Faculty Mentoring Program

Resources

UCSF Faculty Mentoring Program Toolkit

Mentoring Curriculum

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.

  1. 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.
  2. 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.
  3. 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.
  4. 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.

 

Mentor Consultation Service

      • Free and confidential service
      • Mentor or mentee challenges/problems
      • Help with mentoring resources
      • Leadership strategies
      • Academic advancement
      • Other mentoring issues

Request Consultation

Meeting Tools

Tips for Enhancing Mentoring Relationships

  • The One-Minute Mentor
      • Assess the Mentee
        Check In
        Assess for any urgent issues
        Use active listening skills
      • Set an Agenda
        Review pending items
        Assess time available
        Prioritize
      • 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
      • Wrap up
        Clarify expectations of mentor and mentee
        Schedule future meeting

Evaluating Your Mentee's Goals

    Use the checklist below to appraise your mentee’s goals:
      • Specificity
        Has your mentee identified specific short and long term goals?
        Are the goals definite and precise?
      • Measurability
        Are your mentee’s goals quantifiable?
        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?
        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?
      • Your Role
        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 https://senate.ucsf.edu/faculty-handbook )
      • 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.

Effective feedback:

            • 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?

Forms

Related Readings

Feldman Papers on Mentoring

  1. 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.
  2. 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.
  3. Feldman MD. From the editors' desk: Realizing the dream: Mentorship in academic medicine. J Gen Intern Med. 2012;27(1):1-2.
  4. 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).
  5. 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.
  6. 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.
  7. 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.
  8. 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.

Selected Articles on Mentoring

  1. 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. 2. Daloz L. Mentor: Guiding the journey of adult learners. San Francisco, CA: Jossey-Bass; 1999.
  3. 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.
  4. 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.
  5. 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.
  6. Kram KE. Improving the mentoring process. Training & Development Journal. 1985;39(4):40.
  7. Kram KE. Phases of the mentor relationship. Academy of Management Journal. 1983;26(4):608-625.
  8. 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.

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