Mentoring Guide
updated August 2014
A Guide for Mentors
Role of the Mentor
Definition of a mentor
“Mentor” was a tutor by whom the ancient Greek mythological figure Telemachus1 was guided. He was
regarded as a wise counsellor – an experienced and trusted advisor.
Workplace mentors are deployed to support and advise staff who are moving into a new role, who have
reached a cusp in their development and require some guidance and help to progress, or who need some
expert insight and help during times of change or challenge.
What do Mentors do?
Mentors are experienced professionals who are willing and able to help others and who, through reflective
practice, have a good understanding of the development of effective skills and behaviours.
Mentors differ from coaches in that a mentor, as well as acting as a sounding board and offering impartial
feedback, will also offer their own perspective and will bring to bear their own professional experiences to
help steer and support the learner (or “mentee”).
Developing your mentoring skills
If you wish you may undertake a needs analysis (see Appendix 1) which will be reviewed by a Learning and
Development Adviser (in SLD) the results of which will be discussed in a 1-1 session. There are a range of
development opportunities available to help meet any skills gaps and reinforce strengths.
The competent Mentor – a checklist
A competent Mentor will:
a) set aside enough time for each mentoring session;
b) help mentees to express and discuss ideas and any concerns affecting their experience in the
workplace;
c) give mentees information and advice that will help them to be effective in the workplace;
d) give mentees opportunities which help them understand and adapt to the working environment;
e) identify ways of developing mentees’ confidence in performing activities in the workplace;
f) help mentees take increasing responsibility for developing their skills in the workplace;
g) help mentees look at issues from an unbiased point of view that helps them make informed choices
h) give mentees honest and constructive feedback;
i) identify when the mentoring relationship needs to change to still be effective, and agree any changes
with the mentee;
j) identify when the mentoring relationship has reached its natural end and review the process with the
mentee;
k) agree what, if any, extra support and help the mentee needs or can access;
l) plan how any extra support and help can be provided.
Starting out
Each mentee should have an initial meeting with their Mentor within a couple of weeks of the mentoring
arrangement being established. At this meeting the Mentor and mentee should agree the context of their
meetings (i.e. the sort of topics to be covered, confidentiality, whether a record is to be kept etc), frequency,
location and format. The exact time commitment per mentee will depend on the mentee’s needs but usually
does not exceed two hours a month.
Overall goals and boundaries for the mentoring relationship also need to be established and parameters for
identifying when the relationship has been completed.
The pro-forma in Appendix 2 will help with this.
1
the son of Odysseus and Penelope, and a central character in Homer's Odyssey.
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Appendix 1 Mentor Training Needs Analysis
(Table from a spreadsheet file which can be provided if requested)
Skills and experience
No skills or
experience
Some
gaps
Fully
competent
Area(s) for attention
Developing yourself and others
Setting SMART development objectives
for yourself and your mentee.
Identifying and meeting the training
needs of your mentee.
Monitoring staff development by
observing performance and giving
constructive feedback.
Communicating and Influencing
Gaining trust and influence by
understanding the needs of your mentee.
Anticipating mentee’s reactions to what
you have to say by understanding their
needs and taking their views into
account.
Leadership and motivation
Showing integrity, fairness and
consistency in all your dealings and
offering feedback, support and guidance
when necessary.
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Action point(s)
Target
completion date
updated August 2014
Mentoring Guide
Leadership and motivation
Agreeing challenging, realistic objectives
with mentee and ensure access to
relevant resources.
Setting milestones, identifying successes
and achievements and recognising them.
Knowledge & understanding (i.e.
how to…)
No knowledge
or
understanding
Some
gaps
Fully
competent
Area(s) for attention
Help learners identify additional
opportunities to develop skills and
increase confidence in the workplace
Monitor how effective, and how
appropriate the mentoring relationship is
Explain and agree your role as mentor
with the learner
Apply an appropriate code of practice for
mentoring
Work out mutual roles and responsibilities
in the mentoring relationship
Listen, ask questions and negotiate
Gain and keep the enthusiasm and
commitment of learners
Explore issues with learners without
judging them
Motivate learners and develop their selfconfidence
Agree you will keep information
confidential during the mentoring process
Encourage learners to express
themselves
Encourage learners to be independent
Identify sources of extra support that are
available to the learner
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Action point(s)
Target
completion date
updated August 2014
Mentoring Guide
Appendix 2 Mentoring proforma
Checklist: Contract Checklist
At the start of a mentoring partnership, it is essential to discuss mutual expectations and establish a set of
ground rules as to how the relationship will be conducted. This will ensure that the relationship develops
effectively and that the mentee’s needs are met.
The contract need not be in writing, but it should at least be discussed and agreed verbally. Also, it is not set
in stone – amendments can be made at any time. In fact, you should make a point of reviewing the contract
together regularly to ensure that you are both still on track.
Use this checklist to ensure that you have agreed on the most important aspects of the coaching/mentoring
contract.
Item to be agreed
Complete
expectations (of each other, of the relationship, of what both
parties will learn)
confidentiality (should any third parties be informed? If so, what
can be discussed with them about the relationship and the
discussions?)
duration of relationship
meetings (frequency, duration, location – in office or outside the
workplace?)
broad purpose and goals (what the client hopes to achieve)
review and evaluation (of relationship, of mentor/client, and of
client’s progress)
roles and responsibilities (preparing for meetings, setting the
agenda, ensuring the meetings take place, setting goals)
how feedback will be handled (trust and openness)
what responsibilities do you have to the client’s line manager, and
how will you ensure they are supportive?
how you will end the relationship (celebration, disengaging)
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