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

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