Sandal RFC, August 2010

1. Yorkshire Federation Conference Sandal RFC, August 2010

2. Adviser Development: Setting Objectives I don’t think I am going to tell you anything new today – just get you to think a bit!

3. Who said this:

4. “The definition of insanity is doing the same thing over and over again and expecting different results.” Albert Einstein

5. An attentive ear is a Sage’s dream!Why don’t you teach me how I best learn? Two themes to consider:

6. Discuss: • How effective are the conversations post match between observers (assessors/advisers/ coaches) and referees? • How do we know? (Feedback loops?) Before you do, reflect on this next slide

7. Using cakes for feedback… End with positive feedback and highlights! The filling - constructive criticism Start with positive feedback

8. An attentive ear is a Sage’s dream!Observers talk too much: referees don’t talk enough

9. Often the outcome is like this: GIVING INFORMATION OBSERVER REFEREE Better outcome: GIVING & RECEIVING FEEDBACK TWO WAY PROCESS OBSERVER REFEREE

10. Continuum of Leadership Behaviour Tannenbaum and Schmidt of Harvard Business School AUTHORITY AUTONOMEY TELL SELL CONSULT DELEGATE

11. Continuum of Leadership Behaviour Tannenbaum and Schmidt of Harvard Business School ASSESSOR COACH ADVISERS COACH COACH COACH ASSESS ASSESS ASSESS

12. Effective feedback after the match should be a two way process Would a two-way discussion with this bull at this moment in time be advisable?

13. Questions: For Observers: • How could you adapt your approaches when you are debriefing referees? For Refs: • How should observers adapt to suit your needs?

14. Reactions vary: • Delight • Grateful • Defensive • Denial • Non - committal • Matter of fact • Non-acceptance. Why?

15. Miss-match of learning styles? “Why don’t you teach me how I best learn!”

17. Learning styles • WE DO– ACTIVISTS- learn from new experiences and by making mistakes. • WE THINK- REFLECTORS - learn vicariously from watching others and thinking before we act. • We make a THEORY– THEORISTS - who learn by making rules. • We TEST– PRAGMATISTS - who learn by checking and testing.

18. What does this diagram represent about our learning style? K V A R/W

20. Concrete Experience Feeling Kolb's learning styles Accommodating (feel and do) CE/AE Diverging (feel and watch) CE/RO Active ExperimentationDoing Reflective ObservationWatching Processing Continuum how we do things Perception Continuum how we think about things Converging (think and do) AC/AE Assimilating (think and watch) AC/RO Abstract ConceptualisationThinking

21. ‘PRICELESS’ LEARNING PRINCIPLES • PRACTICEReferees learn better when they have time to practice. • RELEVANCEReferees learn better if it is made relevant to their own situation • INVOLVEReferees learn better if they are involved in their own learning and can learn from each other. • CLIMATEReferees learn better in a supportive and non-threatening climate where mistakes are seen as an essential part of learning.

22. ‘PRICELESS’ LEARNING PRINCIPLES • EXPERIENCEReferees learn better if you build on their existing skills, knowledge and experience. • LEARNER-CENTREDReferees learn better at their own pace and in their own way. • ENJOYABLEReferees learn best when they are having fun • SELF-REFLECTIONReferees learn better when they are helped to examine and reflect on their current behaviour. • SUCCESSReferees learn better when they gain some success and their self-esteem is raised.

23. RELEVANCEReferees learn better if it is made relevant to their own situation • CLIMATEReferees learn better in a supportive and non-threatening climate where mistakes are seen as an essential part of learning. • EXPERIENCEReferees learn better if you build on their existing skills, knowledge and experience. • SELF-REFLECTIONReferees learn better when they are helped to examine and reflect on their current behaviour. Referees should share their objectives for the match with whoever is watching them • CLIMATEReferees learn better in a supportive and non-threatening climate where mistakes are seen as an essential part of learning. But the ‘judgement’ role observers have to play can get in the way of this!

24. Duty of care judgement: is he OK at this level, can he referee at a higher level, or should he be operating at a lower level? V Tell me what you’re working on and I’ll help you with it

25. ‘REVIEW’ Process

26. R=ReassureE= Establish a focus – personal objectivesV= Visit what went well and then what went less well in terms of the ref’s personal objectives and other areas for praise or developmentI= If present at the debrief, invite the referee’s coach to add his comments. E= Emphasise the Key Learning Points W= What have you learned and what will you do now?

27. Mikel Mellick & Clare Daniels

28. Summary • Observers should talk less and referees should talk more – two way process • Think about accommodating referees’ learning styles • Build the sharing of objectives into the process • Consider whether the judgement process gets in the way of learning “The definition of insanity is doing the same thing over and over again and expecting different results.” Albert Einstein

29. Thanks • Enjoy the rest of your day