Level 3
Unit No:
Guided learning hours:
12 hours

Assessment Guidance

Portfolio of Evidence

Unit Learning Outcomes


Be able to carry out own role as a mentor.

This learning outcome must be assessed in a real work environment environment.

Different models for mentoring:

  • Shea (2002) - 7 types of mentor assistance
  • Clutterbuck (2000) - 10 mentor competencies
  • Alred et al (1998) – 3 stage process

Approaches include:

  • Dyads
  • eMentoring
  • Group mentoring
  • Multiple mentoring
  • Peer mentoring
  • Triad mentoring

Mentoring Process Lifecycle

Roles and responsibilities of a mentor

Professional Charter for Coaching and Mentoring

Mentors should be able to identify the boundaries of their role and know where to refer the mentee to when the boundaries of the role are reached.

Reaching agreements on boundaries – formal and informal methods.

Signposting and referral systems.

Ensuring confidentiality is not breached.

Safeguarding concerns and procedures for dealing with disclosure.

Assessment Criteria

  • 1.1
    Fulfil the responsibilities of a mentor as described by a specific organisation.
  • 1.2
    Apply relevant qualities and skills in different mentoring situations in order to provide effective and appropriate support.
  • 1.3
    Explain boundaries to the individual being mentored.
  • 1.4
    Observe boundaries and relevant guidelines or legislation when mentoring.
  • 1.5
    Seek support or guidance from and refer issues to appropriate individuals when necessary (e.g. through sharing feelings during supervision or by referring child protection concerns to a safeguarding officer).


Be able to evaluate and plan how to improve own performance as a mentor.

Analysis of own strengths and weaknesses in terms of mentoring.

Models of reflection:

  • Gibbs’ Reflective Cycle
  • Kolbs’ Learning Cycle
  • Johns’ Model for Structured Reflection
  • Bains’ Framework – the five Rs
  • Moons’ Levels of Learning

Evaluating impact of mentoring

  • formative and summative evaluation
  • revisiting outcomes of mentoring activities
  • quantitative or qualitative approaches to collection of evidence

Consider what further development activities and support or guidance are available to help you develop your practice, as well as new opportunities you can offer as a mentor to continue individual, team and organisational performance development.

Creating a personal development plan:

  • SMART targets
  • Support required
  • Impact on role of planned activities

Assessment Criteria

  • 2.1
    Assess own strengths and weaknesses as a mentor, providing evidence for own judgements.
  • 2.2
    Analyse the impact the mentoring they have provided has had on a specific individual being mentored.
  • 2.3
    Produce a learning and skills improvement plan to support their development as a mentor.