Understanding mentoring opportunities
Abstract
Quality mentoring takes many different forms, depending on the needs of both adults (mentors) and children (mentees). This effective practice explores several different options in mentoring and is excerpted from the toolkit, How to Build a Successful Mentoring Program Using the Elements of Effective Practice, developed by MENTOR/National Mentoring Partnership in 2005.Issue
Opportunities in mentoring are as varied as the individuals who wish to become mentors. Understanding the different types of programs will help individuals make informed decisions to find the best fit, while helping project directors and supervisors fashion programs that are in alliance with client and community needs.Action
The type of mentoring program you offer will shape your program's structure and operation — including the goals you want your mentoring program to achieve; the length and frequency of mentor commitment you require; and the kinds of activities that take place. The following definitions of mentoring types are based on those in the second edition of the Elements of Effective Practice:
Traditional One-to-one Mentoring
One-to-one mentoring places one adult in a relationship with one youth. At a minimum, the mentor and mentee meet regularly at least four hours a month for at least a year. There are exceptions — such as in school-based mentoring, which coincides with the school year — and other types of special mentoring initiatives. In such special circumstances, mentees need to know from the outset how long they can expect the relationship to last so they can adjust their expectations accordingly
Group Mentoring
Group mentoring involves one adult mentor forming a relationship with a group of up to four young people. The mentor assumes the role of leader and makes a commitment to meet regularly with the group over a long period of time. Most interaction is guided by the session structure, which includes time for personal sharing. The sponsoring mentoring program might specify certain activities that the group must participate in, or in some cases the mentor may choose or design appropriate activities. Some group mentoring activities may be intended as teaching exercises, while others may simply be for fun.
Team Mentoring
Team mentoring involves several adults working with small groups of young people, with an adult-to-youth ratio no greater than one to four.
Peer Mentoring
Peer mentoring provides an opportunity for a caring youth to develop a guiding, teaching relationship with a younger person. Usually the mentoring program specifies activities that are curriculum-based. For example, a high school student might tutor an elementary school student in reading or engage in other skill-building activities on site. These youth mentors serve as positive role models. They require ongoing support and close supervision. Usually in a peer mentoring relationship, the mentor and the mentee meet frequently over the course of a semester or an entire school year.
E-Mentoring (also known as online mentoring or telementoring)
E-mentoring connects one adult with one youth. The pair communicate via the Internet at least once a week over a period of six months to a year. Some programs arrange two or three face-to-face meetings, one of which is a kick-off event. Often the mentor serves as a guide or advisor in school- or career-related areas; for example, helping the mentee complete a school project or discussing future education and career options. During the summer months, e-mentoring can serve as a bridge for mentors and mentees in traditional one-to-one relationships.The following characteristics are common to e-mentoring programs:
- May take various forms including career exploration, life skills development and academic success;
- May help young people deepen their understanding of the positive potential of online communications;
- May be the exclusive vehicle for young people and mentors to connect or may serve as an additional communication tool for those who ordinarily meet in person;
- Typically ask the mentor for a commitment of at least one year;
- Require mentor screening and ongoing support and supervision.
Workplace-based Mentoring
Takes place at the business. At the elementary level, a class or group of children is transported to the business, where they meet with their mentors. At the secondary level, workplace-based programs may include internships and job shadowing. School personnel and the company coordinator supervise the program. The following characteristics are common to workplace mentoring programs:
- Offer young people the chance to develop a relationship with one or more employees who become friends, role models and advocates for them;
- Typically take place at the workplace, either during or after school hours;
- May take various forms, including tutoring, job shadowing, career exploration and game playing;
- Typically ask the mentor for a commitment of at least one year;
- Require mentor screening and ongoing support and supervision.
School-based Mentoring
Takes place at the school. The mentor comes to the school to meet with the child, typically for an hour a week. School personnel supervise the program. The following characteristics are common to school-based mentoring programs:
- Offer students the chance to develop a relationship with one or more adults, other than parents and teachers, who become friends, role models and advocates for them;
- Typically take place at school, either during or immediately after school hours;
- May take various forms, including tutoring, game playing and sports;
- Typically ask the mentor for a commitment of at least one school year;
- Require mentor screening and ongoing support and supervision.
Faith-based Mentoring
Congregations of all faiths are fertile places to develop mentoring programs. They have a long tradition of instilling spiritual values and moral strength. As part of a faith-based institution that can draw freely on the talents and time of committed volunteers, mentoring puts faith into practice, and everyone benefits. When considering faith-based mentoring, determine whether the mentoring will simply take place in a faith-based setting without religious overtones or will strive to transmit religious values. If the latter, you'll want to recruit mentors of a particular faith. The following characteristics are common to faith-based mentoring programs:
- Offer young people the chance to develop a relationship with one or more adults who become friends, role models and advocates for them;
- Are based in a house of worship and reflect the values and beliefs of that religion;
- Typically occur after school hours and/or on weekends;
- May take various forms, including career exploration, life skills development, game playing and going to sports, entertainment or cultural events;
- May serve young people from the congregation or from the local community;
- Require mentor screening and ongoing support and supervision.
Mentoring through Juvenile Corrections
Takes place at a corrections facility. Mentors come to the site to meet with the youth, typically for one to two hours a week. The following characteristics are common to mentoring programs at a juvenile corrections facility or post-release:
- Offer young people the chance to develop a relationship with one or more adults who become friends, role models and advocates for them;
- Increase a youth's awareness of educational, cultural, recreational and career opportunities;
- Focus on helping youth accept their responsibilities and realize their potential;
- Typically ask the mentor for a commitment of at least one year;
- May ask mentors to assist the youth in transitioning out of the residential setting;
- Have a caseworker on site to supervise mentoring meetings;
- Require mentor screening and ongoing support and supervision.
Community-based Mentoring
In community-based mentoring, the mentor and the mentee decide where and when mentoring activities will take place. The following characteristics are common to community-based mentoring programs:
- Offer young people the chance to develop a relationship with one or more adults, other than parents and teachers, who become friends, role models and advocates for them;
- Often take place outside of specific sites, as when mentors and mentees plan activities such as going to the movies or going to a park;
- May take various forms, including tutoring, career exploration, life skills development, game playing and going to sports, entertainment or cultural events;
- Typically ask the mentor for a commitment of at least one year;
- Involve a higher level of risk management, because activities take place in the community without outside supervision;
- Require mentor screening and ongoing support and supervision.
Agency-based Mentoring
Takes place at a community site, such as an after-school program or Boys and Girls Club. Mentors meet with youth at the program site, and agency staff members supervise the activities. The following characteristics are common to agency-based mentoring programs:
- Offer young people the chance to develop a relationship with one or more adults, other than parents and teachers, who become friends, role models and advocates for them;
- May take various forms, including tutoring, career exploration, life skills development, game playing and going to sports, entertainment or cultural events;
- Typically ask the mentor for a commitment of at least one year;
- Require mentor screening and ongoing support and supervision.
Context
For a discussion of some of the other factors to consider in starting a mentoring program, refer to the MENTOR/National Mentoring Partnership tool "Informational Overview of the Types of Mentoring Programs".Citation
A companion tool kit to the Elements of Effective Practice, How to Build a Successful Mentoring Program Using the Elements of Effective Practice was published by MENTOR/National Mentoring Partnership in 2005. The tool kit provides comprehensive guidance on how to adhere to the Elements, contains more than 160 tools and templates (on CD) and 100 references to additional resources. An online version of the tool kit can also be downloaded from the Mentor website.Outcome
"Statistics show that at-risk children with mentors demonstrate improved academic performance and are less likely to be involved in destructive activities such as drugs, alcohol, and violence...Mentors strengthen families and communities, and act as positive role models."- from a speech by President George W. Bush, proclaiming January 2003 as National Mentoring Month (January 2, 2003).See http://www.whitehouse.gov/news/releases/2003/01/20030102-4.html for the full text of his speech.Posted On
December 2, 2003For More Information
Resources
A companion tool kit to the Elements of Effective Practice, How to Build a Successful Mentoring Program Using the Elements of Effective Practice was published by MENTOR/National Mentoring Partnership in 2005. The tool kit provides comprehensive guidance on how to adhere to the Elements, contains more than 160 tools and templates (on CD) and 100 references to additional resources. An online version of the tool kit can also be downloaded from the Mentor website.Source Documents
Related Practices
Related sites
MENTOR/National Mentoring Partnership