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The term and basic methodology is used for two quite different functions. It is quite simply a social affair where younger, less experienced people are given an opportunity to gain guidance and input from a range of more experienced people. Real and meaningful mentoring is founded upon a relationship. It is not something that can be provided in a quick 10 minutes accompanied by a glass or two of wine. Understanding and trust are vital to a nurturing mentoring relationship.

Sample materials available at the end of this post. Find the right date and space. Coordinating with other activities can be ideal. Slip speed mentoring into an afternoon breakout during a campus research forum or add it before the annual mentoring awards and career development event. Collect your pool of mentees and mentors to invite. Works best with twenty or more of each.

This allows matching by research interests and career focus while avoiding pairing mentees with their own mentors or collaborators. A ratio of 2 invites for each 1 mentor needed is a good place to start if you plan early given the calendar constraints and travel of senior faculty. Depending on the size of group, plan to have 2 to 3 extra mentors on standby to cover last minute cancellations, with 1 or 2 attending the event as backup for no shows.

Nothing sadder than an empty slot on your dance card. As you confirm RSVPs from mentees also keep a wait list of mentees to add if others drop. Use a survey in advance to help tailor mats.

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This helps you avoid matching people who already know each other well, and lays the foundation for matching mentors and mentees with similar research content and expertise areas. Sample survey items at the bottom of post. When holding sessions locally, we also ask mentees to list their mentors, collaborators, and anyone they would prefer not to be matd with because they already have access to the individual.

Match mentors and mentees. For an hour long session, plan for five pairings for each person; this allows a five minute intro, nine minutes for a mentee to talk to each mentor, and two minutes for transition time between each pairing.

I would like to participate in the online mentor speed dating to see if I can contribute as a mentor for the startups * Please ck the option/options that suits you best. May from - (TheFactory Mentors Introduction + Approximately 3 hours speed dating session) May from - (Speed dating only - Approximately 3. Many people would say that speed mentoring is like speed dating, and they wouldn't be completely wrong. Speed mentoring is a series of short, focused conversations about specific questions. These conversations involve a one-on-one interaction between a mentee and mentor. Speed mentoring, based on the concept of speed dating (Finkel and Eastwick ;Deyo and Deyo ), provides mentees with opportunities to meet multiple potential mentors within a short time.

To make pairs, the goal is to maximize the total number of content and methodologic areas or other features you select like gender or department that match between a mentor and a mentee. We use an optimization modeling program in SAS. Matching can also be done by hand or using spreadsheets. Start with getting each mentee a very high quality match and then proceed to make the next rounds remembering not to use a mentor more than five times.

Assign your participants to spots in the room.

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Seniority has benefits; we let our mentors keep their seats and mentees move around the room. Make a large poster of table assignments for mentors and first table assignment for mentees so everyone can quickly find their spot at the start of a session.

Create individual sdules for each mentor and mentee. Place them at their starting table. We conducted two focus groups that were based on semi-structured interviews with open-ended questions.

In total 15 students 5 female and 15 mentors 2 female participated in the focus groups. Informed consent was received before the focus groups started. According to recommendations, focus-groups were heterogeneous regarding gender. Each session lasted minutes [ 24 ] and was led by an experienced moderator. Furthermore one author JG or GK attended to take notes using a pre-assembled matrix to delineate the sense of consensus within the focus group as suggested by Onwuegbuzie et al.

The focus groups were audiotaped and transcribed verbatim according to predefined and accepted transcription rules [ 819 ]. Qualitative research was performed in accordance with the consolidated criteria for reporting qualitative research COREQ of Tong et al.

All mentoring cohorts, and were asked to complete a set of items with regard to characteristics of their mentoring relationship after six months of participation in the mentoring program for excellent students. To explore the effect of MSD, the three cohorts were assigned to two groups: Cohort was assigned to the group without MSD, whereas the cohorts and were assigned to the MSD-group.

Following our applied definition of mentoring and desirable characteristics of mentors that are recommended by Berk et al. Items were written to meet established criteria [ 27 ]. All authors reviewed the items several times to verify that questions were understandable and clear until consensus was read.

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Participation in the survey was voluntary. Students signed an informed consent to participate. No personal identification was required.

Furthermore the duration of the mentoring relationship was considered as an outcome measure. To assess the 1-year continuance of the mentoring relationship we sent an email to all mentees after 12 months of mentorship asking whether they would like to continue the mentoring relationship. In case we did not receive a response after two reminder emails we contacted the respective mentor to clarify the current state of their mentoring relationship.

Each focus group was analyzed by using conventional content analyses with inductive categorization. Data analysis started with reading the transcripts repeatedly to gain a sense of the whole.

Subsequently three of the authors CM, GK, and JG reviewed the data word by word to identify key concepts and generate labels of codes independent from each other. During this process we developed final definitions for each category and code. Consensus was read through considering the matrix, which was completed by one of the researrs CM, GK or JG during the focus groups [ 25 ].

We chose excerpts to exemplify each category and translated them into English. Descriptive statistics were generated to provide an overview. To compare the answers of students in the two groups no MSD vs.

To explore the possible effect of gender, a second independent t -test with gender as group variable was computed. Gender was also included in the analyses because the mean was different for males and females among some items. We used another chi-squared test to analyze for differences of the 1-year continuance among the group matd via MSD and the no MSD group.

The study was carried out in accordance with the Declaration of Helsinki. The study protocol was approved by the Dean of the University Medical Center Hamburg-Eppendorf, Hamburg, Germany since the research protocol was not deemed to be biomedical or epidemiological research.

One week before the MSD event and the focus-groups participants received a fact sheet of the study and a consent form by email. Participation in the study was voluntary.

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There was no disadvantage to those who chose not to participate. At the beginning of the MSD event and the focus-groups the study was fully explained by one of the researrs JG.

Only mentees and mentors who gave written informed consent freely were able to participate in the study. Data were anonymized by one author JGwho had access to identifying participant information.

None of the other authors had access to identifying participant information. Participants were able to opt-out of the study without experiencing disadvantages until data were anonymized. Quantitative data underlying the study findings are freely available. We conducted four focus groups in total two with mentees, two with mentors.

We identified several themes focused on benefits of MSD, the environment and the time-frame. We found slight differences in the responses by group mentors vs. Thus codes and illustrative quotes are presented separately for mentors and mentees.

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We identified numerous benefits of MSD. One mentor stated:. mistry is the most important. It is not only the area of research and what the mentor is doing in his lab all daybut how he is as a person.

Everybody is different and you cannot get this [information] from the online profile. And it is the most important to notice if you get along with each other.

All mentees and mentors emphasized that MSD is very useful to get a first impression. Participants stated that finding out about the unique personal connection is of great importance for future mentoring relationships:. The main ct is that both participants get a personal impressionthat is extremely important in my opinion. Furthermore MSD helps to match the expectations of both parties involved in the mentoring relationship.

I think the main benefit is that both the mentor and the mentee are able to clarify their expectations with regard to the mentoring relationship. Within a short time I may present my way of supporting as a mentor and clarify if the expectations match. In comparison with the online profiles [speed mentoring] is more important for the decision. The mentor profiles were good to get an overview about what the mentors are doing [area of research and specialization] and then watch their research websites to find out which area of research I am interested in and afterwards meet them in person.

In addition, mentors mentioned that MSD enables them to avoid ambiguity with regard to the detailed area of research and daily routines. A very important thing is that there are mentors who are focused on experimental biomedical research and some with an emphasis on clinical research. In case I conduct clinical research I could send a mentee who would like to work with mouse models for example to a mentor experienced in this research approach.

With speed mentoring you can avoid ambiguity. MSD also benefits from an overview of several candidates. Participants frequently outlined the efficiency and comparability inherent to this matching strategy:. Within a short period of time you had the chance to meet several scientists. You got to know what exactly they are doing and what you are interested in.

They usually have different projects and speed mentoring is helpful to get an overview. It was extremely timesaving and efficient. Furthermore MSD serves as helpful decision aid.

Participants mentioned the advantage of the bidirectional process in which both parties choose their preferred candidates. One mentee said:.

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This feedback is really helpful. Mentees mentioned two additional categories which were not described by the mentors. One mentee said that self-reflection was increased through structured questions of the mentors during MSD. We identified two key cts with regard to the environment of MSD: Atmosphere and time-frame. Several mentees perceived the atmosphere as tensed and exciting. A few mentees said it felt similar to a job interview.

Additionally the hierarchy gap played a role.

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Mentors reported an open-minded atmosphere when reflecting on their MSD experiences. When we asked the participants in how far MSD might facilitate long-term relationships mentors identified two major categories fulfillment of expectations, enhanced commitment.

Mentees mentioned fulfillment of expectations only. Still most participants considered MSD as an important basis to build on a serious, long-term mentoring relationship. I thinkif mentees get their selected mentorthey are even more motivated. They feel more comfortable regarding the first meeting with their mentor because they have an idea what to expect. And very likely they are glad that they succeeded to get their preferred mentor. Both mentees and mentors pointed out that the mentoring relationship and process met their expectation.

One mentor reported:. The matching was ideal.

All three of my mentees met my expectation in terms of high motivation for scientific work and mentoring for one and half year by now. Speed mentoring provides a sound basis for goo long-term [mentoring] relationships later on.

The mentoring relationship with my mentor progressed and works very well. In addition mentors hold the opinion that MSD leads to high commitment and results in better team work among the mentees. Finally, mentors gave examples for the success of the mentoring relationships originated in MSD in terms of substantial career moves of their mentees:.

The response rates of the survey were Table 3 illustrates gender ratio and age Mean, SD of the mentees enrolled in this study. Mentees who participated in MSD reported higher mean satisfaction scores regarding the mentorship quality than mentees who chose their mentors via online profiles only.

The result of an independent t -test using gender as the group variable revealed that male students scored higher than female students in all six items.

MSD; Table 4. Overall, the ratings of female mentees who were matd via MSD were higher in comparison to female mentees who chose their mentors via online profiles no MSD.

The interaction of matching method and gender showed no significant effect on item-level. We analyzed the 1-year continuance of the mentoring relationship as a criterion for the success or failure of mentorship. The percentage of mentees who quitted mentoring after one year differed significantly by matching method MSD vs. More than one third of the mentees who chose their mentor via online profiles of the mentors quitted mentoring after one year.

In comparison only one mentee of each mentoring cohort matd via MSD resigned the mentoring relationship with his or her mentor after one year Fig 2. Three mentees of cohort were excluded from the program because they did not attend a compulsory event of the program due to private reasons. Previous research has shown that successful mentoring is based on matching the mentee and mentor according to personal and attitudinal similarities [ 131528 - 30 ].

A qualitative study by Straus et al.

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Furthermore, being able to contribute to the matching process is associated with greater mentorship quality and role modeling [ 133132 ]. Although several studies have addressed the importance of mentee-mentor compatibility in terms of personal, professional and attitudinal similarities for effective mentoring [ 19202933 ], less detail has been available on the initiation of mentoring relationships [ 1920 ]. Recently speed-mentoring has been recommended as an innovative approach to initiate mentoring relationships [ 21 ].

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To our best knowledge MSD that integrates with formal mentoring programs in academic medicine has not been explored. The presented MSD approach addresses the important need of choosing the right mentor-mentee mats so that elements of trust and commitment are enhanced in the relationship.

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Furthermore it takes into account the 1-year continuance of mentorship associated with two different matching procedures. Our study provides information for institutions who intend to introduce MSD to facilitate long-term relationships as well as guidance for future participants of MSD events.

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A recent qualitative study across two academic health centers described that failed mentoring relationships were characterized by several cts including poor communication, lack of commitment to the mentoring relationship and lack of personal similarities [ 33 ]. Furthermore their overall satisfaction with their mentor was higher. Interestingly, when categorized by gender and matching procedure female students in the MSD group reported higher satisfaction with all six mentorship cts in comparison to female students who chose their mentors via online profiles Fig 1.

One reason for this effect might be that the absolute satisfaction of male students without MSD was already very high. In our study participants reported that MSD largely benefits from the bidirectional process in which both parties chose their preferred candidates. Thus the MSD process allows mentees and mentors to have more influence on the matching process.

Two US studies that explored formal mentoring programs in organizational settings found that perceived input into the match was associated with greater mentorship quality, greater career mentoring [ 13 ] and greater mentorship satisfaction by the mentees [ 34 ]. These results correspond with our findings that mentees who attended MSD reported increased satisfaction with their mentors as compared to students who chose their mentors via online profiles Table 4.

The continuance of mentorship serves as an apparent indicator for the success of mentorship.

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The differential mentoring program offered at the UKE is designed to accompany students until they finish medical school, still both parties are able to quit the mentoring relationship at the end of each semester [ 4 ]. Comparing the 1-year continuance of the mentoring relationships of all mentoring cohorts we found a striking difference Fig 2. Interestingly Cook et al. In their study seven junior faculty members mentees and six senior faculty mentors participated in the speed-mentoring event.

Both mentees and mentors reported that time was well spent, but only two mentees contacted a participating mentor afterwards. Cook et al. A recent qualitative study across two medical schools identified lack of commitment and communication as characteristics of failed mentoring relationships [ 33 ].

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A recent systematic review of the mentoring literature described the complexity of the personal connection for mentoring relationships. The authors reported that mentoring relationships were potentially enhanced by similar interests and ideals [ 19 ]. Several participants of our focus-groups reported that expectations from both sides could be made clear.

According to mentees and mentors in our study MSD largely benefits from the efficiency and comparability between candidates and the time frame helps to focus on the important cts. Mentoring in academic medicine is challenged by clinical, research and administrative demands [ 910 ]. Thus effective mentors are a precious resource. Therefore we were particularly interested in the perspectives of both mentee and mentor concerning the subsequent long-term mentoring relationships that are initiated via speed-mentoring.

Of particular interest was that nearly all participants of the focus-groups were convinced that MSD provides an excellent starting point for long-term mentorship to build on. Our study has several limitations.

First focus groups are not suitable for generalization.

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Even though group interaction distributes substance to the topic, individual opinions can occur. Second a selection bias is possible: we only interviewed participants of one medical school. Third the students were high-performing and invited exclusively to the Mentoring Program for Excellent Students [ 4 ].

Free online dating in Mentor for all ages and ethnicities, including seniors, White, Black women and Black men, Asian, Latino, Latina, and everyone else. Forget classified personals, speed dating, or other Mentor dating sites or chat rooms, you've found the best! Newest Photos. 4/18/  Speed mentoring is a riff on speed dating that allows trainees and early career faculty to meet multiple mentors in a short time. Have you ever wished you could have ten minutes for advice or conversation with an experienced researr outside your immediate circle of mentors? 2/9/  Objectives Choosing the right mentor is crucial for effective mentorship. Yet, many medical students have difficulties finding a suitable mentor. Thus we developed mentoring speed dating (MSD) as a promising matching tool to connect students and faculty mentors successfully. The purpose of this study was to explore mentees' and mentors' experience with MSD and investigate the impact of MSD Cited by:

Thus the possibility of social desirability is given. Another limitation concerns a possible bias in the fact when introducing the MSD into the well-established program of mentoring for excellent students, that other measures interfered, which may have influenced the results. Still we believe that limitations mentioned above were partly overcome by using multiple data sources [ 35 ].

Reliability and validity can be established by peer-debriefing, longitudinal observation and triangulation [ 36 ]. The approach of conventional content analysis can be used when existing theories or literature is limited. The information emerges directly from the participants without predefined categories [ 36 - 38 ]. Furthermore, conventional content analysis allows for a natural and content related depiction of the focus group interaction and reduces the risk of research bias [ 38 ].

The present data suggest that MSD is a valuable matching tool for a medium group size.

"Speed mentoring", also referred to as "flash mentoring", has been in vogue for a couple of years. Its roots in speed dating have made me uncomfortable from the moment it came on the scene, but now that the phenomenon seems to be enduring, I feel it's time to . A Mentor's Guide to Speed Mentoring What is Speed Mentoring? Speed mentoring is a series of short, focused conversations about specific questions. You will meet with a limited number of mentees in 10?minute time slots each. When directed, mentees will proceed to their mentor's table. Central Speed Dating In Mentor, best dating sites near sedro-woolley, matchmaking agencies oak park california, beach hook up battle ground. Executive Team. Search. Free Membership to 85 notes Jul 27th, Share Your Story. Theycallmemr82 London/

It helps to overcome common mentoring barriers such as lack of fit between mentor and mentees [ 39 ] and vulnerability of mentees for example that the mentee feels rejected when the mentor cancels meetings [ 40 ]. MSD meets recommended strategies to improve mentoring [ 19 ] and appears to foster long-term mentoring-relations based on clear expectations and personal connection [ 33 ].

The predefined time-frame of 5 minutes was appreciated by mentees and mentors. We recommend MSD as very efficient to initiate effective mentoring relationships. For future studies on matching procedures of formal mentoring programs we suggest to involve more participants of formal mentoring programs at different medical schools.

The authors wish to thank all of the mentors and mentees whose participation and enthusiasm facilitated this project.

Browse Subject Areas? Click through the PLOS taxonomy to find articles in your field. Abstract Objectives Choosing the right mentor is crucial for effective mentorship.

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Conclusion MSD is a valuable matching tool with beneficial effects on the mentorship quality. Background Due to the positive effects of mentoring on the professional development of medical students and young physicians, formal mentoring programs have gained popularity within academic medicine [ 1 - 4 ].

Download: PPT. Table 1. Focus groups We conducted two focus groups that were based on semi-structured interviews with open-ended questions.


Survey All mentoring cohorts, and were asked to complete a set of items with regard to characteristics of their mentoring relationship after six months of participation in the mentoring program for excellent students.

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