WHY POLICY MANUAL?

One of the foundation stones of any program is a policy and procedure manual. A mentoring program isn’t any different.  It provides governance and guidance in the operations of the program. The MAN policy and procedure manual seeks to address the purpose, rules and procedure of the program whilst contributing to its long term stability and sustainability.

Whereas, policies are high-level program statements that embrace the goals of this program and define what is acceptable to ensure program success, as well as effective and consistent program operations; Procedures are statements that describe how a particular operational function is implemented and managed.

These policies and procedures represent the sum total of the decisions, requirements, and activities needed to run this mentoring program.

PROCESSES & POLICIES

MENTOR ELIGIBILITY CRITERIA

• Ability to take the lead in supporting mentee through an ongoing, one-on-one relationship
• Ability to serve as a positive role model and friend
• Ability to build the relationship by planning and participating in activities together
• Ability to build self-esteem and motivation
• Ability to help set goals and work toward accomplishing them Time Commitment
• Ability to make a one-year commitment
• Ability to Communicate with the mentee weekly
• Be at least 16 years old
• Be interested in working with younger or older people
• Be willing to adhere to all program policies and procedures
• Be willing to complete the application and screening process
• Be dependable and consistent in meeting the time commitments
• Have a clean criminal history
• Willing listener
• Encouraging and supportive
• Patient and flexible
• Tolerant and respectful of individual differences Benefits
• Personal fulfillment through contribution to an individual
• Satisfaction in helping someone mature, progress, and achieve goals
• Willingness to participation in a mentor support group

 

MENTEE ELIGIBILITY CRITERIA

• Ability to keep your appointments with your mentor.
• Willingness to allow your mentor to review your plan and make recommendations regarding goals and objectives.
• Willingness to Contact your mentor for assistance in developing your network
• Ability to meet with your assigned mentor as at when agreed
• Willingness to fill out the Development Plan as you progress in the programe
• Ability to develop realistic and obtainable goals or learn to
• Willingness to share the Development Plan with your mentor for guidance and feedback.
• Willingness to schedule and conduct informational interviews in areas of occupational interest.
• Willingness to follow-through on monthly goals and objectives.
• Ability to attend mentor/mentee training programs.
• Ability to take advantage of networking opportunities
• Ability to commit to continuous growth and development.

 

Recruitment Policy

 

It is the policy of the Eden Nigeria Mentoring Program that there are ongoing recruitment activities for new mentors and mentees all through the year. As such, an Annual Recruitment Plan will be developed and will include recruitment goals, strategies to achieve those goals, an annual timeline, and budgetary implications where applicable. This plan will be kept current with any ongoing adjustments. The program coordinator assumes lead responsibility for the recruitment of new mentors/mentees. Other Eden Nigeria Strategic Management Team and Advisory Board Members will support the program coordinator in these activities as required.

Only individuals who meet the eligibility criteria would be admitted into the program as either mentors or mentees.

The individual has the right to either accept or reject a matched mentor/mentee and can choose to terminate the relationship at any time during the program following the laid down process as stated in the manual.

MAN also reserves the right to decline admitting individuals into the program and to terminate membership of an individual for improper conduct and other such offences.

 

Evaluation Policy

 

It is the policy of the Eden Nigeria Mentoring Program that evaluation will be a key component in measuring the success of its mentoring program and for making continuous improvements in the effectiveness and delivery of mentoring services. Evaluation data will be collected at regular intervals from both mentees and mentors in the program, including the following general measures: program satisfaction, self-esteem, perceived development/improvement, mentorship specific areas.

Matching PROCEDURE

When you are matched up with someone who requested your specific background and/or experience, your role starts with sharing your professional background and/or experiences with your mentee, so they can appreciate what you have had to encounter and overcome. Through this, you develop and establish rapport, trust, and insight into how diverse our society and community has become. Sharing yourself is critical in helping others grow closer to their dream and what they are capable of being. Share your observations of positive behaviors and attitudes that believe are important. It is important to keep in mind that through respect and support, your talent, knowledge, and ideas make a difference in another person’s professional growth and development

 

STAGES IN MENTOR/MENTEE RELATIONSHIP

The mentor/mentee relationship typically goes through three stages:

1. ƒ Developing Rapport and Building Trust
2. ƒ Setting and Reaching Goals
3. ƒ Bringing Closure to the Relationship

Developing Rapport and Building Trust One of the best ways to build trust is to help mentee accomplish something that is important to them. Mentors must take the time to help mentee identify the goal(s) they want to accomplish, view it realistically, break it down into small steps, and explore ways of reaching the goal. Building trust takes weeks, sometimes months. Testing will occur. Mentee may be slow to give their trust, expecting inconsistency and lack of commitment, due to past experiences with people. The mentor’s trustworthiness and commitment may be tested, particularly when mentee are from unstable backgrounds where they have been repeatedly disappointed. During the testing period, mentors can expect:

• ƒ Missed appointments
• ƒ Phone calls not returned
• ƒ Unreasonable requests
• ƒ Angry or sullen behavior

Once the mentor passes the test, the real work of the relationship can begin. Mentors should remember that the issue is not whether mentee like them. Mentees are protecting themselves from disappointment. From their perspective, not having a relationship at all seems better than trusting and subsequently losing someone.

Predictability breeds trust. The mentor must be consistent and accountable by:

• ƒ Being on time for scheduled meetings
• ƒ Bringing promised information, materials

 

One misstep, though it may seem small to the mentor, can assume great importance to the mentee. Through this difficult process, mentors need to be prepared, to understand, and to refrain from personalizing the experience. On confidentiality, the mentee may be unsure whether the feelings and information they disclose to their mentors will be passed on to other people. Early in the relationship, mentors must provide reassurance that nothing that the mentee tells the mentor will be discussed with anyone else except the Program Coordinator when necessary. If the mentor feels it is important to involve another person, it will be discussed first with the mentee. If there is threat of physical harm to the mentee or to others, the mentor must break confidentiality to seek protection for the endangered person (including the threat of suicide).

Setting and Reaching Goals Once the “testing” is over, the rocky part of the relationship usually ends and the mentee becomes more committed. At times, however, old behaviors may appear, usually if the mentee is under stress. Now the mentor and mentee should identify and work toward some short-term goals. It is important that the mentor has the resources necessary or has access to them in order to achieve a fit between what the mentee wants to learn/accomplish and what the mentor can teach/share. This is a time of closeness in the relationship. In general, mentee at this stage will view their mentors as important in their lives. Since each relationship is unique, the timing and intensity will vary. When things aren’t working, it may be because:

• ƒ The match/fit between mentor and mentee may not be right.
• ƒ Some mentee have been so disappointed and damaged by earlier experiences they are unable to risk taking advantage of a helping relationship.
• ƒ Some mentee will get stuck in the “testing” stage.
• ƒ Some mentee may drop out of the program.
• ƒ The mentor may feel burdened by the relationship and feel angry or annoyed by the mentee’s behavior or words.

Relationship Closure for Planned Terminations

At the end of an agreed period, the relationship can be closed.

• ƒ Use the closure process as a means to recall mentee’s progress and strengths.
• ƒ Help mentee grow from the process; reassure them about what they have learned and are capable of.
• ƒ Discuss some positive actions and directions for the future.
• ƒ Reassure mentee about your confidence in them.
• ƒ Mutually agree about how, when, or if you will stay in touch.
• ƒ Follow through on that commitment.

The relationship can also be mutually terminated if both parties feel the relationship isn’t yielding results. In that case, the mentee can reapply to a different mentor that suits his/her needs better.

 

IMPORTANT:

For better effectiveness, it is advised that a mentee doesn’t apply to more than 1mentor at a time so as not to overburden him/herself. Mentors are also encouraged not to accept too many mentees at a time.