Peer Group Mentoring of Junior Faculty

Moss, Jay H.; Teshima, John; Leszcz, Molyn

doi:10.1176/appi.ap.32.3.230

Cited by 64 publications

(77 citation statements)

References 14 publications

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“…The literature has identified informal mentoring models such as: peer mentoring in which people of similar rank who share interests work together toward common goals (Bussey-Jones et al 2006;Seritan et al 2007;Files et al 2008;Mayer et al 2008;Moss et al 2008;Santucci et al 2008); multiplementoring in which the mentee is encouraged to develop a mentoring community consisting of a few mentors who seek to address and support the various aspects and the needs of the mentee (Chesler & Chesler 2002); and a two-tiered program involving 1 year perceptoring and multi-year mentoring (Benson et al 2002).…”

Section: Mentorshipmentioning

confidence: 99%

Mentoring and role models in recruitment and retention: A study of junior medical faculty perceptions

2012

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Purpose: This study explored the views of junior faculty toward informing mentorship program development. Method: Mixed sampling methodologies including questionnaires (n ¼ 175), focus groups (female, n ¼ 4; male, n ¼ 4), and individual interviews (female n ¼ 10; male, n ¼ 9) of junior faculty were conducted in clinical departments at one academic health sciences center. Results: Questionnaire results indicated that having role models increased commitment to an academic career; mentorship experience during residency training was a high incentive to pursue an academic career; and junior faculty did have identifiable mentorship experiences. Focus group results revealed that mentoring as well as the presence of role models a few years ahead of the junior faculty would promote career development. Females preferred similar age role models who spoke the same language, particularly in the area of promotion. Females identified several challenges and issues including a lack of researcher role models, a range of perceptions regarding the merits of formal versus informal mentoring, and the idea that mentors should provide advice on promotion and grants. Males valued advice on finances while females wanted advice on work-life balance. Conclusions: Mentorship emerged as an important factor in academic faculty recruitment and retention, with varying perceptions of how it should be institutionalized. Role models were viewed as important for retention, and a paucity of mid-career, female researcher role models suggests a gap to be filled in future programmatic efforts.

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Section: Mentorshipmentioning

confidence: 99%

Mentoring and role models in recruitment and retention: A study of junior medical faculty perceptions

2012

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“…As a result, some ECPs may begin their careers feeling isolated and perhaps experiencing benign neglect (i.e. inadvertent inattention without malicious intent) and mismatched expectations of mentoring relationships with senior colleagues (Moss, Teshima, & Leszcz, 2008). Henderson-Daniel speaks to the professional isolation faced by African American women psychologists in academia while others describe the impact of benign neglect on individuals of diverse backgrounds and professional disciplines (Austin, Sorcinelli, & McDaniels, 2007; Committee for the Assessment of NIH Minority Research Training Programs, Oversight Committee for the Assessment of NIH Minority Research Training Programs, Board on Higher Education and Workforce, & National Research Council, 2005;Pololi, Cooper, & Carr, 2010).…”

Section: Discussionmentioning

confidence: 99%

Early Career Boot Camp: A Novel Mechanism for Enhancing Early Career Development for Psychologists in Academic Healthcare

Foran-Tuller

Robiner

Breland‐Noble

et al. 2012

J Clin Psychol Med Settings

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The purpose of this article is to describe a pilot mentoring program for Early Career Psychologists (ECPs) working in Academic Health Centers (AHCs) and synthesize the lessons learned to contribute to future ECP and AHC career development training programs. The authors describe an early career development model, named the Early Career Boot Camp. This intensive experience was conducted as a workshop meant to build a supportive network and to provide mentorship and survival tools for working in AHCs. Four major components were addressed: professional effectiveness, clinical supervision, strategic career planning, and academic research. Nineteen attendees who were currently less than 5 years post completion of doctoral graduate programs in psychology participated in the program. The majority of boot camp components were rated as good to excellent, with no component receiving below average ratings. Of the components offered within the boot camp, mentoring and research activities were rated the strongest, followed by educational activities, challenges in AHCS, and promotion and tenure. The article describes the purpose, development, implementation, and assessment of the program in detail in an effort to provide an established outline for future organizations to utilize when mentoring ECPs.

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“…Mentoring has been shown to be effective in preparing junior faculty for their new roles. [4,13,[18][19][20][21][22] Several specific benefits from mentoring have been identified and proposed by research. Kapustin and Murphy's [18] review of the literature reported that mentoring was associated with high productivity and retention.…”

Section: The Role Of Mentoring In Faculty Developmentmentioning

confidence: 99%

“…Peer mentoring can be an effective and an inexpensive alternative to the traditional dyadic mentoring model [21]. Junior faculty participants in a year-long peer mentoring program reported satisfaction and were interested in continuing participation the following year [21].…”

Section: The Role Of Mentoring In Faculty Developmentmentioning

confidence: 99%

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New Faculty's Perception of Faculty Development Initiatives at Small Teaching Institutions

et al. 2012

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New faculty at small teaching institutions experience varied challenges related to navigation of three academic pillars: teaching, scholarship, and service. New faculty are often not prepared by doctoral or terminal degree granting institutions for faculty roles. This increases the responsibility of the hiring institution to introduce new faculty to the academic culture and provide development opportunities aimed at promoting academic success. For the purpose of this study seventeen faculty members, employed between one and three years at four northeastern USA colleges, were recruited for interviews. The Motivation-Hygiene Theory was applied to study the impact of challenges, barriers, and facilitators on faculty satisfaction with faculty development initiatives. The qualitative results emphasize a need for institutions to enhance the new faculty development initiatives: comprehensive new faculty orientations, ongoing teaching and learning workshops, mentoring programs, and other methods to facilitate the transition of faculty to the new academic position.

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Peer Group Mentoring of Junior Faculty

Abstract: A peer group mentoring format for junior faculty in an academic department of psychiatry can be an effective model of mentoring.

Cited by 64 publications

References 14 publications

Mentoring and role models in recruitment and retention: A study of junior medical faculty perceptions

Mentoring and role models in recruitment and retention: A study of junior medical faculty perceptions

Early Career Boot Camp: A Novel Mechanism for Enhancing Early Career Development for Psychologists in Academic Healthcare

New Faculty's Perception of Faculty Development Initiatives at Small Teaching Institutions

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