Setting SMART Goals in Mentoring

 

SMART goals help mentors and mentees agree on what they want to achieve, how they will work towards it and how they will recognise progress.

Letter	Meaning	Explanation
S	Specific	What exactly do you want to achieve?
M	Measurable	How will you measure progress?
A	Achievable	Is the goal realistic with the available support?
R	Relevant	Does it matter to the mentee?
T	Time-bound	When would you like to achieve it?

1. Different types of mentoring goals

Skill development

• Improve communication skills.

• Learn to use a computer programme.

• Complete a training course.

• Develop reading, writing or organisational skills.

Personal development

• Build confidence and self-esteem.

• Become more independent.

• Improve decision-making.

• Develop self-awareness and emotional intelligence.

Career development

• Explore employment opportunities.

• Prepare for an interview.

• Identify suitable training.

• Develop workplace skills.

Social development

• Improve social interaction.

• Develop friendships and professional relationships.

• Become more confident speaking in groups.

• Learn to ask for help when needed.

2. Making SMART goals accessible

There is something important missing from many discussions about SMART goals.

Not everyone starts from the same position.

A goal that is achievable for one person might be difficult for another.

For example:

• A person with dyslexia might need accessible written information.

• An autistic person might benefit from clear instructions and predictable sessions.

• Someone experiencing depression might need smaller steps and flexible timescales.

• Someone with anxiety might need gradual opportunities to build confidence.

This does not mean lowering expectations.

It means providing appropriate support so people have a fair opportunity to achieve their goals.

3. Example: Turning a general goal into a SMART goal

General goal

"I want to become more confident."

SMART goal

"I would like to become more confident speaking in small groups over the next three months."

Action steps

1. Identify situations that cause anxiety.

2. Practise speaking with the mentor.

3. Gradually contribute to small group discussions.

4. Review progress during mentoring sessions.

Measuring progress

The mentee reflects on their confidence and identifies what has become easier.

4. The mentor's responsibilities

A mentor should:

• Listen to what the mentee wants to achieve.

• Avoid deciding goals on their behalf.

• Recognise individual strengths and abilities.

• Identify barriers and possible solutions.

• Agree on appropriate support.

• Review progress without judgement.

• Adapt goals when circumstances change.

5. An important distinction: Goals versus expectations

I think this is particularly important in disability and mental health mentoring.

There is a difference between helping someone achieve something they want and expecting them to achieve something because another person thinks they should.

For example:

Someone might want to find employment.

However, before setting an employment goal, it is important to consider:

• What type of work interests them?

• What are their strengths?

• What support might they need?

• Are the working environment and expectations suitable?

• Are there barriers involving disability, mental health or accessibility?

Mentoring should encourage independence, choice and personal development.

It should not become another system where people are judged for not meeting somebody else's expectations.

My main takeaway

SMART goals provide structure, but the relationship provides the support.

A successful mentoring relationship should combine:

• Clear goals.

• Realistic expectations.

• Individual support.

• Encouragement and motivation.

• Flexibility.

• Regular reviews.

• Recognition of achievements, including small steps.

One final point: sometimes progress is not about achieving the original goal within the original timescale. It might be about recognising difficulties, learning something about yourself or discovering what support you need.

That is still meaningful progress.

This links particularly well with your wider interest in how mentoring and coaching can become more inclusive of disabled people and people experiencing mental health difficulties.