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A mentor is a person or friend who guides a less experienced person by building trust and modeling positive behaviors. An effective mentor understands that his or her role is to be dependable, engaged, authentic, and tuned into the needs of the mentee.

So working in a school part of your job is to be a mentor to the young people you work with.

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Describe the role of a PE and school sport mentor and explain the associated responsibilities. Where relevant use examples from your own mentoring context .

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What are you responsibilities as a mentor for the following areas:
A. Role of the mentor
B. To mentee
C. To organisation/employer/School
D. Professional responsibilities – code of conduct, ground rules and confidentiality.

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Describe the boundaries of a PE and school sport mentor, and outline the other roles/personnel (for each boundary) which you would refer to when a mentee requires support beyond your boundaries.

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Summarise the preparations that need to be made for a mentoring intervention.
Including:
a. information collection – assessment of mentee needs
b. communication with mentee/others
c. administrative arrangements
d. resources – people, materials, equipment
e. venue/environment

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Explain how the requirements/policies you are working to relating to information management, data protection and confidentiality are implemented into your mentoring practice in your own context.

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Think about a time when you have mentored maybe individuals on a 1-2-1 basis or individuals in a class.

What did you do as a mentor to help your mentee? ( pick a time where you acted as a mentor and what were your experiences).

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The difference between coaching and mentoring

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The difference between coaching and mentoring

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03 Coaching and Mentoring What is the Difference?

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Carol Wilson talks in this mini-clip about how to create a coaching culture. Carol Wilson talks in this mini-clip about how to create a coaching culture. For more information on performance coach training worldwide and performance coach training for leadership see www.coachingcultureatwork.com

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Evaluate three different models of mentoring in the workplace,
and their strengths and limitations.
Where relevant, outline the learning preferences that they might support. (Reference resources used).

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Mentoring in nursing. Be inspired to be a mentor and pay it forward. Background music; Instrumental "Home" by Philip Philips

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GROW stands for:

Goal.

Reality.

Options (or Obstacles).

Will (or Way Forward).

The model was originally developed in the 1980s by business coaches Graham Alexander, Alan Fine, and Sir John Whitmore.

A good way of thinking about the GROW Model is to think about how you'd plan a journey. First, you decide where you are going (the goal), and establish where you currently are (your current reality).

You then explore various routes (the options) to your destination. In the final step, establishing the will, you ensure that you're committed to making the journey, and are prepared for the obstacles that you could meet on the way.

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The CLEAR coaching model was developed by Peter Hawkins in the early 80’s, and is an acronym for Contracting; Listening; Exploring; Action; Review. It is not dissimilar to the GROW model however gives scope for a couple of other elements to be included in the session which are not covered by the limits of GROW.

CONTRACTING

Here you are not only helping your coachee establish what outcomes they want to achieve as a result of coaching you are also opening up the discussion, establishing the scope of the coaching and setting ground rules for working together.

LISTENING

This stage is all about actively listening to your coachee and listening with empathy to help them to gain an understanding of their situation and personal insight.

EXPLORING

This stage comprises two elements:
Exploring 1: Helping the coachee to understand the personal impact the situation is having on themselves.
Exploring 2: Challenging the coachee to think through possibilities for future action in resolving the situation.

ACTION

At this stage you are supporting the coachee in choosing a way ahead and deciding the next step.

REVIEW

Finally this is about closing the session, reinforcing ground covered, decisions made and value added. As a coach you are also encouraging feedback from your coachee on what was helpful about the coaching process, what was difficult and what they would like to be different in future coaching sessions.

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What are the skills and qualities of a mentor?

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The OSKAR coaching model is a powerful framework to help your coaching sessions focus on solutions rather than problems. Here is a brief description of the different stages (adapted from ‘The Solutions Focus’ by Paul Z Jackson and Mark McKergow) .

Outcome

At this initial stage of the OSKAR coaching model you are establishing a ‘platform’ from which to coach. Here you are confirming that your coachee really is a customer for change, in other words establishing that coaching them at this point in time is going to help them. At the outset you are also clarifying:

what your coachee wants to achieve – this may be in the long, medium and short term
what they want to achieve from the session itself and how they will know it has been useful to them
the ‘future perfect’ in other words the perfect scenario desired by your coachee.

At this point you might want to ask the miracle question which really helps the coachee strongly visualise and in detail their desired outcome.

Scaling

Once your coachee has a clear picture of their desired outcome you can then establish where they are already in relation to this. Using Scaling Techniques are a very good way of helping to quantifying this.
e.g. On a scale of 1 – 10, where 1 represents x and 10 represents y, where are you in relation to this goal.

Know How

Linking to the Scaling stage you can now build on this foundation by establishing what positives have given the coachee that rating – what skills, knowledge and attributes do they currently possess which give them say a 4 or 5 rather than a 0.This stage is all about uncovering your coachee’s strengths – their knowledge, skills and attributes and building up their awareness of these and developing confidence. The sort of questions you might be asking at this stage are:

What skills/knowledge/attributes do you currently have that will help you?
When have you done this/something similar before?
What would others say is working for you?
This stage really is about ‘digging for gold’ and plenty of time should be taken to establish the resources your coachee has available to them.

Affirm and Action

Affirming - this is about providing positive reinforcement of what you have heard…reflecting back positive comments about some of the keys strengths and attributes your coachee has revealed e.g. I am impressed with the knowledge you have in this are?’or it’s evident from what you have just said that this is working for you

Action – this is about helping your coachee determine what small action or actions they will now take.

Review

This final stage of the OSKAR coaching model is for reviewing progress against actions and is therefore most likely to take place at the beginning of the next coaching session. The emphasis is on reviewing the positives:

what is better?
What did you do that made change successful?
What do you think will change next?

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Research and explain 3 different models of mentoring below:
1. OSKAR model
2. GROW model
3. CLEAR model

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How did you review their progress and provide feedback to the mentee?

How did you review your own mentoring role?