OAPD Mentoring workshop

October 15, 2020

Information

Workshop given by Sam Ball, PhD

ID5753

To CiteDCA Citation Guide

00:04Good afternoon, I'm Sam ball
00:05from the office of academic and
00:08professional development and I'll be
00:10facilitating this presentation welcome.
00:12I'm glad so many could join my objectives
00:15for this seminar to provide an overview
00:18of some of the characteristics of
00:21effective mentoring and the roles and
00:24responsibilities of mentors and mentee's.
00:26And I'll also briefly touch on
00:28some of our offices plans and the
00:32resources we hope to roll out.
00:34In 2021 to support departmental
00:37leadership in their implementation
00:40of Department based mentoring plans.
00:44Just to start off and say that there are
00:47many ways to get mentoring and range
00:49of people who can be helpful to your
00:53career development as junior faculty.
00:55In my presentation,
00:56I will focus on the more traditional
00:59format of mentoring as a one to one
01:02relationship between a more senior
01:04and a more junior faculty member.
01:06But I don't in any way mean to
01:09diminish these other mentoring formats.
01:11And as I'll emphasize later,
01:13you should be thinking about
01:15mentoring relationships.
01:16In the plural,
01:17rather than as one person who can do all
01:21facets of mentoring equally well for you,
01:24the old mentor protege model of that
01:28single established experts tearing
01:29their trainee along a path to success,
01:32is somewhat outdated when it comes to
01:36most junior faculty career development.
01:39Later I will return to an important
01:43distinction between career mentor,
01:45a promotion advisor and a job supervisor.
01:49But putting aside those distinctions
01:51for a moment,
01:53whether the mentor you have is
01:56a formal or informal one,
01:58there are usually important
02:01differences in expertise,
02:02position,
02:03or power between a mentor and
02:06mentee and nonetheless,
02:07mentoring is usually considered.
02:10A more collegial or collaborative
02:13relationship than is atypical,
02:14supervisory or management relationship.
02:19Common elements of mentoring include
02:22focusing on the career development of
02:24a more junior person by providing them
02:27support and guidance to achieve their goals.
02:30Other elements include role modeling,
02:32socializing, and coaching.
02:34Role modeling involves setting an example,
02:37but being a respected and
02:39accomplished professional.
02:40Socializing involves making connections
02:43within one's academic institution as
02:46well as with a professional network
02:49beyond the walls of where we work.
02:52And then finally,
02:54coaching focuses not so much on
02:57teaching technical skills but more
02:59on the interpersonal or strategic
03:02or communication skills that are
03:05needed to effectively navigate
03:07the academic hierarchy.
03:09The promotion process,
03:11and some workplace politics.
03:15Before I dig deeper into the characteristics
03:18of effective mentors and mentee's,
03:20I would like to ask you to do a brief
03:23exercise to reflect on your own concept
03:26of a great mentor and I'm a psychologist.
03:30And so I've got to do some kind of imagery
03:34exercise to kind of break the ice.
03:37To do this short imagery exercise.
03:39It'll take a couple minutes.
03:41Then I'll ask if you're willing to share in
03:44chat some brief impressions for the imagery.
03:47Exercise just so people aren't
03:49self conscious about it.
03:51I ask you if you have your camera on now to
03:54just turn it off for a couple of minutes.
03:57That way you can close your eyes and
03:58not feel like somebody's watching
04:00you with your eyes closed.
04:01So if you just take a minute and
04:03then turn your cameras off for a
04:05couple of minutes and then I'll begin
04:08and then I'll tell you when you can
04:10turn your camera's back on.
04:12So we could start.
04:14Please close your eyes and let's
04:16start by picturing the person you were
04:18when you first started high school
04:21or whatever your school was called
04:23when you were 14 or 15 years old.
04:27Imagine yourself walking through
04:29the hallways of that school and
04:32those times in your life.
04:41And remember, some of the positive
04:43adults who were major influencers
04:45of your success and satisfaction
04:48in these teenage years and beyond.
04:53He's adults may have
04:55been exemplary teachers.
04:58Or sports coaches?
05:00Or Performing Arts instructors.
05:04Or a religious leader or club advisor.
05:07Or perhaps a parent or another
05:10older family member.
05:12Then just get a picture of them.
05:21And as you bring to mind an honor,
05:24these special people try to single
05:26out one person whose influence
05:28was especially important during
05:30these years and think about them.
05:42The next picture yourself when you
05:45first started college or University.
05:48Imagine yourself walking through
05:50campus, in and out of buildings.
05:56Again, remember those positive adults
05:58who were major influencers of your
06:02success and satisfaction at this time.
06:21Again, try to single out the one person.
06:25Who was especially influential shaping
06:28your development your interests?
06:31In your talents at this time?
06:41And finally picture yourself in
06:43medical school or Graduate School
06:46or other some other time during your
06:49advanced health specialty training.
06:53Once again, picture some of those
06:56major influencers of your development,
06:59direction and achievements.
07:11And select one who was especially
07:14influential in important to you.
07:17And before I ask you to open
07:20your eyes in another minute,
07:22I would like you to just take a minute
07:26and picture this select group of people
07:30standing together in front of you.
07:33Whether that's three of them or two,
07:36or if it's just one.
07:39But picture that group
07:41standing in front of you.
07:44Picture them looking at you with
07:46pride at what you've become.
07:48A faculty member at Yale Medical School.
07:52And try to come up in your mind with a
07:55short phrase or a brief sentence that
07:58would summarize for other people what
08:01those mentors did or meant for you.
08:04A short explanation or phrase that
08:07succinctly captures the essence of what
08:11those important people did for you.
08:14And steering you along your path.
08:16To success over the past decades.
08:36And remember that summary sentence
08:39or phrase is you now open your eyes
08:42and as you turn your video back on,
08:45if you had had it turned off before.
08:49And after you get your video back on and.
08:53Eyes open if you're comfortable doing so,
08:56please type in the phrase or sentence
08:58that came to mind that describe these
09:02special people in the chat and.
09:04I'll I'll try to read out some of them that
09:07that people hopefully are willing to share.
09:15Of caring believed in me.
09:19Knew you could do it?
09:21Kind. In my corner.
09:31Beyond imagination. Time generous.
09:34They were confident I was.
09:37So I gotta get my.
09:40Those confident was capable of succeeding,
09:43even if I wasn't sure encouraged
09:45and kept me motivated.
09:47Positive supporting gave tough feedback,
09:49unnecessary presented opportunities,
09:51supported me and suggested
09:53opportunities whenever possible,
09:54generous with their time.
09:56These special people encourage my
09:59creativity and helped me on my path,
10:02not forcing me on someone elses path.
10:06Support me in difficult decisions,
10:08nurturing, knowledgeable in lightning
10:09made my dreams feel within reach.
10:12Maybe strive for my for the best.
10:15That thanks.
10:16Thanks everybody for sharing those.
10:18I appreciate that.
10:19Very inspirational as as you would
10:22as you would imagine them to be.
10:25I do this exercise for a couple reasons.
10:291st, for many people,
10:31it powerfully brings to mind
10:32the characteristics of excellent
10:35mentors influence influential
10:36people who provided knowledge,
10:39guidance, teaching,
10:39help, advice,
10:40stimulation during really
10:42important transitional times,
10:43and 2nd if you're like me remembering,
10:46these people can evoke a variety
10:49of emotions and whatever those
10:52feelings happened to be for you.
10:54One thing is pretty clear,
10:56these people have been very
10:59important to our development.
11:01They believed in us inspired us,
11:03encouraged us,
11:04but they may also have also been criticized,
11:07challenged,
11:08corrected us all in an effort to make
11:12us better at what we were trying to do.
11:16And then a final reason I raise
11:18it is that I think it's really
11:21important to be realistic when
11:22you begin the process of finding
11:25a career mentor here or anywhere.
11:27And that is that you alone don't have
11:30the power to recreate your old mentors.
11:33Don't unrealistically expect a new
11:34mentor to fill an old mentor shoes.
11:37The Times are different and you
11:39are in your different and no one
11:42mentor can check off all these
11:43boxes that the qualities on on
11:46this slide our aspiration's.
11:47They're not role requirements and and
11:50you should also keep these in mind
11:53as you become a mentor for others
11:55and and also keep in mind that no one,
11:58including you can do all of these well.
12:01So be realistic about yourself in
12:04others as you approach mentoring
12:06from either side of the coin and
12:09this gets back to my prior point
12:11about the plural of mentors.
12:13It's really important to use multiple
12:16people to provide as many of the
12:19things on this list as you feel
12:21you need and accept the reality.
12:24Sometimes painful reality that
12:26some faculty are truly amazing,
12:28it providing certain kinds of personal
12:30or professional development support.
12:32And at the same time they can be
12:34totally mediocre or even terrible
12:36at doing other things.
12:38So be being realistic is important.
12:42I've tried to assemble from a couple
12:45of sources, some mentoring essentials.
12:47Excellent mentors promote sponsorship
12:49and visibility through network
12:51facilitation and involving you
12:52and collaborations with others.
12:54They provide positive regard and
12:56still confidence and give help,
12:58help and kind of know when to give
13:02help and when not to give help.
13:05They push for excellence in productivity,
13:07but they don't expect perfection.
13:10Good mentors are trustworthy
13:12and professional.
13:13They follow through and
13:15provide constructive feedback.
13:16Trusted mentors are aware of and
13:19respectful of differences in gender,
13:22race, ethnicity and other identities
13:24different than their own and are
13:27able to discuss sensitive issues
13:29as they arrive as they arise.
13:32They. Advocate,
13:33they protect or support their men.
13:36Tease during and after adverse
13:38or painful experiences.
13:40Good mentors are aware that a mentoring
13:43relationship that shifts into a
13:45romantic relationship is considered
13:48unprofessional and is almost never
13:50helpful to the career development
13:52of either person in the long run.
13:56And then when difficulties or
13:58obstacles do occur and they,
14:01and they certainly do good mentor,
14:03strive to be non defensive,
14:06transparent and admit their
14:08limitations or mistakes.
14:10And then finally,
14:11excellent mentors are active in their field.
14:13They know how to set limits on time,
14:16demands that they have,
14:18and they role model satisfaction
14:21both in their work in their life.
14:23And likewise there are some
14:26essentials to being a good mentee.
14:28It may be unrealistic for you
14:31to be all these things,
14:33just as it's unrealistic to expect
14:36perfection in your mentor or mentors.
14:38However,
14:39research suggests that these are
14:41among the many qualities most
14:43mentores value in working with them.
14:45NT motivation, hard work, good communication.
14:48Following through on plans and completing
14:51tasks in emerging independence.
14:52And then depending on the.
14:54Mentor that you have there may be other
14:57qualities that they particularly value,
14:59and that's important to have an
15:02open discussion about those as well.
15:05A good meant he regards their time
15:08with a mentor as precious and doesn't
15:11waste it by by not following through
15:14on plans or canceling meetings or
15:17taking the relationship for granted.
15:22So here's another just very short
15:24exercise that will use chat for not
15:27now now that you're equipped with some
15:29information about good mentoring and
15:31based on your own prior experiences and
15:34some of those images that you had before,
15:37I like you to take a look at this picture
15:40for a second and type into the chat 2
15:43details about the picture that seem
15:46relevant to the theme of effective mentoring.
15:49What is happening in the picture really?
15:52Anything that you see that relates to this
15:55theme of effective mentoring and just.
15:58Type in a few if you feel so moved.
16:03Steady. Leading collaborative
16:12Com one can see forward right?
16:14Yeah, the other ones got doesn't
16:16really know where he's going, does He?
16:19Horoz on both sides yes.
16:21And and they're both in the water,
16:23which is, which is good.
16:25Only one person using yours.
16:28Trust active.
16:33Engaged.
16:38Happy. Someone unnoticed 1 one time.
16:42That said, You know she's
16:44keeping him out of the weeds,
16:47which is sometimes really
16:49important in academia, balanced.
16:51Reflection great thanks, thanks Ann.
16:53One more set of images.
16:55These are what I would call
16:57unseaworthy images and if you
16:59could take it just a quick look
17:01at each of the four pictures and
17:03trying to identify what just one
17:05detail from each of them that seems
17:08inconsistent with the theme of
17:10effective mentoring and again just
17:12type them into the box and I'll.
17:14I'll try to read read them off.
17:22Romantic. One person doing all of the work.
17:31Unbalanced chaotic.
17:40Not moving forward,
17:42not no one doing the work.
17:45Top left loss of control distracted.
17:54Overwhelmed top right?
17:59Anything else about the top right one?
18:03And I don't mean that one to be an
18:06insult to you know mentoring that's done
18:10among among peers of about the same age.
18:14But it's not entirely clear.
18:16Kind of who the mentor is in that boat.
18:20And then about the one in the
18:23lower right, let's matter.
18:24But what does that mean for people?
18:30I'll I'll touch on this a little bit later,
18:33but the way I read that is that you
18:36can have a great mentoring plan,
18:39but you don't get two people in the same
18:42boat or find a way to make that happen.
18:45It's not going to happen.
18:48Thanks, some kind of other,
18:50just touch on some other
18:52obstacles to effective mentoring.
18:54Here are some other ways that
18:57they can get in the way of finding
19:01and working with a good mentor.
19:05First, the best mentors are sometimes
19:07very busy and sometimes you know getting
19:10on their schedule can be difficult and
19:13staying on their schedule can be difficult.
19:16Most mentores have not received
19:18training and how to mentor some.
19:20Some old timers are not.
19:22Academia still have mistaken beliefs
19:24rooted in their own hard worn one success.
19:28They may feel that particularly
19:30places like Yale that true superstars
19:32shouldn't need much help along the way.
19:35And and again,
19:36I would argue that.
19:38So that's an outdated viewpoint.
19:42And obstacles for men Tees often
19:44center around the actual initiating
19:46and sustaining the relationship,
19:48overtime,
19:49or sometimes feeling a cornice
19:51of fit with a particular mentor.
19:54Sometimes performance,
19:55anxiety or impostor issues,
19:56intrude or we want to show a
19:59senior faculty that we can succeed
20:01with minimal mentoring or advice?
20:04Or we don't want to intrude on
20:06their busy schedule?
20:08Other obstacles or problems only
20:09emerged over the course of a
20:12relation of the Relationship.
20:13And when that happens,
20:15a good mentor and mentee know how to
20:18slow things down and reopen the up.
20:21The lines of communication and try
20:23to understand the impasse, or.
20:26Or rupture in the relationship.
20:29Wanna spend just a few minutes talking
20:32about various relationships that
20:34I think are important to consider
20:36under a broad category of mentoring?
20:39All our important,
20:41extremely important to successful
20:43academic career?
20:44One of the benefits of being in a
20:46place like this is that there are
20:49usually a large number of exceptionally
20:51talented and committed people who
20:54could potentially serve some form
20:56of mentoring function for you.
20:58Many are very willing to meet with you
21:01occasionally if you take the initiative.
21:04But it is really important to be
21:07aware of just how hierarchical and
21:09academic culture can be and how
21:11one goes about accessing advice or
21:14guidance from various faculty who
21:17might be in mentoring relationships with you.
21:20Importantly,
21:20how to manage conflicting opinions
21:22that often arise in these discussions,
21:25differences between what you want to
21:27do and what one mentor thinks you could do,
21:31and how all that aligns or
21:34doesn't align with.
21:35The expectations of the more senior
21:37Pi or clinical director or training
21:40director or section chief that you report to.
21:46And related to this,
21:48it's really important to appreciate the
21:50distinction between a job supervisor,
21:53Anna career mentor a job supervisor's
21:56role is to direct your assignments,
21:59steer your activity,
22:00and evaluate your performance.
22:02Career mentoring is not
22:04necessarily the primary purpose
22:05of a supervisory relationship.
22:08You may get occasional Nuggets of
22:11mentoring gold from those relationships,
22:13but you should view these as gifts.
22:17Rather than entitlements
22:19within the relationship.
22:21And whenever a relationship strongly
22:23mixes sort of equal parts supervision
22:25or direction and mentoring,
22:27it may be important for mentors to be
22:30clear when they're changing hats and
22:32for you for you to seek clarification
22:35when you're unsure if something said
22:38was meant as a kind of a suggestion
22:42of something to think about,
22:44versus something was said,
22:45that is an expected action
22:47that you're expected to take.
22:52Job supervising appointment and promotion
22:56advising and career mentoring are best
23:01thought of as distinct activities that.
23:05Sometimes overlap the frequency of job,
23:08supervisory or performance focused mentoring
23:10will usually not be determined by you,
23:13but usually more by your Pi or
23:17unit director or section chief.
23:19When I say strive for monthly
23:22meetings with the supervisor,
23:24I don't necessarily mean a 30 minute
23:28individual office appointment.
23:29Alot of these meetings can occur
23:32on the fly or in small groups, or.
23:36Hallway conversations but just having
23:38some regular contact with the people
23:41that are really steering your your
23:44your job as a faculty member in the
23:47early years of being here is important.
23:50With regard to amp,
23:52advising appointment, promotion advising,
23:54most departments offer annual
23:56meetings with junior faculty to
23:58discuss academic progress,
23:59but you should always request
24:02additional meetings when you need
24:04it or when you have questions.
24:11Finding a career mentor can be more
24:14of a challenge for some faculty.
24:17As in most cases, the faculty who serve
24:19as your job supervisors will have been
24:22involved in recruiting you or been
24:24assigned to you and and the advisors
24:27around Reappointment and promotion may
24:29be assigned or managed by committees
24:31or senior leaders in your Department.
24:33You'll usually need to be more active
24:36and take the most initiative in
24:38finding and selecting someone who's
24:41more of a general career mentor and
24:44finding a good match may take the
24:46better part of your first term,
24:49may involve getting to know people
24:51in your Department or outside your
24:54Department and setting up some
24:57informational interviews with them.
24:59It's important to find someone.
25:03Lost my place here.
25:06Can everyone still see the slide?
25:10Someone can just yes.
25:14OK, oh OK, here we go.
25:17Just on this last slide,
25:19before I move on to the next one,
25:23it's important to find someone more
25:26experienced than you as a mentor.
25:28They don't don't have always have to be
25:32a full professor or have been here for
25:35as long as some of us have been here,
25:39but but someone who's been here longer
25:42who can bring a broader perspective
25:45to advise you on your plans.
25:48Can be honest with you and help expose you
25:51to various academic resources and people.
25:54Very important to find someone you
25:57respect who's interpersonal style
25:58feels compatible with yours and
26:00who is understanding or sensitive
26:02to issues of diverse identities.
26:04And then once you find them,
26:07ask if they would be willing to
26:09meet with you several times a year.
26:13Three times a year or four times a year,
26:15and and to kind of ask them to be
26:18one of several mentors for you.
26:20Sometimes people are not so willing to say,
26:23will you be my mentor?
26:25Where where you see them as being
26:27the only person that they're going
26:29to that you're going to rely on.
26:31But most people are willing to
26:33be one of a group of people that
26:35will meet with you periodically to
26:38kind of kind of help steer you.
26:40And then once you have someone
26:42agreeing with that,
26:43just sort of clarify expectations boundaries.
26:45In goals
26:48As part of the selection process,
26:50it's really important to reflect on your
26:53broader long-term objectives and how
26:55mentoring can help reflect on what you
26:58want out of a particular relationship
27:00and what you want to accomplish.
27:02How you want to change,
27:04and what risks and initiatives you are
27:06willing to take to develop new skills.
27:09I wanna show just a short 2 minute
27:12video to illustrate by asking
27:14yourself these important questions
27:15about kind of what type of mentor?
27:18You need is important after the
27:21first 30 seconds of the chalk talk.
27:24Listen to how differently these students.
27:26I think their students described
27:28their view of a mentor and what,
27:31if anything, they look for with a mentor.
27:36Mentoring.
27:38Starts
27:40with. Mutuality and that is a
27:44relationship between two people.
27:47There is based on give and take
27:50both give but both received,
27:53but it's grounded in two philosophes
27:56and those philosophes include trust.
27:59And respect. So any good,
28:02effective mentoring would
28:04have a mutual relationship.
28:05A mutually beneficial relationship
28:07between two individuals.
28:08That's grounded in trust and respect.
28:11I think mentoring is like a moving target.
28:15It's this amorphis thing doesn't
28:17really have this particular form,
28:19which makes it hard to
28:21describe or understand,
28:22but it exists in it's important and
28:25effective mentor is someone that
28:26allows them NT space to grow and
28:29to find their voice and academics
28:31and really find their identity.
28:34So for me,
28:35an effective mentor is someone who
28:38challenges me an challenges my
28:40ideas and really pushes me too.
28:42Lauren experience different things.
28:44I'm an individual that really needs
28:47to be challenged in away and sort of
28:49stimulate it in order to find what
28:51I need in my life and in my career.
28:53So for me it could be someone
28:55who is pushing me to write a new
28:58grant or to go and like do these
29:01training exercises then gain
29:03this experience that will one day
29:05hopefully making more successful.
29:07When I think of mentoring,
29:08I really think about access because
29:10in this core body of knowledge are
29:13theories and ideas and people to which
29:15students typically don't have access.
29:17But mentors can bribe them.
29:19Access to these people access to
29:21these ideas through potentially
29:22journals or other ways,
29:23but access to resources,
29:25grants and other kinds of things.
29:27But a key part of mentoring is also
29:29support when you think about all of the
29:32things you need in your discipline,
29:34sometimes you just need that physical
29:36support and emotional support.
29:38Sometimes it's spiritual that
29:39personal support.
29:40You need to get from a really
29:42challenging data the next day
29:44and the last is information.
29:45Those are the rules.
29:47The policies and procedures
29:48that every program, every job,
29:50everything we do seems to have and
29:52someone can help you through a mentor,
29:54ship,
29:55roll,
29:55give you that information so
29:56that you don't spend too much
29:58time seeking it out yourself.
30:00So the three areas together really
30:03define effective mentoring relationship.
30:04Really knowing your mentee or
30:06getting another on a personal level
30:08so it's one thing to know your
30:09mentee at a superficial level.
30:11Or maybe just looking at their
30:12resume or their
30:13CV or their application and
30:15knowing them on the surface,
30:16but you really need to get
30:18to know them as a person.
30:20If you're going to be an effective mentor,
30:22you need to be able to know who they are,
30:25what makes them tick,
30:26what they want to do,
30:27how they want to do,
30:29and what their expectations are,
30:30what their goals are, what they find as,
30:32or what they define as success.
30:34Words like open minded come up
30:38receptive but also sort of.
30:41Willing to participate in a
30:44sort of volume back and forth.
30:47I think of reciprocal sort of pedagogy,
30:51so like being open to learning from them NT,
30:56as well as helping them NT learn themselves.
31:00I also think of security
31:03knowing that you can.
31:05Be someone that creates a safe place
31:07for someone to talk about exploration,
31:11like in my case or. Even.
31:15Just fellowship with people.
31:18Let me give you more information
31:20about what I mean by mutuality.
31:22When I think about mentor
31:24mentee relationship,
31:24I think of a mutually beneficial partnership.
31:27Each person gives an gains
31:28from the relationship.
31:29Now this may be contrary to what we
31:32think about mentoring in an academic
31:34environment where a faculty member or a
31:36professor possesses all the knowledge.
31:38And in fact the definition of
31:40professor means an expert in something.
31:42But that's an old way of thinking
31:45about mentoring.
31:45That's the protege model or The
31:47Apprentice model where one person
31:49gives and the other person receives.
31:51But I consider it a partnership,
31:53two individuals, each gaining an,
31:55each giving in the relationship
31:57because each person brings something
31:59unique to that Partnership.
32:00For example, in an academic environment,
32:02a faculty member may bring expertise
32:04about research for teaching,
32:06but a student may bring expertise
32:08because they've been in industry
32:10for the last 15 years or they
32:12worked in the community.
32:14They bring expertise to
32:15the relationship to an.
32:16It's recognizing that
32:18partnership is Akita mutuality.
32:20So for me,
32:20because I had such a great
32:22experience as a mentee,
32:22I want to pay it forward in any
32:24students who come to me or refer
32:25to me for mentor ship like I just
32:27want to make sure that they have the
32:29same kind of experience that I had.
32:30Or I could do everything possible
32:31to make sure that they stick in
32:33the community that they find a
32:34friend group or someone that they
32:35can have support with.
32:37So as you can see in that video,
32:41the views of what we need for metrics
32:44can vary widely between men. Tease.
32:47Next, I'd like to shift a bit from
32:50individual to organizational plans.
32:52All departments are expected an
32:55I believe have a plan for their
32:58Department based mentoring program.
33:01Listed here are the recommended guidelines
33:03for mentoring of new assistant professors.
33:07Mentors are expected to help
33:10with career planning, advice,
33:12networking, an feedback.
33:16And men Tees are expected to be
33:19accountable for the goals they set.
33:22Seek advice and feedback.
33:24Take the initiative on
33:25scheduling mentoring meetings,
33:27and keep documents up-to-date
33:29to facilitate various career
33:30development discussions.
33:34Before we open up for some chat questions,
33:39just a couple slides related to plans
33:44are office hopes to implement in 2021.
33:49We hope to revisit and re evaluate
33:52the mentoring program plans for
33:54each Department and get a better
33:56sense of whether faculty are meeting
33:59with a more senior faculty members
34:02serving in one or more of those roles
34:05that we've talked about advising,
34:07supervising, and or mentoring.
34:09We hope to provide more tools to support
34:12departmental implementation of their plans.
34:14An one way we've had proposed is to
34:17support departmental mentoring by
34:19offering or mentor training workshop.
34:21That's adapted from the model
34:24used at Yale Biwi CCI,
34:26and Jonathan Grauer is leading our team's
34:29effort to overhaul the oh APD website so
34:32that it can serve as a useful resource
34:35for career development initiatives,
34:37including guidance and tools for
34:40faculty to use and mentoring.
34:43Here's just a sample of some questions
34:45that can help guide and individual
34:47development plan you can complete along
34:50with your CV and CV Part 2 and will be
34:53doing a workshop on CV and CV Part 2
34:56later in the year or starting next year.
34:59These documents are important to help shape
35:01discussions in your mentoring meetings,
35:03giving some thought to these plans can
35:06help you focus on the longer term goals
35:09you have for your first years of your term.
35:13And then you can drill down on the
35:15shorter term is what they call smart goals
35:18that are more specific and strategic
35:21and can help guide requests that you
35:23make for support or assistance from
35:26other faculty within your Department
35:29or outside of your Department.
35:31Other examples of really good mentoring
35:34resources can be found through the
35:37VA's career development award program.
35:40They on their website,
35:43they have developed useful downloadable
35:45forms for various aspects of initiating
35:48or maintaining a strong goal focused
35:52mentoring program.
35:55And I'll leave this slide up for
36:00a minute as we begin the chat.
36:05For people to look at while
36:08we have a little bit of Q&A.
36:10If people want to turn their videos and
36:13audios on to ask questions, that's fine.
36:16Or if you just assume use the Q
36:19and a function on chat are used,
36:21chat, that would be fine,
36:23but Suffice it to say the research
36:25on mentoring is extensive and it's
36:28not limited to higher education.
36:30Mentoring has shown to improve retention.
36:33Advancement, professionalism,
36:34commitment, motivation,
36:35productivity and job satisfaction
36:38and mentoring and importantly
36:40helps decrease stress conflict.
36:42Unhappiness reduces turnover and burnout,
36:45so with that final kind of summary
36:49of why we should be all be doing
36:54more of this and availing ourselves
36:58of of our mentors.
37:01Thank you very much for
37:03your time and attention.
37:04Please feel free to reach out
37:06to those in your Department or
37:08at the office of academic and
37:10professional development if
37:12you have any related questions.