models of mentoring for inclusion and employment
TRANSCRIPT
MODELS OF MENTORING FOR INCLUSION AND
EMPLOYMENT
Europe 2020 objectives
Employment, Education, Social Inclusion, Innovation
Smart growth - research/innovation creating new products/services that generate growth and jobs and help address social challenges
Inclusive growth – increased employment, reduced school drop-out rate, improved skills and education, improved integration
Positive effects of mentoring
Positive effects on intermediate outcomes, such as mental health
improvements in mentee attitude and behaviour
improvements in interpersonal relationships and integration
into the community
some reductions in recidivism
some improvements in academic achievement and integration
into education and training.
The MOMIE Project sought to fill in some gaps…..
There is little research on mentoring relationships between
adults.
There is no clear definition of peer mentoring. This make
analysis of peer mentoring difficult.
The positive results from studies on mentoring and peer mentoring
are often inconsistent
there is also little evidence on the specific impact of peer
mentoring on vulnerable and marginalised groups.
What are the key variables in the mentor/mentee relationship
Matching – based on characteristics (e.g. gender, race,
religion or ethnicity) or shared experience (e.g. offending,
health)
Relationship type and quality – an effective bond between
mentor and mentee and the ability of the mentor to empathise
with the mentee
Duration- length of relationship , greater frequency of contact
Supervision – supervision of mentors (e.g. support and
steering groups to help achieve goals)
Structured Activities – including academic and social
activities along with joint decision making about activities
Mentoring different groups
Different social
environments
UK • Veterans ex-offenders
Portugal• Social benefit
customers
Hungary• Recently released prisoners • Roma young people
How can mentoring
help? Different cultures/
backgrounds
Different demographics (age, gender, ethnicity)
Train the Trainer Event
2 trainers
5 peer mentors trained 5 non-peer mentors trained
25 mentees5 mentees per mentor
y hours of contactz type of contact
6 months of mentoring
25 mentees5 mentees per mentor
y hours of contactz type of contact
6 months of mentoring
Outcomes measured Outcomes measured
Do not complete mentoring
Do not complete mentoring
Complete mentoring
Complete mentoring
The amount (y) and type (z) of contact should be matched as closely as possible for those mentored by peers and those
mentored by non-peers
Innovative, cost effective programme
Common, transferrable training
Structured method of programme delivery
Framework for supporting mentors
Network of trained mentors (51 mentors trained:
24 peer, 27 non-peer)
Method of measuring outcomes consistently
Tackling smart growth
Mentees developed life skills to support movement
towards the labour market
Improved employment opportunities and
employment outcomes
Improved school results and investment in learning
for young mentees
Relationships developed between excluded groups
and the wider community
Tackling inclusive growth
Challenges
Impact of the economic climate (job losses, pay
cuts): increased demand on time and resources for
project organisers and mentors
Lack of senior buy in: difficulties embedding
programmes, slow referrals, drawn out set-up,
decreased motivation
Evaluating mentoring : testing multiple
variables, time and ability to complete materials,
impact on mentor-mentee relationship
Peer mentoring and non peer mentoring
embedded into practice of two
organisations - Portugal and Hungary
Input into development of a National
mentoring scheme - UK
Success against the odds
Project Deliverables
Literature review – adding to evidence
base on mentoring and peer mentoring
Mentoring programme design
protocol – Portugal
Distance travelled evaluation tool –
designed specifically for the project
Still more to be done...
Project supports the concept of mentoring as a successful
and transferrable model
Mentoring can be embedded and upscaled
BUT... More thought needs to be put into how mentoring
programmes are structured
More research needed to ensure mentoring models are
applied correctly to different communities
Mentoring tested against control groups to ensure rigour
of research findings