pace of work

•More potential conflicts of interest •Best candidates seeking •Must maximize impact in time

available•Heterogeneity meets homogeneity

MentoringacrossDifferences

ASSOCIATION OF AMERICAN MEDICAL COLLEGES

Disadvantages Minorities Sometimes Experience in Obtaining Mentoring

• relationships occur most naturally between “like” individuals• some majority individuals are uncomfortable with ethnic minorities• face higher hurdles to prove selves to potential mentors• “surplus visibility” •the accents of some ethnic minorities interfere with communication

Women’s Disadvantages in Obtaining Mentoring

•less likely to view mentor as a role model •more likely to have a mentor who takes credit for their work •allowed a narrower band of “assertive behaviors”•leadership potential underestimated •work an invisible “2nd shift” at home• miss out on hallway conversations and golf•paucity of senior woman role models

ASSOCIATION OF AMERICAN MEDICAL COLLEGES

Boomers (1944-1964)•Work hard out of loyalty•Expect long-term job•Pay dues

•Self-sacrifice is virtue

•Respect authority

Generation X (1965-1982)

•Find most efficient way •Expect many job searches•Entitled to flexibility

•Not gonna be “24/7”

•“You’re not the boss of me”Source: J. Bickel and A. Brown. “Generation X: Implications for Faculty

Recruitment and Development in Academic Health Centers.” Acad Med. 2005; 80:205-10.

Implications for Mentoring and Career

Development• Different views of “work ethic”• Less respect for “face time”• “Command and control” will not

work• Traditional measures of success,

eg tenure, may not motivate• Negative value judgments

interfering with Mentoring

Mentoring Across Differences• Discuss important influences and

differences

• Avoid assumptions, eg “this approach worked for me but it may not for you”

• Use an exploratory survey with mentees

• Break the ice: Recognize effects of differences in power, gender

• • Set goals for the relationship (create an

agreement?)

• Ask for feedback

Exploratory Survey for Mentees• What are your aims in the next 1-2 yrs?

5-10 yrs?

• What do you want to accomplish? What measures of success will you use?

• What interdisciplinary relationships do you want to build?

• What if anything do you feel is holding you back from reaching your potential?

• What skills do you need to work on?

Mentoring Gens X and Y• Create a clear picture of what needs to be

accomplished, divided into goals with deadlines

• Focus on outcomes, leaving the how to them

• Give timely and specific feedback

• Discuss options for building skills

• Connect them with other role models

• Encourage peer and group mentoring

Mentoring Gen X and YExamples of questions:• How will you define success in this

situation?• How will you develop the necessary

expertise?• What are your goals and timelines?• What is your plan for assuring

that ..?• How will you evaluate your

progress? • Let’s agree about the desired

outcome, then discuss methods.

Scenario*Dr. New is a 3rd-year resident. She’s coming to see Dr. Big (the new division chief) for career advice.*Dr. Big thinks Dr. New would be a valuable addition to his faculty.

Discussion Question: What does Dr. Big need to be thinking about to prepare for this meeting?

What is interfering with creating a supportive ecology here?

• The “self-made man” assumption

• Competing demands limit faculty availability

• Little time or opportunity for informal interactions

• Mentoring not evaluated

• Mentoring not funded• ???

Wisconsin Mentoring SeminarWisconsin Mentoring SeminarTrains mentors to:*communicate effectively about time

commitments, independence and skills*regularly assess proteges’

understanding *address diversity*discuss mentoring approaches with

peers and advisors*bring rigor and the spirit of

experimentation to their mentoring Source: Pfund C., et al. The merits of training mentors. Science. 2006; 311:473-5.

Contemporary Mentoring is:*a scaffold for sharing expertise that could

otherwise only be attained from experience

*a continuum: not “all or nothing”*differs by context and role—task-centered

guidance and support. *about life-long co-learning NB: the “Godfather” model becoming

outdated

Source: Pololi, L.H., Knight S. Mentoring faculty in academic medicine. JGIM. 2005; 20:866-70

Collaborative Mentoring ProgramCollaborative Mentoring Program• Facilitated peer mentoring • One-day sessions for 6 months • Learning outcomes included:

*identification of values-based career goals

*development of close collaborative relationships

*improved job satisfaction*skills developed in areas key to

advancementSource: Pololi, L.H., Knight S. Mentoring faculty in academic medicine.

JGIM. 2005; 20:866-70.

Mentoring is our bridge to traditions of excellence

• To attract, retain and engage high performers

• To nurture the academic aspirations of residents and junior faculty

• To swiftly acculturate new members• To foster a collaborative environment• To increase stability and productivity• To promote diversity of thought and style• To develop leadership talent• Being a mentor is the most effective way of

extending one’s professional contributions