Planning and Managing a Mentoring Programme in Sport 10


Table 2: Mentor roles at different learning stages Stage of Learning


Modelling Competency Reflection Autonomy


Mentor Role


Providing a model; being observed/working together


Coach Facilitator and challenger Partner/co-enquirer


Mentor Skills


Demonstrating competency; explaining/teaching


Observing; giving feedback; facilitating reflection


Objective support; questioning; managing learning


Communicator


In the initial stages, the relationship is likely to be an unbalanced one as the mentor may have knowledge, skills and experience that the mentee does not. At this stage, mentors should make their role as facilitator very clear, encouraging mentees to take responsibility for their own learning from the outset. Progressively, the relationship should evolve into a two-way process of personal development with coaches developing greater self-reflection skills and learning more from their experiences. As this symbiotic relationship evolves, the mentor’s role changes, to assisting, supporting and challenging, rather than directing, the development process.


Inevitably, the mentoring relationship will need to be concluded effectively at some time. Your programme may identify specific start and end points or a natural conclusion may be built into the programme (eg when the coach has attained a specific qualification). Although much time and effort is spent on planning a mentoring programme and building a mentoring relationship, relatively little thought or preparation is given to the crucial end phase of the mentoring process. This phase offers a valuable opportunity for reflection and development regardless of whether the relationship has been positive or not.


If the conclusion is to be effective and a mutually satisfying learning experience, both partners must be prepared for it. Assuming too much and not taking the time to check out assumptions can make a big difference in the effective conclusion of a mentoring relationship. The inevitability of concluding the relationship and even the


establishment of a no-fault early conclusion needs to be discussed and agreed in the initial, negotiating phase of their relationship.


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


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


• maintain boundaries and ensure focus on the coach’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 coach and take appropriate action


• identify and agree with the coach the progress made and key achievements


• implement the concluding strategy in line with your identified actions


• review progress and amend the strategy and actions where necessary


• identify the rationale for any unplanned ending of the mentoring relationship – where this occurs – and take the appropriate actions in line with your organisation’s procedures


• maintain accurate and up to date records of the concluding strategy and actions undertaken, in line with your organisation’s requirements.


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