Creating a Mentoring Programme for Sport: A ... - sports coach UK

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Creating a Mentoring Programme for Sport1Section 1IntroductionThis guide has been developed to help you design, set up andimplement a mentoring programme suited to the coaching needsof your context (eg governing body of sport, county sportspartnership [CSP], local coaching network, club environment).It has been developed in collaboration with a variety ofprofessionals and practitioners in the area of mentoring andcontains practical guidance to get your programme up and running.It contains best-practice information, practical tips,prompt questions and sample material that you canadapt to your context. All examples have beendrawn from successful mentoring programmes andwill support the development of a programme orenhance your existing programme to ensure safeand effective practice and positive outcomes.Why embark on amentoring programme?Interest in mentoring has grown over time as werecognise the benefits it brings. Mentoring really issomething that can benefit everyone. As well ashelping the mentee develop and advance, thementor can gain extra skills and understandingfrom the partnership. In addition, your organisationcan benefit from improved retention of adynamic workforceBenefits of being a mentee• Gain practical advice, encouragementand support.• Learn from the experiences of others.• Become more resourceful and able to copewith critical incidents.• Become more empowered to make decisions.• Develop social confidence, communication andpersonal skills.Benefits of being a mentor• Develop leadership and management qualities.• Increase confidence and motivation.• Engage in a volunteering opportunity,valued by others.• Benefit from a sense of fulfilment andpersonal growth.• Satisfaction in being able to contribute tosomeone else’s growth.Benefits of mentoring to an organisation• Enhanced transfer of skills leading toproductivity gains.• Increased on-the-job learning that reducesoff-the-job training costs.

4Creating a Mentoring Programme for Sport1The outcomeThe first question to be asked should be ‘What dowe need?’The first answer to be found should be ‘What do wewant it to achieve?’Many mentoring programmes start out with thewell-meaning but vague aim of ‘helping the coachesimprove’. Experience suggests that the sharper thefocus of the mentoring programme, the clearerthose involved are likely to be regarding their roleand, in turn, success will be more easily evaluated.The justificationThe decision to implement a programme should bebased on a robust audit of your coachingdevelopment infrastructure and where the greatestneed lies or the greatest impact may be. This reallydemands an evidence-based and needs-led decisionrather than a few people simply having a meetingand deciding what they think is best fortheir coaches.The workforceThe focus of your programme will inform thedecision regarding which coaches and mentors willbe invited to participate in the programme, as wellas who may be best-placed to manage the overallprogramme. You will make decisions about how toset up and run your mentoring programme basedon your own infrastructure and resources available.Regarding payments or other incentives beingoffered to the people involved, mentors havegenerally been offered some type of reward, financialor otherwise (eg match/event tickets, sportsclothing/equipment or free professionaldevelopment opportunities, expenses).When deciding on the specific policy on paymentfor mentors, the general options to consider 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 amentoring record)• expenses only to be paid as appropriate onreceipt of mileage or other claims• no direct payment but recognition of thementor’s work via other incentives – this may sitmore easily with some sports (eg sportsclothing/equipment or tickets for events)• no payment but increasing the perceived valueof the role through publicising the benefits ofbecoming a mentor, resulting in people strivingto be one of this perceived high status orelite workforce.The formatHaving decided on the outcome, rationale andpeople involved, the format and structure of theprogramme need to be considered. Keyconsiderations when planning the structure andtiming are:• the coaching season – this informs when tostart, 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 neededand how best to structure this• suggested frequency and/or number ofmentoring interventions• degree of emphasis to be placed onface-to-face meetings, direct observation andfeedback on coaching practice• ongoing support and communication tocheck progress.The time frameThe time frame over which your programme willoperate will vary. This will ultimately depend onthings like funding, season length and level ofsupport available to the project on an ongoing basis.An example of how a programme may bestructured is set out on the next page:

8Creating a Mentoring Programme for Sport2Typically, research literature states that mentoring isan ongoing, prolonged process that includes regularinteraction between the mentor and mentee(eg face-to-face contact, email, phone, sessionobservations, workshops and networking). It isrecognised as offering both structured andunstructured support for coach learning and is themost visible example of a practice where formal andinformal learning meet.Among the many definitions, a common emphasisappears to be placed on the guiding function, andmost include verbs like support, advise, nurture andfacilitate. Mentoring is therefore seen as doingsomething with the mentee, nurturing andsupporting learning, and it is an investment in thetotal personal growth of the individual.Successful mentoring programmesThe most effective mentoring programmes existwithin organisations that have given matureconsideration to the reasons for employingmentoring. It seems the successful programmespossess a number of key elements. Central to theirsuccess is a single coordinating body withresponsibility for the areas in the diagram below.Some rewardsystem for thementor andmenteeThe recruitment,training anddeployment ofmentors/menteesThe managementprocess as a wholeMaintainingan element ofstructure/communication(over an extendedperiod)SuccessfulmentoringprogrammesFacilitating thematching ofmentors withmenteesClear goalsand outcomesThe establishmentof clear roles andresponsibilities

Creating a Mentoring Programme for Sport9The mentorMentors are most effective when they are fullyaware of the role they are required to fulfil. Whetherthis is to support personal or professional growth,there is a real need for mentors to have their roleclearly defined. More importantly, the mentee mustshare the interpretation of this role.The mentor’s primary function is that of atransitional figure, supporting the mentee throughdifficult periods, eliciting positive change inknowledge, work or thinking. In such a model, thementor questions the mentee to stimulate reflectionand plays a critical role in creating a safeenvironment where mistakes can be made andlearning can occur.So what is a mentor?Descriptive statements regarding what a mentoris include:• the provider of opportunity not normallyextended to coaches• the supplier of insider information, privilegedand generally not known to others• a challenger who evokes reflection anddeeper thinking• a believer in potential.The mentor’s remit within some contexts mayextend to:• exploring the personal views and relatedanxieties of the individual in a new role• assisting with integrating the mentee into theircoaching environment• providing guidance in relation to where helpfulresources can be accessed• assisting with the preparation and delivery ofrole-based tasks• guiding practice and indicatingappropriate, alternative strategieswithin a supportive framework.Mentoring is also an instrument of socialisationwherein mentors control the gates to social learning.Being introduced to existing communities ofpractising coaches provides mentees with a valuableinsight into the dos and don’ts of their profession.The coach’s view of mentorsCoaches value this form of support if they seementors as credible and willing to allow informationexchange. Previous research 1 has found that coacheshave the following expectations of mentors:The ‘ideal’ sports coach mentor is expected to have:• good sport-specific technical knowledge• good knowledge of the coaching process• credibility, through qualifications and/orexperience in coaching and mentoring• good communication skills, particularlyquestioning and listening• good interpersonal skills, particularly openness,approachability, support and empathy(emotional intelligence)• the ability to guide mentees in their learning andfacilitate self-actualisation (help them achievewhat they truly want in life)• a professional approach to mentoring.It is important to note that a coach’s expectationschange over time. As they become moreexperienced, the support they require and lookfor changes. There is often a move away fromsport-specific technical information and the need forfeedback on coaching performance toward a needfor more sport science and coaching processknowledge, as well as readiness to be challenged andencouraged to reflect.The mentoring relationshipWhether the most successful mentoringrelationships are those that are naturally occurring,self-selecting or formally allocated is still up fordebate. What is clear is that each and everymentor:mentee relationship is unique. Seen as ahelping relationship, it involves the ability and desireto understand a person’s meaning and feelings(their situational context) without being overlyemotionally involved.To be effective, relationships should be holistic inthat they emphasise both positive growth anddevelopment of the individual as a coach andperson. Basic ingredients such as respect, empathy,honesty, acceptance, responsiveness, cooperationand positive regard are all cited as important. Theemphasis within the relationship is placed onlistening, questioning and enabling, as opposed totelling and directing.21Institute for Vocational and Exercise and Sport Training (2007) Evidencing the Development of Sport Coach Mentoring Training, Qualification andDeployment. Cardiff: Cardiff School of Sport.

10Creating a Mentoring Programme for Sport2An ideal mentoring relationship is considered to bea reciprocal one in which both parties gain in someway from the experience. Therefore, a positivementoring relationship can be characterised by:• sharing – of ideas, knowledge, expertise,resources, beliefs and values• mutual respect – reciprocal value forknowledge, expertise and interpersonal skills(how they deal with people and situations)• mutual trust – a sense of safety and anenvironment within which shortcomings can beshared without judgement; a faith, confidenceand belief in each other• reciprocity – of learning and investment inthe relationship• care and concern – directed towards personaland professional development.The relationship processMentoring can be viewed as a process, consisting ofa series of interactions from which coaches canexpect to gain new skills and knowledge, andfeedback on performance. This process is atransitional phenomenon that varies in intensity anddepth as it evolves over time, consisting of threefeatures: initiation; transition; and ending.• Initiation – This generally occurs when thementee is in a new, challenging position orduring a significant shift in their development.The impetus to engage in a mentoring exchangeoften occurs naturally when a mentee and anexpert (mentor) are inadvertently drawntogether, usually as a result of some mutualinterest or goal.• Transition – As the mentorship develops, thereappears to be a shift whereby the mentee gainsa better sense of capability (confidence andself-belief) and is able to engage in/contribute tothe process more actively. This transformationalshift sees the mentee give back to therelationship, and reciprocal learning occurs.• Ending – Ideally, the mentorship only ends whenneither mentee nor mentor has a need for it tocontinue. The established nature and structureof their relationship is substantially changed,either by increasing physical or psychologicaldistance.It should be noted that these stages don’t alwaysarrive in a logical, clean sequence.© Alan Edwards

Creating a Mentoring Programme for Sport11Building relationshipsBuilding rapport and understanding is at the heart of developing a good working relationship betweenmentor and mentee. Relevant knowledge, understanding and skills will certainly go a long way to help, but youwill also need to demonstrate a real commitment to the process through behaviour that reflects your genuineinterest and values. Hildebrand (2007) 2 identified four areas that contribute to building rapport between amentee and mentor:21 CommonalitiesShared ideas, traits and interests will develop arelationship on a common, shared foundation.Finding these commonalities will involvesharing and communication.2 ConnectivityOnce sharing has taken place andcommonalities have been discovered, aconnection will be made.3 CommunicationDeveloping rapport through communication isnot simply the words you use. It involves bodylanguage, gestures and eye contact.4 CollaborationYou must develop shared approaches tothe structure, outcomes and approach toyour relationship.Figure 2: The 4Cs for building rapportWe recognise that relationships do not develop overnight and will take time to cultivate. Powell (1998) 3suggests there are five levels or stages to developing truly effective communication. These are rituals andclichés, facts and information, ideas and judgements, feelings and emotions, and peak rapport.IncreasedRiskPeakRapportFeelings andEmotionsIdeas andJudgementsFacts andInformationCommunication is intuitive. You feelsafe to reveal your unique needs.This usually occurs when people donot worry about convention. Youfeel safe to share deeper emotions.People express themselves interms of concerns, expectationsgoals and desires.Little personal information is revealedand relates to factual information,which requires no depth in thinking.5432DecreasedRiskRituals andClichésFigure 3: Levels of communication(adapted from Powell, 1998)Rote patterns of speaking.Typical, habitual questions withno real genuine intent.12Hildebrand, S.D. (2007) ‘Building solid work relationships: developing rapport with co-workers’, http://deborah-s-hildebrand.suite101.com/building-solid-work-relationships-a338523Powell, J. (1998) Why Am I Afraid to Tell You Who I Am? Resources for Christian Living. ISBN: 978-0-883473-23-8.

Creating a Mentoring Programme for Sport13discrete tasks or proficiencies and whether this willinclude the tacit knowledge that underpins the role.3 The Reflective Practitioner Model is based onthe premise that mentees learn best when theyself-reflect and critique their own performance.This is typically done through structuredquestioning and is considered a valuable way forindividuals to analyse and evaluate practicalexperience, enabling them to subsequently learnfrom it. The role of the mentor in this model isto question the mentee in such a way as tostimulate reflection. However, this model is notgenerally liked by mentees because of itsdemanding nature. Inexperienced mentees don’tseem to like this approach because they have towork and are not just given the answers.StructureMarshall (2001) 5 identified three mentoring modelswith regard to structure: supervisory (formal);informal; and facilitated. Each format falls along acontinuum, from those that are very short term andinformal to highly structured, long-term partnerships.1 Supervisory or formal mentoring usually takesplace in a work environment and is consideredto be a function of a supervisor’s duties. Thisform of mentoring predominantly relies on theability of the supervisor to communicateknowledge about the job. This model could beproblematic in that there is an element ofline-management responsibilities withinthis relationship.2 In contrast, informal mentoring is based onthe natural pairing of two individuals,characteristically based on some form of mutualchemistry and trust, and typically initiated by thementee. They would typically select an individualwho they felt could assist them in theirdevelopment and work with them accordingly.3 Facilitated mentoring attempts to replicate andbuild on the benefits of informal mentoring. Thismodel is typically based around a morestructured design incorporating a strategicallyplanned mentoring programme, facilitatedmatching, developmental training, a no-faulttermination culture, a formalised careerdevelopment plan and a programmecoordinator whose primary roles are toimplement the programme, match the pairs andmonitor progress and evaluate.RelationshipYoung et al. (2005) 6 identified three relativelydistinct but general patterns in the fundamentalnature of the relationships between mentors andtheir mentees:1 Directive – The directive mentor takes charge,sets the agenda, has a clear expectation formentee performance and seeks, through avariety of means, to guide the mentee andencourage corrective action. At the extreme, thedirective mentor models specific teachingstrategies and behaviours with the firmexpectation that the mentee will emulate them.Feedback takes the form of strongrecommendations or directives, not suggestionsor possibilities for consideration. The directivementor assumes a role of master teacher, guideand sometimes coach. This type of mentoringmodel is referred to as hierarchical and is mostappropriate early on in a mentoring relationship,especially if the mentee is a novice in making useof supervision.2 Interactive – In the purest form of thisrelationship, the interactive mentor seeks arough relational parity (equality between thementor and mentee), characterised by openconversation on issues of mutual concern, withthe mentor acting as a friend, colleague andtrusted adviser. Relationships exist only whenthe mentor and mentee recognise each other insome sense as peers, that each brings to therelationship distinctive and valuablecontributions. The agenda is jointly formed andadjusted in response to the interests and desiresof either mentor or mentee. This form ofrelationship is most appropriate for the moreexperienced mentee and as the mentoringrelationship becomes established.3 Responsive – At the extreme, the responsivementor looks almost exclusively to their menteefor guidance and direction. The mentee sets theagenda by posing questions or presentingproblems and concerns for the mentor’sconsideration. The object here is to createconditions within which mentees can exercisefull control over the relationship using reflection,empathy and peer-to-peer questioning in orderto generate answers to problems.In practice, effective mentors will move appropriatelybetween the models in relation to purpose,structure and relationship in response to thementee’s needs. Mentors will develop their ownunique style, playing to their strengths and adaptingtheir approach according to the circumstancesof mentees.5Marshall, D. (2001) ‘Mentoring as a developmental tool for women coaches’, Canadian Journal for Women in Coaching, 2 (2): 1–10.6Young, J.R., Bullough, R.V. Jr, Draper, R.J., Smith, L.K. and Erickson, L.B. (2005). ‘Novice teacher growth and personal models of mentoring: choosingcompassion over inquiry’, Mentoring and Tutoring, 13 (2) 169–188.2

14Creating a Mentoring Programme for Sport1

Creating a Mentoring Programme for Sport15Section 3Programme Designand DevelopmentThis section is very much about getting your programme off theground. Key to this is starting with the need – what do coachesneed? Sometimes, this is obvious and quite straightforward.However, sometimes, what you think is needed may not be thecase. It is important that you consult with those you intend tosupport so we have provided some prompt questions to guideyou. The remainder of this section is geared toward planning forsuccess, looking at feasibility, business proposals and roadmap planning.Start with the needThis section is intended to help you with the set up, management, implementation and evaluation of yourmentoring programme.Identify needRefine serviceProject demandCheck feasibilityBuildbusiness caseWhat is theproblem youare trying tosolve?What domenteesneed?What is thedemand(consult)?Considerworkforce,format andtime frame.Plan fordelivery.Figure 5: Key phases in programme design and development

16Creating a Mentoring Programme for Sport3Your decision to set up a mentoring programme willno doubt stem from the belief that a need exists.Before you begin, you will need to verify if this isactually the case. The first part of programme designis to ask the questions: ‘What evidence exists tosupport the creation of a mentoring programme?’and ‘Is mentoring the answer?’It may help to narrow down the possible optionsregarding the service you wish to offer by answeringthe following questions before going further:• What geographical area is to be covered by theprogramme (local, regional, national)?• What type of coach support services do youintend to offer (coach education, training,supported practice, focused mentoring, howoften, for how long)?• Who is your target audience that would benefitfrom this?• What support exists for the implementation ofa mentoring programme from within yourorganisation, including resources available (bothfinancial and human)?Estimating demandIf you haven’t already, take a look at the initialquestions posed within the introduction (page 6).Once you have considered these and answered thebasic questions above, it is time to get out into yourcoaching community to investigate their needs. Youare looking not only for the challenges and problemsfacing coaches, but also the existing support/servicesavailable to them. These may be provided nationallyor on a more localised level, through governingbodies of sport, CSPs, charitable organisations,educational institutions etc.By comparing their needs with the services currentlybeing provided, you will be able to determine thegap in provision that your programme could/shouldaddress. This needs assessment will give you the ‘bigpicture’ of what is happening in your coachingcommunity and help focus the role you and yourorganisation might play. You may actually find thatgood support systems already exist and what ismissing is the connection between those in need(the coaches) and those who provide the service!ConsultingIn your assessment of need, you should include inputfrom as much of the coaching community andsurrounding infrastructure as possible, includingathletes, coaches, clubs, committee members, andcurrent and prospective mentors, along with otherspecific agencies (eg disability groups, volunteerorganisations and governing bodies of sport).Thisconsultation process may take the form ofquestionnaires, interviews and/or focus groups.Below are some example questions you could askvia one of these methods.• What do you believe mentoring to be?• If we were to develop and implement a formalmentoring programme, how do you believe youwould benefit?• What do you think the impact of mentoringcan be?• Would you participate as a mentee?• Are you available to be a mentor?• What specific knowledge, skills and abilitieswould you look for in a mentor and/or mentee?• Do you already have access to mentors? If so,please describe how this mentoring programmeworks and any benefits you get frombeing involved.• What kinds of activities would you like to see aspart of a mentoring programme?• Do you utilise other career developmentactivities provided (eg workshops)? If so, pleasedescribe what these are and how you havebenefited from them.It is important to be clear about the nature of theservice you would like to offer, and conducting aconsultation event with those who will access theservice is a great way to do this. It will help yourefine the outcomes you wish to achieve, along withthe specific needs and characteristics of the targetgroup you will work with.Feasibility assessmentUsing the responses you receive from yourconsultation exercise, you can begin to undertake afeasibility assessment. Some prompt questions tohelp you determine the feasibility of the programmeare provided below.What type of support do your coacheswant/need?What barriers exist to the programme and howdo you intend to overcome them?Does anyone in your area provide asimilar service?How will you attract mentors and mentees?Do you have the capability and capacity to deliverthe service your coaches require?What do you expect the demand for your serviceto be (eg number of coaches using theprogramme per year)?What will the service cost you and yourmentors/mentees?What are your timescales for this project?

Creating a Mentoring Programme for Sport17If your feasibility assessment is favourable, the nextstep is to develop a business plan. This will help youmanage and oversee the programme’s activities andoutcomes. It can also help to provide a basis forsecuring funding.Example contents of a business planA business plan should include the findings of thefeasibility assessment, a project plan/timeline with keymilestones, and the programme description, alongwith the following:• executive summary• goal(s) of the mentoring programme(aims and objectives)• success factors and desired outcomes• target population• duration of the programme• benefits to mentors and mentees• benefits to the organisation (eg increasedmorale, transfer of knowledge)• how the organisation plans to market theprogramme and recruit mentors and mentees• budgets, including staffing costs (incomeand expenditure)• mentee/mentor matching process• outline of the orientation session• types of materials provided to mentors,mentees and supervisors• potential mentoring and career developmentactivities (eg training)• management structure (staff requirements anddecision making)• process for monitoring and evaluating thementoring process.Planning for successOne of the major reasons for programme failure islack of preparation. Do not neglect the planningprocess because you want to get the project up andrunning in the shortest time possible. Experiencetells us that setting up a mentoring programme israrely a quick process, and the success of aprogramme relies on the time spent on preparation.By identifying who owns the plan, it will be evidentwho will be held accountable and who is in place tomake the vital decisions at each stage of theprogramme’s development. It is also extremelyimportant to identify whose support is required forthe programme to proceed. Without their support,it may never go beyond the planning stage. Use thisexercise to identify and record the names of allthose relevant to the design and delivery of the plan– who needs to be involved and for what reason.Who initiated the plan? (Idea generator)Who is the project sponsor?(This person will often bethe budget holder anddecision maker.)Who owns the design anddelivery of the plan? (This isoften the operational team thatwill manage implementation.)Who needs to be influenced ifthe plan is to be successful?(Consider your executivemanagement team.)Which stakeholders need tounderstand their partin/contribution to the delivery ofthe plan? (These may be bothinternal and external people.)Road map planning(Budget holder)(Project/programmecoordinator)(Executivemanagementteam)(External trainingproviders,mentors etc)Creating a road map for your mentoring programmecan act as a framework for delivery, evaluation andfuture improvement. This road map will set thedirection but can and should be modified ascircumstances change and experiences dictate.This approach to planning uses a systematic processto describe the sequence of events that starts withyour need and leads to the achievement of yourprogramme outcomes. A simple example of thisprocess is depicted below.3NeedResources/inputsActivitiesOutputsIntermediateoutcomes(1–5 years)Impact/long-termoutcomesThe problem(s)yourprogrammewill addressProgrammeingredients, suchas funds, staff,volunteers,partnersSpecificactivities andservicesthe programmewill provideSpecificevidence ofservicesprovided(numbers)Positivechanges thatwill take placeas a result ofservicesLasting andsignificantresults of yourprogramme overthe long term

18Creating a Mentoring Programme for Sport3When building your road map, it is often helpful totackle each element in the following order:1 What is the problem you are trying to solve?(What is the current situation that you intendto impact on?)2 What will success look like? (What is thedesired outcome/behaviour change?)3 What knowledge, skills or experiences dopeople need before behaviour change mayoccur? (Therefore, what activities/services doyou need to deliver/provide?)4 How much activity is enough to promotechange? (What outputs are you looking for?)5 Finally, what resources will be required todeliver/undertake activities (money, time,equipment, facilities)?Be sure that your road map is as specific as possiblewhen it comes to the types of activities planned,evidence of services provided and the outcomesyou expect to achieve. A road map that includes thenecessary detail will help you to develop a thoroughproject plan and drive the evaluation processbecause the items you need to evaluate and theirmeasures are already identified. For detailedguidance on this approach to project planning, take alook at Appendix A.© sports coach UK

Creating a Mentoring Programme for Sport19Section 4Management and Coordination© Alan EdwardsIn this section, we will look to define the roles and responsibilitiesof the key individuals/departments involved in your programme, toensure the infrastructure you have in place is fit for purpose. Inaddition, a variety of policies and procedures intended tosafeguard you, your mentors and mentees are outlined. Thesepolicies may be adopted from existing organisational ones ordeveloped specifically for this programme. We close by identifyingsome of the insurance considerations you may need to beaware of.Structure and infrastructureNo doubt there will be a range of reporting andaccountability requirements placed on your project,and you will probably be required to utilise thestructure and processes advocated by your fundingproviders or management team. To ensure you havethe best opportunity for success, it is important yourecognise this and consider how this may affect thefollowing elements:• management structure• accountability• decision making• funding• aims and objectives• roles and responsibilities.Who does whatThis can vary greatly depending on the size of yourorganisation and the type of mentoring or coachsupport service you intend to offer. However, theroles and responsibilities for most activities/taskswithin successful programmes will fall within thefollowing four areas:• project sponsor• project management committee• programme coordinator• programme improvement group.

20Creating a Mentoring Programme for SportProject sponsor(eg finance director)4Project managementcommittee(eg project coordinator plustwo or more stakeholders)Programme coordinator(eg allocated role)Programme improvement group(eg focus group of stakeholders)It may well be that the above functions areperformed by only one or two people if it is a smallprogramme or capacity within your organisation isconstrained. Do not assume that four separatepeople/groups are needed to carry out the roles.However, there is a lot of work here for only a fewpeople to do!Project sponsorThis person will often be the budget holder anddecision maker, accountable to stakeholders for thebudget and overall success of the programme. Theirroles and responsibilities often include the following:• project set-up:– working with stakeholders to assess the needfor the project and building a business case– setting specific objectives against which theprogramme will be measured• project awareness:– promotion of the programme both internallyand externally– developing a positive level of interest andsupport for the project from stakeholders• staff recruitment (these may bevolunteer posts):– employing/allocating a programmecoordinator to oversee the project delivery– supporting the recruitment of support staff,including mentors• accountability:– establishing a ‘management team’ to sign offthe programme milestones– responsible for the overall governance ofthe project.Project management committeeResponsibility for overseeing the project may behanded over to a ‘management team’ broughttogether by the project sponsor. This group exists torepresent your interests (and those of the serviceyou provide), as well as mentees and mentors. Itprovides strategic direction and ensures theprogramme is managed according to its intendedoutcomes. However, the management team doesnot become involved in the day-to-day activities. Acomprehensive committee/group may consist of thefollowing individuals:• trustees, board members, committee members• core delivery staff (programme coordinator)• service users (mentee)• skilled practitioners (mentor)• partner organisations (eg training providers)• consultant advisers (experts in the field).

Creating a Mentoring Programme for Sport21However, this group may be as small as three people– the programme coordinator, an experiencedmentor and a mentee. While small can be good andoften more responsive to change/decision making,we would not recommend that this role becomethe responsibility of one individual.Programme coordinatorMost successful mentoring programmes aremanaged by a designated member of staff who has aproportion of their time ring-fenced specifically forthis work. They have responsibility for theoperational day-to-day delivery of the project in linewith the project objectives. This is a crucial roleand involves:• implementing the goals and objectives ofthe project• managing, developing and coordinatingthe project• developing and working within the budget overtime, keeping full financial records• working with third party consultants and trainingproviders, where required• marketing the programme• identifying suitable mentors and mentees forthe programme• recruiting mentors and mentees and providingfollow-up support• developing activities for the programme,including orientation, training, matching, and theclosing of the programme• maintaining a database of mentors and mentees,and mentoring pairs• ensuring the relationships between mentors andmentees are sustained, and sustaining their ownrelationship with mentors and mentees• identifying any potential risks that may occurthroughout the programme and providingappropriate solutions• maintaining records (qualitative andquantitative data) for review, evaluationand planning purposes.This person will require a high level of personal andsocial skills in dealing with a diverse group ofindividuals, from management to volunteers.Depending on the size of the programme andbudget available, it is possible that the projectcoordinator could be further supported by thosewithin administration, training andrecruitment teams.Programme improvement groupYou may find it helpful to establish an informalprogramme advisory group made up of mentorsand mentees on the programme. This group canhelp align the day-to-day operation and delivery ofthe programme to better meet their needs. As aforum for the suggestion of new ideas, ways ofworking and programme improvement, their mainfunctions would include sharing:• experiences of the programme, highlightinggood practice and areas for development• impact and feedback based onprogramme activities.Policies and proceduresWe recognise that the paperwork associated withprogramme policies and procedures can beoverwhelming. Nevertheless, they are veryimportant and central to the safe and effectiverunning of your project. These policies andprocedures are intended to safeguard you, yourmentors and mentees so while you may wish tolimit these to what is essential, they must be fit forpurpose. Where relevant, it is recommended thatyou have in place policies relating to the following:protection ofvulnerable adultsdiversity andequalitychild protectionpersonal safetyand lone workinggrievance andcomplaintsdata protectionand confidentialityThese policies may be adopted from existingorganisational ones or developed specifically for thisprogramme. When creating these, it is important toconsider the employment status (volunteer, paid,self-employed) of your mentors and how this mayimpact on the policies and procedures you putin place.4

22Creating a Mentoring Programme for Sport4Child protectionYou have a legal obligation to safeguard and protectany children and young people with whom your staffor volunteers come into contact. All sportingorganisations that provide a service for children andyoung people must ensure that:• the welfare of the child is paramount• all children, whatever their age, culture, disability,gender, language, racial origin, religious beliefsand/or sexual identity have the right toprotection from abuse• all suspicions and allegations of abuse and poorpractice are taken seriously and responded toswiftly and appropriately• all staff (paid/unpaid) understand they are legallyobliged to report to the appropriate officer anyconcerns they have about a child• the correct procedures on Disclosure andBarring Service (DBS) checks (formerly CriminalRecords Bureau) are followed.The policies that you develop and the proceduresthat govern how they are applied will be informedby the requirements of the followinggovernment legislation:• Protection of Freedoms Act 2012• Children Act 2004• Education Act 2002.Note: Your child protection policy is likely to impacton a number of areas within the programme (seebelow). Therefore, all mentees and mentorsassociated with the project must be made aware ofthe policy and its implications for their role.• Confidentiality – Procedures are in place forthe breach of confidentiality should a child oryoung person be at risk.• Recruitment – Screening and selection take intoaccount policy requirements in relation toDBS checks.• Training – Disclosure, confidentiality andrecognition of abuse should be considered aspart of mentor training.• Mentor/mentee matching – This should ideallyoccur only once full recruitment checks,including receipt of a DBS check, havebeen completed.• Meetings – These are to occur in a suitableenvironment appropriate for the interventionin question.• Support – Ongoing contact should bemaintained with all parties and the relationshipmonitored accordingly.7www.nspcc.org.uk8www.thecpsu.org.uk9www.sportandrecreation.org.uk/smart-sport/safeguarding-vulnerable-adultsBefore looking to develop a safeguarding policy,contact your governing body of sport as it mayalready have a policy and procedures in place thatyou can adapt to suit your needs. The NSPCC 7 andCPSU 8 have a number of resources that will assistyou in developing a safeguarding policyand procedures.The sports coach UK workshop ‘Safeguarding andProtecting Children’ includes specific details of codesof practice when coaching children and providesother valuable information in this area. To find outmore and book a place, visit www.sportscoachuk.organd click on ‘Workshops’.Protection of vulnerable adultsAny organisation working with vulnerable adultsshould have in place appropriate policies andprocedures to protect them from potential abuse.The policy should include:• the scope of the problems being addressed• structures for planning and decision making• the principles to be upheld• a warning about the scale of the risk of abuse ofvulnerable adults and the importance ofconstant vigilance• a definition of abuse, setting out currentknowledge, based on the most recent researchon signs/patterns of abuse and features ofabusive environments• a definition of those vulnerable adults towhom the policy, procedures and practiceguidance refer.Training should be provided on the policy,procedures and professional practices that are inplace locally as well as responsibilities for theprotection of vulnerable adults.The Sport and Recreation Alliance, its steeringgroup, and the English Federation for DisabilitySport (EFDS) have all developed useful resources toensure all sports organisations are aware of theimplications and practices surrounding theprotection of vulnerable adults 9 .Data protection and confidentialityIf you handle personal information about individuals,you have a number of legal obligations under theData Protection Act 1998 to protect thatinformation. You will need certain processes in placeto ensure the safe keeping of this information. TheAct applies to ‘personal data’, information fromwhich an individual can be identified (eg names,addresses, contact information, employment history,medical conditions, convictions). The Act containseight ‘data protection principles’.

Creating a Mentoring Programme for Sport23These specify that personal data must be:1 processed fairly and lawfully2 obtained for specified and lawful purposes3 adequate, relevant and not excessive4 accurate and up to date5 not kept any longer than necessary6 processed in accordance with theindividual’s rights7 securely kept8 not transferred to any other country withoutadequate protection.Specific provision is made under the Act forprocessing sensitive personal information. Thisincludes racial or ethnic origin, political opinions,religious or other beliefs, trade union membership,physical or mental health condition, sex life, criminalproceedings or convictions. This type of data issubject to special rules and requires explicit consentfrom the individual concerned before it canbe processed.In summary, the Act requires you to collect and useinformation fairly, store it safely and not disclose it toany other person unlawfully.With regard to confidentiality and disclosure, this canbe expressed by the following three principles:1 Individuals have a fundamental right toconfidentiality and privacy of information.2 Individuals have a right to control access to, anddisclosure of, their personal information bygiving or withdrawing consent.3 When considering whether to discloseconfidential information, staff should have regardfor whether the disclosure is necessary,proportionate and accompanied by anyundue risk.Use or disclosure of information is only justifiedwhere consent has been given, there is a statutoryrequirement to use or disclose information and/orthe balance of public and private interest favoursdisclosure. Therefore, it is important that you createa confidentiality policy and perhaps someawareness-raising training that considers:• disclosure of information relating to membersof staff• disclosure of information relating to clients• record keeping and managing records• implications for all staff and participants withregard to disclosure and confidentiality.Personal safety and lone workingYou have a responsibility or duty of care for thepersonal safety of those working within yourprogramme. While this does not mean you must riskassess every situation, it does mean you have aresponsibility for assessing, avoiding and controllingfor any global risk associated with programmeactivities. However, this is not at the expense of anindividual’s own responsibility for their welfare andthe welfare of those with whom they are working.They too must take reasonable care of themselvesand those affected by their work.Lone working is any situation or location in whichsomeone works without a colleague nearby or is outof sight or earshot of another colleague. Therefore,lone workers may be vulnerable and at increasedrisk of physical or verbal abuse and harassmentbecause they don’t have the immediate supportof others.The policy produced should provide advice to assiststaff/mentors and managers in dealing with loneworking, in particular, to stress the need for robustrisk assessment and risk management by all in loneworking situations.The policy should inform lone workers about thearrangements in place to protect themselves andshould clarify roles and responsibilities in theeffective implementation of control measures. Thepolicy should also state the actions that will be takenfollowing incidents. The policy should becommunicated to all lone workers, throughinductions, training or team meetings. For moreinformation on the hazards associated with loneworking, visit the Health and Safety Executive (HSE)website: www.hse.gov.ukDiversity and equalityThe Equality Act 2010 (Amendment) Order 2012now captures much of the legislation relating toequal opportunities that may impact on the policyyou develop. This policy should set out how yourorganisation intends to tackle discrimination andpromote equality and diversity in areas such asrecruitment, training, management and pay.A policy might include:• statements outlining your organisation’scommitment to equality• identification of the types of discrimination thatan employer (and, if this applies to you, a serviceprovider) is required to combat across theprotected characteristics of age, disability, genderreassignment, marriage and civil partnership,pregnancy and maternity, race, religion or belief,sex, and sexual orientation4

26Creating a Mentoring Programme for Sport4Insuring your activities – thingsto remember• When purchasing insurance, it is important tobear in mind that volunteers may not beautomatically considered a ‘third party’ for thepurposes of public liability insurance. Therefore,it is important that your insurers specificallyrefer to volunteers in insurance policies (egemployer’s liability insurance should coveremployees and volunteers).• Insurance policies should cover all actionscarried out by paid staff and volunteers and listall the types of venue where these actions arecarried out (eg mentoring in people’s homes,observing coaching in a swimming pool). Youmay wish to consider holding an annual reviewwith your insurance company to discussactivities that are planned for the coming yearand check whether existing policy coveris adequate.• If those involved regularly take part in strenuousor potentially dangerous activities (eg coachingadventure sports or using specialisedequipment), then be sure that these activitiesare covered in your policy.© sports coach UK

Creating a Mentoring Programme for Sport27Section 5Operation andImplementationGetting mentee and mentor recruitment right is extremelyimportant. Therefore, this section attempts to provide somestep-by-step guidance to help you. Advice on where to findmentors and mentees is provided, along with example eligibilitycriteria (how you will decide who you will and won’t be able tosupport). Within this stage of your programme implementation,you also need to design/develop an orientation, which outlineswhat the programme is about, what mentors and mentees willget from it and what commitment you require – stressing thisis important.Mentee recruitmentWhere will the mentees come from? How will theybe identified and referred to you? What referralsystem do you have in place? What are youreligibility criteria?An example referral systemKey considerations:• Be clear on what you expect of mentees(what you expect them to do/commit to,eg time and activities).• Identify your target group (it may help to createa profile of the ideal person).• Consider the best method to reach them(leaflet, flyer, posters), advertise in local media,use websites, press releases, personalrecommendations, presentations at upcomingevents, social media and newsletters (get peopletalking about it).• Post adverts on relevant coaching-relatedwebsites.• Approach specialist organisations and charitiesto ensure you are reaching as wide a networkas possible.

28Creating a Mentoring Programme for Sport5Be clear onwhat youexpect ofmenteesIdentify yourtarget groupConsider thebest methodto reach themPost adverts onrelevantcoaching-relatedwebsitesApproach‘specialists’ toensure yourreach is wideBe creative about the recruitment process; gobeyond your current network. Keep the informationconcise, simple and avoid using jargon. Are you usinginclusive imagery to market to a diverse population?Where referrals are made to your project throughan external person/body, make sure that you collectall the necessary information:• referring person/organisation name, position andreason for referral• client name, address, contact details, date ofbirth and sex.This will be good information to obtain, especiallywhen reflecting on where your mentees came fromas part of your monitoring and evaluating process.Example eligibility criteria• be able to obtain parental/guardian/carerpermission and/or ongoing support forparticipation in the programme if under the ageof 18 years or regarded as a ‘vulnerable adult’• be willing to complete any relevantscreening procedure• agree to attend mentee training as required• be willing to communicate regularly with theprogramme coordinator and discuss progress.The criteria you choose should be driven by theprogramme’s aims and outcomes. Being clear aboutthe focus of the programme will help you definewho exactly your target audience is. You willtherefore be able to identify your ‘ideal’ candidatemore easily. Not all of these criteria will be relevantto your programme, and this is not an exhaustive list.Prospective mentees must:• be overtly willing to commit to be part of theprogramme (eg two hours per month); specifythe minimum amount of time the person mustcommit to the project• meet the programme’s age criteria (eg youngpeople [16–18], adults [18+] or targeted at aspecific age group [50–65]); be aware that youwill need to give reasons if you are specifying anage group• pledge to engage in a two-way relationshipwith an allocated mentor (over a defined periodof time)• be motivated to work toward positive growth(which may include change to existing practices)• be willing to engage in group tasks and activitieswhere appropriate• hold or be working toward a coachingqualification (eg at Level 1, 2 or 3)• live within x miles of, or live within, aparticular borough• be willing to abide by all programme policiesand procedures

30Creating a Mentoring Programme for Sport5Once you have identified the profile of your targetgroup, consider why they may wish to join yourprogramme and what it is that will draw them in –this will become your key marketing tool. Thefollowing process should help get you on the rightpath to attracting the right people:1 Decide what type of person you want.Describe them, perhaps through a shortnarrative (their behaviours and actions) or, ifappropriate, a detailed job description (detailingduties) and person specification (detailingexperiences). The National OccupationalStandards (NOS) for Coaching and Mentoringare a good starting point. Advertising for aspecific role is more likely to attract the rightpeople. Be careful not to say who you don’twant as this will not reflect well on yourprogramme or your organisation.2 Identify what will draw them to yourprogramme. Is it the thought of payment orrecognition as a valued coach/practitioner intheir field? Is being associated with yourprogramme a positive career move and seen asincreasing their credibility? Do they simply wishto re-invest in the future of coaching?Understanding their motivations is importantas this will help in tailoring your recruitmentstrategy and provide a clear recruitmentmessage.3 Where can you find potential mentors? It isimportant that you do not simply launch into animmediate recruitment campaign either using ablanket approach (trying to appeal to everyone)or targeting the same sources as before. It isrecognised that mentoring is a skilled role, andyou will probably need to go beyond yourtraditional contact database. Therefore, take timeto consider who the appropriate people couldbe. What sort of groups do they come from(business, community groups, voluntary sector,retired workforce, eg teachers)? Are theyexisting coaches within clubs?Note: Ensure you are aiming to meet a truerepresentation of the community with thisprogramme to make sure you have a diversemix of skills, abilities and experiences. This willinevitably make your matching process easierand ensure your mentees get a more roundedexperience. This will enhance the programme’scredibility and improve your ability to focus onthe needs of your target group.4 How can you reach them? Once you have abetter idea regarding who your potentialmentors are and where they may reside, youcan be much more focused in the method youuse to reach them. A variety of methods willencourage diversity in applicants, hopefullyreflecting the social composition of thecommunity within which your programme willoperate. Promotional methods include:– leaflets and flyers (targeted drops)– advertisements in local media (magazines,newspapers etc)– use of websites (CoachWeb, governing bodyof sport, CSP etc)– direct contact with local, regional andnational companies– press releases (in a variety of media, includingeBulletins)– recruitment fairs or similar events– open events/inviting those recommended togroup sessions– utilising links with higher education(HE)/further education (FE) institutions asthey often have motivated volunteers– visiting local sports clubs, activity groupsand associations.Use any past experience you have. Contact past orexisting mentors and mentees as they will know thesystems and should be good advocates for your newprogramme. Finally, word of mouth is the mostcommonly used method of recruitment. Make sureeveryone you know is aware of the programme andthe type of person you are looking for, and that theytell other people!Keep the information you provide simple. Avoid theuse of jargon and abbreviations where possible.These can be quite off-putting to the reader and arenot accessible to everyone. As a general rule, yourpublicity material should include the following:• the purpose of this mentoring programme andhow it will operate• the length of the programme• mentors’ commitment in terms of timeand activities• the training and ongoing support offered• the key phases of a mentoring programme• what they need to do to get involved• who the main point of contact is.Remember – advertise in places the ideal candidatewould go!Application processYou may wish to use a formal application form or asimple expression of interest. Whichever it is, be sureyou gather the details you need to make aninformed decision regarding their suitability. Try to

Creating a Mentoring Programme for Sport31Mentor recruitmentMentoring Programme RecruitmentMentee recruitment5Open invite through parallel advertsSelection/screeningApplicationEligibility checkInitial trainingOrientationTraining needs analysisMatching/Pairinguse a method that, while meeting your needs, doesnot overburden potential applicants and is accessibleto all applicants. For example, don’t advertise thatapplications can only be made in writing – be opento verbal or written applications. The applicationprocess is as much about the applicant choosing tobe part of the programme as it is about youdeciding if you want to recruit them.Information packs can be helpful in providing furtherdetail about the programme. Here, you can describein more detail the aims and outcomes. The mentorrole can be described more thoroughly, along withany training offered, ongoing support and dates formeetings. Here, you can also make clear the level ofexperience and qualities you require through someform of selection criteria – for example:• two or more years of experience as a mentor(in the field of sports coaching)• knowledge of their sport and an ability toshare it• a track record of supporting coach learningand growth• hold a coaching qualification at Level 2 or above(in a particular sport)• having time to commit to the programme(4–6 hours per month)• good interpersonal/communication skills• familiarity with various mentoring techniques(such as GROW)• the characteristics of lifelong learning• relevant mentoring behaviours to supportcoach learning• being a skilled reflective practitioner• having the potential to perform the followingduties with training:– observe and provide feedback oncoaching practice– share teaching and learning strategies,ideas etc– model good coaching practice.Selection criteria are often a combination of themost pertinent elements of both the job descriptionand person specification. Obviously, your selectioncriteria will be specific to the needs of yourprogramme and should therefore changeaccordingly. Be aware that if your criteria are toospecific, technical or inflexible, this will restrict thenumber of applicants you get. You may be putting offa perfect candidate if your criteria are too specific.Try to find the right balance.

32Creating a Mentoring Programme for Sport5Mentor selection and screeningWhile identifying mentors is not an easy process, it ishoped that the criteria on the previous page willhelp to guide your selection. On receipt ofapplications/expressions of interest, you have thedaunting task of sifting through these and selectingthe applicants who most appropriately match theneeds of the programme. Refer back to yourselection criteria as a starting point – this, along withany job description and person specification youhave used, will act as a great guide to narrow downthe applicants.If you happen to receive many applications, it isuseful to adhere strictly to the criteria you haveoutlined to find your best matches. However, ifsomeone is only missing one or two of the requiredskills or attributes you have identified, don’t assumethat they would be no good for the role. Somepeople are not as good as others at filling out formsor ‘selling’ themselves. Personality is a massive part ofmentoring and cannot be measured byan application.At this point, you will perhaps have three piles ofapplicants: those who are perfect for the role andcan be moved on to the next stage of selection;those who miss out on a few skills listed andperhaps, at face value, may require further training(which you may be able to provide); and thosewho are not right for your programme(for various reasons).It is important that you take care with the latter twogroups. It is courteous to respond to applicantswhere possible, explaining that, at this point in time,they do not have the desired skills or attributes forthe programme. You may wish to offer advice onwhat they may do to close any skill/knowledge gaps.These may be valuable applicants to futureprogrammes, and you do not want to alienate themby simply ignoring them.To interview or not to interviewInteracting with potential candidates in a groupsetting is an excellent way to see their character,level of interest, working knowledge of the area andcommunication skills. It also allows you to see if theyare a good fit for your programme.Inviting candidates to an open event is also a greatway to encourage self-selection. Only those who aretruly motivated to be part of the programme willfind their way there. Non-attendance without priorwarning can be a useful indicator!Interviews can be conducted in different ways, butthe fundamental premise is to discover which peopleare best placed to work within your programme. Trysetting up various activities that will give you a betteridea of each person’s knowledge of and motivationfor the role, as well as their personality.If you intend to interview applicants individually,while needing to be structured, the interviewsshould still be quite informal. Things you need to findout include:• What are their motivations for applying?• What do they hope to gain fromthe experience?• What is their understanding of the target group?• Are they being realistic about their availability?• What resources might they need to supportthem in their role?• What kind of additional support might theyneed to fulfil their role?Whichever approach you take, ensure applicants areclear about the purpose and demands of theprogramme, such as:• project aims• activities they are expected to engage in• the profile of the types of mentee they will beworking with• training and ongoing support provided• time commitment (frequency and duration ofinterventions)• resources/tools available to support them intheir role.This sort of information should be included withinany mentor information pack you create.It may be relevant for you to obtain references ortestimonials. These can add confidence to anydecision you make and build a broader picture ofapplicants. A probationary period may also beappropriate, depending on the type of programmeyou are delivering.ScreeningThe safety of the mentor or mentee within yourprogramme should be at the forefront of your mindduring the screening process, especially if you areworking with young people or vulnerable adults. Youneed to have an assurance that the safety of bothparties is protected. A thorough screening processappropriate to the age and vulnerability of thoseinvolved in your programme will go a long way toensuring confidence in your scheme.

Creating a Mentoring Programme for Sport33A thorough application process for mentors andmentees may include the following:• Criminal records – Under the Rehabilitation ofOffenders Act, ex-offenders normally have theright not to reveal old/spent convictions.However, where work involves contact withvulnerable populations (children or otherwise),you can request applicants disclose these.• DBS checks – Some roles will be eligible forenhanced criminal records checks. These areposts in regulated activity involving substantialcontact with, and responsibility for, childrenand/or vulnerable adults. For these posts,criminal records checks should be conductedthrough your governing body of sport oremploying organisation’s procedures. If suchprocedures are not in place, you can obtainmore details from:– the DBS (England and Wales)– Disclosure Scotland (Scotland)– AccessNI (Northern Ireland).Note: Any personal information that is disclosed toyou as part of this process must be treated in thestrictest confidence and handled in accordance withthe principles of the Data Protection Act. You shouldalso have a clear confidentiality policy outlining howinformation will be stored and whom it may beshared with. All mentors/mentees must be madeaware of this from the outset.5If an individual is working in regulated activity,the DBS will also check whether they are on itsbarred list, of individuals barred from workingwith children and/or vulnerable adults. Thedefinitions of regulated activities are available onthe Home Office website –www.homeoffice.gov.uk – and are based aroundthe frequency and intensity of responsibility forchildren and young people.• Self-declaration – The candidate should give acommitment to work within the ethos, policiesand procedures of the programme, maintain apositive approach to working practices andcommit to personal development, monitoringand review.Potential participants (mentor or mentee) shouldnot begin working until satisfactory checks havebeen made. While DBS checks are a valuable tool inthe protection of vulnerable groups, they shouldnever be regarded as the only safeguard. These needto be carried out along with other screeningelements you deem appropriate, such as interview,observation of practice, references and probationaryperiods. It may also be the case that a DBS checkidentifies a conviction that has no relevance andshould have no effect on the ability of the mentorto carry out their role. Use the disclosedinformation intelligently.© Alan Edwards

34Creating a Mentoring Programme for Sport1

Creating a Mentoring Programme for Sport35Section 6Training andProgramme DeliveryWith the programme up and running, mentees on board andmentors raring to go, it is important this stage gets due time andconsideration. Some of what you developed for the menteeorientation may be replicated here, and to that effect, you maywish to run these as parallel events. An additional focus for thissection is the training of mentors, ensuring they have a clear viewof their role and the purpose of their relationships. We conclude byhighlighting the importance of ongoing support and contact.Mentor orientation and trainingIt is important that you dedicate time to theorientation and training of your mentor workforcein order that they are fully prepared for their role.Ill-informed or poorly trained mentors with theirown agenda can be detrimental to the project. Alsobe aware that the people who volunteer to bementors may not always be the people you want.Getting this part right will ensure you can offer agood quality service.OrientationThe orientation event should focus on integratingmentors into the programme and developing theirawareness of its aims, as well as giving you anopportunity to manage expectations, respond toquestions and deal with any concerns.It may be relevant to conduct the orientation aspart of the selection and screening process. Duringthe session, you should attempt to identify the needsof your prospective mentors in relation to thedemands of your programme. This information willbe invaluable to the development of your initialtraining (and ongoing support). As a general rule, thefollowing would be relevant topics to cover:• background to the programme, why it cameabout and what it is intended to achieve• benefits and rewards both for mentor andmentee (eg training, payment, bursaries,CV enhancement)• background and circumstances of the targetgroup (who they are, where they are from, whatthey may want)

36Creating a Mentoring Programme for Sport6• opportunities to express expectations, concernsand expected challenges (and ways toovercome these)• key policies and procedures with regard to theoperation of the programme (perhaps includinga code of practice)• project team, key contacts and support availablefrom them• commitments required from all involved (time,activities, personal development etc)• nature of the mentoring relationship (formal,informal, structured, ad hoc etc).You will need to tailor your mentor orientation tothe specific demands of your programme, and youmay even wish to deliver it alongside an orientationfor the mentees. Bring the two groups together atpertinent points during the session (eg expectations,concerns, code of practice, nature of relationship).Doing this will enable them to develop a sharedunderstanding for the programme.TrainingYour applicants will come from a wide and diverserange of backgrounds and experience. Someindividuals may have been practising for years insimilar roles, whereas others may be new to thisform of coach support. We would suggest that yourtraining should cover the areas in the diagram below.Take an interactive approach to delivering thetraining, encourage participation by all, and value theexperiences of those in attendance – these canoften be your most useful resource. Training shouldcontain a good balance of practical activities wherementors can experiment with some of the skills,techniques and tools relevant to the mentoring role,as well as whole and small group tasks that challengetheir thinking. An element of supported or individualreflection is also valuable – often, this is the mostdifficult to master.At this stage, it may be relevant to hand out copiesof the project handbook/resource. This can act as areference guide and may combine an overview ofthe programme, a training resource and a policydocument. Example content is outlined below:Policy and ProcedureChild protectionProtection ofvulnerable adultsData protectionand confidentialityPersonal safety andlone workingDiversity and equalityGrievanceand complaintsInsuranceExpensesTraining Toolsand TechniquesThe role of the mentorBuilding relationshipsand rapportManaging mentoringrelationshipsEssential skillsfor mentoringProfiling andaction planningLearning preferencesReflectionon experienceGrowing as a mentorSupervision and support Example: GROW Model,ADKAR Modelsports coach UK, Coachwise Learning and 1st4sportQualifications offer a variety of products that may behelpful in the training and development of mentors.Outline the roleof the mentor inthe developmentof coachesExplain how to identifyimportant learningopportunities forcoachesExplain how a mentorcan help to maximisethese learningopportunitiesDevelop a personalmentor profile anddevelopment planIdentify and practisethe core skillsof mentoringManage theself-reflection,coach profiling anddevelopment planning

Creating a Mentoring Programme for Sport37sports coach UK‘A Guide to Mentoring SportsCoaches’ workshop/resourcesports coach UK/CoachwiseLearning Mentor Training1st4sport Qualifications Level 3Award in Workforce MentoringTo find out more and book a placeon a workshop, visitwww.sportscoachuk.org and clickon ‘Workshops’.If you would like to organise aworkshop for your mentors, callthe Workshop Booking Centre on0845-601 3054.For more information, visithttp://sportscoachuk.org/peoplewho-develop-coaches/coachingsystem/developing-yourworkforce/sports-coach-ukmentor-trainingor contactCoachwise Learning on0113-201 5544.For more information, visitwww.1st4sportqualifications.com/candidate_information/qualifications/qualificationbin/workforcementoring-l3or call 0113-290 7610.6Pairing mentees and mentorsThe approach you take to pairing mentors andmentees will largely depend on the aims of theprogramme. For example, in a situation where amentee has identified some quite specific needs, itmay be more appropriate to formally match amentee to a mentor. However, where needs aremore generic, an informal/organic approach topairing may be a better fit.Formal matchingAlthough crucial to the success of the programme,matching mentors to mentees is not an exactscience. Nevertheless, to reduce mismatches, factorsthat need to be taken into consideration includementee/mentor preferences associated with gender,age and cultural background, as well as mutualinterests. In order to maximise the opportunity forsuccess and allow a connection between pairs todevelop, you should also consider proximity,availability, and shared and individual goals.Where programme goals are tightly defined,matching may be focused on the specific skills andexperiences of the mentors involved. However,where programmes are less goal-oriented and moreholistically driven, pairing may be based onmatching interest.Within a tightly defined programme, you would lookto identify mentee needs and compare these withmentors’ knowledge, attributes, skills and experience.However, within more holistic programmes, menteesmay be paired with mentors with whom they sharesimilar views/outlooks on life. In this approach,potential problems due to cultural differences andvarying interpersonal styles can be more easilyavoided. The process can be helped by the use of amatching questionnaire that establishes interestsand experiences.Natural pairing (self-selection)While truly natural pairings really only occur outsideformal mentoring programmes, you can take stepsto replicate the circumstances in which they happenthrough structured but informal settings that focuson social interaction.Unstructured or unfacilitated mentoring occursnaturally when a novice and an expert areinadvertently drawn together, usually as a result ofsome mutual interest or attraction, and a unique,reciprocal, trusting relationship develops.What we know is these often occur in social settingsand are generally initiated by the mentee. They areassociated with a mutual endeavour or sharedexperience and involve social practice/situatedlearning. What appears to be important here is thedegree of mutual interest, respect, trust andopen communication.One way to encourage natural pairing may be toinvite all participants to a social event where theycan informally explore previous experiences,interests and aspirations. A group session thatrequires those involved to share these throughstructured activities and free time will enable you tomonitor interactions and natural groupings. Fromthese observations, you may feel confident toundertake a social pairing exercise or askmentors/mentees to self-select a partner. If thisapproach is taken, it is wise for you to ask thoseinvolved to select their top three. Thismentee:mentor ‘speed dating’ approach will give youbetter flexibility in matching.

38Creating a Mentoring Programme for Sport6Informal social sessions are a great place wherethose involved can meet and deal with thoseall-important first impressions before any decisionsare made. The following may prove useful discussiontopics for your session: Who are you and what do you liketo do (interests and hobbies)? What do you know aboutthe programme? What are your expectations of theprogramme (mentors/mentees)? Are there mismatches betweenexpectations, and can weresolve these? What are your goals andaspirations (mentors/mentees)? What ground rules can we createfor the relationship??The science of matchingThe purpose of both processes is to create a pairingwhere participants can get the most out of theirshared experiences and a positive/progressiverelationship can flourish. While common interests arethe most widely used of the matching criteria, asthese similar experiences enable a level of empathyto be developed and are a great building blockfor relationships, matching or natural pairing/self-selection is not an exact science. There is noevidence to suggest that pairing based onpersonality will have any better impact than otheritems/approaches. However, what we do knowabout successful pairings is that the commitment ofmentees and perceived benefit for mentors (ofbeing involved) are seen to be very important items.Establishing the relationshipsIt is important to establish the boundaries andframework for the mentoring relationship early. Thedegree of flexibility will not only depend on the typeof programme you are intending to deliver but alsothe personal preferences of the pairing. Elements ofsuch a framework would include:• frequency of meetings• structure of meetings (how they will flow)• format of meetings (in person, online, viaphone etc)• the location if in person (where they will occur)• how progress will be checked and recorded(eg action plans, reflective diaries)• the benchmarking process (eg TNA andtarget setting).These elements may form part of a formalagreement between the mentor and mentee.!Figure 6: Example simple mentoring agreement

Creating a Mentoring Programme for Sport39The formality of the relationship will vary fromproject to project and pair to pair depending onwhether they are focused on specific goals orinformal support. Experience tells us that mentoringrelationships work best when both parties:• have discussed and agreed the objectives of therelationship (what both parties are hopingto achieve)• have realistic expectations of each other, andthese have been expressed• have agreed how the relationship willprogress/be managed• are clear about their respective roles (eg trustedadviser) and responsibilities (eg commitment).Confidentiality andrelationship boundariesOne area critical to building trust and maintaining apositive relationship is confidentiality. Discussing thisearly is important if trust is to be fostered. Having inplace clearly defined boundaries is also essential toany mentoring relationship. It protects those involvedand promotes a more honest, open relationship.These boundaries can be defined within the policiesand procedures associated with the programme andcover what is acceptable/unacceptable behaviour,how to deal with sensitive information and where toseek help when boundaries are breached.The limits of relationshipsBeing aware of what can and cannot be done withinthe relationship is part of the success factors of amentoring programme. Mentors need to be able torecognise when the relationship and agenda havegone beyond their skill set or comfort zone and,therefore, when to seek outside advice. The mentorwill need to be given options as to how to deal withthis, whom to go to and how to contact them. Insome circumstances, it may be that the menteeneeds to be referred to specific sources of help andrelevant external groups.The first meeting and mismatchesThe first meeting between mentors and menteesshould be quite informal and focused more on‘getting to know you’, common interests andcommonalities before mentors plough too quicklyinto the development work. This foundation settingis very important and will become the bedrock ofthe relationship.You may choose to hold this meeting formally as atwo- or three-way process (including theprogramme coordinator) in an isolated session ormore informally as a paired activity within a wholegroup session, again where the programmecoordinator is present. The output of this eventshould be to agree the relationship framework foreach pairing.Whichever approach you choose, make sure youhave in place a system for dealing with theoccurrence of mismatches/unsuitable pairings. Thesewill happen regardless of the time invested in thepairing process.What information do mentees andmentors NEED to know?Once matched, you may need to share certainpieces of information between mentor and mentee,some of which will be deemed sensitive and on aneed to know basis (refer to your organisationalconfidentiality policy for guidance). Exampleinformation could relate to issues associated withthe health and well-being of an individual withinthe pairing.Ongoing contact and supportCoach support programmes such as mentoringoften fall down as a consequence of isolation afterthe initial set-up. The role of a mentor is demanding,as is the experience of the coach in terms ofaccelerated learning. Leaving them out of reach ofregular contact can be detrimental to the success ofthe programme. Periodic contact with both mentorsand mentees allows you to:• check their level of engagement(enjoyment, motivation)• assess mentee progress and relationships• provide feedback (positive or otherwise)• offer reassurance to all parties• offer additional support (includingspecific training).Having a key point of contact for mentors andmentees during the programme is really important; itprovides an identity to the programme and a face.Ensure that all know how (eg via email, phone ortext) and when (working hours and out of hours)you are contactable. However, be warned, givingsupport can become a time-consuming task so planfor it.An estimated ratio of project coordinator/core staffto active pairs is around 1:15, acknowledging thateach project will have different needs andrequirements. Factors such as the nature ofparticipants, type and regularity of contact andavailability will need to be considered.The additional support you provide will varyaccording to the aims of the programme, make-upof your mentors and needs of mentees.6

40Creating a Mentoring Programme for Sport6Progress–reviewsessionsCelebration eventsin recognition ofachievementsGroup programmedevelopmentsessionsFace-to-faceeventsTargeted trainingand developmentopportunitiesSocial eventsNetworking andshared learningeventsPeriodic face-to-face contact, whether formal,structured sessions or more informal, social,relationship-building sessions, is beneficial. Thesesessions can be used in the ways outlined in thediagram above.This contact will help you to identify and resolve anyissues early, but also provides a means of gainingfeedback on the success of the programme and anopportunity for mentees to discuss views relevant tothem. A key output of these interactions should beto monitor and improve the quality of theprogramme. It may be wise to include attendance atthese events as a formal requirement ofany agreement.Once the programme is up and running, you canbegin in earnest to identify the additional trainingand development needs of both mentors andmentees. A TNA should be conducted for bothparties early on in the relationship, the output ofwhich can be used to design an ongoing trainingand development schedule.This training can be focused on refreshing orprogressing existing skills and/or developing newones that may allow mentors and mentees to takeon new roles both within and external to theprogramme. Where possible, these could be linkedto accredited programmes, nationally recognisedinitiatives or even formal qualifications.

Creating a Mentoring Programme for Sport41Section 7Monitoring and Evaluation© Alan EdwardsWhile this is the last section of the resource, it should not be thelast thing you think about. To some extent, it should have beenthe second – the first being ‘What is the need?’, the second thenbeing ‘How will we know it is being met?’ The approach you takewill vary depending on your resources and skills. We offer guidanceon developing a monitoring and evaluation strategy, and datacollection, as choosing the right method for the right purpose isparamount to demonstrating impact and improvement planning.Monitoring the programmeand relationshipsThe ongoing monitoring of your programme relatesto the systems and processes you have in place totrack progress. The information you collect may beabout activities you or mentors have undertaken, orabout the individual interaction between menteesand mentors (and their reflections on them).A well-thought-out approach to monitoring will helpidentify and resolve problems or issues early,enabling the scheme to run smoothly and hopefullyachieve its aims. This is an important part of anymentoring programme as, often, it is the data youcollect from these monitoring exercises that providejustification for current funding and potentially opendoors to future funding.Essentially, a monitoring system involves setting upprocedures to gather information regarding theday-to-day running of your programme, in order todemonstrate that project aims and targets are beingachieved. It will also inform areas for improvementwithin programme management and delivery(eg the mentor and mentee relationships).So, what information/data should you collect? It isrecommended you collect both quantitative(eg satisfaction scores or attendance figures) andqualitative data (eg interviews and quotes) to ensureyou have a full understanding of your results.• Quantitative data include numbers, percentagesand statistics (eg attendance figures, satisfactionratings, retention numbers and pass-ratepercentages).

42Creating a Mentoring Programme for Sport7• Qualitative data are thoughts, opinions andattitudes (this kind of data is often in responseto an open question).Ensure your monitoring system is in place before theprogramme begins as adding in tasks such asreporting midway through the programme can bedifficult and cumbersome. Programme monitoringshould become a habit of the day-to-day routine forthose involved, but it must also be something that issimple and easy to do.This is because the additional task of reporting canoften become frustrating, particularly when workingwith busy people. It is advisable to think carefully notjust about how you will collect information but whenand how often. The specific information you collectwill depend heavily on the nature of your project.However, you may find the following measures auseful starting point:• number of mentee referrals received• number of mentee:mentor matches made• number of mentees supported by the project• number of mentors recruited (and whoremain active)• number of active relationships (includingnumber of contacts or total time spentmentoring)• types of support offered (eg observations,introductions)• equality data (eg age, ethnicity, gender)• type of mentee training needs identified• number of mentors/mentees accessing training• number of mentees on waiting lists to engagewith programme• number of developed relationships anddrop-outs• costs incurred.As well as monitoring the programme-relatedelements, it is important to gather data on theprogress of the mentoring relationships. Thisinformation will enable you to identify whether theneeds of mentees are being met and where furthertraining for mentors may be required. We wouldsuggest collecting the following information:• frequency of meetings• duration of meetings• format of meetings• outputs of meetings• goals identified• additional support identified• feedback from mentors on how the relationshipis developing• feedback from mentees about the impact ofthe mentor.You should ensure all those involved are informed asto why information is being collected and how it willbe used. You should assure those who you arecollecting information from that their responses willbe kept securely and remain confidential. This shouldhelp to encourage respondents to be openand honest.Data collection and management are importanttopics to discuss when mentors and mentees jointhe programme so everyone is aware of what willbe expected of them throughout the programme.Do not be afraid of collecting data on the ‘lesssuccessful’ stuff like drop-out or failedrelationships/re-matching – this information isvaluable to the improvement of the programme.It is beneficial to explain to mentors and menteesthat, through engaging in the feedback process, theywill have the chance to change things for the better,which, in turn, may help to develop ownership,responsibility and value for the programme, thusincreasing the likely adherence/completion rate.Evaluation strategyEvaluation is important for any programme orprocess, in particular for schemes such as mentoringwhere a person has the potential to influenceanother, less experienced individual. The benefits ofevaluation are considerable and include qualityassurance, resource management, cost-effectivenessappraisal and end-of-programme reporting.These areas all relate to the issue of effectiveness. Isyour programme achieving what it set out toachieve? Is it making a contribution to positivechange within the sport? What does your evidenceshow that can be proved and improved?Evaluation consists of a series of planned activitiesdesigned to assess the effectiveness of theprogramme. The method you use will depend onyour experiences within this area and the resourcesyou have available. However, having clear aims is amust across all evaluations! Evaluation is mosteffective when:• the programme has clear aims that areaccompanied by specific/measurable objectives(it must have these)• the mechanism for programme delivery is clearin the eyes of those managing andimplementing it

Creating a Mentoring Programme for Sport43• clarity exists in terms of what will be measured(eg skill development, knowledge increase,change in behaviour/working practices)• the implementation of evaluation processes isaccepted and understood by all, enabling easycollection and analysis of data• both quantitative and qualitative data arecollected (ie hard data that tends to be ameasure of quantity and soft data that measuresthe quality)• comparisons can be made between baseline(start of programme) and end of programmedata, demonstrating change over time• comparisons can be made between standards ofdelivery and inspirational quality standards• appropriate resources in terms of time andmoney are allocated to this element of theprogramme from the outset.As a general rule, there are three parts involved increating an evaluation strategy. These are initialplanning (pre-delivery), formative evaluation (occursduring delivery) and summative evaluation (occurs atperiodic check points).Initial planningDuring this stage, you should take time to clarify theproject aims and objectives and your specificevaluation criteria – what will success look like? It willalso help if you can share this responsibility withothers within your team. You should allocateappropriate resources that may be needed to dothis task (time and money) and agree your datacollection methods, answering the how, what, when,who and why questions. Key questions to ask atthis stage include:• What are you evaluating?• What does success look like?• What are the intended benefits ofthe programme?• What are the measurable outcomes?• What will you do to realise these outcomes?• Why is measuring this important?• Who is responsible for implementing theevaluation process?• Who will be involved in the evaluation process?• How will you go about collecting andanalysing data?• When will you undertake the evaluation (atwhat intervals)?Formative evaluationFormative evaluation is continuous, occurringthroughout the lifespan of the project. This ongoingevaluation may be done as part of monitoringprocedures you have in place and be quite a formalactivity (interview, questionnaire), or it may besomething that is more ad hoc (informal – socialinteractions, eg conversational and email feedback).Whichever approach you take, it is important toensure that the information you collect is sufficientto enable you to identify areas of the programme orspecific mentor practice that may require earlymodification. The following are some key questionsyou may wish to ask at this stage:• Are things happening as expected?• What do mentees and mentors think aboutthe programme?• What is working well? What is in needof improvement?• Have you over- or underestimated the impact ofthe programme activities?• Is it taking longer to produce its outcomesthan expected?• Has something happened that wasnot anticipated?• Can you share examples from other mentorsand mentees within the group?Formative evaluation helps identify issues that maydelay the programme and therefore theachievement of the programme aims. Knowing aboutthese issues early will ensure you have the bestchance of overcoming them and help improve thequality of the programme.Summative evaluationSummative evaluation is a method of judging theworth or effectiveness of a programme at the endof activities against stated goals (success criteria). Thepurpose of summative evaluation is to find out theextent to which programme objectives wereachieved and to help decide whether a programmeor any of its parts should be revised, continued orterminated. The following are some key questionsyou may wish to ask at this stage:• Were the programme objectives clear fromthe outset?• Did the programme achieve what it set out toachieve? If not, why not?• What is the cost–benefit analysis ofthe programme?• What value has the programme had(tangible or otherwise)?7

44Creating a Mentoring Programme for Sport7• What are the main strengths and areas forimprovement within the programme?• Were any barriers encountered? If so, how willthese be dealt with in the future?• What did the mentors and mentees think ofthe programme?• Did the mentors and mentees think theprogramme objectives were met?• Can outcomes be related back to theproject aims?• Were there any external factors (those out ofyour control) that impacted on the programme?If so, it may be worth identifying these and howthey may have had an impact.• Where next/where do we go from here(in relation to the coaches, mentors and theprogramme in general)?Do not underestimate the time and resources it maytake to fully collate and analyse the data you havecollected. You may need to consider the skillsrequired to carry out the evaluation, along with anyequipment or software required to help you do this.It may be that you will need to seek externalsupport or train someone.Data collectionThere are a host of data-collection methodsavailable to you, some of which are outlined on thenext page. Each method has its own advantages anddisadvantages, which relate to things like theresource required in implementing them and theability to generalise results from the findings. It isimportant that you choose those methods that arenot only most relevant to your situation but are alsowithin the skills and resource limits of your project.

Creating a Mentoring Programme for Sport45MethodsMethod Purpose Advantages ChallengesQuestionnaire/SurveyTo get a lot ofinformation from alarge group of peoplequite quickly in anon-threateningmanner• Can be completed anonymously• Inexpensive and easy to administer tolarge groups• Easy to compare and analyse• Provides lots of data• Can be provided in many forms(eg online, paper, verbal)• Might not get thoughtful feedback• Wording questions can be difficultand bias respondent’s answers• Can be impersonal• Doesn’t get the full story• Creating surveys takes time7InterviewDocument Review(eg minutes, menteejournals, evaluation forms)To fully understandsomeone’s impressionsor experiences, or learnmore about theiranswers to aquestionnaire or surveyTo gain an impressionof how the programmehas gone without theneed to contactmentees or mentors• Able to get a full range and depthof information• Can be used to develop relationshipswith participants• Good at measuring attitudes• Allows for probing andfollow-up questions• Able to gather comprehensivehistorical information• Doesn’t interrupt participants• Information already exists as aconsequence of normalday-to-day activities• Can take a lot of time to undertake• Can be hard to analyse or comparewith others• Can be expensive to administer• Interviewer can bias responses• Perceived anonymity is low• Often takes a lot of time toreview information• Information can be incomplete• Need to be clear about what you arelooking for• Data restricted to what already existsObservationFocus GroupCase StudyTo gather accurateinformation about howa programme isactually workingTo explore a topic indepth through groupdiscussion (eg askingrespondents abouttheir reactions to anexperience)To fully understand ordepict participants’experiences• Opportunity to view operation ofmentoring sessions as they areactually occurring• Not relying on what people say• Can be an objective measurement• Helps to understand the importance ofcontextual and environmental factors• Can be an efficient way to get a range ofinformation in a short time period• Useful for exploring ideas and concepts• Can be used to see how participantsreact to/with each other• Can depict more fully participants’experience• A powerful means to convey a message• Depending on the data, there are anumber of different types of case studiesthat can be developed (eg promotionalbest practice, process and impact)• Can be difficult to interpretobserved behaviours• Can be expensive andtime-consuming both to undertakeand analyse• Participants may change behaviourdue to being watched• Can be hard to analyse responses• Requires a good facilitator• Can be difficult to schedule 6–8people together• Participants may feel obliged to saysomething that does not reflect reality• Can be quite time-consuming tocollect, organise and summarisethe information• Represents depth of information,rather than breadth• Only has true relevance toone context

46Creating a Mentoring Programme for Sport7CollectionData collection is about obtaining useful data, not simply collecting data! It is about establishing a factual basisfor making informed decisions – what may have started as ‘I think the problem is...’ becomes ‘The data indicatethat the problem is...’. Data collection helps you assess the health of the programme, and it helps if you havesome quality standards against which to compare your findings. The following checklist should help you answerthe question ‘How do we obtain useful data?’.Question Example What Will I Do?Why am I undertakingan evaluation?• To satisfy management/budget holders• To see if aims are being met• To improve the service we offer• To measure outcomes/outputs• To build ownership within menteesand mentorsWhat evidence will I collect? • Mentee and mentor views• Management team views• Changes in knowledge, behaviours,skills of mentee• Success of the induction andtraining via mentor reflections• Changes to process andprogramme delivery• Frequency of meetings/activitiesHow will I collect data? • Baseline assessment /reflection tools• Questionnaires• Interviews• Observation• Document review• Focus groupWhen will I collect this evidence? • At the start of the programme• Quarterly (periodic reviews)• At the conclusion of the project• Ongoing ad hoc feedbackWho will be responsible forcollecting the evidence?• Programme coordinator• Administration/business support• Mentors• Mentees• External parties

Creating a Mentoring Programme for Sport47Demonstrating impactIf your project is to continue, it is important that youare able to demonstrate its impact. You will need tobe able to evidence that its outcomes have beenachieved and that the participants involved havebenefited. This process will involve setting successmeasures (the criteria against which the effectivenessof your programme can be judged) and assessingagainst these. Outcomes are the difference a projectmakes to the lives of those involved, for example:• changes in attitudes or behaviours• development of skills/expertise• achievement of specific qualifications• access to new opportunities• attainment of specific goals/targets.You should refer back to the planning andprogramme design stage and consider the initialreasons for implementing the programme. What wasthe problem your programme was trying to address?What activities did you want to undertake? Whatoutputs did you hope for? Did these lead to thedesired outcomes/benefits you hoped theprogramme would bring about for mentors andmentees? These must have been identified prior tothe commencement of the programme to ensureyou can collect the right ‘useful information’.Activities and outputsIf you remember from the planning stage, outputsare the things that mentees and mentors get as aconsequence of being involved in the programme –often, tangible things they can get their hands on,such as products and resources, or experiences/events, such as orientation, training and additionalcontinuous professional development (CPD). Theseare what you provide in order to bring about thedesired outcomes/programme benefits.OutcomesOutcomes may be split into those that are shortterm (ie the immediate effect of the programme),intermediate (ie the positive changes you hope willtake place as a result of the service you offer) andlong term (ie the lasting significant results of yourprogramme). Demonstrating impact isn’t somethingthat can be rushed or done quickly as changes inbehaviour and attitudes often take years to embed.However, in reality, we do not always have years todemonstrate that the work we are doing is having apositive effect and meeting its aims. Therefore, inorder to begin to demonstrate the impact of yourwork, it is good practice to focus your attention onmeasuring the intermediate outcomes of yourprogramme, with a view to tracking some elementsof the programme/relationships over a longer periodof time. This process will allow you to gather data toevidence that you are meeting the aims andobjectives in the shorter term, which will contributeto a measure of impact in the longer term.When assessing your outcomes, it is important tonote that not all outcomes will have been plannedor expected. You may find that there are a variety ofunexpected outcomes. These may provide addedvalue and are evidence of additional benefits of theprogramme (previously not considered). However,they may include negative elements that will need tobe dealt with to avoid their impact on futureprogramme delivery.Bringing activities, outputs andoutcomes togetherIt is important that you are able to link the activitiesand outputs with the outcomes as this will helpprovide evidence that changes in behaviour,knowledge, skills etc are as a consequence of theservice you have been providing. Ensure that eachoutput is linked to a specific outcome (ie everyactivity has a purpose and contributes to theend goal).Note: While this process may help add weight to theview that it is your programme that has broughtabout change, a direct cause and effect link is difficultto make.Success indicatorsWith clear aims for the project in place, you shouldbe able to identify the indicators of success. Successindicators are the observable characteristics of yourprogramme that demonstrate the achievements ofyour programme goal/aim.Where output indicators provide evidence ofactivity, outcome indicators provide evidence thatchange is occurring. See the examples below:OutputOutput: Training eventIndicator:Attendance figuresOutput: SupportingresourceIndicator:Usage numbersOutcomeOutcome: Increasedskill levelIndicator: More proficientcoaching observedOutcome: ImprovedconfidenceIndicator: Increasedindependentactivity/decision making7

48Creating a Mentoring Programme for SportOutcome Key Indicator Method of MeasurementImproved standards of coaching Number of learners demonstrating Pre- and post-programmeimproved coaching skills observation7Reduced drop-out rate fromcoaching courseNumber of learners attending allcourse days and completingthe assessmentRegistration/attendance listIncreased independenceReduction in use ofsupport servicesSelf-reports and supportusage figuresAbove, you will find an example approach toconsidering and measuring programme success usingkey outcome indicators.Improvement planningImprovement planning is about turning the data youhave collated and the resulting analysis into positiveaction for change. This information is invaluable tothe improvement planning process.The evaluation data will enable you to not onlyconsider how to improve weaknesses within theprogramme but also allow you to gain a betterappreciation of the capacity of your programmeagainst the needs of mentees. Did you get it right?Are there changes to be made – either in terms offocus (the aim) or size (numbers)?Using your findings, it may be beneficial to run afocus group with a mix of individuals involved in theprogramme, from management staff and committeemembers to mentors and mentees. Key discussiontopics would include:• Are we achieving the project aims?• Are we meeting the needs of mentees/mentors?• Are we getting the most out of the humanresource available to us?• Should the programme and associated activitiesbe adapted?• Are there any skills gaps that need tobe address?Refer to the sports coach UK Impact MeasuringToolkit for further information:www.sportscoachuk.org/resource/impactmeasuring-toolkit

Creating a Mentoring Programme for Sport49Appendix ARoad Map PlanningClarifying the purposeWhat do you wish to gain from the implementation of a mentoringprogramme? How will success be measured on an individual and aprogramme basis? You are only able to define these once you haveset clear aims and objectives specific to your situation. These maybe described in terms of improving coaching practice or increasingthe coaching skills of a particular target group. It may be that theaims of your mentoring programme will be delivered against awider coach education and development strategy such as thoserelated to UKCC qualifications.Defining the problem and purposeThe first step in creating your road map is to clearlyarticulate the problem you are attempting toovercome. In describing the problem, you mayidentify the reason for its existence.Example problemA growing number of women coaches lack theconfidence and know-how to obtain employment andbe self-sufficient due to a lack of practice opportunitiesin the region.This is the critical first step in any planning process.You must be clear about why a mentoringprogramme is required and what it will be used for.Therefore, the next step is to outline the intendedaim of the mentoring programme (ie the changeyou hope to achieve) and the objectives (ie whatyou need to do in order to achieve the aim).Example aimTo improve the quality of coaching withindisability sport.Example objectives• To help coaches within the area take responsibilityfor their learning.• To support coaches to make links with coachingenvironments to increase opportunities to practise.• To provide a mentor who coaches can turn to foradvice and support.• To provide a signposting service that enablescoaches to further develop skills.

50Creating a Mentoring Programme for SportAReflecting on the points outlined on the previouspage, try to answer as clearly as possible thefollowing questions:What is the problem your programmewill address?What are the aims of the programme (ie what arethe changes you hope to achieve)?What are the specific objectives of theprogramme? (These should be measurable.)What does success look like?Having established the aims and objectives of theproject, you should now look to describe theintended outcomes (ie what success would looklike). Outcomes express the results your programmeintends to achieve; they should be measurable andphrased in terms of change and/or benefits for you,the organisation, the mentee and mentor.Mentoring is seen to be an important factor in theeffectiveness and productivity of an organisation. Thenet effect of mentees attaining personal andprofessional goals is often the attainment oforganisational goals. Mentors have also been knownto gain from the experience, often citing a sense ofrenewal and rejuvenation in relation to coaching,along with reciprocal learning as a consequence ofmentorship interactions. Reflecting on this, whatare the desired outcomes associated withyour programme?What are the outcomes of the programme (ie thebenefits of the programme) for:• coaches• mentors• the organisation?Example outcomesOutcomesShort-term outcomes: What change do you expectto occur either immediately or in the near future?Medium-term outcomes: What ongoing change doyou want to occur?ChangesChanges in learning:• Raised awareness (reciprocal learning)• New knowledge (sport, athlete, environment)• Increased skills (improved practice)• Motivation or aspiration (personalgrowth, satisfaction)• Changed attitude (self-esteem, confidence)Changes in action:• Modified behaviour or practice• Changed decisions and/or policies• Changed management strategiesLong-term outcome: What conditional change doyou hope will occur over time?Changes in condition:• Sustainable coach learning (communityof practice)• Increased stability of coaching• Improved cooperation across coachinggroups (unity)• Improved diversity of working environment• Improved participation or opportunity (retention)

Creating a Mentoring Programme for Sport51With regard to the scope of the outcome, createsome realistic boundaries. Do not identify outcomesbeyond your programme’s reach. Possiblecharacteristics to use in narrowing an outcome’sscope include:• geography (people in a county/region)• sport (multi- or specific)• age (18–25 rather than adult learners 18+)• ethnicity or cultural background(minority groups)• other characteristics of the people to betargeted (part-time workers or those in aparticular role).Activities, outputsand resourcesThe time has come to talk figures! Project targetsspecify the volume and/or quantity of activities andtherefore achievements the programme is expectedto deliver. Outputs and activities provide abenchmark against which you can measure andmonitor your project’s progress.ActivitiesIn order to achieve the outcome of your mentoringprogramme, what activities need to occur, and what‘things’ need to happen? Activities are the ‘things’ thatyou provide, such as training, products and supportservices, with common activities including:• awareness-raising events – conferences, thinktanks, demonstrations and product trials/pilots• service provision – technical consultancy,research, planning and development, fieldwork(visits to coaches), assessment of circumstances• resource development – publications includingcurriculums, articles, bulletins, fact sheets,handbooks, web pages, guides, models andcase studies• training and education – organised trainingevents such as short courses, clinicsand workshops• engaging advocacy – conducting public focusgroups, for example• media work – communications, marketing andpromotion (including promotional material)• infrastructure building – strengtheninggovernance and management structures,relationships and capacity.Describing the activities you will undertake allowsyou to establish links between the investmentsrequired (inputs) and the intended impact (outputs)of the programme.OutputsOutputs are the measurable, tangible and directproducts or results of programme activities. Theyhelp you assess how well you are implementingthe programme.Whenever possible, express outputs in terms of thesize and/or scope of services and products deliveredor produced by the programme. They frequentlyinclude quantities or reflect the existence ofsomething new. Examples of programme outputsinclude numbers and descriptions of:• workshops delivered• workshop attendees• coaches reached through the service• mentoring hours provided• partnerships formed• focus groups held.Reflecting on the points outlined above, what arethe outputs associated with your programme?What are the activitiesassociated with yourprogramme (ie specificproducts and activitiesthe programme willdeliver)?What are the targets(ie the volume orquantity of activities andachievements that theprogramme is expectedto achieve)?Note that these targets reveal little about quality,highlighting only what has been achieved, rather thanhow well it has been achieved. However, collatingdata from the various recipients of your mentoringservices (participants, coaches, decision makers etc)such as that outlined below will aid this process:• recipient reflections• characteristics or behaviours (before and after)• learning gained from experiences• level of satisfaction with the programme.Resource costsWhat resources (both human and tangible) will berequired to deliver/undertake the activitiesassociated with your programme?The scale of the programme and the resourcesneeded (or available) to manage it are major factorsto take account of when estimating programmecosts. The major costs are often associated withstaffing, particularly if you are going to employ aprogramme coordinator and intending to pay thementors for their work. You will need to takeaccount of salaries, tax, national insurance andpensions. Even if you are using a volunteerworkforce, you will need to consider items such asincentives, expenses and insurance.A

52Creating a Mentoring Programme for SportWhere possible, contact existing schemes to see what their overheads are. This will help you structure andestimate the costs of your programme. Always plan for an overspend, and having a contingency/emergencybudget can be good practice. Use the following prompt questions to help you identify the costs associatedwith your intended project:AWhat workforce (numbers and roles) do you believe you will need to run your programme?What will this cost?Will you have accommodation (room, furniture, equipment) costs to consider?If so, what are they likely to be?Do you intend to pay the mentors and/or provide incentives? If so, what are the costs of this likely to be?(How much will you pay and for what type of activity, eg a total figure for the programme or anhourly rate?)How much contingency do you think you will need (eg 10–20%)?Are there opportunities to reduce infrastructure costs (eg administration, IT support) by combining thisprogramme with your core role as an organisation?BudgetingUse the tables that follow to help you produce an estimate of the costs involved in setting up and runningyour mentoring programme.Infrastructure costsCost ItemsWage bill – programme coordinatorWage bill – administrationWage bill – other staff (eg consultants)Office costs (heating, rent, lighting)Office equipmentBusiness insuranceIT supportContingency fundsEstimated CostDescription Year 1 Year 2 Year 3Subtotal:

Creating a Mentoring Programme for Sport53Programme costsCost ItemsEstimated CostDescription Year 1 Year 2 Year 3Marketing and publicityStationery, telephone and postagePrintingRecruitment costs (advertising, interviewing)Orientation and training – mentorOrientation and training – menteeWage bill – mentor(s)Travel and expenses – mentorIncentives – mentorIncentives – menteeProgramme evaluation costsSubtotal:ATotal costsYear 1 Year 2 Year 3Total infrastructure costsTotal programme costsGrand total:

54Creating a Mentoring Programme for SportThe project plan template below may be useful for you to record the planning activities you have started.The project planProject titleAAims and objectivesWhat does the project aim to achieve?Target marketWho is involved (coaches and mentors)?Project description (the problem you are trying to solve)What is the project and what does it involve (outcome)?Data sources and collection (outputs)What data are you going to collect and how?Timings and deadlines (activities)This will help you to see what needs to be done and when.Activity (milestones)Example: Collate attendance figures at menteeorientationEvent DateAugust 2012Costs and resource implications (inputs)To include any costs (financial and time) that might be incurred as a result of yourimpact-measurement activities.ReportingHow will you present your data (eg quotes, graphs, photos, videos, audio clips)?

Creating a MentoringProgramme for Sport:A Comprehensive GuideThis guide has been developed to help you design,set up and implement a mentoring programme suitedto the coaching needs of your context (eg governingbody of sport, county sports partnership, localcoaching network or club environment).It has been developed in collaboration with a varietyof professionals and practitioners in the area ofmentoring and contains practical guidance to getyour programme up and running.sports coach UKChelsea CloseOff Amberley RoadArmleyLeeds LS12 4HPTel: 0113-274 4802Fax: 0113-231 9606Email: coaching@sportscoachuk.orgwww.sportscoachuk.org