Self-directed learning is based upon several concepts. Firstly, that individuals have the capacity to engage in and develop self-directed learning skills. Secondly, the learners can (and therefore should) take greater control over their learning experiences. Thirdly, the self-directed learning ethos is utilised from one environment to another. Therefore, the Mentors role is to assist the coach in developing self-directed learning skills by providing direction and support based on the needs of the coach
and reflecting the needs of the players in their care.
One of the fundamental principles for the mentor to understand is that every coach is different therefore their mentees will have differing capacities to self-direct their own learning. Also, based on their current experience their ability to self-direct may vary greatly with different types of activities. For example, a coach may be very skilled at self-directed learning in planning but may require a greater degree of direction in developing their intervention techniques.
However, it is important to understand that self-directed learning is a skill that can be supported and developed. It may seem strange, but the coach mentor is working to make themselves redundant in many ways.
Early on in the relationship & whilst Rapport is being established, the mentor may well be seen as the expert to be followed, however, by slowly introducing multiple areas and ways to instigate learning the coach/mentee will start to make the transition to being more independent learner. The skill here is to admit and share the areas of development you have yourself. By responding to the mentees ideas in an area they feel comfortable, and you wish to know more, you are not merely developing self-esteem but a positive environment to develop learning.
Given that coaches at each stage have different needs, it is paramount that the mentor helps assess the learning stage of their coach and tailor the methods to best facilitate the coaches learning at each stage.
Given that coaches at each stage have different needs, it is paramount that the mentor helps assess the learning stage of their coach and tailor the methods to best facilitate the coaches learning at each stage.
Instilling self-directed learning is difficult to put into stages, however as a guide:
Stage 1, the mentor must gain the respect of the mentee by building rapport and demonstrating that although he/she has subject knowledge and experience, that they are also really open to developing themselves. Mentees in this early stage will also benefit from clear learning objectives, based around their needs.
Moving into stage 2 the mentee will often be more highly motivated to learn as long as the support and input from the mentor has a large degree of self-learning and has experienced success with trying new methods. This should ignite some curiosity within the coach as to, what more can I learn/do?
Moving into stage 2 the mentee will often be more highly motivated to learn as long as the support and input from the mentor has a large degree of self-learning and has experienced success with trying new methods. This should ignite some curiosity within the coach as to, what more can I learn/do?
Stage 3, learning may focus on the mentor looking to develop the coaches reflective thinking & practice. If the mentee/coach starts to reflect on the journey, the outcomes and what has worked well/or where develop is still needed, they are more likely to take responsibility for their own learning and look for the tools to help them do so.
The mentor can then ‘guide’ as to different mediums to direct self-learning. Books, video, observation etc
At this stage the mentor should look to be a facilitator to this learning.
If there is a stage four, this could link to them being an autonomous coach. A stated earlier, you may then be working to step away, and support when or where needed or, asked.
Time for a new mentee?
