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How To Be A Mentor Modified by NRAC on 29 September 2014.

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Presentation on theme: "How To Be A Mentor Modified by NRAC on 29 September 2014."— Presentation transcript:

1 How To Be A Mentor Modified by NRAC on 29 September 2014.
NOTE TO INSTRUCTORS: This PowerPoint contains all the material in the lesson plan. It was developed with the understanding that it might be presented at the Regional level by workshop leaders who have little or no instruction experience, and the slides are consequently very “wordy.” Instructors may leave the slides as they are but should take care not to fully read each slide as it appears. Instructors who are comfortable doing so may “whittle” the bullet points down until they are simply reminders for what to discuss. This presentation contains a lot of important information that new mentors need to hear. However, the scenarios (at the end of the lesson plan) that allow attendees to practice mentoring debriefs are arguably the most important part of this workshop. Therefore, if time is a constraint, move through the slides quickly enough to leave ample time for scenario work.

2 What Is A Mentor? A knowledgeable, more experienced helper
A friendly source of guidance, advice, and confidence for new referees A source of knowledge and experience for referees who wish to upgrade A mentor is simply someone who has been a referee for a longer period of time, or who has more experience refereeing at the level the mentee is attempting to master. Mentors are a key resource for helping new referees quickly become great referees. Higher-level mentors can be instrumental in helping referees who are looking to upgrade. New referees can feel isolated, unsupported, and alone. Worse, new referees can be the victims of overzealous coaches and fans whose comments can cause referees to question why they are volunteering. The support and guidance of an experienced mentor in such situations can mean the difference between keeping and losing a valuable volunteer.

3 Why Is Mentoring Important?
Every season, Regions recruit new referees The next season, many don’t return Lack of experience makes new referees unconfident Criticism from the sidelines is embarrassing Perceived lack of support from the Region can be frustrating An active mentoring program can help

4 The Mentoring Program The program organizer selects experienced referees (like you!) to act as mentors These referees attend training (this course) to understand the best practices for helping referees The organizer assigns mentors to new referees The mentor and the new referee begin to build a relationship of trust

5 The Mentor Certification
Successful completion of this course will result in certification as a Referee Mentor in eAYSO Being certified as a Referee Mentor means That you care about your Region’s referees That you care about the kids, who need referees in order to play That you understand how to communicate tips for improvement in a nurturing, positive manner

6 Being A Mentor The Basics

7 The Mentor As A Teacher Mentees will rely on your knowledge and assume that it’s correct If you get the Laws wrong, it affects your game If you pass along incorrect Law or guidance to your mentees, it affects many more games This means that mentors must be constant students of the Laws, USSF Advice to Referees, USSF Guide to Procedures, and AYSO program documents

8 The Mentor As A Friend Work to build a relationship of trust
Greet your mentee with a smile and a handshake The mentee will know whether you truly care Always communicate positively, not negatively – even if the mentee has a lot of room for improvement

9 Negative Guidance “You’re doing it wrong. You are almost always running straight up and down the field, chasing play. That means you have no angle to see fouls. And you’re constantly missing your assistant referees’ flags!” If you were the mentee, how would you feel?

10 Positive Guidance “You’re doing a good job keeping up with play! Now try this: when you run on what we call the left diagonal, as much as you can, stay a little to the left of the ball. That way you’ll have a better view of what the players around the ball are doing, and you’ll be able to look through them to see your lead AR.”

11 Watching the Mentee You must watch the mentee in action to understand his strengths and weaknesses Ideally, you’ll watch the mentee work multiple games You don’t have to watch an entire game to understand how the mentee is performing Don’t interfere with the mentee’s game: wait until halftime or post-match

12 Post-Match Discussion
Find a quiet, private place Let the mentee get a drink and cool down Thank the mentee for doing the game Ask how the mentee felt about the game and any problem areas she felt that she had Answer any questions truthfully

13 Post-Match Discussion
Provide a summary of performance, starting with the good things Provide guidance on areas that could be improved Limit this to the two or three things that will provide the biggest performance gains Don’t just say what to change: explain why Arrange for the next observation Be available to answer questions before then

14 Mentoring New Referees

15 Challenges For New Referees
New referees are unsure of their ability to remember and properly apply the Laws They can become easily confused during a game, adding to a lack of confidence New referees are especially vulnerable to negative comments and criticism from the sidelines The mentor has tools to help with these issues

16 Tools For Mentors Meet with the new referee before his first game to create a bond and answer any initial questions Let the mentee know that he shouldn’t allow negativity, and explain the “Ask, Tell, Dismiss” tool Be at the mentee’s first game to observe and help Offer to “shadow” (run with) the mentee Initially acknowledge negative comments with eye contact (“the look”) and/or a gesture that conveys your displeasure. If the behavior continues, ASK the person to stop. If it is a spectator, ask the coach for help in controlling the negative behavior. If it is the coach who’s causing the problem, ask the coach to stop the negative behavior. If there is another occurrence, TELL the person that the behavior is unacceptable and must stop immediately. Note: we can skip the ASK step and go right to TELL if we need to. If the unacceptable behavior continues, DISMISS the person from the vicinity of the field, suspending the game until the person leaves (or terminating the game if the person refuses to leave). Note: we can skip the other steps and go right to DISMISS for egregious behavior.

17 Tools For Mentors Greet the mentee with a smile and remind her that you are there to support her Let her know not to be worried about making mistakes – otherwise known as “learning opportunities” Wear the uniform and be visible to parents and coaches Always comment on the positive things the mentee is doing and on any improvements made

18 Mentoring New Youth Referees

19 Characteristics Of Youth Referees
New youth referees have often played soccer themselves, or are still playing They may be more confident in their ability to referee a game being played by younger players They are less able to handle irresponsible adult behavior from the sidelines – nor should they have to

20 Mentoring Youth Referees
When you observe their game, be fiercely protective Be visible, and proactively deal with sideline dissent Suggest that if you aren’t there for a game, the youth should find a suitable adult to deal with irresponsible coaches or spectators Be generous with praise and gentle with suggestions Be patient

21 Mentoring Upgrading Referees

22 Mentoring Upgrade Candidates
Be familiar with the required skills for the level the mentee is pursuing Don’t try to turn the mentee into “another you” Be patient as you work on changing bad habits The mentee may resist your advice – try changing your communication style

23 Scenarios Break the class into groups of two. Assign a scenario (located at the end of the lesson plan) to each group. One person should assume the role of ‘referee’ and another the role of ‘mentor’. The items within the scenario are things that the mentor observed during the match. The mentor must decide what to say to the referee after the match and how to present the information. The instructors and the rest of the class will offer feedback. The scenarios intentionally present too many points for the mentor to talk about to the referee. Guide the feedback to reinforce that the mentor must limit their debriefing to no more than two areas needing improvement and should offer at least two or three positive comments

24 Conclusion Mentoring is vitally important
It helps us retain referees When it’s clear that we support and protect our referees, it helps with recruitment It helps our new referees quickly become capable and confident It helps our experienced referees upgrade Thank you for being a mentor!

25 Customer Service Goal for the referees:
Support the delivery of a great AYSO experience for the players and others. How will today’s workshop help you support this goal? Use this slide to highlight key points in this workshop and related them to customer service

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