The main concern of designing and implementing any training program is to promote learning, creating awareness, acquiring knowledge, and information necessary for tackling different life situations (Caffarella & Daffron, 2013). The process is continuously taking into account responses from trainers and participants. This allows program directors determine the problems and the shortcomings of the program they have developed (Caffarella & Daffron 2013). A mentoring program requires diligence conscientiousness and resourcefulness in developing and implementing processes. It maintains the idea of advancing from an efficient tool of improving skills, knowledge, and attitudes of the individuals towards promoting activities more superior (Caffarella & Daffron, 2013). Planning the mentoring programs ensures that the learning process obtains maximum outcomes and benefits intended by the developers. Below is a description of the second Step mentoring program, which is meant for foster children aging out of foster care.
Description of the Second Step Mentoring Program
The Second Step mentoring program is meant for foster care kids who have aged out of foster care. The program aims to guide the foster kids in making the right decisions concerning their lives as they leave foster care. Nonetheless, the program aims to inform the kids about the adult responsibilities they are going to undertake when they leave the foster home including paying their bills hence, the need to obtain a job. The Second Step is a formal program that is sponsored by the foster care management to encourage the continued growth and development of the individual kids while preparing them for the current and future obligations in job opportunities (Caffarella & Daffron, 2013). It aims also to help these kids in responding to practical challenges and issues of adult lives while ensuring the foster care institutions achieve their goals of ensuring the foster kids adapt to new changes in their lives. Nonetheless, the program provides an opportunity for the kids to examine the society and community issues they are likely to face in a new life thus, fostering change towards the achievement of a common good (Caffarella & Daffron, 2013). The second step program is organized towards fostering individual, community, and organizational changes through the training to its kids.
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The Second Step program will involve a series of classes involving various activities such as motivational talks, group activities, and inspirational stories from adults who have been successful after leaving foster care. Foster kids attending a series of inspirational talks sessions are likely to have lifted spirits after the sessions with the hope of succeeding in the outside environment which is the main goal and objective of the program (Caffarella & Daffron, 2013). The individual kids are given room to highlight their passions, which helps mentors in guiding the way forward in the new society.
The second step program involves the interactive model of planning that is governed by the traditional and the practical techniques to direct the steps on what is to be done, when, how, and by whom to ensure the overall goal of the program is achieved (Caffarella & Daffron, 2013). The figure below summarizes the interactive model in guiding the implementation process of the Second Step program with technology, power and interest, cultural differences, relationship building, and adult learning as factors influencing directly the achievement of the goals of the program (Caffarella & Daffron, 2013).
The foundation knowledge in planning the Second Step Program
The uncertainty, complexity, and the resistance to change of the planners is influenced by the uncomfortable situations in the various steps of program progress. The Second Step Program follows the following foundational knowledge aspects to govern the process: a) cultural differences, b) adult learning, c) power and interests, d) technology and e) the relationship-building (Caffarella & Daffron, 2013). Understanding the processes through which adults learn is important as it influences the process of planning the program. The knowledge base of the foster kids' learning can be constructed from disciplines such as psychology, neuroscience, sociology, and cultural studies (Caffarella & Daffron, 2013).
Experiential learning
Adults define who they are through the accumulation of various sets of experiences (Caffarella & Daffron, 2013). The foster care kids have learned several things in the institution from the various people visiting, community visitations that occur annually and various charity events carried out in the institution. Therefore, refusing to acknowledge the learning these kids have acquired through their experiences is an act of denial of what defines them and their unique differences and similarities.
Transformational learning
Transformational type of learning involves a way in which the foster kids question beliefs, basic values, and the perspectives that govern their lives and their interactions with the environment they live in (Caffarella & Daffron, 2013). This type of learning is triggered by an action or an event that possesses a special meaning to an individual or group, which can be national or local events. To foster transformational learning in the foster care kids the program has involved storytelling sessions, conversations, reflective writing, and collaborative inquiry (Caffarella & Daffron, 2013).
The Indigenous and Non-Western ways of learning
This method of learning is concerned with learning from various people with different cultural differences (Caffarella & Daffron, 2013). The program aims to entice the foster kids to be open-minded to welcome strong options concerning legitimate knowledge. The connectedness of learners is encouraged in the indigenous and non-western way of learning through the various storytelling junctures the program offers to share experiences among participants
Context Understanding
Many developments are occurring at the foster homes because of political and economic changes (Caffarella & Daffron, 2013). More so, diversity is becoming a norm in many foster homes thus, ensuring success in the Second Step Program multicultural understanding was analyzed to understand the relationship between the foster kids and staff members. Diversity is a tool emphasized through background, thoughts, actions with experiences considered as strengths (Caffarela & Daffron, 2013). Nonetheless, collaborative planning with the foster home staff and the graduating kids is necessary for this program as it helps with understanding them better. Understanding the human, environmental and organizational contexts in which the program will take place will help with the decision making process throughout the planning process (Caffarela & Daffron, 2013).
Human context
Several decisions in this context involve answering questions such as who is invited in the planning table, which phones to answer first, which group of people is to do certain jobs, and the people holding power to certain activities (Caffarela & Daffron, 2013). The Second Step Program involves graduating kids and their facilitators. Understanding how the foster home operates is included by identifying their problems and needs.
Organization context
It involves the political structure and the political factors of the organization. The structural factors of foster care involve their goals, objectives, mission, operating policies, and the administrative hierarchy (Caffarella & Daffron, 2013). The political factors involve the processes of bargaining for positions, resources and funding and relations, and power among groups and individuals (Caffarella & Daffron, 2013). The history and the traditions of the foster care institution including the values beliefs, stories, rituals, symbols, and heroes are acknowledged. In the context of upholding the history of the institution, various heroes of the institutions are included in the program to offer motivational talks to the foster kids.
Power
Power refers to the ability to influence other people through one's reputation, position, negotiation, expertise, and through the application of armed force (Caffarella & Daffron, 2013). In the planning process negotiating interests and power responsibly with the idea of whose interest matter is necessary. According to Caffarella and Daffron (2013), power influences decision making concerning the program, population served, amounts, and types of resources allocated in the program. Good laws involved in this program include; ) winning through actions, b) concentration of forces, c) preaching the necessity of change, and d) avoiding overprotecting oneself. Enhancement of the negotiation skills is important in the navigation of situations where power is an issue.
Firm Base of Support
It is important to establish a good base of support in planning the Second Step program (Caffarella & Daffron, 2013). For example, taking a step to understand the growth and the experiential learning of the kids graduating from foster care by communicating with them at their convenient time empowers them on their stories thus, giving the researcher more knowledge on their learning progress.
People support in the Second step program
The foster care like any other institution has some prominent persons that are tapped for support especially as the foster kids become adult thus, leaving the place. According to Caffarella and Daffron (2013), involving current and former participants in the Second Step Program was likely to help gain support. Nonetheless, involving funding agencies, community groups, and the planning committee was necessary for ensuring people support.
Support through partnerships
Building and maintaining collaborative partnerships with other groups and organizations providing different platforms for program planning and implementation is necessary (Caffarella & Daffron, 2013). Support is a necessity among partnerships especially if the best interests of both parties are met. Nonetheless, one can apply the internet to connect to people and build relationships supporting all aspects of the Second Step Program planning process. Therefore, establishing a solid ground of support for the training program is an important aspect in dealing with the other components of the interactive method of planning the Second Step Program.
Reference
Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: A practical guide . John Wiley & Sons.
