By K. Richard Douglas
January is National Mentoring Month; first launched in 2002 to honor youth mentoring, those who mentor and the power of these relationships. October 27 is National Mentoring Day and January 17 is International Mentoring Day. The importance of mentoring has been recognized by U.S. presidents, national nonprofit organizations and elected officials at every level.
Last October 27, the U.K. had its biggest National Mentoring Day on record with more than 170,000 organizations participating, along with the U.K. government.
A CNBC survey found that nine out of 10 workers who have a mentor, or had a mentor, are happy in their jobs. Mentoring can be most easily summed up as the sharing of wisdom.
The importance of a mentor to a trainee, mentee or protégé cannot be overstated. There is a limit to textbook knowledge and classroom training. The true bridge to success in many professions is a mentor.
The mentorship process is a two-way street. The mentor must be prepared to share his or her knowledge with the mentee. They need to be organized and thoughtful about what information and knowledge they will impart on their trainee.
The mentee must be receptive to learning. They also must be prepared with questions and an open mind. They need to show an eagerness to learn so that their mentor remains motivated to teach. There must be mutual respect between the two.
The term “mentor” is believed to have originated 3,000 years ago based on the character Mentor in Homer’s “Odyssey.” It is believed that the French author Francois Fenelon attributed the characteristics that we know today to Mentor 323 years ago. Those characteristics include “guide and instructor.”
The concept of mentoring caught on in the early 1900s around the time of World War I. That is when the organization Junior Achievement was founded. Yet, even before that, the word “mentoring” was used by author Ann Murry in her book “Mentoria: The Young Ladies Instructor.”
In its earliest use in America, the concept was mostly used to describe the mentoring of youth.
Mentoring became a common tool for teaching student teachers. In a 2013 study by Professor Peter Hudson at Queensland University of Technology in Australia, responses from 200 teachers who were involved in a mentoring professional development program were collected.
The study found that positive relationships between mentors and mentees required “the achievement of trust and respect by sharing information, resources and expectations and by being professional, enthusiastic and supportive with collaborative problem solving.”
Applying the Mentorship Concept to HTM
The experience of mentoring student teachers has application to the HTM profession. The same attributes of the mentor/mentee relationship apply. There is much to be learned from how this concept has found application in other professions.
For the biomed community, there are many questions about mentorship and its benefits to the profession.
Why does it make sense to offer a mentorship program for BMETs and healthcare technology management (HTM) professionals? Is employing a mentor strategy more valuable than on-the-job training? Is a mentorship the same as shadowing? If mentees within biomed reflect the same outlook on the experience and their jobs, as found in the CNBC survey, will they stay with employers?
At the October 2022 MD Expo in Southern California, one of the educational sessions was “Mentoring in Biomed and Health Technology Management” presented by Eben Kermit, MSEE, CCE, lead clinical applications/clinical engineer in the biomedical engineering department at Stanford Health Care in Palo Alto, California.
Kermit’s presentation was geared toward those exploring mentorship program information, those who have already established a program and, as it turned out, those interested in being a mentee.
He sees one of the primary challenges in HTM as the serious shortage of experience BMETs as applicants. He points to a reduction in training programs available today compared with just five years ago.
As more coverage is brought in-house, the demand for biomeds grows. That means that biomeds with specialized skills are needed.
Kermit illustrates the need for this kind of program by suggesting that a senior biomed retires from a department, leaving a gap in coverage. He says the first thing the department needs to do is get approval for funding for a replacement position. Then, the department needs to review the “off-the-shelf” job description to see if it will be accurate or if the position is a more customized role with specific duties and responsibilities.
Then, the department needs to go out and advertise or recruit or use a placement agency to bring in candidates. Then, there is a screening process. Next, when the ideal candidate if found, there is the job offer and acceptance phase, along with formal hiring and onboarding.
Now, the new HTM department member needs to learn the culture, processes and procedures, where manuals are kept and what is inbounds and outbounds for the job, and then training. This phase could take six months to a year.
This often convoluted and time-consuming process is driving the interest and utilization of mentorship programs. The standard process doesn’t always result in the most qualified candidates.
Yet, Kermit says that mentorship programs are still uncommon in HTM. He says that mentorship programs take work and resources. They have to be created; including a design and structure. He says that initially, there is a negative impact on productivity. The mentor does have their productivity slowed as they answer questions and there is still no guarantee that the mentee will work out.
Kermit says that to support a mentorship program, it requires a “champion” or “sponsor,” somebody who is at the director level or above, who is interested in solving the problems inherent in the traditional process. Without a sponsor, the implementation of a mentorship program is less likely.
Kermit also says that an organization should first look internally for growth and promotion. There should be a blueprint for developing employees internally. There should be opportunities for internships, shadowing of senior members of staff, either academic or short-course education and certifications or advanced degrees.
Mentorships also offer a path to new staff and the acculturation and orientation are “built in,” according to Kermit. He says that can also remove the burden of entry-level tasks. There is a greater level of trust for existing and new staff. The internship is a “hand-up” and not a “handout.”
It shortens the timeline to productive status. A mentorship can have a defined period of time, so it can act as a “test drive” before hiring. It doesn’t involve firing anyone.
On the flip side, Kermit says that mentorships can take the focus off of operational tasks. There is a time commitment to designing a mentorship program. Goals and objectives must be decided on and then implemented. There is the possibility that the mentee might have technical skills, but lack other skills to work on medical equipment. There is also the need to have engagement from leadership.
As mentioned previously, there should be a sponsor or someone in leadership willing to take on the risk of a mentorship program.
Knowing the Parameters
To develop a working mentorship program and highlight the responsibilities of the trainee and the mentor, Kermit outlines required attributes.
What should be the first steps in developing a successful mentoring program?
“Seek an advocate/sponsor in senior leadership. It takes resources to support the mentor/mentee process and short, operational productivity will decline. Define your goals. A clear objective is required, as well as process and outcome. Use the five questions ‘Who/What/When/Where/Why’ and use SMART goal tools: Specific, Measurable, Achievable, Relevant and Time-Bounded,” Kermit suggests.
He again says that the lack of advocate/sponsor will prevent progress or successful outcome.
What kind of training should prospective mentors go through and what skills are important to have?
“First, knowledge and experience. Mentors should be seasoned and experienced to ‘know the ropes’ and guide the less-experienced or new-hire apprentices. A desire to teach and train. Think of a teacher who makes learning interesting, fun and relevant,” Kermit says.
What can the mentee/protégé do to enhance the experience and get the most benefit from it?
Kermit says that attitude is very important. The desire to take a risk and learn what is needed to achieve the next career path step.
“Take responsibility for learning: Take a class or attend a session to learn about the road ahead. Read books, articles, blogs and relevant resources. Include Google searches, view TED talks or industry magazines. Do your homework. Find someone who can provide a realistic job preview. Ask to shadow someone who is already in the role/job,” he adds.
Kermit says that the mentee should make their own “luck.”
“Serendipitous conversations or interactions can happen anywhere or anytime. If you are open and aware, there is an opportunity to make things happen. Don’t be shy. Even if you are an introvert, this is the time to get over the stage fright. Even if the answer is ‘no’ or ‘not a good fit,’ you are no worse off than you are right now,” Kermit suggests.
He says that the mentee should also align their goals.
“The institution and the mentee need to have a shared view of what is relevant and important to be successful. Follow through. If you and your mentor agree on an action, follow through on the commitment; always,” Kermit says.
Metrics and Milestones
As is the case when planning any project or initiative, there are both steps to take in preparation and a means of measuring success.
What is an appropriate length of time for an active mentor/mentee relationship?
“Duration of mentor/mentee varies a lot and there is no single correct answer. The relationship can be a few sessions or a few months, or last during a probationary period of time. In some cases, coaches and mentees continue for years. I’m aware of several examples where the mentor/mentee collaborated writing a book, conducting a presentation at an industry meeting or created a project together. Mentor/mentees may continue into the future as colleagues and friends,” Kermit points out.
What might be some examples of milestones?
“Milestones are different depending on the role and responsibilities. These milestones need to be clear and defined. Typically, the mentor will establish the goals and path to be followed, but it is not something done in isolation. The mentee is also responsible for engagement and can add stretch goals or areas beyond the established ones,” Kermit says.
What would be a metric for the mentee/mentor? Kermit says that metrics are created and defined by the role and responsibility.
“So, I can’t tell you exactly what is required. However, the metrics should follow good academic process. First, describe the scope of learning or the learning objective. Next, establish background which may include relevance, motivation, importance or history. Present the ‘lesson.’ This is the ‘meat’ between the bread in the sandwich; the content,” Kermit says.
He provides this example: Managers can share insight on how to conduct an annual performance appraisal, guidance on how to develop an operating budget, how to handle a conflict with an employee or how to communicate praise/kudos that are specific, relevant and earned. With practice and attention, all of these are learned skills.
Kermit says that metrics are by definition; measurable.
“Determine how to do this using competency testing, either orally, written tests or skills mastery demonstration. The testing needs to be developed well in advance and shared with the mentee as an expectation for graduation or successful completion of the mentorship. This could also be taking and passing a certification like the Certified Biomedical Engineering Technician (CBET) or Health Technology Management Professional (HTMP) offered by industry accreditation bodies,” he says.
Mentorship can be a win/win proposition for both the organization and the individual when done with deliberation, focus and a positive attitude.
Kermit asks; “How do you find your way to Carnegie Hall?” “Practice, practice and practice.”
“It’s the same for mentorship; keep focused on the goals, take a risk on not getting it right the first time and do what you love; with the help, support and guidance of a coach, both the employee and the employer succeed together,” he says.
For more information, listen to Eben Kermit’s presentation at tinyurl.com/2rhs63uc.
