• Faculty in academic ranks up to and including Associate Professor
• Can have more than one mentor
• Should choose their mentors within 6 months of initial appointment

• Interpersonal skills: active listening, aligning expectations, building trust
• Psychosocial skill: motivating and developing a sense of belongingness
• Sponsorship skills: fostering independence, promoting professional development
• Culturally-focused skills: promoting inclusion, reducing bias and stereotypes
• Academic track-specific skills: knowledge about research, clinical care, education
• Bidirectional relationship between mentor and mentee based on trust and respect

• Meet with mentees at least twice per year. While mentees are responsible for initiating these meetings, the mentor is also responsible for ensuring that the meetings take place
• Be available to the mentee as needed should urgent matters arise
• Establish expectations and clearly communicate them to the mentee
• Put mentees’ interest above self-interest
• Listen to and consider the expectations of their mentee
• Teach by example
• Assess the mentee’s knowledge and skill level and adjust the mentoring process accordingly
• Encourage and motivate mentees to move beyond their comfort zone
• Provide specific and timely feedback including strengths and assets, as well as areas for growth, development, and enhancement. Feedback on potentially harmful behaviors or attitudes is needed when appropriate.
• Consider how differences in culture and identity may affect the relationship
• Review all relevant material (e.g. CV, publications, abstracts, summary of grant proposals, promotion package, Individual Development Plan provided by the mentee prior to meetings
• Become familiarized with the Appointments and Promotions Guidelines for the mentee’s academic track at RBHS
• Help mentees set appropriate career goals and advise them of the specific requirements for promotion in their academic track
• Encourage and help facilitate scholarly activities including publications, grants, introduction to potential collaborators, enrollment in professional development programs, career advice, allocation of effort, conferences, study sections, presentations, and nominations for appropriate awards and society memberships.

• Review your offer letter to obtain the name of your mentor(s). Identify mentor(s) in consultation with your supervisor if you are not satisfied with your current mentoring relationship or need new/additional mentor(s).
• Be respectful to mentors
• Take initiative and make arrangements to meet with your mentor(s) at least 2X per year
• Complete the Individual Development Plan (IDP) to be discussed and perhaps revised at the mentor/mentee meetings
• Provide relevant documents (e.g. updated CV, publications, abstracts, summary of grant proposals, promotion package, IDP) to be reviewed by mentors at least one week prior to each meeting
• Familiarize yourself with your academic track and A&P Guidelines
• Provide mentor with feedback
• Participate in faculty development workshops and seminars

The IDP is a Process

• A planning process that identifies professional development needs and career objectives for the mentee
• It facilitates communication between mentees and mentors

The Four Steps of the IDP Process Include:

1. Assessment – looking back and taking stock
   1. What have I accomplished?
   2. Assess skills, values, and interests
2. Career Exploration
   1. What are my career goals?
3. Goal Setting
   1. What will I accomplish during a specified time period (e.g. months, years)?
4. Implementation
   1. How will I engage my mentors to help me accomplish all that I must do?

The IDP is also a Product

• Written document
• Help identify short-term (6-12 months) and long-term (3-5 years) goals
  • What the mentee wants to pursue and how – along with what the mentor expects and when

If you have questions about the mentoring program, please contact the faculty development leader at your school or Dr. M. Maral Mouradian, RBHS Vice Chancellor for Faculty Development.