1. Troop Presentation Scott Wolfe, ASM - Program
Coaching and Mentoring
Troop Presentation Scott Wolfe, ASM - Program
Leaders of ‘High Performing Teams’ must be able to achieve the goal of accomplishing the task while maintaining the morale of the individuals on the team (team in this context could be either a single patrol, or the troop as a whole)
“The primary function of team leadership is to help the team move through the stages of development so that they can accomplish the task”
To be effective, leaders must recognize the stages of team development (this presentation), and understand styles of leadership appropriate for each stage (tomorrow).

2. Learning Objectives As a result of this session, you will:
Understand the different roles of coaching and mentoring.
Describe ways in which the skills of coaching and mentoring can be used to lead teams and individuals.
Learning Objectives
As a result of this session, you will:
Understand the different roles of coaching and mentoring.
Describe ways in which the skills of coaching and mentoring can be used to lead teams and individuals.
NE-II-159
Course Overview

3. Small things can have big consequences.
Had the Titanic changed course by one degree an hour before the collision, it would not have hit that iceberg. (It might have hit another iceberg, but not that one.)
Course Overview

4. If a butterfly flaps its wings in Africa, will there be a hurricane in Florida?
Small acts can have big consequences in our interactions with young people, too.
Are you harsh with someone, or are you kind? It is a one- degree difference that may have enormous consequences far down the road.
Course Overview

5. Responsibilities of Leadership
People look up to us
As Leaders, We are Responsible:
to listen to them
to pay attention to them
to understand their wants and needs
to convey our values through our actions
to live by the standards that we expect others to uphold
Responsibilities of Leadership
Leaders - People look up to us
We are responsible:
to listen to them
to pay attention to them
to understand their wants and needs
to convey our values through our actions
to live by the standards that we expect others to uphold
What was the very first Leadership skill you learned on Day One?
(Draw out: Listening)
A key skill of good leadership is listening..
If we do nothing more than that, we are well on the way to becoming effective coaches and mentors.
Young people, in particular, often feel that nobody pays attention to them, that nobody asks what they need or want.
Honest listening is at the heart of building a trusting relationship that can be beneficial to both parties.
Course Overview

6. Responsibilities of Leadership
You need to understand the situation before you can make the right choices.
We often feel the need to fill a leadership void - to jump in immediately and take charge of a situation before we understand what's really going on or what sort of leadership the people involved really need.
To lead well, invest energy in listening so that we can assess the situation, figure out what is really missing or needed by this person or team, and then figure out how to fulfill the need.
An important rule for coping with first-aid emergencies is this:
“Don't just do something; stand there.”
The idea is that you need to understand the situation before you can make the right choices.
That's also an important leadership guideline.
We often feel the need to fill a leadership void - to jump in immediately and take charge of a situation before we understand what's really going on or what sort of leadership the people involved really need.
To lead well, we need to invest energy in listening so that we can assess the situation,
Figure out what is really missing or needed by this person or team, and then figure out how to fulfill that need.
This kind of leadership awareness is just common sense, but it is common sense we can always strive to use better.
Course Overview

7. Coaches & Mentors Coaches & Mentors
These terms are often used interchangeably, but in fact they have distinct differences.
Recall on Day 2 you learned of the Team Team Development Model
(Draw out: Forming, Storming, Norming Performing)
And on Day 3 you learned of the leadership skills for those stages
(Draw out: Leading EDGE and Teaching EDGE)
(Draw out: Explaining, Demonstrating, Guiding, Enabling)
Keep these in mind as we discuss coaching and mentoring.
Course Overview

8. Coaches & Coaching
A Coach is an individual who develops skills and capabilities in another person/group of people
Coaching is a leadership behavior & skill. It can take the form of discussion, lecture, critique, guided practice
It is generally ongoing as a youth or team progresses
It is often a “formalized relationship” or teaching/learning process
The key concept is “letting go” and “enabling success”
As capabilities grow, a coach may become a mentor to facilitate continued growth of an individual or in the “Delegating” stage stand aside as a team resource.
Coaches & Coaching
A coach is an individual who develops skills and capabilities in another person/group of people
Coaching is a leadership behavior and skill. And can take the form of discussion, lecture, critique, or guided practice
Which of the Leading EDGE skills would that be?
(Draw out: Guiding)
It is generally ongoing as a youth or team progresses
It is often a “formalized relationship” or teaching/learning process
The key concept is “letting go” and “enabling success”
As capabilities grow, a coach may become a mentor to facilitate continued growth of an individual or
in the “Delegating” stage stand aside as a team resource.
Course Overview

9. Mentors & Mentoring
A mentor is an experienced Scout or adult leader who becomes a trusted guide and counselor of a less experienced individual
This trusting and caring relationship normally extends beyond Scouting skills into values, beliefs and feelings
A mentor may be assigned but often this relationship occurs naturally and is fostered between the individuals involved.
Mentors & Mentoring
A mentor is an experienced Scout or adult leader who becomes a trusted guide and counselor of a less experienced individual
This trusting and caring relationship normally extends beyond Scouting skills into values, beliefs and feelings
A mentor may be assigned but often this relationship occurs naturally and is fostered between the individuals involved.
Adults often mentor youth in the program, but for the purposes of this discussion we will consider mentoring as a leadership skill required of adults when dealing with adults as well as youth
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10. What Do Coaches Do? Provide task direction and vision
Provide skill instruction
Build team and individual capabilities
Provide resources
Facilitate external relationships for individuals and teams
Transfer responsibilities for success to the team
Support the growth and progress of individuals in the program
What Do Coaches Do?
Provide task direction and vision
Provide skill instruction
Build team and individual capabilities
Provide resources
Facilitate external relationships for individuals and teams
Transfer responsibilities for success to the team
Support the growth and progress of individuals in the program
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11. Tips on Being a Good Coach
Listen
Supply energy
Provide focus
Provide information
Influence, don't control
Recognize team and individual success
Recognize what's right versus what's wrong
Value differences
Evolve and grow with the team's life cycle
Tips on Being a Good Coach
Listen
Be a source of energy and enthusiasm
Provide a focus and Guidance
Provide information
Influence, don't control. You're Guiding, not Explaining.
Recognize team and individual success
Recognize what's right versus what's wrong
Value differences and include them and make them a strength
Evolve and grow with the team's life cycle
Course Overview

12. What Do Mentors Do?
Advise, support, and/or provide guidance on subjects that a young person may find difficult to discuss with other leaders or peers
Help a mentored person develop an understanding of the unit environment and “culture” and the practicalities of life in the unit
Instill attitudes, “social intelligence”, and values embracing Scouting
Provide trusted counsel and a broader perspective on Scouting and personal issues
What Do Mentors Do?
Advise, support, and/or provide guidance on subjects that a young person may find difficult to discuss with other leaders or peers
Help a mentored person develop an understanding of the unit environment and “culture” and the practicalities of life in the unit
Instill attitudes, “social intelligence”, and values embracing Scouting
Provide trusted counsel and a broader perspective on Scouting and personal issues
Course Overview

13. Tips on Being a Good Mentor
Provide a safe, non-threatening environment in which a person can ask difficult or sensitive questions. Keep confidences.
Build trust early
Be a good listener
Share personal experiences that address the issues a mentored person is facing
Make suggestions on specific Scouting problems
Make suggestions on what it takes to get things accomplished
Tips on Being a Good Mentor
Provide a safe, non-threatening environment in which a person can ask difficult or sensitive questions. Keep confidences.
Build trust early
Be a good listener
Share personal experiences that address the issues a mentored person is facing
Make suggestions on specific Scouting problems
Make suggestions on what it takes to get things accomplished
(Must be finished by 9:00 (+0:20) to begin Role Play)
Course Overview

14. Coaching/Mentoring Role Play
Tom R. Sage: Venturing Legend
Setup
Tom R. Sage: Venturing Legend
Timing: This role-play can be introduces, conducted and debriefed in about 30 to 35 minutes.
Setup and initial instructions: 10 to 12 minutes
Separate information sharing: 4 to 5 minutes
Role-play: 5 to 7 minutes
Debriefing: 10 to 12 minutes
(09:00) Setup the Role-play: ( min)
Divide participants into two groups
Those in one group will play the role of Tom R. Sage, Venturing Advisor to Crew 516 .
Those in the other group will play the role of Megan Mecham, a member of Venturing Crew 516.
Give out the initial background information to everyone in each patrol. The group playing the role of Megan Mecham will leave the area.
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15. Coaching/Mentoring Role Play
Tom R. Sage: Venturing Legend
Role Play
Tom R. Sage: Venturing Legend
(09:11) Separate information sharing: ( min)
Each group will then receive the additional information about their characters and their situations.
Collect the additional information, participants may not keep it.
Once everyone has been thoroughly briefed and any questions answered, those Megan Mecham return to the room, pair up with someone playing the role of Mr. Sage and begin the role-play.
(09:16) Running the Role-play: (5 - 7 min)
Allow enough time for the role-plays to come to a conclusion, then initiate a discussion and debriefing about what happened.
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16. Coaching/Mentoring Role Play
Tom R. Sage: Venturing Legend
Reflection
Tom R. Sage: Venturing Legend
(09:22) Debriefing the Role-play: ( min)
Encourage those who played the role of Megan to give their perspectives on what occurred
Encourage those who played the role of Tom R, Sage, again bringing out the various scenarios they experienced.
Lead the group in exploring the interactions between Megan and Tom R. Sage.
How effective was the communication?
Was Mr. Sage a coach or a mentor?
What are the qualities of
A good mentor?
A good coach?
An effective leader?
(09:33) Role-Play Ends
Course Overview

17. Summary
There is always something you don't know. You must listen to understand, and you must understand to be a good coach or an effective mentor.
Coaching is about providing information and feedback, encouraging, guiding, developing specific skills, helping people grow.
A coach is committed to serving as champion of those he or she coaches.
Summary
There is always something you don't know. You must listen to understand, and you must understand to be a good coach or an effective mentor.
Coaching is about providing information and feedback, encouraging, guiding, developing specific skills, helping people grow.
A coach is committed to serving as champion of those he or she coaches.
There is always something you don\u2019t know. You must listen to understand, and you must understand to be a good coach or an effective mentor.
Course Overview

18. Summary - con't.
A mentor uses trust and loyalty to build a relationship.
Mentoring is about thoughtful listening, careful restating, and wise observation. It is not telling, selling or giving advice.
Mentoring is usually about helping to clarify major life issues such as values, beliefs, purpose, and direction.
Avoid becoming a “Sage on the Stage” - know-it-all who already has the answers. Such a person is rarely seen as a good coach or mentor, and is rarely an effective leader.
Summary con't
A mentor uses trust and loyalty to build a relationship.
Mentoring is about thoughtful listening. Careful restating, and wise observation. It is not telling, selling or giving advice.
Mentoring is usually about helping to clarify major life issues such as values, beliefs, purpose, and direction.
Avoid becoming a “Sage on the Stage” -a know-it-all who already has the answers. Such a person is rarely seen as a good coach or mentor, and is rarely an effective leader.
Course Overview

19. Learning Objectives As a result of this session, you should:
Understand the different roles of coaching and mentoring.
Describe ways in which the skills of coaching and mentoring can be used to lead teams and individuals.
As a result of this session tell me:
What are the different roles of coaching and mentoring?
In what ways can the skills of coaching and mentoring be used to lead teams and individuals?
Course Overview

20. Thank you for your attention
Thank you for your attention. I’ll now open up the floor for any questions that you might have.
Course Overview