Mentoring is an encouraged part of the GCCF Judge Training Programme and plays an important role in supporting trainee judges as they develop knowledge, confidence, and professional judgement.
This guidance is intended for both trainee judges considering working with a mentor and experienced judges who are acting, or may act, as mentors.
It explains what effective mentoring looks like in practice, sets clear professional boundaries, and outlines how mentors can support trainees without taking over their learning or decision-making.
The guidance below should be read alongside the GCCF Judge Training Programme documentation. It does not replace any formal requirements, assessments, or governance processes.
Guidance on Mentoring Within the GCCF Judge Training Programme
Mentoring is not obligatory, but it is encouraged.
Its purpose is to:
- Explain the mentoring framework in plain language.
- Reassure trainee judges about the support they can expect.
- Encourage mentor judges by showing how effective mentoring helps trainees progress.
- Promote good practice while maintaining clear professional boundaries.
All formal requirements, assessments, and decisions remain the responsibility of the relevant JPG, BAC, and GCCF governance structures.
Mentoring is about contribution, not authority.
Mentoring a Trainee GCCF Judge
Support, Guidance and Professional Boundaries
Mentoring is a positive and valuable part of judge training.
When done effectively, it helps trainee judges:
- Build confidence
- Develop sound judgement
- Understand expectations
- Feel supported, not managed
This guidance explains how mentoring works.
It protects trainees.
It supports mentor’s role through guidance.
It sets clear expectations for both.
What Trainee Judges Can Expect From a Mentor
A mentor is there to support your development.
You should expect your mentor to:
- Listen to your questions and concerns
- Offer guidance based on experience
- Help you think through problems
- Challenge your thinking constructively
- Encourage independence
- Respect your opinions and decisions
- Treat you professionally and confidentially
A mentor does not carry out ongoing assessment during your training.
This does not prevent a mentor, where appropriately appointed, from acting as one of the judges involved in a formal final assessment at the end of the training process.
A mentor does not approve your work.
You remain responsible for your learning, decisions, and submissions.
What Mentors Gain From the Role
Mentoring is about contribution, not authority.
A successful mentor:
- Shares experience responsibly
- Supports the development of future judges
- Helps maintain standards across breeds
- Strengthens the judging system as a whole
Many mentors find that:
- Fresh perspectives challenge assumptions
- Explaining reasoning sharpens their own thinking
- Supporting progress is rewarding in its own right
Effective mentoring feels collaborative.
It never feels controlling.
The Professional Nature of the Relationship
Mentoring is a professional relationship.
- Mutual respect is essential
- Clear boundaries protect both parties
- Friendship must not override roles
If either party feels the relationship is no longer effective:
- Concerns should be discussed openly
- A change of mentor can be agreed
- No criticism or blame should follow
The trainee’s progress always comes first.
Setting Expectations Early
Before mentoring begins:
- Mentor and trainee should talk openly
- Boundaries should be agreed
- Ways of working should be discussed
- Expectations should be clear
This early clarity reassures trainees and helps mentors support effectively.
Knowledge and Standards
Mentors are expected to:
- Be fully familiar with the current SOP for the relevant breed or breeds
- Correct misunderstandings where SOP accuracy matters
- Work from exact current wording
Accurate guidance early protects trainees later.
How Mentors Support Trainees in Practice
A mentor should:
- Act as a sounding board for ideas and concerns
- Encourage trainees to explain their reasoning
- Suggest resources, reading or examples
- Share experience using “this worked for me” discussions
- Introduce trainees to people who broaden experience
- Help trainees reflect on feedback received from JPGs, BACs, or assessing judges
- Offer reassurance when confidence dips
- Recognise progress and improvement
Support means guidance.
It does not mean doing the work.
Constructive Challenge Builds Confidence
Mistakes are part of learning.
Mentors help trainees learn from them.
Good mentoring can and will include challenge.
It should feel:
- Respectful
- Proportionate
- Focused on learning
Mentors should stress:
- Encouraging reflection
- Questioning reasoning, not ability
- Explaining risks where appropriate
- Help trainees understand consequences
Reports, Placings and Independence
Trainees retain full ownership of their work.
Mentors must not:
- Demand to see reports before submission
- Rewrite reports
- Approve reports
- Override placings or opinions
Mentors may:
- Look at a draft if asked
- Ask why certain wording was used
- Highlight unclear explanations
- Point out conflicts with the SOP
Developing confidence depends on ownership.
Differences of Opinion Are Normal
Mentors and trainees will not always agree.
That is expected.
Mentors should:
- Encourage clear justification for placements
- Respect differences of opinion
- Focus on clarity of rationale
If a trainee makes an obvious error and cannot see it:
- The mentor should point it out
- Explain possible consequences
- Accept the trainee’s decision if they persist
Experience remains a powerful teacher.
What Mentors Must Not Do
Mentors must not:
- Breach confidentiality
- Impose their own judging style
- Solve problems trainees must address themselves
- Shield trainees from all criticism
- Control judging decisions
- Rewrite work to protect a trainee
- Undermine confidence
Effective mentoring builds independence.
Ending a Mentoring Relationship
If difficulties arise:
- Mentor and mentee should discuss them openly but privately
- Try to resolve them professionally
If the relationship ends:
- Neither party should criticise the other
- Professionalism must be maintained
- The focus remains on the trainee’s development
When Mentoring Works Well
When mentoring is done properly:
- Trainees feel supported and confident
- Mentors feel valued and respected
- Standards are protected
- The judging system is strengthened
This guidance exists to help that happen.
Supporting Effective Mentoring
When mentoring is done well, it benefits everyone involved.
Trainee judges gain support, clarity, and confidence while retaining full responsibility for their own learning and decisions. Mentor judges contribute experience, guidance, and perspective without crossing professional boundaries.
This guidance exists to support constructive mentoring relationships that strengthen the judging system, protect standards, and encourage thoughtful, independent judges for the future.
Frequently Asked Questions
Is having a mentor compulsory?
No. Mentoring is encouraged but not mandatory.
Some trainee judges find mentoring helpful for confidence and reflection. Others prefer to work independently. Both approaches are acceptable within the GCCF Judge Training Programme.
What is the main role of a mentor?
A mentor provides guidance and support.
They help you think through decisions, reflect on feedback, and understand expectations. They do not take responsibility for your work or decisions.
Does my mentor assess me during training?
No.
A mentor does not carry out ongoing assessment during your training. They do not approve reports, placings, or submissions.
Where appropriately appointed, a mentor may later act as one of the judges involved in a formal final assessment at the end of the training process.
Can my mentor look at my reports?
Yes, if you ask.
A mentor may look at a draft report and discuss terminology or clarity. They must not rewrite reports, edit content, or approve work before submission.
What if my mentor and I disagree on a cat or placing?
Differences of opinion are normal.
Your mentor should respect your judgement and focus on whether your reasoning is clearly explained and aligned with the SOP. Final decisions remain yours.
What if I feel the mentoring relationship is not working?
You should raise concerns with your mentor and discuss them openly.
If issues cannot be resolved, a change of mentor can be agreed. This should happen professionally, without criticism or blame.
Can my mentor speak about my progress to others?
Mentors must respect confidentiality.
They must not undermine you or discuss your abilities inappropriately. Honest feedback may be provided only if formally requested by the relevant JPG or BAC.
What should I expect from a good mentoring relationship?
You should expect:
– Professional support
– Honest guidance
– Respect for your independence
– Clear boundaries
– Encouragement to develop your own judgement
Mentoring works best when it supports learning, not control.
