S-Implementor-ing (Reflection, Review & Noticing)
In my last two blogs I looked at the basis of what mentoring may be & the importance of building a positive rapport and relationship from the start.
Once the above is established identifying the coaches 'need' is important. It's also key to remember although the learning, communication & process is a two way thing, it is vital that the relationship is about the coach & how the mentor can help. There are hundreds of tools/training needs analysis forms etc available and many are excellent. However, referring back to my 1st blog on 'Simplifying not Amplifying'
simple usually works well:
- what does the coach perceive to be their strengths & their areas of development?
- Do these dovetail with your own experiences? (Remember, Rapport)
- How & where can I help?
Don't just act on 'OK' we seem to have found your weakness?! That doesn't help anyone.
The coaches perception of where they need help and the reasons why will define the support.
Firstly, why does the coach consider they need some support in this area? This would be a great way to gauge the why's and where's how's and next steps.
For example: my players don't listen? Seems commonplace, seems obvious:
However, the coach mentors art is in ' the art of noticing'..
By observing the coach why are the players not understanding? is it the delivery/communication, are the players simply 'not' receiving the information? Quite often coaches will see players lack of response as the players not listening? Think, did you listen intently to every teacher at school? No?
Others were more engaging than others? So maybe the teacher needs to reflect on how they can effect the group more.
The key in this example is in then spinning this on its head: how, does the mentor communicate this to the mentee & how is this then received? What did you notice? This is what I observed.
Reflect & review and then maybe in this scenario, the mentor demonstrates whilst the coach looks at 'the art of noticing' how the group receive the mentors information: who does - does not?
In Summary: once the relationship and understanding is built a learning environment will follow;
Observe, feedback, discuss, deliver, observe....... Notice. Develop, challenge.
The coaches perception of where they need help and the reasons why will define the support.
Firstly, why does the coach consider they need some support in this area? This would be a great way to gauge the why's and where's how's and next steps.
For example: my players don't listen? Seems commonplace, seems obvious:
However, the coach mentors art is in ' the art of noticing'..
By observing the coach why are the players not understanding? is it the delivery/communication, are the players simply 'not' receiving the information? Quite often coaches will see players lack of response as the players not listening? Think, did you listen intently to every teacher at school? No?
Others were more engaging than others? So maybe the teacher needs to reflect on how they can effect the group more.
The key in this example is in then spinning this on its head: how, does the mentor communicate this to the mentee & how is this then received? What did you notice? This is what I observed.
Reflect & review and then maybe in this scenario, the mentor demonstrates whilst the coach looks at 'the art of noticing' how the group receive the mentors information: who does - does not?
In Summary: once the relationship and understanding is built a learning environment will follow;
Observe, feedback, discuss, deliver, observe....... Notice. Develop, challenge.
