Strategies for Effective Mentor Training


Published on

Presented for Iowa Mentoring Partnership, June 29, 2011.

Published in: Education, Technology, Business
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Search Institute has been doing research on elements for healthy youth development for decades. You may have heard of the 40 Developmental Assets that have been used in communities and by mentors, parents and programs to pay attention to what kids need to grow up healthy. 20 of the 40 can be wrapped around young people from the outside and fall in these 4 categories.
  • The other 20 Developmental Assets are skills, values and beliefs that young people also need to fully engage with and function in the world around them. Youth can acquire these internal assets through observing others, learning the skills and having opportunities to practice these assets and reflect on them with thoughtful adults and peers. (MENTORS)
  • Strategies for Effective Mentor Training

    1. 1. Strategies for Effective Mentor Training<br />June 29, 2011<br />
    3. 3. MPM is the Leading Champion of Quality Mentoring Across Minnesota</li></li></ul><li>Elements of Effective Practice for Mentoring, 3rd Edition<br />6 evidence-based standards for program operations<br />Research-based benchmarks for daily program operations <br />Based on feedback from experienced mentoring practitioners<br />Includes recommended enhancements that programs can incorporate<br />3<br />
    4. 4. Standard 3: Training Benchmarks<br />Standard: Train prospective mentors in the basic knowledge and skills needed to build an effective mentoring relationship.<br />Mentor Training Benchmarks:<br />Program provides a minimum of two hours of pre-match, in-person training.<br />Mentor training includes these topics, at a minimum<br />TOPICS<br />a. Program rules<br />b. Mentors’ goals and expectations for the relationship<br />c. Mentors’ obligations and appropriate roles<br />d. Relationship development and maintenance<br />e. Ethical issues that may arise<br />f. Effective closure of the mentoring relationship<br />g. Sources of assistance available to support mentors.<br />4<br />
    5. 5. Standard 3: Training Enhancements<br />Mentor Training:<br />Program uses evidence-based training materials.<br />Program provides additional pre-match training opportunities beyond the two-hour, in-person minimum.<br />Training addresses the following developmental topics:<br />a. Youth development process;<br />b. Cultural, gender and economic issues; and<br />c. Opportunities and challenges associated with mentoring specific populations of children (e.g., children of prisoners, youth involved in the juvenile justice system, youth in foster care, high school dropouts), if relevant.<br />Program uses training to continue to screen mentors for suitability and develops techniques for early trouble-shooting should problems be identified.<br />5<br />
    6. 6. 6<br />MPM Training Institute is Unique<br />Mentoring programs contract with MPM for training<br />Main ingredients similar but recipe mixed differently each time<br />No cookie cuttertraining<br />
    7. 7. 7<br />Quality = Longer Stronger Matches<br />Quality Mentors<br />Support organizational & program values<br />Keep young people safe <br />Understand youth development<br />Model healthy life skills<br />Are youth-centered<br />Quality Mentor Training<br />Enforces values<br />Minimizes risk<br />Raises awareness, teaches skills & shares knowledge necessary for successful mentoring relationship<br />
    8. 8. 8<br />PYD: all young people have strengths<br /><br />Role of mentoring is not to FIX young people but rather to help them achieve their potential.<br />MENTOR Research In Action; Issue 1 - Mentoring: A Key Resource for Promoting Positive Youth Development;Richard M. Lerner, Ph.D., Aerika S. Brittian, and Kristen E. Fay, Tufts University<br />
    9. 9. 9<br />External Assets<br />Boundaries<br />and <br />Expectations<br />Support<br />Constructive<br />Use of <br />Time<br />Empowerment<br />
    10. 10. 10<br />Internal Assets<br />Commitment<br />to Learning<br />Social Competencies<br />Positive Values<br />Positive Identity<br />
    11. 11. 11<br />Maximize Your Impact emphasizes positive youth development<br />Build longer, stronger relationships<br />Focus on what is strong not what is wrong<br />Pay attention to what mentees would like for themselves – not just what we think they need<br />Teach and model skills to help young people carry their baggage better<br />
    12. 12. 12<br />Match items with similar functions<br />Disposable, trash, cheap, lost & forgotten, thrown out, flimsy, lower quality, doesn’t last<br />Strong not wrong<br />Youth-centered<br />Help ‘em carry it better<br />Build longer stronger relationships<br />Sustainable, reusable, investment, valuable, would go back for it, don’t throw it out, strong, sturdy, durable<br />
    13. 13. 13<br />How many assets can you find?<br />XXXX XXXXXXX - ####<br />Minnesota Correctional Facility-Shakopee<br />1010 West Sixth Avenue<br />Shakopee, MN 55379<br /> Dear Mama,<br /> We are writing letters in school today. My teacher says I am a good speller and that I have nice handwriting. Do you think so? <br /> We had our Valentine Party on Friday. Gramma bought Valentines for me and we sat at the kitchen table and put them together. During the party with all the other 3rd graders, Jessica spilled juice on her Valentines and had to throw them all away. She was so sad. I gave her some of my candy.<br /> I miss you Mama. At parent night, some boys asked me where my mom was and why my Gramma was with me. I told them you were in jail. They asked what you did to go to jail and I just told the truth and said I don’t know. <br /> I wish you could come to my basketball games. I’m really fast and am getting better at shooting. <br /> When can I come visit you again? I miss you. Write me back soon!<br /> Love,<br /> Shayna<br />1. Strong not wrong<br />*This is a fictitious letter.<br />
    14. 14. 14<br />Darren wants to get better grades <br /> 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?<br />Play video games. <br />Work on the paper.<br />Something in between<br />Both<br />It depends<br />Strong not wrong<br />Youth-centered<br />
    15. 15. 15<br />Mentors can’t carry it for them-<br />Strong not wrong<br />Youth-centered<br />Help ‘em carry it better<br />B A G G A G E<br />But mentors CAN teach and model skills to help young people carry it BETTER.<br />
    16. 16. 16<br />How Do You Maximize Your Impact?<br />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. <br />Strong not wrong<br />Youth-centered<br />Help ‘em carry it better<br />Build longer stronger relationships<br />MAXIMIZE YOUR IMPACT<br />
    17. 17. 17<br />Culturally Smart Relationships<br />Raises awareness of one’s own cultures & the cultures of others<br />Builds skills to help improve communication & deepen the connection<br />Increasesknowledgeabout cultural differences & similarities <br />Mentors leave baggage at the door<br />
    18. 18. 18<br />Think of a game you like to play<br />
    19. 19. 19<br />The hand you were dealt…<br />
    20. 20. 20<br />Knowledge - True or False?<br />There are too many cultures! I can’t possibly learn what I need to know about all of them.<br />I have already examined my preconceptions, changed some of my thoughts and feel culturally smart. I’m done.<br />My own diversity taught me to be culturally smart. I don’t need special training.<br />
    21. 21. 21<br />A lost child tells of a dream…<br /> In the dream, he is stuck in a pitch-dark room, helpless and confused, awkwardly feeling his way around. His mentor is there too in the dream, and knows just where the light switch is. But instead of turning it on, the mentor waits, then aims the beam of a flashlight at the switch. <br />It’s the job of the child to do the rest.<br />Liu, Eric; Guiding Lights: The People Who Lead Us Toward Our Purpose in Life, Random House, New York, 2004.<br />