Elements of Effective Practice - Design, Management & Evaluation
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The document provides guidance on building a successful mentoring program using the Elements of Effective Practice. It discusses defining the program's mission, goals and parameters; establishing an effective management team; implementing policies and procedures; and evaluating the program's process and outcomes to ensure quality and effectiveness. Key aspects include program design and planning, management, operations, and evaluation.
Elements of Effective Practice - Design, Management & Evaluation
- 1. How to Build A Successful Mentoring Program using the Elements of Effective Practice™ 1
- 2. Mentoring Partnership of Minnesota MPM IS THE DRIVING FORCE IN THE MENTORING MOVEMENT IN MINNESOTA. WE BRING TOGETHER DIVERSE INDIVIDUALS AND ORGANIZATIONS AROUND TWO STRATEGIC GOALS: MPM will Increase Quality Mentoring in Minnesota MPM is the Leading Champion of Quality Mentoring Across Minnesota 2
- 3. Workshop Goals 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 3
- 4. Elements of Effective Practice Youth mentoring programs are more successful when they follow proven, effective mentoring practices and strategies Revised in 2009, the Elements are guidelines for running safe and effective mentoring programs, 3rd edition includes evidence-based operational standards. 4 EEP3
- 5. ―How to Build a Successful Mentoring Program Using the Elements of Effective Practice” The companion Tool Kit for the Elements (with CD) Program Design and Planning Program Management Program Operations Program Evaluation 5 Section II/Pages 7-10
- 6. Mentoring - Defined Mentoring is a structured and trusting relationship that brings young people together with caring individuals who offer guidance, support and encouragement aimed at developing the competence and character of the mentee. 6 II/Page 9
- 7. Types of Mentoring Traditional Group Team Peer E-mentoring II/Page 9 7 IV-Tab A/Pages 30-39
- 8. Locations of Mentoring Community setting School Faith-based organization Workplace Virtual community 8 II/Page 9
- 9. OPENING CEREMONIES What events do you compete in? Who are your athletes? What will you take home a gold medal for? What do you need more training and coaching in? 9
- 10. Successful Mentoring Mentoring is not one-size- fits-all Most significant predictor of positive mentoring results is whether mentors and mentees share a close, trusting relationship 10 III/Page 11
- 11. Program Design and Planning 11
- 12. Program Design and Planning Define the Who, What, Where and When Plan How the Program Will Be Managed Select Management Team Establish Policies and Procedures Ongoing Staff Training Develop a Financial Plan Implement the Program Plan How to Evaluate the Program IV/Pages 15; 21-23 12 Checklist: 25-26
- 13. Getting Started Is there a need? Are people ready and willing to invest in your program? Do you have the capacity, commitment and capability to run a quality program? IV/Pages 15-16 13
- 14. Mission Defined A mission statement defines in one or two brief sentences, the overall purpose of the program. A mission defines what your program is and why it exists. 14
- 15. Let’s Look at a Sample The Catapulting Careers program connects high school students in Atlanta with caring adults from local industries to explore career opportunities and ease the transition from high school to college or employment. 15
- 16. How’s This? The Mentoring Partnership of Minnesota leads the state in building and sustaining quality mentoring for every child. 16
- 17. Know Your Mission Build a strong foundation • Focus resources • Stakeholder alignment • Consistent 17
- 18. Goals & Objectives Goals Objectives Broad statements that Specific targets or follow from your approaches to achieve mission. goals. Provide young people Recruit, train & match with the opportunity to 25 new mentors by explore careers through October one-to-one relationships with adults 18
- 19. Program Parameters & Guidelines 1. Youth population 7. When takes place 2. Mentors 8. Frequency/duration 3. Type of program 9. Setting 4. Stand-alone/existing 10. Stakeholders 5. Nature of sessions 11. Evaluation 6. Outcomes 12. Case management 19 IV/Pages 15-21
- 20. Management Team Who will staff and manage your program? Will all staff be paid? What skills/abilities are needed? How will you train/orient new staff? Professional development Human resource policies Form an advisory group 20 IV/Pages 21-23
- 21. Program Management Establish Policies and Procedures Implement Ongoing Staff Training and Professional Development Develop a Financial Plan Implement the Program Plan How to Evaluate the Program Logic Model 21 IV/Page 22
- 22. Program Management Advisory Group System for Managing Program Information Resource Development Plan System to Monitor the Program Professional Staff Development Plan Advocate for Mentoring Public Relations/Communications Effort 22 V/Pages 53-62
- 23. Advisory Group Functions Clarify the organization’s mission or vision; Resolve key strategic or policy issues; Develop the financial resources Provide expertise or access to policymakers; Build the reputation of the organization with key stakeholders; Oversee financial performance; Ensure adequate risk management; Assess the organization’s performance with regard to its priorities; and Improve board performance. 23 V/Pages 53-55
- 24. Advisory Group Roles 1. Setting policy and approving practices 2. Assuming legal responsibility for all the affairs of your organization 3. Serving as the fiduciary body for your organization 4. Providing connections to potential funders 5. Providing legal, financial and other expertise as needed V/Page 54 24
- 25. Mentoring Program Manual Population served Recruitment & matching process Frequency & duration Type of mentoring activities Non-mentoring roles for volunteers Risk management & liability Resource Development plan Financial management plan V/Page 54 25
- 26. Managing Program Information Manage finances Maintain personnel practices and records Track program information and activity Document matches Manage risk Document program evaluation efforts 26 V/Pages 55-57
- 27. QMAP Overview QMAP = Quality Mentoring Assessment Path QMAP is a mentoring program self- assessment tool designed to help youth mentoring programs improve current processes by evaluating program quality. 27
- 28. QMAP Overview Program quality is based on: Elements of Effective Practice for Mentoring™ Current research on evidence-based practice in the field of mentoring Insight from mentoring program practitioners around our state 28
- 29. QMAP is a valuable process Rate the value of the QMAP for your program. Extremely valuable 67% Pretty valuable 33% Not very valuable 0% Not at all valuable 0% 29
- 30. LUNCH Get your Market $$ Enjoy your choice of vendors at the Midtown Global Market – next door to hotel! 30
- 31. 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? 31
- 32. Evaluation Criteria & Methods Why should programs conduct evaluations? To help improve the program Accountability 32 VII/Page 163
- 33. Key Steps in Evaluation Process Set the stage Decide what to measure Decide how to measure Collect the data Analyze the data Use the results 33
- 34. Two Major Types of Evaluation Process evaluations focus on whether a program is being implemented as intended, how it is being experienced, and whether changes are needed to address any problems. Outcome evaluations focus on what, if any, effects the program is having. 34 VII/Page 165
- 35. Process Outcome Measures the efforts put Measures the into the program effectiveness of the Provides information program about the inputs, intensity Provides evidence and duration of the regarding the impact of program the program on Assesses program design participants over time and implementation and/or compared to Answers whether the another group program is being Can examine both implemented as planned immediate and long-term Measures dosage outcomes 35 VII/Pages 165-168
- 36. Types of Outcome Evaluations Single-group designs are the simplest and most common (post-test questionnaires, pre/post-tests) Quasi-experimental designs help evaluators identify whether a program actually causes a change in program participants, using controls to eliminate possible biases VII/Pages 166-168 36
- 37. Logic Models & Evaluation 37 VII-Tab D/Page 177
- 38. Improving Evaluation Design Use the research Increase design complexity Add outcome targets—numerical for achieving outcomes Incorporate both process and outcome evaluation 38
- 39. System to Monitor the Program Review Policies, Procedures and Operations on a Regular Basis Collect Program Information from Mentors, Mentees and Other Participants Continually Assess Customer Service 39 V/Pages 58-59
- 40. Staff Development Plan Screening & Orientation Ongoing Staff Training Build on Staff Members’ Skills and Knowledge 40 V/Page 59
- 41. Resource Development Develop program model with clear goals & mission statement Create a program budget Determine amount of funding needed to start and sustain your program Make a diversified fundraising plan V/Pages 57-58 Timeline: IV/Page 45 41
- 42. Three Circles of Fundraising Knowledge – research giving trends, donor priorities Commitment – everyone involved in the fundraising process needs to believe in and be committed to the mission Relationships – need to build a relationship with potential donors 42
- 43. Establish a Public Relations & Communications Effort Identify Target Markets Develop a Marketing Plan Gather Feedback from All Constituents Recognize Program Participants and Sponsors National Mentoring Month 43 V/Pages 61-63
- 44. 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 44 V/Page 61, V-A/Page 117
- 45. Why Advocacy Is Important? To create greater awareness of the cause (mentoring, a specific program, etc.) To increase funding To improve the system To affect larger numbers of people than is possible through direct service alone 45
- 46. Build Relationships with Legislators Send letters to your legislators, and thank them if they help out; Attend town hall meetings and other events where your legislators will be present and introduce yourself; Meet with staff in legislators’ district Rally For offices; Youth Day at Send updates on your program to the Capitol legislators; Tuesday, Invite legislators to events that showcase Feb. 21 your program and how it affects the community. 46 V/Page 60
- 47. 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? 47
- 48. WRAP UP What will you remember, absolutely, positively? 48
- 49. See you tomorrow! Section 6 – How to Structure Effective Program Operations 49