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How to Build A Successful Mentoring Program

Using the

Elements of Effective Practice™

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Workshop Objectives

1. Get to know each other & MPM2. Raise awareness of best practices3. Recognize importance of quality4. Overview of Elements of Effective

Practice for Mentoring

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Structuring Effective Program Operations

1.Recruitment2.Screening3.Orient and training4.Matching5.Mentoring sessions/activities6.Ongoing support, supervision, monitoring7.Recognition8.Closure

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My Mentoring ProgramOften has a waiting list of mentors. I have recruited more than a dozen mentors for the program.In addition to my time, I give/raise $.I’m willing to do more.

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My first match was terminated after four months.

*Gasp*

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The race is not always to the swift but to those who keep on running.

7 EEP3

Standard 6: ClosureResearch of Grossman, Miller, Skinner, Jucovy,

& TarlingMatches that end prematurely can result in negative outcomes for mentees.Programs should always assist the mentor in trying to end the relationship on a positive note for everyone. Staff should train on closure before and after initial match. Mentors and mentees should discuss memories and participate in a special activity for last meeting. Example is a graduation night, and a recognition of specific contributions.Exit interviews can help determine if additional resources or supports would allow the match to continue. Also good for positive reflection and giving the program an opportunity to asses how well it adhered to its own standards.

8 EEP3

Standard 6: ClosureStandard: Facilitate bringing the match to closure in a

way that affirms the contributions of both the mentor and the mentee and offers both individuals the opportunity to assess the experience.

Benchmarks: Program has procedure to manage anticipated closures,

including a system for a mentor or mentee rematch. Program has procedure to manage unanticipated match

closures, including a system for a mentor or mentee rematch. Program conducts and documents an exit interview with mentor

and mentee.

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Transitions & Closure

Anticipated closure Post-graduation

Unanticipated closure Problems with match

relationship Circumstances beyond

control

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BREAK

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Why Match Support Matters “Evidence is

mounting that relationship duration and strength are associated with more positive benefits for youth.”

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Why Match Support Matters Early termination

of mentor-mentee relationships may have a negative impact on youth.”

(Grossman & Rhodes, 2002)

13 EEP3

Standard 5: Monitoring & SupportResearch of DuBois, Herrera, Rhodes, Sale, Miller, Nakkula, Deutsch, and

Spencer: Matches that are monitored and supported are more satisfying

and successful, which, in turn, leads to more positive youth outcomes. Monitoring should focus on development of relationship.

Mentoring programs that provide monthly calendars of low-cost events, or free tickets to events, or provide opportunities to participate in structured activities are associated with positive outcomes.

Programs could benefit by seeking out and using scientifically-validated surveys when assessing mentoring relationships (many surveys not evidence-based, or tested for reliability or validity).

After matching, mentors can benefit from additional trainings on topics such as increasing multicultural understanding (particularly around race or class).

14 EEP3

Standard 5: Monitoring & Support

Standard: Monitor mentoring relationship milestones and support mentors with ongoing advice, problem-solving support and training opportunities for the duration of the relationship.

Benchmarks:Program contacts the mentor and mentee at a minimum frequency of twice per month for the first month and monthly thereafter.Program documents information about each mentor-mentee contact, including, at minimum, date, length and nature of contact.

15 EEP3

Standard 5: Monitoring & Support

Benchmarks (cont):Program provides mentors with access to at least two types of resources (e.g., expert advice from program staff or others; publications; Web-based resources; experienced mentors; available social service referrals) to help mentors negotiate challenges.Program follows evidenced-based protocol to elicit more in-depth assessment from the mentor and mentee about the relationship and uses scientifically-tested relationship assessment tools.Program provides one or more opportunities per year for post-match mentor training.

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Supporting Mentoring Matches

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Monitoring Matches

Individual Check Ins Mentors, mentees,

caregivers

Ongoing Training

Group Outings

Mentor “support” groupsProgram newsletter or e-newsletterMentor mailboxes

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Spotting Red Flags

Make a habit of two things—to help, or at least to do no harm.

--Hippocrates

Why Mentoring Relationships End

1. Abandonment and lack of interest

2. Unfulfilled expectations3. Deficiencies in mentor’s

relational skills4. Family interference and lack of

supportResearch in Action #5 – Why Youth Mentoring

Relationships End

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Support, Supervision & Monitoring

Provide ongoing training opportunities Communicate regularly with program participantsHelp matches find ways to reach goalsBring mentors together for peer supportProcess for handling feedback/problemsAddress problems that arise and manage expectationsMaintain information management

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Recognize ParticipantsMedia profilesPublic recognition ceremoniesNominate for community awardsShow appreciationRecognize other achievements not related to mentoring

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Matchmaker Place name tag on an easily visible spot. No speaking Move around the room, read each other’s nametags and find an appropriate match.There can be only one mentee for each mentor.

22 EEP3

Standard 4: MatchingResearch of Morrow, Rhodes, Jucovy, Spencer,

and Miller: Matching based on similarities is frequently

recommended. Research comparing cross-race and same-race matches have found very little differences. Matching based on qualities such as mentor’s skills and common interests should take precedence over matching based on race.

Consider mentor’s interpersonal skills. (Attunement is mentor’s ability to identify and solve relationship barriers.)

There should be a formal, initial documented meeting.

23 EEP3

Standard 4: MatchingStandard: Match mentors and mentees along

dimensions likely to increase the odds that mentoring relationships will endure.

Benchmarks:Program considers its aims, as well as the characteristics of the mentor and mentee (e.g., interests, proximity, availability, age, gender, race, ethnicity, personality and expressed preferences of mentor and mentee) when making matches.Program arranges and documents an initial meeting between the mentor and mentee.

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Gathering Matching Information

Interviews• Interest inventories/application• Observations• Motivations• Input from parents, school staff,

and other providers Establishing personal

relationships

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Matching Mentors & Mentees

When you are considering potential matches, ensure that the prospective mentor and mentee: Meet your program’s eligibility criteria; Share some or all of the following traits:

gender, age, language requirements, availability, needs, interests, geography, life experience and temperament; and

Are committed to the conditions of the match and the mentoring relationship.

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Making Matches

Use Established CriteriaArrange an Introduction Between Mentors and MenteesEnsure Mentors, Mentees and Parents/Caregivers Understand and Agree to the Terms and Conditions of Program ParticipationRematching

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Matching Strategies

Youth-selected matches (“natural” matching)

Mentoring Coordinator-selected matches

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First Meeting

Facilitated by Mentoring CoordinatorHelp prepare mentors and menteesMatching ceremonyCommitment Form

The Pair Must Meet

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LUNCH

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Welcome back!

What is the most important skill required of mentors in your program?

31 EEP3

Standard 3: Training

Research of Miller, Herrera, Parra, Karcher, Stukas, Keller, Madia, Spencer, Suarez-Orozco, Adalist-Estrin, Morrow, & MENTOR:

Mentor training is vital. Implications on mentors’ perceptions, which then are thought to influence positive outcomes.

Poorer results from mentors receiving less than two hours training.

Important to train on unique challenges of youth, and training should stress the negative outcomes associated with early termination.

Training should focus on developing and sustaining relationship-enhancing behaviors (authenticity, empathy, collaboration, and companionship, etc). Recommendation to train on how to foster a developmental rather than prescriptive relationship.

32 EEP3

Standard 3: Training

Standard: Train prospective mentors in the basic knowledge and skills needed to build an effective mentoring relationship.

Benchmarks: Mentor Training

Program provides a minimum of two hours of pre-match, in-person training.

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Standard 3: Training

Mentor training includes the following topics, at a minimum:

a. Program rulesb. Mentors’ goals and expectations for the mentor/mentee relationshipc. Mentors’ obligations and appropriate rolesd. Relationship development and maintenancee. Ethical issues that may arise related to the mentoring relationshipf. Effective closure of the mentoring relationshipg. Sources of assistance available to support mentors.

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Mentor Orientation

Pre-match orientation = more informed decision from mentorsOpportunity to meet other prospective mentorsProgram staff should attend

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MPM Training Institute is Unique

Mentoring programs

contract with MPM for training

No cookie cutter training

Main ingredients similar but recipe mixed differently

each time

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Quality = Longer Stronger MatchesQuality Mentors

Support organizational & program valuesKeep young people safe Understand youth developmentModel healthy life skillsAre youth-centered

Quality Mentor TrainingEnforces valuesMinimizes riskRaises awareness, teaches skills & shares knowledge necessary for successful mentoring relationship

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PYD: all young people have strengths

• MENTOR Research In Action; Issue 1 - Mentoring: A Key Resource for Promoting Positive Youth Development;Richard M. Lerner, Ph.D., Aerika S. Brittian, and Kristen E. Fay, Tufts University

Role of mentoring is not to FIX young people but rather to help them achieve their potential.

http://www.search-institute.org/mentoring

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Maximize Your Impact emphasizes positive youth development

Workshop trains mentors to:1. Focus on what is strong not what is

wrong2. Pay attention to what mentees would

like for themselves – not just what we think they need

3. Teach and model skills to help young people carry their baggage better

4. Build longer, stronger relationships

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How many assets can you find?

XXXX XXXXXXX - ####Minnesota Correctional Facility-Shakopee1010 West Sixth AvenueShakopee, MN 55379

Dear Mama,We are writing

letters in school today. My teacher says I am a good speller and that I have nice handwriting. Do you think so?

We had our Valentine Party on Friday. Gramma bought Valentines for me and we sat at the kitchen table and put them together. During the party with all the other 3rd graders, Jessica spilled juice on her Valentines and had to throw them all away. She was so sad. I gave her some of my candy.

I miss you Mama. At parent night, some boys asked me where my mom was and why my Gramma was with me. I told them you were in jail. They asked what you did to go to jail and I just told the truth and said I don’t know.

I wish you could come to my basketball games. I’m really fast and am getting better at shooting.

When can I come visit you again? I miss you. Write me back soon!

Love,Shayna

*This is a fictitious letter.

1. Strong not wrong

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Darren wants to get better grades

But RIGHT NOW, he wants to play video games and beat the record he set the last time he was at your house. He told you earlier that he has a paper due the day after tomorrow. Which is a more youth centered response?

A. Play video games. B. Work on the paper. C. Something in betweenD. BothE. It depends

1. Strong not wrong

2. Youth-centered

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How Do You Maximize Your Impact?

While you’re together one afternoon, Michael tells you that he was invited to go with his friend’s family to the Twins game in Minneapolis next weekend. He is mad that he can’t go and tells you it is because his mom wants him to stay home and watch his little brother.

1. Strong not wrong

2. Youth-centered

3. Help ‘em carry it better

4. Build longer stronger

relationships

MAXIMIZE YOUR IMPACT

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Think of a game you like to play

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The hand you were dealt…

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Training Quality Mentors

Quality Mentor Training:Enforces organizational & program valuesMinimizes riskTeaches knowledge, skills & attitudes necessary for success

Next workshop – Spring 2012

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Mentees & Families

Mentee orientation is important also; similar topics as mentorsFamily support and participation are crucial to successful mentoring relationships

46 EEP3

Standard 3: Training

No Benchmarks (Mentee Training)

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Mentor TrainingBecome more skilled at developing caring mentoring relationships;Learn about the challenges and barriers their mentees face and how to become more sensitive to those challenges and their effect on mentees; andGain confidence in their ability to make a difference in the lives of their mentees, which will motivate and sustain their enthusiasm for the program.

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BREAK

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Risk

Risk: Any uncertainty about a future event that threatens your organization’s ability to accomplish its mission.

(Definition by the Nonprofit Risk Management Center)

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Frequency & Severity

Same groups as earlierBrainstorm lists of risks that fit your frequency/severity quadrant

High severity & high frequency

High severity & low frequency

Low severity & high frequency

Low severity & low frequency

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As many as half of volunteer mentoring relationships terminate within the first few months

Rhodes, J.E. (2002). Stand by me: The risks and rewards of mentoring.

Cambridge, MA: Harvard University Press.

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Risk Management helps:

Protect volunteers, mentees and staffProject the organization’s assetsProtect the assets of volunteers and directorsProtects ability to fulfill mission

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Managing Risk

LiabilityMentoring-Specific Risks

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Key Steps of Risk Management

Acknowledge and Identify RiskEvaluate and Prioritize RisksSelect and Implement Risk Management TechniquesMonitor and Update the Risk Management Plan

55 EEP3

Standard 2: Screening Research of Grossman, Frecknall, Herrera, Rhodes,

Karcher, Larose, DuBois, Parra & MENTOR: Screening practices, including face-to-face interviews with

prospective mentors, as well as reference and background checks, are recommended as a guideline.

Important to gain access to records from national and not just state registries.

Longer-term mentoring relationships are associated with more benefits to youth than shorter-term relationships.

In addition to length, the frequency of contact between mentor and mentee has also been linked to positive youth outcomes.

56 EEP3

Standard 2: Screening

Standard: Screen prospective mentors to determine whether they have the time, commitment and personal qualities to be an effective mentor.

Benchmarks: Mentor Screening

Mentor completes an application. Mentor agrees to a one (calendar or school) year minimum

commitment for the mentoring relationship. Mentor agrees to participate in face-to-face meetings with his or

her mentee that average one time per week and one hour per meeting over the course of a calendar or school year

57 EEP3

Standard 2: Screening

Benchmarks:Mentor Screening (continued)

Program conducts at least one face-to-face interview with mentor.Program conducts a reference check (personal and/or professional) on mentor.Program conducts a comprehensive criminal background check on adult mentor, including searching a national criminal records database along with sex offender and child abuse registries.

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Standard 2: Screening

Benchmarks:Mentee Screening Parent(s)/guardian(s) complete an application and

provide informed consent for their child to participate. Parent(s)/guardian(s) and mentee agree to a one

(calendar or school) year minimum commitment for the mentoring relationship.

Parents(s)/guardian(s) and mentee agree that the mentee will participate in face-to-face meetings with his or her mentor a minimum of one time per week, on average, for a minimum of one hour per meeting, on average.

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Purpose of Screening

To screen for people who have the sensitivity, commitment and sense of responsibility to be great mentors;To screen out people who have the potential to harm youth or the program in any way; andTo ensure that youth participants are eligible for and can benefit from your program.

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Suggested Screening Components

Written applicationFingerprint criminal background checks and related checksCharacter reference checksFace-to-face interviewParticipation in pre-match training

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Screening Cont’d…

Areas of ConcernScreening Out MentorsHow to Say NoInterviewing MenteesHold orientations and training

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Standard 1: Recruitment

Research of Spencer: Mentor’s unfulfilled expectations can

contribute to earlier-than-expected ending of mentoring relationships.

Mentees frequently report not knowing what to expect from a mentoring program and/or in a mentoring relationship.

63 EEP3

Standard 1: Recruitment

Recruit appropriate mentors and mentees by realistically describing the program’s aims and expected outcomes.

Benchmarks: Mentor Recruitment

Program engages in recruitment strategies that realistically portray benefits, practices and challenges of mentoring in the program.

Mentee RecruitmentProgram recruits youth whose needs best match the services offered by the program and helps them understand what mentoring is and what they can expect from a mentoring relationship.

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Who is willing to mentor?

57 million adults would seriously consider mentoring;99 percent of all mentors already in a formal mentoring relationship would recommend mentoring to others;The majority of people became mentors because they were asked; 75 percent joined through an affiliated organization;

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Recruitment Steps

Define Eligibility Mentor Position Description

Select Sources of MentorsSelect Mentors Who Support Mission

Use Research Emphasize BenefitsMarket the ProgramConduct Information SessionsRecruit Mentees

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Recruitment Plan

BudgetGoalsIdentify RepresentativesMaterialsCore MessageSources (target audience)Strategies

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Major Goals of Public Relations

Build awareness of your programProvide information to the target audienceIssue a call to action

Fundraising and mentor recruitment are types of public relations with specific target audiences

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Core Messages

What is your mission?What do you do? Why is it important?What need are you trying to meet?What would happen if your program didn’t exist?Who does your program serve? What are their unique needs and challenges?What makes your program unique?Does your program work? How do you know?

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Recruitment Strategies

Think about a time you were recruited to volunteer. What strategy worked for you?What has worked for your program?What has NOT worked?

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Our challenge is, first, to not underestimate the complexities of mentoring relationships and, second, to better understand and promote the conditions under which they are most likely to flourish.

Stand by Me: The Risks and Rewards of Mentoring Today's Youth

– Jean E. Rhodes - 2004

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Thank you!

Workshop evaluation will arrive via email.