Penn State AAC Mentor Project - Sharing the Knowledge of AAC Users
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spacer Establishing a Mentor Project
Step 3: Recruit qualified people to serve as mentors and provide training

Any mentoring program depends on the quality of the mentors who are involved. Therefore it is critical to recruit well-qualified people to serve as mentors and to provide training and support to mentors throughout the project.

A good mentor is someone who
  • has strong interpersonal skills and cares about other people
  • has well developed collaborative problem solving skills
  • is knowledgeable of a range of relevant resources and
  • is committed to serving as a mentor.
Depending on the circumstances, the mentoring program may require that potential mentors obtain criminal record and child abuse clearances.

Mentors may be most effective if their protégés perceive them to be similar in their experiences. Mentors should be good role models. They need to have experience with the kinds of problems the protégés are facing, or to have worked on similar personal goals. Mentors must also be able to commit to the relationship over time to develop friendship, trust, and respect.

There are significant demands placed on people who assume the role of "mentor". Therefore, mentor programs should provide training for potential mentors prior to the program to assist them in developing their mentoring skills. In this way, the mentors will feel competent responding to the needs of their protégés.

Mentors need to know what the program goals are, and how they can best participate. Mentors need to be able to recognize when a protégé’s problems require more specialized help than they can provide. For example, protégés may ask their mentors about issues such as abuse, rape, or suicidal feelings. In these cases, the mentors need to know how to quickly connect the protégé with appropriate resources for assistance. Mentors should not take the place of a doctor, psychologist, lawyer, police officer, or other professional with specialized training; mentors are not qualified to do so.

Mentors also need training in the skills that will be required of them in their interactions with their protégés:
  • effective interpersonal communication skills
  • collaborative problem solving skills, and
  • knowledge of disability-related resources
Training can take many forms, such as
  • regular classes or discussion groups
  • written manuals
  • videotaped lessons, or
  • on-line instruction via the World Wide Web (WWW)
Finally, mentors also need a system of support once they are serving as mentors. Because mentoring relationships deal with a wide range of issues, mentors need support and a resource to turn to when they have questions. They may require support if a critical problem arises with a protégé or they are not sure how to handle something.

Support may be provided through various means:
  • periodic meetings with the program coordinator
  • meetings involving groups of mentors to share experiences, or
  • listservs or on-line discussion groups for mentors.
In any case, mentors should be given opportunities to ask questions, problem solve, and assess how they are doing as mentors.

Penn State's Experience:  How did the Penn State AAC Mentor Project recruit and prepare mentors?

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About This Site bullet Establishing a Mentor Project bullet Outcomes bullet Further Information bullet Conclusion
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