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design a training program that matches the organizational needs. Regardless, coach-
ing and mentoring training should:
- Set shared expectations of the different roles.
- Clarify responsibilities and desired outcomes.
- Provide strategies and tips for fostering successful relationships.
- Create a learning environment in which coaching and mentoring is central.
- Identify questions and concerns so program can be modified and adapted to fit
organizational needs. - Communicate approaches to use if the partnership is not working.
Plan for Difficulties and Be Prepared to Handle Mentoring and coaching are
built around people building working relationships with one another. Conflict,
communication breakdown, and discomfort with the partnership do happen (as
they do with all relationships). Mentors, coaches, and learners all need to know
how to handle when partnerships are not working well. With any coaching/men-
toring program, there needs to be steps for how to discontinue a partnership in a
professional, safe way. Thinking through how this can be handled ahead of time
and communicating that thoroughly can mitigate the negative effects of a failed
partnership.
Create Mentor and Coach Profiles and Share Those Broadly Once coaches and
mentors are trained, the next step is to make students, residents, and faculty mem-
bers aware of who is willing to serve as a coach and mentor. Some organizations
create profiles that are specifically focused on how a person can serve as a coach
and/or mentor. Profiles may include interests, specific skill sets, and career aspira-
tions. The profile allows for students to identify people within the greater organiza-
tion that align with their goals, interests, and learning needs. In addition, these
profiles help departmental mentors and leaders identify potential connections for
coaching. The sharing of these profiles broadly allows for those newer to the orga-
nization to find resources and form connections more quickly.
Model an Inquiry Mindset That Integrates Coaching and Mentoring at All
Levels With this step, we return to our beginning fable. We tend to follow the habits
of our role models. If our role models are not focused on continuous development
through coaching and mentoring, then the chances are their learners will not per-
ceive coaching and mentoring as an important aspect of ongoing development and
improved performance. The idea that we may need a coach or mentor may be per-
ceived as having a weakness that needs remediated. This negative perception can
ruin mentoring and coaching before these relationships ever get going. If those in
positions of leadership (residents, attending, directors, department chairs) model the
importance of continuous improvement through engaging with coaches and men-
tors, then those at the other levels of the organization will follow suit. While it might
be difficult for leaders to model individual coaching/mentoring, they can do so
J.L. Koehler and E. Sturm