The Peer Empowerment Program (PEP)

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The PeerEmpowermentProgram (PEP)A Complete Toolkit forPlanning and Implementinga Mentoring Program WithinCommunity-Based HumanService OrganizationsResearch and Training Centeron Community LivingInstitute on CommunityIntegration

This Program Coordinator Guide and Curriculum was written and developed by:Marianne Taylor, Human Services Research Institute (HSRI), Cambridge, Massachusetts, andJohn Sauer, Amy Hewitt, Susan O’Nell, and Sherri Larson of the Research and Training Centeron Community Living at the Institute on Community Integration, University of Minnesota,Minneapolis, Minnesota.This project was funded by the Partnerships for Success Project through a U.S. Department ofLabor grant # N-7596-9-00-87-60; by the Administration on Developmental Disabilities, U.S.Department of Health and Human Services through their Training Initiative Project grant #90DD0468-02, and by NIDRR through the Research and Training Center on Community Livinggrant # H133 B980047. The analyses, interpretations, and conclusions are those of the authorsand do not necessarily reflect the views of the Institute, the Center, the University, or theirfunding sources.ii

Table of ContentsUnderstanding, Planning, and Launching the PEP(Program Coordinator Guide). 1Introduction to Mentoring and to the PEP Toolkit . 2Mentoring Magic. 2What is Mentoring?. 3Organization of the PEP Toolkit . 4What is the PEP?. 5The Framework . 5The Focus . 6The Benefits . 7Planning and Customizing the PEP. 10Do You Need a Mentoring Program?. 10Getting Organizational Commitment . 10Program Overview . 11Step-By-Step Plan . 12Launching the PEP . 16Create a Calendar . 16Program Coordinator Tools. 18Community Support Skill Standards. 19PEP Agency Self-Assessment Discussion Guide. 25PEP Planning Worksheet . 28PEP Exit Interview – Mentor Interview Guide . 29PEP Exit Interview – Mentee Interview Guide . 30The PEP Curriculum (Facilitator Guide)Introduction to the PEP Curriculum. Intro 1How to Use the Facilitator Guide. Intro 2The Adult Learner and You. Intro 5Module A: The PEP Orientation SessionArrangements and Materials . A1Unit A1 Welcoming and Getting to Know You. A2Sign-in Sheet . A3Unit A2 Overview of PEP Roles and Activities . A4Unit A3 PEP Mentoring: What it Means and What are the Benefits . A5Unit A4 The PEP Partnership Process and Activities . A7Module A Overhead Masters . A11Module B: The Mentor Development WorkshopArrangement and Materials . B1Unit B1 Mentoring Magic . B2Unit B2: Coaching and Teaching . B30iii

Unit B3: Practical Cultural Competence. B41Unit B4: Communicating Mission, Vision, and Values. B47Module B Overhead Masters . B56iv

Understanding, Planning, andLaunching the PEPProgram Coordinator GuidePEP Program Coordinator Guide, page 1

Introduction to MentoringMentoring Magic“For one golden moment in time I really knew what was going on in math class! It was the firsttime in my life that math concepts seemed so clear and accessible. I later realized that mynewfound math skills were more closely linked to the person who was teaching me than with anybrilliance on my part (an impression confirmed later when I failed college math). This goldenperiod of enlightenment occurred in my sophomore year in high school when I met my firstpowerful mentor, Sister Marie, my math teacher.She was a great teacher, but the true magic that she used was that of mentoring. Throughout thatschool year she nurtured my mind and my spirit so that I became confident in my skills and myability to manipulate the formerly inscrutable elements of the math I studied. Through humor,patience, and high expectations she changed my life. Later, others offered this magical gift,helping to light the way through the new and unfamiliar landscapes I encountered.”- Marianne TaylorHSRIOften connections with mentors are fortunate accidents, but the benefits of mentoring can andshould be extended in planful and systematic ways to ensure that people get the support theyneed to excel in work and school and to prevent experiences of failure. Mentoring is particularlyimportant for people taking on challenging roles for the first time, such as first time teachers,freshmen year students, and new human service workers. What these roles have in common isthat they demand the ability to develop and nurture human relationships - a rewarding butsometimes frustrating activity; they are complex and take a while to master; and they requiremore judgment and problem-solving skill than many roles require. Roles with this kind ofprofile are difficult to take on without significant support within the work or learningenvironment.To master the magic of mentoring, you won’t have to follow Harry Potter to Hogwarth’s. Thepurpose of this program planning guide and the mentoring curriculum is to release this magic“genie in a bottle” that we call mentoring, and to guide you in using mentoring to strengthenyour direct support workforce. What follows is an introduction to mentoring, including adefinition, principles, and benefits, and to the PEP Curriculum, including its foundation, focusareas, and structure.PEP Program Coordinator Guide, page 2

What is Mentoring?In PEP, Mentoring is defined as a method of teaching and learning through a deliberate pairingof a more skilled or experienced person with a lesser-skilled or experienced one. The goal of thispartnership is to help the mentee feel supported, welcome and to support their growth anddevelopment in specific competencies.Mentoring occurs when an experienced direct support professional (DSP), regardless of age orcurrent job function, helps someone with less direct support knowledge and skill to reflect ontheir experiences as an employee within the organization, current practices, culture and values,and to expand, refine and build new skills.In the course of this partnership, the mentor and mentee may grow in other ways as well. Forexample, the mentor’s leadership skills may be strengthened, or the mentee may develop a strongpersonal relationship with his or her mentor.As you learn more about what mentoring is and is not, reflect on the following dos and don’tsabout mentoring and PEP:Dos:Don’ts! View mentors as leaders! Provide incentives to mentors! Offer frequent opportunities for celebrationand recognition of mentors and mentees! Create time-limited partnerships! Ensure partners have specific goals! Empower mentors and mentees to direct theprogram! Ensure CEO presence in mentoringactivities! Provide a coordinating role! Provide ongoing support to mentors! Publicly announce criteria for selectingprogram participants Expect the program to run onits ownUse mentoring to replaceyour orientation trainingUse mentoring to replacesupervisionAsk people to mentorwithout preparationForce people to becomementorsExpect mentors to do thisextra work without anincentivePEP Program Coordinator Guide, page 3

Organization of the PEP ToolkitThe PEP Toolkit is organized into three parts. The first part is a Program Coordinator Guideentitled, Understanding, Planning and Launching the Peer Empowerment Program (PEP). Itprovides program planners and coordinators with all the information and tools they need to planand develop the components of PEP before initiating the program within their organization. It isintended for program coordinators; therefore, no Learner Guide is included.The second part of the PEP Toolkit is the Facilitator Guide for conducting The PEPCurriculum: Module A-The PEP Orientation Session and Module B-The PEP MentorDevelopment Workshop. It contains the material necessary to orient and train mentors andmentees to be successful in the Peer Empowerment Program. Module A-The PEP OrientationSession is a one-hour module used to orient both prospective mentors and mentees to the powerand magic of mentoring. Module B-The PEP Mentor Development Workshop is a step-by-stepmentor development curriculum designed to be completed in a four-hour workshop with theobjective of preparing volunteer direct support staff for their role as mentors. The MentorDevelopment curriculum is organized in a modular activity framework to enable agencies tocustomize their mentor development training by selecting those learning activities and structuresthat best fit their needs. It can be formatted as a half-day workshop or as four separate 60-minutetraining sessions.The third component of the PEP Toolkit is the Learner Guide. It is designed for mentors andmentees to use as a guide to participate in the learning activities during Module A-The PEPOrientation Session. The Learner Guide is also for mentors to use as a workbook during thefour-hour Module B-Mentor Development Workshop and as a reference and resource book forboth mentors and mentees to use throughout the mentor partnership. The material in theLearner Guide parallels the information in the Facilitator Guide. The Facilitator Guide andthe Learner Guide may be reproduced and placed in separate three-ring binders for facilitatorsand mentors/mentees.As you explore this toolkit you will find that it proposes a variety of specific structures andactivities. These components were selected because they represent what works best with respectto mentoring. You will certainly want to think carefully about each of these components todecide if it fits with your organization’s preferences and needs regarding a mentoring program.PEP Program Coordinator Guide, page 4

What is the PEP?The FrameworkThe Peer Empowerment Program (PEP) is a toolkit that provides materials and directions youneed to start a peer-to-peer mentoring program within a community-based human serviceorganization. The PEP toolkit provides you with guidance on planning and customizing yourown Peer Empowerment Program (PEP), using the suggested framework. It gives advice on howto select, train and sustain mentors, as well as instructions for preparing and supporting mentees.The PEP Toolkit is complete with content, worksheets, and other tools you will need, to launchand operate your mentoring program.The focus of PEP is to build the confidence and competence of newer direct support staff andhelp them get off to a good start in the support role. This is done by putting in place a programthat matches and supports volunteers from your pool of experienced direct support staff (thementors) with less experienced staff (the mentees). The partners work together to support andsocialize mentees to the organization and to identify the mentees' skill development goals and theways they will work together to achieve these goals through a partnership. In PEP, mentoring isnot left to chance; it is planned as an intentional relationship with mutually negotiated goalsregarding the direction and activities that the mentoring partnership will share.Both mentor and mentee enter into their relationship voluntarily and negotiate a mutuallyagreeable written contract to ensure that both partners understand the goals and expectations ofthe mentoring relationship. PEP embraces the idea that either party can terminate therelationship at any time without recrimination. This arrangement ensures that people will enterthe partnership freely and will stay only if it is working well for them. It also makes it clear thatthe mentoring partners are responsible to each other and they direct the course of the partnership.Mentoring programs have different purposes: some are intended to nurture leaders; others areintended to help youth stay out of trouble; and others may help guide people through specificcircumstances, such as the first year in college. In PEP, theMentoring occurs when anfocus is on supporting and socializing the mentee to theexperienced direct supportorganization, building confidence, and supporting skillprofessional (DSP),development. PEP mentors are guided into helping new staffregardless of age or currentlearn the everyday culture of the organization and the largerjob function, helps someonewith less direct supportcontext of the direct support role. In other words, the mentorknowledge and skill to reflectshows the mentee “the ropes.” This involves frequent contact toon current practices, cultureshow support, share knowledge and information, model andand values, and to expand,coach performance and provide the “open door” that may helprefine and build new skills.new staff adjust to the difficulties of the first few months on thejob.We know that many people who quit direct support work soon after being hired would staylonger if they had better support, direction and training. Studies show a substantial number ofnew hires are unable to meet the demands they face in the first critical months on the job (Larsonand Lakin, 1996). Mentoring makes it more likely that new hires will stay longer because theyPEP Program Coordinator Guide, page 5

will have the help they need when they need it. This fact, along with the relatively low cost ofimplementing a mentoring program, makes mentoring a win-win situation for employers andemployees. With a well-run mentoring program, mentors take on new status and enjoyment intheir work; mentees pick up skills more quickly and are less likely to feel isolated whensupporting people in their own homes, in competitive jobs, or in other dispersed locations wheresupervision is not immediately accessible. Also, by mentoring employees, organizations canreduce the fiscal and human costs of turnover. These are powerful outcomes that can redirectsubstantial amounts of agency dollars and staff energy to the important work of supportingpeople.The FocusOne primary goal of the PEP is to support new hires in feeling welcomed into the organizationand to help them quickly “learn the ropes” about all aspects of their job as a direct supportworker. This includes learning information from “insiders” about how the organization reallyoperates.PEP mentoring is also focused on developing the skills needed for excellence in the provision ofdirect support. For this reason it is important to identify a framework or outline of skills andcompetencies consistent with best practices in direct support that can be used to assist thepartners in defining the learning goals of the mentoring experience. For PEP, we will be usingthe Community Support Skill Standards (CSSS) for this purpose. The CSSS provide acomprehensive body of practice guidelines specific to the direct support role that can be useful instructuring the activities of the mentoring partnership. A summary of the CSSS is included inthe PEP Program Coordinator Tools section at the end of this Program Coordinator Guide. Afull version may be ordered from Human Services Research Institute (617) 876-0426.The CSSS (Taylor, Bradley & Warren, 1996) are a nationally validated body of practiceguidelines that are specific to the empowered and professional practitioner in the direct supportrole. The following definition illustrates the nature of the direct service role as it is articulated inthe CSSS:The Direct Support Professional assists the participant to lead a self-directed life andcontribute to his/her community; and encourages attitudes and behaviors that enhanceinclusion in his/her community.A brief review of the CSSS guidelines will show that the skill descriptions integrate bestpractices in the field of developmental disabilities. They also put into practice the values that areoften associated with effective direct support practice including concepts such as empowerment,self-determination, person-centered approaches, respect, and partnership. For this reason, PEPsees skill accomplishment in direct support practice as a multi-faceted process of skilldevelopment, knowledge acquisition and application, as well as the ability to put key values intoaction to ensure ethical and effective practice.PEP Program Coordinator Guide, page 6

Some parts of the PEP materials will refer to the competency areas of the CSSS. Agencies thatuse different practice guidelines may wish to substitute their own skill requirements whereverthese preferences occur.Aspiring to excellence also means practicing in an ethical manner. PEP uses a framework ofnationally developed ethical principles (The National Alliance for Direct Support ProfessionalsCode of Ethics) to assist partners in ensuring ethical practice. Your agency may have its own setof ethical guidelines that you may wish to substitute for those found in the Peer EmpowermentProgram.The BenefitsIt is no secret that finding and retaining high-qualityemployees has become the number one priority ofBenefits to Organizationshuman service agencies in the new millennium. Low cost method to communicateTurnover rates are churning the waters in humanVision/ Mission Best Practiceservice agencies like a powerful storm, with long Better quality supportterm damage to agencies’ financial stability and the Fosters development of employeesquality of service they provide. The decentralization Strengthens retention and reducesof support s

period of enlightenment occurred in my sophomore year in high school when I met my first powerful mentor, Sister Marie, my math teacher. She was a great teacher, but the true magic that she used was that of mentoring. Throughout that school year she nurtured my mind and my spirit so that I became confident in my skills and my

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