MENTORING QUESTIONNAIRE EVALUATION REPORT Answers from 39 Scottish practitioners who directly or indirectly support and mentor people wishing to enter or re-enter the open labour market September 2009
Summary Introduction...4 Chapter I : Analysis of the answers from 39 Scottish practitioners who directly or indirectly support and mentor people wishing to enter or re-enter the open labour market...5 1. Objectives, tasks, roles...5 1.1 Objectives...5 1.2 Remits...6 1.3 Roles...6 1.4 Statements...7 2. Needs...7 2.1 Training...7 2.2 Support...8 3. Main challenges...8 4. Competences...9 4.1 Knowledge...9 4.2 Skills...9 4.3 Qualities...9 5. The process...10 5.1 Holistic support, plans and steps...10 5.2 and 5.3 Optima and imposed duration...10 5.4 and 5.5 Optimal and required number of mentees to be mentored at the same time...10 5.6 Frequency of the meeting with the mentees...10 6. Criteria of results...11 6.1 Quantitative goals...11 6.2 Qualitative goals...11 7. Factors of success...11 Chapter II : Results of the treatment of the questionnaires... 12 Employer type...12 Job...12 Target group of mentors...12 1. Objectives, tasks, roles...13 1.1 Your main objectives 1...13 1.2 Your remit :...13 1.3 Your roles...14 1.4 Would you agree with the following statements...14 2. Your needs...15 2.1 Training...15 2.2 Support...16 3. Your main challenges 1...17 2/23
4. Competences required to fill the job of mentor...17 4.1 Knowledge 1...17 4.2 Skills :...18 4.3 Qualities (choose the 7 main qualities by notching the corresponding spaces without hierarchy) 19 5. The process...20 5.1...20 5.2 Optimal duration of the mentor process...20 5.3 Maximum duration that is imposed on you or strongly recommended (for budget or other reasons)...20 5.4 and 5.5 Optimal number of mentees that you can mentor at the same time...21 5.6 Frequency of your meeting with the mentee...21 6. Criteria of results...22 6.2 Qualitative goals...22 7. Factors of success...23 3/23
Introduction The European Mentor project has the following aims: to develop mentoring tools, methodologies and training for those working (paid or unpaid) in mentoring roles to support people who wish to enter or return to the open labour market. The project is run by a European partnership, involving Denmark, France, Germany, Norway, Spain and United Kingdom. It is funded by the European Commission s Gruntvig programme. The first stage of the project was to develop and use a common questionnaire across the 6 partner countries that would allow trans-national evaluation relating to the needs, competences of mentors. The questionnaire was also designed so that it would enable respondents to identify currently available best practice and resources within each country. The subsequent stages of the project are to take the findings from each country and for partners to develop, build and test a European training programme. The project activity will also involve the creation of a European mentoring resource centre and the establishment of a European Mentor Network. In Scotland a small resource groups has been formulated and includes membership from the Workers Educational Association (WEA), the Scottish Mentoring Network (SMN) and Glasgow Mentoring Network (GMN). The questionnaire was electronically distributed to members on SMN mailing list as it was felt that this would give the greatest geographical spread for respondents. In addition WEA also electronically mailed the questionnaire to key stakeholders/partners whose remit includes the provision of mentoring activity to the target groups as identified in the European application. A total of 39 completed questionnaires were returned to WEA for analysis by the final completion deadline. This analysis, together with the answers, is presented here and will be distributed to respondents and members of the European Partnership for consideration. WEA propose that additional focus group activity will be carried out to expand and explore some of the various aspects of the questionnaire and its findings so ensure a robust approach to the research methodologies undertaken. 4/23
Chapter I : Analysis of the answers from 39 Scottish practitioners who directly or indirectly support and mentor people wishing to enter or re-enter the open labour market Who has answered A total of 39 individuals from 24 different organisations across Scotland supplied information on their mentoring practices and views via completed questionnaires. Most of the respondents completing the questionnaire came from the west coast of Scotland but at this initial stage in the project it has been concluded that the overall geographical spread of respondents gives a fair reflection on the Scottish view as a whole. 10% of respondents also working in mentoring roles which included Business Start- Up advice, however, their target groups reflects the primary target group within the application so their responses have been included in the analysis. 57% of respondents were from the Voluntary Sector, 20% were from Private Companies or other types of organisations not given in the category choices within the questionnaire, 15% were from Local Authorities, 5% were from Job Centre Plus and only 3% of respondents worked within a training organisation. 13% of the answers come from managers of mentors and their results are included as part of the overall analysis within this report. The report will identify if their results significantly differ from the responses given by mentors. Respondents worked with a variety of groups most of whom were on welfare benefits, long term unemployed and faced barriers to accessing employment. Some identified other specific groups such as those with literacy and numeracy difficulties, homelessness and disability. 31/39 worked with adults and 28/39 worked with young people. 1. Objectives, tasks, roles 1.1 Objectives The initial question asked respondents to list in order of importance what they felt their main objective was when working as a mentor. Respondents were given a pre-determined list to choose from as the questionnaire was in a word document rather than an electronic survey respondents could have added to the list if they wished, however none did so. The most popular objective rated by 38% of the sample was "to enhance the ability of the mentee to take a job and more generally, to improve his/her situation (personal development, social integration). The list below gives the ranking of the remaining objectives in order of importance: Enable the mentee to get a sustainable job (22%) Allow the mentee to overcome the barriers which prevent him / her from securing employment (21%) Motivate the mentee (21%) 5/23
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%) 6/23
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 7/23
Long training (within the questionnaire was classified as training that lasted 6 months or more in delivery): 2.11 Education Only 33% identified a need for long training in coaching where as 44% felt they did not need this training and 23% felt that coaching training wasn t applicable to them in their current role. Mentors have received previous education / qualifications relevant to mentoring as follows: Psychology 31% Teaching 28% Pedagogical education 13% Many of them have received education in other fields this reflects the fact that many mentors responding to this questionnaire have a much wider remit than mentoring within their roles this may in part be due to funding availability but would need further research to conclusively determine the reasoning. Not all respondents answered questions relating to financial support available for training, which makes analysis difficult and required more research before definitive conclusions can be made. The responses detailed below are percentages of those who answered each question rather than the sample group as a whole. 2.2 Support The main needs are: 3. Main challenges 68% said they did have possibilities to participate in training more than one day 63% said that they paid training from their workplace Only 17% said that they got paid training from any authority Exchange of "good practices" (72% of yes). Access to a resource centre (64% of yes). Supervision (56% of yes). Being member of a network of mentors (54% of yes) Respondents were asked to select by order of importance their main challenges. The top two detailed below may be directly linked to time-limited funding and require further investigation: The lack of time together with the mentee (29%) The insecurity of your job (29%) The recognition, by other, of the "mentor" role (17%) The administrative and bureaucratic workload (17%) The management of stress (4%) 8/23
4. Competences The questionnaire asked respondents to identify competences broken down into three categories: knowledge, skills and qualities. 4.1 Knowledge The most important knowledge identified by the sample (81%) was that mentors needed knowledge of the mentee and their problems. Ranked at a second level were the following but it should be noted the each of these knowledge competencies only received 4% of responses: Knowledge of the role of agencies and services, organisations and policies in the field of inclusion, employment and training. The knowledge of the local resources for training, inclusion and employment. Understanding the world of business and enterprise No respondents felt that knowledge of the current and future economic profile of the area was important in their role as a mentor. 4.2 Skills Respondents were asked to indicate the four most important skills required by mentors. Five of the predetermined skill sets were identified in the top four as detailed below: Ability to motivate, organise and enthuse mentees (87%) Communication skills (85%) Research and use information (44%) Interview techniques (41%) Evaluate (41%) 12 respondents identified other skills, which were not contained in the list and included: Development of support networks, being non-judgmental and respecting confidentiality. 4.3 Qualities Respondents were asked to indicate the seven main qualities required by mentors. The top seven qualities identified were: listening, patience, capacity to empathise, diplomacy, capacity to adapt to changes and capacity to adapt to various mentees and various environments as well as to changes in these environments. 100% of the sample felt that listening was in the list of seven main qualities 82% felt that Patience was also one of the top 7 qualities The seven least popular qualities all attracted less than 10% of responses each and were: dynamism, entrepreneurial spirit, rigour, intelligence, autonomy, pedagogy and pragmatism. 9/23
5. The process 5.1 Holistic support, plans and steps 64% of respondents stated that they organised holistic support arrangements and plans for individuals. This response may indicate that mentoring in Scotland is used for highly predetermined means and does not necessarily allow for the same holistic approach as seen in other parts of the European Partnership. Without further research it is not possible to determine the full reasoning behind this but could be influenced by funding. It is interesting that although the majority of mentors are working with mentees to help then engage or re-enter the labour market the top two paths identified under the process were the following: Induction of the mentee with a goal of re-socialisation (84%) Develop an individual learning and action plan for the mentee (84%) Job search and training were the next highest ranking paths and equated to 80% of respondents votes each. 5.2 and 5.3 Optimal and imposed duration The results given within this section of the report relate do not relate to mentors who have a business start-up remit. 32% of the sample felt that the optimal duration for the mentor process was between 6 to 12 months. This duration is also the most frequently imposed duration (49%). 15% felt that 12 to 18 months was the optimal duration but interestingly none felt that this was an imposed time period. Very few respondents felt that the process should be less than 6 months (7%) although 14% stated that this was the amount of time that was imposed upon them. 5.4 and 5.5 Optimal and required number of mentees to be mentored at the same time 67% of respondents stated that optimal number of mentee they could mentor at one time was less than 30 and 72% said that this was the number that they are required to mentor at the same time. This would strengthen the hypothesis that many of the respondents are undertaking mentoring activities along side other duties within their role. Within Scotland there are very few situations where mentors are working in a full time capacity purely as mentors. In deed in many situations mentors are volunteers, this has a direct impact on the mentor mentee ratios. No respondents from the Scottish survey reported an optimal number of mentees in excess of 40 at any one time although 11% reported that they are required to have between 40-80. 5.6 Frequency of the meeting with the mentees 49% of the Scottish sample felt that they would meet their mentees as often as was required. After this frequency banding it is not possible from the responses to identify a common approach to the frequency of meeting across Scotland for mentors. It is likely that funding has an important affect on the timings and frequency of meetings. 10/23
6. Criteria of results The penultimate section of the questionnaire asked respondents to look at results and goals that were required for their roles as mentors within Scotland. 6.1 Quantitative goals 54% of sample said that they had quantitative goals within their mentoring process. The qualitative goals identified by the Scottish respondents have clear links to funding streams at local and national levels. Access to sustainable job and keeping the job for at least 6 months (14%) Access to any type of job (8%) 6.2 Qualitative goals Mobility was seen as the least important of the pre-determined qualitative goals within the questionnaire (36%). In general all qualitative goals were felt to be of some importance by the sample. The most important qualitative goals were: Self Esteem (72%) Self Confidence (69%) Gaining Social Skills (67%) Coming off state benefits (59%) Gaining qualifications (59%) Reliability (59%) Positive change in personal/family life (59%) As with the quantitative goals many of these top seven qualitative goals have links to local and national priorities. 15% of the sample said that soft skills should be taken into account and 18% said they were taken into account in the evaluation of their results as a mentor. Some of the soft skills identified by the Scottish sample were: communication, team working, problem solving, participating in voluntary work, gaining social skills and personal development and life skills. 7. Factors of success The n 1 main factor of success was the confidence and trust established between the mentor and the mentee (50%) The n 2 factor was the knowledge, skills and qualities of the mentor (21%) The n 3 factor was the motivation of the mentee (8%) 11/23
Chapter II: Results of the questionnaires Employer type Number % No answer 0 Job centre (govt funded) 2 5% Local authorities 6 15% Training organisation 1 3% Private Company 4 10% Voluntary organisation 22 57% Others 4 10% Total/ questioned 39 100% Others Included: Glasgow Mentoring/Self Employed 2 x Registered Charity Job Mentor +Other 34 Manager of mentors 5 Target group of mentors Number % No answer 0 Long term unemployed 25 64% Immigrants 6 15% People on welfare 24 66% People facing multiple barriers to accessing employment 31 79% Young 28 72% Adults 31 79% Business starters 4 10% Others 2 5% Others include: Disabled MCMC Individuals (Disadvantaged/ disaffected young people in need of more choices/more chances) 6 people did not tick others but wrote the following; Adults with Literacies Difficulties People Affected by homelessness Social Issues Disability Learning or Physical Disability Homeless 12/23
1. Objectives, tasks, roles 1.1 Your main objectives 1 (Rate in order of importance 1, 2, 3, 4 and 5 1 being the most important) Enhance the ability of the mentee to take a job, and, more generally, to improve his / 1 her situation (personal development, social integration, ) : (38%) Enable the mentee to get a sustainable job 2 (22%) Allow the mentee to overcome the barriers which prevent him / her from securing 3 employment (21%) Motivate the mentee 3 (21%) Help the mentee to become more autonomous 5 (3%) 1 : The number between parentheses is equal to the sum of the rates. The smallest it is, the best is the rank. % of Sample 1.2 Your remit: Does your remit include?: Yes No Nr 1 Percentages Researching and keeping abreast of developments in the labour market, routes to 90 10 0 work, training opportunities and other inclusion initiatives Assessment of the mentee s strengths and weaknesses. 85 13 2 Developing an individual learning plan for the mentee. 72 23 5 Developing an individual action plan for the mentee. 69 26 5 Developing the holistic support arrangements for that individual 59 33 6 Organising and co-ordinating all those who can contribute to helping the mentee reach 59 31 10 his / her goal. Contributing to the delivery of the mentees training and inclusion projects and activities 79 18 3 Ensuring engagement with existing services, agencies, measures and policies. 69 21 10 Targeting potential employers for your mentees. 49 38 13 Follow up / accompanying of the mentee during his / her first months in the job. 54 36 10 Communication: - Inside your organisation 87 8 5 - With the local politicians 31 54 15 - With the employers 31 54 15 - With the partners 13 8 79 Administration, bureaucracy, 72 13 15 Others: 13 8 79 Other specified list Write Literacies strategy for South Ayrshire Council Meeting weekly in 1:1 setting, being a sound board for ideas/frustrations EU Partners Match Mentee with mentor One did not specify 1 No answer. 13/23
1.3 Your roles Yes No Nr Percentages Ensure good current understanding of the relevant policies and initiatives related 79 18 3 to inclusion, training and employment Support the mentee as required, by acting in a variety of roles e.g. as project 79 15 5 leader, as advisor, as supporter, as friend, as manager Committed to the mentees plan, maintain focus and keep the work on track from 74 18 8 beginning to end Organising mentees access to other services as much as possible 69 21 10 Ensure the cohesion and the coherence. 56 23 21 Reinforce the motivations of the mentee 87 13 0 Other: Accompanying business starters 5 13 82 1.4 Would you agree with the following statements Yes No Nr Percentages It is important for me to create confidence. This is a fundament for my mentoring 97 3 0 work. I have to be listening and my attitude must be the asking way, not the telling way 97 0 3 As a mentor I have an appreciative approach being a mentor looking for positive 90 5 5 resources within the mentee. It is important for me as a mentor to help the mentee getting in her or his daily life 56 33 11 Empathy with mentee is important for me as a mentor. 92 3 5 My most important role as a mentor is to be captain in her or his life for a period. 62 13 25 14/23
2. Your needs 2.1 Training Yes No 2.11 Do you think you need any kind of training to be a mentor? (77%) If yes, which kind of trains? Exchange of experiences and networking with other mentors? (82%) Short training: with specific themes: Long training (6 months or more): Yes and I know where to get this training Yes and I know where to get this training Yes, but I do not know where to get this Yes, but I do not know where to get this No, I don't need this training for this theme No, I don't need this training for this theme Interview techniques 18 3 11 0 Understanding the world of 6 6 18 2 business and enterprise Tools and techniques of job of 9 9 13 1 mediation Project management 6 3 20 3 Understanding of the role of agencies and services, organisations and measures for employment, training and inclusion 14 5 10 3 Stress management 15 3 11 3 Conflict management 8 9 13 2 Coaching 10 9 12 1 Others: Peer Mentor Support 0 2 4 26 Coaching 9 4 17 9 Other: 1 0 7 31 Na Na 15/23
2.12 Education Have you received any previous education relevant for the mentoring e.g. courses of education in: Yes Psychology 12 Teaching 11 Pedagogical education 5 2.13 Financial support for training Yes No Do you have possibilities to participate in training more than one day? 26 12 Can you get paid training from you workplace? 22 13 Can you get paid training from any authority? 5 25 2.2 Support Yes and I know where to get this Yes, but I do not know where to get this No, I don't need this Exchange of "good practices" 28 5 5 1 Access to a resource centre (including information about training, tools, practices, etc.) 25 9 5 0 Supervision 22 5 12 0 Being member of a network of mentors. 21 9 9 0 Na 16/23
3. Your main challenges 1 (Rate 1, 2, 3, 4 or 5, with 1 being the main challenge or difficulty) The lack of time together with the mentee (1) 29% The insecurity of your job (1) 29% The recognition, by others, of the "mentor" role (3) 17% The administrative and bureaucratic workload (3) 17% The management of the stress, including coping with challenges (5) 4% Other: 1 : The number between parentheses is equal to the sum of the rates. The smallest it is, the best is the rank. % Of Sample 4. Competences required to fill the job of mentor 4.1 Knowledge 1 (Rate 1, 2, 3, 4, or 5, with 1 being the most important) Knowledge of the mentees and of their problems 1 81% Knowledge of the role of agencies and services, organisations and policies in the field of 2 inclusion, employment, and training 4% Knowledge of the local resources for training, inclusion and employment. 2 4% Understanding the world of business and enterprise 2 4% Knowledge of the current and future economic profile of the area 5 0% 1 : The number between parentheses is equal to the sum of the rates. The smallest it is, the best is the rank. % Of Sample 17/23
4.2 Skills: (Tick the 4 most important skills required by mentors) Ability to motivate, organise and enthuse mentees 1 (87%) Communication skills 2 (85%) Research and use information 3 (44%) Interview techniques 4 (41%) Evaluate 4 (41%) Work with the employers 6 (28%) Ability to negotiate 7 (26%) Manage my time and the time of the mentee 8 (18%) Project Management 9 (15%) Work in network and team 10 (10%) Organise my tasks and report Financial planning 11 (5%) Other: Develop Support Network, Non Judgmental, Confidentiality 12 (3%) 1 : The percentages between parentheses indicate the percentage of mentors who have ticked this skill as being one of the 4 most important. 18/23
4.3 Qualities (choose the 7 main qualities by notching the corresponding spaces without hierarchy) Listening 1 (100%) Patience 2 (82%) Capacity of empathise 3 (64%) Diplomacy 4 (59%) Capacity to adapt to changes. 5 (56%) Capacity to adapt to various mentees and various environments as well as to 6 the changes in this environment. (46%) Availability 7 (44%) Capacity to accept my limits 8 (41%) Tolerance 9 (36%) Responsiveness 10 (36%) Capacity to develop an efficient partnership 11 (33%) Creativity 12 (21%) Capacity to manage the "pressures", the stress and the failures. 13 (15%) Capacity for team-working 14 (13%) Dynamism 15 (8%) Entrepreneurial spirit 15 (8%) Rigour 15 (8%) Intelligence 15 (8%) Autonomy 19 (5%) Pedagogy 20 (3%) Pragmatism 20 (3%) Other: respect of others 22 (3%) 1 : The percentages between parentheses indicate the percentage of mentors who have ticked this skill as being one of the 4 most important. 19/23
5. The process 5.1 Do you organise holistic support arrangements and plans for individuals towards job or other positive outcomes? If yes, what are the main steps of these paths: Induction of the mentee, with a goal of "re-socialisation" Develop and individual learning and action plan for the mentee Training (formal, not formal, informal) Work experience Job search Keeping the job Other: Steps towards business start up. Yes No Na Percentage 25 13 1 21 1 3 21 2 2 20 1 4 17 4 4 20 1 4 15 4 6 2 3 20 5.2 Optimal duration of the mentor process All mentors except business start-up Mentors business start-up Less than 6 months 7% 28% 6 to 12 months 32% 38% 12 to 18 months 15% 5% 18 to 24 months 17% 3% 24 to 36 months 6% - No limit 22% 21% The percentages do not take into account the few non-responses. 5.3 Maximum duration that is imposed on you or strongly recommended (for budget or other reasons) All mentors Less than 6 months 14% 6 to 12 months 49% 12 to 18 months 0% 18 to 24 months 3% 24 to 36 months 3% No limit 26% The percentages do not take into account the few non-responses. 20/23
5.4 and 5.5 Optimal number of mentees that you can mentor at the same time All mentors Can Must Less than 30 67% 72% 30 to 40 10% 10% 40 to 60-8% 60 to 80-3% 80 to 100 - - 100 to 120 - - 120 to 150 - - 150 to 200 - - 200 to 300 - - One at a Time 18% - The percentages do not take into account the few non-responses. 5.6 Frequency of your meeting with the mentee All mentors Once a week 18% Twice a month 5% Monthly 18% Every 2 months 5% As often as needed 49% The percentages do not take into account the few non-responses. 21/23
6. Criteria of results All mentors Yes Response Quantitative goals 54% Access to a sustainable job or to a qualifying training and keeping the job for at least 6 months 14% Access to a job any type 8% Other quantitative goals: Higher education 2% 6.2 Qualitative goals Important, should be taken into account Are taken into account in the evaluation of my results Percentage % Coming off state benefits 59 28 Gaining qualifications 59 36 Gaining social skills 67 18 Punctuality 51 15 Reliability 59 18 Autonomy / self reliance 54 10 Physical presentation 41 13 Verbal presentation 44 10 Respect of rules and orders 44 10 Increased sociability 54 21 Positive change in personal / family life 59 21 Self confidence 69 23 Self esteem 72 23 Mobility 36 5 Acquisition of soft skills as opposed to qualifications: Communication Teamwork Problem Solving Participating in Voluntary Work Confidence and self esteem/self belief Improvement in Literacies skills Empathy/Confidentiality/Respect/Non-judgmental towards others Communication/Listening/tolerance Knowledge of Community Services Increase Communication skills/be able to say no Gaining Social skills as listed above Personal Development/Life skills/confidence/self esteem Customer service type skills Communication verbal/via email/written/timekeeping 15 18 22/23
7. Factors of success The confidence and trust established between the mentor and the mentee. 1 (50%) The knowledge, skills and qualities of the mentor as described in paragraph 6 2 (21%) The motivation of the mentee. 3 (8%) The partnership between all the local agencies and service providers who are in a position to 4 contribute to the success of the project of the mentee, and their commitment to the project. (8%) The resources locally available (offer of training, offer of inclusion activities, measures, policies). 5 (0%)* The partnership with the employers. 5 (0%)* The labour market (offer of jobs). 5 (0%)* Other: *Not 1 st most important but next in priority of factors 23/23