Mentoring Partnership of Minnesota• The Mentoring Partnership of Minnesota (MPM) connects adults & youth with the power of mentoring• Our primary focus is to expand the capacity and increase the quality of mentoring across MN• Throughout Minnesota, we work with more than 400 youth mentoring programs
Introductions1. Name/Organization2. How does your program prepare mentors to build a relationship with a young person?3. What is the biggest challenge your program faces in preparing mentors for their match?4. Favorite type of cookie?
Research• MENTOR, Elements of Effective Practice Edition #3 What is your favorite cookie?
Standard 3: Training• 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. EEP3 6
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. EEP3 7
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. EEP3 8
Standard 3: Training• Enhancements (Mentor Training): – Program uses evidence-based training materials. – Program provides additional pre-match training opportunities beyond the two-hour, in-person minimum. – Program addresses the following developmental topics in the training: a. Youth development process; b. Cultural, gender and economic issues; and c. Opportunities and challenges associated with mentoring specific populations of children – Program uses training to continue to screen mentors EEP3 9
Quality Mentors• Support organizational & program values• Keep young people safe• Understand youth development• Model healthy life skills• Are youth-centered
Awareness, Skills & KnowledgeA quality mentor training experience will:• Challenge and shape attitudes – raise awareness• Demonstrate & practice skills• Pass along knowledge
MENTOR – EEP Third Edition1. Program rules2. Mentors’ goals and expectations for the mentor/mentee relationship3. Mentors’ obligations and appropriate roles4. Relationship development and maintenance5. Ethical issues that may arise related to the mentoring relationship6. Effective closure of the mentoring relationship7. Sources of assistance available to support mentors
National Mentoring Center’s Core Competencies for Mentors1. Understanding of program’s goals2. Honoring commitments3. The mentor’s role4. Knowledge of program policies5. The match life cycle6. Mandatory reporting7. Understanding program staff roles
Other topics from Nat’l Research1. Strategies for dealing with conflict and disappointment2. Effective/appropriate ways of giving constructive feedback3. Relationship development skills to promote bonding4. Appropriate termination5. Cultural competence
When designing mentor training, consider the following: What do volunteers Is this need-to-know already know? or nice-to-know information? Learner-centered?
Training Design• Principles of Adult Learners• Structure• Strategies• Room Set-Up• Delivery Tips
Principles of Adult Learners• As we read through these principles, please feel free to share any stories/examples from your experience as a trainee, or as a trainer that will help to illustrate these ideas. Good or bad examples are ok – and feel free to use examples (good or bad) from this training as well!
Principle #1• Adults determine for themselves what is important to learn and therefore are looking for relevant, useful information.
Principle #2• Adults bring a broad base of experience and a need to validate information based on their past beliefs and experiences.
Principle #3• Adults have many preoccupations outside of a particular learning situation and will be easily distracted if the information is not practical and well presented.
Principle #4• Adults respond to positive, appropriate reinforcement. They are hesitant to show vulnerability and are particularly offended by “put downs.” Trainers should avoid phrases like, “I think we already covered that, John.”
Principle #5• Adults generally have a preferred style of learning: – Auditory (they like the lecture) – Visual (they like the transparencies and handouts) – Kinesthetic (they like the exercises and self- learning activities)
Principle #6• A good trainer includes all styles so as to reach a diverse audience.
Principle #7• Adults have significant ability to serve as knowledgeable resources to the facilitator and to other participants.
Principle #8• Adults tend to be problem-centered and will feel satisfied only if their problem is dealt with and resolved. Try to uncover these issues prior to or at the beginning of a training.
Principle #9• Adults have set habits and tastes. For example, some need caffeine, some want health food, some are offended by profanity, and some distressed when handouts are not printed on both sides. Effective workshop leaders accommodate as much as possible these habits and tastes. If not, the evaluations form will not relay whether they learned anything but rather what offended or irritated them.
Principle #10• Adults function best in a collaborative environment and like to share in the planning and presentation of the workshop.
Room Set Up• size • food & beverages• seating • AV & equipment arrangement/comfort • Restrooms• lighting • traffic flow• acoustics • name tags or• temperature identification
Structure of Training• Just like mentoring relationships, mentors training has a beginning, middle and end.• In fact, as you present each of your key concepts, those sub-sections of training should also have a clear beginning, middle and end.