Presentation on theme: "Provide Mentoring Support to a Colleague"— Presentation transcript:
1Provide Mentoring Support to a Colleague Establish a relationshipApply effective communication styles to develop trust, confidence and rapportAgree on how the relationship will be conductedClarify and discuss expectationsOffer mentoring supportAssist mentee to identify and evaluate options to achieve agreed goals.Share personal experiences and knowledge with the mentee.Encourage mentee to make decisions and take responsibility for the courses of action under consideration.Provide supportive advice and assistance in a manner which allows the mentee to retain responsibility for achievement of their own goals.Change and discuss the mentoring relationship.Make any adjustments to the relationship taking into account the needs of both mentor and mentee.
2‘Behind every successful person, there is one elementary truth: somewhere, somehow, someone cared about their growth and development . This person was their mentor’ Dr Beverley Kaye, Up is Not the Only Way, 1997
6Some Characteristics of a Good Mentor Approachable and welcomingShares information and experiences openlyGood communication skillsTrustworthyProvides accurate and appropriate feedbackTechnical expertiseMotivating, encouraging, positive and empoweringAllocates appropriate time to mentoringSensitive to the needs of the coach/official
7Some Characteristics of a Good Coach/Official (in a mentoring relationship) Drives the process and take responsibility for solving problems, personal growth and developmentMotivated and willing to develop a good relationshipListens and accepts guidance and feedbackSets realistic and appropriate goalsReliable, trustworthy and maintains confidentialityLooks to be challengedFlexible and open to new ideasShows initiative and enthusiasm but has reasonable expectationsRecognizes, acknowledges and appreciates mentor
9Pros & Cons of Mentors as Assessors Knows coach’s/official’s abilitiesCoach/official may feel more comfortableMentor can modify sessions to prepare coach/official for assessmentMentor can assess over a longer period of timeFewer people are required in the processCONSCoach/official may feel threatened during the mentoring process knowing that their mentor will assess themThe mentor may not be sufficiently independent to make a fair and valid assessmentIt may hinder working relationship
10Strategies for Mentors who are Assessing Understand why you are assessing, ie for improvementBe open and up front about your dual roleDiscuss the possible conflicts of the dual roleBe clear, and make it clear, what role you are playing at any given timeSeek regular feedback from the coach/official on both rolesUse an independent assessor if neededKeep accurate and thorough assessment documentation
11Skills Mentors Require RoleAssessment of participantSkills RequiredHave sufficient knowledge of what is being assessedEstablish impartialityCreate a supportive environmentAssess what the coach/official can do, not what you think they canGive accurate and concise feedback
12The Mentoring Process Goal setting Observation Analysis Providing feedbackAction planningReview
13Foundations for successful mentoring relationships Develop and communicate clear goals and expectations at the beginningSet the ground rules and develop an agreementClarify the roles of the mentor and menteeWork out when and how feedback will occurReview the relationship at regular intervals
15Two-way process of mentoring ‘Mentoring is a two-way process in which both mentor and coach benefit from the networking, sharing of ideas and interaction that can lead to lifelong friendship and betterment of the sport’Adapted from the Lacrosse Case study
16Setting the ‘Ground Rules’ Time & place to meetPhone calls at home?Scope of feedback and assistancePreferred learning styleFormal versus informalRoles and responsibilitiesConsider what level of commitment you are prepared to make
17Empowerment‘Mentoring is a process rather than an event; mentors must see themselves as managers of a process, rather than just passing on knowledge.’(Galvin, 1998)
18Empowerment Who is ‘driving’ the mentoring relationship - the mentor or the coach/official?
19Empowerment scenarios Scenario 1: Your mentee has not contacted you for two monthsScenario 2: Your mentee is having trouble with one of their athletes and asks you to interveneScenario 3: Your mentee has just ‘failed’ their assessment (you were not the assessor). The mentee thinks that they were ‘hard done by’ and wants you to speak to the assessors.
20Empowering the coach/official Communicate openlyEncourage them to take responsibility for achieving their goalsGive them space and time to complete tasksGuide and counsel as they reach final stages of tasksHelp them to learn from mistakesHelp them to work out the answer, rather than just telling themGive constructive, critical advice – but don’t expect to solve all their problems for themIntroduce them to other people who might be able to help themGive them responsibility and monitor progressBuild confidence through ‘extraordinary’ activities
21Observation checklist Discuss the sample observation checklist with your mentee.Check if there are areas that the mentee wants you to look at specifically (identify potential ‘weak’ areas)Add any sport specific ‘technical’ aspects
22Why use questions??? To eencourage group interaction To hhelp maintain interest and stimulate thoughtTo hhelp facilitate learning by involving coach/officialTo defuse potential confronting situationsTo allow individuals the opportunity to get some feedback on what they want to knowTo create a discussionTo redirect a discussionTo obtain feedback
23Techniques for asking questions Keep them simple (one idea per question, simple language, short)Pause and give the other person a chance to reflect and answerPrompt (repeat or paraphrase the question, recall information related to the question)Deal with wrong answers in a sensitive and constructive way
24Use of appropriate questions What questions might be appropriate in the following situation?Situation: The coach/official has difficulty articulating their needs/goals for the mentoring relationship. What questions might you, as the mentor, ask?Possible Questions:What do you want to get out of this relationship?Do you feel there is more that you are after from me as a mentor? If so, what?How can I, as your mentor, better cater for your needs?Can we discuss what you would like to accomplish by the end of the year?
25Use of appropriate questions Develop a list of appropriate questions you might use if you were a mentor faced with the following situations:The coach/official has stated that they don’t have enough time to contribute to the relationship.The coach/official is geographically isolated from the mentor and other coaches/officials in their sport.The coach/official has provided feedback to the mentor that they find the mentor ‘overpowering’.The coach/official does not listen to feedback from the mentor and appears arrogantThe coach/official is angry because they feel that the mentor ‘put them down’ in front of their athletes
26How to give feedback Encourage openness Praise good work Make feedback timelyState your feedback in a manner that conveys respect and supportKeep comments related to the task not the personFocus on specific behavioursAddress areas of strength and weakness identified by the personEnsure comments are clear and understoodSupport negative feedback with specific examples and factsLink negative feedback to actions for improvement
27Reasons for failure of feedback Person perceives little benefitPerson perceives too much time and energy expenditure with little resultPerson uncomfortable with face to face communicationMentor not skilled in the process of giving and receiving feedback
28Receiving feedback Take a problem solving approach Discuss suggestions for improvementThank the person giving the feedbackPractise to improveReview again to check that things have improvedListen objectively with-out interruptingTake feedback as advice, not as a personal attackSummarise feedback to ensure you have understood
29Components of quality training quality of presenters quality of presentersCompetencyStandards&Assessment Criteriaentryrequirementsaccess and equityRPL processarticulation and credit transfercourse monitoring and evaluationteaching/ learning methodsfacilities to meet course requirementsquality of presenterseducational/ instructional design of materialsstudent feedback mechanismsintegration of on-and-off the job componentsvalid and reliable on-and-off the job assessmentquality of assessorsComponents which clarifythe quality of trainingComponents which define a coursecurriculum
30How can you improve as a coach/official? LearningStudyingReadingObservingDiscussingEvaluatingExternal reviewPeer assessmentPlayer evaluationSelf evaluationDiaryMentoringVideo self analysisPractisingGaining experience as a coach/official
31The self reflection process ActionPlanning for changeSelf reflectionRecognition of things to improve
32Self reflection methods Coaching/Officiating DiarySimpleFocuses your thinkingLong term perspectiveMentoringSocial and interactiveFeedback and adviceGuided self reflectionVideo Self AnalysisSee yourself as others see youAccurate and detailedCan be sent to a distant mentor
33Key aspects of coaching CommunicatingHow good are your people skills?How well do you relate to your athletes?TeachingHow good are you at developing your athlete’s fitness, skills and strategic understanding?ManagingHow good are you at organising and supervising training sessions?
34Key aspects of officiating ControlDecision makingCommunication