Research In Action: Issue 3

RESEARCH IN ACTION ISSUE 3 Program Staff in Youth Mentoring Programs: Qualifications, Training and Retention

Research In Action: Overview of Series Last year, MENTOR released the National Agenda for Action: How to Close America’s Mentoring Gap . Representing the collective wisdom of the mentoring field, the Agenda articulates five key strategies and action items necessary to move the field forward and truly close the mentoring gap. In an effort to address one of these critical strategies—elevating the role of research—MENTOR created the Research and Policy Council , an advisory group composed of the nation’s leading mentoring researchers, policymakers, and practitioners. In September 2006, MENTOR convened the first meeting of the Research and Policy Council with the goal of increasing the connection and exchange of ideas among practitioners, policymakers, and researchers to strengthen the practice of youth mentoring. The Research in Action series is the first product to evolve from the work of the Council—taking current mentoring research and translating it into useful, user-friendly materials for mentoring practitioners.

Research In Action Issues: Issue 1: Mentoring: A Key Resource for Promoting PYD Issue 2: Effectiveness of Mentoring Program Practices Issue 3: Program Staff in Youth Mentoring Programs Issue 4: Fostering Close and Effective Relationships Issue 5: Why Youth Mentoring Relationships End Issue 6: School-Based Mentoring Issue 7: Cross-Age Peer Mentoring Issue 8: Mentoring Across Generations: Engaging Age 50+ Adults Issue 9: Youth Mentoring: Do Race and Ethnicity Really Matter? Issue 10: Mentoring: A Promising Intervention for Children of Prisoners

Using the Research In Action Series ,[object Object],[object Object],[object Object]

MPM Webinar Series ,[object Object],[object Object],[object Object]

Issue 3 – Program Staff in Youth Mentoring Programs: Qualifications, Training and Retention ,[object Object]

Issue 3 - Overview ,[object Object],[object Object],[object Object],[object Object],[object Object]

Value of Program Infrastructure ,[object Object]

Meta-Analysis (DuBois et al., 2002) ,[object Object],Structured activities for mentors and youth Ongoing (post-match) training for mentors Clearly established expectations for frequency of mentor-youth contact Using mentors with backgrounds in helping roles or professions Use of community settings for mentoring Procedures for systematic monitoring of program implementation Support for parent involvement

Staff Contributions to Program ,[object Object],[object Object],[object Object],[object Object],[object Object]

Many Hats - Mentor Program Staff Direct practice Volunteer managers Case managers

Parallel Fields Youth Development Nature of Workforce Child Welfare Workers Nature of Work

Staff Qualifications ,[object Object],[object Object],[object Object]

National Afterschool Association Survey ,[object Object],[object Object],[object Object],[object Object],[object Object]

National Institute on Out-of-School Time Study Positive Indicators of Program Quality Higher educational attainment Higher percentage of staff certified as teachers Higher staff wages

Staff Training ,[object Object],[object Object],[object Object]

Transfer of Training ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Training opportunities should be tied to important transitions ,[object Object],[object Object],[object Object],[object Object]

Building Exemplary Systems for Training Youth Workers (BEST) ,[object Object],[object Object],[object Object],[object Object]

BEST Outcomes ,[object Object],[object Object],[object Object]

Training for Mentor Program Staff ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Staff Retention ,[object Object],[object Object]

Impact of Turnover ,[object Object],[object Object],[object Object]

Factors for Staff Turnover ,[object Object],[object Object],[object Object],[object Object],[object Object]

Predictors of Staff Retention ,[object Object],[object Object],[object Object]

Workplace Climate ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

ARC Intervention – Five Guiding Principles ,[object Object],[object Object],[object Object],[object Object],[object Object]

ARC Intervention Impact ,[object Object],[object Object],23% after controlling for other factors 89% after controlling for other factors 39% left within one year 65% left within one year Intervention Group Control Group

Implications for Mentoring Programs ,[object Object]

Conclusions ,[object Object],Learning more about the impact of staff in youth mentoring could guide the mentoring movement and ultimately improve the quality and quantity of services provided to young people.

Program Staff: Keys to Successful Mentoring Mentoring Program Success Staff Qualifications Staff Retention Staff Training

ACTION Dialogue ,[object Object],[object Object],[object Object]

Share RESOURCES ,[object Object],[object Object],[object Object]

MENTOR/National Mentoring Partnership ,[object Object],[object Object],[object Object],[object Object],[object Object]

National Youth Development Information Center ,[object Object],[object Object]

U.S. Department of Labor ,[object Object],[object Object]

THANK YOU! ,[object Object],[object Object]

Research In Action: Issue 3

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Research In Action: Issue 3