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OverviewMentoring can take many forms, but at its heart lies an affirmation of human relationships. Mentoring has the capacity toenable those involved—both young people and their mentors—to learn and to grow.At the same time mentoring is no soft option.Like any relationship, the development of a mentoring relationship takes time and commitment. Quality mentoring programsrequire hard work and tough decisions. They require firm undertakings from all involved.Structured mentoring programs need to be developed and implemented using consistent standards. The effort is worth it.These programs operate with purpose and deliver real outcomes; from raising self-esteem, encouraging healthier behaviours andimproving school attendance, to enabling better informed career choices and a more secure place in education or the workforce.The first set of benchmarks for Effective and Responsible Mentoring Programs were developed in June 2000 when mentoringwas a reasonably new strategy in Australia. The benchmarks were updated in 2007 as National Youth Mentoring Benchmarks.This latest edition of the benchmarks incorporates what we have learnt over the past decade from Australia and overseas.The benchmarks are the result of collaboration between a representative group of Australian practitioners and researchers.These benchmarks serve as the standard that all mentoring programs must achieve in order to have a strong, successfuland sustainable program. The Australian Youth Mentoring Network encourages all mentoring programs to achieve thesestandards through the sharing of resources, professional development and collegial networking.The benchmarks will continue to evolve with our collective knowledge and experience. They are offered by the Australian YouthMentoring Network as a further contribution to the development of a collaborative youth mentoring community in Australia.

Element 1 Planning and DesignThorough program planning that clearly articulates the target group, aims, criteria and model of the program.BenchmarkGuidanceChecklistaConsultation with community stakeholders andyoung people where a need for mentoring hasbeen identified.• Conduct a community needs assessment.• Ensure young people are actively involved inthe assessment process.Documentation of interviews/meetings/focus groupswith young people and the communityProgram waiting listsbClear vision, mission and values statements.• Ensure the vision, mission and values of thementoring program is aligned with the hostorganisation’s mission and vision.• If the mentoring program is stand-alone:- develop a vision statement that expresses adesired outcome for the young peopleinvolved- develop a mission statement that outlinesthe purpose of the program- develop value statements that outline thebeliefs and principles which will guide theprogram.Vision, mission and values statementscA clear set of aims, objectives and measurableKey Performance Indicators (KPIs).• Develop a strategic plan or similar documentthat outlines the program’s:- aims (what the program hopes to achieve inthe longer term)- objectives (specific, measureable,achievable, realistic, time-based)- Key Performance Indicators (measurableoutcomes and outputs which the program isexpected to achieve).A strategic plan or similar document outlining theaims, objectives and KPIs of the programdClear program criteria that identifies the:- young people the program will serve- mentors that will be required- focus, setting and mode of the program• Define the youth population the program willserve.• Identify target mentors (e.g. senior citizens,corporate employees and university students).Documentation outlining how the program willoperate (focus/setting/mode/duration/ frequency/consistency)4 Australian Youth Mentoring Benchmarks

Element 1 Planning and DesignThorough program planning that clearly articulates the target group, aims, criteria and model of the program.Benchmark Guidance Checklist- duration, frequency and consistency of thematch.• Determine the focus of the mentoringrelationship (e.g. social emotional wellbeing,individual talents and leadership, youth justiceand crime prevention, identity, culture andfaith, and/or education, training andemployment). 1• Choose the setting where the mentoring willtake place. 2• Select the mode for how the mentoring will beconducted.• Determine how long the mentoring matchesshould continue.• Determine how often mentors and mentees willmeet. 3• Ensure mentors are aware of the need to beconsistent and reliable in their approach withthe young person even if the young personthemself is not.eA detailed program budget and sustainabilityplan with sufficient income to ensure keyelements of program operation are achievable.• Develop a fully costed budget that includesfunds for:- program staff- professional development- operational costs- program activities- program evaluation.• Develop a plan that ensures the sustainabilityof the program for its intended life cycle. 4Annual budgetsFinancial statementsFunding submissionsSustainability plans1. See page 28 for more information on focus, setting and mode options.2. Ibid.3. The Australian Youth Mentoring Network encourages a minimum one year commitment involving one hour a week. Exceptions to this are allowed where a program can demonstrate evidence that there would be a benefit to a relationship if the relationshipis of shorter duration and contact is less frequent.4. To ensure the cost effectiveness of a mentoring program the Australian Youth Mentoring Network recommends a 3-5 year funding period.youthmentoring.org.au 5

Element 1 Planning and DesignThorough program planning that clearly articulates the target group, aims, criteria and model of the program.Benchmark Guidance ChecklistfAn advisory group and/or external stakeholderswho provide guidance on program design andthe ongoing relevance of the mentoring program.• Ensure young people are actively involved in anadvisory capacity.• Develop the terms of reference for the advisorygroup that outlines:- roles and responsibilities- group membership- tenure of members of the group- grievance resolution and conflict of interestprocedures.• Schedule regular consultations with theadvisory group and/or external stakeholders.Advisory group terms of referenceMinutes of meetings with advisory groupNotes from discussions with external stakeholders6 Australian Youth Mentoring Benchmarks

“Week by week, hour by hourI saw small changes as little by littlehe opened his world up to me.”Mentor, Department of Educationand Children’s Services SA

Element 2 Management and GovernanceA management and governance structure underpinned by well developed and targeted organisational policies and procedures.Benchmark Guidance ChecklistPOLICIES AND PROCEDURESg A comprehensive set of program operationsand organisational governance andmanagement policies and procedures whichare reviewed every two years.• Develop policies and procedures for programoperations and organisational governance andmanagement.• Ensure that where a program operates withinan existing organisation, existing organisationalpolicies and procedures are modified toaccommodate the specific requirements of thementoring program.Program operations policies and proceduresincluding:- Recruitment- Responding to inquires- Eligibility- Mentor screening and selection- Young person referral and selection- Orientation and training- Matching- Monitoring and supporting- Resolution of match issues- Recognition- Crisis and after-hours support- Closing the match- Evaluation- Program closure.Organisational governance and management policiesand procedures including:- Child safety and duty of care- Code of conduct (staff and volunteers)- Critical incidents- Dealing with unacceptable mentor behaviour- Employment and industrial issues- Equal opportunity- Grievance- Legal obligations and liability- Insurance (including volunteer insurance)- Media policy- OH&S (including risk assessment)- Overnight visits and out of town travel- Privacy and confidentiality10 Australian Youth Mentoring Benchmarks

Element 2 Management and GovernanceA management and governance structure underpinned by well developed and targeted organisational policies and procedures.Benchmark Guidance Checklist- Record keeping and information management- Reimbursement- Responding to young people’s issues andbehaviours- Rights and responsibilities of young people andmentors- Sexual harassment- Social media usage- Staff training and development- Transportation.youthmentoring.org.au 11

Element 3 EvaluationEvaluation to assess the impact and effectiveness of the program to improve its operation and promote its outcomes.Benchmark Guidance ChecklistaA dedicated budget for program evaluation.• Ensure a portion of the program operationsbudget is allocated to evaluation.A separate item for evaluation in the budgetbAn ongoing evaluation strategy identifyingoutcomes at three levels:- effectiveness of program processes- effectiveness of mentoring relationships- impact on young people.• Design the evaluation strategy before theprogram commences.• Designate a team/person to oversee theevaluation strategy, process and timeframe.• Design evaluation tools to collect dataregarding program operations and outcomes atidentified times.• Design clear processes and procedures toeffectively collate, analyse and interpret data.An evaluation strategyEvaluation toolsEvaluation policy and procedurecCommunication with all stakeholders regardingevidence of program achievements andoutcomes.• Report evaluation results to programparticipants, stakeholders and the communityso that they are aware of programachievements.Communications strategydProcess of continuous improvement based onevaluation data and feedback.• Ensure the program and the day to dayoperations (e.g. the recruitment of mentors,screening, training and support procedures) arerefined in response to the results of theevaluation.Minutes from the evaluation and review meetingProgram improvement plansyouthmentoring.org.au 13

Element 4 StaffHigh quality program staff with sufficient resources and support.Benchmark Guidance ChecklistaA staffing and resourcing structure that issufficient for the mentoring program model andsize.• Ensure staff are supported and resourcedcorrectly by considering factors such as thenumber and length of matches, focus, settingand mode of program.• For example a full time coordinator is oftenrequired for either:- a community based program supporting 25at risk young people for 12 months viafortnightly meetings with a mentor, or- a school based program supporting 50young people for 6 months via weeklymeetings with a mentor.Documentation of appropriate resourcing analysisAnnual budgetbRecruitment of skilled and experienced staff tomanage the program.• Develop clear selection criteria to recruitprogram management staff with:- appropriate qualifications- strong organisational, written, verbal andinterpersonal skills- experience with young people and anunderstanding of youth issues- experience in program planning anddevelopment and project management.Staff position descriptionsResumes of staffcClearly defined staff roles and responsibilities.• Develop clear staff position descriptions thatoutline the Key Performance Indicators for eachrole.Staff position descriptionsKey Performance Indicators for each roledRelevant induction, training, development,supervision and appraisals given to staff tosupport them in their roles.• Provide a clear induction to new staff so thatthey are prepared for the role.• Develop training and development plans foreach staff member.Staff training and development policyIndividual staff training and development plansStaff supervision notesStaff performance/feedback documents14 Australian Youth Mentoring Benchmarks

Element 4 StaffHigh quality program staff with sufficient resources and support.Benchmark Guidance Checklist• Ensure staff professional development is builtinto the operating costs of the program.• Provide regular supervision sessions forprogram staff.• Undertake annual performance appraisals forstaff with ongoing skill developmentopportunities based on appraisal outcomes.youthmentoring.org.au 15

Element 5 RecruitmentSuitable mentors and young people recruited from the program’s target groups.Benchmark Guidance ChecklistaA planned and targeted recruitment strategythat attracts appropriate mentors who meet theneeds of the program.• Develop a targeted mentor recruitment strategythat includes:- identification of targeted mentors- a marketing plan that outlines a variety ofpromotional and recruitment methodsencouraging diversity in recruitment- clear linkages to the program purpose andthe needs of young people- program fact/information sheets that clearlystate the:• program’s aims• roles, responsibilities and requirementsof mentors and young people in thementoring relationship• criteria regarding the experience,qualities and characteristics requiredfrom mentors.External communications strategy (including amarketing plan)Program fact/information sheets or similar marketingmaterialMentor role descriptionsbA targeted young person recruitment strategythat informs the young person of theopportunities provided by the program.• Develop a marketing plan that outlines a varietyof promotional and recruitment methodssuitable for the target population of youngpeople.• Develop appropriate fact sheets or otherpromotional material that engage young peopleand provide relevant program information.External communications strategy (including amarketing plan)Program fact sheets or similar marketing materialcProvision of information for both mentors andyoung people that clearly outlines theexpectations of the mentoring relationship.• Develop and provide clear information aboutwhat is required in the mentoring relationship(e.g. frequency and duration of contact, privacyand confidentiality and match closureprocedure).Mentor position descriptionsYoung person role descriptionsCode of conduct16 Australian Youth Mentoring Benchmarks

Element 5 RecruitmentSuitable mentors and young people recruited from the program’s target groups.Benchmark Guidance ChecklistdA process for the referral and/or application ofyoung people to the program.• Establish a clear process for referral/applicationof young people that takes into account theyoung person’s needs and suitability for theprogram.• Develop a referral form and application formthat collects information that assists:- in assessing a young person’s suitability forthe program- in understanding the young person’s goalsand interests- with matching the young person with anappropriate mentor.• Ensure that only information that is relevant tothe mentoring function is collected to avoid anybreach of privacy.Young person referral formsYoung person application formsHealth and medical consent formsRelevant notes from discussions between programstaff and referring agenciesyouthmentoring.org.au 17

Element 6 Selection and ScreeningA clear selection process to assess the suitability of mentors and young people.Benchmark Guidance ChecklistSELECTION AND SCREENING OF MENTORSa Formal selection criteria for determining amentor’s suitability for the role.• Develop clear selection criteria on which tobase decisions for assessing the suitability ofpotential mentors.Clear selection criteria for mentorsbA formal mentor application process includingthe applicant’s response to the selectioncriteria.• Develop a clear application form that collectsinformation that will assist in assessing anapplicant’s suitability for the program.• Ensure only information that is relevant to thementoring role is collected to avoid any breachof privacy.Mentor application formcA well documented mentor selection processwhich involves more than one person indecision making and includes:- an interview- two reference checks- 100 point ID check- national criminal history check- state and territory Working with ChildrenChecks (where young people are under 18years)- at least one instance of face to face contactwith program staff, prior to final selection.• Assess the potential mentor’s suitability againstthe selection criteria.• Ensure face to face interviews occur for allmentors who may be working with at risk youngpeople.• Ensure a minimum of one instance of face toface contact with program staff (e.g. trainingsessions) where an interview cannot beconducted face to face.Criminal history check applicationsReference check resultsCopies of the 100 point ID checkState and territory child protection safety checksMentor interview notesNotes from discussions between selection panelDocumentation of reasons why applicant wasunsuccessful—including potential ‘red flags’ orconcernsdPolicies and procedures for determining andinforming successful and unsuccessful mentorapplicants.• Ensure clear verbal and written communicationwith applicants outlining whether or not theyhave been successful.• Develop a process for referring unsuccessfulapplicants to other relevant volunteeringopportunities (where appropriate).Eligibility policy outlining the procedure to be usedfor unsuccessful applicantsLetter informing successful or unsuccessfulapplicants18 Australian Youth Mentoring Benchmarks

Element 7 Orientation and TrainingComprehensive orientation and training for mentors and young people to assist them in building an effective mentoring relationship.Benchmark Guidance ChecklistORIENTATION AND TRAINING OF MENTORSa Mentors receive appropriate preparation forparticipation in mentoring, including trainingand resources to enable them to perform theirrole. Topics must include:- definitions/understanding of mentoring- roles, responsibilities, expectations andboundaries of the relationship- communication skills, including conflictmanagement- confidentiality and risk management issuesrelevant to participants- developing and implementing culturallyappropriate practices.ORIENTATION OF YOUNG PEOPLEb Young people receive appropriate preparationfor participation in mentoring. Topics mustinclude:- definitions/understanding of mentoring- roles, responsibilities, expectations andboundaries of the relationship- confidentiality and other relevant issues- how the young person will communicatewith other parties involved in the programincluding program staff and mentors- how program staff will communicate withmentors, teachers, case managers andparents/guardians about the young personinvolved in the program.• Provide sufficient time for mentors to gainan adequate understanding of mentoring.Pre-match training should not be less than sixhours. 5• Ensure training is practical and goal-orientated,grounded in the learners’ experiences andsupportive, not competitive.• Ensure trained mentors demonstrate a clearunderstanding of mentoring and how to buildan effective mentoring relationship. This couldbe demonstrated via assessing volunteers whilethey discuss likely scenarios during training orvia pre and post training surveys or miniknowledge ‘tests’.• Ensure the format of orientation is appropriatefor the young people in the program. This mayoccur through a group orientation session orthrough an individual session with programstaff.• Ensure young people are made aware of theirrights in the mentoring relationship, includingwhere they can go to seek support if there isan issue.• Confirm and discuss the goals and interestsidentified in the young person’s referral and/orapplication form.Training agendasMentor pre and post training survey resultsMentoring training course contentMentor training handbooks/handoutsAttendance records at training sessionsTraining/orientation manualsHandouts for the young personAttendance records at training sessionsResolution of match issues policy and procedures20 Australian Youth Mentoring Benchmarks

Element 7 Orientation and TrainingComprehensive orientation and training for mentors and young people to assist them in building an effective mentoring relationship.Benchmark Guidance ChecklistcOrientation and training is evaluated andimprovements made.• Encourage feedback from young people andmentors to ensure ongoing relevance oforientation and training.• Revise training and resources in response tofeedback and any changes to mentoringpractice and/or legislation.Copies of completed evaluation forms/surveysNotes from feedback discussions/focus groups withyoung people and mentors5. As recommended by Rhodes, J. (2001) ‘Youth Mentoring in Perspective’, The Centre Summer.youthmentoring.org.au 21

“Amanda never judges me or makes me feelthat my problems are silly. She is not just mymentor she is my friend.” Mentee, Sydney NSW

Element 8 Making the MatchA consistent matching process that links the young person with the most appropriate mentor.Benchmark Guidance ChecklistaThe matching process focuses on the needs ofthe young person and considers:- the relevant characteristics, skills andinterests of the mentor- the relevant characteristics, skills andinterests of the young person.• Tailor matching criteria to prioritise the youngperson. Consider:- the preferences and goals of the youngperson, mentor and their parent or guardian(where appropriate)- the mentor’s experience/skills/expertise- other shared interests between the mentorand young person- similarity of personalities and temperamentsbetween the mentor and the young person- gender or ethnicity, if these are important tothe young person- any special needs of the young person- geographic closeness and compatibility ofmeeting times.Matching criteriaMatching policy and proceduresbAn official agreement from the mentor andyoung person on the terms and conditions ofthe mentoring relationship.• Confirm and gain agreement on the roles,responsibilities and expectations of mentors,young people and program staff.Match agreementSigned copies of the code of conductcKey stakeholders are aware of and support theterms and conditions of the mentoringrelationship.• Brief key stakeholders (e.g. parents, guardians,case managers and teachers) to address theirconcerns and encourage their support of thementoring relationship.• Ensure stakeholders are aware of the roles andresponsibilities of program staff.• Ensure stakeholders are aware of their rolesand responsibilities.Match agreementLetter or other documentation outlining terms andconditions of the match and the role andresponsibilities of the program and stakeholdersyouthmentoring.org.au 23

Element 9 Monitoring and SupportOngoing match support including regular monitoring and feedback to manage risk and create opportunities to celebrate the relationship.Benchmark Guidance ChecklistMONITORINGa Program staff monitor the contact madebetween the young person and mentor and theprogress of the mentoring relationship.• Develop a clear policy and procedure tomonitor and respond to match developments.• Ensure program staff contact both the youngperson and the mentor no less than fortnightlyin the first three months of the relationship andmonthly thereafter.• Ensure arrangements are in place to monitorand support young people where the programmodel does not allow for direct contact withyoung people (e.g. when school staff areresponsible for contact). Any issues that arisein the relationship must be communicated tothe program staff.Match support policy and proceduresCommunication logs (record of contact betweenmentoring matches)Case notesbProgress data is recorded to provide usefulinformation about the ongoing development ofthe match.• Ensure data is stored in a manageablerecording system (e.g. database, progress logor case notes).• Use the database to monitor the progress ofthe match in order to provide tailored supportto the participants.Progress databaseMatch progress logCase notescProgress of the match is communicated tostakeholders in accordance with informationmanagement and confidentiality policies.• Clearly define with whom information is shared,what information is shared and for whatpurpose it is shared.Record keeping and information management policyand proceduresPrivacy and confidentiality policy and proceduresEmails, letters and other documentation sharinginformation with stakeholdersNotes from briefing meetings with key stakeholders24 Australian Youth Mentoring Benchmarks

Element 10 Closing the matchA planned end to the formal relationship that is clearly agreed and adhered to by all stakeholders.Benchmark Guidance ChecklistaA formal match closure policy and procedurewith clear procedures for exiting the programand guidelines regarding future contactbetween the mentor and young person.• Ensure the policy and procedure caters forwhen:- a relationship reaches the end of the setmentoring period- a relationship is terminated early by eitherthe young person or mentor- a relationship must be terminated by theprogram due to a breach of program policy- a young person and/or mentor whose priorrelationship has ended wishes to berematched in the program- a young person and/or mentor is unavailableto complete exit interviews or finalevaluations.• Ensure the mentor and young person agreeupon and understand the nature andboundaries of any ongoing relationship outsideof the program.• Conduct exit interviews or final evaluations withall mentors, young people and key stakeholders(e.g. parents, guardians, case managers andteachers) (where appropriate) regarding theirexperiences in the program.• Notify all key stakeholders of the closure of thematch and any intention by the young personand the mentor of ongoing contact.• Provide a copy of the closing the match policyand procedure to all key stakeholders to ensureclarity around the ongoing role of the program.Closing the match policy and procedureMinutes from exit interviews or debriefing sessionsFinal evaluation formsLetters to stakeholders regarding match closure26 Australian Youth Mentoring Benchmarks

DefinitionsFocus AreasSocial and emotional wellbeingMentoring to assist young people to increase theirself-esteem, self-efficacy and resilience by activelysupporting their social and emotional wellbeing.The focus includes improving both the youngperson’s life skills and the positive connectionsthey have with their community.Individual talents and leadershipMentoring to assist young people to further developtheir individual talents and/or leadership skills in aspecific area (e.g. sports, photography, drama) inorder for them to reach their full potential.Identity, culture and faithMentoring to assist young people to grow in theirunderstanding of their faith and/or culture andcultural identity. The program actively supportsyoung people to be proud and confident of theiridentity and culture and to be able to exercise thisin their community.Youth justice and crime preventionMentoring to assist young people to avoid antisocialand offending behaviours by encouragingconnectedness with positive elements in theircommunity and increasing protective factors.ModeMethod of deliveryFACE TO FACEThe mentoring sessions are held in person,face to face.E-MENTORINGElectronic mentoring uses technology toconnect the mentor with the young person.This can be text based or utilising Voice overIP (Internet Protocol) and video technology.RelationshipONE TO ONEOne mentor matched with one young person.GROUPOne mentor matched with up to four youngpeople (If the ratio is greater than 1:4, this isno longer considered quality mentoring 6 ).TEAMTwo or more mentors matched with oneyoung person.SettingsSchoolMentoring occurs on the school premises.CommunityMentoring occurs within the local community,utilising community spaces such as parks, cafés,libraries etc.WorkplaceMentoring occurs on the business premises.Other SiteMentoring occurs in other site based locationsincluding but not limited to universities, juvenilejustice centres, youth centres, football clubs etc.Education, training and employmentMentoring to assist young people to positivelyengage in and maintain their participation ineducation, training and employment. Theseprograms assist young people to develop a visionfor their future and provide support to achieve theireducation, training and career goals.6 Rhodes, J.E. (2002). Stand by me: The risks and rewards of mentoring today’s youth. Cambridge, MA: Harvard University PressGrossman.J.B and Bulle B.A (2006) Review of what youth programs do to increase the connectedness of youth with adults, Journal ofAdolescent Heath, Vol39, pg. 788-799Rhodes. J.E and Dubois, D.L (2006) Understanding and facilitating the youth mentoring movement; Social Policy Report v20, no.328 Australian Youth Mentoring Benchmarks

ModelsThere is no one size fits all modelMentoring is flexible and can and should be tailored to suit the individual needs of the young people who will be involved in the program. What works for one communitymay not work for the next and so an assessment of the community’s needs must take place to ensure the program is what the young people want and that it can besupported by the community.Tips for choosing the right model for your communityFocus – Your program can have more than one focus. The focus areas you choose should align with the outcomes you are trying to achieve.Mode – Some programs may choose to use a combination of Face to Face and E-mentoring for their matches.Setting – Complete a separate risk assessment for each setting that you choose as they may impact on operational aspects of the program such as screening,monitoring and support. They may also have further implications on policies and procedures.STEP ONE: FOCUSDetermine the focusfor your programSelect adelivery methodSTEP TWO: MODESelect arelationshipSTEP THREE: SETTINGChoose the setting forthe mentoring sessionsSocial, Emotional WellbeingFace to FaceOne to OneSchoolIndividual Talents and LeadershipE-mentoringGroupCommunityYouth Justice and Crime PreventionTeamWorkplaceIdentity, Culture and FaithOther SiteEducation, Training and Employmentyouthmentoring.org.au 29

GlossaryVision: an ideal or a desired outcome for the young people involved in the program.Mission statement: a short statement that outlines the overall purpose of theprogram – what the program does and for whom.Values: a statement that outlines the beliefs and principles which will guide theprogram.Aims: what the program hopes to achieve in the longer term.Objectives: the specific targets that need to be achieved to realise the mission.Objectives should be SMART (specific, measureable, achievable, realistic, timebased).Action Plan: a prioritised list of tasks designed to achieve the aims and objectivesof the program. An action plan includes responsibilities, timeframes andperformance indicators.Key Performance Indicators: measurable outcomes and outputs which theprogram and/ or staff are expected to achieve.Stakeholders: the people or groups who have an interest in the program(e.g. parents, guardians, case managers, teachers, community partners andfunders).Advisory group: a collection of individuals who bring unique knowledge and skillswhich complement the knowledge and skills of the formal governance groupmembers and/or staff in order to more effectively support the program. The advisorygroup is generally limited to making recommendations and/or providing backgroundfor governance group decisions. The advisory group may also play a public relationsrole by bringing in contacts to support the program.

Australian Youth Mentoring Benchmark Review PanelTom AndrewsProgram Director, AssistantAustralian Indigenous Mentoring Experience (AIME)Amy BeattyMentor and Support Services ManagerYouth Futures WATrent HarvisonConnect2Mentoring CoordinatorUnited SynergiesSarah JohnsonExecutive OfficerVictorian Youth Mentoring AllianceJessica JonesNational Operations & Support ManagerBig Brothers Big Sisters AustraliaDr Judith MacCallumDean of School of EducationMurdoch UniversityMichael OrmsbyVolunteer Relationship Coordinator -Southern NSW & ACTThe Smith FamilyJacqui PinkavaProject OfficerYouth Attainment and Transitions BranchDepartment of Education Employmentand Workplace RelationsDr Peter ReynoldsManager WA Youth Mentoring Reforms Children EarlyYears, Youth and FamiliesWA Department of CommunitiesAllison TrethowanProgram Manager MentoringWhitelion IncKathleen VellaExecutive OfficerAustralian Youth Mentoring NetworkDavid WhiteChairpersonAustralian Youth Mentoring NetworkRichard WundkeE-mentoring Program ManagerSA Department for Education and Child DevelopmentAcknowledgementsThe Australian Youth Mentoring Network gratefully recognises the contributions from the many people and organisationsthat provided feedback during the consultation process for this document.We also wish to acknowledge and thank Ian Colley from Make Stuff Happen, Rebecca Hanlon and Michelle Smart fromGood with Words, and Sarah Johnson from Victorian Youth Mentoring Alliance for their assistance with the review and toKathleen Vella from Australian Youth Mentoring Network for leading the project.youthmentoring.org.au 31

Complete the AYMN Online Self Assessment Tool (OSAT)OSAT is designed to assist youth mentoringprograms to identify how well they aremeeting the Australian Youth MentoringBenchmarks and help understand where theprogram’s strengths and weaknesses lie.By completing this tool you will be able to see:1 How healthy your program is and what makesa quality mentoring program2 Areas in your program that are tracking well orneed improvement3 How your program rates against the averageof all other programs that have completed thetool4 Useful links and resources for continuousimprovementThis is an anonymous process and only theprogram staff completing the tool will be able tosee their individual results.How to use OSATSTEP 1Login at youthmentoring.org.au using your AYMNuser name and password• If your program is not yet registered simplyadd your program to the National YouthMentoring Database on the AYMN websiteSTEP 2Complete the Assessment• Answer the questions in each sectionusing a simple 0-5 rating; 0 being notapplicable, 1 being rarely and 5 beingalways.• The complete assessment takes at most60 minutes but...if you need to stop andsave your work, click Save and ContinueLater and when you next login the systemwill pick up where you left off.• When you have answered all thequestions, click Submit Assessment toautomatically generate your reports.STEP 3View Your ReportsThere are four different types of reports generated:1 Quick View Status Report – provides yourprogram’s average score for each benchmarkelement.2 Report Against all Indicators –provides youwith your individual scores for eachbenchmark indicators.3 Your rating against average rating of allprograms registered – shows your ratingagainst the average of all programs that haveregistered and completed their assessment(anonymity preserved).4 Your Program’s Strengths and Weaknesses -a priority list that shows your program’sstrengths and weaknesses, by gathering allthe indicators under whichever rating you’vegiven them from 0 – 5.You can return and do the assessment as manytimes as you wish.32 Australian Youth Mentoring Benchmarks

Be part of Australia’smentoring network,get connected,be supportedJoin the AYMNe-newsletterand never miss outon the latest news!Register your programfor FREE on theNational YouthMentoring DatabaseRaise your program’s profileand gain access to resourceson the AYMN website onlyavailable to registeredprograms with a usernameand passwordUpgrade your free membership to a paid membershipand start accessing The Toolbox and Evidence BankTHE TOOLBOXAccess sample forms, policies, procedures andmany resources to help set up your program.THE EVIDENCE BANKLooking for mentoring research on specific topic?Search The Evidence Bank via keywords, benchmarkcategories or authors.Using your AYMN usernameand password programsautomatically get access toOSAT and the OnlineCommunityOnline SelfAssessment ToolCheck to see how well yourprogram is meeting theAustralian Youth MentoringBenchmarks.AYMN OnlineCommunityBuilt to bring peopletogether, to connectand communicate.visit youthmentoring.org.au

Australian Youth Mentoring NetworkLevel 9117 Clarence StreetSydney NSW 2000AustraliaFor further information on youth mentoring in Australiavisit the Australian Youth Mentoring Network website youthmentoring.org.au