Leadership Lab Mentorship: An Intentional Relationship 18 • CVM Today • Summer 2010 by Dr. Dan Posey Dr. Dan Posey (back center) discusses veterinary medical education with Regent Bill Jones (left), while a student, Matt Moskosky, examines a sample.
It is quite remarkable how important the mentoring relationship has become within the veterinary pr<strong>of</strong>ession. As discussed in a previous edition <strong>of</strong> CVM Today, the mentoring relationship has always been an important aspect <strong>of</strong> our society demonstrated through apprenticeships, work/study and shadowing programs, internships, and preceptorships. There are numerous pr<strong>of</strong>essions, careers and vocations that depend on mentoring to assist individuals in their training and aid them in their assimilation into the culture. <strong>Veterinary</strong> medicine is no different. As veterinarians, if we are able to accomplish excellence in mentoring, we are bound to attract new faces to our pr<strong>of</strong>ession and our practices, to recruit and retain individuals to different areas within the veterinary pr<strong>of</strong>ession, and to share our passion for our pr<strong>of</strong>ession. Mentorship is one <strong>of</strong> the keys to our pr<strong>of</strong>essional success. In this edition, we will look at the mentoring contract. Mentoring is relationship that is as much for our pr<strong>of</strong>essional development as veterinarians as it is a benefit to those we mentor. To be a successful mentor requires an intentional investment <strong>of</strong> time. Why do some individuals not value investing in the mentoring relationship? The reasons vary as much as the veterinarians that make up our pr<strong>of</strong>ession. The reasons include: not having the time to invest in a relationship, not believing they possess the skills, or the lacking understanding, (due to their own history), <strong>of</strong> the value <strong>of</strong> mentorship. However, by learning a few simple steps, even the most inexperienced practitioner can prove to be a valuable mentor. Most veterinary students enter in the educational process with some level <strong>of</strong> understanding <strong>of</strong> basic communication, leadership, and technical skills. While the educational process can help develop these skills further, the intentional mentoring relationship is where they are more finely honed. The mentor should understand the responsibility <strong>of</strong> transitioning the new graduate into a pr<strong>of</strong>essional veterinarian. Upon graduation, the new veterinarian has mainly attained only entry-level skills. The mentoring relationship is an opportunity to increase confidence and productivity in a newly graduated DVM. To be successful, there must be mutual respect and frequent feedback. Both parties are hoping for a successful relationship, but it takes more than wishful thinking, it takes intentional investment. One <strong>of</strong> the ways to fulfill this in a mentoring relationship is through the “Mentoring Contract.” The contract helps make this an intentional process and not just a haphazard one, and begins with the defining <strong>of</strong> roles and expectations There are four parts to a mentoring contract: 1) Objectives 2) Schedule 3) Format 4) Evaluation Process The objectives define what both parties want to achieve through the mentoring relationship. The objectives need to be mutually agreed upon by the mentor and mentee because each individual brings different expectations to the rela- tionship. These objectives should be the focus <strong>of</strong> the first scheduled meeting. The second part <strong>of</strong> the contract is the schedule. By holding regularly scheduled meetings, we express commitment to the process. The schedule should be mutually agreed upon by both parties. Mentor meetings should take place away from the workplace. If they are pursued within the walls <strong>of</strong> the workplace, constant interruptions will provide distractions from the process. Finding time in our busy schedules is difficult, but a necessity. One way is to schedule the mentoring meeting around a meal. Breakfast meetings might work well for some while others enjoy meeting during lunch or after work. The important aspect is not when we meet, but that we are meeting on a regular basis. Postponed meetings are common and can be the death to this relationship. In the beginning, the investment <strong>of</strong> time is greater and more frequent. The first mentoring meeting should be at least 2–3 hours in length. This meeting is to discuss the objectives, scheduling time, and format. Recommendations include: investing one to two hours each week for the first month <strong>of</strong> the relationship, one to two hours on a biweekly basis in the second and third month,and at least once monthly for two hours in the 4th, 5th, and 6th month. Before a transition in schedule occurs, the mentor and mentee should discuss their needs. Many There are four parts to a mentoring contract: times the relationship requires maintenance and renegotiation <strong>of</strong> the schedule. Flexibility is important, so intention can be maintained. Another key part <strong>of</strong> the mentoring contract is the format. One <strong>of</strong> the common concerns is what to discuss for long periods <strong>of</strong> time. In the beginning <strong>of</strong> the relationship, most <strong>of</strong> the effort is about getting to know each other. As the individuals work together, the conversations are shaped by client and staff interactions, clinical cases, financial aspects <strong>of</strong> the job, projects, recommendations for individual improvement, and the development <strong>of</strong> specific technical skill. As trust and mutual respect are reinforced through this mentor/mentee relationship, deeper discussions that are focused on personal and pr<strong>of</strong>essional attributes can be initiated. It is important to remember each mentor/mentee relationship is different. Encouraging mutual respect and trust is important in developing rapport by both parties. Critical evaluation is the final part <strong>of</strong> the mentoring contract and is important in building a relationship by mentors and mentees. Both should ask themselves if they are mutually receiving what they were expecting. This relationship, if properly developed, will last for years. The mentoring relationship doesn’t have to end when there is a pr<strong>of</strong>essional separation or redirection. I have had the great fortune to ask advice and receive great counsel from mentors whom I no longer see on a regular basis. Sometimes they give the best advice because they have the least amount at stake. By using this simple contract format and ensuring that expectations are understood, a relationship based on respect, trust, and regular communication is fostered. Both the mentor and the mentee will develop pr<strong>of</strong>essional skills that last a lifetime. 1) Objectives 2) Schedule 3) Format 4) Evaluation Process CVM Today • Summer 2010 • 19
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