Mentoring methods and practice

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On April 26, 2013, Near West side attended a breakout session on new effective methods for mentoring youth. The four key points of the presentation focused on: The David Dubois UIC Mentoring method, The Elements of Effective Practice(TM) mentoring method, Youth Program Quality Initiative (YPQI) and the Human Achievement Quotient (HAQ). Those four topics were researched and put into this presentation for Near West Side mentors to study and begin using as part of their personal collection of mentoring strategies.

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Mentoring methods and practice

  1. 1. Result of DFSS* youth mentoringseminar on April 26, 2013*Department of Family and Support Services
  2. 2.  Professor of Community Health Sciences atUIC Specializes in self-esteem and mentoringrelationships in relation to resilience andholistic positive development Received grants from National Institute ofHealth, DHHS Office of Minority Health andInstitute of Education services
  3. 3.  Mutuality Trust Empathy
  4. 4.  Both sides must work and advance therelationship Emphasizes that the mentor must not beputting in all of the effort 60/40 or 70/30 ratio of mentor/mentee effortadvised Too much is too authoritarian, too little isperceived as disinterest
  5. 5.  Mentor should place initial effort intodeveloping a genuine relationship with thementee Trust must be gained organically These actions can be perceived as overbearingor even overstepping boundaries Buying gifts Acting as if their savior
  6. 6.  Sympathy feel natural, can actually hurtmentee Mentors have to truly understand mentees Successful empathy from the mentor can leadto long-term emotional stability
  7. 7.  Have a strong, explicit focus on promotingpositive youth development Conduct regular reviews of youth progress,including intensive case conferences Encourage collective mentoring Use training sessions as a means of promotingreflective dialogue among staff
  8. 8.  Have Staff observe other good after-schoolprograms to learn more about best practices Form youth councils to make sure youth voiceis heard Schedule regular external review and site visits Require leadership to engage in regularsupervision and coaching
  9. 9.  Social and Emotional development Cognitive development Identity development Child’s Interpersonal Development
  10. 10.  Integrative strategy designed around the goalof promoting positive youth development Guide organizations through regularcommunication, collective mentoring andthoughtful discussion. Inspire ongoing reflection and improvement ofpractice
  11. 11. Complete detailscan be found athttp://www.mentoring.org/downloads/mentoring_413.pdf
  12. 12.  Program Design and Planning Program Management Program Operations Program Evaluation
  13. 13.  First – and the key – step to building a program Design = blueprint for all other aspects ofprogram Number of decisions with have been made atthe conclusion of this step
  14. 14.  Decisions are based on: Youth populations that will be served Types of mentors (senior citizens, college students) Program goals Setting of program How to promote program
  15. 15.  A well managed program is crucial to health ofmentoring program Well-managed program promotes accuracyand efficiency, establishes credibility andidentifies areas that need improvement
  16. 16.  Elements are necessary for a well-managed,well-run program: Advisory group System to monitor program Effective public relations Communication efforts
  17. 17.  Efficient, consistent everyday operations areimportant to mentoring program success. Fulfillment of responsibilities can be thedifference between chaos and stability.
  18. 18.  Strategic options for ensuring smoothoperation of the program: Consistently evaluating/recruiting mentors Supervising relationships Helping mentors and mentees reach closure
  19. 19.  Ongoing quality improvement is an indictor ofeffective mentoring programs. Identifying areas that need improvementimproves how well the program serves youngpeople.
  20. 20.  To adequately evaluate program effectiveness,a program must have: A plan to measure success A process for measuring expected outcomes A process that reflects on evaluation findings anddisseminates them to appropriate parties
  21. 21.  5 primary types that have proven to beeffective Traditional one-on-one Group Mentoring: 1 adult, 4 children Team Mentoring: group of adults and children Ratio not to exceed 1:4 Peer Mentoring: older youth w/ younger youth Age gap no less than 5 years E-mentoring: only electronic correspondence A ratio of 1 mentor to 4 mentees is necessary toadequately serve the needs of the youth
  22. 22.  Conducting reasonably intensive screening ofpotential mentors Making matches based on interests that boththe mentor and the mentee share Providing more than six hours of training formentors Offering post-match training and support.
  23. 23. Complete details can be found at:http://raikesfoundation.org/Documents/Lessons%20for%20Youth%20Program%20Quality%20Improvement%20Initiatives%20(January%202012).pdf
  24. 24.  Building the capacity of youth-servingorganizations to deliver the best possibleprograms Increasing the use of research-based qualityassessment too Continually improve practice Improve quality at the point of service (whereyouth, adults and resources come together)
  25. 25.  Initiative begins with a 15 month process Program quality assessment, data-drivenimprovement planning, peer learning, and intensiveprofessional development Organizations receive cash grants to participatein initiative Upon Completion, organizations are eligible toreceive continued funding and qualityimprovement resources for an addition 2 years
  26. 26.  Key Component of the YPQI Derived from Abraham Maslow’s hierarchy ofneeds Comes in 4 stages, with most emphasisneeding to be placed at the bottom Safe Environment Supportive environment Interaction Engagement
  27. 27.  Psychological and Emotional safety Program space and furniture Emergency procedures Healthy food and drinks Physically safe environment
  28. 28.  Encouraging Reframing conflict Skill building Session flow Active engagement Welcoming atmosphere
  29. 29.  Lead and mentor Be in small groups Partner with adults Experience belonging
  30. 30.  Plan Reflect Make Choices
  31. 31. Full Details can be foundhere (pages 64 and 65):http://www.cityofchicago.org/content/dam/city/depts/obm/supp_info/CDBG/CDGA2014Final-CDGAPosting.pdf
  32. 32.  21st century skills assessment Formerly know at the EmployabilityAssessment Targets skill building clocks comprised ofcollege, career and life readiness skills Examples include personal mindset, socialawareness, verbal communication, collaboration &problem solving Gives youth feedback on progress concerningthese skills

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