The Mentee-Driven Approach to Mentoring Relationships and Career Success: Benefits for Mentors and Mentees

Abstract

Abstract Introduction Effective mentoring relationships are important contributors to career satisfaction, academic productivity, perceived self-efficacy, and successful networking. They are especially critical during times of transition in one's career. Unfortunately, such relationships can be difficult to find and challenging to sustain. In recent years, the concept of mentee-driven mentoring relationships has been proposed as a method of improving mentoring relationships. In this workshop, we apply the widely utilized concept of the individualized learning plan to examine and optimize the mentee-driven mentorship. Methods In small-group discussions, participants reflect on their unique mentoring needs as they transition into the next stage of their careers. Next, participants apply the corporate concept of managing up to their current mentoring relationships. Workshop leaders then introduce the optimal characteristics of mentors as well as the concept of a mentoring mosaic. Participants then create their own mentoring mosaics that describe the depth and breadth of their potential and of existing mentoring networks. With guidance from the workshop facilitators and other small-group discussants, participants then expand their mentoring mosaics by exploring possibilities for untapped mentoring resources (recognizing that mentors can come from the junior, peer, and senior levels). Finally, participants discuss in small groups strategies to overcome several challenging mentoring scenarios, including how to recruit new mentors and maximize the limited time of a mentor. Participants will leave with a better understanding of their roles as mentees and mentors. Results This workshop has been presented at the 2014 and 2015 Pediatric Academic Societies' Annual Meetings and at the Association of Pediatric Program Directors' Annual Spring Meeting in 2013 and 2014. Participants have included pediatric residents, chief residents, fellows, junior faculty, mid-level faculty, and senior-level faculty. Ninety-five percent of participants agreed or strongly agreed that their participation would improve the quality of their mentoring relationships. Discussion Although we have not collected data on the career outcomes of our workshop participants, literature suggests that mentees who utilize the principles we present will benefit greatly (e.g., attainment of leadership positions, academic promotion, career satisfaction).

Keywords

• Mentors
• Academic
• Career Development
• Professional Development
• Mentee