MENTORING

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Evaluation impact assessment - processes and
procedures
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Presenters
Barry Hilton and Jason Tattersall Leeds
Mentoring E Mail barry.hilton_at_educationleeds.co.u
k jason.tattersall_at_educationleeds.co.uk www.leedsm
entoring.co.uk
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History of Mentoring in Leeds

• SRB1 Urban regeneration
• Community Mentoring Initiative
• New Deal
• LCC staff development - Diversity
• Aimhigher 40 High Schools/8 FE
• DfES E Mentoring
• Yorkshire NHS Hospital Trust
• West Yorkshire BME Connexions
• West Yorkshire non visual disabled
• Rainer/DCSF Looked After Children
• ESF Law (Black Minority ethnic)

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Models of Mentoring 2007

• Adults (1789)
• Business volunteer mentors (366)
• University - Student Tutor mentors. (40)
• Peer Mentoring (1234)
• E Mentoring (79)
• Subject Specific Law, Finance Health (209)
• Black Minority Ethnic (328)
• Junior Windsor Fellowship (132)
• Looked After Children (104)
• Total 4281 partnerships

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Exercise Your own project

• What is its main aim?
• List two objectives?
• List two hard outputs
• List two soft outputs

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Definitions

• Monitoring
• Evaluation

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Monitoring

• Is progress towards delivering the projects aims
  and outcomes on track?
• A 6 monthly review to monitor progress

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Monitoring

• Process based procedures
• Actual activity v action plan and bid writer v
  project director
• To identify areas of best practice
• To identify areas in need of review and
  improvement
• Traffic light report of progress made against
  each action point red/amber/green
• List of future milestones

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Monitoring

• Mentor / student contacts ( record keeping,
  tracking, target setting action planning,
  customer care)
• Quality of relationships (Training, reviewing,
  re-matching, Training Extension workshops)
• Communication and Administration
• Support networks

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Evaluation is

• The systematic collection of information about
  the activities, characteristics and outcomes of a
  mentor project. To learn, reduce uncertainties,
  improve effectiveness, make decisions for future
  programmes and to measure the impact on mentees
  i.e. distance covered

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Mentoring - key processes
How well are we doing? Ratings on a 1-10 scale 1.
Programme management 2. Promotion recruitment
of mentors. 3. Selection of mentees. 4.
Training Induction of mentors mentees. 5.
Matching process. 6. Mentor reviews
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Key processes continued
7. Framework of mentor/mentee support. 8.
Monitoring of programme and tracking
partnerships. 9.
Retention of mentors. 10. Evaluation measuring
the value added. 11. Marketing your programme
12. Celebrating Successes
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Decisions?

• WHAT is being evaluated?
• WHEN should it be done?
• HOW can quality be ensured methods?
• WHO is it for?
• WHERE will it take place?

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WHY evaluate?

• Progress during the last year
• Key achievements against strategic objectives
• Proposed changes for next year
• Measure successes

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Evaluation

• Outcome based - are people being mentored
• Different after mentoring?
• Is it because of mentor support?
• Related to the aims of the programme i.e.
• Aimhigher
• Raising of achievement and aspirations.
• a) 5 GCSEs Grades A-C.
• b) Progression Post 16/Post 18 - University

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Impact assessment

• Short term positive attitudes, aspiration or
  awareness change, motivation, time management
• Medium term Performance, attainment, grades
  (predicted v actual) Post 16, progression
• Long term Progression to HE, application rates,
  average points

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Quantitative and Qualitative data

• Quantitative - No. of partnerships, mentor
  schemes (Adult, peer, E, etc.), mentors/mentees
  trained, recruited, retained, database,records,
  reports
• Qualitative - interviews, case studies, changes
  to mentees (soft or hard), base line data
  distance mentees travel, knowledge, skills,
  attitudes, academic achievement, progression

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Best practice - tips

• Identify evidence you require?
• Link to project aims, contractual requirements,
  paper trail
• Evaluation built in at start
• Practical to administer
• User friendly and clear
• Collect mentee baseline data

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Best practice - tips

• Identify key Performance Indicators
• Soft evidence - confidence, motivation
• Hard evidence - impact GCSE results, progression
• Communication database
• Produce good case studies
• Market your successes