Training Quality Mentors

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

Overview

• Agenda

• Handouts

• Workshop Goals (p. 2)

• Housekeeping

• Questions?

Introductions

1. Name/Organization

2. 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: 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.

EEP3 7

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.

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

Quality Mentor Training:

• Enforces organizational & program values

• Minimizes risk

• Raises awareness; teaches skills & knowledge necessary for successful mentoring relationship

This I Believe

• Tell a story

• Be brief

• Name your belief

• Be positive

• Be personal

Values

• Basic Mentor Training

• Maximize Your Impact: How to Build Positive Mentoring Relationships with Youth

BREAK

Quality Mentor Training:

• Enforces organizational & program values

• Minimizes risk

• Raises awareness; teaches skills & knowledge necessary for successful mentoring relationship

Minimize Risk

Mentor training is often the last chance for

you to say no to a volunteer.

It is also often the last chance for your

volunteer to say no to being matched.

Quality Mentor Training:

– Enforces organizational & program values

– Minimizes risk

– Raises awareness; teaches skills & knowledge necessary for successful mentoring relationships

Awareness, Skills & Knowledge

A quality mentor training experience will:

• Challenge and shape attitudes – raise awareness

• Demonstrate & practice skills

• Pass along knowledge

MENTOR – EEP Third Edition 1. Program rules

2. Mentors’ goals and expectations for the mentor/mentee relationship

3. Mentors’ obligations and appropriate roles

4. Relationship development and maintenance

5. Ethical issues that may arise related to the mentoring relationship

6. Effective closure of the mentoring relationship

7. Sources of assistance available to support mentors

National Mentoring Center’s Core

Competencies for Mentors

1. Understanding of program’s goals

2. Honoring commitments

3. The mentor’s role

4. Knowledge of program policies

5. The match life cycle

6. Mandatory reporting

7. Understanding program staff roles

Other topics from Nat’l Research

1. Strategies for dealing with conflict and disappointment

2. Effective/appropriate ways of giving constructive feedback

3. Relationship development skills to promote bonding

4. Appropriate termination

5. Cultural competence

What do volunteers

already know?

Is this need-to-know

or nice-to-know

information?

Learner-centered?

When designing mentor training, consider the following:

Training Design

• Principles of Adult Learners

• Structure

• Strategies

• Room Set-Up

• Delivery Tips

LUNCH

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

• seating arrangement/comfort

• lighting

• acoustics

• temperature

• food & beverages

• AV & equipment

• Restrooms

• traffic flow

• name tags or 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.

Storytelling reveals meaning without

committing the error of defining it.”

Hannah Arendt quotes (

Tantilize

Overview

Amplify

Summary

Transfer/take away

TOAST Model

Strategies for Delivering Training

• Lecture

• Role play

• Slides/visuals

• Worksheets/ exercises

• Group activities

• Panel discussions

• Brainstorming

• Stories

• Breaks

Practice

• Pick a key concept

• Select a strategy

• Be creative!

Training Delivery Tips

• Participant interaction

• Flexibility

• Transitions & pacing

• Natural humor

• “Been there” feeling

• Effective use of equipment & visuals

• Organized training space

• Practice

Thank you!