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Some Characteristics of a Good Mentor

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Behind every successful person, there is one elementary truth: somewhere, ... has provided feedback to the mentor that they find the mentor overpowering' ... – PowerPoint PPT presentation

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Title: Some Characteristics of a Good Mentor


1
MAKING MENTORSPowerPoint Slides
2
Behind every successful person, there is one
elementary truth somewhere, somehow, someone
cared about their growth and development . This
person was their mentorDr Beverley Kaye, Up is
Not the Only Way, 1997
3
  • Mentor Trusted friend
  • or advisor

4
Mentoring purposes
  • Professional Development
  • Accreditation
  • Updating
  • Fast-tracking

5
Roles in sport education
Presenter
Assessor
Mentor
6
Some characteristics of a good mentor
  • Approachable and welcoming
  • Shares information and experiences openly
  • Good communication skills
  • Trustworthy
  • Provides accurate and appropriate feedback
  • Technical expertise
  • Motivating, encouraging, positive and empowering
  • Allocates appropriate time to mentoring
  • Sensitive to the needs of the coach or official

7
Some characteristics of a good coach or official
(in a mentoring relationship)
  • Drives the process and take responsibility for
    solving problems, personal growth and development
  • Motivated and willing to develop a good
    relationship
  • Listens and accepts guidance and feedback
  • Sets realistic and appropriate goals
  • Reliable, trustworthy and maintains
    confidentiality
  • Looks to be challenged
  • Flexible and open to new ideas
  • Shows initiative and enthusiasm but has
    reasonable expectations
  • Recognises, acknowledges and appreciates mentor

8
Mentoring Roles
  • Coach
  • Facilitate
  • Counsel
  • Sponsor
  • Support

9
Advantages and disadvantages of mentors as
assessors
  • ADVANTAGES
  • Knows coachs or officials abilities
  • Coach or official may feel more comfortable
  • Mentor can modify sessions to prepare coach or
    official for assessment
  • Mentor can assess over a longer period of time
  • Fewer people are required in the process
  • DISADVANTAGES
  • Coach or official may feel threatened during the
    mentoring process knowing that their mentor will
    assess them
  • The mentor may not be sufficiently independent to
    make a fair and valid assessment
  • It may hinder working relationship

10
Strategies for mentors who are assessing
  • Understand why you are assessing, that is, for
    improvement
  • Be candid about your dual role
  • Discuss the possible conflicts of the dual role
  • Be clear, and make it clear, what role you are
    playing at any given time
  • Seek regular feedback from the coach or official
    on both roles
  • Use an independent assessor if needed
  • Keep accurate and thorough assessment
    documentation

11
Skills mentors require
  • Role
  • Assessment of participant
  • Skills required
  • Have sufficient knowledge of what is being
    assessed
  • Establish impartiality
  • Create a supportive environment
  • Assess what the coach or official can do, not
    what you think they can
  • Give accurate and concise feedback

12
The mentoring process
  • Goal setting
  • Observation
  • Analysis
  • Providing feedback
  • Action planning
  • Review

13
Foundations for successful mentoring relationships
  • Develop and communicate clear goals and
    expectations at the beginning
  • Set the ground rules and develop an agreement
  • Clarify the roles of the mentor and mentee
  • Work out when and how feedback will occur
  • Review the relationship at regular intervals

14
Goal setting
15
Two-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

16
Setting the ground rules
  • Time place to meet
  • Phone calls at home?
  • Scope of feedback and assistance
  • Preferred learning style
  • Formal versus informal
  • Roles and responsibilities
  • Consider what level of commitment you are
    prepared to make

17
Empowerment
  • 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)

18
Empowerment
  • Who is driving
  • the mentoring relationship,
  • the mentor or the
  • coach or official?

19
Empowerment scenarios
  • Scenario 1 Your mentee has not contacted you for
    two months
  • Scenario 2 Your mentee is having trouble with
    one of their athletes and asks you to intervene
  • Scenario 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.

20
Empowering thecoach or official
  • Communicate openly
  • Encourage them to take responsibility for
    achieving their goals
  • Give them space and time to complete tasks
  • Guide and counsel as they reach final stages of
    tasks
  • Help them to learn from mistakes
  • Help them to work out the answer, rather than
    just telling them
  • Give constructive, critical advice, but do not
    expect to solve all their problems for them
  • Introduce them to other people who might be able
    to help them
  • Give them responsibility and monitor progress
  • Build confidence through extraordinary
    activities

21
Observation 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

22
Why use questions?
  • To encourage group interaction
  • To help maintain interest and stimulate thought
  • To help facilitate learning by involving coach or
    official
  • To defuse potential confronting situations
  • To allow individuals the opportunity to get some
    feedback on what they want to know
  • To create a discussion
  • To redirect a discussion
  • To obtain feedback

23
Techniques for asking questions
  • Keep them simple (one idea per question, simple
    language, short)
  • Pause and give the other person a chance to
    reflect and answer
  • Prompt (repeat or paraphrase the question, recall
    information related to the question)
  • Deal with wrong answers in a sensitive and
    constructive way

24
Use of appropriate questions
  • What questions might be appropriate in the
    following situation?
  • Situation The coach or 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?

25
Use of appropriate questions
  • Develop a list of appropriate questions you might
    use if you were a mentor faced with the following
    situations
  • The coach or official has stated that they dont
    have enough time to contribute to the
    relationship.
  • The coach or official is geographically isolated
    from the mentor and other coaches or officials in
    their sport.
  • The coach or official has provided feedback to
    the mentor that they find the mentor
    overpowering.
  • The coach or official does not listen to feedback
    from the mentor and appears arrogant
  • The coach or official is angry because they feel
    that the mentor put them down in front of their
    athletes

26
How to give feedback
  • Encourage openness
  • Praise good work
  • Make feedback timely
  • State your feedback in a manner that conveys
    respect and support
  • Keep comments related to the task, not the person
  • Focus on specific behaviours
  • Address areas of strength and weakness identified
    by the person
  • Ensure comments are clear and understood
  • Support negative feedback with specific examples
    and facts
  • Link negative feedback to actions for improvement

27
Reasons for failure of feedback
  • Person perceives little benefit
  • Person perceives too much time and energy
    expenditure with little result
  • Person uncomfortable with face to face
    communication
  • Mentor not skilled in the process of giving and
    receiving feedback

28
Receiving feedback
  • Take a problem-solving approach
  • Discuss suggestions for improvement
  • Thank the person giving the feedback
  • Practise to improve
  • Review again to check that things have improved
  • Listen objectively without interrupting
  • Take feedback as advice, not as a personal attack
  • Summarise feedback to ensure you have understood

29
Components of quality training
quality of presenters quality of presenters
Components which clarify the quality of training
teaching/ learning methods
facilities to meet course requirements
curriculum
quality of presenters
course monitoring and evaluation
Components which define a course
educational/ instructional design of materials
Competency standards and assessment criteria
articulation and credit transfer
student feedback mechanisms
RPL process
access and equity
integration of on-and-off the job components
entry requirements
valid and reliable on-and-off the job assessment
quality of assessors
30
How can you improve as a coach or official?
  • Learning
  • Studying
  • Reading
  • Observing
  • Discussing
  • Evaluating
  • External review
  • - Peer assessment
  • - Player evaluation
  • Self evaluation
  • - Diary
  • - Mentoring
  • - Video self analysis
  • Practising
  • Gaining experience as a coach or official

31
The self-reflection process
  • Action

Planning for change
Self reflection
Recognition of things to improve
32
Self-reflection methods
  • Coaching or officiating diary
  • Simple
  • Focuses your thinking
  • Long term perspective
  • Mentoring
  • Social and interactive
  • Feedback and advice
  • Guided self-reflection
  • Video Self Analysis
  • See yourself as others see you
  • Accurate and detailed
  • Can be sent to a distant mentor

33
Key aspects of coaching
  • Communicating
  • How good are your people skills?
  • How well do you relate to your athletes?
  • Teaching
  • How good are you at developing your athletes
    fitness, skills and strategic understanding?
  • Managing
  • How good are you at organising and supervising
    training sessions?

34
Key aspects of officiating
  • Control
  • Decision making
  • Communication
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