Return to Table of Contents / Previous Article / Next Article
This document has been archived because some of the information it contains may be out of date. (6/09)
Peer Mentoring: Mission – Possible
by Sue L. Curtis, Loretta Wilson, Sally R. Clingman
The concept of mentoring for direct service staff at Montgomery Developmental Center was not designed from a review of literature, research or statistics. It was initiated from the repeated requests of veteran staff at this residential training facility operated by the Ohio Department of Mental Retardation. Long-term staff stated frequently that the one-week orientation program in place in the early 1980s was not sufficiently preparing new employees to handle their diverse job duties. In response, the “mentor project” was born.
The definition of a “mentor” is an “advisor and trusted teacher.” To fulfill the need for quality, on-the-job orientation for new direct service staff, a program was developed and implemented to provide the necessary training and support for success. Direct service staff who are considered to be excellent performers and trainers are selected by key administrators to perform mentor duties. New employees initially receive a week of formal preservice training. This structured format of presentations and post-tests features topics such as first aid/CPR, active treatment, documentation, unusual incidents, personnel policies, human rights, and many others.
The next two weeks are devoted to the mentoring process. New employees spend one week with a mentor, and the second week with a different mentor on a different shift. This enables the new employees to meet two stable employees, observe two different training styles, meet individuals who reside in two distinct houses, and meet two sets of employees on opposing shifts. During both weeks, the new employee spends time both shadowing the mentor and being shadowed. In shadowing time, the new employee observes the mentor complete the daily routine, including conducting formal, individualized programs; providing informal training; providing mealtime training; completing documentation; communicating with other team members; attending social and recreational outings; attending meetings; and performing other duties as situations arise. After two days of this, the new employee actually implements the routine with the mentor there continually to provide guidance and immediate feedback, as well as to insure that no programs or duties are overlooked.
The same procedure is implemented in the second week of mentoring. At the end of both weeks, each mentor completes written documentation detailing their observations, which is then submitted to key administrators. This documentation provides objective feedback on many areas of job performance, and also provides an opportunity for both the mentor and the employee to indicate strengths or areas for additional training. At the end of the three-week orientation, the new employee is considered “independent” and is placed on the work schedule. It is important to note that the new employee is not pulled from the mentor, nor used as an “actual” staff person during the first three weeks.
The new employee’s supervisor and the staff development coordinator conduct a review of performance at the end of two months of employment. This review, based on observations, is to insure that the new employee is still “fresh” and has not developed any “bad habits.” At any time during probation, or after, the new employee is encouraged to contact his or her mentor for advice or guidance. Mentors do not abandon their protégés; in fact, they often maintain long-term professional relationships.
The intent of this program, which is now in its eighth year, is to provide employees with enough actual experience to feel confident as each assumes a difficult position with individuals who can exhibit formidable behaviors. It also is designed to help protect both employees and individuals who reside in the center. New employees need proper support and training to promote and maintain the safe environment at the center.
One positive outgrowth of the mentor project has been a demonstrable reduction in staff turnover. During the six years previous to the mentor system, the turnover rate at the facility averaged 36.8% yearly. Since 1990, the average turnover per year has been 14%. Of course, there have been many changes in the center and in the field that may have contributed to this, including better recruitment and interviewing and changes in regulations. However, residential services continues to be a challenging and diverse field. The most important aspect of this reduction in staff turnover is the improvement in consistency of training and services provided to the people who reside at the center. The ability to form long-term relationships with service providers is one key in developing rapport and trust with not only the individuals served, but also with their family members, guardians, and significant others. Any program that assists in providing incentives for long-term commitments is considered a worthy program to nurture.
Sue L. Curtis is Superintendent, Loretta Wilson is a Therapeutic Program Worker, and Sally R. Clingman is a Risk Manager with Montgomery Developmental Center, Huber Heights, Ohio. They may be reached at 937/233-8108 or 937/233-9791 (TDD).
Return to Table of Contents / Previous Article / Next Article
Resources: Web Sites Related to Direct Support Workforce Development
__________
Citation: Gaylord, V., Hewitt, A., & Larson, S. (1998). Impact: Feature Issue on Direct Support Workforce Development, 10(4) [online]. Minneapolis: University of Minnesota, Institute on Community Integration. Available from http://ici.umn.edu/products/impact/104/. __________ Hard copies of Impact are available from the Publications Office of the Institute on Community Integration. The first copy of this issue is free; additional copies are $4 each. You can request copies by phone at 612-624-4512 or E-mail at icipub@umn.edu, or you can fax or mail us an order form. See our listing of other issues of Impact for more information. The print design version (PDF, 448K, 28 pp.) of this issue of Impact is also available for free, complete with the color layout and photographs. This version looks the most like the newsletter as it was printed. The University of Minnesota is an equal opportunity employer and educator.
