Sport NI Planning and Managing a Mentoring Programme

Planning andManaging a Mentoring Programme in Sport

90791_1 Sport NI Planning and Managing a Mentoring Programme:_ 08/06/2012 10:06 Page a1

© The National Coaching Foundation and Sport Northern Ireland, 2012

This document is copyright under the Berne Convention. Allrights are reserved. Apart from any fair dealing for the purposesof private study, research, criticism or review, as permitted underthe Copyright, Designs and Patents Act 1988, no part of thispublication may be reproduced, stored in a retrieval system ortransmitted in any form or by any means, electronic, electrical,chemical, mechanical, optical, photocopying, recording orotherwise, without the prior written permission of the copyrightowner. Enquiries should be addressed to Sport Northern Ireland.

Author/editor: Ian Stafford

Cover photograph © Jason O’Brien/Action Images Limited

All images © Alan Edwards, unless otherwise stated.

90791:1

Coachwise LtdChelsea CloseOff Amberley RoadArmleyLeeds LS12 4HPTel: 0113-231 1310Fax: 0113-231 9606Email: [email protected]: www.coachwise.ltd.uk

Published on behalf of Sport Northern Irelandand sports coach UK by

Sport Northern IrelandHouse of Sport2A Upper Malone RoadBelfastBT8 7JHTel: 02890-381 222Email: [email protected]

sports coach UKChelsea CloseArmleyLeeds LS12 4HP

Tel: 0113-274 4802 Fax: 0113-275 9606Email: [email protected]

90791_1 Sport NI Planning and Managing a Mentoring Programme 2405_NoMMP:_ 30/05/2012 09:24 Page a2

Planning andManaging a Mentoring Programme in Sport


port Northern Ireland,sports coach UK andHutton Park Consultingwould like to thank thecoaches, mentors and

programme managers who took partin this pilot project andacknowledge their valuable inputand feedback. The project has beeninvaluable in informing theproduction of this resource andensuring that subsequent mentoringprojects will benefit from the effortsand experience of the peopleinvolved in the pilot work.

Acknowledgements

S


© s

port

s co

ach

UK

Background to Mentoring 1

Value and Benefits of Mentoring 2

Pre-programme Planning 3

Programme Implementation and Management 7

Reviewing the Programme 11

Summary 12

Appendix 1 – Summary of Key Phases andComponents of a Mentoring Programme 13

References and Endnotes 14

Contents


his resource aims toexplain how to set up andrun a formal mentoringprogramme for sportscoaches. The explanations

and guidance offered within theresource aim to support governingbodies of sport and otherorganisations in planning,implementing and reviewingstructured mentoring programmes.In producing this resource, key outcomes from apilot project on mentoring sports coaches inNorthern Ireland have been employed to informguidance and recommendations. This projectinvolved Sport Northern Ireland, sports coach UK,Hutton Park Consulting, Cricket Ireland, UlsterHockey and Ulster Rugby.

After reading the initial background section of theresource, you will appreciate that the currentsituation in terms of mentoring sports coaches isvariable and may be confusing. Lead agencies suchas Sport Northern Ireland and sports coach UK wishto address the current lack of coherence andconsistency in mentoring programmes.

Sport Northern Ireland and sports coach UKcollaborated in planning, implementing andreviewing the pilot project. Also, collaborationbetween sports coach UK, Coachwise, 1st4sportQualifications and Hutton Park Consulting has ledto the development of a Level 3 Award inWorkforce Mentoring1, an associated two-modulelearning programme and a resource book entitledMentoring in Sport2.

Your organisation may consider that a mentortraining programme is sufficient to support yourneeds, or may choose to encourage or require yourmentors to undertake such a qualification within anappropriate time frame.

Background to MentoringMentoring has the potential to be a very powerfulstrategy in supporting the individual development ofcoaches in sport. Despite the historical roots of theterm in Greek mythology, mentoring only emergedas an area of interest in professional literature afteran article was published in the Harvard BusinessReview (Roche, 1979). This suggested thatprofessionals who had mentors benefited in termsof satisfaction and professional development.

Undoubtedly, successful mentoring programmes canimprove coaches’ behaviour and practice andsupport their overall development. For this to occur,many key factors have to be considered andplanned into a structured, coordinated programme.Mentoring can certainly be successful when keptinformal, but the purpose of this resource is tosupport governing bodies and other sportorganisations in setting up and running moreformalised mentoring programmes.

Research conducted by InVEST for sports coach UKin 2007 stated: ‘Mentoring in sports coachingwithin the UK is currently sporadic with littlecoordination, consistency or sharing of goodpractice.’ Certainly, mentoring in coaching, as inother areas, remains quite confusing, with nouniversally accepted definition. Mentoring stillrequires more valid and robust research in terms ofsupporting its specific value, but the research thatwe have indicates that coaches value mentoring-type activity to support their personal andprofessional development. The different definitions

T

© A

lan

Edw

ards

1 Planning and Managing a Mentoring Programme in Sport


© A

lan

Edw

ards

and approaches to mentoring may be confusing.However, although mentoring may be difficult topin down in one universally accepted definition, youshould think of this as a strength rather than aweakness. Despite the variety of definitions andapproaches, mentoring simply involves a one-to-one relationship supporting a coach’sindividual development. The concept can beas broad as necessary and should be as inclusive as possible.

Value and Benefits of MentoringEvidence suggests that effective mentors help toaccelerate the development of their coaches. Formentoring to have the greatest value and impact, itshould be seen as a development strategy, ratherthan just a way of passing on information toimprove knowledge. Mentors are not justinformation givers; they should take a real interestin their coaches and be committed to supportingthe individual’s development. Quality mentoringshould be dynamic, engaging and individualised.Effective mentoring relationships are characterisedby a caring and guiding quality.

When asked ‘What has been the most importantaspect of the project for you?’ coaches on the pilotprogramme responded with the following:

In addition, at a review session, coaches identifiedthe following benefits of the programme:

• increased awareness of performance issues

• the value of being taken beyond the sport-specific/technical aspects of coaching

• the benefits of a critical friend.

Although the primary purpose of mentoring wouldbe the development of the individual coach, it isworth noting that the mentor can also benefit fromthe experience.

Benefits for the mentor include the following:

• practising, renewing and developinginterpersonal and communication skills

• opportunities to reflect on own practice

• enhanced job satisfaction and personalsatisfaction through supporting the developmentof others

• developing professional relationships

• enhanced peer recognition

• wider understanding of the organisation and theway it works

• highlighting areas for future development

• enhanced motivation and a sense of achievementwhen their mentee succeeds

• the mentee can update the mentor on currentissues as they happen.

When asked ‘What was the most important part ofthe project for you?’ a mentor on the pilot project answered:

The following additional benefits were identified bymentors at a review meeting:

2Planning and Managing a Mentoring Programme in Sport

Increasedconfidence and

self-esteem

Coachand

Mentee

Reducedfeelings ofisolation

Improvedself-

reflection andproblemsolving

Enhancedprofessionaldevelopment

The opportunity to improve my performancebased on my individual needs and desire to improve.

Opportunities to meet with different coachesand working with individuals from arecreation level to elite performance level.

I have learnt how to employ basic videoanalysis, working with individuals from arecreation level to elite performance level. Iwould like to take this form of analysis to thenext stage.

To reflect more on how I approach aspectswithin my coaching role.

Being able to bounce ideas around withsomeone more experienced than myself.

The relationship and someone to bounceideas off. Also benefited from other people he introduced me to.

Opportunities to ask questions.

I have developed personal goals and havebegun developing my skills to improve as acoach. Having expert guidance has beensignificant in this development.

I was the questioner rather than the teller. Irelished the chance to listen to the coach’sthoughts, challenge her ideas and allow herto bounce new ones off me.

• It was great to see young, enthusiasticcoaches raising and addressing real issues.

• It was satisfying to be able to providetechnical knowledge when it was neededand when coach was ready for it.

• I made good relationships and friendships.

• It made mentor think more about own practice.

• It made mentor self-assess themselves.

Benefits for coaches/mentees include the following:

90791_1 Sport NI Planning and Managing a Mentoring Programme 2405_NoMMP:_ 30/05/2012 09:25 Page 1

Pre-programme PlanningAt this stage, the simple sequence of thinking and decision making can be summarised as:


The OUTCOMEWhat do we need/ want to achieve?

The first decision to be made should be about thefocus of the mentoring programme – what do youwant it to achieve?

Experience from the pilot project suggests that thefocus of the mentoring relationship needs to bequite specific and clear to all involved. Manymentoring programmes start out with the well-meaning but rather vague aim of ‘helping thecoaches improve’.

There was a consensus from the review of the pilotproject that a sharper focus would be beneficial andthat success will be more easily evaluated if thepurpose of the mentoring was made more explicit.For example, by focusing on a specific, reasonablyhomogeneous, target group of coaches such ascoaches of talent development squads and/or byhaving a shared aim such as coaches workingtowards a specific award/qualification, say UKCoaching Certificate (UKCC) Level 2 or 3, this willgive direction and a degree of consistency to the programme.

Setting out success criteria and clarifying preciselyhow the effectiveness of the programme will beassessed and evaluated is a key consideration in theplanning phase. The principle of assessment beingbuilt in at the planning stage and not bolted on atthe end is one worth noting here.

The decision on the focus of the programme shouldbe based on a robust audit of your coachingdevelopment infrastructure and where you havedecided the greatest need lies and where thegreatest impact can be made. This really demandsan evidence-based and needs-led decision ratherthan a few people simply having a meeting anddeciding what they think is best for their coaches. Ifthe evidence is robust and has been rigorouslyexamined, then you will have a clear justification forthe programme – the ‘why’ aspect.

This decision as to the ‘what’ and the ‘why’ theninforms discussion about the coaches and mentorswho will be invited to participate in the programmeas well as who may be best placed to manage the

The JUSTIFICATIONWhy is this outcome the

current priority?

The WORKFORCE Who will be involved (coaches,

mentors, programme managers)? Is reward/recognition needed?

The FORMATHow will the programme

be structured?

The TIME FRAMESWhen will the programme start,

finish and be reviewed?



© A

ctio

n Im

ages

Lim

ited/

Reut

ers

overall programme – the ‘who’ aspect. This decisionis often described as ‘getting the right people onthe bus’, which is normally made after the decisionabout ‘where the bus is going’ – the outcome or‘what’ of the programme, as previously described.

In addition to identifying the right mentors, it iscrucial that the mentor’s specific role is thoughtabout, agreed and understood by everyone involvedin the programme. Think of a mentor as:

Someone who facilitates anindividual coach’sdevelopment by encouragingself-reflection and critical analysis.

You will be better placed todifferentiate the role of amentor from that of, forexample, a technical adviser.If your organisation hasdecided that the major issuefor coaches is their lack of

knowledge or skills, then providing coaches withsuitable technical advisers may be sufficient toaddress your ‘development gap’. Indeed onreviewing the pilot programme, one of the sportsidentified a valuable role for technical advisers

within their coach development system.Expectations of mentoring and its purpose differfrom the technical advice role required by lessexperienced coaches to the ‘critical friend’ and‘supporter’ required by more experienced coaches.

Selecting the right people

In any formal mentoring programme, the three keyroles are:

• coach

• mentor

• programme manager.

For the pilot project, there was an independentconsultant appointed to help initiate, implementand review the programme. Your organisation maydecide that such a role would be useful or that youridentified programme manager could readily fulfilthis function. Each organisation will make decisionsabout how precisely to set up and run a mentoringprogramme based on its own infrastructure andresources available.

In terms of the three central roles, each will now beset out in greater detail of what the role entails andthe key attributes that each role requires in order forthe programme to be optimally effective.

Getting theright peopleon the bus isnormally afterthe decisionabout wherethe bus is going.

“



Knowledge Skills Attributes

Learning styles and preferences Questioning and active listening Open-minded

Self-reflection process Goal setting Objective

Goal setting Managing feedback Empathetic

Expertise development process Observation and analysis Approachable

ProfilingCommunication and buildingrelationships/rapport

Trustworthy

Role of a mentor – in general and thedevelopmental stage of the mentee

Challenging Role model

Processes for structuring sessions (egGROW model)

Agreeing boundaries Committed

Processes for encouraging feedback andself-reflection (eg REVIEW model)

Negotiating Honest and sensitive

Decision making Self-aware

Planning and reviewing Genuine interest

Organisation Positive

Time and conflict management Willing to give up time

Table 1: Examples of knowledge, skills and personal attributes required by mentors

Coaches

The primary prerequisite for coaches is theircommitment. They must be motivated to developtheir coaching. One of the keys to success oftencited is the voluntary nature of a mentoringprogramme – in other words, people choose to beinvolved rather than being compelled or coerced. Ifa coach feels that they do not wish or need todevelop further then participation in a mentoringprogramme is likely to have no/little impact.

Open-minded coaches who actively seek andwelcome constructive feedback will benefit mostfrom mentoring. Apart from these few personalattributes, it does help if the coach has the time todevote to the programme and the opportunity topractise and receive feedback on their coaching.Ideally, coaches should be actively coaching at sometime during the programme so that they can analysetheir current practice, gain feedback and explorenew strategies. Coaches must enter the programmewith the mindset that this is a valuable investmentof their time in terms of furthering their owndevelopment in coaching rather than yet anothertask or ‘chore’ that they must do that will add yetanother pressure to their already busy lives.

Mentors

In order to fulfil their overall role of facilitating acoach’s development by encouraging self-reflectionand critical analysis, mentors will require relevantknowledge, skills and personal attributes. Table 1identifies examples of such requirements. This is notintended as a comprehensive or definitive list, butrather to help you understand what type of peopleyou need to be thinking about when selecting yourmentors. This table is based on a more extensive listthat appears in Mentoring in Sport 2.

Programme manager

Ideally, the person who coordinates and managesthe programme should be someone with sufficienttime and energy to devote to ensuring theeffectiveness of the programme. The manager isnormally a full-time member of staff working withthe governing body or commissioning organisation.The results of the pilot study suggested that themanager needs to have protected time to do the joband that it is helpful if they are based sufficientlyclose to the mentors and coaches to ensure thatmeeting up, when necessary, is not too difficult. It isuseful if the manager understands the mentoringprocess, has good interpersonal and communicationskills and is able to act as an objective arbiter incases of mismatches or conflict.



Whereas the governing bodyof the sport will set theparameters for thementoring programme, theprogramme manager shouldbe responsible for ensuringthat the programme isimplemented as intended, inline with the policy andprocedures agreed by thegoverning body. Such policiesand procedures wouldnormally include aspects such as:

• the overall aim and structure of the programme

• operational details such as duration ofprogramme, suggested number of mentoringmeetings and interventions

• confidentiality and disclosure

• knowledge of how potential risks should be managed.

Having decided on the outcome, rationale and peopleinvolved, the format and structure of the programmeneeds to be considered – the ‘how’ aspect. Whilediscussing and deciding on the particular structure ofthe programme, it is also useful to explore and outlinetime frames – the ‘when’ aspect – as the timing of theprogramme in relation to the coaching season wasone crucial factor identified from the pilotprogramme.Key considerations when planning thestructure and timing are:

• the coaching season – informs when to start,review and conclude the programme

• the matching of mentors and coaches (eg skills-led or geographical?)

• the ratio of mentors to coaches – how manycoaches can/should be allocated to one mentor

• what training and orientation will be needed andhow best to structure this

• suggested frequency and/or number ofmentoring interventions

• degree of emphasis to be placed upon face-to-face meetings, direct observation and feedbackon coaching practice.

One aspect that provokes discussion and somecontroversy is the issue of payment or otherincentives being offered to the people involved.Ultimately, this is a decision for your organisation.The decision may be taken on pragmatic groundson the basis of money and other resources availableat the time or it may be taken on the basis of themessage your organisation wishes to send.

In some mentoring programmes, mentors havebeen required to enter into a formal contract withthe governing body that sets out their role andresponsibilities in explicit terms (eg duration ofprogramme, number of mentoring interventionsrequired per mentee, reporting requirements). Insuch programmes, mentors have generally beenoffered some type of reward, financial or otherwise(eg match/event tickets, sports clothing/equipmentor free professional development opportunities).

In the sportscotland pilot project ‘Women inCoaching’, structured mentoring was highlighted asplaying an integral role in the success of the project.Another key success factor was funding in that thisallowed for mentors to be paid and for all otherexpenses to be covered. The advantage of thisapproach is that the mentor is contractually obligedto fulfil their role and responsibilities. If they do not‘do their job’ as set out, then they do not qualify fortheir payment or other reward. The disadvantage ofthis approach is that perhaps the mentor’smotivations may change and that the essentiallyvoluntary nature of the endeavour, which is oftenquoted as a key success ingredient, is taken out ofthe programme.

For many mentors, the recognition that their skillsare valuable and that their organisation wishes toinvest in their continued professional developmentwill be reward enough. Although organisations maydecide to pay mentors, this should not be thementor’s only motivation to contribute to theprogramme. Paying mentors is one very tangibleway of recognising their value to the organisationand ensuring they are not ‘out of pocket’ at the endof the programme, but no mentor should be invitedto contribute to a programme if this is their primarymotivation. When deciding on the specific policy onpayment for mentors the general options toconsider are:

• payment of a nominal sum to cover expensesand duties, paid on completion of any specifiedduties (eg a certain number of mentoringmeetings and/or the submission of a mentoring record)

• expenses only to be paid as appropriate onreceipt of mileage or other claims

• no direct payment but recognition of mentor’swork via other incentives – this may sit moreeasily with some sports (eg sportsclothing/equipment or tickets for events)

• no payment but increasing the perceived value of the role through publicising benefits ofbecoming a mentor, resulting in people strivingto be one of this perceived high status or elite workforce.

For coaches, the inherent benefits of taking part in amentoring programme are generally sufficient andno further reward is deemed necessary. At times,simply being selected to take part in such aprogramme is sufficient recognition of the goodwork the coach is doing, ensuring that the coachfeels valued by the organisation. Also, if thementoring programme is focused on supporttowards an award or qualification then attainingthat goal should be sufficient reward andrecognition in itself.

Recognitionthat their skillsare valuableand that theirorganisationwishes toinvest in theircontinuedprofessionaldevelopmentwill be rewardenough.

“



Programme Implementation and ManagementImportant aspects that need to be considered in this phase are:

Matching/PairingSetting up the

'matching' process.

Facilitating the firstmeeting of coaches

with mentors.

Facilitating theidentification of

development needs ofcoaches and mentors.

Provision of associatedtraining and/or orientations.

Monitoring and recording progress.

Managing the interim reviewprocess and revising the

programme as appropriate.

Development/Training Monitoring/Review

© s

port

s co

ach

UK



November 2010Workshop involving:

key staff from Sport NI; sports coach UK; Hutton ParkConsulting; selected coaches and programme

managers (all full-time paid employees) from thegoverning bodies and

1:1 meeting between programme manager andconsultant to discuss specific context and issues(mentors had not been appointed at this stage)

January 2011Workshop involving:

key staff from Sport NI; sports coach UK; Hutton ParkConsulting; selected coaches; mentors and

programme managers from the governing bodies

April 2011Planning/review meeting involving:

key staff from Sport NI; sports coach UK; Hutton ParkConsulting; selected coaches; mentors and

programme managers from the governing bodies

July and August 2011Distribution of mid-term online review survey to:

coaches; mentors and programme managers

November 2011Review meeting involving:

key staff from Sport NI; Hutton Park Consulting andprogramme managers

December 2011Review meeting involving:

key staff from Sport NI; Hutton Park Consulting;coaches; mentors and programme managers

• Clarify the aim• Get to know each other• Discuss existing knowledge and views

about mentoring• Identify key principles, issues and processes

related to mentoring project and programme• Undertake a training needs analysis (TNA) and

draft a Personal Development Plan (PDP) – onlyfor coaches.

• The specifics of the programme• Agreed ways of working• Key skills needed within a mentoring programme• Coaches and mentors practising these skills while

working together.

• Discuss generic development needs• Identify intial implementation challenges

and discuss solutions• Agree next steps and process for

reviewing progress.

• Obtain feedback from coaches and mentors

• Evaluate programme to date• Contribute to mid-term review and thoughts

on next steps.

• Summarise work to date and examine results from survey

• Elicit any additional comments since survey• Summarise key issues from review session with

programme managers• Identify key learning points• Make recommendations for future development.

Fiel

d-b

ased

men

tori

ng3

• Review results from survey as a group• Identify common issues and learning• Conduct 1:1 meetings between consultant and

project managers to focus on specifics of eachprogramme and explore options to develop further.

As an example of how a programme may be structured, the pilot project was set out as follows:



The key learning from the pilot programme was thatthe mentors should have been in place from theoutset. It would have helped greatly if, aftermeeting with programme managers to agree asuitable format and structure, all the individualsconcerned attended the first workshop meeting.

It is vital that these events are not simply meetingswhere individuals are informed about what is aboutto happen but that they have an opportunity toclarify issues, challenge and input their ideas intothe final programme. An interactive workshopformat was found to be most valuable.

The coaches, mentors and programme managersinvolved in reviewing the pilot programmehighlighted the following aspects that could havebeen improved in terms of how the programme wasmanaged and structured:

The final point about cross-sport mentoring is animportant one. At the time of the review, theprogramme had not evolved sufficiently to developcross-sport links and mentoring opportunities.However, in other programmes, this may well bebuilt in from the outset. Whereas beginner and lessexperienced coaches tend to favour mentors withintheir own sport, more experienced and expertcoaches appreciate the benefits that cross-sportmentoring can bring. This issue of when cross-sportmentoring may be of greatest value links to two keypoints that need to be addressed:

• The mentoring role should evolve depending onthe coach’s stage of development/expertise.

• Any mentoring relationship will evolve andevidence progressive developmental stages.

In relation to the mentoring role, this should vary tomatch the coach’s stage of learning anddevelopment. In Mentoring in Sport, Berliner’s fivestages of expertise are identified as:

• Novice

• Advanced Beginner

• Competent

• Proficient

• Expert.

Greater detail about the characteristics andmentoring implications of each of these stages canbe found in Section 9 of Mentoring in Sport 2. Table2 summarises four similar stages of learning andidentifies the key mentoring role and skillsappropriate at each stage.

Also, regardless of the coach’s stage of thedevelopment, most mentoring relationships willevidence a similar general evolution. Clutterbuckand Megginson (2006) provide a useful summary ofthese phases of a mentoring relationship:

• building the relationship

• setting the direction

• progressing

• winding down

• moving on.

sports coach UK has simplified these into threeprogressive phases of a mentoring relationship as:

• initiation

• transition

• ending.

© s

port

s co

ach

UK

Both the mentor and I need to arrange ameeting prior to the start of the season. Thiswill enable a stronger impact from theprocess. Further meetings of all coaches andmentors would be beneficial.

Some form of online community where wecan post and share ideas and guidelines tocoach and mentor as to what is expectedfrom both of them.

Perhaps better matching of coach/mentor.

Have confirmed mentors in place prior to thestart of the programme so the process canbegin immediately.

The opportunity for cross-sport mentoring. Ifeel this would be very beneficial as it wouldlet us see what is happening in other sports.



Stage of Learning Mentor Role Mentor Skills

Modelling Providing a model; beingobserved/working together

Demonstrating competency;explaining/teaching

Competency Coach Observing; giving feedback; facilitating reflection

Reflection Facilitator and challenger Objective support; questioning; managing learning

Autonomy Partner/co-enquirer Communicator

Table 2: Mentor roles at different learning stages

In the initial stages, the relationship is likely to be anunbalanced one as the mentor may haveknowledge, skills and experience that the menteedoes not. At this stage, mentors should make theirrole as facilitator very clear, encouraging mentees totake responsibility for their own learning from theoutset. Progressively, the relationship should evolveinto a two-way process of personal developmentwith coaches developing greater self-reflection skillsand learning more from their experiences. As thissymbiotic relationship evolves, the mentor’s rolechanges, to assisting, supporting and challenging,rather than directing, the development process.

Inevitably, the mentoring relationship will need to beconcluded effectively at some time. Yourprogramme may identify specific start and endpoints or a natural conclusion may be built into theprogramme (eg when the coach has attained aspecific qualification). Although much time andeffort is spent on planning a mentoring programmeand building a mentoring relationship, relativelylittle thought or preparation is given to the crucialend phase of the mentoring process. This phaseoffers a valuable opportunity for reflection anddevelopment regardless of whether the relationshiphas been positive or not.

If the conclusion is to be effective and a mutuallysatisfying learning experience, both partners mustbe prepared for it. Assuming too much and nottaking the time to check out assumptions can makea big difference in the effective conclusion of amentoring relationship. The inevitability ofconcluding the relationship and even the

establishment of a no-fault early conclusion needsto be discussed and agreed in the initial, negotiatingphase of their relationship.

In order to bring the mentoring relationship to aneffective conclusion, mentors should:

• monitor the coach’s level of dependency on the process

• maintain boundaries and ensure focus on thecoach’s needs and development

• develop a concluding strategy and plan actions appropriate to the coach’s needs,ensuring that these are balanced with your organisation’s requirements

• identify any future support needs of the coachand take appropriate action

• identify and agree with the coach the progressmade and key achievements

• implement the concluding strategy in line withyour identified actions

• review progress and amend the strategy andactions where necessary

• identify the rationale for any unplanned endingof the mentoring relationship – where this occurs– and take the appropriate actions in line withyour organisation’s procedures

• maintain accurate and up to date records of theconcluding strategy and actions undertaken, inline with your organisation’s requirements.



The benefits of effective evaluation processes andmechanisms are that you will be able to:

• provide objective feedback to staff andparticipants about whether they are meetingtheir aims and objectives

• identify progress, achievements and milestonesthat warrant recognition and so increasemotivation and commitment

• focus in onchallenges earlyenough to address them

• assure yourgoverningbody/organisationand otherstakeholdersabout theaccountability ofyour programme

• develop the credibility that your programme iseffective, valuable and merits continued support

• quantify and qualify experiences so that yourprogramme can help others.

• yourprogramme on an ongoing basis

• the informationneeds of yourorganisation and otherstakeholders

• evaluationoutcomes andlessons learntwith all keystakeholders

• theeffectivenessand quality of yourprogramme.

Examine and Assess

•key lessonslearnt byadjusting yourprogramme asappropriate

Apply Address Disseminate ContinuallyImprove

As explained previously, the specific success criteriaand evaluation process should have been discussedand set out at the planning stage, as shouldprocedures for monitoring the programme andinterim review points. A final, overall review andevaluation – reflecting on action – will provideuseful learning for the future; interim review pointsprovide for reflecting in action – learning that willlet you know whether any key adjustments orimprovements need to be made to the programmeas it progresses. It is simply too late to leave allreviewing and evaluating activity until the endbecause you run the risk of finding out things youshould have been doing when it is too late. Quitesimply, evaluation needs to be integratedthroughout the programme as part of the supportand supervision processes. This should includecontinual monitoring of the mentoring relationshipsand their progress toward agreed aims. Records thatcollate both qualitative and quantitative informationefficiently and accurately need to be compiled.

Ultimately, the success of any programme willdepend on how well you are able to assess itseffectiveness, demonstrate that it is meeting itsobjectives and address any development points.When designing your evaluation procedures, ensureyou incorporate strategies and tools that will helpyou to complete the process outlined in the diagram above.

Reviewing the Programme

A final, overallreview andevaluation –reflecting onaction – willprovide usefullearning forthe future.

“



© S

teve

n Pa

ston

/Act

ion

Imag

es L

td

SummaryAlthough many mentoring relationships will sharecommon components and processes, eachrelationship is unique. This is what makes thementor’s task so varied and rewarding. Theprinciples identified and the processes outlined inthis resource should be sufficiently flexible to fitcomfortably with any mentoring programmedesigned by governing bodies of sport or other organisations.

It should also be practical enough to provide usefulguidelines for developing effective mentoringprogrammes and meaningful mentoringrelationships. While acknowledging that commonmentoring principles do exist, we must alsoremember that specific contexts may be quite different.

It is worth noting that there is a requirement formentored coaching to occur within UKCC endorsedprogrammes from Level 2. This is recognition of the

valuable role that mentoring can play in coachdevelopment. Even if mentoring is not a formalrequirement of your governing body’s ororganisation’s programmes, it should be evidenthow beneficial a well-planned mentoringprogramme can be to coaches who wish to developtheir knowledge, skills and practice.

The nature, purpose and structure of yourmentoring programme will be specific to youridentified needs, but the general principles andprocesses set out in this resource should havestimulated some useful ideas and at least help setyou out in the right direction. More detailedinformation on mentoring principles and processesis widely available and a suitable reference list hasbeen compiled at the end of the resource.

The value of mentoring, as with coaching, lies in itseffective practice so please ensure that this resourcestimulates action and results in a well-planned,focused mentoring programme that supports coachdevelopment in a really meaningful way.



Appendix 1 – Summary of Key Phases and Components of a Mentoring Programme

Pre-programme planning

Programme implementation and management

The OUTCOME

What do we need/ want to achieve?

The JUSTIFICATION

Why is this outcome the current priority?

The WORKFORCE Who will be involved (coaches,

mentors, programme managers)? Is reward/recognition needed?

The FORMAT

How will the programme

be structured?

The TIME FRAMES

When will the programme start, finishand be reviewed?

Reviewing the programme: develop tools and strategies to help you to:

• yourprogramme on an ongoing basis

• the informationneeds of yourorganisation and otherstakeholders

• evaluationoutcomes andlessons learntwith all keystakeholders

• theeffectivenessand quality of yourprogramme.

Examine and Assess

•key lessonslearnt byadjusting yourprogramme asappropriate

Apply Address Disseminate ContinuallyImprove

Matching/PairingSetting up the

'matching' process.

Facilitating the firstmeeting of coaches

with mentors.

Facilitating theidentification of

development needs ofcoaches and mentors.

Provision of associatedtraining and/or orientations.

Monitoring and recording progress.

Managing the interim reviewprocess and revising the

programme as appropriate.

Development/Training Monitoring/Review



ReferencesBarnett, B. (1995) ‘Developing Reflection and Expertise: Can Mentors Make a Difference?’, Journal of Educational Administration, 33 (5).

Berliner, D. (1994) ‘Expertise: The Wonder of Exemplary Performance’, in Mangieri, J.N. and Block, C.C. (eds) Creating Powerful Thinkingin Teachers and Students. Forth Worth, TX: Holt, Rinehart and Winston. ISBN: 978-0-155009-84-4.

Cassidy, T. and Rossi T. (2006) ‘Situating Learning: (Re)examining the Notion of Apprenticeship in Coach Education’, International Journalof Sports Science & Coaching, 1 (3).

Clutterbuck, D. (2004) Everyone Needs a Mentor. 4th edition. London: Chartered Institute of Personnel Management. ISBN: 978-1843980-54-4.

Clutterbuck, D. and Megginson, D. (2005) Techniques for Coaching and Mentoring. Oxford: Elsevier Butterworth- Heinemann. ISBN: 978-0-750652-87-2.

Clutterbuck, D. and Megginson, D. (2006) Making Coaching Work: creating a coaching culture. Bingley: Emerald Group. ISBN: 978-1-843980-74-2.

De Marco, G.M. and McCullick, B.A. (1997) ‘Developing Expertise in Coaching: Learning from the Legends’, JOPERD – The Journal ofPhysical Education, Recreation & Dance, 68 (3).

Egan, G. (1998) The Skilled Helper: A Problem-management and Opportunity Development Approach to Helping. 8th edition. London:Thomson Learning. ISBN: 978-0-495127-95-6.

Glaser, R. (1996) ‘Changing the agency for learning: Acquiring expert performance’, in Ericsson, K.A. (ed) The Road to Excellence: Theacquisition of expert performance in the arts and sciences, sports and games. Mahwah, New Jersey: Lawrence Erlbaum Associates.ISBN 978-0-805822-23-8. pp. 303–311.

Hiatt, J. (2006) ADKAR: a model for change in business, government and our community. Loveland: Prosci Research.ISBN: 978-1-930885-50-9.

InVEST (2007) ‘Evidencing the development of sports coach mentoring training, qualification and deployment’. Research report for sports coach UK.

Laborde, G.Z. (2006) Influencing with Integrity, Management Skills for Communication and Negotiating. Carmarthen: Crown House.ISBN: 978-1-899836-01-7.

Parsloe, E. and Wray, M. (2005) Coaching and Mentoring: practical methods to improve learning. London: Kogan Page. ISBN: 978-0-749431-18-1.

Parsloe, E. (1995) Coaching, Mentoring and Assessing. London: Kogan Page. ISBN 978-0-749411-67-0.

Roche, G.R. (1979) ‘Much ado about mentors’, Harvard Business Review, 57:14–28.

Schempp, P.G., McCullick, B. and Mason, I.S. (2006) ‘The development of expert coaching’, in Jones, R. (ed), The Sports Coach asEducator: Re-conceptualising sports Coaching. London: Routledge. ISBN: 978-0-415367-60-8. pp. 145–161.

sportscotland ‘Women in Coaching’,www.sportscotland.org.uk/ChannelNavigation/Topics/TopicNavigation/Coaching/Women+in+coaching

Stafford, I. (2011) Mentoring in Sport. Leeds: Coachwise Ltd. ISBN: 978-1-905540-86-0.

Endnotes1 Visit www.1st4sportqualifications.com for further details regarding the qualification.

2 Visit www.1st4sport.com for further details regarding the resource.

3 For details of mentoring workshops, telephone the sports coach UK Workshop Booking Centre on 0845-601 3054 or find details atwww.sportscoachuk.org/workshops or visit www.sportscoachuk.org/pdp-and-tnatools for further resources.


www.sportni.net

sports coach UK works closelywith governing bodies of sportand other partners to provide acomprehensive service forcoaches throughout the UK. Thisincludes an extensive programmeof workshops, which have provedvaluable to coaches from all typesof sport and every level ofexperience. For further details,contact sports coach UK.

sports coach UKChelsea CloseArmleyLeeds LS12 4HPTel: 0113-274 4802 Fax: 0113-275 9606Email: [email protected]

Sport Northern Ireland is theleading public body for thedevelopment of sport inNorthern Ireland.

www.sportscoachuk.org

Sport Northern IrelandHouse of Sport2A Upper Malone RoadBelfast BT8 7JHTel: 02890-381 222Email: [email protected]


Date post:	26-Jul-2015
Category:	Documents
Upload:	sportni
View:	380 times
Download:	1 times

Sport NI Planning and Managing a Mentoring Programme

Documents