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Mentor Training Program
Based on presentation by Australian Sports
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Introductions
• name • organisation and role • who has influenced you the most? • what motivates you to become a
mentor? • what are your expectations of today?
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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
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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.
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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
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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?
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Purpose of mentoring
• professional development • accreditation • updating • fast tracking • others
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Adult Learning Principles
• Autonomous and self-directed
• Life experiences and prior knowledge
• Goal-oriented
• Relevancy-oriented
• Practical
• Need to be shown respect
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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.
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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.
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The mentoring process
Review
Identify needs Set Goals
Action plan Feedback
Observation
Establish an
agreement
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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
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The mentoring process
Review
Identify needs Set Goals
Action plan Feedback
Observation
Establish an agreement
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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?
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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
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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?
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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?
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The self reflection process
Action
Identification of
things to improve
Planning for
improvement
Analysis and
evaluation
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• 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
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THANK YOU!
Good luck with your mentoring