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GROW Model Kung Fu

• http://www.youtube.com/watch?v=d2jff5jpU

58

Practical Mentoring

Children’s Coaching Conference

5th September 2016 Tandy Haughey & Robin Gregg

Learning Outcomes

• To critically reflect on mentoring

within sport;

• To identify strategies to integrate

mentoring within your current context;

Origins – Greek Mythology

When Odysseus left for war, he placed his only son with a wise, older man named Mentor. In tribal cultures; shamans and elders guided

• r “mentored” the entire tribe in

every aspect of their lives.

Key words which define what mentoring means to you?

• Think individually;
• Discuss in small groups

Power Reflection Guidance Informal Challenge Learning/ development Formal

Mentoring

“associated with enlightened good practice in relation to developing coaches’ knowledge and expertise” Bloom, Durand-Bush, Schinke & Salmela, (1998)

Definition?? – Why?

“there are almost as many definitions of mentoring as there are individual coaches, mentors or tutors” Parsloe & Wray, (2000)

What is your experience?

Task One

• Identify someone who had a strong

influence on your coaching development?

• Describe the influence he/she had on

you?

Where does your experience fit?

Being a role model Building your confidence Being a resource Developing knowledge & skills Challenging & questioning Other?

• Were they more

experienced?

• Senior to you?
• What made them

effective?

• How did you source

them?

• What type of

relationship?

Describe your mentor/s

Share your experience Identify the key knowledge & skills the mentor demonstrated Summarise to a flipchart

When to coach or mentor?

• https://www.youtube.com/watch?v=kRJhjS-s-

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Types of mentoring (scUK)

Informal Formal

Ad hoc encounter Friendship Coach/assistant Qualification programme

Where did your experience sit?

What is common?

• Cassidy, Jones & Potrac,

(2004)

Emphasis appears to be placed on the guidance function

• Parsloe & Wray, (2000)

All include verbs such as; support, guide and facilitate

• Parsloe & Wray, (2000)

Importance placed upon listening, questioning and enabling

Stages of reflection cycle

• Listening & questioning

Description

• Questioning

Evaluation

• Challenging

Analysing

• Directing & assisting

Concluding

• Clarifying

Action Planning

Mentoring is a complex, social, and psychological activity and therefore cannot be to prescriptive. Monaghan & Lunt, (1992)

Over-formalising the mentoring relationship can hinder the formation of rapport “affecting the degree of trust and openness” which in turn has an effect on the quality

• f the relationship and thus the degree of learning and

development that is likely to occur. Klasen & Clutterbuck (2002)

Most definitions outline the relationship between mentor and mentee as one of intense “caring” Jones, Harris & Miles, (2009)

Types of mentoring (Jones, Harris & Miles, 2009)

• Mentee sets the agenda;
• Autonomous and linked to experienced mentees

Responsive

• Co-operative, mentor and mentee recognise each
• ther as peers;
• Experienced mentees
• Can be problems with responsibility

Interactive

• Mentors set the agenda and will seek to guide the

mentee to encourage corrective action

• More novice mentees

Directive

Learning Stages

• Needs a prescribed set of routines and skills. The coach will

attempt to copy behaviours.

Modelling

• The coach aims for mastery of a set of skills

Competency

• The creation of a personal model for coaching based on a set of

values and beliefs. This involves reflection on the leaner’s own practice and investigation of others.

Reflection

• The reflection and enquiry of an earlier stage has resulted in a

strongly held set of beliefs and values that create a context for the assimilation of all new information and activities.

Autonomy

What stage are the coaches you work with at?

Learning Stages

• Needs a prescribed set of routines and skills. The coach will

attempt to copy behaviours.

Modelling

• The coach aims for mastery of a set of skills

Competency

• The creation of a personal model for coaching based on a set of

values and beliefs. This involves reflection on the leaner’s own practice and investigation of others.

Reflection

• The reflection and enquiry of an earlier stage has resulted in a

strongly held set of beliefs and values that create a context for the assimilation of all new information and activities.

Autonomy

Mentor roles at different stages

Stage of learning Mentor role Mentor skills Modelling Providing a model, being

• bserved/co-coaching

Demonstrating competency. Explaining/teaching Competency Coach Observing, giving

• feedback. Facilitating

reflection. Reflection Facilitator Challenger Objective support.

• Questioner. Managing

learning. Autonomy Partner/enquirer Communicator

Opportunity to practice

• Task – set up a mentoring scenario in pairs
• Think of an area for development for you

within your coaching context.

• Mentor to use this as the basis for a

professional discussion.

Understand your current profile Be clear on the goals for the coaches in your context Think & prepare for your mentoring sessions

Initial tasks

Clarifying expectations Agreeing priorities Establishing a goal

Mentors add value….

A neutral sounding board Proven processes to support communication, resolve problems & identify

• pportunities

Drive the partnership Demonstrate active listening Signpost to resources

Impact of mentoring

• New information

from coach education, CPD and other sources

Theory

• Linking new and

existing information to practice

Making the connection

• Coaching

behaviour, decision making

Practice

“I consider it a scared trust: helping to mould character, instil productive principles and values, and provide a positive example to those under my supervision. Furthermore, it is a privilege to have responsibility, opportunity, and obligation, one that should never be taken lightly.” John Wooden

Kill Bill

https://www.youtube.com/watch?v=xsKIkZNAv3 A