U.S. Department of Education Offi ce of Safe and Drug-Free Schools No. 21, April 2008

MMentoringentoring ResourceResource CenterCenter FAACTCT SHHEETEET In This Issue . . .

A well-constructed advisory group— whether you call it a board, committee, or council—with a clear mission can Building an Eff ective make all the diff erence in achieving your program’s goals. Building an Advisory Committee Eff ective Advisory Committee A strong and eff ective advisory group can be a tremendous asset to both new explains how to organize and use and well-established youth mentoring programs. But starting and maintaining this essential part of your mentoring one often takes a back seat to the more pressing needs of day-to-day program program to maximum eff ect. operations, such as volunteer recruitment and quality mentor training. U.S. Department of Education mentoring grantees who included the development of an advisory committee in their grant applications are now faced with the The Pub Hub (beginning on page 4) reality of getting this group up and running. Busy project coordinators may be takes a look at resources available from unsure what the purpose of the group should be and why it’s important. the MRC Lending Library that can be This fact sheet off ers an overview of the benefi ts of a well-functioning advisory useful to your mentoring program, committee and outlines steps mentoring program staff can take to make their advisory committee eff ective and useful. including resources on advisory groups, asset building, and risk management. Board of Directors and Advisory Groups: What’s the Diff erence? All nonprofi t organizations are required to have a governing body, usually a board of directors, that is responsible for the overall well-being of the agency. Boards hire, fi re, and evaluate the executive director; establish the agency’s vision, mission, and values; set strategic direction and monitor progress, and ensure the fi scal health of the agency. Board members take on specifi c tasks on behalf of the agency from time to time, but in general they are not involved in the day-to-day implementation of services. 2

Many nonprofi ts also create one or more advisory opinions, share their expertise, and coordinate groups that can provide support and guidance to both services the board and staff . Advisory groups are usually more fl exible in what roles they take on than most boards of • Act as a link between program operations and directors. They do not have fi scal oversight and are not the board through a member who serves on ultimately responsible for the health and well-being of both groups the agency, but they often take an active role in helping • Support and represent the interests of a pro- the agency implement its goals and objectives. gram within a larger agency, such as a mentor- ing program operating within a multi-purpose

social service organization

What’s in a name? Advisory committees may be particularly helpful to U.S. Naming your advisory group may not seem like a Department of Education school-based mentoring pro- fi rst priority, but the name you select will defi ne grams that are part of a larger organizational structure, such as a school district, multi-purpose agency, or faith- it, both internally and to the general public. based institution. Mentoring may not be the primary Although this fact sheet uses the term “advisory mission of such an organization, and its management committee,” there are many alternatives that staff and board might have only limited knowledge may be more accurate for your own group: board, of what the mentoring program is all about. In these council, task force, or a unique name created by your settings, an advisory committee comprising key indi- organization. Keep in mind that the term “board” viduals who are truly interested in mentoring can off er implies a certain level of authority your group may guidance to staff , help them achieve their program’s specifi c goals, and represent the mentoring program in not have, and be sure to emphasize the “advisory” the community. function in all materials. Get approval from your governing body before fi nalizing what you will call Even agencies whose primary mission is mentoring can your advisory group. benefi t from having an advisory committee in addi- tion to their board of directors. An advisory committee provides a structure for involvement by a variety of community members who can off er invaluable support Reasons for Forming an Advisory in such areas as recruitment, fundraising, and market- ing. Members may off er advice on program policy Committee or services, provide valuable connections with local Some advisory committees are formed by a board of businesses or agencies, help plan and staff events, or directors to work on a specifi c issue or challenge. Such provide support to busy staff . In short, advisory com- working groups may serve only until the specifi c issue mittees off er an organized way to engage volunteers in is resolved, at which point recommendations are made strengthening mentoring programs. to board and staff , and the group dissolves. However, organizations often see the benefi t of establishing a Steps for Developing an Eff ective permanent advisory board or committee to provide ongoing support (see sidebar: “What’s in a name?”). Advisory Committee Such groups can, for example: 1. Establish the purpose of the group. To build the • Provide guidance that helps staff solve day-to- membership of your advisory committee, you will fi rst day problems need to develop or clarify its purpose and scope. For example, an advisory committee whose fi rst priority • Off er a forum for program stakeholders— will be to increase partnership collaboration and com- school and community partners, business munication will likely have diff erent membership than supporters, youth, parents, government one whose primary purpose is to organize match activi- workers, volunteers—to communicate their ties or raise additional funds for special events. If the 3

advisory committee’s purpose is not clearly defi ned in • What decisions can this group make? Will your your grant, refer to the section earlier in this article for board of directors need to approve any actions common reasons for forming an advisory committee. the group wants to take? How will the advisory The following questions may also help you defi ne your committee communicate with the board of group’s purpose and structure: directors?

• Do you want an advisory committee that can • Who will staff the advisory committee? Are advocate for your program and increase its vis- any funds available to provide such basics as ibility, both internally and externally? refreshments at meetings?

• Do you want a working committee that can 2. Recruit members that fi t with the group’s pur- take on specifi c tasks to support your activi- pose. As you begin to develop the advisory commit- ties, or an advisory group that can provide tee’s membership, it will be natural to turn fi rst to informed input as you plan new activities or people you already know, or those who have already develop policies and procedures? ex pressed interest in being involved. This base of sup- porters is a good start, but you will soon need to think • Do you need more strategically about the advisory whom you want to serve committee as on your committee and the a structure for skills they will need. Exam- keeping part- An advisory group is a collection of individuals ples of potential members ners engaged might include: and commu- who bring unique knowledge and skills which nity members complement the knowledge and skills of the • Current or former informed, or mentors would it be “formal board members. . . . most help- • Representatives of ful to have a partner organizations small group of — Carter McNamara • School counselors, people with Authenticity Consulting principals, teachers, specifi c skills or other school staff and connec- ” tions that can • Representatives from help you get things done? key community- based organizations that serve youth

Before moving forward, obtain approval • Child and youth advocates in your community from your board of directors or other gov- erning body to establish the advisory committee • Representation from your community’s cultural, for the purpose you have identifi ed. Make a brief racial, and ethnic minorities presentation to the board and ask for advice on • Parents of youth served recruiting members and facilitating communica- tion between the advisory group and the board. • Youth (former mentees, high school mentors, etc.)

Check with the appropriate person in Other criteria for membership may include diversity your agency to determine if the advisory of opinions and experience, and a balance of cultural, board is—or should be—covered by your board racial, age, and gender representation. of directors’ liability insurance. The skills you look for as you build your committee depend on its purpose. If it is primarily to raise funds,

Continued on page 6 Pub H e u s the feature article in this issue illustrates, h b Athe governance provided by a formal A Look at advisory committee or board of directors is T Publications critical to the long-term success of a mentoring program. In addition to the many useful and Tools You online resources mentioned on page 7, the Can Use! MRC Lending Library off ers a number of print resources that can help your program create or improve advisory committees and boards.

Our most recent addition comes from BoardSource, Legal Responsibilities of Nonprofi t Boards a leader in the fi eld of nonprofi t governance that has The Nonprofi t Board’s Role in Setting and produced many useful resources: Advancing the Mission

Advisory Councils by Nancy The Nonprofi t Board’s Role in Planning and R. Axelrod. 2004, BoardSource. Evaluation How to Help Your Board Govern More and This handy 36-page guide Manage Less covers many of the basics of creating and implementing an Leadership Roles in Nonprofi t Governance advisory council. The author dif- ferentiates these councils from Nonprofi t Board Answer Book: Practical Guide for formal Boards, and explores im- Board Members and Chief Executives, by Robert Andrin- portant topics such as choosing ga. 2001, BoardSource. the right members, structuring This classic resource off ers a wealth of advice for board the group and its work, and members and agency leaders. Written in an easy-to-use handling common confl icts and question-and-answer format, specifi c chapters of this challenges. resource cover board functions, board structures and pro- Lending Library link: http://www.nwrel.org/resource/ cesses, board and committee meetings, and board-staff singleresource.asp?id=17678&DB=res relations. Lending Library link: http://www.nwrel.org/resource/ Other titles in the library from BoardSource include: singleresource.asp?id=15110&DB=res The Policy Sampler: A Resource for Nonprofi t Boards by The Governance Series. 2004, BoardSource. Kathleen Fletcher. 2000, BoardSource.

This set of nine brief handbooks covers many of the This helpful resource off ers a number of sample policies responsibilities and structures of a formal board of direc- and texts on topics such as risk management, confi denti- tors, and will provide useful advice for any nonprofi t hop- ality, confl icts of interest, grievances, compensation, and ing to improve the functioning and usefulness of its gov- roles and responsibilities of board members. It’s a great ernance team. Specifi c titles in the series, each of which tool for any program looking to solidify its board through can be borrowed separately from the collection, are: the creation of formal policies, procedures, and guiding Ten Basic Responsibilities of Nonprofi t Boards language (even if it does show its age by providing elec- Financial Responsibilities of Nonprofi t Boards tronic versions of these policies on a fl oppy disc!). Structures and Practices of Nonprofi t Boards Lending Library link: http://www.nwrel.org/resource/ Fundraising Responsibilities of Nonprofi t Boards singleresource.asp?id=15113&DB=res 5 Pub H e u The Best of Building h A Look at b Other resources of T Publications Assets Together: Favorite and Tools You Can Use! interest in the MRC Group Activities That Help Youth Succeed by Library Jolene L. Roehlkepartain. 2008, Search Institute.

This is a gold mine for Creating Caring programs looking for & Capable Boards by group activities to do Katherine Tyler Scott. 2000, with mentees. It of- Jossey-Bass. fers 166 ready-to-use activities for building This resource comes at board developmental assets, raising self-awareness, building roles and responsibilities personal skills, developing leadership, strengthening from a diff erent perspective, relationships, improving communication, enhancing going beyond administrative character, and more. Activity handouts are provided and fi duciary responsibilities on a CD-ROM. Each activity is tied to one of the 40 De- to imagine boards as mis- velopmental Assets and can be mixed and matched to sion-driven organizational create a set of activities that speak to your program’s leaders. It off ers advice on unique mission and goals. trusteeship and organizational understanding, and pro- vides self-assessment tools and activities that can help Lending Library link: http://www.nwrel.org/resource/ implement these organizational leadership principles. singleresource.asp?id=17679&DB=res

Lending Library link: http://www.nwrel.org/resource/ The Season of Hope: singleresource.asp?id=15111&DB=res A Risk Management Guide for Youth-Serving Secrets of Successful Boards edited by Carol Nonprofi ts by John C. Pat- Weisman. 1998, F.E. Robbins & Sons. terson and Barbara Oliver. 2004, Nonprofi t Risk Man- This practical guide off ers chapters written by non- agement Center. profi t leaders themselves, on topics such as tips for eff ective board meetings, structuring the board for This resource off ers prac- maximum results, and integrating new members into tical advice for manag- fundraising and other development activities. ing all types of risks in youth-serving programs. Lending Library link: http://www.nwrel.org/resource/ Beginning with a risk singleresource.asp?id=16198&DB=res management overview, the book quickly moves into topics such as involving parents in risk management, The Board Members Book: Making a Diff erence in youth-on-youth violence, injuries and accidents, and Voluntary Organizations by Brian O’Connell. 2003, keeping young people safe online. Foundation Center. Lending Library link: http://www.nwrel.org/resource/ This thorough resource covers a lot of territory—every- singleresource.asp?id=17680&DB=res thing from board-staff interaction to fundraising to ethi- cal accountability. While the bulk of the book focuses on * * * * * the roles and actions of board members, the Appendix expands the content even further by off ering tips for These and other resources are available through the troubled organizations and listing traits of organizations MRC Lending Library at: http://www.edmentoring. that are models of excellence. org/lending_library.html. Please contact library co- ordinators Michael Garringer (garringm@nwrel) or Lending Library link: http://www.nwrel.org/resource/ Kay Logan ([email protected]) if you have questions singleresource.asp?id=15112&DB=res about searching or using the collection. 6

Building Advisory Groups continued from page 3

look for members with grantwriting, event manage- ground so that members will understand how ment, business, or marketing skills. If you need mem- the program works and can off er suggestions bers to articulate your mission, skills in public speaking that make sense. Be sure to provide informa- or journalism might be helpful. If you need help with tion in writing to review and refer to later. program policy and procedures, skills in management and attention to detail will be important. In addition, • Reviewing the advisory committee’s mission. all members should be able to communicate well, listen If committee members were not involved in and learn, and provide constructive advice. Above all, creating the mission, they should review it and they should be enthusiastic about mentoring and have see if it refl ects why they are there. It should be a genuine interest in helping you with your mission. something they all feel refl ectives what they want to be. Let them know in advance if there As you recruit members, ask for suggestions from are any requirements dictated by your funding other staff members, your board of directors, part- source that limit changing the mission. ner agencies, and others. Develop a simple written application that gathers basic information about the • Clarifying the extent and limits of authority. person’s skills, interests, and motivations. This will help An advisory committee can make recommen- you track the mix of skills and representation that will dations or give opinions but in most cases be eff ective in carrying out the group’s mission. Once has no true decision-making authority. Make your group is established, have participants determine sure that members know what decisions they policies and procedures for recruiting and selecting can make on their own, how their advice is new members. used, and how fi nal decisions are made in the agency. Develop a communication link 3. Build your team and develop structure. Once you between the board of directors and the advi- have selected the core group, begin developing team- sory committee so that your group sees that work and a sense of ownership. Your fi rst meeting is their work is recognized and taken seriously. likely to be devoted to getting acquainted and learn- ing about the mentoring program. But it is a good idea 5. Empower the group to develop a clear scope of to start working on a specifi c task as soon as possible work. Advisory committee members may look to staff to more fully engage members. One necessary task is for direction on what their specifi c role should be and the development of the committee’s basic operating what activities they will be involved with, but in order procedures: whether there will be offi cers, how often for them to be fully invested they need to develop the group will meet, meeting structure and guidelines, their own work plan based on the information you term of service, and so on. Even if some of these have provide. Walk them through a planning process that been set up in advance, the group should review them might look like this: and suggest improvements. • Facilitate a conversation about which program 4. Prepare members for their role and the work they areas would benefi t from the group’s support, will do for your program. Once members have become such as volunteer recruitment and training, acquainted and have established some basic operating fundraising, or community awareness. guidelines, they will be eager to take on the work they • Discuss which of the identifi ed areas need were recruited to do. Before determining exactly what support right now and which could wait or that work should be, they need to understand what need little support. Ask them to pick one or your program is all about and what their mission and two areas for immediate action and one or level of involvement will be. Prepare them by: two as a long-term goal. Allowing them to • Providing a thorough orientation to your establish these priorities will help ensure their program. Describe long-term goals and objec- commitment, but it’s your job to make sure tives, current activities, and any successes or the priorities they set are realistic and fi ll a real challenges. Include information about the program need. young people you serve, partnerships, and • Have the group establish measurable objec- other program basics. Give enough back- tives and specifi c activities for the areas they 7

have agreed to work on. For example, if • Thank members regularly in many diff erent expanding the volunteer pool is their fi rst ways—in person, in handwritten notes, via priority, the group might have an objective e-mail, in your newsletter—for the work they of increasing the number of businesses that are doing. encourage their employees to be mentors. To accomplish this objective, they each agree to The bottom line is that an advisory committee needs a contact fi ve businesses over the next three sense of purpose, doable tasks, a timeline, praise and months and report on the results. recognition, and a belief that its input is valued. Advi- sory committee members need regular guidance from • Identify a lead person for each area of involve- you to be sure they are staying on task. With a little ment the committee plans to take on so work, your advisory committee can be a real asset to program staff don’t have to do all the work enhancing and sustaining your program. of encouraging people to follow through on agreed-upon tasks. Online Resources on Advisory Groups Tips for Maintaining Your Advisory The Free Management Library provides easy-to- access resources regarding the leadership and Committee management of individuals, groups, and organiza- tions. The section on advisory boards discusses An advisory committee is like any other part of your the purpose of advisory boards, when and how program: it needs ongoing nurturing, maintenance, to form them, and the relationship between the and an occasional dose of new energy. Here are a advisory board and board of directors. few tips to keep your advisory committee running smoothly: http://www.managementhelp.org/boards/ advisory.htm • Encourage committee members to take the lead, but make sure their goals are realistic Energize, Inc. is an international training, consulting, and compatible with your program’s mission. and publishing fi rm specializing in volunteerism. Don’t let them take on activities that are more A good discussion of advisory groups is available work than they can handle or that require on their Web site more staff time than you can provide. http://www.energizeinc.com/art/npadvis.html. • Establish and maintain a structure that works for everyone. At a minimum, this should “What is a board and why should we have one?” This include regular meetings, a chair or co-chair excellent article on advisory boards appeared in who can be your primary contact person, and the October 2002 issue of Board Café, the online a way to record the group’s work. newsletter of Compass Point Nonprofi t Services. Included is a sample letter of invitation to poten- • Seek out new members and provide a thor- tial members. ough orientation for those who join. Involve https://www.compasspoint.org/boardcafe/ your current membership in recruiting and details.php?id=41 orienting new members.

• Provide regular updates about your program and let members know how their work has helped you progress toward your goals. See the Pub Hub (page 4 and 5) for additional • Ask for opinions or involvement only when it resources on boards and advisory committees fi ts with the group’s mission and role as advi- available for loan from the MRC Lending Library. sors. Be sure members understand what you want from them when you involve them in a decision or in planning a new program. 8

An Advisory Board is composed of people with a genuine interest in your work and a desire to see it do well. Your Advisory Board members serve as a sounding board, off ering “ideas and expertise and giving you honest advice. More than anyone else, [they] will be on your side. They will be people with no axe to grind who want to listen to you and advise you. Above all, they’ll want to contribute to your organiza- tion’s well-being.

— Susan Ward, “Your Guide to Small Business: Canada” http://sbinfocanada.about.com/od/management/qt/advisoryboard.htm”

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U.S. Department of Education Mentoring Resource Center The Mentoring Fact Sheet 771 Oak Avenue Parkway, Suite 2 is published by: Folsom, CA 95630

U.S. Department of Education Mentoring Resource Center 771 Oak Avenue Parkway, Suite 2 Folsom, CA 95630 MRC Hotline: 1 (877) 579-4788, fax: (916) 983-6693 E-mail: [email protected] Web: http://www.edmentoring.org

Th is publication was funded by the Offi ce of Safe and Drug-Free Schools at the U.S. Department of Education under contract number ED04CO0091/0001 with EMT Associates, Inc. Th e contracting offi cer’s representative was Bryan Williams. Th e content of this publication does not necessarily refl ect the views or policies of the U.S. Department of Education, nor does the mention of trade names, commercial products or organizations im- ply endorsement by the U.S. government. Th is publica- tion also contains hyperlinks and URLs for information created and maintained by private organizations. Th is information is provided for the reader’s convenience. Th e U.S. Department of Education is not responsible for controlling or guaranteeing the accuracy, relevance, timeliness, or completeness of this outside information. Further, the inclusion of information or a hyperlink or URL does not refl ect the importance of the organiza- tion, nor is it intended to endorse any views expressed, or products or services off ered.