WORKSHOP ON EFFECTIVE MENTORING PROGRAMS

On April 19, 2000, Becky James, president/CEO, Big Brothers Big Sisters of Greater St. Louis and the Mentoring Institute and Janet Puls, executive director, Mentor St. Louis presented a workshop on creating effective programs that match volunteer mentors with those who can benefit from the help of a mentor. Although their programs are for young people, they emphasized that the information applies to programs for adults as well.

Big Brothers Big Sisters provides direct service to clients, whereas the Mentoring Institute, its subsidiary, provides support to other mentoring programs, services to members, research and development, and support for collaborative activities. Mentor St. Louis is a mentoring program for students in the St. Louis public schools.

Becky James noted a statistic that highlights the need for mentoring programs: Before World War II children spent four and a half hours a day in conversation with adults. Today they spend 14 minutes, and 12 of those minutes are in front of the television.

James described the components of an effective mentoring program:

• Mission, vision and values. The mission specifies why a program exists. The vision is the picture of what the organization hopes to create. Values guide the organization's decision making.
• Policies and procedures. Policies should be established before the program is begun so that the organization does not have to create them as problems arise.
• Recruitment plan for mentors and participants. Recruitment of mentors is the most difficult part of maintaining a mentoring program. Recruitment plans should include written role descriptions, which facilitate the recruitment of people whose skills match participants' needs. Plans should also include orientation for prospective mentors that explains the program's goals, objectives, and policies; the time commitment involved; and a realistic idea of what they can expect to accomplish.
• Client eligibility and assessment. The organization must assess prospective participants to be sure they fit with the organization's purpose and the population it wishes to serve. The assessment process may include an application, interview, and home visit.
• Volunteer eligibility and assessment. Organizations must screen potential mentors to find those best equipped to meet clients' needs. Many resources are available to help organizations ask appropriate questions and interpret answers. Selection techniques include personal interviews, job history reviews, criminal background checks, child abuse checks, and home visits. At a minimum, organizations should do personal interviews, reference checks, and criminal background checks.
• Matching criteria. Organizations should create a set of standards for matching mentors and clients. These must include clients' needs and volunteers' strengths and the value systems of each. The amount of time a volunteer must travel is another consideration; usually an hour drive is too long for a volunteer to sustain over time.
• Orientation and training for mentors and participants. Complete information about the program should include such expectations as being on time and respecting confidentiality. Training should be on-going.
• Supervision and support. Processes for supervising the mentor relationship can include regular meetings and written records. Both mentors and clients need support in handling the ups and downs in relationships. Support can include processes for communicating grievances, conveying praise, and giving help with problem solving.
• Documentation and record keeping. Documentation provides a record of the organization's activities, support if its actions are challenged by an individual or in court, and legal documentation that a service has been rendered. Tools include phone logs and forms for documenting contacts and conversations.
• Recognition and retention strategy. Personal communication is the most effective way to ensure that volunteers remain committed. Other ways to provide recognition include volunteer support groups; communications about program activities through newsletters, e-mails, phone calls, and flyers; and appreciation events.
• Managing risks. Risk management plans will vary according to organizations' activities, but the Nonprofit Risk Management Center advises several risk management techniques for all. These include collaborating with care, understanding the organization's clientele, selecting personnel carefully, establishing behavior expectations, supervising and training mentors, planning for crises, and evaluating programs. In addition, it is important to address the organization's particular liability issues before starting the mentoring program. An organization should never have a written policy that it cannot implement.
• Closure process. When a mentoring relationship has to end, a closure process will help participants handle what may be a very traumatic experience and continue in the program.
• Evaluation. A program evaluation system is essential to give the program credibility and maximize its positive impact.

Mentor St. Louis

In the Mentor St. Louis program, mentors--who are drawn from corporations, churches, the community, and other sources--meet with children during the academic day, explained Janet Puls. Once a month mentors meet with clients in a structured meeting. During the other three weeks of the month, the mentor is expected to keep in touch with the child through notes, phone calls, or other contacts. Because the program has grown from four elementary schools five years ago to almost eight today, recruitment and retention of mentors are major concerns.

Following are some of the lessons and techniques the program uses:

• Dual mentors who share responsibility for a child can often help sustain the mentor relationship, particularly if mentors have very busy jobs or travel frequently.
• Because of the cost of criminal record checks, the program does only child abuse and neglect checks, which are free. Forms are available from the Division of Family Services.
• Mentors receive a two-hour orientation and a handbook that covers policies and procedures, child development stages, neighborhood information, diversity issues, and suggested readings.
• If a mentor complains about a situation in a school, the program reports back to the mentor about what has been done to address the problem.
• A Mentor St. Louis program specialist assists in matching mentors and participants, and coordinates mentoring days; correspondence with mentors, schools, and homes; enrichment activities that bring parents and mentors together; and field trips.
• The program celebrates accomplishments and brings parents, school staff, and mentors together in events such as picnics and family fun nights.

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