Mentorship Matters: Abigail’s APC journey continues

12th May 2025

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Welcome to the second instalment of my APC journey diary. Since starting this process, structured mentorship has not only guided my development but also transformed how I think about inclusive design and my role as a future chartered surveyor.

When I started the APC process in July last year, I knew it would be a challenge, but I also saw it as an opportunity to grow, both professionally and personally. Like many graduate surveyors, I was eager to prove myself yet uncertain about managing the numerous moving parts of the pathway: technical knowledge, report writing, site experience, ethics, competencies, and time management. Early on, it became clear that I would need structure, direction, and support. That’s where mentorship came in.

From the outset, my mentor and I agreed on a structured approach—quarterly one-to-one meetings with a clear agenda and measurable objectives. These sessions quickly became the backbone of my progression. They weren’t just a chance to “tick boxes”; they were focused, open conversations that provided constructive feedback, challenged my assumptions, and encouraged me to reflect more deeply on the practical and ethical aspects of my role as a future chartered surveyor.

One of the most rewarding aspects of this mentoring relationship has been its impact on how I understand and apply theoretical knowledge in the real world.  

For example, as part of our mentorship structure, we incorporated regular reviews of my pathway portfolio, with a focus on mandatory competencies related to ethics, client care, and health and safety. These discussions naturally led to conversations about inclusive design, not just as a legal requirement but as a professional and moral obligation. Through this, I began to understand the importance of embedding accessibility and usability into the entire lifecycle of a building, from early concept to post-occupancy.

It helped that I had already been exposed to some key frameworks: the Equality Act 2010, which legally protects people from discrimination; Building Regulations Part M, which sets minimum access standards; and BS 8300, which offers detailed guidance on creating inclusive, accessible environments. But it was through mentoring that I was encouraged to go beyond compliance and look at inclusive design through a wider lens.

One particular discussion stands out. During a review of my case study, my mentor asked how I had considered the needs of neurodiverse users in a recent refurbishment scheme. At the time, I hadn’t. That prompted me to dive into PAS 6463:2022 – Design for the Mind, a relatively new but incredibly insightful standard developed by the British Standards Institution. It addresses design for neurodiversity, focusing on lighting, acoustics, spatial planning, and information clarity. That conversation reshaped my thinking.

I’ve since started applying those principles in design reviews and stakeholder discussions. I now ask: Is this space intuitive to navigate for someone with sensory sensitivities? Could the lighting be overwhelming? Does the signage use plain language? These may seem like small questions, but they make a big difference to real people.

Mentorship has sharpened my technical skills and deepened my ethical awareness. Inclusive design is not merely a competency; it is a cornerstone of good surveying. As aspiring RICS professionals, we are expected to act with integrity and respect. Creating spaces that exclude—intentionally or not—undermines that standard.

My APC journey has gone from daunting to empowering. It’s still tough, but structured support and values-driven reflection have made it purposeful.

To fellow APC candidates: seek mentorship that challenges and supports you. To mentors: ask the hard questions—they shape how we think.

This article was written by Abigail Lee, a graduate surveyor currently on the RICS APC pathway and MacConvilles Graduate Programme.