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

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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
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