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Bilimoria, Best Practices in Faculty Mentoring, 2011O 'G#Best Practices in Faculty MentoringqDiana Bilimoria, PhD KeyBank Professor Weatherhead School of Management diana.bilimoria@case.edu November 20118rZ4)<  0Ia# ObjectivesIdentify what is important to junior faculty and senior faculty re: mentoring Recognize the benefits of different forms of faculty mentoring Identify best practices in mentoring at ǿմý and other universities Determine next steps in implementing a mentoring program in our departmentHN ? D K)Definition of a MentorOne who facilitates professional and personal growth in an individual by sharing insights, providing encouragement, and opening doors"Z!Mentoring Needs of Junior FacultylJanuary 2011 Focus group with Assistant Professors at WSOM for less than 3 years Career Success Input to work out a plan for key career evaluation points (e.g., 3rd year review, tenure review) Timely feedback on early outputs (submissions, papers, grants) Academic Performance An independent advisor to provide perspective and guidance on problems or concerns in the classroom, lab, or department Advice to help determine priorities and avoid pitfalls in research Networks Assistance in building networks at CWRU and in the discipline Institutional Navigation Tacit knowledge about School history, priorities, norms, structures, practices, and resources Service  when to say  yes or  no , at what levels to participate A meaningful relationship, and a sense of inclusion Advocacy for the issues all junior faculty face (QZZZZZ Z>ZZZ0ZZQB \  >  0/2011 Focus Groups of Women Faculty Across the University Source: Susan Freimark, Women Faculty Leadership Development Institute, ǿմý(8$(M\Assistant Professors Tenure and Promotion Getting department specific help and guidance from the chair Grants and Publications 0btaining more administrative support Developing peer review committees Department Climate Overcoming silo climate Negotiation strategies regarding work loads and resources Mentoring How to find and use external mentorsPP=PPHPPRP P%P=H  R   %$*RolesnMentor Roles Listen patiently Build a relationship Nurture self-sufficiency Establish protected time together Share yourself Provide introductions Be constructive Don t be overbearing PP   "   Mentee Roles Listen patiently Have a positive attitude Share with your mentor reasons for your decisions Be prepared to learn from your mentor Actively seek advice from your mentor and others both in and out of your department Act on advice from your mentors0 PP -6Difficulties Sometimes Reported By Mentors and Mentees77(Time challenges Mentor expects too much too soon and is disappointed that mentee does not do exactly what the mentor says Mentee feels pressure or guilt Mentee feels that mentor does not prioritize meetings Mentor feels burdened with responsibility for mentee s success Finding the right balance of roles Department chair not closely involved Hidden agendas Inappropriate behavior and gendered expectations between men and women Not knowing how to end a mentoring relationshipZ&(<Career Development Workshops Complement One-On-One Mentoring==( Strategies for development of research resources Strategies for teaching excellence Targeted grant writing (NSF/NIH/DOD) Developing a 3rd year review portfolio Developing a tenure dossier Networking and development of research collaborations 0k  Forms of MentoringOne-on-one mentoring Committee mentoring Zone mentoring (by area of expertise) Peer mentoring E-mentoring Travel support to meet disciplinary mentor outside the university Annual review meetings with chair and mentors Seminars, panel discussions, academic performance and career development workshops Professional academic coaching  long and short term *cc")Selected Mentoring Best Practices at ǿմý**$School of Dental Medicine  2011 Each Assistant Professor in consultation with the Department Chair forms a Mentoring Committee (MC) of at least two full time faculty members within the first four months of a new appointment or promotion. Mentoring Committee guidelines developed Administrative oversight and annual program evaluation Weatherhead School of Management  2011 Mentoring program for faculty under 3 years Junior faculty matched with one senior faculty outside their department  with input from department chairs and junior faculty Goals  School orientation and navigation, career advice, relationship building support Time bound (8-12 months) and voluntary Evaluation of mentoring process and effectiveness Case School of Engineering  2011 Launch committee for each newly hired faculty member Operates for 1 year; transfer to a Mentoring Committee after first year Launch Committee consists of hiring advocate, Department Chair, and one other search committee member Checklist of actions needed to be accomplished by the Launch Committee in four areas: Lab space, funding, lab personnel and hiring, and integration in the university.!P/P(P\P"PP!/(\"  P % 7Selected Mentoring Best Practices at Other Universities88$xU Michigan  Dept. chair and new faculty member develop a mentoring plan addressing teaching, graduate supervision, and research Chairs fill out a section on mentoring in their annual reports. Annual college-level meeting open to all tenure-track faculty to discuss the requirements for tenure and promotion and the P&T process U Penn  Each school designates a senior faculty person responsible for the management of the faculty mentorship program Specific responsibilities and expectations of the mentor are clearly stated in the school s policy and distributed to the junior faculty member along with the school s promotion guidelines Faculty mentoring considered as one of the university citizenship criteria for promoting senior faculty from Associate Professor to Full Professor Stanford Medical School  Mentor assigned as soon as faculty member is hired; others may be added later by the faculty; mentors meet every six months with menteesP>PlZP PPPPG         +2Gender Related Insights from Research on Mentoring33(Relational support within the department is twice as important for job satisfaction of women faculty than men faculty (Bilimoria et al, 2006) In a study of corporate high-performers: (Ibarra, Carter, and Silva, 2010) Ku )",7Expectations for Cultivating the Mentoring Relationship88(Interact with respect and professionalism Build trust by articulating and fulfilling expectations Engage in partnership building activities and exchange of learning rather than one-way advice Build mentee s sense of self-efficacy Time management Set a schedule of meetings (e.g., monthly, twice a semester) Co-develop an agenda for each meeting Discuss a time frame for relationship closure/ renewalH"  " "].Mentoring Challenges & Actions to Address Them// Time challenges: the best mentors are very busy; and mentees sometimes don t perceive their own time investment to be worthwhile Action: Set a schedule of meetings and co-develop each agenda Mentors and mentees to informally manage on their own Actions: Establish guidelines and expectations, provide oversight of the process, increase accountability Perceptions and expectations of mentoring differ between senior and junior faculty Action: Discuss expectations early and often Culture does not always support mentoring Actions: Involve department chair and senior faculty throughout the process; periodically discuss mentoring in dept. faculty meetings Department size: sometimes just not enough senior faculty mentors Action: Use a variety of mentoring practices Associate to full professor mentoring often falls through the cracks Action: Provide formal mentoring for associate professors " Z@Z6 ZlZS Z/%Z+ ZZC Z.ZF Z;ZZ?6jS-  *         B-E; :Some Conclusions about Best Practices in Faculty Mentoring\Research has shown that structured mentoring efforts, where appropriate senior faculty are matched with faculty mentees and there are established guidelines and expectations, are effective. 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H72=~kӜ"t?PK!Ǜdrs/downrev.xmlDj0EB7k NҺ<>`b52;_Ep=h:q![ ^& ky deRp%smej!sTЄR!~b{U t7L$[ n<~zZ|zEeN+0f O?CZA^}\[􁜂M%/PK-! [Content_Types].xmlPK-!1_a /_rels/.relsPK-!˜WJ*drs/shapexml.xmlPK-!Ǜdrs/downrev.xmlPKo V<$ 0 D Formal Administered centrally Expectations shared and monitored More people participate in the  matching Time-bound mentoring Non-voluntary Written feedback Process and effectiveness are evaluated>P  V]8Xx  # D0e0e+d?,Content Placeholder 9| V<$ 0 D hInformal No administrative oversight Expectations may be shared informally Fewer people participate in the  matching Indefinite Voluntary Informal feedback No formal evaluations P Z V]8XxwR   \DG8?J~YY?(Left-Right Arrow 103"q @_PK! 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I}OPM 0 N(     0e0e4?4Slide Image Placeholder 1   S$   `5S0e0e4?(Notes Placeholder 2 0  S N     l6S?6Slide Number Placeholder 3_  r*   H  0޽h ? I}OPMr i  F^^P `bA<e *">#~4gkW%}V]/, o11Oh+'0 hp    ,4$Faculty Mentoring Best PracticesDiana BilimoriaBeamdxb12184 Microsoft Macintosh PowerPoint@`v@_!*Q@p Ghg  ,V'&" WMFCf <8?@ABCDEFGHIJKLMOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)PicturesGCurrent UserSummaryInformation(ԭPowerPoint Document(NpDocumentSummaryInformation8Root EntrydO)<7PicturesGCurrent UserJSummaryInformation(ԭ&_pValda G. LewisValda G. Lewis