MENTORING QUESTIONNAIRE EVALUATION REPORT Answers ...

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MEENNTTORRI IINNG Quueesst tti iioonnnnaai iir ree AAnnaal llyyssi iiss Help the mentee to become more autonomous (3%) 1.2 Remits The main remit identified by respondents (90%) from a pre-determined list of options was “Researching and keeping abreast of developments in the labour market, routes to work, training opportunities and other inclusion initiatives”. And 70% and over reported remit as follows: Communication inside the organisation (87%) Assessment of the mentee's strengths and weaknesses (85%) Contributing to the delivery of the mentees training and inclusion projects and activities (79%) Developing an individual action plan for the mentee (72%) Administration, bureaucracy (72%) Between 50 and 69% of mentors said they were also involved in: Developing an individual learning plan for the mentee (69%) Ensuring engagement with existing services, agencies, measures and policies (69%) Developing the holistic support arrangements for that individual (59%) Organising and co-ordinating all those who can contribute to helping the mentee reach his / her goal (59%) Follow up / accompanying of the mentee during his / her first months in the job (54%) The following tasks are less often quoted i.e. below 50% Targeting potential employers for your mentees (49%) Communication with the employers (31%). Although this varied depending on the employing organisation for the respondent e.g. 86% of those working for Jobcentre Plus replied yes for this particular remit Communication with the local politicians (31%) Communication with the partners (13%) again this may be low because of the role the respondents have within their own employer organisations. Manager respondents had a higher positive response rate to this remit that mentors. Others not specified within the list included: Writing Strategy Being a ‘sounding board’ for ideas This reflects the wide variety of roles of respondents within Scotland and demonstrates that mentoring activities are often part of a larger remit rather than dedicated mentoring posts. 1.3 Roles All respondents identified highly with the predetermined roles within the questionnaire i.e. each role had between 56%-87% of positive responses. The four main roles rated with a strong majority of yes (above 70%) are: Reinforce the motivations of the mentee (87%) Support the mentee as required by acting in a variety of roles e.g. as project leader, as adviser, as supporter, as friend, as manager (79%) Scotland Final Report 6/23
MEENNTTORRI IINNG Quueesst tti iioonnnnaai iir ree AAnnaal llyyssi iiss Ensure good current understanding of the relevant policies and initiatives related to inclusion, training and employment (79%) Committed to the mentees plan, maintain focus and keep the work on track from beginning to end (74%) 1.4 Statements The four statements with over 90% of agreement are: It is important for the mentor to create confidence with the mentee (97%) I have to be listening and my attitude must be the asking way, not the telling (97%) Empathy with the mentee is important for me as a mentor (92%) As a mentor I have an appreciative approach being a mentor looking for positive resources within the mentee (90%) Two statements had less than 60% confirming their agreement: My most important role as a mentor is to be captain in her or his life for a period (62%) It is important for me as a mentor to help the mentee getting in her or his daily life (56%) 2. Needs 2.1 Training 77% of respondents stated that they felt training was needed to be a mentor and 82% stated that it was important to exchange experiences and networking with other mentors. 2.11 Training needs Short training: Only 46% of mentors answered "yes" to the questions about their needs of short training. The majority of those who answered yes say that they know where to get this training. The most identified type of short training identified was interview techniques (21/39) and most (85% of positive respondents) said they knew where to get this type of training. The other types of short training identified as being important is given below: Coaching (19/39) but only 53% of respondents know where to get this training Understanding of the role of agencies and services, organisations and measures for employment, training and inclusion (19/39). 74% of respondents identifying this type of training knew where to access it Tool and techniques of job mediation (18/39) only half of respondents for this type of training knew where they could get it Stress management (18/39) the majority of respondents, 83%, knew where to get this training Conflict management (17/39) 53% of respondents did not know where to access this type of short training Scotland Final Report 7/23
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