hope in action ending poverty through systemic change systemic change: mentoring © 2014, national...

Hope in ActionEnding Poverty

Through Systemic Change

Systemic Change: Mentoring

© 2014, National Council of the United States Society of St. Vincent de Paul, Inc. This copyright covers all materials in this presentation except where otherwise noted.

Team Members

Name Position

Steve Cigich District Council President – Waukesha WI

Irene Frechette Diocese Council President – Fall River MA

Tom Pelger Diocese Council President – Peoria IL

Jeanne Harper (2014)

Vice President – North Central Region

Mike Syslo (2013)

Senior Director of Governance– National Office

Tamara Thrasher (2013)

Service Trainer – Cincinnati OH Archdiocese Council 2

Hope in Action…ending poverty through systemic change

By the end of this session you will understand: What a mentoring program wrapped-around a

“Getting Ahead” workshop might look like The key roles within the mentoring program

and how to recruit and train people How to start a mentoring program initiative in

your area – either on a small or large scale

Objectives for this module


Interactive presentation Small & large group discussion

This is a journey; we do not have all of the answers – we only offer a pathway.

As all Vincentian endeavors, we will learn from experience and interactions

with each other.

Approach to this Session


The objectives will be accomplished by examining the following attributes of a mentoring program:

1. Its Power – what is its tie to systemic change?

2. Mechanics – why and how will it work?3. Roles – who are the players and their

positions?4. Getting started – how to implement in my

area?Learning will be augmented with Q & A and table talk.

Agenda


1. Systemic Change and Mentoring


END POVERTY THROUGH

SYSTEMIC CHANGE

OUR VISION

….One Person One Neighborhood One Community at a time


Empowerment

Mentoring

Collaboration

Advocacy

Cornerstones of Society’s Systemic Change Effort

Vision: End Poverty through Systemic Change

Mentoring requires empowerment, collaboration & advocacy


Today’s home visit: immediate, but temporary aid

Mentoring committed individuals out of poverty

Engaging parish in advocacy

Society’s Mission: Charity & Justice

Vision: End Poverty through Systemic Change


Empower people to move out of poverty through:

Education & skill development Supportive relationships Social & professional connections Spiritual growth Community engagement

Mentoring Objective


Every Getting Ahead Investigator … has autonomy and is responsible for

their own actions has the potential to grow deserves empathy and compassion has sacred dignity

Program Values


2. The Mentoring Program –

Why and How


Mentoring wrapped-around “Getting Ahead in a Just

Gettin by World,” a 16-20 session adult-learning

workshop

The Mentoring Program


Poverty is the extent a person lacks resources

The causes of poverty (based on research) are:1. Individual behaviors and choices2. Social and community structure and

resources3. Exploitation4. Economic and political structures

Provide tools for individuals to solve their own problem of poverty

Getting Ahead’s Principles on Poverty


“If you have come to help me, you

can go home again. But if you see my struggles as a part of your

own survival, then perhaps we can work together.”

–Lila Watson, an Aboriginal Woman

from Australia

© aha! Process, Inc.

Getting Ahead is Based on the “theory of change”

“People in poverty might need to change but no more than anyone else in our society.”

“People in poverty need an accurate perception of how poverty impacts their lives and an understanding of economic realities as a starting point both for reasoning and for developing plans for transition”.

Philip DeVol


Grounded in the theory of change

Safe, challenging, neutral, agenda-free learning environment

“Kitchen-table” learning experience

Content & peer dialogue contribute to learning

“Investigators” do the work of learning

Philosophy of Getting Ahead


Table TalkWhat are the benefits of

success?

Mentoring Program


3 Stages:Acceptance

Getting Ahead – “Develop Future Story”Implementation

Mentoring Program - Process

View through Investigator Lens


Candidate: Learns of mentoring program and makes contact Meets with 2 mentors to discuss program

features, benefits, expectations, and address questions

Addresses fundamental issue: Are they willing to undertake a process that will challenge them to change?

Candidate makes decision to continue or not

Stage 1: Acceptance


Purpose of Getting Ahead: What Do I as a Investigator Get?

Explore and analyze the themes of my life

Assess my resources

Make my own arguments for change

Build my own future story

Make my own choices Prepare myself to take a seat at the decision-

making table in my community © aha! Process, Inc.

Candidates become Investigators in GA:

Develop ‘mental models’ regarding their current situation

Learn about poverty, hidden rules, & change

Assess their own & community resources

Develop their “future story”

Develop a plan to build resources and achieve their “future story”

Stage 2: Getting AheadOutcomes


Candidates:

Learn from each other

Form a peer support network

Facilitators guide the process

Mentors provide encouragement

Demonstrates the power of working together in a community

Stage 2: Getting AheadRelational Support


Investigators: Work to achieve their “future story” through

building their personal resources Look to mentors for:

Support & encouragement An ear to listen and a voice to help guide Connection to others to help build personal

resources (“bridging capital”)

Investigators set the pace. They’re responsible for own progress

Stage 3: Implementation


3 Stages:Acceptance

Getting Ahead – “Develop Future Story”Implementation

Mentoring Process

View through Program Lens


Program operations: Program communication – word of mouth,

brochure, media coverage, partner agency referrals, etc. . .

Triage process to connect Candidates with Mentors

Database development and maintenance Mentors:

Establish relationship – utilize Investigators Information Record as needed

Stage 1: Acceptance


Program operations: Secure facility for classroom, meals, and

childcare Assign investigators and facilitators to class

sessions Secure and distribute all materials

Mentor role Facilitator role

Stage 2: Getting Ahead


Program operation: Coordinate mentor, facilitator, and investigator

support groups Monitor progress

Mentors Persistent but not overbearing Guide, cajole, challenge, encourage, affirm,

support. . .

Stage 3: Implementation


Parking Lot Questions???


“Getting Ahead in a Just Getting By World”

- The Workshop


Copyright © 2006 by Philip E. DeVol. All rights reserved. www.ahaprocess.com

Philip DeVol

Information for Facilitators, Sponsors and Community

CollaborativesPhilip DeVol

ACTION

RESPONSIBILITY

POWER

UNDERSTANDING WHERE I AM

UNDERSTANDING POVERTY

CO-INVESTIGATION

RUBY PAYNE’S FRAMEWORK

PlansAction steps

Future stories

Critical analysisWhat it means to me

Theory of changeHow to build resources

Using the hidden rules of class to build resources

Monitoring our changes

Self-assessment

Community assessment

What it’s like now

Causes of poverty

Introduction

Process Triangle

Copyright 2012 by DeVol & Associates, LLC. All rights reserved. www.gettingaheadnetwork.com

32

Page 2

“Getting Ahead”: What’s Involved?

Closed group – ideally, 6–10 people Basic program - 16-20 sessions of 2.5-3

hours Meet once or twice a week Puts Bridges and Investigators knowledge

into a series of mental models Facilitator helps investigators explore

solutions; doesn’t teach / tell them what to do

Best results if there is long-term support from community partners for investigators’ plans


SVdP added Two reflection & discussion handouts for each

module (one for each session) Format:

Scripture quote related to topics discussed Reflection questions Group sharing questions Closing prayer

Select (or create your own) one for each week’s material…use them to close your session

Spiritual Reflection & Discussion

Program Design Considerations


Sample BudgetGetting Ahead Group of 8 with 16-20 Sessions

Line Item Expense Description

$25 Stipend / Investigator / session

$3,200 6-10 is the ideal group size. Stipend paid by gift card (store, gas, bus pass etc.)

Getting Ahead workbooks $156 + S&H 8 Investigator workbooks

Facilitator Training SVdP Webinar

Bridges Facilitator DVD

$38 + S&H

$165 + S&H

Investigator & Facilitator manuals; Mar & May 2014, others to be scheduled

Optional - Module-by-module ideas

Facilitators 0 - $900 $0 if volunteers. If using GA graduate investigators, pay at least same as investigator stipends.

Workshop & Investigator supplies

< $500 Flip-chart paper, colored markers; folders, paper, pen, pencils for investigators.

Child care, transportation, food

0 - $1000 Ideally, food & baby-sitting would be in-kind; provided by parishioners, area churches.


36

Primary assistance is not financial but personal, emotional support thru the journey out of poverty

Take care not to enable the current situation through ongoing subsidies of basic living expenses

Additional financial aid could take the form of “investments” that empower the individual (e.g. education, job skill training, certification…)

Any decision for financial aid should be brought back to the conference for approval

Investigator Financial Support


Establish mentoring support group for mentors to share lessons learned

Conduct background checks & child safe environment training

Establish procedure that enables Investigators to contact an independent Vincentian if there are problems in the mentoring relationship

Process Oversight & Support


Councils / Conferences - - provide training, mentoring support groups, mentor oversight; GA organization & facilitation; community resource analysis

Partners - - links to organizations that provide resource building programs in the community

Businesses - - partnership funding, job interview preference for Investigators

Collaboration


Open to Investigators of all faiths

As the relationship deepens, it will be natural for mentors to share their faith experience…but don’t force our faith or its beliefs

Be open about talking about Jesus the man / teacher

For Investigators who want to learn more about the Catholic faith, connect them to RCIA program

Religion & Evangelization


Table TalkWhat are the barriers in your area?

Mentoring Program


3. The Mentoring Program – The Roles


Candidates / Investigators Mentors Facilitators Support teams Supporting Community Organizations

Mentoring Program Roles


Primary Consideration Desire to improve their life situation and

willingness to make personal changes to accomplish their goals

Other Considerations Open to accepting outside help Strength to overcome resistance from family &

friends From an unstable environment and/or poverty

Getting Ahead Candidatespage 127-128 Facilitator Guide


Continuum of GA Candidates

ExtremelyUnstableEnvironments

Daily life disruptedby violence, illness, addiction, disabilities,and/or unstablecommunity conditions. Highly affected bygenerational poverty. Stabilizing the environment and building resources may take a very long time.

Unstable Environments

Daily life can be stabilized enough with supports to attended weekly or bi-weekly sessions. People in generational and situational poverty. Building resources may take a long time.

Fairly StableEnvironments

Daily life can be organized fairly easily. May be able to build resources quickly. Some people in situational poverty.


Team of 2 Vincentians “Connectors” / Cheerleaders / Friends

Not counselors / experts in every field which the Investigator may need to develop to move out of poverty

Help the Investigator implement their plan

Facilitate connections to community sources that enable them to build personal “resources” and achieve their plans

Mentors’ Role


Mentor Attitude, Knowledge, and Skills

Understand aha! Process concepts Ability to:

form a trusting relationship easily mentor another person’s self-discovery work with a co-mentor be accepting and non-judgmental

Someone who is a survivor but doesn’t carry the “baggage”

Can be empathetic without being “taken” Can laugh and have fun Can see the best in those who can’t always see

it in themselves

Lead Investigators through the Getting Ahead program (Discovery, Goal Setting, and Planning)

Augments the Mentor role as another resource for the Investigator

Separate the problem / issue from the person Raise difficult issues Encourage accountability

Facilitators’ Role


Facilitator Attitude, Knowledge, and Skills

Understand aha! Process concepts Ability to:

translate from formal to casual register facilitate another person’s self-discovery work in the adult voice work with a co-facilitator work effectively as someone from the dominant

culture have a non-judgmental attitude

Someone who is a survivor but doesn’t carry the “baggage”

Can be empathetic without being “taken” Can laugh and have fun Can see the best in those who can’t always see it in

themselves


Meals – provide ‘family style’ meal for Investigators, children, facilitators, and team members

Child Care – provide services for children while parents are going through workshop session

Affirmation – purchase gift cards; provide material items (personal care, certificates, trinkets) to affirm and show appreciation for their hard work; order GA books; make copies of handouts

Support Teams


Identify “common cause” organizations: Food pantries Homeless shelters Workforce Development “Abuse” shelters Those who provide education & training to the

poor Develop educational strategy Hold open-forum discussion sessions

Community Support


4. OperationalizationA Tale of Two Cities


Waukesha County Wisconsin

Transforming Lives...Ending poverty through systemic change

Education Sessions – The Bridges Poverty Lens & Mentoring Program Overview

Provide knowledge on working effectively with those in poverty

Learn about the mentoring program

By the end, be in the position to discern the possible role they might play

Universal EducationKEY CONCEPT


Establish program scope and overall design Establish guidelines, process flows, and

material requirements for your local process Attract people

Communication (Newsletters, invitations, other) Marketing Public relations

Development Team


Identifying candidates

From SVdP home visits

SVdP store employees?

Referrals from other community organizations?

Planning Decisions


How will the program be funded?

Council-budgeted?

Conferences sponsoring Investigators?

Collaboration with other community organizations / businesses?

Grant?

Planning Decisions


Who will organize the programs?

District Council level across conferences in a ‘densely populated’ community

Conference level in smaller towns, more rural or isolated settings

SVdP only? or in partnership with other community organizations?

Planning Decisions


Scheduling & Frequency

10 modules in 16-20 sessions

Evening? Saturday? Afternoon?

Flex to best time for Investigators

Once or twice a week

Frequency of workshop offering

Planning Decisions


Network of collaboration partners

Programs that build personal “resources”

Share in expense of running GA & making “investments” in resource-building

Businesses that can provide better jobs

Foster support groups

Mentoring teams

Peer support groups

Engage graduate investigators in community assessments & planning

Creating the Environment forGraduate Investigators to Succeed


Preparatory events Introductory – Generate interest Education – The Bridges Lens, the

Mentoring Program Training – Mentors, facilitators,

support teams Information management / communication Database Communication (email, print, local

media)

Implementation Team


Mentoring program set-up Secure facility Coordinate mentors, facilitators, and

support teams Support group set-up

Investigators Mentors Facilitators Support Groups

Implementation Team, continued

Facility

Neutral sites like: Churches Libraries Community centers Easy access by bus, easy parking

Facilities: Wall space for the mental models Round tables (kitchen table learning experience) Space for child care & food prep / storage /

serving© aha! Process, Inc.


In addition to maintaining and running established activities, pay attention to: Establish feedback loops to gather vital

input required to tweak and improve the program

Share what you have learned with other Vincentians

Monitor and report on progress Operational – number educated, trained,

Investigators Outcomes – the measures agreed upon

locally

Operational Team

MentorsFacilitators

Support TeamsOther Organizations

Transforming Lives...Ending poverty through systemic change

Attracting Program Team

1. Allow the Holy Spirit to work in people’s lives Require Universal Education – lead them to training

(facilitator, mentor, support)

2. After training, provide ‘Discernment Questions Indicate interest by signing-up for a Discernment

Interview Perform background checks, provide child-safe training

where appropriate Discuss answers to questions to determine if it’s a right

fit

Attraction through Discernment

1. Education Sessions – The Bridges Poverty Lens & Mentoring Program Overview

Gain knowledge to discern if further training is for them

2. Functional Training Sessions – Mentor, Facilitator, or Support Team

Mentor and Support Teams done locally Facilitator done nationally via SVdP webinar Discern if becoming a practitioner is right for them

After training, hold a ‘discernment interview’ to determine if there is a right fit.

Education / Training / Screening Paths

“No significant learning change occurs without a significant

relationship of mutual respect.”

- - - Adapted from Dr. James Comer

Mentor Training


Developed and performed locally – may include:

Outline of “Getting Ahead” so mentor knows what to expect

Relationship aspects (e.g., accepting others as they are, building trust, listening & observation, affirming, empowering dynamic, healing presence, compassion)

Change theory and motivation (stages, barriers, and motivational techniques)

Mentor Training


SVdP’s “Getting Ahead” facilitator webinar (2 x 3½ hr sessions) - No charge, except for purchase of Bridges books

Next webinars: Oct 24 & 28 (2-5:30pm Central); Nov 4 & 13 (5-8:30pm Central)

• Prerequisites: • Attend workshop including Systemic Change Overview and

Bridges Individual Lens DVD Read: Bridges Out of Poverty, Bridges to Sustainable

Communities Getting Ahead Facilitator Notes & Getting Ahead

Investigator Workbook used in the webinar

Facilitator Training


History Interventions of the Holy Spirit

Round 1 – Started 2011 – Classes Jan-May 2012

Round 2 -- Spring 2013 Round 3 – Spring 2014 Round 4 – Fall 2014

Marinette Wisconsin Tale of Mechanics


Value vs Effort

Mentoring Program


Last Chance (for now) – Questions?


END POVERTY

THROUGH SYSTEMIC CHANGE

OUR VISION

Hope in Action...Ending poverty through systemic change

…. One Person One Neighborhood One Community at a time

SVdP Resources

St Vincent de Paul Systemic Change web portal

http://www.svdpusa.org/systemicchange/Home.aspx



www.gettingaheadnetwork.com

[email protected]

Aha Resources


http://www.gettingaheadnetwork.com/

hope in action ending poverty through systemic change systemic change: mentoring © 2014, national...

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