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Delivering What We PROMISED: Outcomes of a Coaching and Leadership Fellowship for Mentors of Underrepresented Mentees

Author

Listed:
  • Marie K. Norman

    (Department of Medicine, Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA 15213, USA
    Co-first authors.)

  • Colleen A. Mayowski

    (Department of Medicine, Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA 15213, USA
    Co-first authors.)

  • Steven K. Wendell

    (Department of Pharmacology and Chemical Biology, University of Pittsburgh School of Medicine, Pittsburgh, PA 15213, USA)

  • Michael J. Forlenza

    (Department of Pharmacology and Chemical Biology, University of Pittsburgh School of Medicine, Pittsburgh, PA 15213, USA
    Coaching through Stressful Experiences, Pittsburgh, PA 15213, USA)

  • Chelsea N. Proulx

    (Department of Medicine, Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA 15213, USA)

  • Doris M. Rubio

    (Department of Medicine, Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA 15213, USA)

Abstract

Research demonstrates that mentorship can significantly improve career success, career satisfaction, and persistence for underrepresented (UR) minority faculty. However, many UR faculty members do not receive the mentorship they need, nor do mentors always possess the range of skills required to guide UR mentees through the unique challenges they face. We developed a 1-year fellowship training program, PROMISED, designed to help mentors promote career self-authorship and leadership among their UR mentees. PROMISED fellows participated in a two-day in-person training to develop career coaching skills, followed by a series of one-month leadership training/mentoring modules. We assessed mentors’ skills at the start and completion of the program. We found that PROMISED fellows reported an increase in perceived skill level in nearly every training topic, with “addressing diversity” demonstrating the most significant change. These results provide evidence that career coaching and leadership training offer an effective supplement to traditional mentor training and that mentors can incorporate these skills effectively into their mentoring practice. Taken together, we believe our data suggest that a program designed to train mentors in coaching and leadership can enhance career satisfaction, persistence, and retention of their UR mentees.

Suggested Citation

  • Marie K. Norman & Colleen A. Mayowski & Steven K. Wendell & Michael J. Forlenza & Chelsea N. Proulx & Doris M. Rubio, 2021. "Delivering What We PROMISED: Outcomes of a Coaching and Leadership Fellowship for Mentors of Underrepresented Mentees," IJERPH, MDPI, vol. 18(9), pages 1-9, April.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:9:p:4793-:d:546788
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    References listed on IDEAS

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    1. Eric Bettinger & Rachel Baker, 2011. "The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring," NBER Working Papers 16881, National Bureau of Economic Research, Inc.
    2. Henry Sauermann & Michael Roach, 2012. "Science PhD Career Preferences: Levels, Changes, and Advisor Encouragement," PLOS ONE, Public Library of Science, vol. 7(5), pages 1-9, May.
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