Created By:
      The LINK Mentoring Program
      Detroit, MI
The Purpose of a Procedural Manual

 A manual contributes to the long-term stability and safety of the program.

 The Purpose for Your Program
 To provide students with strong role models with a focus on:
       caring

       positive relationships

       personal and social responsibility

       academic achievement

       motivation

       self-esteem
Why is it Beneficial to Have a Program
 *Administering written procedures for a youth mentoring program will
  contribute to the long-term stability and safety of the program.

 This manual will serve as a guide for the following areas:
    written rules, guidelines and procedures
    consistency of service
    training
    staff retention
    grant renewal
    leadership
    responsibility and compliance
    positive one on one relationships
    program success stories
               Goals of a Manual

A manual provides documentation of your organization’s vision
and operating principals:
 vision

 mission

 values

 framework of program

Goals for your program:
 positive attitudes

 achieve at higher levels

 improve relations with peers

 self-confidence

 responsibilities for actions
The Importance of a Procedural Manual

  A manual provides staff with clear guidelines on how to
  administer a program and address management issues:

     step-by-step instruction

     define staff roles

     agency expectations

     routine operating guidelines

     how to safely, effectively, and consistently run your program
The Importance of a Procedural Manual
  A manual ensures consistent operations:
     if your procedures are not documented your organization will be at risk

     minimize organizational loss and program disruption
     maintain continuity of services by training your new staff
     allows you to expand your program by following the proper guidelines
     written procedures will enhance your ability to grow
     procedures force your program to be explicit and honest about its
     your program will have a concrete start and your program services can be
The Importance of a Procedural Manual

Define Procedures by representing foundational decisions, requirements, and
    activities to run your mentoring program.
Procedures should consist of:
   statements on how the operation of the program will be implemented
   who will manage the program
   description of step-by-step process to implement the policies in your
   who will carry out the daily tasks
   details of consequences for failing to comply
   matching a mentor/mentee
In the Absence of a Procedural Manual

 You face challenges relating to:
    leadership
    guidelines
    roles and responsibilities
    non compliance
    consistency of service
    training
    confusion
    crisis during staff turn over
    funding
    program at risk for failure
    Tips to Consider for School-Based
         Program Development
   Be sure that your policy does not conflict with school regulations.

   Your school district should have policies already in place about mandatory reporting
    as defined by state law. The school should also be able to provide information or
    training to your mentors on mandatory reporting requirements and processes.

   Your school or district most likely has a “zero tolerance” policy that your mentoring
    program could use or adapt to as needed. Some of these zero tolerance behaviors
    may also be covered as part of an unacceptable behavior policy.

   Your school district policy might also include roles and responsibilities for securing
    and using student data that is maintained by the school, district, or state department
    of education.

   Depending on who refers youth to your program (and their reasons for doing so) you
    may wish to modify the information gathered on these forms to more accurately
    reflect the reasons youth have been referred.
Other tips to consider for creating a procedural manual: confidential records/information
policy, transportation policy, and immunizations.

 The LINK Mentoring Program
    What T0 Include In Your Manual

Mission Statement - The development of your mission statement is
the beginning of your program design:

   The mission statement should state what the program hopes to
    achieve, who will benefit and how this will be done.
   Sample Mission Statement: - “To improve the lives of young people
    and enable them to become productive, responsible adults by
    creating one-on-one mentoring relationships between identified
    students and qualified, caring adult volunteers.”
               Recruitment Strategies

Great volunteer recruiting environments include:
   local colleges and universities

   campus groups such as fraternities, sororities, athletic teams

   retirement communities

   social, civic, and fraternal organizations

   local businesses

   local / regional government agencies

   faith-based organizations

   professional associations
 Recruitment Strategies (cont.)

Tailor your “message” to appeal to these groups

Program brochures and flyers


Media advertising

Program web sites

Word of mouth
             Mentor Screening Process

The screening process has two major goals:

      determining the suitability of the mentors

      ensuring the safety of the youth

Programs need to employ several additional screening tools. These must include
   but are not limited to:

      a written application

      a face-to-face interview

      personal references that are verified by staff

      Criminal Conviction Disclosure Statement

      fingerprinting & criminal background check
Mentor Screening Process (cont.)

Another component of your screening process is the mentor “job description”

       The job description should outline the mentor’s responsibilities and obligations,
        minimum requirements for becoming a mentor (such as minimum age, time
        requirements, any history of criminal activity, etc.), and the benefits and
        responsibilities associated with being a mentor.

Set a clear criteria for accepting or rejecting applicants

       While most of your screening activities are geared to accepting qualified
        applicants, it’s also critical that you develop a list of events or offenses that
        automatically disqualify a potential mentor (i.e. - a felony record).

   The LINK Mentoring Program
                    Mentor Forms

   The mentor screening procedure provides the step-by-step
    process that the program coordinator must follow to determine
    if a candidate meets the defined criteria for becoming a
Mentor Screening Procedure Forms

                                                                 Mentor Assessment Summary
   Application Packet
                                         Name: ____________________________________________ Date: _____________

       job description                  Email: ____________________________________________
                                         Phone Number: _____________________________________

       application                                      Checklist                Date Sent to
                                                                                                 Date Rec’d
                                                                                                              Date Sent to
                                                                                                 Applicant                   Completed

                                         Initial Inquiry from mentor
                                        Application Packet
                                         Job Description

       Interest survey/profile          Volunteer Mentor Statement of Interest
                                         Mentor Agreement/Release
                                         News About Me
                                         LiveScan Form/ Driver’s License
       background check                 Personal Interview
                                         Reference Check

   personal interview                   Background Check Results

                                         Communicated with prospective
                                         mentor while waiting for background
   reference check                      check to come back
                                         Rejection / Acceptance Letter

   mentor rejection/acceptance letter   Orientation and Training
                                         Mentoring Packet given to mentor
                                         Welcome Letter, Calendar, Activities

   mentor evaluation                    Mentor Matched
                                         First Follow-up with mentor
                                         Planned Recognition of Mentor
   mentor journal                       Mentor Evaluation
                                         Mentor Journal
   mentor exit survey                   Exit Survey
                         Job Description

   A clearly written job description assists in clarifying the roles,
    responsibilities, participation requirements, and program expectations.

   It should include:

       detailed listing of tasks

       functions

       responsibilities

       reporting structure

   The job description provides direction and focus for the prospective
Volunteer Mentor Statement of Interest

 The mentor application summarizes basic personal information
 about the prospective mentor such as:
    interest and ability to fulfill the commitment

    work history and references

    individual demographics is given
                Mentor Interest Survey

Information to include on the form:

       personal likes

       goals

       hobbies & interests

       what qualifies the individual to be a mentor

   This information will help the coordinator learn more about the
    prospective mentor’s interests and ensure a good match.

   The contract is a binding agreement.

   The form states that you agree to follow the rules and guidelines as
    outlined by program coordinator.

   The contract should also include a photo release agreement.

   The agreement gives consent that any photographs may be published
    and used to promote the program.

   The contract is then signed by the mentor and the program coordinator.
           Criminal History Check

   The criminal history check helps ensure a safe and
    healthy program.
   Participants need to complete a release form agreeing
    to have a personal background check to insure there
    are no convictions.
   Most criminal history checks are done via fingerprinting,
    internet, police departments and state agencies.
                    Personal Interview

The interview provides:

   An opportunity to meet the prospective mentor and screen him/her to assure
    suitability for your program.

   Helps to evaluate a person's skills, capabilities and personality traits.

   Provides tremendous insight into a prospective mentors confidence level and ability
    to handle themselves.

   A chance to communicate the program's mission, and expectations.

   Finally, select the best talent! The volunteer who is focused, confident and excited.
                                                Reference Check

                   Personal Reference Interview Questions
                                                                                                   The purpose of checking references is to
Name of Volunteer: _______________________________________________                                  verify the prospective mentor’s
Name of Reference: _______________________________________________
Telephone #: ________________________                                                               experience in order to select the best
Date: ______________________________
                                                                                                    person for the program.
   1. How long have you known the applicant and in what capacity?
                                                                                                   Check references after the interview
                                                                                                    process so that you may objectively
   2. How does the applicant relate to people in general?
                                                                                                    evaluate the prospective mentor’s
                                                                                                    information gained during the interview.
   3. Do you feel the applicant would be a good mentor and role model to a child?
                                                                                                   References help you get the full picture of
                                                                                                    the candidate's skills, work habits,
   4. Does the applicant usually keep his/her commitments?
                                                                                                    reliability and personality.

                                                                                                   Reference checking is all about making
   5. What three words would you use if you were to give a thumbnail sketch of the applicant?
                                                                                                    sure the prospective mentor is right for
                                                                                                    the program.
   6. Do you have any additional comments about the applicant?
                                                                       Mentor Journal

                                      LINK Mentor Journal
                                                                                                         The mentor journal allows the volunteer to
Please record notes from each session (your observations, student’s progress, all feedback)

DATE WHAT HAPPENED TODAY? (activity/response)                                       CONCERNS/ISSUES       document how the relationship is
                                                                                                          developing and log activities completed.

                                                                                                         Activities

                                                                                                             homework

                                                                                                             book club

                                                                                                             projects

                                                                                                             arts & crafts

                                                                                                             workshops

                                                                                                             board games

                                                                                                             playground
MENTOR’S NAME ____________________________________________
                             Mentor Evaluation

                             MENTOR EVALUATION
                                                                The mentor evaluation provides
                                                                 important feedback for the


WHAT WOULD YOU LIKE TO ADD TO THE MENTORING PROGRAM?            The purpose of the evaluation:
                                                                    gain feedback

                                                                    make sure objectives & guidelines
                                                                     are followed
                                                                    assess the effectiveness of

                                                                    helps with program development
NAME____________________________   DATE__________________
                                        Mentor Exit Survey
                             Mentor Exit Survey
Thank you for serving as a mentor in the LINK Mentoring Program. Your efforts are
greatly appreciated. We are always looking for ways to improve our program and
appreciate your feedback. Please complete the following and return in the enclosed          The exit survey provides

Name:________________________________________              Date:________                     feedback regarding the closure
Name of Mentee: ________________________________________________

Length of Match: ___years ____months                                                         of a relationship.
Check what best describes your relationship with your mentee. Then please explain your
answers below:
       Very close                     Close              Not very close
       Very successful               Successful          Not very successful
                                                                                            This survey provides:
Why is your match ending?

Do you feel that you made a difference in your mentee’s life?     Yes  No
                                                                                                reasons why match has ended
Please explain below:

Do you feel you received adequate support and supervision from program staff?
                                                                                                assess the effectiveness of

What aspects of the LINK Mentoring Program did you like the best?
What aspects of the LINK Mentoring Program did you like the least?
                                                                                                learning tool to improve program
What could we have done to make our program a better experience for you and/or your
mentee?                                                                                          effectiveness
Would you like to be re-matched?      Yes  No

Please provide any additional comments:

   The LINK Mentoring Program
 Mentee Assessment Procedure

This procedure allows your program to obtain all
information needed from the mentees in your
mentoring program. This includes information
regarding the student’s academic scores, behavior
issues, social abilities, personal interests and parent
                                     Mentee Assessment Summary
Name: ____________________________________________ DOB: _______________
Emergency Contact: ______________________________________________________
Start Date: ___________________________ End Date: _________________________

Does the mentee applicant meet all eligibility criteria? Yes ______ No________

If no, please explain mitigating circumstances.

               Screening Materials                Date Sent to           Date Item Completed

Mentee Referral Form
Parent Permission & Release
Mentors R Us form (not electronic)
Mentee Questionnaire/Profile
Mentee Interview
Parent Contract
Mentee Welcome Letter
Pre-Post Teacher Survey (not electronic)
Report Cards
MEAP Results
Mentee Feedback
Mentee Yearly Evaluation
Pre-Post Teacher Survey
Have You Noticed a Difference? (optional)
Mentee Exit Survey
Parent Survey
Dismissal Letter
                                                                    MENTEE PROGRAM REFERRAL FORM
                                            Student's Name: __________________________________________________
                                            Grade: __________                                   Age: _________

Mentee Referral Form                                         Birthday: __________________
                                            Referred By: ______________________________________________________
                                            Family History ____________________________________________________
    This form allows the teachers and       The child is being referred for assistance in the following areas (check all that apply):
                                            Other, specify:
    school staff to refer a student. The    Why do you feel a mentoring program would benefit this child? ______________
    following information is required:      ____________________________
                                            How does he/she behave in class? ____________________________________

   family history                          The child is being referred for assistance in the following areas (check all that apply):
                                            Academic Issues                       Behavioral Issues Attendance
   what area(s) the student                Vocational Training                   Self-Esteem                          Study Habits
                                            Social Skills                         Peer Relationships                   Family Issues
    demonstrates weakness in
                                            Special Needs                         Attitude
                                            Other, specify:______________________________________________________________
   how they behave in class
                                            Describe the student. Include Academic strengths and weaknesses: _________
   academic strengths and weaknesses       __________________________________________________________
                                            What strategies/learning models might be effective for a mentor working with this
   suggested effective strategies to get   ______________________________________________________________________
                                            Additional Comments:
    through to the student                  ______________________________________________________________________
   number of disciplinary office visits    ______________________________________________
                                            Numbers of days absent this year _________________
                                            Number of times sent to the Office for discipline this year ________________
   estimated GPA                           Estimated Grade Point Average __________
     Parent Permission and Release

Parent Permission Letter                 Parent Release Form
This letter goes out to the parents of   This form also goes out to the
   each mentee. It explains:                parents of each mentee.

   the program, it’s goals and             Signing this form releases the
    potential                                volunteers as well as the school, its
                                             managers and staff from any
   the application process placed on        liability associated with the child's
    all volunteers                           participation in your program.

   the role the parents are requested      It also requests permission to use
    to play                                  photos taken of their children to be
                                             published for program materials.
   the confidentiality of the program
                    Mentors ‘R’ Us

   Mentee shopping list is a
    matching tool that helps the
    coordinator with the
    matching process.

   The form allows the
    mentees to share what they
    value most in a mentor.
        Mentee Questionnaire

                         First Name _________________Last Name_________________
                         Age _______       Birthday _________________________

This questionnaire       Write a short paragraph describing yourself:

assists the                    ______________________________________________________
                         I would like to learn this from my mentor

coordinator with         __________________________________________________________

matching the mentor      I am really good at_____________________________________
                         Three things I really like about myself
and mentee. It gives     1.________________________________

the mentor a preview

of the child they will   My Favorite Things
                         Book: __________________________

be mentoring.            Color: ________________ Sport: _______________
                         Type of Music___________________ School Subject:__________
                         Hobby: _________________ Movie: _____________________
                         Song: _____________________ Food: ________________
                         Person (family, friend, star): ___________ Television
    Mentee Interview Questions

The questions asked in the interview with the
students are valuable to the matching process.

Questions such as: why they want to be in the
program; what type of mentor they would like to
have; how they perceive themselves; their
hobbies/interest and their academic strengths &
                        Parent Contract

    This form introduces the program to the potential mentees and their parents.
    It provides:

   contact information in case the parents have any questions
   an overview of the program
   the requirements of the program
   a description of the selection process for both mentees and mentors
   a description of the mentee/mentor relationship
   an explanation of the function and the purpose of a mentor
   an explanation of the mentor agreement
   a description of the screening process of the mentors prior to entering the
   an explanation of the mentor training process
   a description of what is expected of the mentees and their parents

This form requires the signature of the mentee, mentor and parent(s).
                     Mentee Match Letter

   Dear Joseph Tandy,
   Welcome! You are officially a mentee in the            This letter solidifies the fact that the student
   L.I.N.K. Mentoring Program at Joy Preparatory          is now a mentee in the program and
   Academy. Your mentor’s name is Terence Baker           introduces him/her to their mentor. It informs
   of the WSU Men’s Basketball Team. He will be
   meeting you every Friday from 10:45a.m. until          them of:
   11:30 a.m., in room 106 of Joy Preparatory
   Academy, beginning the week of April 13,              their mentor’s name
   2009. I have enclosed your mentor’s profile.          what they do for a living
   Please keep this information to yourself and use
   it as a tool to get to know him. If for any           the day and time of their sessions
   reason you are unable to attend please give
   me a call or an e-mail to let me know and I will      when their sessions will begin
   pass on the message to Mr. Baker.
   Remember during your mentoring relationship           where their sessions will be held
   you must:                                             explains the mentor’s profile which is
   be respectful                                          attached and makes sure he/she knows to
   attend your sessions                                   keep the information in that profile
   enjoy yourself                                         confidential
   never forget to bring an open mind                    what to do if a session will be missed
                                                         thanks them for their participation in the
   Thank you and I look forward to your                   program

*include phone number & email address
                     Mentee Feedback

   This form lets the coordinator   How’s your relationship going with your mentor? Circle One

    know how the mentees in your     Great        Good          Fair        No relationship
    program truly feel about their   How do you feel when you’re with your mentor: Circle One
    mentoring experience.
                                     Important        Excited          Bored                Sad

                                     Are you getting along with your mentor? Circle One
   This can be given throughout     Yes                        No
    the mentoring relationship to
                                     Do you feel comfortable with your mentor? Circle One
    help better manage it as well
    as improve the program.          Yes                        No                          Not Yet

                                     Do you enjoy participating in the LINK Mentoring Program?
   This may be filled out           ___________________________________________________
    anonymously.                     Share one thing about your relationship with your mentor?
                                             Mentee Assessment Summary
Name: ____________________________________________ DOB: _______________
Emergency Contact: ______________________________________________________
Start Date: ___________________________ End Date: _________________________

Does the mentee applicant meet all eligibility criteria? Yes ______ No________

If no, please explain mitigating circumstances.
                 Screening Materials                 Date Sent to           Date Item Completed

  Mentee Referral Form
  Parent Permission & Release
  Mentors R Us form (not electronic)
  Mentee Questionnaire/Profile
  Mentee Interview
  Parent Contract
  Mentee Welcome Letter (Match Letter)
  Pre-Post Teacher Survey (not electronic)
  Report Cards
  MEAP Results
  Mentee Feedback
  Mentee Yearly Evaluation
  Pre-Post Teacher Survey
  Have You Noticed a Difference? (optional)
  Mentee Exit Survey
  Parent Survey
  Dismissal Letter

    The LINK Mentoring Program
                 The Matching Process

   Designing a matching strategy

       If your recruitment, orientation, and pre-match procedures are well

        designed, you should have gathered a great deal of relevant matching

        information about your mentors and mentees from their applications,

        interviews, reference checks, training sessions, and other interactions.

       The guiding principle in making solid matches is to consider the needs and

        circumstances of the mentee first, then try to find a mentor with suitable

        skills and qualities for that mentee.
          The Matching Process (cont.)

   Some common matching criteria are:

       same gender

       similarity of racial/ethnic/cultural/language background

       shared interests between the mentor and student

       the mentee and mentor’s personality and temperament

       special needs of the mentee that may be met by a particular mentor

       compatibility of available meeting times

       similarity between the mentor’s career and the career interests of the youth
Monitoring, Support & Supervision

Monitoring and supervising matches is an essential aspect of running a
successful program.
   Research has shown that, on average, it takes six months to a year to begin seeing
    the desired outcomes from mentoring (Grossman & Rhodes, 2002; Sipe, 1996).

   Research also shows that unsupported mentor / mentee matches frequently fail,
    leaving the volunteer dissatisfied and potentially harming the youth the program
    was designed to help (Grossman & Rhodes, 2002).

   Monitoring and supporting your matches can help ensure that the relationships
    develop positively and are more likely to last.

   Monitoring your matches is also one of your primary risk management tools
    enabling you to proactively assess not only what’s going well, but to also assess
    whether there may be serious problems with the behavior of the mentor or mentee.
Monitoring, Support & Supervision (cont.)

  Suggested Match Monitoring Tools:

     Keep detailed written records about the progress and problems of each match.
      Keeping written records ensures that, in the event of staff turnover, new staff
      can learn the history and characteristics of an individual match.
     Contact the mentor, mentee, and parent/guardian (if the parent is involved)
      within the first two weeks of the match.
     Survey the parent/guardians, and teachers to see if they’ve noticed a change
     Check in with the mentor and mentee periodically for the first few months of the
Monitoring, Support & Supervision (cont.)

  Check in monthly with the mentor and mentee during the first
  year. Some possible questions to include:
       How often do the mentor and mentee meet?
       Are the mentor and mentee following the program rules?
       How is the relationship developing?
       What activities are they doing?
       How are they selected?
       Are there any particular problems, issues or concerns?
       Is there any additional information or support needed?
       Are both the mentor and mentee satisfied with the relationship?
                            Match Closure

   It is inevitable that some of your         In less than ideal circumstances,
    program’s matches will end:                 some matches may terminate
                                                because of a variety of factors, such
       In an ideal situation, the formal
        matches your program creates
        will end naturally after a                 an obvious incompatibility (“bad
        period of time.                             match”)
       For some programs, the                     problems within a match (such as
        structure of services may                   disinterest by the mentee or
        dictate the end of a formal                 communication problems)
                                                   mentee or mentor moving out of the
       In a school-based program                   area
        matches may terminate at the
                                                   a change in the amount of time a
        end of the school year.
                                                    mentor is able to devote to the
                                                   violation of your rules of conduct
                 Match Closure (cont.)

   The end of the relationship, regardless the reason, can be difficult for
    both the mentor and mentee.
       Provide support services for both to help them make the transition out of
        the relationship and, when appropriate, prepare them for a possible
        new mentoring relationship.
       Because matches end for a variety of reasons, your program should
        have written procedures and policies for handling each type of closure.
       Even if you have just one closure procedure, be sure that it has the
        flexibility to handle the many circumstances that lead to matches
        dissolving, (i.e. the child is moving away, or there are problems with the
        mentor’s level of commitment).
               Mentee Closure Process

   Chances are that some of the children participating in your program have
    already been let down by adults in their life. For this reason, programs must take
    great care to offer support and provide context for students whose matches are
    ending. Strategies for helping mentees through this process include:
       giving the mentee ample warning of the closure of the match (if possible)
       having the mentor discuss the end of the match with the youth (preferably in
       having staff explain to the mentee why the match is ending
       encouraging the match to do something special together on their last meeting
       encouraging the youth to express his or her feelings about the match ending
       providing opportunities for another match where possible
        Mentor Closure Process (cont.)

   Your mentors should also be provided the opportunity to have closure with
    their mentee.

   How you handle closure with mentors will depend on why the relationship is

   You may prefer to handle the situations in a one-on-one setting at the time of
    closure so that the process can be customized to the particular match.

   The mentor may want to be matched with another mentee if appropriate.

   No matter how your program handles closure with mentors, keep this thought
    in mind: volunteer mentors are a rare and precious commodity. If the
    termination of the relationship is handled with care, they will be much more
    likely to want to continue making a difference in someone’s life as a mentor.
       Your Manual Should Explain





    Training Your Mentors/Mentees

   check-in procedures

   school rules

   program expectations
       roles, behaviors
       attendance to workshops, fieldtrips and sessions

   communication
       weekly updates to program participants and staff

   what to do during the visit?
       program calendar, and activity instructions
Training Your Mentors/Mentees (cont.)

    Training is MANDATORY for all participants.

        Training is important because it helps everyone understand their roles &

    Distribute evaluation forms for feedback.

    Stress the tips for supporting relationships.

        Let the participants know that there is someone to help, if needed.

    Schedule follow up meetings throughout the year.
                      Session Activities

The manual should include resources for the session activities:

   all activities should be fun & relate to your program theme

       example: academic, character education, social etiquette, etc..

   provide monthly calendars

   contact mentors weekly with updates & instructions for each activity

   incorporate education with fun by using games and interactive workshops

       math bingo, Boggle, workbooks, videos, role play
                 Session Activities (cont.)

                                   ACTIVITY INSTRUCTION SAMPLE
                                             CAREER MOBILE

Objective: For students to recognize things they do well now; identify what they want to do in the
   future and visualize themselves achieving the goal

Materials: Picture of yourself, scissors, magazines, construction paper, paper plates, glue, hole puncher,
   crayons, markers, paint, ribbon/yarn

   place a picture of you at the top of the mobile (paper plate)

   find pictures that represent what you do well now & what you want to do in the future from a
    magazine, newspaper, etc.

   cut them out & glue them to construction paper

   punch holes in the construction paper, insert the string & hang the pictures from the plate with your
    picture facing up.

   make sure all of the strings are different lengths with all “future” pictures hanging longer.
                Other Topics to Include

       How do you recognize your program participants?

       Include the schools procedure for reporting: Abuse, Suicide, Homelessness, etc.

       decide the data to measure
       create a baseline and endpoint

       determine deadlines to collect and analyze the data

       specify who and how the data will be analyzed
       compare year- end information and publish the outcome for the staff, school
        board and district

A template can be found on the following websites:

   Nina Jackson-
   Linda Gross-
   Rita Dotstry-
   Derra Chatman-
   Asia Nelson-

To top