using a mentor program to extend risk management education jason johnson, blake bennett, stan...
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Using a Mentor Program to Extend Risk Management
Education
Using a Mentor Program to Extend Risk Management
Education
Jason Johnson, Blake Bennett, Stan Bevers, Wade Polk, Brenda Duckworth, Bill
Thompson
Jason Johnson, Blake Bennett, Stan Bevers, Wade Polk, Brenda Duckworth, Bill
Thompson
Mentors / Volunteershelp complete the puzzleMentors / Volunteershelp complete the puzzle
Mentor as AllyMentor as CatalystMentor as StrategistMentor as an Empathetic Listener
Mentor as AllyMentor as CatalystMentor as StrategistMentor as an Empathetic Listener
Mentors / Volunteerscan accomplish many tasks:Mentors / Volunteers
can accomplish many tasks:
Facilitate the educational processProvide demonstrations that serve
as visible outcomes Increase the visibility of agency
relevanceRecruit new clientele to programsProvide one-on-one assistance to
extend program outreach
Facilitate the educational processProvide demonstrations that serve
as visible outcomes Increase the visibility of agency
relevanceRecruit new clientele to programsProvide one-on-one assistance to
extend program outreach
Use of Mentors ExampleUse of Mentors Example
Program BackgroundMentor Recruiting and TrainingMentor / Participant ContractMonitoring of the Process
Program BackgroundMentor Recruiting and TrainingMentor / Participant ContractMonitoring of the Process
Program BackgroundProgram Background
15 month, 4 session programDesigned for completion of a Business
PlanTactical and Strategic Business PlanningFollowing Graduation, Paired with a
Mentor Committee for one year
15 month, 4 session programDesigned for completion of a Business
PlanTactical and Strategic Business PlanningFollowing Graduation, Paired with a
Mentor Committee for one year
SessionI
Basics
SessionII
Finance
Session III
Marketing
Session IV
Integration
Overall
Change1
74.4% 54.0% 103.6% 134.4% 86.8%
Change2
41.5% 34.7% 65.0% 153.3% 65.1%
Evaluation Results of Pre- and Post-Session
Knowledge
Average Score (% of 100)
Change1 – TTAP Class 1 November 2002 – January 2004
Change2 – TTAP Class 2 November 2005 – January 2007
Mentor Recruiting and Training
Mentor Recruiting and Training
Instructors discuss most needed skills for participants and compatible characteristics
Prospective mentors are invited to participate and provided a description of the program and/ or participants
Mentors are trained as a group and introduced to the participants
Instructors discuss most needed skills for participants and compatible characteristics
Prospective mentors are invited to participate and provided a description of the program and/ or participants
Mentors are trained as a group and introduced to the participants
Mentor / Participant Contract
Mentor / Participant Contract
One page form stating the term of the mentoring program
Fill in the blank lines for each party to define what they hope to achieve through the mentor program
Signature lines for all parties
One page form stating the term of the mentoring program
Fill in the blank lines for each party to define what they hope to achieve through the mentor program
Signature lines for all parties
Monitoring of the Process
Monitoring of the Process
Introductions between participants and mentors are supervised
Periodic prompting for reporting of contactFacilitate the relationship and troubleshootTabulate contact hours and impacts
Introductions between participants and mentors are supervised
Periodic prompting for reporting of contactFacilitate the relationship and troubleshootTabulate contact hours and impacts
TTAP Mentor and Participant Contact – 1 yr
post introduction
TTAP Mentor and Participant Contact – 1 yr
post introduction 14% of participants had no further contact. Of the participants who did maintain contact:
Approximately 90 hours of on-site visit contact; Over 111 hours of other contact was cited (by
phone, e-mail, face-to-face conversations); Avg. of 11+ hours of follow-up contact with mentor
committee members per participant; Figures do not include contact with TCE Lead
Economists.
14% of participants had no further contact. Of the participants who did maintain contact:
Approximately 90 hours of on-site visit contact; Over 111 hours of other contact was cited (by
phone, e-mail, face-to-face conversations); Avg. of 11+ hours of follow-up contact with mentor
committee members per participant; Figures do not include contact with TCE Lead
Economists.
Incorporating a Mentor Program - Lessons LearnedIncorporating a Mentor
Program - Lessons Learned Mentor training must emphasize that mentors were
not recruited to solve someone else’s problems. Mentor committees preferred to individual
assignment. Composition of a mentor committee must be
individualized. Participants should help define the desired outcomes
from the mentor process. Introductions and initial contact are critical. The
process needs a chaperone. Can be used to extend/improve a wide array of
educational programs.
Mentor training must emphasize that mentors were not recruited to solve someone else’s problems.
Mentor committees preferred to individual assignment.
Composition of a mentor committee must be individualized.
Participants should help define the desired outcomes from the mentor process.
Introductions and initial contact are critical. The process needs a chaperone.
Can be used to extend/improve a wide array of educational programs.
Using a Mentor Program to Extend Risk Management
Education
Using a Mentor Program to Extend Risk Management
Education
Jason Johnson, Blake Bennett, Stan Bevers, Wade Polk, Brenda Duckworth, Bill
Thompson
Jason Johnson, Blake Bennett, Stan Bevers, Wade Polk, Brenda Duckworth, Bill
Thompson
Questions or Comments:
Jason Johnson