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

1. How to Build A Successful
Mentoring Program
Using the
Elements of Effective
Practice™
1

2. Workshop Objectives
1. Get to know each other & MPM
2. Raise awareness of best practices
3. Recognize importance of quality
4. Overview of Elements of Effective
Practice for Mentoring
2

3. Structuring Effective Program
Operations
1. Recruitment
2. Screening
3. Orient and training
4. Matching
5. Mentoring sessions/activities
6. Ongoing support, supervision, monitoring
7. Recognition
8. Closure
3 VI/Page 91

4. My Mentoring Program
Often has a waiting list of mentors.
I have recruited more than a dozen
mentors for the program.
In addition to my time, I give/raise $.
I’m willing to do more.
4

5. *Gasp*
My first match was terminated
after four months.
5

6. The race is not
always to the swift
but to those who
keep on running.
6

7. Standard 6: Closure
Research 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: Closure
Standard: 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 & Closure
Anticipated closure
 Post-graduation
Unanticipated 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 & Support
Research 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 & Support
Standard: 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 & Support
Benchmarks (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 Matches
Individual Check Ins Mentor “support”
 Mentors, mentees, groups
caregivers Program newsletter or
e-newsletter
Mentor mailboxes
Ongoing Training
Group Outings
17

18. Spotting Red Flags
Why Mentoring Relationships End
1. Abandonment and lack of interest
2. Unfulfilled expectations
3. Deficiencies in mentor’s relational
skills
4. 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. Matchmaker
Place name tag on an
easily visible spot.
No speaking
Move around the room,
read each other’s
nametags and find an
appropriate match.
There can be only one
mentee for each mentor.
21

22. Standard 4: Matching
Research 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: Matching
Standard: 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 & Mentees
When 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 Matches
Use Established Criteria
Arrange an Introduction Between Mentors
and Mentees
Ensure Mentors, Mentees and
Parents/Caregivers Understand and Agree
to the Terms and Conditions of Program
Participation
Rematching
26 VI/Page 103-104

27. Matching Strategies
Youth-selected
matches
(“natural”
matching)
Mentoring
Coordinator-
selected
matches
27

28. First Meeting
The 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: Training
Research 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: Training
Standard: 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: Training
Mentor training includes the following topics, at a
minimum:
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 Orientation
Pre-match orientation = more informed
decision from mentors
Opportunity to meet other prospective
mentors
Program 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 Matches
Quality 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 development
Workshop trains mentors to:
1. Focus on what is strong not what is
wrong
2. Pay attention to what mentees would
like for themselves – not just what we
think they need
3. Teach and model skills to help young
people carry their baggage better
4. 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 Mentors
Quality Mentor Training:
Enforces organizational & program
values
Minimizes risk
Teaches knowledge, skills & attitudes
necessary for success
Next workshop – Spring 2012
44

45. Mentees & Families
Mentee orientation is important also;
similar topics as mentors
Family support and participation are
crucial to successful mentoring
relationships
45 VI/102-103

46. Standard 3: Training
No Benchmarks (Mentee Training)
46 EEP3

47. Mentor Training
Become more skilled at developing caring
mentoring relationships;
Learn about the challenges and barriers
their mentees face and how to become
more sensitive to those challenges and
their effect on mentees; and
Gain confidence in their ability to make a
difference in the lives of their mentees,
which will motivate and sustain their
enthusiasm for the program.
47

48. BREAK
48

49. Risk
Risk: Any uncertainty about a future event
that threatens your organization’s ability to
accomplish its mission.
(Definition by the Nonprofit Risk Management Center)
49

50. Frequency & Severity
Same groups as High High
earlier severity & severity &
Brainstorm lists of high low
risks that fit your frequency frequency
frequency/severity
quadrant Low Low
severity & severity &
high low
frequency frequency
50

51. As many as half of volunteer
mentoring relationships terminate
within 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 staff
Project the organization’s assets
Protect the assets of volunteers and
directors
Protects ability to fulfill mission
52

53. Managing Risk
Liability
Mentoring-Specific Risks
53

54. Key Steps of Risk Management
Acknowledge and Identify Risk
Evaluate and Prioritize Risks
Select and Implement Risk Management
Techniques
Monitor and Update the Risk Management
Plan
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: Screening
Standard: 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: Screening
Benchmarks:
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: Screening
Benchmarks:
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 Screening
To screen for people who have the
sensitivity, commitment and sense of
responsibility to be great mentors;
To screen out people who have the
potential to harm youth or the program in
any way; and
To ensure that youth participants are
eligible for and can benefit from your
program.
59 VI/Page 96-100

60. Suggested Screening Components
Written application
Fingerprint criminal background
checks and related checks
Character reference checks
Face-to-face interview
Participation in pre-match training
60 VI/Page 96

61. Screening Cont’d…
Areas of Concern
Screening Out Mentors
How to Say No
Interviewing Mentees
Hold orientations and training
61 VI/Page 99-100

62. Standard 1: Recruitment
Research 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: Recruitment
Recruit appropriate mentors and mentees by
realistically describing the program’s aims and
expected 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 seriously
consider mentoring;
99 percent of all mentors already in a
formal mentoring relationship would
recommend mentoring to others;
The majority of people became
mentors because they were asked;
75 percent joined through an affiliated
organization;
64 VI/Page 92

65. Recruitment Steps
Define Eligibility Use Research
 Mentor Position Emphasize Benefits
Description
Market the Program
Select Sources of
Conduct Information
Mentors
Sessions
Select Mentors Who
Recruit Mentees
Support Mission
65 VI/Page 92-95

66. Recruitment Plan
Budget
Goals
Identify Representatives
Materials
Core Message
Sources (target audience)
Strategies
66

67. Major Goals of Public Relations
Build awareness of your program
Provide information to the target audience
Issue a call to action
Fundraising and mentor recruitment are
types of public relations with specific target
audiences
67

68. Core Messages
What 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 their
unique needs and challenges?
What makes your program unique?
Does your program work? How do you
know?
68

69. Recruitment Strategies
Think about a time you were recruited to
volunteer. 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 Today's Youth
– Jean E. Rhodes - 2004
70

71. Thank you!
Workshop evaluation will arrive via email.
71