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Mentoring Initiative



Mentoring is a critical component of career advancement for academic faculty. It is considered a multifaceted collaboration between a junior and senior professional with the primary goal being the nurturing of the junior professional’s development.

Through mentoring, we aim to promote and encourage overall academic excellence among faculty in the FMS, Mona.

All FMS faculty members should feel supported in their pursuit of a satisfying and successful career.

The Faculty Mentoring Initiative (FMI) is envisioned to be a programme of excellence for mentoring in the health sciences.  The FMI will be a collaboration between the Health Professions Education Unit (HPEU), Director Prof Russell Pierre and the Health Research Resource Unit (HRRU being transformed to the Translational Research Unit), Director and Deputy Dean Research Prof Marvin Reid.



  • Junior faculty (up to level of Senior Lecturer)
  • Opt in process – identify potential mentor and communicate interest
  • Commit to at least three meetings with mentor:
  1. initial meeting to set out clear objectives for the mentor-mentee relationship (August/September)

  2. mid-academic year evaluation (December/January)

  3. end of academic year evaluation (June/July)

  • Sign NDA (non-disclosure agreement)
  • Mentor-mentee Objectives
  • Progress Evaluation: mid- and end of academic year
  • Evaluation of FMI (by mentor and mentee)
  • Outcome evaluation (faculty development, publications, scholarly activity, promotions, professional activities)

Benefits of Mentoring



Benefits to mentees include development of their teaching practice and/or research, career advancement, professional support, and increased confidence through guidance and feedback from experienced practitioners. Specifically, a mentoring relationship will support the mentee in both defining and pursuing their goals, expanding their perspectives and strengthening self-development plans. A mentoring relationship supports motivation and work satisfaction for both mentees and mentors (Johnson & Ridley, 2004; Long, 1997; Rolfe-Felt, 2002).


Mentors benefit from the development of skills (e.g., interpersonal, leadership), acquiring experience which can be used as evidence for promotion/awards applications and increased personal satisfaction and growth. Mentoring relationships make an imperative contribution to the support of new academics, with research studies on mentoring programs in both academia and private organisations showing that mentors gain new perspectives on ideas and issues, increased self-awareness and personal growth through sharing their knowledge with new academics (Johnson & Ridley, 2004; Long, 1997; Rolfe-Felt, 2002).


Mentoring programs help to create an environment that fosters personal and professional growth through the sharing of skills, attitudes and behaviours. Mentoring also enhances staff performance, which, in turn, can accelerate processes for the identification, development and retention of talent, and an enriched learning culture amongst staff within the university (Long, 1997).

List of Mentors (2021-2022)


In the current pilot phase, the following will be the criteria:

  • Professor; or a Tenured Senior Lecturer
  • Committed to mentoring your mentee for at least 1 academic year
  • Commit to three meetings (at least) with mentee:
  1. initial meeting to set out clear objectives for the mentor-mentee relationship (August/September)

  2. mid-academic year evaluation (December/January)

  3. end of academic year evaluation (June/July)

  • Sign NDA (non-disclosure agreement)


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