Coach-Mentee Handbook - Mentoring - London Deanery

Professional Support Unit 

COACH-MENTEE 

HANDBOOK 

August 2012 

www.londondeanery.ac.uk

CONTENTS 

Introduction for Coach-Mentees 3 

What skills do the Mentee and Coach/Mentor need? 3 

Benefits of Coaching and Mentoring 4 

Choosing a Coach/Mentor 4 

How to join the programme 5 

Ground Rules for Mentees 6 

Mentee Guidelines 7 

Ethical Framework for Coaches and Mentors 8 

1. Competence 8 

2. Professionalism 8 

3. Integrity 9 

Mentoring Agreement and Declaration 10 

Coaching and Mentoring Agreement and Declaration 11 

London Deanery Professional Support Unit

INTRODUCTION FOR COACH-MENTEES 

(Please make sure that you have read the overview first) 

People do grow, learn, thrive and excel when organisations make provisions for 

particular and specific interpersonal support at key times (Cross 1998). 

You may find coaching and mentoring particularly helpful if you are at a crossroads in 

your career or have suffered a setback in your ambitions and are having to consider 

new options for the future. Or you may simply want to explore ways of further fulfilling 

your potential. 

The programme enables you to talk to your Coach/Mentor in complete confidence about 

professional or career issues. Your Coach or Mentor will be an experienced and trained 

individual. 

You can take up to four sessions over six months to spend on your personal 

development. 

This is a mentoring service which applies coaching skills and techniques, so we use the 

terms coaching and mentoring interchangeably. 

So what does a Coach/Mentor do? 

“Coaching and Mentoring are learning relationships which help people to take charge of 

their own development, to release their potential and to achieve results which they 

value.” Connor and Pokora, 2007 

“Mentors are people who, through their action and work, help others to achieve their 

potential” Shea 1992 

What makes coaching and mentoring work? 

The success of coaching and mentoring is in the establishment of an effective 

relationship, based upon mutual respect, honesty and understanding. 

A Coach or a Mentor doesn’t necessarily have to be someone senior to you in the 

organisation, but rather needs to have the motivation and training to support you (the 

Mentee) in your development. 

It goes without saying that other qualities such as a varied career and life experience, a 

wide professional network and commitment to their own development will enrich the 

mentoring relationship. 

The Coach/Mentor would need to have “something” (quality / skill / experience) that you 

see as being helpful to you in your personal or professional life. 

Not advice but help 

A Coach/Mentor does not give advice, but rather helps the Mentee to weigh up 

situations using a process of reflection, questions, challenge and feedback allowing the 

Mentee to come to a decision themselves. It is crucial to remember that in any 

mentoring relationship it is the Mentee who drives the agenda, not the Coach or the 

Mentor. 

What skills do the Mentee and Coach/Mentor need? 

Table 1: Basic competencies for Coaches/Mentors and Mentees 

• Communication skills to articulate problems and ideas 

London Deanery Professional Support Unit Coach-Mentee Handbook 3

• To listen and to challenge constructively 

• The ability to be honest with oneself and the other partner and to reflect upon what is 

being said, both at the time and subsequently 

• Capacity for empathy 

Taken from Megginson et al Mentoring in Action - a practical guide 2006 Kogan Page 

Table 2: 10 core competencies of Coaches and Mentors 

• Knows what I am talking about 

• Not intimidating, easy to approach at any time 

• Interested in me (the Mentee) personally, genuine concern 

• Provides subtle guidance, but ensures I make decisions 

• Actually questions me 

• Willing to debate / challenge me 

• Will give honest answers 

• Does not blame, stays neutral 

• Is enabling, caring, open and facilitative 

• Gives constructive and positive feedback 

Adapted from The effective mentoring section of the Edgehill University core reference 

material original data from Brigden 2000 

Benefits of Coaching and Mentoring 

In a study by researchers Garvey and Garrett-Harris in 2005, it was found that the 

benefits of coaching and mentoring to Mentees were: 

1. Improved performance and productivity 

2. Career opportunity and advancement 

3. Improved knowledge and skills 

4. Greater confidence and well being 

Choosing a Coach/Mentor 

In the London Deanery we recognise that coaching and mentoring works best when 

Mentees are provided with enough information to choose a Coach/Mentor themselves. 

We therefore use the detailed information provided in your application to shortlist three 

Coaches and Mentors who we think might best fit your needs. 

When your application is being processed you will receive a telephone call from a 

Deanery Matcher to ascertain your needs, this enables the Coaching and Mentoring 

service to offer you the most suitable Coaches/Mentors. All Matchers are doctors who 

are trained Coaches/Mentors and anything you say to them is completely confidential. 

Following this conversation we will use the information that you have given us and the 

detailed information that we have on our accredited Coaches/Mentors to select three 

Coaches and Mentors for you. You will then be given ‘pen portraits’ of three 

Coaches/Mentors and you choose the one who you judge to be your best fit. 


You will arrange an initial trial meeting to meet one of them, to set your agenda and 

reach an agreement on how you will proceed. If the first meeting does not work for you, 

you can without giving a reason, choose another. 

How to join the programme 

You’ve already shown an interest by reading this document. On the homepage of our 

website you will see an online application form. 

If you are in a training post it is generally a good idea to get the support and approval of 

your Clinical or Educational Supervisor so that you can get time off for being mentored. 

They should certainly be keen to agree because of their commitment to continuous 

learning. 

If you are in a non-training post please note that most Coaches/Mentors offer sessions 

in the evenings and at weekends. 

Please give a considered response to the space for outlining your reasons for wanting 

to take part since we will use it to select you a choice of 3 Coaches/Mentors in the 

matching process. If you have further queries you may email the team on 

mentoring@londondeanery.ac.uk 

Kind regards 

Dr Rebecca Viney, 

Coaching and Mentoring Lead 

Associate Dean 

Professional Development Department 

London Deanery 

Stewart House 

32 Russell Square 

London 

WC1B 5DN 

0207 866 3242 


GROUND RULES FOR MENTEES 

1. Each mentoring session should last 60-90 minutes, and takes place about four 

times a year, over a period of up to six months. 

2. The meeting place is a mutually convenient one. It is often helpful to meet 

somewhere away from the hassles of the workplace. As mentoring sessions are 

considered a professional activity, social venues are avoided. 

3. All Mentees will sign a Mentee agreement. 

4. All Coaches/Mentors will work by an ethical code of practice (see Section 4). 

Mentees are also expected to adhere to the principles laid out in this code and 

should read this section carefully. 


MENTEE GUIDELINES 

1. At the end of each meeting, the Mentor and Mentee may wish to fill in a reflective 

practice sheet. 

2. At the conclusion of each meeting, the Mentee and Mentor will review their 

position and decide whether to arrange further meetings. 

3. After each session the Mentee should take note of any action points and check 

these have been completed before the next session. 

4. At the end of the mentoring sessions the Mentee will be required to complete an 

Exit Evaluation questionnaire online giving feedback on their mentoring 

experience. 

5. All information supplied to the mentoring administrator is confidential and will be 

available only to the Mentoring Team. Mentors are accountable in terms of their 

standards, ongoing education, development and commitment as a Mentor to the 

Deanery. 

6. Mentees should be prepared to travel a reasonable distance, if necessary, to meet 

their Mentor. 

7. Participating in the mentoring scheme as a Mentee implies a commitment to the 

process. 

8. Once allocated a Mentor, Mentees will be asked to reaffirm their declaration of 

any professional criminal proceedings. 

9. The Mentee should be aware of their rights and any complaints procedures. 


ETHICAL FRAMEWORK FOR COACHES AND MENTORS 

While the coaching agenda is the client’s, the Coach/Mentor must keep in mind at all 

times the healthcare context in which the client is working and the implications for patent 

care of the changes the client wishes to make. 

The time of doctors is a scarce resource. To justify the investment of time, coaching and 

mentoring must add value in terms of enhancing the motivation, performance or 

retention of doctors. 

1. Competence 

1.1 Coach/Mentors should continuously develop their skills through reflection, 

training and supervision. 

1.2 Coach/Mentors should recognise the limits of their competence and work within 

them, suggesting alternative sources of support where these would be more 

appropriate. 

1.3 Coach/Mentors should maintain a relationship with a suitably qualified 

supervisor. 

1.4 Coach/Mentors must listen to clients and help them make the changes they want 

to make in order to improve their service to patients and the public or achieve a 

healthier balance in their lives. 

1.5 Coach/Mentors should work with colleagues in the ways that best serve the 

interests of clients and patients. 

2. Professionalism 

2.1 Coach/Mentors should treat clients as whole people with lives outside medicine; 

treat all clients with respect for their individuality and their diversity of cultures, 

beliefs, sexuality and lifestyles. 

2.2 Coaches/Mentors should challenge their clients if it becomes apparent that the 

client is not treating their patients as individuals, respecting their dignity, being 

polite and considerate towards them and respecting their confidentiality. 

2.3 Coach/Mentors must respect clients’ right to confidentiality, within the constraints 

set by the law and by the duties of a doctor. 

2.4 Coach/Mentors should be responsive to the client in the language they use and 

the way they manage the relationship and the process. Ensure that the 

expectations of the client are clear and understood. 

2.5 Coach/Mentors should respect the resourcefulness of the client and their ability 

to find their own solutions. 

2.6 Coach/Mentors should not encourage dependency and should work to bring the 

relationship to a conclusion by mutual consent. 

2.7 Coach/Mentors must treat all clients equally and not discriminate unfairly against 

any groups. 

2.8 Coaches/Mentors must never exploit or abuse the client’s trust or vulnerability. 

2.9 Understand that professional responsibilities continue beyond the end of the 

coaching/mentoring relationship. 


3. Integrity 

3.1 Coach/Mentors must be honest and open and act with integrity. 

3.2 Coach/Mentors must act without delay if they have good reason to believe that 

their client may be putting patients at risk. 


COACHING AND MENTORING AGREEMENT AND 

DECLARATION 

The Coaching and Mentoring Agreement Declaration consists of two sections and 

should be completed at the beginning of the first session. The first section establishes a 

signed agreement between the Mentor and the mentee to meet for a declared maximum 

number of sessions. The London Deanery standard is for four mentoring sessions, but 

in some cases it may be agreed to undertake more. Undertaking more than four 

sessions requires prior agreement from Dr Viney, the London Deanery Coaching and 

Mentoring Lead. 

The second section confirms the mentee’s acceptance of the London Deanery 

Coaching and Mentoring regulations, and checks whether there are any legal 

circumstances that could prohibit the mentee undertaking mentoring. A copy of the 

mentee ground rules, guidelines and ethical code of practice is attached. This section 

must be signed by the mentee. It should be noted that either party may dissolve the 

relationship. 

By both parties respecting the Ethical Code and Coaches/Mentors practising to 

the Coaching and Mentoring Standards means that it is expected that: 

1. The Mentor will respond to the mentee’s needs and agenda; it is not to impose 

their own agenda. 

2. Computer-based records are kept in accordance with statutory regulation under 

the data protection act 1984. 

3. Mentors and Mentees should respect each other’s time and other responsibilities, 

ensuring they do not impose beyond what is reasonable. 

4. The Mentee must accept increasing responsibility for managing the relationship; 

the Mentor should empower them to do so and must generally promote the 

learner’s autonomy. 

5. Mentors need to be aware of the limits of their own competence in the practice of 

mentoring. 

6. The Mentor will not intrude into areas the Mentee wishes to keep private until 

invited to do so. However they should help the Mentee to recognise how other 

issues may relate to these areas. 

7. Mentors and Mentees should aim to be open and truthful with each other and 

themselves about the relationship itself. 

8. Mentors and Mentees share the responsibility for the smooth winding down of the 

relationship when it has achieved its purpose – they must avoid creating 

dependency. 

9. The mentoring relationship must not be exploitative in any way; neither may it be 

open to misinterpretation. 


COACHING AND MENTORING AGREEMENT AND 

DECLARATION 

Private and Confidential 

Agreement 

This is to agree a course of coaching/mentoring sessions, to take place over the period of up to one 

year, on dates to be arranged between the mentor and mentee. 

Mentee Name: ……………………………………………………………………………………….. 

Mentor Name: ……………………………………………………………………………………….. 

Maximum number of sessions*: ………………………… 

* Authorisation must be obtained from London Deanery Coaching and Mentoring before committing 

to, or undertaking more than 4 mentoring sessions. 

Mentee Signed: ……………………………………… Date: …………………………….. 

Mentor Signed: ………………………………………. Date: …………………………….. 

Mentee Declaration 

Please delete as applicable: 

1. I have / have not read the Overview of Coaching and Mentoring (on the London Deanery 

website) and the Mentee Handbook, FAQ’s and agree to the following: 

· The ground rules for mentee 

· The mentee agreement 

· The ethical code of practice 

2. I confirm that I am / I am not currently the subject of any investigation or fitness to practice 

proceeding by any employer, any licensing or regulatory body in the United Kingdom or any 

other country. If my circumstances change during my mentoring I will inform the London 

Deanery Mentoring Team. 

The London Deanery Coaching and Mentoring service reserves the right to review membership of any 

mentee whose conduct is in conflict with the above terms or is at any time or in any way inappropriate. 

Mentee Signed: ……………………………………….. Date: ……………………………. 

Please return by post to: 

Coaching and Mentoring Administrator - Faculty Development 

Unit, London Deanery, Stewart House, 32 Russell Square, London 

WC1B 5DN

Coach-Mentee Handbook - Mentoring - London Deanery

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