Our Director Paula King is delighted to share with you her contribution to the SAGE Handbook of Mentoring.
The SAGE Handbook is a timely resource for mentoring academics, students and practitioners across a range of disciplines including business and management, education, health, psychology, counselling, and social work.
It’s available for purchase here.
On the 5 November 2013, IRUPA, the Irish Rugby Union Players’ Association, announced the launch of its Business Mentoring Programme in partnership with the Institute of Directors in Ireland (IoD).
IRUPA was founded in 2001 to help to promote and protect its members both during and after their careers. It first began offering services in the area of player development with the appointment of a Player Services Advisor in 2008. Today the association runs a nationwide Player Development Programme and has five Player Development Managers (PDMs) around the country, facilitating player development at all levels. IRUPA is the collective voice of players on all issues and through its Executive Board it advocates for player welfare within the Irish Rugby Football Union (IRFU). Its members are supported across a range of issues, from contract disputes to career development. The mentoring system launched with the IoD is one example of IRUPA aiming to help further in the development of all young men and women playing professional rugby in Ireland.
The IoD is the representative body for over 2,300 directors and senior executives within the private and public sectors in Ireland. From chief executives, managing directors and senior executives to board members and chairpersons, the IoD membership covers the breadth of industry, ranging from start-up companies, SMEs and not-for-profit organisations to large companies, multinational corporations and public-sector bodies.
Creating this unique link through the mentoring programme enabled talented rugby players to be partnered with talented business people.
Prior to the announcement of the launch, the foundations were put in place for the programme, commencing with an invitation to IoD members to respond to a request to partake in this mentoring initiative. An overwhelming response was received from the members and, throughout the summer of 2013, the IoD worked in conjunction with IRUPA to develop panels of mentors who could offer a wide range of skills and experience which players could access. The role of the IoD mentors was to assist players in post-playing career planning, the setting of non-rugby-related goals, including educational and personal development, and facilitate industry-specific experience. The role of the mentor was also seen as one of advice, support, encouragement and networking opportunities and introductions. For players at these levels, the focus is always about preparation, and this initiative was an opportunity for them to apply the same approach in developing their off-field careers. Mentors and players were matched based on a range of factors, including common interests, educational background, professional interests, skills and geographical proximity, with players in each province taking a ‘hands-on’ approach to selecting a suitable mentor.
Nearly 100 mentors were assigned to the initiative from the IoD, with the aspiration that 60 players would be involved in the programme.
REASON FOR EMBARKING ON THE MENTORING PROGRAMME
Drawing together research which has been carried out into the transition for a top athlete from his or her sport to a career which will provide them with both the financial security and a fulfilled life, many studies have described the vulnerability attached to athletes during this process and how this vulnerability adds to the transitional stress.
Research recognises the dedication it takes to achieve and maintain professionalism or elite standards, but this may come at a cost (Pearson and Petitpas, 1990). The narrowing of focus may alter the developmental perspective and inhibit certain life skills and life experiences, which would be of assistance in career planning and personal planning (Blann, 1985; Pearson and Petitpas, 1990; Sowa and Gressard, 1983).
Other studies have shown that there is a reduced level of career maturity in top athletes. A potential explanation for this reduced level may be found by examining developmental theory. As individuals reach late adolescence, they are faced with the task of establishing their personal identity (Chickering, 1969; Erikson, 1959). As explained by Marcia et al. (1993), identity development necessitates an active exploration of possible roles and behaviours, followed by a commitment to the occupational and ideological options that are most consistent with an individual’s values, needs, interests and skills. It has been proposed that the commitment and exclusive dedication necessary to excel in sport may restrict athletes’ opportunities to engage in exploratory behaviour (Chartrand and Lent, 1987; Pearson and Petitpas, 1990), which is critical for subsequent personal and career-identity development (Super, 1957). Individuals who make commitments to roles without engaging in exploratory behaviour are said to be in a state of identity foreclosure (Marcia et al., 1993).
Foreclosure may be brought on by the demands and expectations of the environment or may be a result of individual choice (Danish et al., 2004). In college undergraduates, identity foreclosure has also been associated with a dependent decision-making style, in which responsibility for important decisions (e.g. career choices) is deferred to others (Blustein and Phillips, 1990). Several authors have suggested that the physical and psychological demands of intercollegiate athletics, coupled with the restrictiveness of the athletic system, may isolate athletes from mainstream college activities, restrict their opportunities for exploratory behaviour and promote identity foreclosure (Chartrand and Lent, 1987; Nelson, 1983; Petitpas and Champagne, 1988). Consistent with these findings and the theoretical propositions of Jordaan (1963) and Super (1957), research has shown that many athletes have restricted career and educational plans (Blann, 1985; Kennedy and Dimick, 1987; Sowa and Gressard, 1983). In addition to identity foreclosure, another aspect of self-identity, athletic identity, may be relevant to the careerdecision-making process in athletes. Part of multidimensional self-concept, athletic identity consists of the cognitive, affective, behavioural and social concomitants of identifying with the athlete role (Brewer et al., 1993). It has been suggested that many athletes either lack the time or interest to do career planning or view it as a threat to their athletic identity and their dream of being a professional athlete (Kennedy and Dimick, 1987).
Taking the above research into account, it has been hypothesized that individuals with a strong and exclusive commitment to the athlete role are less prepared for postsport careers than individuals less invested in the athlete role (Baillie and Danish, 1992; Pearson and Petitpas, 1990). In support of this argument, athletic identity has been inversely related to post-sport career planning before retirement from elite amateur sport (Lavallee et al., 1997) and ease of adjustment following sport-career termination (Hinitz, 1989; Lavallee et al., 1997).
However, we cannot ignore the many positive aspects of athletic identity and the many skills that players learn while they are playing that could be transferred to business. High athletic identity, while associated with restricted personal development, can lead to positive experiences for athletes (Sparkes, 1998). It is highly correlated with athletic performance, higher commitment in training and a focus on sporting goals (Callero, 1985; Horton and Mack, 2000). It has also been linked to high levels of selfconfidence, positive self-image and healthy lifestyle habits (Callero, 1985; Horton and Mack, 2000). A strong athletic identity does not necessarily mean that an athlete will not be able to develop successfully in other areas outside of sport, but solely emphasizing the athlete role, with little exploration of alternative identities, can be associated with negative outcomes (Brewer et al., 1993; Coakley, 1993; Miller and Kerr, 2003).
The sport-business-mentoring relationship can be beneficial to both parties, as players have usually developed sports-based life skills that can be transferred to the business world. Gould and Carson (2008) defined sport-based life skills as ‘those internal personal assets, characteristics and skills such as goal setting, emotional control, self-esteem, and hard work ethic that can be facilitated or developed in sport and are transferred for use in non-sport settings’ (p. 60). These life skills can be behavioural (communicating effectively with peers and adults) or cognitive (making effective decisions); interpersonal (being assertive) or intrapersonal (setting goals) (Danish et al., 2004).
The inspiration behind this initiative was, therefore, that while these skills are transferable, players may not always be confident in their ability to transfer them. Having a mentor to help them identify the skills that they have and how these are applied in the business world would therefore be beneficial. Having access to a mentor whom the athlete respects provides a fresh perspective and encourages future career planning.
APPROACH AND METHODOLOGY
Following the appointment of the 100 mentors to the mentoring programme, the IoD and IRUPA issued guidelines outlining the vision for the programme, including:
- Core principles of the mentoring programme
- Mentoring guidelines
- What players should expect
- Key contacts for the programme
- FAQs.
Core principles
Confidentiality – all issues discussed between mentor and player are confidential.
Guidance – mentors will offer advice and guidance and assist with self-development.
Post-rugby planning – the relationship should concern itself with non-rugby-related issues and focus on helping a player ready themselves for their post-rugby career. This should include advice and assistance with work placement opportunities, possible educational opportunities, advice on obtaining a work–life balance and development of skills such as leadership or public speaking.
Goal setting – mentors will help players set non-rugby-related goals, including educational and personal development, lifestyle and family. Goals will be shared with the mentor and reviewed on an ongoing basis.
Mutual challenge and learning – there should be mutual benefit for both parties in the mentoring relationship, in terms of exchanging ideas, creating and establishing goals and developing self-awareness.
Person focused – academy players often need to juggle their rugby lives with college responsibilities. This programme will take this into consideration and the programme timings will be tailored individually.
Mentoring guidelines
The following guidelines were issued to all mentors and players:
- Once matched with a player, mentors should take the initiative at the start and make initial contact with their player.
- If at any stage throughout the course of the mentoring relationship, a player fails to get back in contact with their mentor after two attempts, the mentor should advise their regional IoD mentoring representative, who will contact IRUPA. Having been contacted by IRUPA, if the player still fails to make contact, they may be removed from the mentoring programme.
- Mentors and players should aim to meet 3–4 times a year.
- Ideally, the initial meeting and at least one meeting a year should be face-to-face.
- An agenda should be set for each meeting, with follow-up at every subsequent meeting.
- Each mentoring relationship is unique and a flexible approach must be taken in each case. However, mentors should be willing to share their own insights and experiences, to encourage and support players to build connections and, if possible, to facilitate opportunities to gain industry experience during or after their playing career.
A mentor should:
- Ask questions and challenge
- Suggest networking opportunities
- Boost confidence and encourage
- Offer advice, but the decision to act on it will be for the player
- Nudge, not nag.
While the initial meeting should be about getting to know each other, it should also set out how the relationship will operate, and the mentor and player should agree on all aspects together.
> Mentors and players should tell each other their initial expectations – expectations may be realistic or may need to be re-focused.
> Mentors and players should agree on procedures and goals for the relationship in general going forward.
> Mentors and players should agree on the role and responsibilities of the mentor.
> Mentors and players should agree on the role and responsibilities of the player.
> Mentors and players should agree on how many meetings they will have – and when, where and how long?
> Mentors and players should exchange contact details and determine an appropriate level of contact outside of face-to-face meetings.
> Mentors and players should agree on any preparation needed by both the player and mentor in advance of meetings.
> As early as possible, the mentor and player should set out goals and a plan of action for the player.
> Subsequent meetings should assess progress towards goals, re-assess goals and add new goals, as required.
There was a recognition that, in some instances, mentors might feel they personally were not able to assist a player in a particular area. In this case they were encouraged to continue to act as a mentor while introducing the player to other people who could offer assistance. However, such introductions should only be made having consulted with the player.
What players were advised to expect
- Mentoring can assist players to set and clarify goals, keep them focused while working to achieve those goals and provide advice, support and encouragement.
- Players should discuss aims and goals, find out their strengths and weaknesses and get advice on areas they need to improve upon. Players should not expect their mentor to help with all problems.
- The success of a mentoring relationship will depend, to a large degree, upon the player’s attitude and commitment. Players are expected to be proactive and work with their mentor in order to achieve success.
- The mentor should assist the player to assess career options post-rugby and to formulate plans.
- The player should make the decisions and take the responsibility.
- Players are encouraged to focus on what they want to achieve and on how to do so. Mentoring is not the same as counselling; players shouldn’t expect a shoulder to cry on.
- Mentoring relationships cannot answer or solve all questions or issues for a player. It is important that the player is realistic about what can be achieved; this is why setting goals at the outset is so important.
Key learning outcomes
Supply versus demand. One of the key challenges since the mentoring programme was established has been managing supply versus demand. When the IoD sought expressions of interest from its members to join the mentoring programme, it was heavily oversubscribed in all provinces. A broad mix of skills, expertise and backgrounds was created on provincial panels in order to meet the needs of a diverse player base. Once three panels were established – approximately 90 IoD members in total – supply-versusdemand issues continued, as the mentors involved outnumbered players.
Managing expectations. One of the key challenges in the process has been managing expectations on both sides. From a mentor perspective, all have been enthusiastic and keen to get involved; however, as outlined below, not all players are ready for a formal/structured mentoring relationship. Facilitating networking and connections between players and mentors has been far more beneficial and has enabled relationships to form organically. Expectations were perhaps overly ambitious at the outset, and through trial and error the programme is finding the right balance to create fruitful and worthwhile interactions between players and mentors.
Real need. Unless there is a real need from a player for a mentor, the player will disengage. Networking events, where players and prospective mentors mingle, tend to result in a better introduction to the concept of mentoring; pairings cannot necessarily be forced.
Scheduling. As the players train practically daily, and mentors generally work fulltime in business, making time to meet can be challenging, especially for national-level players and extremely busy or self-employed/ entrepreneurial mentors.
Time. It takes time to build a relationship. Players may not immediately appreciate the time and attention that the mentor has given to the process.
Lack of understanding/clarity. Some players have suggested that they are unsure of what is expected of them in a mentoring relationship. They have a sense that it is good for their off-field development but don’t really know why. Often the players meet a mentor once or twice but then the process stalls as both player and mentor waited for the other to get in touch.
Future career. Some players have an idea of what they want to do, but most don’t have a very clear path in their minds, so they are reluctant to engage with a mentor as they feel they might be wasting the mentor’s time.
Possible over management. There may have been a perception that there was a greater need from players – and a less formalized approach, where a player comes with a specific need or question, or perhaps is looking for some work experience or internship, has fostered better engagement between players and mentors. There needs to be understanding by mentors, too, i.e. although they have signed up and are ready to devote their time to becoming mentors, they may not be called upon (as there is only a limited number of players) and that this is no reflection on their experience, qualification or skill set.
CASE STUDIES
Player 1 experience
I suppose some of the challenges for athletes is obviously the serious injuries that you as a player can receive in the game. Also I think knowing and trying to figure out what you are going to do after rugby is also a challenge for most athletes.
My hopes and dreams from a rugby point of view are to play for Ireland and to fulfil my full potential as a player before I retire. Outside rugby it would be to set up and run a successful business of my own, be happy and enjoy life.
The fact that I know I will succeed and get to where I want to go in rugby and in life if I always work hard enough for it. And also I believe the set-backs you receive make you stronger for it.
I believe it’s very important not just to meet new business people who might be handy to know in the future but also it gives you the confidence of how to act in a real job later in life. Also gets rugby players out of their comfort zone and into a realisation of the real world a little, prepares them for after rugby more.
This mentoring really made me appreciate what I do for a living as I saw what it was like to be sat inside an office all day! Helped hugely to keep me very busy during a tough time of injury and also makes you have another type of discipline in your life which is good.
Player 2 experience
Challenges for top athletes:
Elite or professional sport will rarely be a lifelong career. The nature of high performance is that it requires a complete commitment and dedication to train and compete at the highest level. In such a drive to fulfil one’s potential, other aspects of life such as career development, social commitments and non-sporting interests can often be put ‘on the back burner’. The challenge for athletes is to manage performance influencing factors while maintaining and developing themselves in aspects of their lives other than sport, as well as planning for the future.
My own hopes and dreams are to live a happy and meaningful life! To enjoy time with people who are important to me and to pursue different challenges in order to get the best out of life!
I believe on some level that I can overcome difficulty, and I tend to have quite good perspective – failure or disappointment in the sporting arena is small stuff compared to so many people who have genuine difficulties to deal with in their lives. It’s sort of a challenge within myself to see how much I can extend myself I guess. Having a great support network is key, and also looking for inspiration everywhere to keep your own will fueled.
Sports people tend to be so invested in their career that their identity is completely built around them as a sportsperson. A mentor can help to develop the athlete as a whole person and help and guide them to fulfil their potential in other areas of life, and in doing so prepare them for life after sport. A mentoring relationship can give the mentee invaluable insight, knowledge and perspective that they otherwise would not get. It can also provide them with opportunities to try new things or develop new skills.
The value my mentoring relationship has had is that I have had a space to discover, to be me, to have a thinking partner who knows what the business I would like to get in to is like, and also who has come to understand my strengths and how I could plug them in to the world. I have been able to appreciate the value of my sporting experience and how I can use that now, and in the future. I have had the opportunity to learn from you and with you, and you have given me the chance to trial and give things a go, with support and feedback. Mostly you have been there to serve me out of your own good will.
This has been the cornerstone of what I feel is a very good relationship. I feel I have developed as a whole person, in knowledge, skill, understanding, I am awake to possibilities, I am far more than just a sportsperson.
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