Micro-Mentoring

Purpose

Micro-mentoring is an innovative approach to mentoring that allows opportunities for individual faculty members to seek guidance from other faculty, from within or outside of their division or department, for a specific, well-defined need over a short period of time, typically one or two 1-hour long meetings. Faculty may seek mentoring on a number of professional development needs from a pool of mentors with diverse specialties and experiences to gain new, varied perspectives. Micro-mentors benefit from being able to provide guidance in an area of their mentoring specialty in a time-limited relationship, potentially supporting multiple mentees, including those within and outside of their division or department. The SMHS Micro-Mentoring Resource is intended to support faculty seeking mentoring, while complementing existing resources available at the department and division levels.

Topic Areas for Micro-Mentoring

Volunteers to serve as micro-mentors are solicited among full-time, regular faculty who have at least five (5) years of service to GW and are willing to provide short-term mentoring on their preferred area of mentoring specialty, for example:

  • Clarifying academic and professional goals
     
  • Developing a teaching portfolio
     
  • Developing a research agenda/focus
     
  • Establishing research collaborations
     
  • Selecting service opportunities
     
  • Building a professional network
     
  • Learning how to mentor others (e.g., students, research team)
     
  • Responding to feedback (teaching, patient care, leadership)
     
  • Understanding the academic promotion process
     
  • Finding work-life balance
     
  • Handling workplace politics
     
  • Managing expectations
     
  • Fostering professional development and improvement as an educator
     
  • Fostering professional development and improvement as a researcher
     
  • Fostering professional development and improvement as a clinician
     
  • Fostering professional development and improvement as a leader

References

Allen, TD, et al (2009). Designing workplace mentoring programs: An evidence-based approach. Chichester: Wiley Press.

Bland et al. (2009). Faculty Success through Mentoring: A Guide for Mentors, Mentees, and Leaders. Lanham, MD: Rowman and Littlefield.

Find a Mentor. University of Michigan Medical School Office of Faculty Affairs & Faculty Development. Retrieved 9/19/2018 from https://faculty.medicine.umich.edu/faculty-career-development/skill-development/mentorship/find-mentors

Johnson, WB (2015. On Being a Mentor: A Guide for Higher Education Faculty, 2nd Ed. New York: Routledge.

Kashiwagi, DT et al. (2013) Mentoring programs for physicians in academic medicine: A systematic review. Acad Med;88(7):1029-1037.

Sawiuk et al. (2017). An analysis of the value of multiple mentors in formalised elite coach mentoring programmes. Physical Education and Sport Pedagogy, 22(4):403-417.

Waljee et al (2018). Mentoring millennials. JAMA; 319(15):1547-1548.