Educational Alliance

Boys and Girls Club:

Group Mentor Model
Mentorship

There is a dark room and inside are people holding candlesticks without flame.
Then walks in a person with a candle that is lit. This person decides to share their
light with another and now the room has a faint amount of light, however, it is still
not bright enough. If the two share it with more and those they share it with do the
same with the rest, eventually the entire room will become illuminated. That is
what mentoring is about. Giving light to those that are in need of it. Passing the
flame.
What is Mentorship?
Mentoring is a trusting relationship that brings a young person (a mentee) together with a
caring adult (a mentor) who offers guidance, support and encouragement aimed at developing
the competence and character of the mentee. Within a mentoring relationship, mentors and
students typically spend time getting to know each other, having fun together, building trust,
and working toward self-identified goals.

In addition, it is important to remember that although mentoring and tutoring typically occur
together, there are some very important differences:

Focuses primarily on developing a

relationship with a young person

Measures success by improvements in

non-academic areas such as relationships
and emotional well-being as well as
improvements in grades

Usually works with the student to structure

how they want to spend time together

Includes fun as a key ingredient in time

spent together

A Mentor Is:

Friend
Guide
Listener
Confidant
Resource Broker

A mentor is not
A social Worker/Case Manager
A Counselor/Therapist/Psychologist/Psychiatrist
A Parent or Guardian
ATM
Babysitter
Characteristics of Effective Mentors

Consistency
Spend time getting to know mentee
Knows how to incorporate fun
Role Model
Empathetic
Honest
Trustworthy
Altruistic
Active listeners
Time Management
Approachable
Responsive
Reliable
Relational characteristics: being accessible & ability to identify and support the development of
potential strengths and skills in their mentees
Uses positive reinforcement to celebrate and encourages mentees
Resources for Mentors
Elements in the Learner-Centered Mentoring Paradigm
Mentoring Element Changing Paradigm
Mentee role From: Passive receiver
To: Active partner
Mentor role From: Authority
To: Facilitator
Learning process From: Mentor directed and
responsible for mentees
learning
To: Self-directed and mentee
responsible for own learning
Length of relationship From: Calendar focus
To: Goal determine
Mentoring relationship From: One life = one mentor;
One mentor = one mentee
To: Multiple mentors over a
lifetime and multiple models
for mentoring: individual,
group, peer models
Setting From: Face-to-face
To: Multiple and varied
venues and opportunities
Focus From: Product oriented:
knowledge transfer and
acquisition
To: Process oriented; critical
reflection and application
Adult Learning Principle
Adults learn best when they
are involved in diagnosing,
planning, implementing, and
evaluation their own learning
The role of the facilitator is to
create and maintain a
supportive climate that
promoted the conditions
necessary for learning to take
place
Adult learners have a need to
be self-directing
Readiness for learning
increases when there is a
specific need to know.
Lifes reservoir of experience
is a primary learning resource;
the life experiences of others
add enrichment to the learning
process
Adult learning have an
inherent need for immediacy
of application
Adults respond best to
learning when they are
internally motivated to learn.
Points of Connection
What to Do
Invest time and effort in setting the climate for
learning
Be sensitive to the day-to-day needs of your
mentee
Identify and use multiple venues for
communication
Set a regular contact schedule, but be flexible
Check on the effectiveness of communication
Make sure that connection results in
meaningful learning
Share information and resourcesbut never as
a substitute for personal interaction
How to Do It
Determine mentee learning style and learning
needs
Spend time connecting with your mentee. Ask
enough questions to give you sufficient insight
into your mentees work context.
Explore all available options: e-mail,
videoconference, new Web-based technologies,
telephone, mail, and emerging technology
and use more than one. Look for opportunities
to connect face-to-face, even at a long distance
Agree on a mutually convenient contact
schedule, and make sure it works for you and
your mentee. If you need to renegotiate a
scheduled appointment, use that situation as an
opportunity for connection and interaction.
Ask questions: Are we connecting? Is the
means we are using working for us? Is it
convenient?
Is learning going on? Is the mentee making
progress?
Set the stage to share information. Then share
the information and follow up once the
information is shared
Nurturing Growth in the Enabling Phase

Conditions That Facilitate Enabling Process and Mentors Key Tasks

Growth and Development functions
Support Managing the Process Creating a learning
Listening environment
Providing structure Building and maintain
Expressing positive the relationship
expectations
Serving as an advocate
Sharing ourselves
Making it special
Challenge Maintaining Momentum Monitoring the process
Setting tasks Evaluating progress
Engaging in discussion
Setting up dichotomies
Constructing hypotheses
Setting high standards
Vision Encouraging Movement Fostering reflection
Modeling Assessing learning
Keeping tradition outcomes
Offering a map
Suggesting new language
Providing a mirror

The Feedback Circle

Asking for Feedback

Giving Feedback

Receiving Feedback

Accepting Feedback

Acting on Feedback
Selected Learning Style Descriptors

Accommodating Diverging
Energizing people Motivating the heart
Visioning Being imaginative
Motivating Understanding people
Taking risks Recognizing problems
Initiating Brainstorming
Getting things done Being open-minded
Being adaptable Valuing harmony
Converging Assimilating
Exercising personal forcefulness Using principles and procedures
Solving problems Planning
Making decisions Creating models
Reasoning deductively Defining problems
Valuing efficiency and timeliness Developing theories
Being practical Being logical
Setting goals and timelines Deciding with data
Group Mentor Toolkit
The ROS Tool

Preparing Mentor Mentee Mentoring Partners

Readiness: Receptivity to learning
Opportunity: Settings and venues to
foster cognitive, affective, and
relational learning
Support: Appropriate, relevant, and
adequate assistance to facilitate
effective learning
NEGOTIATING
Readiness: Receptivity to learning
Opportunity: Settings and venues to
foster cognitive, affective, and
relational learning
Support: Appropriate, relevant, and
adequate assistance to facilitate
effective learning
ENABLING
Readiness: Receptivity to learning
Opportunity: Settings and venues to
foster cognitive, affective, and
relational learning
Support: Appropriate, relevant, and
adequate assistance to facilitate
effective learning
COMING TO CLOSURE
Readiness: Receptivity to learning
Opportunity: Settings and venues to
foster cognitive, affective, and
relational learning
Support: Appropriate, relevant, and
adequate assistance to facilitate
effective learning
Beginning with the End in Mind: Visioning Checklist

Visioning Criteria Yes No

Will my vision require me to stretch to achieve it?
Will I need to expand my skills and competencies?
Does my vision excite me?
Does my vision support my values and beliefs?
Is my vision aligned with my development goals?
Can I picture my vision fulfilled in very concrete terms?
If I were to describe my vision to someone else would they be
able to see it?
Will achieving the vision make me feel proud?
Is my vision clear and to the point?
Does my vision express hope and optimism?
Does my vision include empowering words?

Mentee Skill Inventory

Number Skill High Medium Low Developing My Skills

1. Giving and
receiving feedback
2. Self-directed
learning
3. Building
relationships
4. Communication
5. Goal setting
6. Effective listening
7. Follow-through
8. Reflection
9. Initiative
10. Valuing differences
SMART Mentoring Goals Worksheet

Things to Think About

Specific
What is it I am trying to accomplish?
Measurable
In what ways can my success be measured?
Action-oriented
What results will I be able to see when my goals are accomplished?
What concrete things will I be able to do as a direct result of accomplishing these learning goals?
Realistic
Are my goals achievable?
Are there additional resources that need to be available in order to achieve my goals?
Timely
What is the time frame for accomplishing my learning goals?

Do Be
SMART Goals: Success Criteria, Measurements, and Milestones

Goal
Criteria for Success Measurement Milestone

Goal
Criteria for Success Measurement Milestone

Goal
Criteria for Success Measurement Milestone
Confidentiality Checklist

Which of the following assumptions about confidentiality do Yes No Not

you hold? Sure
1. What we discuss stays between us for as long as we are
engaged in our mentoring relationship.
2. We can freely disclose what we talk about in our
conversations with other people
3. After our mentoring relationship has ended, it is OK to talk
about what we discussed or how we related.
4. If there is a demonstrated need to know, we can appropriately
disclose our conversation, impressions, etc
5. What we say between us stays there unless you give me
specific permission to talk about it with others.
6. Some issues will be kept confidential while others will not.
7. It is OK to discuss how we relate to one another but not the
content of our discussions
8. It is OK to talk about what we talk about as long as it is
positive.
Are there other assumptions I hold that should be added to this list?
Mentoring Partnership Accountability Checklist

Rate Your Meetings against the Criteria Never Sometime Most of Always
Below: s the Time

We meet regularly.
We do a good job communicating schedule
changes that may affect mentoring meetings.
We notify one another if we cannot follow up or
honor our commitments to each other.
We eliminate outside influences and distractions
when we meet.
We check out our assumptions.
Our communication is clear and
misunderstandings are infrequent.
We check in with each other to make sure that
we stay on track with the learning goals.
We provide feedback regularly and make sure it
is two-way.
Our meetings are relevant, focused, and
meaningful.
We acknowledge and address conflict when it
occurs.
We are conscientious about safeguarding
confidentiality.
TOTALS

SAMPLE MENTOR FEEDBACK FORM

Date: _________________________________________________________________

Mentees Name: ________________________________________________________

Mentors Name: ________________________________________________________

Date of First Contact: ____________________________________________________

Hows your relationship going? Check one:

Great Good Fair Poor Nonexistent

How often have you been meeting?

How often do you talk by phone?

What have you and your mentee done together?

Is there anything special you and your mentee are working on?

Is there more we can do to support you, such as providing additional training,

information or help facilitating contacts?

Any other thoughts or comments?

MENTOR AGREEMENT
As a Group Mentor in the Mentoring Program at the Boys & Girls Club, I,
_______________________________________________, agree to:
(Print Mentor Name)

(Please initial the following)

_____ Attend a training session before beginning in the program

_____ Be on time for scheduled meetings

_____ Notify the Club if I must cancel a meeting with my mentee or with program
staff

_____ Engage in the relationship with an open mind

_____ Accept assistance from the Club and its mentoring staff

_____ Keep discussions with my mentee confidential

_____ Ask staff when I need assistance or have questions

_____ Notify the Club of any changes in my employment, address, and telephone
number

_____ Notify the Club first of any desire to terminate the relationship with my
mentee

_____________________________________ ____________________
(Mentor Signature) (Date)

_____________________________________ _____________________
(Mentoring Staff Signature Witness) (Date)

PARENT/GUARDIAN CONSENT FORM

I, the parent or legal guardian for _______________________ hereby give my
permission for my child to participate in the Mentoring Program at the Boys & Girls Club.

I fully understand that the program involves mentors, who shall be selected from the
community and will be screened (including a criminal background check) and trained
before beginning in the program. A mentor will be expected to spend a minimum of one
hour per week with my child on-site at the Boys & Girls Club. The mentor is not allowed
to take or meet my child beyond the Club facility.

I understand that my child will participate in an orientation session at the Club in which
the program will be explained. The program is planned to last one year and continuation
may then be discussed.

I understand that during the course of the mentoring program there may be special
group events (incorporating all mentors and youth) and family events planned. I
understand that the staff of the Club will provide ongoing monitoring of the mentoring
activities.

I give the Boys & Girls Club Mentoring Program Coordinator permission to obtain my
child's academic and attendance records from my child's school.

I permit the Mentoring Program staff and the Boys & Girls Club to utilize photographs of
my child taken during his/her involvement in the mentoring program and waive all rights
of compensation.

_____________________________________
(Signature of Parent/Guardian)

_____________________________________
(Printed name of Parent/Guardian)

Date__________________

Please sign the permission form and return to the Boys & Girls Club Mentoring Program
Coordinator by_______________.
(date)

Thank you!

SAMPLE PROGRAM COORDINATOR, MENTOR AND MENTEE

 PROGRAM EVALUATIONS

Program Coordinators

1. Did the mentoring program run as you planned? Why or why not?

2. What are the strengths of your program?

3. What areas of your program need improvement?

4. How could your school/business/community partner further assist you in

coordinating the program?

5. Did you feel overwhelmed or burdened coordinating the program?

If yes, please explain why.
Mentors

We want your opinion of the mentoring program so that we can evaluate and strengthen it. Please
complete the questions below and return the survey to the program coordinator.

1. How would you rate the mentoring program?

Excellent Very Good Good Poor

2. How would you describe the quality of your experience as a program participant?
Excellent Very Good Good Poor

3. Would you volunteer as a mentor again?

Yes Possibly Not Sure No

4. Did the training session prepare you well for your mentoring experience?
Yes Mostly Not Sure No

5. Would you have liked additional training for mentors?

Yes No

6. How clearly defined were your mentor responsibilities?

Very Clear Somewhat Clear Unclear Very Unclear

7. Program coordinators were accessible, easy to talk to and available for advice.
Always Usually Somewhat No

8. How would you describe your relationship with your mentee?

Very Good Good Fair Poor

9. Do you think the time you spent together was helpful for your mentee?
Yes Usually Sometimes No

10. Did you gain personally from this relationship?

Yes Sometimes Rarely No

11. I would have preferred to meet less often with my mentee.

Yes No

12. I would have preferred to meet more often with my mentee.

Yes No

13. What was most satisfying about the mentoring program?

14. What was least satisfying about the mentoring program?

15. What would you suggest to improve the mentoring program?

Mentees

We want your opinion of the mentoring program so we can evaluate and strengthen it Please complete
the questions below and return the survey to the program coordinator.

1. How would you rate the mentoring program?

Excellent Good Fair Poor

2. Did you enjoy being part of this program?

Yes Somewhat Not Much No

3. Would you want a mentor next year?

Yes Probably Maybe No

4. Did you like your mentor?

Yes Usually A little bit No

5. Was meeting with a mentor fun?

Yes Usually Sometimes No

6. Would you have liked to meet with your mentor more often?
Yes A bit more Not Much No

7. Did having a mentor help you do better in school?

Yes No

8. Did you learn new things from your mentor?

Yes Occasionally Not often No

9. Did you feel comfortable talking to your mentor about things, either good or bad?
Yes Usually Sometimes No

10. Did you feel comfortable talking to your program coordinator about your experiences,
either good or bad?
Yes Usually Sometimes No

11. What did you like best about the mentoring program?

12. What did you not like about the mentoring program?

13. What do you think we should change or do differently?

 BOYS & GIRLS CLUB MENTOR APPLICATION
(Please type or print)

Date_____________________

Name of Applicant________________________ Date of Birth_________ SS#_____________

Address_____________________________________________________________________

City____________________________ State______________ ZIP______________________

Home phone_____________________________ Home e-mail__________________________

Employer____________________________Occupation_______________________________

Work Address_________________________________________________________________

City___________________________ State_____________ ZIP________________________

Business phone__________________ Fax______________ Business e-mail_______________

Preferred Mentoring Day (Mon - Sat) Choice #1_______________ Choice #2_______________

Best Time of Day to mentor (check all that apply): Morning ____ Afternoon_____ Evening____

Do you prefer to be matched with: (check one): Male____ Female ____ No preference ____
Do you prefer to be matched with: (check one): Younger youth __ Teen ___ No preference ___

On the back of this application or a separate sheet of paper, write a brief statement on why
you wish to be a mentor in the Mentoring Program at the Boys & Girls Club.
On the back of this application or a separate sheet of paper, describe special interests or
hobbies that may be helpful in matching you with a mentee (e.g. cooking, crafts, career
interests, games, sports, computers, art, needlepoint, languages, music, painting, etc.).

List the addresses where you have lived for the last 10 years (begin with the most recent after
the current address listed above). Use back of page or separate sheet if more space is needed:

Dates: from______________ to_________________

Address_____________________________________________________________________

City__________________________ State_________________ ZIP______________________

Dates: from______________ to_________________

Address_____________________________________________________________________

City__________________________ State_________________ ZIP______________________

Interest/Hobbies/Career Goals:

1.

2.

3.

Mentor Release Statement

I, the undersigned, hereby state that if accepted as a mentor, I agree to abide by the rules and regulations of
the Mentoring Program at the Boys & Girls Club (hereafter known as the "Club"). I understand that the program
involves spending a minimum of one hour per week at the Club. I am not allowed to take the youth off the Club
grounds. Further, I understand that I will attend a training session, keep in regular contact with my mentee and
communicate with staff regularly during this period. I am willing to commit to one year in the program and then
may be asked to renew for another year.

I have not been convicted of (a) any felony of any kind, or any misdemeanor involving (b) harm or threat of
harm to another person, (c) controlled substances, (d) acts of a sexual nature, or (e) cruelty to animals. I am
not under current indictment. Further, I hereby fully release, discharge and hold harmless the Club, participating
organizations and all of their employees, officers, directors, and coordinators from any and all liability, claims,
causes of action, costs and expenses which may be or may at any time hereafter become attributable to my
participation in the Mentoring Program.

I understand that the Club staff reserves the right to terminate a mentor from the program. The program takes
place only at the Club and does not encourage or approve of relationships established between mentor/mentee
and family members beyond the organized and supervised activities of the program. I give permission for
program staff to conduct a criminal background check as part of the screening for entrance into the program.
This includes verification of personal and employment references as well as a criminal check with the
authorities. Program staff has final right of acceptance of applicant into the program and reserves the right to
terminate a mentor from the program at any time. I have read this Release Statement and agree to the
contents. I certify that all statements in this application are true and accurate.

___________________________________________ ________________________________________
(Mentor Signature) (Date)