Mentor Training Program

Based on presentation by Australian Sports

Introductions

• name • organisation and role • who has influenced you the most? • what motivates you to become a

mentor? • what are your expectations of today?

What is mentoring?

“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

What is mentoring?

Jerry Markbreit at Officiating clinic:

Entertaining and Informative

http://www.youtube.com/watch?v=X0VG1vSJKUA&feature=youtu.be

Everybody along the way taught me.

The legacy of football today is to

teach everyone that is younger than

you in the game all the things that

someone else taught you because

there is nothing original in officiating.

All what you learned was from

somebody else.

Mentor = Trusted friend or advisor

however,

“A mentor provides information, shares their experience or expresses an opinion. However it is always the mentee that decides, acts and produces outcomes” Anne Rolfe, Synergistic People Development

How does mentoring work in your Association (FOA)?

• Does it occur formally or informally? • How are mentors and mentees matched up? • What are the roles and responsibilities of

mentors? • What are the benefits for the mentor, mentee and FOA?

Purpose of mentoring

• professional development • accreditation • updating • fast tracking • others

Adult Learning Principles

• Autonomous and self-directed

• Life experiences and prior knowledge

• Goal-oriented

• Relevancy-oriented

• Practical

• Need to be shown respect

Learning styles

Visual

They like:

Graphs, charts, mind maps/flow

charts and images.

Auditory

They like:

Discussion groups, questions,

audio recordings, key points and

cue words.

Read/write

They like:

Lists, headings, written cue

words/phrases.

Kinaesthetic

They like:

Demonstrations, doing the activity,

learning by experiencing, video

feedback, visualisation.

Characteristics of mentees

• Mentee 1 - is in awe of mentor, not confident, wants the mentor to tell them what to do, struggles to self reflect and drive things.

• Mentee 2 - is very confident, thinks they know it all and wants to argue with the feedback from the mentor, mentor has difficulty relating to the mentee.

• Mentee 3 - is very hard working, but very tough on themselves, ‘beats themself up’ mentally if they make a mistake, high achieving and a stress head.

The mentoring process

Review

Identify needs Set Goals

Action plan Feedback

Observation

Establish an

agreement

Getting started – The first meeting

How would you approach the following:

• Building rapport, trust and empathy

• Identifying needs and setting goals

• Establishing ground rules

• Developing an agreement

The mentoring process

Review

Identify needs Set Goals

Action plan Feedback

Observation

Establish an agreement

Mentoring in action

• Who set the goals for the session? • Where did the mentor position herself? • How and when did the mentor provide

feedback to the mentee? • What was the outcome? • How does observation and feedback occur in your FOA?

The mentoring process

Identify needs

Review

Set Goals

Action planning Feedback

Meetings and observations

Establish an agreement

Identify needs Set Goals

Action plan Feedback

Observation

Establish an agreement

Facilitating feedback

• How did the mentor establish rapport? • What questions did the mentor use to help

the mentee self-reflect? • How did the mentor show they were attentive

and interested? • How was the action plan developed? Were

the next steps clear? • If there was conflict, how did the mentor deal

with it?

Planning a difficult conversation • What outcome are you hoping to achieve?

• Identify the emotions the mentor and mentee may be feeling

• How would you start the conversation?

• What questions could you ask to challenge assumptions and perceptions?

• What behaviours would you like to display?

• How will you defuse conflict if it occurs?

The self reflection process

Action

Identification of

things to improve

Planning for

improvement

Analysis and

evaluation

• Mentoring enhances the coach/official education process

• Effective mentors facilitate learning • Mentoring is a two-way process that benefits

both the mentor and mentee • Taking the time to set up the mentoring

relationship at the start is important for it’s long term success

• Providing effective feedback is a critical skill for all mentors

Summary

THANK YOU!

Good luck with your mentoring