The following workshops will be offered periodically and open to all faculty on campus. They can also be made available for individual departments or other groups on campus. Contact Mitchell Feldman for more information.
Communicating Effectively with Mentees and Mentors
This is a two-hour workshop. In the first half, we present the essential building blocks of effective communication-personal awareness, emotional intelligence and active listening-and reinforce this information with interactive exercises. The second half of the workshop focuses on specific challenges to mentor-mentee communication. Communication skills and pitfalls will be demonstrated by workshop facilitators, and mentoring 'case vignettes' will be used so that participants can practice new approaches and techniques in a supportive environment.
Balancing Work-Life: The Role of Mentoring
To what extent can a mentor assist their protégé in successfully balancing work with their personal values and commitments? What are the responsibilities and potential pitfalls for both mentee and mentor in this important domain? These issues and others are explored through the use of interactive case scenarios.
- Understanding Academic Advancement
The academic advancement process, including the normal review for merit and promotion, the expectations by campus, school, and department, and the requirements by rank and series, is complex. A clear understanding of the process is critical to optimize chances for academic success. All mentors, including career and research mentors, must understand the academic review process to optimally advise mentees.
- Mentoring and Diversity
One of the goals of a mentoring program is to help attract and support a diverse faculty population. However, diversity can bring special challenges to the mentoring relationship. Through reflective exercises and discussion of vignettes participants will gain skills needed to work more effectively in the context of diverse mentoring relationships.
Other workshops are under development. Please contact Mitchell Feldman if you are interested in assisting in curriculum development.
- Free and confidential service
- Mentor or mentee challenges/problems
- Help with mentoring resources
- Leadership strategies
- Academic advancement
- Other mentoring issues
First Meeting Checklist
Get to know each Other Share information about your professional and personal life
Learn something new about your mentee/mentor
Establish Guidelines When and where will we meet?
How will we schedule meetings?
How will we communicate between meetings?
What agenda format will we use?
Will there be any fixed agenda items to be discussed at every meeting?
How will we exchange feedback?
How will we measure success?
Partnership Agreement Review partnership agreement, modify if desired, sign and exchange
Review goals for the mentoring relationship
Confirm Next Steps Schedule date, time and place of future meetings
Structuring Meeting Time
Determine how to use your time together. One suggestion is the "10/20/60 Rule" that will help you to establish a solid partnership and address mentoring goals and everyday issues. For a meeting of about 1˝ hours split the time roughly as follows:.
First 10 Minutes
Engage in personal/professional-"check-in"
Next 20 Minutes
Focus on 'front burner' issues (upcoming presentation, manuscript revision, etc.)
Last 60 Minutes
Discuss current and long-term goals and priorities
Tips for Enhancing Mentoring Relationships
The One-Minute Mentor
Assess the Mentee
Assess for any urgent issues
Use active listening skills
Set an Agenda
Review pending items
Assess time available
Assist with ongoing projects
Ask clarifying questions
Set clear and measurable goals
Give advice and suggest resources
Agree on timeline for deliverables
Provide career guidance
Review Individual Development Plan and CV
Inquire about professional / personal balance
Clarify expectations of mentor and mentee
Schedule future meeting
Evaluating Your Mentee's Goals
Use the checklist below to appraise your mentee’s goals:
Has your mentee identified specific short and long term goals?
Are the goals definite and precise?
Are your mentee’s goals quantifiable?
Has your mentee determined how to measure success?
Does your mentee have an action plan to achieve their goals?
Has your mentee considered the outcome of achieving these goals?
Are your mentee's goals realistic?
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?
Is your role to advise, suggest or listen?
Will your mentee’s goals require you to provide something other than guidance?
How can you be most helpful to your mentee?
Mentor's Meeting Checklist
Set aside adequate time for meetings
Obtain and review mentee’s CV and Individual Development Plan (IDP) prior to meeting
Be sure to review contact information and other meeting arrangements
Clarify what mentee expects from you-and what you expect from mentee
Review mentee’s short/long term goals
Be sure that you have accurate, up to date information on advancement and promotion policies for your mentee’s series and rank (see http://www.ucsf.edu/senate/facultyhandbook )
Ask mentee to help you with writing, research, teaching, curriculum development etc. that is consistent with their career goals
Be aware of potential conflicts of interest if you are both a supervisor and mentor for the mentee
Be sure that mentee has joined committees and professional organizations helpful for career development
Assist your mentee to find other mentors within and outside UCSF
Giving (and Receiving) Feedback
Mentees want to receive honest, candid feedback from their mentor. Equally important is the feedback mentees can offer to mentors. Engaging in reciprocal and on-going feedback is a vital component of the partnership.
- Is offered in a timely manner
- Focuses on specific behaviors
- Acknowledges outside factors that may contribute
- Emphasizes actions, solutions or strategies
Effective Feedback from Mentee:
- Whether the advice or guidance you offered was beneficial and solved an issue
- Whether the mentor communication style and/or actions facilitate a positive mentoring experience
- Whether the mentor communication style and/or actions create challenges to a positive mentoring experience
Effective Feedback to Mentee:
- Mentee strengths and assets
- Areas for growth, development and enhancement
- Harmful behaviors or attitudes
- Observations on how your mentee may be perceived by others
Being a Pro-Active Mentee
The most successful mentoring partnerships are those in which the mentee takes the initiative and truly drives the partnership. In a mentee-driven partnership, the mentee determines the pace, route and destination. The mentor is then able to offer insights and counsel that is focused on the mentee’s objectives.
Consider the following questions:
- Are my objectives clear and well defined?
- Am I comfortable asking for what I want?
- Am I open to hearing new ideas and perspectives?
- Do I allow myself to be open and vulnerable?
- Am I receptive to constructive feedback?
- Am I able to show I value and appreciate feedback?
- Am I willing to change or modify my behaviors?
- Do I consistently follow through on commitments?
- Do I make an effort to instill trust?
- Do I openly show appreciation and gratitude?
*Developed by Mitchell D. Feldman, MD, MPhil
- Individual Development Plan (IDP) — PDF
- Individual Development Plan (IDP) — Word document
- Mentoring Partnership Agreement
- Mentor's Meeting Journal
- Academy of Medical Educators IDP
- Abedin Z, Biskrup E, Silet K, Garbutt JM, Kroenke K, Feldman MD, McGee Jr R, Fleming M, Pincus HA. Deriving competencies for mentors of clinical and translational scholars. Clin Transl Sci. 2012;5(3):273-280.
- Cho CS, Ramanan RA, Feldman MD. Defining the ideal qualities of mentorship: A qualitative analysis of the characteristics of outstanding mentors. Am J Med. 2011;124(5):453-458.
- Feldman MD. From the editors' desk: Realizing the dream: Mentorship in academic medicine. J Gen Intern Med. 2012;27(1):1-2.
- Feldman MD, Arean PA, Marshall SJ, Lovett M, O'Sullivan P. Does mentoring matter: Results from a survey of faculty mentees at a large health sciences university Medical Education Online. 2010;15(0).
- Feldman MD, Huang L, Guglielmo BJ, et al. Training the next generation of research mentors: The University of California, San Francisco, Clinical & Translational Science Institute mentor development program Clinical and Translational Science. 2009;2(3):216-221.
- Feldman MD, Steinauer JE, Khalili M, et al. A mentor development program for clinical translational science faculty leads to sustained, improved confidence in mentoring skills Clinical and Translational Science. 2012; 2012.
- Johnson MO, Subak LL, Brown JS, Lee KA, Feldman MD. An innovative program to train health sciences researchers to be effective clinical and translational research mentors. Acad Med. 2010;85(3):484-489.
- Straus SE, Johnson MO, Marquez C, Feldman MD. Characteristics of successful and failed mentoring relationships: A qualitative study across two academic health centers. Acad Med. 2013;88(1):82-89.
- Berk RAP, Berg, Janet, MS, RN, Mortimer, Rosemary, MS, MSEd, RN, Walton-Moss, Benita, DNS, RN, Yeo, Theresa P., MSN, MPH, RN. Measuring the effectiveness of faculty mentoring relationships. Academic Medicine. 2005;80(1):66-71.
- 2. Daloz L. Mentor: Guiding the journey of adult learners. San Francisco, CA: Jossey-Bass; 1999.
- Eby LT, Lockwood A. Protégés’ and mentors’ reactions to participating in formal mentoring programs: A qualitative investigation. J Vocat Behav. 2005;67(3):441-458.
- Jackson VA, Palepu A, Szalacha L, Caswell C, Carr PL, Inui T. "Having the right chemistry": A qualitative study of mentoring in academic medicine. Acad Med. 2003;78(3):328-334.
- Johnson JC, Williams B, Jayadevappa R. Mentoring program for minority faculty at the university of pennsylvania school of medicine. Acad Med. 1999;74(4):376-379.
- Kram KE. Improving the mentoring process. Training & Development Journal. 1985;39(4):40.
- Kram KE. Phases of the mentor relationship. Academy of Management Journal. 1983;26(4):608-625.
- Luckhaupt SE, Chin MH, Mangione CM, et al. Mentorship in academic general internal medicine. Results of a survey of mentors. J Gen Intern Med. 2005;20(11):1014-1018.
- Institute for Clinical Research Education: Mentoring Resources
- The Academic Senate
- The Academy of Medical Educators
- The Chancellor's Advisory Committee on the Status of Women
- Clinical and Translational Sciences Institute Training (CTSI)
- Mentor Development Program (CTSI)
- UCSF Educational Skills Workshops
- UCSF Profiles
- Assess the Mentee