Elements of Effective Practice - Program Operations
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EEP 2-Day Workshop presented by the Mentoring Partnership of Minnesota. Day 2 Slides.

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

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Elements of Effective Practice - Program Operations Presentation Transcript

  • 1. How to Build A Successful Mentoring Program Using the Elements of Effective Practice™ 1
  • 2. Workshop Objectives1. Get to know each other & MPM2. Raise awareness of best practices3. Recognize importance of quality4. Overview of Elements of Effective Practice for Mentoring 2
  • 3. Structuring Effective Program Operations1. Recruitment2. Screening3. Orient and training4. Matching5. Mentoring sessions/activities6. Ongoing support, supervision, monitoring7. Recognition8. Closure 3 VI/Page 91
  • 4. My Mentoring ProgramOften has a waiting list of mentors.I have recruited more than a dozenmentors for the program.In addition to my time, I give/raise $.I’m willing to do more. 4
  • 5. *Gasp*My first match was terminatedafter four months. 5
  • 6. The race is not always to the swift but to those who keep on running.6
  • 7. Standard 6: ClosureResearch of Grossman, Miller, Skinner, Jucovy, & Tarling Matches 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. 7 EEP3
  • 8. 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. 8 EEP3
  • 9. Transitions & ClosureAnticipated closure Post-graduationUnanticipated closure Problems with match relationship Circumstances beyond control 9
  • 10. BREAK 10
  • 11. Why Match Support Matters“Evidence is mounting that relationship duration and strength are associated with more positive benefits for youth.” 11
  • 12. Why Match Support Matters Early termination of mentor- mentee relationships may have a negative impact on youth.” (Grossman & Rhodes, 2002) 12
  • 13. 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). 13 EEP3
  • 14. Standard 5: Monitoring & SupportStandard: 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. 14 EEP3
  • 15. Standard 5: Monitoring & SupportBenchmarks (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. 15 EEP3
  • 16. Supporting Mentoring Matches 16
  • 17. Monitoring MatchesIndividual Check Ins Mentor “support” Mentors, mentees, groups caregivers Program newsletter or e-newsletter Mentor mailboxesOngoing TrainingGroup Outings 17
  • 18. Spotting Red FlagsWhy Mentoring Relationships End1. Abandonment and lack of interest2. Unfulfilled expectations3. Deficiencies in mentor’s relational skills4. Family interference and lack of support Research in Action #5 – Why Youth Mentoring Relationships End Make a habit of two things—to help, or at least to do no harm. --Hippocrates 18
  • 19. Support, Supervision & Monitoring Provide ongoing training opportunities Communicate regularly with program participants Help matches find ways to reach goals Bring mentors together for peer support Process for handling feedback/problems Address problems that arise and manage expectations Maintain information management 19 VI/Page 105-106
  • 20. Recognize Participants Media profiles Public recognition ceremonies Nominate for community awards Show appreciation Recognize other achievements not related to mentoring 20
  • 21. MatchmakerPlace name tag on aneasily visible spot.No speakingMove around the room,read each other’snametags and find anappropriate match.There can be only onementee for each mentor. 21
  • 22. 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. 22 EEP3
  • 23. 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. 23 EEP3
  • 24. Gathering Matching Information  Interviews • Interest inventories/application • Observations • Motivations • Input from parents, school staff, and other providers  Establishing personal relationships 24
  • 25. Matching Mentors & MenteesWhen 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. 25
  • 26. Making MatchesUse Established CriteriaArrange an Introduction Between Mentorsand MenteesEnsure Mentors, Mentees andParents/Caregivers Understand and Agreeto the Terms and Conditions of ProgramParticipationRematching 26 VI/Page 103-104
  • 27. Matching StrategiesYouth-selectedmatches(“natural”matching)MentoringCoordinator-selectedmatches 27
  • 28. First MeetingThe Pair Must Meet Facilitated by Mentoring Coordinator Help prepare mentors and mentees Matching ceremony Commitment Form 28
  • 29. LUNCH 29
  • 30. Welcome back! What is the most important skill required of mentors in your program? 30
  • 31. Standard 3: TrainingResearch 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. 31 EEP3
  • 32. Standard 3: TrainingStandard: 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. 32 EEP3
  • 33. Standard 3: TrainingMentor training includes the following topics, at aminimum: a. Program rules b. Mentors’ goals and expectations for the mentor/mentee relationship c. Mentors’ obligations and appropriate roles d. Relationship development and maintenance e. Ethical issues that may arise related to the mentoring relationship f. Effective closure of the mentoring relationship g. Sources of assistance available to support mentors. 33 EEP3
  • 34. Mentor OrientationPre-match orientation = more informeddecision from mentorsOpportunity to meet other prospectivementorsProgram staff should attend 34 VI/Page 101
  • 35. MPM Training Institute is Unique Mentoring programs contract with MPM for training Main ingredients similar but recipe mixed differently each time No cookie cutter training 35
  • 36. Quality = Longer Stronger MatchesQuality Mentors Quality Mentor Training Support organizational Enforces values & program values Minimizes risk Keep young people Raises awareness, safe teaches skills & shares Understand youth knowledge necessary for development successful mentoring Model healthy life skills relationship Are youth-centered 36
  • 37. PYD: all young people have strengths Role of mentoring is not to FIX young people but rather to help them achieve their potential. http://www.search-institute.org/mentoring• MENTOR Research In Action; Issue 1 - Mentoring: A Key Resource for Promoting Positive Youth 37 Development;Richard M. Lerner, Ph.D., Aerika S. Brittian, and Kristen E. Fay, Tufts University
  • 38. Maximize Your Impact emphasizes positive youth developmentWorkshop 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 need3. Teach and model skills to help young people carry their baggage better4. Build longer, stronger relationships 38
  • 39. How many assets can you find? XXXX XXXXXXX - #### Minnesota Correctional Facility-Shakopee I miss you Mama. At parent 1010 West Sixth Avenue night, some boys asked me Shakopee, MN 55379 where my mom was and why my Gramma was with me. I told them you were in jail. Dear Mama, They asked what you did to go We are writing letters in to jail and I just told the truth school today. My teacher says I and said I don’t know. am a good speller and that I have I wish you could come to nice handwriting. Do you think my basketball games. I’m really so? fast and am getting better at We had our Valentine shooting. Party on Friday. Gramma When can I come visit bought Valentines for me and you again? I miss you. Write we sat at the kitchen table and me back soon! put them together. During the party with all the other 3rd graders, Jessica spilled juice on Love, her Valentines and had to throw Shayna them all away. She was so sad. I gave her some of my candy. 39*This is a fictitious letter.
  • 40. 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 between D. Both 40
  • 41. 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. 41
  • 42. Think of a game you like to play 42
  • 43. The hand you were dealt… 43
  • 44. Training Quality MentorsQuality Mentor Training: Enforces organizational & program values Minimizes risk Teaches knowledge, skills & attitudes necessary for success Next workshop – Spring 2012 44
  • 45. Mentees & FamiliesMentee orientation is important also;similar topics as mentorsFamily support and participation arecrucial to successful mentoringrelationships 45 VI/102-103
  • 46. Standard 3: TrainingNo Benchmarks (Mentee Training) 46 EEP3
  • 47. Mentor TrainingBecome more skilled at developing caringmentoring relationships;Learn about the challenges and barrierstheir mentees face and how to becomemore sensitive to those challenges andtheir effect on mentees; andGain confidence in their ability to make adifference in the lives of their mentees,which will motivate and sustain theirenthusiasm for the program. 47
  • 48. BREAK 48
  • 49. RiskRisk: Any uncertainty about a future eventthat threatens your organization’s ability toaccomplish its mission. (Definition by the Nonprofit Risk Management Center) 49
  • 50. Frequency & SeveritySame groups as High Highearlier severity & severity &Brainstorm lists of high lowrisks that fit your frequency frequencyfrequency/severityquadrant Low Low severity & severity & high low frequency frequency 50
  • 51. As many as half of volunteermentoring relationships terminatewithin the first few months Rhodes, J.E. (2002). Stand by me: The risks and rewards of mentoring. Cambridge, MA: Harvard University Press. 51
  • 52. Risk Management helps:Protect volunteers, mentees and staffProject the organization’s assetsProtect the assets of volunteers anddirectorsProtects ability to fulfill mission 52
  • 53. Managing RiskLiabilityMentoring-Specific Risks 53
  • 54. Key Steps of Risk ManagementAcknowledge and Identify RiskEvaluate and Prioritize RisksSelect and Implement Risk ManagementTechniquesMonitor and Update the Risk ManagementPlan 54
  • 55. 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. 55 EEP3
  • 56. Standard 2: ScreeningStandard: 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 56 EEP3
  • 57. Standard 2: ScreeningBenchmarks: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. 57 EEP3
  • 58. Standard 2: ScreeningBenchmarks: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. 58 EEP3
  • 59. Purpose of ScreeningTo screen for people who have thesensitivity, commitment and sense ofresponsibility to be great mentors;To screen out people who have thepotential to harm youth or the program inany way; andTo ensure that youth participants areeligible for and can benefit from yourprogram. 59 VI/Page 96-100
  • 60. Suggested Screening ComponentsWritten applicationFingerprint criminal backgroundchecks and related checksCharacter reference checksFace-to-face interviewParticipation in pre-match training 60 VI/Page 96
  • 61. Screening Cont’d…Areas of ConcernScreening Out MentorsHow to Say NoInterviewing MenteesHold orientations and training 61 VI/Page 99-100
  • 62. Standard 1: RecruitmentResearch 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. 62 EEP3
  • 63. Standard 1: RecruitmentRecruit appropriate mentors and mentees byrealistically describing the program’s aims andexpected outcomes.Benchmarks:  Mentor Recruitment Program engages in recruitment strategies that realistically portray benefits, practices and challenges of mentoring in the program.  Mentee Recruitment Program 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. 63 EEP3
  • 64. Who is willing to mentor?57 million adults would seriouslyconsider mentoring;99 percent of all mentors already in aformal mentoring relationship wouldrecommend mentoring to others;The majority of people becamementors because they were asked;75 percent joined through an affiliatedorganization; 64 VI/Page 92
  • 65. Recruitment StepsDefine Eligibility Use Research Mentor Position Emphasize Benefits Description Market the ProgramSelect Sources of Conduct InformationMentors SessionsSelect Mentors Who Recruit MenteesSupport Mission 65 VI/Page 92-95
  • 66. Recruitment PlanBudgetGoalsIdentify RepresentativesMaterialsCore MessageSources (target audience)Strategies 66
  • 67. 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 67
  • 68. 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? 68
  • 69. Recruitment StrategiesThink about a time you were recruited tovolunteer. What strategy worked for you?What has worked for your program?What has NOT worked? 69
  • 70. 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 Todays Youth – Jean E. Rhodes - 2004 70
  • 71. Thank you!Workshop evaluation will arrive via email. 71