Mentoring of junior faculty at Stanford is integral to scientific and clinical success.
Mentoring junior colleagues into the complex roles of faculty in academic medicine is not only a good cultural practice, but is required by university policy.
Effective faculty mentoring relationships have three prerequisites:
- clear articulation of what each person expects from the relationship at the onset,
- deliberate intention to mentor and openness to receive feedback and advice, and
- non-competitiveness between the mentor and mentees.
What is a Mentor?
Mentors are not counselors, supervisors, coaches, teachers or therapists. Mentors:
- Role model by demonstrating the behaviors, attitudes, values and ethics that lead to success at Stanford.
- Challenge mentees and encourage new ways of thinking, research directions, and push mentee to stretch his/her capability.
- Sponsor by opening doors that would otherwise be closed.
- Give exposure and visibility by facilitating professional exposure and access to talks, and similar opportunities.
- Protect mentee by acting as a buffer and help with damage control.
- Accept and affirm by supporting their mentees and showing respect for their goals and interests.
- Give feedback by reviewing their mentee’s accomplishments and advise on career progress.
- Care by demonstrating concern for the well-being of their mentees.
- Counsel by helping their mentee deal with difficult dilemmas (e.g., work life integration, administrative mishaps, and difficult decisions).