The Faculty Mentoring Initiative (FMI) is envisioned to be a programme of excellence formentoring in the health sciences.  The FMI will be a collaborationbetween 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.

The initiative is being designed so thatmentees are empowered to choose their mentors and the type of mentoringrelationship they want, whether it is one-on-one or group.
Working in partnership or as a group,mentees and mentors can set goals, timeframes, and parameters for how their relationship will work.


• Goal Oriented
• Various Mentorship Types
• Identify key stills
• Flexible Mentorship Timeframes
• Provides Frameworks, checklists, and Reflection Exercises

Programme Objectives

1. To provide junior faculty mentees with a career mentor(for academic guidance and direction)
2. Support and facilitate faculty career development through mentor/mentee pairs
3. Develop and implement a comprehensive mentoring curriculumto enhance mentor/mentee competencies at FMS, Mona
4. Build a culture of mentoring and collaboration amongfaculty of FMS
5. Build a mentoring database of processes and outcomesto support and evaluate mentoring activities
6. Provide a strong central structure, resources, andleadership to support faculty mentoring at FMS, Mona

Benefits to Mentoring

Mentee

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

Mentor

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

Our Mentorship Framework

How to become an academic mentor

To become a mentor you need to currently be a Professor or a Tenured Senior Lecturer committed to mentoring your mentee for at least 1 academic year.
Additionally you must commit to at least three meetings with your 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)

Lastly you must sign an NDA (non-disclosure agreement)

How to become a mentee

To become a mentee you must be a junior faculty member (up to Senior Lecturer). After which you will identify your potential mentor and communicate your interest
Additionally you must commit to at least three meetings with your mentor:

• Initial meeting to set out clear objectives for the mentor-mentee relationship (August/September)
• Mid-academic year evaluation (December/January)
• End of academic year evaluation (June/July)

Lastly you must sign an NDA (non-disclosure agreement)