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Elements of Effective Practice - Design, Management & Evaluation


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EEP 2-Day Workshop presented by the Mentoring Partnership of Minnesota. Day 1 Slides.

EEP 2-Day Workshop presented by the Mentoring Partnership of Minnesota. Day 1 Slides.

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  • 1. How to Build ASuccessful Mentoring Program using theElements of Effective Practice™ 1
  • 2. Mentoring Partnership of MinnesotaMPM IS THE DRIVING FORCE IN THEMENTORING MOVEMENT INMINNESOTA. WE BRING TOGETHERDIVERSE INDIVIDUALS ANDORGANIZATIONS AROUND TWOSTRATEGIC GOALS:MPM will Increase QualityMentoring in MinnesotaMPM is the LeadingChampion of QualityMentoring Across Minnesota 2
  • 3. Workshop Goals1. Get to know each other & MPM2. Raise awareness of best practices3. Recognize importance of quality4. Overview of Elements of Effective Practice for Mentoring 3
  • 4. Elements of Effective Practice Youth mentoring programs are more successful when they follow proven, effective mentoring practices and strategies Revised in 2009, the Elements are guidelines for running safe and effective mentoring programs, 3rd edition includes evidence-based operational standards. 4 EEP3
  • 5. ―How to Build a Successful Mentoring Program Using the Elements of Effective Practice” The companion Tool Kit for the Elements (with CD) Program Design and Planning Program Management Program Operations Program Evaluation 5 Section II/Pages 7-10
  • 6. Mentoring - DefinedMentoring is a structured andtrusting relationship that bringsyoung people together withcaring individuals who offerguidance, support andencouragement aimed atdeveloping the competence andcharacter of the mentee. 6 II/Page 9
  • 7. Types of Mentoring Traditional Group Team Peer E-mentoring II/Page 9 7 IV-Tab A/Pages 30-39
  • 8. Locations of MentoringCommunity settingSchoolFaith-based organizationWorkplaceVirtual community 8 II/Page 9
  • 9. OPENING CEREMONIES What events do you compete in? Who are your athletes? What will you take home a gold medal for? What do you need more training and coaching in? 9
  • 10. Successful MentoringMentoring is not one-size-fits-allMost significant predictor ofpositive mentoring results iswhether mentors andmentees share a close,trusting relationship 10 III/Page 11
  • 11. Program Design and Planning 11
  • 12. Program Design and Planning Define the Who, What, Where and When Plan How the Program Will Be Managed  Select Management Team  Establish Policies and Procedures  Ongoing Staff Training  Develop a Financial Plan  Implement the Program  Plan How to Evaluate the Program IV/Pages 15; 21-23 12 Checklist: 25-26
  • 13. Getting StartedIs there a need?Are people ready and willing to investin your program?Do you have the capacity,commitment and capability to run aquality program? IV/Pages 15-16 13
  • 14. Mission DefinedA mission statement defines in one ortwo brief sentences, the overall purposeof the program.A mission defines what your program isand why it exists. 14
  • 15. Let’s Look at a SampleThe Catapulting Careers programconnects high school students inAtlanta with caring adults from localindustries to explore careeropportunities and ease the transitionfrom high school to college oremployment. 15
  • 16. How’s This?The Mentoring Partnership of Minnesotaleads the state in building and sustainingquality mentoring for every child. 16
  • 17. Know Your MissionBuild a strongfoundation• Focus resources• Stakeholder alignment• Consistent 17
  • 18. Goals & ObjectivesGoals Objectives Broad statements that Specific targets or follow from your approaches to achieve mission. goals.Provide young people Recruit, train & matchwith the opportunity to 25 new mentors byexplore careers through Octoberone-to-one relationshipswith adults 18
  • 19. Program Parameters & Guidelines1. Youth population 7. When takes place2. Mentors 8. Frequency/duration3. Type of program 9. Setting4. Stand-alone/existing 10. Stakeholders5. Nature of sessions 11. Evaluation6. Outcomes 12. Case management 19 IV/Pages 15-21
  • 20. Management TeamWho will staff and manage your program?Will all staff be paid?What skills/abilities are needed?How will you train/orient new staff?Professional developmentHuman resource policiesForm an advisory group 20 IV/Pages 21-23
  • 21. Program ManagementEstablish Policies and ProceduresImplement Ongoing Staff Training andProfessional DevelopmentDevelop a Financial PlanImplement the ProgramPlan How to Evaluate the ProgramLogic Model 21 IV/Page 22
  • 22. Program ManagementAdvisory GroupSystem for Managing Program InformationResource Development PlanSystem to Monitor the ProgramProfessional Staff Development PlanAdvocate for MentoringPublic Relations/Communications Effort 22 V/Pages 53-62
  • 23. Advisory Group FunctionsClarify the organization’s mission or vision;Resolve key strategic or policy issues;Develop the financial resourcesProvide expertise or access to policymakers;Build the reputation of the organization with keystakeholders;Oversee financial performance;Ensure adequate risk management;Assess the organization’s performance withregard to its priorities; andImprove board performance. 23 V/Pages 53-55
  • 24. Advisory Group Roles1. Setting policy and approving practices2. Assuming legal responsibility for all the affairs of your organization3. Serving as the fiduciary body for your organization4. Providing connections to potential funders5. Providing legal, financial and other expertise as needed V/Page 54 24
  • 25. Mentoring Program ManualPopulation servedRecruitment & matching processFrequency & durationType of mentoring activitiesNon-mentoring roles forvolunteersRisk management & liabilityResource Development planFinancial management plan V/Page 54 25
  • 26. Managing Program InformationManage financesMaintain personnelpractices and recordsTrack program informationand activityDocument matchesManage riskDocument programevaluation efforts 26 V/Pages 55-57
  • 27. QMAP OverviewQMAP =Quality Mentoring Assessment Path QMAP is a mentoring program self- assessment tool designed to help youth mentoring programs improve current processes by evaluating program quality. 27
  • 28. QMAP OverviewProgram quality is based on: Elements of Effective Practice for Mentoring™ Current research on evidence-based practice in the field of mentoring Insight from mentoring program practitioners around our state 28
  • 29. QMAP is a valuable processRate the value of the QMAP for your program.Extremely valuable 67%Pretty valuable 33%Not very valuable 0%Not at all valuable 0% 29
  • 30. LUNCHGet your Market $$Enjoy your choice of vendors at the MidtownGlobal Market – next door to hotel! 30
  • 31. Core MessagesWhat 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 theirunique needs and challenges?What makes your program unique?Does your program work? How do youknow? 31
  • 32. Evaluation Criteria & MethodsWhy should programs conductevaluations? To help improve the program Accountability 32 VII/Page 163
  • 33. Key Steps in Evaluation ProcessSet the stageDecide what tomeasureDecide how tomeasureCollect the dataAnalyze the dataUse the results 33
  • 34. Two Major Types of EvaluationProcess evaluations focus on whether aprogram is being implemented asintended, how it is being experienced, andwhether changes are needed to addressany problems.Outcome evaluations focus on what, ifany, effects the program is having. 34 VII/Page 165
  • 35. Process OutcomeMeasures the efforts put Measures theinto the program effectiveness of theProvides information programabout the inputs, intensity Provides evidenceand duration of the regarding the impact ofprogram the program onAssesses program design participants over timeand implementation and/or compared toAnswers whether the another groupprogram is being Can examine bothimplemented as planned immediate and long-termMeasures dosage outcomes 35 VII/Pages 165-168
  • 36. Types of Outcome EvaluationsSingle-group designs are the simplestand most common (post-testquestionnaires, pre/post-tests)Quasi-experimental designs helpevaluators identify whether a programactually causes a change in programparticipants, using controls to eliminatepossible biases VII/Pages 166-168 36
  • 37. Logic Models & Evaluation 37 VII-Tab D/Page 177
  • 38. Improving Evaluation DesignUse the researchIncrease design complexityAdd outcome targets—numerical forachieving outcomesIncorporate both process and outcomeevaluation 38
  • 39. System to Monitor the ProgramReview Policies, Procedures andOperations on a Regular BasisCollect Program Information from Mentors,Mentees and Other ParticipantsContinually Assess Customer Service 39 V/Pages 58-59
  • 40. Staff Development PlanScreening & OrientationOngoing Staff TrainingBuild on Staff Members’ Skills andKnowledge 40 V/Page 59
  • 41. Resource DevelopmentDevelop program model with clear goals &mission statementCreate a program budgetDetermine amount of funding needed tostart and sustain your programMake a diversified fundraising plan V/Pages 57-58 Timeline: IV/Page 45 41
  • 42. Three Circles of FundraisingKnowledge – research giving trends,donor prioritiesCommitment – everyone involved in thefundraising process needs to believe inand be committed to the missionRelationships – need to build arelationship with potential donors 42
  • 43. Establish a Public Relations & Communications EffortIdentify Target MarketsDevelop a Marketing PlanGather Feedback from AllConstituentsRecognize ProgramParticipants and SponsorsNational Mentoring Month 43 V/Pages 61-63
  • 44. Major Goals of Public RelationsBuild awareness of your programProvide information to the target audienceIssue a call to actionFundraising and mentor recruitment aretypes of public relations with specific targetaudiences 44 V/Page 61, V-A/Page 117
  • 45. Why Advocacy Is Important?To create greater awarenessof the cause (mentoring, aspecific program, etc.)To increase fundingTo improve the systemTo affect larger numbers ofpeople than is possiblethrough direct service alone 45
  • 46. Build Relationships with Legislators Send letters to your legislators, and thank them if they help out; Attend town hall meetings and other events where your legislators will be present and introduce yourself; Meet with staff in legislators’ districtRally For offices;Youth Day at Send updates on your program tothe Capitol legislators;Tuesday, Invite legislators to events that showcaseFeb. 21 your program and how it affects the community. 46 V/Page 60
  • 47. Core MessagesWhat 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 theirunique needs and challenges?What makes your program unique?Does your program work? How do youknow? 47
  • 48. WRAP UPWhat will you remember, absolutely,positively? 48
  • 49. See you tomorrow!Section 6 – How to Structure EffectiveProgram Operations 49