{"id":56650,"date":"2022-02-16T14:09:12","date_gmt":"2022-02-16T19:09:12","guid":{"rendered":"http:\/\/www.bu.edu\/ssw\/?p=56650"},"modified":"2026-02-05T19:18:57","modified_gmt":"2026-02-06T00:18:57","slug":"prof-spencer-colleagues-examine-mentoring-programs-readiness-engage-program-improvements","status":"publish","type":"post","link":"https:\/\/www.bu.edu\/ssw\/prof-spencer-colleagues-examine-mentoring-programs-readiness-engage-program-improvements\/","title":{"rendered":"Professor Spencer & Colleagues Examine Mentoring Programs\u2019 Readiness for Improvements"},"content":{"rendered":"

We\u2019ve all been there. We have grand plans with a clear list of improvements that will help us achieve our goal, but then a force outside of our control brings our dreams back to reality.\u00a0<\/span><\/p>\n

The same can be said for youth mentoring programs. Regardless of an increasing interest in making improvements, enthusiasm alone doesn\u2019t always lead to positive change. A lack of funds, personnel, or other resources can get in the way, resulting in lower staff morale and less positive outcomes for youth and mentors. In fact, a 2017 study discovered that nearly half of youth mentoring programs were unaware of the widely distributed, research-informed practice standards for mentoring programs, <\/span>the Elements of Effective Practice for Mentoring (EEPM)<\/span><\/a><\/span>.<\/span><\/p>\n

One solution to this problem lies in understanding whether a mentoring program is ready<\/span> to undertake improvements. A new study by <\/span>Professor Ren\u00e9e Spencer<\/span><\/a><\/span>, Portland State <\/span>Professor Thomas Keller<\/span><\/a><\/span>, and BUSSW alum Alison Drew (PhD\u201918) is the first to examine the implementation of a quality improvement system specifically for youth mentoring organizations. Researchers interviewed staff involved in a quality improvement initiative led by a national mentoring advocacy organization with state-level affiliates who were charged with guiding programs through the process. This initiative was designed to increase the adoption of <\/span>the Elements of Effective Practice for Mentoring (EEPM)<\/span><\/a><\/span>. <\/span>State level staff supported the organizational changes as well as the front-line mentoring practitioners and supervisors at the sites. By drawing on past research about organizational-level change and reviewing interviews, this new study hopes to provide better guidance and initiatives that can create positive change in the workplace.<\/span><\/p>\n

\u201cImplementing organizational-level change is difficult, even among those highly invested in change efforts,\u201d say the authors of the study. \u201cThe challenges of implementing change are especially notable in human service organizations [like youth mentoring programs] due to the complexities inherent in the delivery of these kinds of services.\u201d To address these challenges, the study breaks down proactive ways that state-level advocacy organizations can help youth mentoring programs can set themselves up for success.<\/span><\/p>\n

What can be done to increase the likelihood a program uptakes practice improvements?<\/b><\/h4>\n

When working with new mentoring programs, steps should be taken to build trust and increase the likelihood that improvements will stick. Before they begin, they should:<\/span><\/p>\n