Outline
of Workshop on Leadership Skills:
Leading others/Mentoring/ Teamwork
Stephen Ludwig and Ruth Stein
5 min |
Introductions and Outline of Workshop
Goals |
5 min |
Goal
or Purpose of Mentorship Relationship – Group
Activity with Flip Chart |
3 min |
Table work - tables to identify based on their
experience:
½ Most important Qualities and Characteristics of a good mentor
½ Most important Roles and responsibilities of a good mentor |
3 min |
Report and summary of table work |
3 min |
Table work:
½ Most important Qualities and Characteristics of a good mentee
½ Most important Roles and responsibilities of a good mentee |
3 min |
Report and summary of table work |
5 min |
Group activity with Flip Chart - Challenges that you face
in becoming a mentor |
15 min |
Introduction of Tools for Mentorship and how they can be
used
Setting expectations for those you supervise and
providing a systematic mechanism for monitoring growth: These
are samples of tools that should be tailored to your specific
mentorship goals. All are used with some prep work on a periodic
(i.e. annual) basis and are intended to be useful in individual
sessions with self-appraisal by the mentee and appraisal by
the mentor that can form the basis of discussion and future
planning.
|
10 min |
Use
of a tool to mentor one another - 5 mins each
role in dyads; switching who is the mentor
and who is the mentee.
You have given your mentee an activity sheet to fill out and returned it to you.
Now you need to sit down and go over it:
- 1st case: He is an ambitious guy who wants to be a division
director some day and really wants to get promoted
as soon as possible
- 2nd
case: You have been charged with
making your division more academic, but this
particular
physician
is perfectly
happy
teaching successfully
and doing
clinical
work as long as she doesn’t have to
take work home with her.
|
2 min |
What
was easy and what was hard? |
10 min |
Table exercise:
- Scenario #1 -
The physician who cannot settle
in… in dyads
|
10 min |
Group
exercise by table with report to larger group:
- Scenario # 2:
The unfocused physician: This is your 4th semiannual
review and each time the physician whom
you are mentoring comes in with
a brand new plan for what he/she want
to accomplish in the next 6 months.
|
10 min |
Table
exercise:
- Scenario # 3: Mentoring this person was easy in the beginning,
but now it is going on your nerves, because this
person cannot make a move without checking it with you first.
In dyads
|
10 min |
Criteria for evaluating yourself as a mentor- Groups exercise |
5 min |
Lessons learned and how they can be adopted back home
|
-
Identifying
areas of special interest within General Pediatrics and helping
individuals to develop expertise
-
Developing
CVs and Teaching portfolios
-
Providing
information about the promotions process and timetable at your own institution
-
Nominating
people for things:
-
Skill
development
-
Identifying
collaborative opportunities; research small grants etc
-
Co authoring:
Chapters, reviews, etc
-
To
include a
discussion of what to do when
you don’t
have the skills
for some aspect of mentoring yourself
-
Advantages
of being a mentor
|
