This paper presents a model to enhance the research skills of junior academic staff through mentoring by senior staff, relating the application of this model to the University of Tasmania (Australia). The model provides opportunities for learning through reflection, interpersonal relationships, and the application of technology to enhance reflection and communication. The paper goes on to discuss the roles of mentors and mentees and the setting up of a mentoring scheme. A workshop format with a facilitator is especially recommended for exploring roles, reaching agreement on goals, and developing understanding and trust. Specific advice on the selection of mentors and mentees, gender issues, learning, reflection, communication, evaluation, the usefulness of technology (particularly electronic mail, teleconferencing, and videoconferencing), and planning is included. Comments from department heads, mentors, and mentees in regard to the strengths and weaknesses of the mentoring program at the University of Tasmania are included. A separate administrative "Report on Mentoring for Research CSDF Project, 1996, University of Tasmania," prepared as a project description and to report on the grant funding received that resulted in this document, is appended. (MDM)