Growing Leaders in Your Practice: The Role of Mentorship

written by Wendy Hauser, DVM - Peak Veterinary Consulting

In a study1 of early career veterinarians, mentorship was identified as one of the three most sought-after factors in accepting a job. While 51% of respondents stated that practice mentorship and support were among the primary reasons they decided to remain employed in a practice, 38% of the respondents stated a lack of mentorship was their main reason for leaving a position. What is mentorship and how can your hospital create a team-based approach to mentorship of all employees?

The Importance of Mentorship

Mentorship is a partnership between the mentee, which is a person with less experience in certain areas and a mentor, who is a person with more experience in those same areas. A mentor serves as a guide, helping the mentee to develop skills and grow new competencies. Mentors serve as a support system and sounding board as the mentee navigates different stages of their career. Finally, they are role models, helping the mentee to develop a professional identity by setting examples of professional ethics and attitudes that will aid the mentee in forging a successful career.

Both the mentor and the mentee are responsible to each other, and while they work together to create positive outcomes that benefit the mentee, in many cases the mentor finds meaning and purpose in the relationship as well.

Mentorship is the most desirable non-monetary benefit that attracts new veterinarians to a practice2. Despite this finding, discussions about mentorship expectations are rarely discussed. This creates disconnection, frustration, and stress for both parties that often results in turnover when the disappointed mentee leaves the practice. When effective mentorship exists, both parties’ benefit; the mentee from having a trusted advisor that is deeply invested in their success and the mentor, whose efforts are meaningful as they help their mentee develop into a confident professional.

Characteristics of Good Mentors

Mentors are experienced professionals that are willing to inspire and guide others. They share knowledge that helps smooth the career paths for their mentees; part of this process means sharing missteps so that their mentees can avoid making the same mistakes. There are five basic traits that characterize good mentors3 .

Knowledge

The mentor must possess the necessary skills and knowledge in the area in which they are providing mentorship.

Credibility

Mentors should have relevance and status as competent professionals in the fields in which they are providing mentorship

Communication

A good mentor understands that mentees will need different communication styles at different times. Sometimes, mentees are best served by asking coaching questions, helping them find their own answers. At other times it is more helpful to share information that helps them identify and avoid pitfalls

‘Other’ Serving

Mentors give freely of their time and attention in a mentoring relationship. Their job is to help their mentee grow and develop, both professionally and personally. They willingly use some of their hard-earned ‘relationship currency’ to open doors for their mentees, providing them with opportunities to succeed. These actions are selfless, and the reward the mentor receives is in seeing their mentee reach their potential.

Commitment

Being a mentor requires being consistently present for their mentee. The mentor and mentee should agree upon the frequency of mentoring sessions, how they will occur (in person, virtual video platform, telephone) and what the goals for the mentorship are. All attempts should be made to honor these boundaries.

Types of Mentorships

While mentorship is usually viewed as formal, one-one pairings, there are many different ways that individuals find mentorship:

Four Basic Models of Mentorship4

The recognized form of mentorship is a longstanding relationship between a seasoned professional and a person with less experience. This definition restricts mentorship by classifying it in one dimension, when there are four basic models of mentorship. It is important for mentees to understand what type of mentorship would be most helpful to them in reaching their goals.

Traditional Mentor

A traditional mentor is someone who provides more formal, long-term guidance. This type of relationship is most helpful for veterinary students and for early career veterinarians. Traditional mentors schedule frequent meetings, where the mentor provides feedback on skill development, performance and helps the mentee to recognize ways to overcome challenges. Because the mentor becomes highly invested in the mentee, this relationship has been described as more of a “professional parenting bond than boss-employee relationship”4

Coach

A coach helps the mentee improve in a specific skill or area. Examples where a coach would be helpful include when the mentee wants to learn or improve surgical techniques, develop dentistry skills or for career development. A coach differs from a traditional mentor in that they focus on performance related to a particular topic rather than growth in many areas. Mentees should understand, due to the focused nature of the relationship, that they will receive less time and interaction with a coach when compared to a mentor. While coaches may be temporary, they are often vital to the mentee’s long-term success.

Personal Board of Advisors5

Sponsor

Sponsors are people who have garnered substantial social and political capital over their careers. They are willing to risk their reputations when recommending mentees, ”using their positions to help grow the field and the talent pipeline”4. Sponsors use their relationship currency to make mentees more visible, helping them join prestigious committees, secure academic positions, or obtain new roles, most often when transitioning from private practice to industry. The work of a sponsor is often behind the scenes, and often mentees do not realize when sponsors have supported them. Sponsors are particularly important advocates for women and minority mentees, “who might be less likely to have mentors that can act as sponsors or be overlooked when opportunities arise”4 .

Connector

The final type of mentorship occurs when mentees need a Connector, a master networker who can help mentee find a new mentorship match or build a mentorship team. Connectors are less invested in the individual; their motivation is to ensure that the veterinary profession “attracts, retains and grows”4 high-potential employees in all areas of the industry, including in private practice, organized veterinary medicine, academic institutions and in industry.

While mentors, coaches, sponsors, and connectors all play vital roles in personal and professional development, another concept deserves mention: The Personal Board of Advisors. Rather than having a single mentor, most professionals need a developmental network or mentoring team, otherwise known as a “personal board of advisors” that fits their entire lives, both professional and personal.

An advisory board supplements the individual’s strengths and experience with their own. They act as sounding boards to test ideas and plans, to push the professional into uncomfortable situations, and to provide feedback. The people chosen for a personal board of advisors should have different perspectives and contribute diverse thinking to help shape the mentee’s viewpoints. It is helpful to include someone that is in a different industry; this introduces a different dimension of critical thinking and identifies unique business practices that might be the answer to a challenge in the veterinary industry. Members of a professional’s board of advisors should know more about something than the mentee, be better at something than the mentee, or offer differ points of view.

When designing a personal mentoring team9, it is important to start with the end in mind. What does the mentee hope to accomplish? What needs to be done to reach this goal? Once this is defined, then a mentoring team can be assembled.

The mentoring team should be assembled strategically, with three differing levels of personal connection: an inner circle, middle circle and outer circle9. The inner, or personal, circle is comprised of those closest to the mentee, their best advocates that can be counted on to always be candid with the mentee. These could be best friends, family members or other highly trusted people.

The middle, or professional, circle represents the mentee’s closest coworkers. They have worked alongside the mentee and understand their strengths and weaknesses, and how they respond in different situations.

The outer, or network, circle consists of those with whom the mentee does not have a personal relationship. These people are identified by mentee as having attributes they admire, or they have achieved success in an area that the mentee would like to emulate. Sometimes these individuals are identified by inner or middle circle mentoring team members. This is the most difficult ring, as it requires the mentee to have the bravery to reach out to a potential mentor team member with whom they do not have a relationship.

Mentors-of-the-Moment6

Does mentorship always have to be a formal program, with defined mentor and mentee roles? While these relationships are important, there are limitations with these formal relationships, including the hierarchical structure and the time commitments needed in a profession where patient needs often take priority over mentorship. There is also the insular nature of these relationships if they are not balanced by robust mentoring networks, allowing for multiple mentors to contribute to the growth of the mentee. One solution to these challenges is to create a workplace culture where there are “mentors of the moment.”

When team members embrace the concept of mentors-of-the-moment, they actively look for ways to develop or grow peers during everyday interactions. This model uses “shorter exchanges to enhance self-esteem, self-confidence, and sense of belonging”6. In this culture, mentors-of-the-moment take advantage of daily opportunities such as working together in surgery, in the treatment area or sharing a lunch break together to engage others by providing positive feedback about an observed contribution or interaction. These brief touch points could sound like:

• “I noticed that you have been working on _____. Well done!”

• “I overheard you speaking to Fluffy’s owner. Nice job explaining how the recommendations would benefit both Fluffy and her owner. I could see that she appreciated the information.”

• “I know it’s hard to take all the knowledge you’ve learned and apply it on a day-to-day basis. It will get easier. What

can I do

to help you today?”

Consider the value to a newly graduated veterinarian or veterinary technician when they have not one mentor, but many mentors-in-the moment that can help smooth their introduction to hospital clients, provide guidance on policies and procedures and affirmation after new risks are taken by the doctor. Mentors-of-the moment help to provide collegiality and a sense of well-being to all team members, as this approach serves the secondary purpose of promoting positive feedback to all team members.

Setting the Stage for a Successful Mentee-Mentor Relationship

As mentioned earlier in this article, expectations between mentees and mentors are rarely discussed and defined. Successful mentoring relationships depend on mutual accountability and trust. There needs to be a candid conversation about expectations at the beginning of the mentor-mentee relationship. This discussion should clarify what the mentee expects from the relationship and match it against the mentor’s expectations. This allows both parties to reach an understanding and creates some guidelines for the mentorship to thrive. Things to discuss7 8 include:

A regular meeting cadence, including when, where and how long.

• What constitutes an urgent matter that needs to be discussed outside of the regular meeting? How do those out of bounds conversations occur-scheduled calls? Emails? Mentoring can be time consuming; observing agreed-upon boundaries conveys respect for the mentor’s time.

• What are the mentor’s expectations for the mentee regarding their professional behavior, quality of commitment and work and specific milestones they should accomplish? If they fail to meet the expectations, what are the consequences?

• A commitment to mutually candid, non-judgmental conversations. The mentor should ask how the mentee likes to receive feedback, and how frequently they want it.

Avoid these Mentor Missteps

• Mentorship success rests on the mutual belief that what is discussed in mentorship situations is confidential. These sessions should promote safety and trust.

• Mentors and mentees should commit to being fully present and engaged for their mentoring sessions. They should be committed to the scheduled appointments and do their best to prevent any interruptions or distractions during these meetings.

• Mentors should be empathetic and try to see the mentoring session through the eyes of the mentee. This approach helps the mentor deliver feedback that could feel harsh in a kinder tone, which helps the mentee to feel supported.

The power dynamic between mentors and mentees is unbalanced; the mentor is in the dominant position in the relationship, holding the power and having the most experience. When the mentor is the employer or a senior associate, as is often the case in private veterinary hospitals, they may be mentors by default and assigned to mentor the new employee. This heightens the mismatch in the relationship, and places mentee in a more vulnerable position. Mentors can unknowingly sabotage the relationship by creating “mentorship malpractice”7. What are ways the mentors focus on the mentee’s best interests and wellbeing, and avoid being self-serving?

• Give credit to the mentee

Mentorship is selfless-it is not about the mentor, it’s about passing on experience and knowledge to your mentee. One of the key duties of the mentor is to promote their mentee by sharing their mentee’s accomplishments. Mentors should never take credit for mentees’ ideas or displace them from leadership roles in new hospital initiatives. Identify projects that benefit the mentee’s growth rather than those that are self-serving to the mentor.

• Create developmental opportunities

Mentors should ensure that any projects on which they have mentees contribute helps the mentee to learn and grow in their area of expertise, and not to the benefit of the mentor.

• Keep things moving

Avoid undermining your mentee by being slow to respond to them. If they seek your approval for case review or need feedback to move to the next step, communicate with them about when they can expect your assessment and follow through in a timely manner.

• Allow your mentee to branch out

Be aware of discouraging mentees from seeking other mentors. This ‘captive’ situation is self-serving, feeding the mentor’s ego while preventing the mentee from accessing broader learning and recognition.

• Being conflict averse

As with any relationship, disagreements are inevitable. Tackle concerning behaviors when they are seen, as the mentee depends on the mentor to help them learn. Tell your story, then listen to the mentee’s story. Mutually explore what is a fact and what is an assumption. Work together to find resolution. Summarize the resolution and set a time for a follow-up conversation. Finally, reiterate that you have belief in the mentee, their abilities, and their character.

Growing leaders in your practice starts with healthy mentorship relationships. When less experienced team members feel “invested in” by recognizing and nurturing their potential, then they can fully contribute their unique strengths within your hospital. Mentorship requires a willing mentor and mentee that are aligned on the process of mentorship and can maximize on the promise it holds. It is through mentorship that the veterinary profession can maintain an engaged, purpose-driven workforce.

References:

1. Jelinski MD, Campbell JR, MacGregor MW, Watts JM. Factors associated with veterinarians’ career path choices in the early postgraduate period. Can Vet J. 2009; V 50: 943-948

2. Tait J. The marketplace for new graduates in 2004. Can Vet J. 2005; V 46:461–464

3. Holmes DR, Warnes CA, O’Gara PT, Nishimura RA. Effective attributes of mentoring in the current era. Circulation 2018; V 138, Issue 5:455-457

4. Chopra V, Arora VM, Saint S. Will you be my mentor? Four archetypes to help mentees succeed in academic medicine. JAMA Internal Medicine 2018; V 178, 2:175-176

5. Shen Y, Cotton R, Kram K. Assembling your personal board of advisors. MIT Sloan Management Review Spring 2015

6. Johnson WB, Smith DG. Real mentorship starts with company culture, not formal programs. Harvard Business Review December 30 2019; https://hbr.org/2019/12/real-mentorship-starts-with-company-culture-not-formal-programs

7. Chopra V, Sanjay S. 6 things every mentor should do. Harvard Business Review March 29, 2017. https://hbr.org/2017/03/6-things-every-mentor-should-do

8. Saint S, Chopra V. How doctors can be better mentors. Harvard Business Review October 4, 2018. https://hbr.org/2018/10/how-doctors-can-be-better-mentors

9. Gotian R. How to develop a mentoring team. Forbes July 6, 2020; https://www.forbes.com/sites/ruthgotian/2020/07/06/how-to-cultivate-a-mentoring-team-in-five-easy-steps/?sh=6b863fdd244a

About the Author:

Wendy Hauser, DVM is the founder of Peak Veterinary Consulting and has practiced for 30+ years as an associate, practice owner and relief veterinarian. She has worked in the animal health industry as a pet health insurance executive and as a technical services veterinarian. Dr. Hauser, passionate about education and innovation, consults with both industry partners and individual veterinary hospitals. She is a regular presenter at veterinary conferences, facilitating workshops on hospital culture, associate development, leadership, client relations and operations. Frequently published, she is the co-author of “The Veterinarian’s Guide to Healthy Pet Plans.” Learn more about Peak Veterinary Consulting at https://peakveterinaryconsulting.com/

Did you know the NVMA offers a Mentorship Program?

The NVMA is proud to partner with the UNL Professional Program in Veterinary Medicine to provide mentorships for students. The inclusion of the PPVM students into our NVMA “family” helps students and veterinarians become acquainted and develop camaraderie that is so important to the profession.

Interested NVMA members are matched with a UNL PPVM student to serve as a mentor throughout the year. Students are encouraged to visit their mentors’ practice or work place for externships. NVMA mentors help welcome the students at NVMA functions, include the students in their social groups, and introduce the students to other veterinarians as opportunities arise.

Would you like to get involved in the Mentorship Program? Simply email the NVMA office at nvmaorg@gmail.com to be added to the list.