Institution of Fire EngineersGuidelines for Mentors
- Volunteers time to take a personal interest in others
- Ensures that ground-rules are established at the beginning of the relationship, to avoid misunderstanding later on. These may include the timings and format of meetings, the expected length of the commitment and methods of communications.
- Discusses responsibilities and expected outcomes at an early stage. (Relationships which start with a clear 'learning contract' are generally the most rewarding)
- Listens 'actively'
- Questions and finds out what is important to the Mentee exploring their skills, aptitudes and aspirations
- Does not impose their own agenda on the Mentee
- Challenges assumptions and acts as a sounding board
- Understands that the role of the mentor is to challenge and encourage but not to provide answers
- Creates an open and candid relationship, to encourage the growth of trust and confidence, which assists the learning process
- Regards all that the mentee says as confidential
- Helps the Mentee to learn by allowing minor errors, but endeavouring to prevent them making major errors
- Brings a rigorously professional approach to the mentoring relationship
- Recognises when the mentee should be identifying a need for other sources of help
- Recognises that they will gain significant personal and career development from mentoring
- Guards against the mentee becoming dependent on them
- Encourages the mentee to approach each meeting fully prepared
- Monitors the progress of the Mentoring relationship and recognises when it has run its course.