ACHE Mentor Guide Contents

CHAPTER 1 CHAPTER 6 Being a Mentor Phase 3: Hitting Our Stride What is Mentoring...... 3 Expectations for the Next Four to Eight Months Mentoring Myths ...... 3 Meeting Agendas...... 18 My Role as Mentor �� 4 Tools for Phase 3...... 19 How To Be the Best Mentor...... 4 CHAPTER 7 Mentor’s Tools...... 5 Phase 4: Phase Out/Closure CHAPTER 2 Ending the Relationship �� 21 My Mentee Tools for Phase 4...... 22 Role of the Mentee �� 8 CHAPTER 8 Expectations of the Mentee �� 8 Celebration & the Future Selecting a Mentee �� 8 Summarize the Learning/Focusing CHAPTER 3 on the Positive...... 23 Starting the Journey Celebrating ...... 23 Preparing for Initial Contact �� 9 The Future...... 24 Agenda for Initial Contact �� 9 Tools...... 25 CHAPTER 4 CHAPTER 9 Phase 1: Building & Nurturing the Relationship The ACHE Leadership Mentoring Network Expectations for the First Two Months Other Options for ACHE Members Meeting Agendas...... 10 Participating in Mentoring �� 26 Tools for Phase 1...... 11 References...... 27 CHAPTER 5 Appendices ...... 28 Phase 2: Working Toward the Goals The appendices are a collection of ACHE articles on Expectations for the Next Two Months mentoring that offer further knowledge, tips and tools Meeting Agendas...... 13 to enhance your mentoring relationships. Tools for Phase 2...... 14

Disclaimer: For the ease of reading, we will refer to the mentor with masculine pronouns and the mentee with feminine pronouns throughout this guide.

ACHE sincerely thanks Pat Shehorn, senior consultant to ACHE’s Career Resource Center, for her contributions to the ACHE Mentor and Mentee Guides. Chapter 1 Being A Mentor

First Things First: What Is Mentoring? as a mentor, you have to be prepared to take on a broader, It was Homer’s epic tale The Odyssey that formally intro- more personal relationship than the one you have established duced us to the concept of mentoring: Mentor was a friend with your employees. The main difference between managing of Odysseus, who placed Mentor in charge of his son when and mentoring is mostly a matter of intensity and direction. Odysseus left for the Trojan War. Today, Merriam-Webster Managers are primarily concerned with their employees’ per- defines mentoring as a wise and trusted counselor or formances and making sure they complete tasks accurately, teacher; an influential senior sponsor or supporter. This is a on time and within budget. As a mentor, your purpose is to good definition, but merely a starting point in the journey of provide your mentee with perspective and questions that understanding mentoring. encourage learning and to challenge the individual to think in new and creative ways. And unlike the manager/employee Mentoring is a relationship between two individuals, with the relationship, the mentor/mentee relationship extends beyond more experienced individual, the mentor, serving as coach, the typical workday or a traditional workplace role. cheerleader, confidant, role model, devil’s advocate, counselor and, when possible, a “door opener” for the mentee. It is a Agreeing to be a mentor is a lifelong commitment. relationship based on trust and mutual respect in which both Look back on your own life. How many mentors can you partners, the mentor and the mentee, have responsibilities and identify? Remembering that mentoring is a relationship should benefit from the relationship. based on learning and growing as an individual and as a professional, our needs as human beings change over time Mentoring is all about learning and growing. At the profes- and with experience. sional level, both partners in the relationship are adults, so it is important to consider how we learn as adults. Malcolm S. Just as all our relationships change over time, what we need Knowles, a noted practitioner and theorist of adult education, in a mentor also changes as time passes and we grow. While laid out the basic principles of adult learning in the 1970s. He serving as a mentor is a role you may repeat often during your says that critical to effective adult learning is one’s own involve- lifetime, for the majority of us, a formal mentor/mentee rela- ment in diagnosing, planning, implementing and evaluating tionship is of relatively short duration. While the length of time their learning. In essence, adults like to be self-directed learn- depends on the mentee and the mutually agreed upon goals ers. This should be a relief for you as a mentor. You need not that you will be focusing on, best practice suggests that about do all the work. In fact, you should not do all the work. a year of meeting regularly is necessary in order to develop a relationship based on trust and respect, and to work your way Some Myths About Mentoring through defining and then achieving the learning objectives of Mentoring and managing are the same. the relationship together. Understanding what’s involved in your role as a mentor— and how it differs from your role as a manager—is key to providing your mentee with a meaningful mentoring experience. Your role as a manager and as a mentor may seem very similar. In both roles you may serve as a combination of coach, confidant and sounding board to someone. However,

| 3 | Being A Mentor

Living close to my mentee is important. How To Be the Best Mentor In today’s global world, where families and friends are often Perhaps the most important thing a mentor can do is to listen. spread far and wide, we are able to not only maintain close In order to facilitate learning for your mentee to provide advice meaningful relationships but also develop new ones. Distance and encouragement, you need to really listen and understand mentoring is not only possible, it can have its benefits. A your mentee first. Great mentors spend considerably more time mentor from another part of the country may bring different listening than they do speaking. perspectives and insights than a mentor who may work in the same organization or city. Be open-minded and compassionate. Work hard to see your mentee’s side, her wants, needs, feelings and perspectives. Mentoring from a distance does require a bit more thought, With this empathetic approach, your insights or next ques- planning and focus. You will need to agree upon the primary tions to help your mentee sort through an issue will be better method of meeting, be it by phone, Skype, FaceTime or some received. other Internet-based audio/visual tools. See Appendix A for more detailed tips on distance mentoring. Be patient and honest. You may need to deliver some tough love in the form of constructive criticism or honest feedback, My Role as Mentor being the mirror so that the mentee can better reflect on The role of the mentor is primarily one of facilitating learning a situation. In some cases, the feedback may not be heard and development, and creating and maintaining a supportive or accepted, and may need to be reintroduced in another environment so the relationship can flourish. Your mentee’s de- conversation. velopment should always be at the forefront, with you facilitating self-directed learning by your mentee. Challenge your mentee. Set high expectations of performance and encourage trying. Play devil’s advocate. Perhaps it is effective to state what a mentor is not. A mentor is not the Wizard of Oz behind the curtain that the mentee comes Care about the relationship. The more you invest in this rela- to for all of the answers. In fact, one of the main roles of the tionship, not only the more will your mentee get out of it, but mentor is to ask good questions so the mentee produces his or also the more you will get out of it. Your mentee requested this her own answers. The mentor manages the learning experience relationship and thus is likely eager, invested and reading a lot and helps the mentee identify goals and set career objectives. into your availability, or lack thereof, and your tone of voice. The mentor keeps the mentee focused on her goals, objectives When you have scheduled time together, be there, physically and learning strategies. and mentally.

At different points in the relationship, the role of the mentor Share your experiences and insight, but don’t tell your mentee may take on that of a coach: giving advice and guidance, shar- what to do—only what you did. Choose stories that you feel ing ideas and providing feedback. At other times, the mentor are helpful and appropriate to the issue being discussed. Tell is a source of encouragement and support for his mentee, the story in a neutral way, so as not to be directing your men- acting as a sounding board for ideas and concerns, or providing tee. You want to demonstrate that you, too, have faced issues insights into possible opportunities. The mentor may also need and challenges, and it is possible to overcome them. to play devil’s advocate to help the mentee critically think about important decisions. It is important to understand what role you need to be playing at a particular time in order to facilitate the learning and growth of your mentee.

| 4 | Being A Mentor

Mentor’s Tools Summarizations Questions We are all accustomed to having meeting minutes so that we Questions encourage learning and growth by giving the mentee are able to remember what took place and verify with those time to reflect and articulate her own thinking. So ask ques- who attended what we discussed and/or agreed upon. Similar- tions that require thoughtful answers to help your mentee think ly, it is important for you as the mentor to summarize what you through an issue. Ask questions that support and challenge have heard/learned during the session with your mentee. This your mentee, such as “It seems as though you handled that summarization will serve as a reminder of what has just trans- issue with your colleague well. How might you apply some of pired between the two of you and help you and your mentee what you did in that situation to your issue with the committee check on any assumptions. Do take a few summary notes, as it you are experiencing difficulty with now?” Also ask questions will be good to start your next meeting with a quick review of that spur reflection by your mentee such as, “Tell me more your last conversation. about what you mean when you say that?” or “Is it possible to look at that in another way?” You will want to simply share what you heard, learned or accomplished, without judgment and then say something like Restatements “Today we spent our time together discussing … as a result I Many times when someone repeats or rephrases something understand that the following outcomes were achieved … Did I we have said, we understand it in a different light. As a men- get that right?” tor, you can help your mentee by doing just that for her. For example, ask “From what you just said, my understanding is Silence that…” or even more simply, “So what I think I heard you say Silence is an important tool in learning and growing. We need was…” silence to reflect on actions, thoughts and words that we have spoken or others have spoken to us. Some people need a lot These tactics allow you to serve as a mirror for the mentee by of silence to think through things. But silence can make a lot of reformulating her statement, which can sometimes be the most people very uncomfortable. Understand that but don’t be afraid important tool in your toolbox as a mentor. The goal is to help of silence! your mentee hear what she said and then for her to build on those thoughts and feelings that she has just expressed and Instead, listen for silence and see if it is being used by your explore them further. mentee to avoid discussing a particular issue or if she just needs more time to reflect and then will be able to talk further about a particular topic. If your mentee gets silent every time you begin talking about a particular subject, you may need to ask something like “Every time we start talking about it seems to me that you get quiet and seem uncomfortable. Can you share with me what that might be about?”

| 5 | Being A Mentor

Generational Differences Working with Gen Xers While it is not appropriate to make generalizations about Born between 1965 and 1980, Gen Xers watched their parents people or to assume that we know them based on where they work hard to “have it all,” and consequently this generation are from, their sex, their religion, etc.,—it may be helpful to typically seeks a healthy work/life balance. The generation is understand the context of the generation they grew up in and known for being independent and entrepreneurial. They are how it may differ from the characteristics typical of your gen- largely self-reliant, but value a diverse workplace. Gen Xers eration. Being aware of one’s own generation and the attitudes seem to prefer immediate feedback and like to communicate and perspectives you hold that may have resulted from growing via email. up in that era may help you become a better mentor. Likewise, understanding the context that your mentee grew up in may be According to Lois J. Zachary, an internationally recognized useful as you ask reflective questions, listen to her verbal and expert on mentoring, Gen Xers want a mentor who is not only nonverbal communication, and assist her in clarifying her goals competent but also one who is direct, yet informal, in their and helping her in a learning and developmental environment. style. She notes in her book, The Mentor’s Guide: Facilitating Based on this, we examined what many experts say about the Effective Learning Relationships, that due to their independent potential impact of generational, cultural and other differences. nature, a hands-off approach may be best in working with Gen Xers. When mentoring a Gen Xer, Zachary advises mentors to Working with Boomers “encourage creativity and initiative” and help our “mentees Those born between 1946 and 1964, or the post-World War discover new approaches, set expectations, raise the bar and II generation, are known as baby boomers and tend to be then turn them loose to figure out how to achieve their goals” optimistic, competitive and goal-driven. While they may put in (Zachary, 2012, p. 52). long hours and their work/life balanced may be skewed toward work, many boomers just want to make a difference in the Working with Millennials world. They seek recognition and reward for their efforts, and Those born between 1981 and 2000 are called Generation Y expect the same type of commitment and hard work of others. or more commonly, Millennials. This generation also craves a Based on this traditionalist concept, many baby boomers may work/life balance. They tend to have high expectations of their believe that the right mentoring relationship should be mentor- workplaces, desire flexible work hours and telecommuting, directed. Boomers are often asked to be mentors because of and prefer communicating electronically. They are known for their desire to make a difference and because they tend to hold being entrepreneurial and goal-oriented, and desire to make a senior leadership positions. positive difference in the world. Those in this generation grew up multitasking, being social and feeling confident. Generally, Boomers also want and need a mentor at times. When mentor- Millennials appreciate instant feedback and recognition. Millen- ing a boomer, keep in mind that this generation typically wants nials’ No. 1 priority seems to be growth and development. to be shown respect, appreciates recognition for their accom- plishments and likes to be intellectually challenged. Remember According to Zachary, Millennial mentors should offer hands- that while some baby boomers are tech savvy, some may be on experience that will empower their mentee to take the next reluctant to use newer methods of technology since they did step. She states, “They [Millennials] prefer positive, collabora- not grow up with computers. tive, achievement-oriented mentors who take them seriously” (2012, p. 53).

| 6 | Being A Mentor

Cultural Differences him with networking. In addition to generational differences, it may be helpful to Even though both individuals were males following similar consider cultural differences, as these differences may impact career paths leading to the C-Suite, their backgrounds and the mentoring relationship. If this is the case, you may wish to experiences were very different. It would have been easy for discuss with your mentee what mentorship means in each of this mentor to tell his mentee that he was making a mistake. your cultures, whether organizational or national. Explore how Because this mentor had become aware of his own filters, how giving and getting advice might be different across cultures, he saw the world and recognized that it was just one way to do especially if you work at different levels in the organization. things, he was able to look at his mentee’s way of getting to For example, in some cultures, directives are expected from the C-suite and support him down a very different path. people in senior positions, while a suggested range of options might be baffling. Some cultures expect some type of criticism, Self-Reflection/Personal Journey while others bristle at hearing anything negative. Bottom line, In order to best help someone else learn and grow, it is impor- if you are entering a mentoring relationship with someone tant that we know ourselves and understand where we have from another culture, learn everything you can about how your been and how we grew into the person we are today. Take the differences might affect your relationship and take this into ac- time to look back over your life as an adult and examine those count as you build the relationship. significant life events, both personal and work-related, that influenced you. Write down the events, milestones and transi- Additional Differences tions that have had the most impact on who you are today. Differences can be good in a relationship, yet it seems to be Remember that both positive and negative events play an best if we understand those differences in each other so that important role regarding who we are, so list both. Then, think we can keep things in context. We described generational about who helped you grow. Finally, consider what you learned differences and cultural differences above but there are many and how your direction or thinking changed as a result of these more differences that can impact any relationship, including the influential events and people. mentoring relationship. Age, race, gender, sexual orientation, religion, upbringing and life experiences are all factors that Here’s an example: Since Pat was a sophomore in high school, influence how we see the world, how we behave, how we react she wanted to be a physical therapist. Her dream came to to people and situations, and how we interpret things. fruition and she got a great job at a large city hospital. She never thought of doing anything more. Then, her boss asked It is important to keep in mind that the mentoring relation- her to take on a leadership role in the local Physical Therapy ship exists within this context of the two individuals from very Association during her second year at the hospital. He told different life experiences in some ways. As mentors, we need her that he thought she had leadership skills. She agreed and to work to get to know and then respect the context of our ended up leading the local chapter and being elected to a state mentee’s life and then consciously try to use it, sensitive and office. With this new confidence in her leadership abilities, she respectful of our mentee’s needs that may be very different decided to attend graduate school. Without her boss believing than our own, based on his or her life experience. in her and opening the door to a local leadership role, Pat says she doesn’t know if she would have landed her current posi- For example, say a 50-year-old male is mentoring a 34-year-old tion: hospital CEO. male who is a promising young executive. The mentor rapidly moved up the ranks to the C-suite while his wife stayed home to raise their family and he missed many birthdays, anniversa- ries, athletic events and music recitals. After just one and half years in his current position, the mentee’s military wife is being transferred to another city. The mentee requested a meeting with his mentor to discuss his need to look for a new position in that city. If the mentor and mentee had not developed a relationship that helped the mentor understand the importance to his mentee to support his wife and participate 50/50 with her in raising their children while growing his career, there could have been a problem with the relationship and the ability of the mentee to move forward with his developmental plan. Instead, the mentor was supportive of his mentee and worked to assist | 7 | Chapter 2 My Mentee

Role Of The Mentee Selecting A Mentee The mentee is typically the initiator of the mentor/mentee Generally it is the mentee who asks an individual to become relationship. The relationship exists primarily for the growth her mentor. But whether it is the mentee asking you to be her and development of the mentee. As such, the mentee should mentor or an organization asking to assign a criteria-based be proactive not only in seeking out a mentor but also in ap- mentee match, your decision to participate needs to be made proaching the overall mentoring relationship with an agenda after careful, purposeful deliberation. in mind and coming to each mentoring conversation prepared with topics for discussion. It is up to the mentee to inform the Agreeing to be a mentor requires a real commitment not only mentor how she best learns and communicates, and what her in terms of time but also in terms of opening yourself up for objectives and vision/dreams are. The more insights into her self-reflection, building a meaningful relationship, often from a learning and communication styles and goals, the better you distance with a stranger for an extended period of time. can assist her in her growth and development. • Before saying yes, ask yourself: Ideally, the mentee should be the one planning and managing the direction of her professional life. It is the mentee who • Am I committed to getting to know this stranger, investing should take responsibility for her own development, learning in her and helping her develop professionally? and professional growth. As mentor, you may need to support her as she grows into this role. • Am I willing to communicate openly and honestly so that my mentee really gets to know me and I get to know her so Expectations Of The Mentee that we understand and respect each other’s perspective? The mentee should have a clear understanding of why she wants to be mentored. She should understand that the mentor- • Do I have the time over the next year? ing relationship is confidential so that the mentor will feel free to share his personal experiences with his mentee. The mentee • Do I have the skills to be a good mentor? should be able to clearly articulate her expectations of her mentor so there can be a conversation and agreement upon those expectations early in the relationship.

It is important for a mentee to remain flexible in changing expectations and plans. She must be able to create goals and milestones and remain focused on achieving what has been agreed upon in the mentoring sessions. A mentee also needs to be a good listener, setting aside time for self-reflection. She must be able to accept constructive criticism and have the courage to provide feedback both positive and constructive to her mentor in order to maintain a healthy productive mentoring relationship.

| 8 | Chapter 3 Starting the Journey

Preparing for Initial Contact • Talk about the respect for each other’s time and thus how So, you have made the decision to be a mentor and have the best to cancel or reschedule a meeting. Commit to doing name and contact information of your mentee. You may have your best to keep changes to a minimum and ask that your some anxiety about where to start, what to say and what to do mentee do the same. Agree on how to communicate the if the two of you don’t immediately hit it off. You can be sure need to make changes in the schedule. Is an email, text or that your mentee is having similar anxiety. call the best way to convey the need to change a meeting or to speak in between meetings if advice or support is While it is the mentee who is the initiator of the mentor/mentee required in a crisis? relationship in an organization-sponsored program, it is usually the responsibility of the mentor to make that initial contact. As • End the call on a positive note, noting that you are looking you know, first impressions are important. These first impres- forward to getting to know your mentee better and working sions can set the tone for a relationship, thus it is important for with her. you to have an agenda for that first contact. • Ask your mentee to develop an agenda for your first official Agenda for Initial Contact meeting. Suggest that it may be beneficial to discuss how Whether via phone, email or Skype, the following suggestions each of you sees your roles and responsibilities. may leave a good first impression and facilitate the development of a good relationship. While this first contact is mostly Remember, relationships take time and they take work. The task oriented, it will lay important groundwork. first few months of your mentoring experience should focus on building a trusting, respectful relationship. • Introduce yourself, let your mentee know how you prefer to be addressed and learn how to pronounce the name of your The typical lifespan of a mentoring relationship is six months to mentee and find out how she wishes to be addressed. a year and often follows the phases described below, which are outlined in greater detail in the forthcoming chapters: • Tell your mentee a little about yourself and ask the mentee to do the same. • Starting the Journey—Chapter 3

• Discuss the needs, expectations and limitations that each of • Building and Nurturing the Relationship you may have. For example, you may mention that you will (approximately two months)—Chapter 4 not be available on weekends or the last week of the month due to your meeting schedule. • Working Toward the Goals (approximately two months)—Chapter 5 • Agree upon a regular meeting schedule and whether you will meet via phone, Skype or in-person, preferably every • Hitting Our Stride (approximately four to two weeks for at least an hour each time, at least initially. eight months)—Chapter 6

• Phase Out/Closure—Chapter 7

| 9 | Chapter 4. Phase 1: Building & Nurturing the Relationship

Expectations for the First Two Months Ask your mentee to describe where she sees herself headed This is a critical time as you lay the groundwork for your men- in her career and in broad terms, what her development goals toring relationship during these first few months. It is impor- are. Ask her questions about how her goals align with where tant that you spend the time getting to know one another, she wants to be. Try to gain clarity but be careful not to come preferably meeting as often as every two weeks, if possible. across as judgmental in any way. Talk about each of your This is the time to get clarity about each other’s expectations personal communication and learning styles. Determine what regarding the relationship, and for both you and your mentee to your mentee wants from this relationship and explain to your understand your own skills and gain an understanding of each mentee what you want from this relationship. A sample agenda other’s contexts. Do not rush through this phase, as it is critical and conversation questions can be found in the tool section of to the long-term success of the mentoring relationship. this chapter.

Meeting Agendas Before concluding each meeting, together review the agenda While the mentee should be developing an agenda for each and what you accomplished at the meeting. Talk openly about session, it is important that both of you have a clear idea of whether you each believe that you had substantive versus what that agenda should look like. You want to engage your superficial discussion and whether you each feel that you are mentee in meaningful conversation from the start, going be- advancing in your level of trust. Finally, agree on next steps and yond job responsibilities and titles and focusing on each other the next meeting agenda. This is a time that you can suggest a as people—your histories, cultures, what you like/dislike, etc. reading or an assessment, such as the ACHE Healthcare Execu- Hopefully you have completed your self-reflection/personal jour- tive Competencies Assessment Tool, to your mentee in prepara- ney exercise discussed in Chapter 1, so you have some insights tion for future discussions. about yourself: how you got to where you are, who helped and supported you along the way, and what/whom was most Remember the goal of this phase is to build a strong foundation effective in influencing you on your life journey. You can begin of trust and understanding of each other. This will take multiple to share some of that with your mentee and continue to do so conversations over a period of approximately two months. throughout your journey as a mentor. Before moving on to the next phase, use the checklist in the tools section of this chapter to assure that you have established a firm foundation of trust and understanding.

| 10 | Phase 1: Building & Nurturing the Relationship

Tools

Agenda Conversations

Introduction • Have mentee tell you about herself.

• Share a little of your personal journey.

• Talk about each other’s current professional situation.

• Talk about each other’s leadership values and philosophies.

• May wish to discuss ground rules that may assist in building the relationship (see chart on next page)

Getting to Know You (multiple meetings) • Share some previous mentoring experiences with each other. What did you like/what didn’t you like?

• Share why each of you want to engage in this relationship.

• Discuss what each of you see as your role in the relationship and if your views differ, how to resolve or how the differences may impact the relationship. Determine exactly what your mentee is trying to accomplish with this mentoring relationship.

• Ask your mentee where she sees herself headed in her career.

• Have mentee share her broad development goals and how these relate to where she sees herself headed.

• Discuss the mentee’s learning style and both of your personal styles. If either or both of you have your results from the Myers-Briggs or DISC, you can use these tools in your discussion

Ending Each Meeting • Discuss expectations regarding open and honest feedback with one another and ask for that feedback at the end of every meeting.

• Agree upon next steps and the next meeting agenda.

| 11 | Phase 1: Building & Nurturing the Relationship

Ground Rules for Mentor Relationship Checklist Before Moving to Phase 2

• We will start and end all meetings on time. Am I truly invested in my mentee?

• We will use our agendas to keep us on track. Do I feel that we are communicating openly and honestly? • We will both participate fully in the conversation. Do we seem to understand and agree upon each of • We will be open and honest with each other in a our roles in this relationship? respectful manner. Can I commit adequate time to help this person? • We will respect each other’s differences and not make judgments. Am I committed to continuing to evaluate and develop my mentoring skills in order to help my • We will keep our conversations confidential. mentee?

• If we come across an issue of disagreement or concern, we will discuss it openly.

• If the relationship does not work out, we will discuss this and see what we can each learn from it.

| 12 | Chapter 5 Phase 2: Working Toward the Goals

Expectations for the Next Two Months If your mentee comes to you with only a broadly defined goal, The good news is that if you have made it this far in your your job is to assist her in thinking through her goals and mentoring relationship both you and your mentee are commit- helping her to make those goals as specific and quantifiable ted to continue. In this phase, you are working as much on the as possible. A great way to start is by asking her a series of relationship building as you are on the task of addressing your key questions that will assist her in creating and aligning her mentee’s developmental goals. Again, during this phase, it is developmental goals with her current role and/or aspirational highly recommended that you continue to meet twice a month, role. Ask her to complete the Mentee Developmental Goal if possible. This is the phase to assist your mentee in clarifying Assessment in the Tools section of this chapter and work with her goals, developing a plan to tackle these goals and begin- her on examining the gap between her requirements and what ning the work. Your objective during this phase is to develop an employer or role offers to her, as well as examining what commitment to a set of goals and an approach to moving she brings to the table in relation to what an employer or role toward those goals. requires. This gap analysis can form the basis of a work plan and frame discussions for the next phase of mentoring. You may wish to codify the goals and commitments that you are making to each other in a written Mentoring Partner- You may also want to encourage her to complete the ACHE ship Agreement. Some find this helpful to keep them on track Healthcare Executive Competencies Assessment Tool. This tool toward achieving goals. A sample agreement is in the Tools can assist healthcare leaders in assessing their expertise in criti- section of this chapter. If you do decide to use an agreement, cal areas of healthcare management, helping her better under- keep it simple. stand what may be needed to reach her desired future goals.

Meeting Agendas We stated at the beginning of this guide that mentoring is all While it is important to continue building the trusting relation- about learning and growing. A work plan can keep you and ship, now is the time to begin building the plan. While some your mentee focused on this learning, growth and development mentees come to the relationship with a clearly defined goal, and may help keep the relationship on track. See Sample Work most come with only a broadly defined goal. As mentor, it is Plan in the Tools section below. important for you to understand her goal rather than assume you understand what she means. If your mentee already has a specific well-defined learning goal, ask her clarifying questions so that you come to understand exactly what she means and where she wants to go. For example, say your mentee says her goal is to move into a position with a better title, higher salary and location closer to her family within the next year. Rather than assuming that you know what she means, you need to begin asking questions such as “Could you describe what a ‘better title’ means to you?” and “What do you think is needed in order to reach that goal?”

| 13 | Phase 2: Working Toward the Goals

Tools To create an effective developmental plan, it is important to look at your mentee’s requirements, what she needs to fulfill these requirements, what she currently has to offer and what is required for success. Assess whether these are in or out of balance and if so, by how much and what she must do to bring them into balance. In doing so, she discovers areas in which her skills and attri- butes are currently relevant or in need of development, as well as determines what factors might increase her level of satisfaction. After answering the questions, your mentee should look for gaps, then move forward and develop a work plan.

Mentee Developmental Goal Assessment

Your Requirements For Work/Life Contributions To Your Work/Life Fulfillment Fulfillment From Your Current or Desired Role What are my values and interests? What is the culture of the organization?

What do I need to keep my life in balance? What benefits will help me achieve this life balance?

What are my developmental needs? What are my growth opportunities?

Contributions To Your Current Role or Requirements For Success In Your Desired Role Current or Desired Role How do I deliver value? What is the mission and key objective for the organization?

What are my skills and talents? What skillsets are needed to achieve success?

What is my competitive advantage? What changes may impact the organization’s requirements?

| 14 | Phase 2: Working Toward the Goals

Work Plan for Mentoring Relationship

Mentee’s Goal:

Objectives Action Plan Resources Needed Target Date

| 15 | Phase 2: Working Toward the Goals

Sample Mentoring Partnership Agreement

Mentor/Mentee Agreement

We the undersigned hereby agree on the following:

The goals and objectives of our mentoring relationship are as follows:

We agree to meet regularly. The time committed to this relationship will be as follows:

Our meetings will typically last for one hour and occur twice a month for the first four to six months, followed by monthly meetings during the remainder of our relationship, up to an anticipated period of 12 months. We commit to reevaluating the relationship and both understand that this relationship may end sooner than the originally projected 12 months. Our specific meeting schedule will be as follows:

If either of us needs to reschedule a meeting, we will do so only in a real emergency and will notify the other via phone/text/email (agree on one) no later than (hours/days) in advance.

We agreed to the following set of ground rules: (See sample in Chapter 4, Tools section)

We agree to provide routine feedback to each other and evaluate our relationship at least every months by openly discussing our sense of how the relationship is working for us and how we each feel we are progressing toward the mentoring relationship goals as described above.

We agree that when one or both of us feel it is time to terminate the relationship that we will discuss this and either mutually agree to terminate or develop a plan to get the relationship back on track.

Mentor’s Signature Mentee’s Signature

Date Date

| 16 | Phase 2: Working Toward the Goals

Checklist Before Moving to Phase 3

Goals are clearly defined and understood by both mentor and mentee.

Mentor and mentee have agreed upon routine meetings, the ground rules for the relationship and the preferred feedback method.

Agreement has been reached regarding the expectations and responsibilities of each party.

A work plan is in place that is based on learning/ growth and development with timelines for completing the work and agreement on periodic checks to reevaluate and modify the plan as well as check progress.

I remain committed to my mentee and to continuing to evaluate and develop my mentoring skills in order to help my mentee.

| 17 | Chapter 6 Phase 3: Hitting Our Stride

Expectation for the Next Four to Eight Months continue to move boldly toward the future. Also recognize that You have made it to the best part of the mentoring relationship. it may be time to help your mentee step back and re-evaluate You have laid a foundation for trust and open communication, her goals and objectives and reframe them. agreed upon how you will work together, laid out ground rules and expectations of one another, and have a mutually agreed Feedback is critical to this phase of the mentoring relationship. upon work plan in place. Now, it’s time to put the plan in mo- It is the most powerful way for learning to occur. Remember to tion. During this phase you will likely want to slowly move to provide your feedback honestly, but in a supportive, encourag- meeting once a month with brief updates in between. ing way. Your feedback needs to be relevant, practical and specific, and aimed toward the growth and development of Your role as mentor during this phase will focus on supporting your mentee. your mentee, challenging her and providing the vision for her that will help her grow and develop. As your mentee begins Only if we truly care about someone will we take the energy implementing objectives from her plan, it is likely that she will to give honest feedback. Hopefully at this point in your rela- often need your support. This support may involve listening to tionship, you are invested in the success of your mentee and your mentee or being that safe, nonjudgmental person with although it may be difficult at times, you will not allow these whom she can speak freely. Go back and review the Tools sec- teachable moments to be wasted. Staying focused on the issue tion of Chapter 1. Ask your mentee questions that will cause or the situation rather than the person is best. Your goal in this her to reflect and articulate her own thinking. Share some phase is to help your mentee achieve her learning objectives. stories from your personal journey that relate to what she is experiencing. Express positive encouragement such as “I know Meeting Agendas that this is a very difficult time for you, but knowing you, I trust Your meetings should switch focus from what is the goal to that you will do a great job in managing this situation that you how are we doing in reaching that goal. Each meeting should just shared with me.” begin by doing a quick review of what was accomplished at the last meeting, how each of you felt it went and what could have For your mentee to learn and grow, she will need to consis- been done differently now that you both have had time to think tently move forward. A good way to help her sustain that about it. Next, have the mentee update you on her current forward momentum is by challenging her. This can take the situation particularly as it relates to the plan and any progress form of setting tasks for her such as “I think it would be good she may have made: what is working, what is not working, for you between now and our next meeting to arrange an how she is feeling about it, etc. Remember to stay focused on informational interview with … to get her perspective on … ” the plan and on the purpose of the relationship, which is the Other ways to challenge your mentee include asking “what if” growth and development of the mentee. questions based on different hypotheses, engaging in discussions with your mentee and setting high standards for her that will also demonstrate you believe in her. In Chapter 1, we said the role of a mentor is sometimes that of cheerleader. During this phase, your mentee may lose sight of the vision. As mentor, it is your job to help inspire, motivate and encourage her to

| 18 | Phase 3: Hitting Our Stride

Tools

Agenda Conversations

Start of Each Meeting • What did we do at the last meeting? (Past Focus) • How do each of us feel about it? Are there things we might have said or done differently now that we have had time to think about it?

• Review any action items that you both had agreed upon. Majority of Each Meeting • Ask mentee to provide update on her current situation, par- (Current Focus) ticularly as it relates to the plan.

• Ask mentee to provide progress report on action plan items.

• Discuss what’s working and what is not working relative to the action plan as it relates to achieving the goal. Discuss how the mentee is feeling about her progress and the plan.

• Revise objectives and action plan if needed.

Ending Each Meeting • Agree on actions to be completed before the next meeting. (Future Focus) • Discuss expectations regarding open and honest feedback with one another and ask for that feedback at the end of every meeting.

• Agree upon next steps and the next meeting agenda.

| 19 | Phase 3: Hitting Our Stride

Checklist Before Moving to Phase 4

Mentee is still learning and growing.

Mentee is still moving forward in pursuit of her goals.

The feedback I am giving is honest, thoughtful and constructive.

We are continuing to build and maintain a productive relationship.

I am still committed to my mentee and to continuing to evaluate and develop my mentoring skills in order to help my mentee.

There are no subjects that seem too difficult to discuss in our relationship.

| 20 | Chapter 7 Phase 4: Phase Out/Closure

Ending the Relationship Just because the mentoring relationship ends, that does not While the location of this chapter may make it appear that clo- mean that you can’t maintain a relationship, be it as friend or sure comes neatly after you and your mentee have developed a colleague. Don’t burn any bridges behind you. Work to have an trusting, respectful relationship, closure may come at any point honest conversation: Provide the mentee with your rationale for during the relationship. terminating the mentor/mentee relationship, listen to what she says carefully and respond to her thoughts in a nondefensive, You may have noticed in the sample Mentor/Mentee Agree- nonjudgmental manner. ment in Chapter 5 that the agreement asked both parties to openly evaluate how the relationship is working and if there is As the mentoring relationship is one of learning, growth and a thought or desire to stop the relationship, whether it be one development, the relationship’s end should serve as a learning or both of you, that you will have a discussion. Both parties go conclusion. The ideal ending conversation should focus on the into a mentoring relationship with high hopes. Sometimes the learning that took place during the relationship—not just the relationship just doesn’t work out. No matter when one or both mentee’s learning, but what you, as a mentor, learned. We all of you come to the realization that it is time to end the relation- learn from good experiences as well as from the not so good ship, it is important to discuss it together. experiences. Look at the pluses and minuses of the relationship. As the mentor, it is up to you to make every effort to have the Closure even after a successful mentoring relationship can ending be as positive as possible. be challenging and stressful. Sometimes, it may be that one person in the relationship has experienced a life or job change that shifts her attention and ability to focus on a mentoring relationship. Or it may be that you or your mentee are fearful of bringing up the topic of closure to avoid hurting the other person’s feelings. Although the relationship may have been professionally fulfilling for both, it has run its course/achieved the agreed upon goals and has consequently grown stale. One or both of you may find it more comfortable to maintain the status quo than to engage in an awkward discussion.

No matter the reason, appropriate closure is important for both parties. To set the stage for the end, it is best to discuss the end at the beginning and periodically throughout the relationship. You may wish to add an item to your agenda every few months such as “How are each of us feeling about this relationship? What do we think about the value and longevity of this relationship?”

| 21 | Phase 4: Phase Out/Closure

Tools Is It Time For Closure?

My mentee has met his/her learning goals.

It feels as though we are meeting just to meet.

We have been meeting for months and do not seem to be making any progress.

My mentee does not seem to be following through.

I feel rushed and irritated when I have to meet with my mentee.

| 22 | Chapter 8 Celebration & the Future

Summarize the Learning/Focusing on the Positive Most of us have had a number of mentors at different points The healthy discussion at closure provides you and your mentee in our lives. Many of them have remained a friend or colleague with the opportunity to evaluate the learning outcomes and that we touch base with periodically or think of from time to discuss how your mentee might build on her learning as she time with fondness. Ending the formal mentoring relationship moves forward in her career. As the mentor, you play a major should be done in a way that is focused on the future and role in facilitating this conversation. Start by asking your leaves the relationship open to evolve into something different. mentee to look back over the goals that you developed early in your mentoring relationship. Then, ask your mentee for her Celebrating assessment of what she learned/accomplished relative to each Most of us don’t take the time to celebrate, we often look at objective. For example, if one of your mentee’s objectives was something as done and move on to the next thing. However, to position herself for a position with greater responsibility, celebration at the end of the mentoring relationship is impor- ask her to describe the progress she felt she made toward that tant as it reinforces the learning that has taken place and helps objective. Listen carefully to her response and ask follow up with transitioning to the next phase, much like the graduation questions such as “Based on the progress you have just shared ceremony did when we completed our degree. with me, what do you think are the implications for you as you move forward?” Your questions need to focus on the learning Some suggestions for celebrating may include a face-to-face that has taken place, including what each of you learned as a get-together if you have been mentoring via computer-mediat- result of the mentoring relationship itself. ed methods. A written note expressing your gratitude to your mentee and vice-versa can be an expression of celebration, pro- You may be surprised at what you have learned about yourself viding a permanent reminder of the relationship and its success- through mentoring. Share with your mentee what you have es. You and your mentee may wish to exchange a meaningful learned. Offer your analysis of the learning that has taken place memento. Any mementos should not be expensive—perhaps a based on your perspective and ask your mentee if your percep- book of reflections that will help continue the learning that the tions are similar to her own. That conversation may go some- mentee began during the mentoring relationship. thing like this:

Mentor: I have observed that you have grown more sure of yourself over the past year.

Mentee: You know, you’re right. I do feel more confident and am now giving my opinions more often at meetings.

Mentor: That’s terrific! You have taught me a lot about pa- tience and the importance of listening this year. I am finding that my leadership team is being more open with me, so thank you.

| 23 | Celebration & the Future

The Future Take the time to be honest about whether there will be a future relationship.

If you do wish to continue the relationship, agree whether it should be touching base periodically over email or phone or something more formal.

Whatever you agree upon, know that each of you will likely feel a loss. You have bonded over the past year or so. You have confided in each other and learned together. As mentor, you may worry about your mentee and wonder how she is doing without you. Your mentee may miss the support and feedback that you provided. The good news is that you may likely hear from each other when you least expect it. Over the years, you may receive voicemails, emails or notes informing you of your mentee’s latest accomplishment and waiting for your praise or approval.

Now that you have agreed upon your future relationship with your mentee, it is time for you to do a self-evaluation. See the Tools section of this chapter for a sample self-assessment tool. Add this experience to the personal journey you did at the start of the relationship. Ask yourself: How has this mentoring experience changed you? What did you learn from this relationship? How can you use what you learned in future mentoring relationships? Are you ready to be a mentor again?

| 24 | Celebration & the Future

Tools Take a moment to reflect on your experience by completing the following: Mentor Self-Assessment

Never Sometimes Usually Always

I made myself available regularly for my mentee.

I was truly present during our conversations.

I shared personal experiences and information openly.

I was satisfied with the level of trust we achieved in our relationship.

Our discussions were substantive.

I enabled learning more than I taught.

My mentee established solid goals and objectives.

My mentee was able to meet his learning goals and objectives. We had a good discussion about closure.

I feel good about the mentoring relationship.

What were your learnings from this experience?

| 25 | Chapter 9 The ACHE Leadership Mentoring Network

ACHE created the Leadership Mentoring Network to expand Other Options for ACHE Members Considering opportunities for learning and development exclusively for Participating in Mentoring ACHE members. This service is not intended for students, nor is In addition to the national ACHE Leadership Mentoring Net- its intent to find employment for mentees; rather it is designed work, some ACHE local chapters have mentoring programs for healthcare executives who are employed full-time and are uniquely tailored to their own environments. For example, local seeking growth as leaders and professionals. mentoring programs may be designed to help Members pass the Board of Governors examination. Others may help early The Leadership Mentoring Network maintains the classic careerists to grow and prepare for greater responsibilities in the one-to-one mentoring experience, while relying primarily on a future. Use the Chapter Directory to find the chapter in your contemporary combination of communication channels such area for further information at ache.org/Chapters. as phone, email, Skype and FaceTime. Face-to-face meetings will likely be the exception, not the rule. Using this approach, Members who are in full-time education, training or job mentoring partnerships can develop even between individuals search modes may instead consider the benefits of ACHE’s separated by great distances. Mentoring partnerships initially Career Management Network. The network consists of a dif- are expected to be established with a specific purpose and for ferent pool of volunteers who have agreed to be resources a limited time. Successful mentoring partners are encouraged for individuals considering career directions or making transi- to expand their focus and continue their relationship as long as tions between healthcare sectors or locations. Learn more at they wish. ache.org/CareerManagementNetwork.

Prospective mentors and mentees must file a personal profile with ACHE’s Career Resource Center at ache.org/Leadership- MentoringNetwork so that CRC may identify appropriate matches.

Note: The Leadership Mentoring Network operates thanks to the service of dedicated volunteers. While their numbers are growing, their supply is finite. Consequently, we must limit the mentor and mentee pairings to ACHE members who currently hold healthcare management positions.

| 26 | References

American Society of Association Executives. How to be a good mentor. Retrieved from www.asaecenter.org/files/How%20to%20 be%20a%20Good%20Mentor.pdf

Broscio, M.A., Schneider, P. & Scherer, J. (2003). Six steps to creating a personal career-decision framework, career success. Chicago, IL: Health Administration Press.

Catalyst Knowledge Center (2012, May 1). Generations in the workplace in the United States and Canada. Retrieved from www.catalyst.org/knowledge/generations-workplace-united-states-canada

Dhawan, E. (2012, January 23). Gen-Y workforce and workplace are out of sync. Forbes. Retrieved from www.forbes.com/ sites/85broads/2012/01/23/gen-y-workforce-and-workplace-are-out-of-sync/

Hoahing, T. (2008). 10 ways to be a good mentor. Blue Sky Coaching. Retrieved from www.blueskycoaching.com.au/pdf/v4i10_ mentor.pdf

Kane, S. Generation X. About.com: Legal Careers. Retrieved from http://legalcareers.about.com/od/practicetips/a/ GenerationX.htm

Moore, G.R. (2013, July 11). Baby boomers, generation ‘X’ and generation ‘Y’ in the workplace: a melting pot of expertise. Resource1 Blog. Retrieved from http://r1consulting.com/baby-boomers-generation-x-and-generation-y-in-the-workplace-a- melting-pot-of-expertise/

Smith, J. (2013, May 17). How to be a great mentor. Forbes. Retrieved from www.forbes.com/sites/jacquelynsmith/2013/05/17/how-to-become-a-great-mentor/

Stanek, S. (2012). Mentor effectiveness participant guidebook. Richfield, MN: Menttium Corporation.

Tjan, A.K. (2009, March 25). Five questions every mentor must ask. Harvard Business Review Blog Network. Retrieved from blogs. hbr.org/2009/03/five-questions-every-mentor-mu/

Townsend, R. & Watson, C. (2004). Baylor University’s community mentoring for adolescent development trainer’s manual. Retrieved from www.mentoring.org/downloads/mentoring_1328.pdf

Workforce Central Florida. (2010). Understanding four generations in the workplace. Retrieved from www.workforcecentralflorida.com/employer/employer-research-resource-center/hr-tips-strategies/management/ understanding-four-generations.stml

Zachary, L.J. (2012). The mentor’s guide: Facilitating effective learning relationships (2nd ed.). Hoboken, NJ: John Wiley & Sons, Inc.

| 27 | Appendices Appendix A ��29 Burt, T. (2006, January/February). The benefits of mentoring. Healthcare Executive. Chicago, IL: American College of Healthcare Executives Appendix B �� 31 Kriegel, D.B. (2012, July/August). Mentoring and preparing the next generation. Healthcare Executive. Chicago, IL: American College of Healthcare Executives Appendix C ��34 Kelly, S.G. (2010, June) Mentoring and you. Momentum: The Early Careerist Network Newsletter. Chicago, IL: American College of Healthcare Executives. Appendix D ��36 Buell, J.M. (2013, August/September). The mentee-mentor relationship and your career. Momentum: The Early Careerist Network Newsletter. Chicago, IL: American College of Healthcare Executives. Appendix E ��28 Broscio, M.A. (2013). Long-distance mentoring tips. Chicago, IL: American College of Healthcare Executives Appendix F ��39 Broscio, M.A. (2013). Mentoring options. Chicago, IL: American College of Healthcare Executives.

| 28 | Appendix A

Careers Careers

a good fit with a particular protégé,” “In many ways, the mentorship option years. “Our program is extremely Associates (MHEGA), and created the The Benefits of Morton says. forced me to take a more proactive popular,” says Paula Zalucki, ACHE online MHEGA Chapter Mentoring approach to my own professional Regent for Greater Dallas–Fort Worth Program. The software is based on the Mentoring Fellow Mentorship Project development and dig deeper into why Area and president-elect for ACHE same format as that of the LMN and The LMN is a good resource for I behave and lead as I do,” says Paul of North Texas. “At first people are is now available to all chapters. Explore opportunities at ACHE. time-strapped executives, but ACHE Ortiz, FACHE, director, University reluctant because of time commitment also provides mentoring options for of Texas, MD Anderson Center. “The issues, but often we’ll get senior execu- After MHEGA chapter members log in, those interested in face-to-face intangible value was gained in devel- tives who want to return the next year they are provided with an alphabetical Tequia Burt encounters. “The LMN has been very oping a lifelong professional relation- because they had great experiences.” list of all members of the MHEGA successful,” Morton says. “But it can’t ship and helping prepare the next chapter by name, by company and truly match the impact of face-to-face generation of healthcare leaders.” To support these efforts and to provide by city and state. Clicking on an indi- One of the most critical responsibili- experienced healthcare executives seeking contact in a single geographic setting.” assistance to chapters without the vidual member’s name allows access to ties for today’s leaders is cultivating growth as leaders and as professionals. Chapter-Level Mentoring means to establish a mentoring frame- even more detailed information. Chap- strong leaders for tomorrow. A grow- For those who are advancing to Fellow ACHE also supports mentoring on work, ACHE has developed online ter mentoring programs also can benefit ing number of top-level executives are The LMN maintains the classic one- status, mentorship provides one option. the chapter level. Many chapters have software to help get chapter mentoring from ACHE’s other online resources, committed to leadership development on-one mentoring experience, while This opportunity involves a structured already introduced mentoring pro- programs off the ground and running. such as advice from experts, articles in their organizations, as well as with- relying primarily on phone and e-mail and in-person approach. As part of the grams that are both popular and suc- In 2005 HECRC launched this chap- and an audio conference on “The in the healthcare field. communication. This makes geo- Fellowship project, candidates must cessful. The ACHE of North Texas ter-level effort in collaboration with Art of Mentoring.” These resources graphic proximity unnecessary and submit a four- to eight-page mentor- chapter has had a thriving, structured ACHE’s Detroit-area chapter, Michi- can be found in the Affiliates Career ACHE has always strongly supported allows busy healthcare executives to ship proposal that exhibits a commit- mentoring program for the past ten gan Healthcare Executive Group and Resource Center on ache.org. mentoring efforts. Besides establishing easily participate in the program. ment to the project and illustrates the the Leadership Mentoring Network ACHE also offers online support to value to the protégé and to healthcare The best advantage to mentoring (LMN) in 2001, ACHE offers Diplo- those interested in the LMN. Visit management. Throughout the year initiatives on the chapter level is that mates advancing to Fellow the oppor- ache.org to download the Leadership mentors are required to formulate a mentors can meet protégés face-to- tunity to provide a formal, yearlong Mentoring Network Manual. professional development plan along face, and the approach can be flexible mentorship as one option to fulfill with their protégé, and submit three enough to meet the particular needs their Fellow project requirement. Since its inception, the LMN has quarterly reports and a final report. of the participants. Chapters are free Always looking for ways to enhance matched more than 400 ACHE affili- to make mentoring programs available mentoring opportunities, ACHE has ates with volunteer mentors. Morton People who chose this FACHE option to students. The benefits are enormous. begun exploring mentoring on the and his staff pair mentor and protégé are positive about their experience. “A lot of senior executives don’t realize chapter level. based on specific responses from per- the advantages of mentoring,” Zalucki sonal profiles that all prospective partic- says. “They discover that bringing a Leadership Mentoring Network ipants complete online. “Protégés tell us protégé to events like board meetings According to Reed L. Morton, Ph.D., what they are looking for in a mentor or standing committees can generate FACHE, director of ACHE’s Health- and then we ask questions like: Do you new ideas on projects that we all take care Executive Career Resources Center want a mentor who is of the same gen- This column is made possible in part for granted and that helps you grow (HECRC), the LMN has two goals. der? Who is in the same field? Who is by AmerisourceBergen. AmerisourceBer- as a person and as a leader.”L “The first goal is to help the protégé of the same race or ethnicity?” Mentors gen is one of the largest pharmaceutical become more effective as a leader,” also can request a protégé in a specific services companies in the United States. For information about LMN, contact Morton says. “The second is to intro- type of organization or with particular Serving both pharmaceutical manufac- Reed L. Morton, Ph.D., FACHE, at duce senior-level executives to mentor- career goals. Although ACHE has more turers and healthcare providers in the (312) 424-9444 or [email protected]. pharmaceutical supply channel, we ing and to encourage those who have than 700 mentors in its database, some- For information on the Fellow Mentorship been mentored to consider mentoring times matching up prospective mentors deliver the right medications at the right time for the right price. We deliver Project, contact Patricia Griffith, FACHE, in the future.” The network is not and protégés requires a little extra work. total solutions that help a health sys- at (312) 424-9377 or [email protected]. intended for students, nor is it intended tem reach its business goals – optimal to find employment opportunities for If we can’t find a match, we’ll go out clinical performance, improved resource Tequia Burt is associate editor for protégés. Rather it is designed for and recruit people we know might be optimization and economic expansion. Healthcare Executive.

44 Reprinted from 44 HealthcareHealthcar eExecutive Executive 46 Healthcare Executive JAN/FEBJAN/FEB 2006 2006 JAN/FEB 2006 ache.org

| 29 | JF06_careers_reprint.indd 2 11/12/13 1:53 PM Appendix A

Careers

“In many ways, the mentorship option years. “Our program is extremely Associates (MHEGA), and created the forced me to take a more proactive popular,” says Paula Zalucki, ACHE online MHEGA Chapter Mentoring approach to my own professional Regent for Greater Dallas–Fort Worth Program. The software is based on the development and dig deeper into why Area and president-elect for ACHE same format as that of the LMN and I behave and lead as I do,” says Paul of North Texas. “At first people are is now available to all chapters. Ortiz, FACHE, director, University reluctant because of time commitment of Texas, MD Anderson Center. “The issues, but often we’ll get senior execu- After MHEGA chapter members log in, intangible value was gained in devel- tives who want to return the next year they are provided with an alphabetical oping a lifelong professional relation- because they had great experiences.” list of all members of the MHEGA ship and helping prepare the next chapter by name, by company and generation of healthcare leaders.” To support these efforts and to provide by city and state. Clicking on an indi- assistance to chapters without the vidual member’s name allows access to Chapter-Level Mentoring means to establish a mentoring frame- even more detailed information. Chap- ACHE also supports mentoring on work, ACHE has developed online ter mentoring programs also can benefit the chapter level. Many chapters have software to help get chapter mentoring from ACHE’s other online resources, already introduced mentoring pro- programs off the ground and running. such as advice from experts, articles grams that are both popular and suc- In 2005 HECRC launched this chap- and an audio conference on “The cessful. The ACHE of North Texas ter-level effort in collaboration with Art of Mentoring.” These resources chapter has had a thriving, structured ACHE’s Detroit-area chapter, Michi- can be found in the Affiliates Career mentoring program for the past ten gan Healthcare Executive Group and Resource Center on ache.org.

The best advantage to mentoring initiatives on the chapter level is that mentors can meet protégés face-to- face, and the approach can be flexible enough to meet the particular needs of the participants. Chapters are free to make mentoring programs available to students. The benefits are enormous. “A lot of senior executives don’t realize the advantages of mentoring,” Zalucki says. “They discover that bringing a protégé to events like board meetings or standing committees can generate new ideas on projects that we all take for granted and that helps you grow as a person and as a leader.”L

For information about LMN, contact Reed L. Morton, Ph.D., FACHE, at (312) 424-9444 or [email protected]. For information on the Fellow Mentorship Project, contact Patricia Griffith, FACHE, at (312) 424-9377 or [email protected].

Tequia Burt is associate editor for Healthcare Executive.

46 ReprintedHealthcar frome Executive HealthcareJAN/FEB Executive2006 JAN/FEB 2006 ache.org | 30 | JF06_careers_reprint.indd 3 11/12/13 1:53 PM Appendix B

Careers

Mentoring and acknowledge that you have heard.” Instinctively, I may have known Preparing the Next this was the most effective way to handle the situation, but at that Generation point, I had not seen that behavior modeled in my career. Those skills were not yet part of my toolkit— As I became a more Diane B. Kriegel, RN, Critical skills are best learned when passed and certainly not something I had FACHE experienced healthcare from leader to leader. learned in my formal classroom education. executive, I was compelled to “pay it The healthcare field has always been Committee to discuss policies and That first coaching session with characterized by its complexity. procedures as they related to the Jennings evolved into a four-year, forward” as it were and While the tools and methodologies hospital’s laser program. During informal mentorship. When the reach out to young for dealing with that complexity those committee meetings, without laser program started at Pasadena, have changed since I first began my fail, a particular physician leader the committee meetings ran weekly, healthcare leaders who career, the fundamentals have not. and I would clash. Reynold J. then monthly after the first year. The art of listening, reading people Jennings, FACHE, was the executive Jennings committed to meeting with could not only be good at and reacting appropriately are director of the hospital at the time me for an hour prior to those meet- what they did, but could nuanced skills that will always be and participated on the committee ings to review the agenda, update requisites for leaders in our field. as well. the issues that had developed since be great. the last meeting and proactively But they are not skills that can be Recognize Mentoring consider issues that might be on the easily delineated in a textbook. Opportunities table for the upcoming meeting. Rather, they are best acquired by After witnessing the tensions between Under Jennings’ guidance, I thrived following the example set by other the physician and me several times, in my role and was able to deal more successful leaders. I was fortunate Jennings scheduled a meeting with effectively and productively with all to be mentored early in my career me. He recognized my potential, committee members. by someone who guided me while drive and commitment to the project; demonstrating the skills and attri- but at the same time, he also saw I left the laser clinical area after butes that were ultimately essential my struggle as I tried to rein in my eight years to pursue my master’s to my career success and fulfill- feistiness as I interacted with the degree. Upon completion of my ment. Thus, as I became a more physician. Jennings knew that the master’s, I was hired as the director experienced healthcare executive, I difference between succeeding in my of Services Development and was compelled to “pay it forward” role and failing depended on finess- Implementation for the Eastern as it were and reach out to young ing my communication skills. Division of a major healthcare sys- healthcare leaders who could not tem, reporting to Jennings, who only be good at what they did, but That initial meeting changed my had become president of that divi- could be great. professional life. Jennings coached sion. In this role, I was actually a me on how to conduct myself in a corporate employee, and as such, In the late 1980s as the director of confrontational situation. “Make the Pasadena Laser Center in St. your statement, sit back and wait Petersburg, Fla., I was putting for a response,” he said. “Listen to together a laser program for the sur- his response. If the physician lashes gical specialists at Palms of Pasadena out, don’t take it personally and Hospital. As part of my duties, I met don’t become defensive. Look at periodically with the hospital’s Laser him when he is speaking and

60 Reprinted from Healthcare Executive JULY/AUG 2012 ache.org | 31 | JA12_careers_reprint.indd 60 11/12/13 1:45 PM Appendix B

Careers

the waters were a bit more treacher- and physicians by knowing and stat- Pay It Forward ous for me. I had always believed ing the facts without surmising or Because of the learning opportuni- that my passion for patient care and embellishing. Respecting everyone’s ties I had with Jennings as a mentor, my ability to do my job well were time and knowing the appropriate I realized the importance of showing all that mattered in being success- tone for any given situation were people the gray areas. For example, ful. But I quickly realized that hos- other lessons that became critical to rather than simply assigning budget pital-physician relationships and my success. responsibilities to nursing directors, having a “give and take” approach I took time to educate them on how factored heavily not only in my per- This kind of in-the-moment, tai- to communicate with CFOs to sonal success, but also in creating a lored learning opportunity can only accomplish their goals. In another productive, efficient and high-qual- happen through a mentoring rela- instance, a perioperative director ity hospital environment. tionship. It is the most powerful was concerned about the perfor- educational tool we can provide our mance of one of her supervisors. Seek Continuing Guidance early careerists. As my career pro- After spending time with the super- Once again, recognizing that I gressed and I became a healthcare visor, I realized she had much to needed guidance, Jennings and I consultant, I began to seek out offer but lacked the confidence she restarted our regular meetings dur- younger staff who possessed natural needed to succeed. While our men- ing which I learned the importance intelligence and drive but lacked the torship was informal in the fact that of staying on point during discus- interpersonal skills that define a nothing was documented, it was for- sions with senior-level colleagues respected leader. mal in so far as we met each day. I

62 Reprinted from Healthcare Executive JULY/AUG 2012 ache.org | 32 | JA12_careers_reprint.indd 62 11/12/13 1:45 PM Appendix B

asked her questions such as what we • Satisfies my need to contribute importance of taking the time to work could have done differently the day to the betterment of the individ- with an early careerist in your organiza- before, her opinion about the way a ual and the organization tion cannot be overemphasized. s meeting went, how she thought we could gain the buy-in of a certain The skills I learned from Jennings, and Diane B. Kriegel, RN, FACHE, is a physician or what the next step in in turn have shared with my colleagues, principal at TatumHealthcare getting from point A to point B are those that are best learned as they Consulting in Atlanta. She can be might involve. are passed from leader to leader. The reached at [email protected].

She had definite answers to these questions; the problem was that she had never been asked to project what the end result might look like and what it would take to get there. Simply articulating these answers to an objective source gave her the confidence to accept responsibility and ownership of her department, rather than defer to her director. This pay- it-forward approach required only a bit of extra effort on my part, but it made a world of difference to her performance.

Many times our early careerists can benefit from the coaching of someone from the outside looking in. Without my mentorship with Jennings, I am not sure I would have been aware of that need—or even willing to extend myself. But because I experienced the benefit of that relationship, I knew just how essential it can be to someone’s success.

I have found that being a mentor has been incredibly rewarding because it:

• Reinforces the lessons I have learned over the years and keeps my own skills sharp

• Contributes to my colleagues’ ability to come out of their shells or receive praise for a job well done when previously they had not been recognized

Reprinted from 63 Healthcare Executive JULY/AUG 2012 ache.org | 33 | JA12_careers_reprint.indd 63 11/12/13 1:45 PM Appendix C

| 34 | Appendix C

| 35 | Appendix D

| 36 | Appendix D

| 37 | Appendix E Long-Distance Mentoring Tips

By Michael A. Broscio

In an ideal world all mentoring would be face-to-face. These Phone or Online Video Communication days, organizations have multiple locations, sometimes widely Platform Meetings dispersed. Plus, time is at a premium in this challenging era To run an effective phone or Skype type meeting, a clear of healthcare. So you may be connecting with a mentor who agenda for the mentoring session is necessary, but build in is not necessarily located in your geographic area. But with some time for additional topics or questions. Make sure you are preparation, planning and today’s technology, a long-distance free from distractions and have the necessary resources avail- or “virtual” mentoring relationship can work well. able or within reach.

Points to Keep in Mind Although the content of distance and face-to-face meetings Let’s look at potential challenges with a virtual or long-distance are similar, virtual mentoring communication is different mainly mentoring relationship. They include more limited communica- due to the limits of observing each other’s reactions. Careful tion options and potential difficulty in creating the personal listening to tone and volume of voice is important. Nonverbal connection that’s important to such a relationship. So how can cues will be harder to detect, but as the relationship develops, you optimize your efforts? work at developing that “sixth sense” needed to enhance the process. 1. Manage expectations: It is important to establish expectations early to ensure a good launch to the partnership. Some tips for both mentors and mentees include: Before the first meeting, have the mentee explain her expectations, summarize your understanding and then • Tuning in to nonverbal signals: Listen for voice inflections articulate the agreement. and raising or lowering of volume, sighs, periods of silence and similar signals. 2. Establish guidelines: Be sure you agree on frequency and length of meetings, best times of the day to meet, setting • Using active listening: Check in by asking “What I hear an agenda, best methods of contact and confidentiality. you saying is…”, “How do you feel about that…” or “Can Sessions should be postponed only if absolutely necessary. you elaborate on that…” This will help confirm that you are both on the same wavelength about the topic. 3. Build rapport: If at all possible, meet face-to-face early in the relationship or use Skype or other video conferencing • Summarizing discussions: Close the meeting by summariz- tools for early sessions to facilitate the connection. ing what you believe has been agreed to, which will also help set up the next conversation. 4. Be adaptable: Developing an agenda for each conversation is important to stay focused, but allow for discussions While sending emails may be convenient, it shouldn’t become that may take things in another direction. Some parameters a dominant way of communicating. Email is fine for setting up will guide conversations, but too many may stifle them. meetings, asking questions and can be helpful in maintaining a sense of connection between sessions. But email is not the best 5. Make the commitment: In a virtual relationship, it may be way to discuss sensitive issues. easier to postpone or cancel a session, so mutually agree on the level of commitment needed to make this a success- Can a long-distance mentoring relationship be effective? If the ful process. partners are willing and able to make the commitment that’s needed and follow some basic guidelines, the relationship should develop and gain the desired outcome. It’s worth the investment if it positions the mentee to successfully move to the next level in her career.

| 38 | Appendix F Mentoring Options Alternatives to the traditional one-on-one relationship.

By Michael A. Broscio

One-on-one mentoring certainly is the preferred form of Assessing Group Mentoring Options mentoring, but the restrictions of time and resources in today’s Group mentoring should provide a learning experience that fast-paced healthcare landscape can limit opportunities for facilitates sharing of knowledge and expertise. Some questions people who are eager to gain knowledge and guidance from to consider before you move forward include: experienced leaders. As communication and technology ad- vances continue, alternative mentoring approaches are emerg- • What are the goals for the group mentoring process? ing. These include various forms of group mentoring. • What professional development concerns should the group Group mentoring can create the opportunity for an organiza- focus on? tion to extend its mentoring efforts and reach more people. It is • What might be the obstacles for the mentoring group’s a potential solution to the challenge of mentoring people when success? there is a limited number of qualified volunteers and is a way to • What resources are available to the group? share the knowledge and wisdom of experienced colleagues. • How will you measure success?

Defining Group Mentoring Using Technology Group mentoring involves individuals who desire to participate Technology opens new possibilities for mentoring. Some orga- in a mentoring experience to achieve specific learning and de- nizations, in particular, professional associations or membership velopment goals. There are various forms of group mentoring. It groups offer an “e-mentoring” approach where a collection of may be a facilitated mentoring group, peer-group mentoring or experienced professionals respond to questions and share their team mentoring. knowledge with members for a pre-determined period of time.

Mentoring Group: Mentor Blogs have emerged from a variety sources and can Facilitated group mentoring allows a number of people to offer advice and knowledge sharing to those in a particular participate in a learning group and benefit simultaneously from industry/field or with a common purpose and allow for interac- the knowledge of an experienced professional or leader in the tion with participants. field. The group is enhanced as each member brings personal experiences into the discussion. The facilitator shares her own Podcasts Many organizations produce or make available use- personal experiences, offers feedback and responds to ques- ful content from experts in digital format for automatic down- tions. load on the Web.

Peer Mentoring: YouTube videos from experts in the field can cover a host Peer-group mentoring brings together peers with similar of topics from “how-to” to step-by-step instructions to sage interests or goals. The group is self-directed and self-managed. advice. TED Talks, for example, is a popular set of conferences It takes responsibility for developing its own learning agenda offering “ideas worth spreading.” The TED Talks website hosts and for managing the process. The participants share their own an archive of recorded presentations from a variety of well- personal experiences and provide feedback. known speakers.

Team Mentoring: The Future of Mentoring Team mentoring is best used for facilitating the learning of an One might argue that these approaches are not true mentoring intact team. Participants develop learning goals and work with and most would agree that the traditional one-one-one rela- one or more leaders/mentors who provide guidance, but allow tionship is best. However, these new approaches using avail- the team provide support and share each other’s experience able technology can disperse valuable knowledge and advice and knowledge. to a large audience. The result can be increased learning and development, which is the goal.

| 39 | 1 North Franklin Street Suite 1700 Chicago, IL 60606 (312) 424-2800 Phone (312) 424-0023 Fax ache.org