Training Quality Mentors - handouts
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The document provides an agenda and materials for a workshop on training quality mentors. The agenda includes sessions on quality mentor training elements, minimizing risk, awareness and skills, and training design for adult learners. The materials define key concepts for mentor training such as organizational values, risk minimization, and developing mentor awareness, skills, and knowledge. Guidance is given on training structure with a beginning, middle, and end, as well as strategies like lectures, activities, and storytelling. Considerations for room set-up are also outlined.
Training Quality Mentors - handouts
- 1. Training Quality Mentors Agenda Welcome & Introductions Quality Mentor Training Research/Elements of Effective Practice Quality Mentors Enforce organizational & program values BREAK Quality Mentor Training Minimize Risk Awareness, Skills & Knowledge LUNCH Training Design Adult Learners Structure Strategies Practice & Present Wrap Up
- 2. Training Quality Mentors Training Quality Mentors Workshop Goals: Provide guidance on key concepts to include in mentor training Raise awareness of national standards for mentor training Equip participants with strategies for training adult volunteers Gather and share new ideas for delivering key concepts Gain confidence in ability to facilitate mentor training Have some fun _______________________________________________________ _______________________________________________________ How does your program prepare mentors to be matched with a young person? (Check all that apply) Mentor job description In-person training with other mentors Mentor application Online mentor training Mentor interview 1:1 training with program staff Information/recruitment session Video/DVD training program Mentor Handbook or Manual Other Quality Mentor Training Quality mentors Support organizational & program ____________ Keep young people _________; both _p______________ & _e______________ Understand youth _d___________________ Model healthy _l______ _s___________ Are __________-centered -2-
- 3. Training Quality Mentors Quality mentor training should be designed to: Enforce organizational & program _______________ Minimize ___________ Raise _a________________; teach _s__________ & _k______________ necessary for successful mentoring relationships Enforce organizational & program values What are the organizational & program values that are most important for your mentors to understand? Ongoing training & match support should continue to reinforce values. -3-
- 4. Training Quality Mentors Minimize Risk True or False? 1. Never apologize to volunteers for mandatory training. 2. Program managers can reject a volunteer even after they have completed mentor training. 3. Reading program policies and requiring mentors to sign a contract are two of the most effective methods for minimizing risk in mentoring programs. 4. It is ideal to match mentors with mentees the same day as their mentor training. 5. Most mentoring matches that end prematurely are terminated due to physical or sexual abuse. Ongoing training & match support will not only reinforce values but will also offer you additional opportunities to minimize risk. -4-
- 5. Training Quality Mentors Awareness, Skills & Knowledge A quality mentor training experience will: Raise ____________________ Demonstrate & practice _____________ Pass along ___________________ Key Concepts A. Definition of a quality mentor N. Common problems/issues B. Roles & responsibilities of mentors O. Sources of assistance & support C. How to teach life skills P. Understanding youth development D. Relationship development Q. Termination of the relationship E. Stages of mentoring relationships R. Boundaries F. Importance of consistency S. Ideas for activities to do with G. Emphasis on long-term commitment mentees H. Developmental vs. prescriptive T. Tutoring skills approach to mentoring U. Preparing for closure I. Communication & listening skills V. Goal setting J. Special population information W. Working with families K. Ethical issues X. Mentee’s role L. Cultural competency Y. Program rules M.Mentor’s expectations for the Z. Legally mandated reporting relationship -5-
- 6. Training Quality Mentors Training Design Principles of Adult Learners 1. Adults determine for themselves what is important to learn and therefore are looking for relevant, useful information. 2. Adults bring a broad base of experience and a need to validate information based on their past beliefs and experiences. 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. 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.” 5. Adults generally have a preferred style of learning: a. Auditory (they like the lecture) b. Visual (they like the transparencies and handouts) c. Kinesthetic (they like the exercises and self-learning activities) 6. A good trainer includes all styles so as to reach a diverse audience. 7. Adults have significant ability to serve as knowledgeable resources to the facilitator and to other participants. 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. 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. 10. Adults function best in a collaborative environment and like to share in the planning and presentation of the workshop. Excerpted from Training Staff to Succeed with Volunteers—The 55 Minute In-service Series, 1996 Betty B. Stallings, Building Better Skill -6-
- 7. Training Quality Mentors Training Design: Structure Just like mentoring relationships, mentor training has a beginning, middle and end. Beginning: Build trust - introductions & icebreakers Establish the purpose of the training Provides overview of what will be learned Introduce or review organizational and program values Middle: Key concepts Minimize risk Awareness, skills & knowledge End: Review Summary/Conclusion o Inspire, call to action Evaluation -7-
- 8. Training Quality Mentors Just like mentoring relationships, mentor training has a beginning, middle and end. Get off to a good start, set goals, amplify, allow time for closure & strive for a take away! Tantalize Overview Amplify Summary Take away -8-
- 9. Training Quality Mentors Training Design: Strategies Key concepts can be presented using a variety of training strategies: Lecture Panel discussions Role play Brainstorming Slides/visuals Stories Worksheets/exercises Breaks Group activities Strategic Storytelling Stories should _________________ the point you are trying to deliver. Stay fresh. Try not to tell the ___________ story every time. Keep it sh________________. Practice, practice, _________________. Be ______________ with sad or sensational stories. If you draw a blank and can’t think of a story, or don’t have much experience to draw from, what can you do? ‘Thou shalt not’ is soon forgotten, but ‘Once upon a time’ lasts forever.” —Philip Pullman (1996 Carnegie Medal acceptance speech) Research shows that only 10% of information shared orally will be retained after three days. When participants are shown visuals in addition to an oral presentation, they will retain nearly 65% of the information. -9-
- 10. Training Quality Mentors Training Design: Room Set-Up Considerations: size food & beverages seating arrangement/comfort AV & equipment lighting Restrooms acoustics traffic flow temperature name tags or identification Training Delivery Tips: Participant interaction Flexibility Transitions & pacing Natural humor “Been there” feeling Effective use of equipment & visuals Organized training space Practice A good teacher is better than a spectacular teacher. Otherwise the teacher outshines the teachings. The Tao of Teaching Tell me and I forget. Show me and I remember. Involve me and I understand. "Chinese proverb" - 10 -