A Guide to Supporting Effective Programs for Mentoring Young People Jul07 DPCDw

8/16/2019 A Guide to Supporting Effective Programs for Mentoring Young People Jul07 DPCDw

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A Guide to SupportingEffective Programs for

Mentoring Young People


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Acknowledgements

A Guide to Supporting Effective Programsfor Mentoring Young People was written byDeb Blaber and Dave Glazebrook of EffectiveManagement Solutions (EMS) who facilitatedfocus groups, reviewed existing program materialsand tools, and prepared the material into an‘easy to read’ and succinct practical resource. The Guide reflects their skills in synthesisingand understanding the promising approaches,learnings and evidence of effective practices usedto support mentoring.

© State of Victoria, 2007

This publication is copyright. No part may bereproduced by any process except in accordancewith the provision of the Copyright Act 1968

Authorised by the Minister for Sport,Recreation and Youth Affairs, James Merlino,1 Spring St Melbourne.

Designed and printed by The Designery

Printed on recycled paper

For additional copies of this document contactInformation Victoria 1300 366 356

Also available at www.youth.vic.gov.au


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Contents

Message from the Minister 4

Part One – Overview of Mentoring

- Mentoring in Victoria 6- Why this Guide? 10

Part Two – The Benefits of Mentoring

- What is Mentoring? 12- Why Invest in Mentoring? 13- The Benefits of Mentoring 16

Part Three – Effective Mentoring Practice

- Mentoring Good Practice Principles 20- Keys to Effective Mentoring Practice 21- Recognising the Diversity of Young People and Communities 25

Part Four – Providing Effective Support toMentoring Programs for Young People

- Types of Support 29

- A Mentoring Support and Management Framework 29> Step 1 - Identifying the Strategic Context 32> Step 2 - Developing a Business Case/Proposal for Mentoring 32> Step 3 - Program Design and Planning 33> Step 4 - Program Implementation 35> Step 5 - Review and Evaluation 36

Part Five – Building the Capacity of Mentoring Programs

- A Collaborative Approach to the Capacity Building of Mentoring 44

- Developing the Skills and Role of Volunteers 44- Sharing Experience of Effective Mentoring Practices 45- Building on the Evidence Base 45

Part Six – Tools and Checklists

- Mentoring vs Coaching 49- Sample Business Case Template 50- Assessment Criteria for Funded Mentoring Projects 52- Example of Mentoring Program Coordinator Position Description 54- Collecting Data on Mentoring Participants 55- Examples of Informed Consent Templates 57- Evaluation Tools 61

> Summary of Evaluation Designs 61> Summary of Data Collection Methods 62> Sample Evaluation Template 64> Sample Mentee Satisfaction Survey 65> Sample Mentor Satisfaction Survey 67

- Working With Children 69

Part Seven – Useful Resources

- Websites 71- Reports, books and guides 72- APPENDIX 1 - Whole of Government Reference Group Membership, 2006 73- APPENDIX 2 - Focus Group Participants and Project Contributors 74- APPENDIX 3 - Examples of Mentoring Programs 75

- REFERENCES 77


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Leading the Way: The VictorianGovernment’s Strategic Framework onMentoring Young People 2005–2008 wasreleased in 2005. Led by the Departmentof Planning and Community Developmentthrough the Office for Youth, all VictorianGovernment departments now share astrategic approach to mentoring that willsupport the delivery of high quality, costeffective programs that meet safety andcommunity standards.

Existing research and experience provides

convincing evidence that good qualitymentoring really works, with young peoplebenefiting through higher school retentionrates, better relationships with peers andfamily, higher levels of participation incommunity activities and lower levels ofdrug and alcohol use.

The most effective mentoring programsinvolve strong partnerships, and thereforethis Guide has been produced as a practicalresource to support Government, business,schools and philanthropic organisations

involved in funding and supportingmentoring programs for young people.

This publication serves as companion to A Guide to Effective Practice for MentoringYoung People produced in 2006 to supportcommunity-based organisations establishand run effective programs.

A Message fromthe Minister

This Guide draws on evidence of effectivementoring practice in Victoria, Australiaand internationally. It has also hadsignificant input from those with experienceand involvement in running, fundingand supporting mentoring for youngpeople. Their contributions are gratefullyacknowledged.

I encourage all those involved in fundingand support for mentoring programs to usethe Guide and am sure it will help build andimprove investment in, and management of

effective programs statewide.

James MerlinoMinister for Sport, Recreation and Youth Affairs

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Part OneOverview of

Mentoring This part provides an overview of the context in whichmentoring is supported in Victoria, the value of mentoring

and the purpose of this Guide

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Mentoring in Victoria

Mentoring in Victoria is supported by arange of organisations and programs thatare often delivered in partnership betweenvarious groups, including businesses,community-based agencies, educationalinstitutions, employers, government,philanthropic organisations and volunteers.

Their contribution to supporting mentoringcan involve policy setting, developinglegislation and standards, funding, research,capacity-building (including skills training andnetwork building), program delivery, programdevelopment and review and evaluation, sectordevelopment and supporting volunteering.

The Victorian government supports mentoringat a number of levels including whole ofgovernment policies, portfolio-based plansand strategies, and department managedprograms. Mentoring is supported both asthe focus of specific programs as well as anintegral component of broader programs which

aim to improve a range of outcomes for youngpeople.

Tables 1 and 2 provide examples of policyframeworks and plans that focus on youngpeople and the context in which mentoring issupported in Victoria.

Whole of government policies

Growing Victoria Together: A Vision for Victoriato 2010 and Beyond, 2001

Leading the Way: the Victorian Government’sStrategic Framework on Mentoring YoungPeople 2005–2008

A Fairer Victoria, 2005

Respect: the Victorian Government’sVision for Young People, 2002

Future Directions: An Action Agenda forYoung Victorians, 2006

Examples of plans and strategies related to young people

Health and

wellbeing

Justice and safety Education and

training

Community

participation

Protecting Children: The next steps

Strategic Plan,Office of Child SafetyCommissioner

‘Go for Your Life’

Juvenile JusticeReform Strategy

Aboriginal Justice Agreement (2)

Blueprint forGovernment Schools

Framework forStudent SupportServices in VictorianGovernmentSecondary Schools

Victorian Indigenous Affairs Framework

Victorian StateDisability Plan

Valuing CulturalDiversity

Sport and Recreation Victoria Strategic Plan2005–2010

Table 1: Strategic Policy and Program Frameworks Informing Mentoring in Victoria


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Growing Victoria Together is the VictorianGovernment’s 10-year vision for the State.Originally released in 2001 and refreshedin 2005, the strategy outlines 10 goals tomake Victoria a better place to live, workand invest. These goals include:

1. More quality jobs and thriving, innovativeindustries across Victoria

2. Growing and linking all of Victoria

3. High quality, accessible health andcommunity services

4. High quality education and training forlifelong learning

5. Protecting the environment for futuregenerations

6. Efficient use of natural resources

7. Building friendly, confident and safecommunities

8. A fairer society that reducesdisadvantage and respects diversity

9. Greater public participation and moreaccountable government

10. Sound financial management.

To support the achievement of GrowingVictoria Together, the Governmentreleased A Fairer Victoria as a key policyfor addressing disadvantage. This policysets out the actions the Government istaking to improve access to vital services,reduce barriers to opportunity, strengthenassistance for disadvantaged groups andplaces, and ensure people get the help theyneed at critical times in their lives. Oneparticular action to address this is 'Gettingyoung people back on track'. This actionprovides significant support for turningaround the lives of young people at risk andincludes new mentoring programs.

The Government has developed Leading theWay: The Victorian Government’s StrategicFramework on Mentoring Young People

2005–2008 and is the first Australian stateto adopt a strategic, coordinated frameworkfor mentoring young people. Thisframework sets out to support the deliveryof mentoring programs for young peoplewhich are guided by contemporary evidenceand quality practice and can achievepositive outcomes for young people. The Government also recognises the needto ensure activities involving communityparticipation are safe, meet communitystandards and are delivered where they aremost needed.

The Office for Youth, Department ofPlanning and Community Development isleading the implementation of the Mentoringand Capacity Building Initiative (MCBI) to putin place the agreed goals of the Frameworkfor Mentoring Young People. The MCBIaims to:

• develop a coordinated, evidence-based approach to build investment in

mentoring;• increase involvement of young people in

high-quality mentoring programs; and

• build strong cross-sectoral communityparticipation supporting mentoring.

The MCBI aims to see partners workingtogether across government and thecommunity to achieve:

• a whole of government and communityapproach to stimulate higher levels ofaccess to quality mentoring programs foryoung people and support volunteeringin mentoring roles;

• a means to support existing and potentialproviders of mentoring programs toachieve high quality assurance andcontinuous improvement in the delivery ofmentoring programs; and

• a means to assist government,business, community and philanthropicorganisations have greater confidencewhen supporting mentoring by ensuringthat the programs meet importantcommunity standards.

The implementation of the MCBI includesthe delivery of three components:

1. Building Mentoring;

2. Community Capacity Building; and

3. Tools for Better Mentoring.

Future Directions: An Action Agenda forYoung Victorians released in 2006 (Buildingon Respect: the Government’s Vision for

Young People, 2002 ) is the new youthagenda, reflecting the broad range of activityoccurring across Government for young Victorians aged 12–25 years. The operatingprinciples underpinning this strategy include:

• Young people’s voices are central toyouth policy and services;

• Institutions that young people rely onshould collaborate and take a sharedapproach;

• Young people should be considered in

their family and community context;

• The diversity of young Victorians must beacknowledged; and


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• Interventions and programs need to beput in place, early, because preventionbased approaches work best.

Future Directions brings together a 'Top 40'list of initiatives which are grouped under fivespecific desired outcomes. Future Directionswill increase the number of young peoplewho:

• contribute more to their communities andwant to make a difference;

• make a successful transition from schoolto a job they like;

• know how to access information, supportand services they need;

• lead healthy, active and culturally diverselifestyles; and

• live in a secure environment and choosesafe behaviours.

The wide range of programs that existthroughout Victoria reflects the diversity of

the different groups of young people andcommunities who participate in and benefitfrom formal mentoring.

Program Focus Target Group Examples

Cultural and

Linguistic Diversity

• Culturally and linguistically diverse youth

including newly arrived young people• Young refugees

• Centre for Multicultural Youth

Issues (CMYI) MC Voice RaiserOR Multicultural Youth MentoringProject (Department of Planning andCommunity Development, Office for Youth)

Juvenile Justice • Young people in juvenile justice custodialcenters, on remand or serving a Youth Attendance order

• Juvenile Justice Mentoring Program- Restorative Partnerships Project XLR8 (Department of Human Services,Juvenile Justice)

Child Protection • Children under notification of childprotection authorities

• Young people aged 12–17 years, at riskof education breakdown, of becoming, oralready, a client of Child Protection

• 16–18 year olds preparing to leave statecare including young pregnant women,young parents and homeless youngpeople

• Mentoring for Life Skills Connections(DHS, Child Protection)

• Jesuit Social Services - Gateway:Leaving Care Mentoring Program(Office for Children)

Mental Health • Young people with mental health issues

• Children of parents with mental health

issues

• Carers Victoria - Young Carers Ambassador Mentoring Project(DPCD, OFY)

High Risk • Young people aged 11–20 living withinrural and metropolitan communities facingdisadvantage and social exclusion

• Young people 'at risk' of peer pressure tomisuse drugs or other harmful substances

• Boys not living with their fathers

• Young people experiencing factors in theirlives (including mental illness, chronicphysical illness) which are making it difficult

for them to reach their full potential

• Good Shepherd - VOOOM: VolunteerOne-On-One Mentors (DPCD, OFY)

• Mission Australia - Mentoring toMobilse Program

Table 2: Examples of Mentoring Programs Supported in Victoria


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Program Focus Target Group Examples

Young Women • High-risk young women (14–17 years)

who have been involved in the juvenile justice system

• Young pregnant women and youngmothers

• YWCA - Asista Mentoring and Friendship

program

Disability • Tertiary students with a disability who arein, or nearing, final year of study

• Willing and Able Mentoring InnovationProject (DHS, Disability Services)

Indigenous • Koori students in years 7–9

• Young people in Koori communities

• Winda Mara – Community DreamingLeadership Program (CommunitySupport Fund, VicHealth)

• Kalay Wartee (Sister Brother) MentoringProgram - Gunditjmara in partnershipwith Brophy Family Services and Barwon Youth (DPCD, OFY)

School-based • Students in both primary and secondaryschool requiring academic and/or socialdevelopment assistance

• Young people making the transitionfrom school to education, training andemployment

• Plan it - Youth Mentoring Program– Baw Baw Latrobe Local Learning &Employment Network

• Standing Tall, Baimbridge College,Hamilton

Vocational

development

• Young people looking for anapprenticeship-type relationship with aprofessional

• Young people seeking leadership orentrepreneurial skills

• NIECAP- Community and RegionalPartnerships, RMIT University - Linking Young People with Employment and Training Project (DPCD, OFY)

• Mentoring through Internship (VictoriaUniversity)

• Workforce Participation Program (DIIRD)

A brief description of some programs is provided in Appendix 3. Information on the VictorianGovernment’s support for mentoring in Victoria is available on the Office for Youth website

at www.youth.vic.gov.au. Nationally, mentoring information is available on the YouthMentoring Network website www.youthmentoring.org.au


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Part Two The Benefits of

Mentoring This part provides on overview of mentoring and theevidence that exists in relation to the benefits of mentoring

for young people, mentors, communities, businesses and

other organisations

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What is Mentoring?

'Mentoring' is used to describe variousprograms and/or relationships, whetherformal or informal, which aim to buildthe skills or wellbeing of a young personthrough the input and/or assistance ofanother person who has more skills,experience and knowledge.

Carruthers (1993) gives a detailed accountof the origin of the term ‘mentor’. InGreek mythology, Mentor was the faithfulcompanion of Odysseus, King of Ithaca.When Odysseus set off for the Trojan wars,Mentor was put in charge of the householdwith particular responsibility for ensuringthat the king's son, Telemachus, wasraised to be a fit person to succeed hisfather. Therefore Mentor acted as a parentfigure, teacher, role model, approachablecounsellor, trusted adviser, challenger, and

encourager.1

More recent views on mentoring have alot in common with historical perspectives.For example, Rhodes (2002) describesmentoring as 'a relationship between anolder, more experienced adult and anunrelated, younger protégé - a relationshipin which the adult provides ongoingguidance, instruction, and encouragementaimed at developing the competenceand character of the protégé'.2 Similarly,MacCallum and Beltman (1999) purport

that mentoring involves an older, moreexperienced person guiding and helping ayounger person in his or her development. The crucial component of mentoring is thetrusting relationship that develops betweenthe mentor and the mentee.3

Leading the Way: the VictorianGovernment’s Strategic Framework onMentoring Young People 2005–2008 definesmentoring as 'the formation of a helpingrelationship between a younger personand an unrelated, relatively older, more

experienced person who can increase thecapacity of the young person to connectwith positive social and economic networksto improve their life chances'.4

Mentoring may occur either as natural mentoring, when a sustained relationshipdevelops naturally between a coach,teacher, neighbour, or other adult and ayoung person, or as planned mentoring,when a relationship is purposefully createdto help a young person who may otherwise

not have the access he or she needs tothe wisdom and support of a caring adult.Planned or formal mentoring can takeseveral forms including:

• traditional mentoring (one adult to oneyoung person);

• group mentoring (one adult working witha small number of young people);

• team mentoring (several adults workingwith small groups of young people);

• peer mentoring (caring youth mentoringother youth); and

• e-mentoring (mentoring via email and theinternet).

Mentoring can take place in a wide rangeof settings including schools, faith-basedorganisations, a community setting, aworkplace, a youth justice setting or in thevirtual community.

Mentoring should not be confused with rolemodeling or coaching.

A mentor may be a role model, but arole model is not necessarily a mentor. A role model is a person who serves as arepresentative in a particular behaviouralor social role which another person maychoose to emulate. Role models can existoutside a formal relationship. In fact, aperson may be a role model without evenknowing the person who looks to them forexamples of how to behave in a particularsocial or more formal context.

Similarly, mentoring is not the same ascoaching although sometimes coachingprograms are labelled as 'mentoring' andsometimes a mentoring relationship caninclude aspects of coaching. The keydifferences relate to the focus and


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objectives of mentoring compared withthose of coaching. Coaching has a clearset of objectives and goals which onceachieved, bring about a 'natural ending' tothe relationship/agreement between thecoach and the person being coached.Programs focused on a specific outcome

such as employment placement, academicachievement, or sporting performance aremore akin to coaching. Mentoring is muchbroader and relates to the whole personand their life. Goals and objectives evolveover time and the focus is the relationshipbetween the mentor and mentee. Whilesome specific goals may be agreedbetween the mentor and mentee, thebuilding of the relationship is the key aim.First Train claims the major differencesbetween mentoring and coaching relate tofocus, role, relationship, source of influence,

personal returns and the arena in whichmentoring takes place.5

Unlike coaching and role modelling,mentoring describes programs and/orrelationships, whether formal or informal,which aim to build the skills or wellbeing ofa person (generally young) through the inputand/or assistance of another person whohas more skills, experience and knowledge.Further information on the differencesbetween mentoring and coaching isprovided in Part Six.

Why Invest inMentoring?

Overview

Practitioners, researchers, observers,participants in mentoring and communitymembers are in general agreement thatinvesting in mentoring can have enormousbenefits for young people, mentors and

communities. The available literature,numerous case studies and a range ofevaluation reports suggest that mentoringcan, and does, work.

Mentoring has the potential to be a keystrategy for strengthening communities andbuilding resilience of young people. Existingevidence points to the fact that well-plannedand organised formal mentoring programscan provide strong individual support, adviceand guidance and can help in practical waysat important ‘transition’ points in young

people’s lives.

Youth Development and Resilience

The Victorian Government aims to buildstronger, resilient communities by providingimproved social, learning, cultural andemployment opportunities for young people. Youth participation in community decisionmaking and activities can be achievedthrough:

• Empowerment – young people havinggreater control over their lives throughparticipation;

• Purposeful engagement – young peopletaking on valued roles, addressing issuesthat are relevant to them, and influencingreal outcomes; and

• Inclusiveness – ensuring that all youngpeople are able to participate.6

Mentoring is one of many strategies that,when linked to and delivered in the contextof other youth development services at thelocal level, can contribute to young peopledeveloping new skills and knowledge, makingdecisions to participate in community life, andencouraging and empowering them to makepositive contributions to community buildingand strengthening.


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Masten and Coatsworth (1998) claim mostof the research on mentoring has pointedto the importance of resilience in youngpeoples lives.7 ‘Resilience’ refers to anindividual’s capacity to withstand stressorsand not manifest psychological dysfunctionsuch as mental illness or engagement in

persistent negative/antisocial behaviour.

Stressors or 'risk factors' are oftenconsidered to be experiences of majoracute or chronic stress such as death ofsomeone close, chronic illness, sexual,physical or emotional abuse, fear,unemployment and community violence. The presence of risk factors in a youngperson’s life may increase the likelihoodof them engaging in health compromisingbehaviours. On the other hand, thepresence of protective factors will either

reduce the impact of the risk, or changethe young person’s capacity to respond toit.8 The resulting level of resilience refers toan individual’s capacity to thrive and fulfillpotential despite, or perhaps even becauseof, stressors/risks. Resilient individuals andcommunities are inclined to see and reactto problems as opportunities for growth. According to Neill (2006), resil ience is somekind of dynamic quality that is very privateand not always visible to outsiders. Whenthings go wrong, resilience emerges asthe capacity to still find determination and

reason to cope with the situation despite allodds, and more often than not, to find waysthrough.9

Rhodes suggests three clusters of resiliencecharacteristics:

1. Characteristics of the individual, such asintelligence and disposition;

2. Characteristics of the family, such as itsconsistent and close relationships and/orsocioeconomic advantages; and

3. Characteristics of the community, suchas bonds to non-related adults who arepositive role models, connections withcommunity organisations and goodschools.10

Most resilience researchers recognise thesethree clusters, even though sometimes theyare presented slightly differently.For example, Communities That Care Ltd(2003) refers to four clusters – community,family, school and peer/individual, whilePritchard and Payne (2005) refer to five

clusters – individuals, family, school, peersand community/neighbourhood.11

In Victoria in 1999, a major study titled TheWellbeing of Young Victorians summarised astatewide survey of the protective and riskfactors that are present at these three levels– individual, family and community – asreported by young people. The presence ofprotective factors can have a particularlypositive, counter-balancing effect on thepresence of risk factors in a young person’slife and can increase the likelihood of

healthy behaviours. Examples of protectivefactors include strong bonds with family,friends and teachers, parental monitoring,the individual’s ability to act independently,a belief in a positive future,acknowledgement for involvement inconventional activities, opportunity forparticipation in family, school andcommunity activities, social and learningskills to enable participation, and recognitionand praise for positive behaviour.12

There is a significant research base on

protective and risk factors. Table 3 providesa summary of protective and risk factorswhich may be present in a young person’slife which has been drawn from the availableevidence.


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Protective Factors Risk Factors

Individual/peer:

• strong spiritual or religious faith

• ability to solve problems

• respect for authority/boundaries

• friends and peers engaged in positive behaviour

• confident outlook on life

• sense of social responsibility

• harmful use of alcohol and other drugs

• history of abuse – sexual, physical or emotional

• mental illness and/or long term physical illness

• exposure to suicide/self-harm in others

• poor communication skills

• tolerance for deviant behaviour

• involvement in illegal behaviour

• imprisonment

• conflict over sexual identity or same sex attraction

• early involvement in sexual behaviour

Family:

• parental presence

• sense of connectedness to family

• high levels of family support and encouragement

• rewards/acknowledgement of positive behaviour

• death of a parent/care giver/family member

• divorce/separation of parents

• physical or mental illness in the family

• alcohol or drug abuse by family members

• parental attitudes positive towards drug use orantisocial behaviour

• family violence and abuse (sexual, physical oremotional)

• poverty

• suicidal behaviour within the family

Community/school:

• active involvement in school/community/sporting/recreational activities

• presence of supportive, caring non-related adults

• opportunities to achieve

• rewards/acknowledgement of positive behaviour

• lack of opportunities for involvement incommunity/school activities

• low neighbourhood/school attachment

• high levels of personal transitions and mobility

• academic failure or poor performance

• norms favourable to drug use

• high levels of violence and crime

Table 3: Building Resilience – Examples of Protective and Risk Factors*

*Note: These protective and risk factors are put forward as examples only and are drawn from a range of studies that form part of the extensive

evidence base on resilience.

In a mentoring context, Rhodes claims that thepresence of non-related adults in a young person’slife can have a positive influence, particularly wherethose adults provide strong emotional support over aperiod of time. She cites several studies which haveconfirmed the protective influence of caring, competentadults who are not parents, particularly in the livesof children and adolescents facing extraordinary

challenges.13 Similarly, Werner conducted alongitudinal study of a group of children born in 1955,and after analysing the presence of risk and protectivefactors during their lifetimes, found that the childrenwith more protective factors than risk factors in theirlives (that is, those defined as resilient) could identify atleast one person in their life who had believed in themand offered them support when needed.14


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The Benefits ofMentoring

Young people

All young people can potentially benefit frommentoring and mentoring programs can bedesigned to take into account the interests,needs and aspirations of various targetgroups. Programs may be developed with a

focus on the goals of young people who are:

• disengaged or at risk of disengaging fromthe education system;

• seeking to make a transition from schoolto work;

• involved in or seeking to transition fromthe justice system;

• socially isolated, for whatever reason;

• young parents;

• seeking to connect or reconnect with

cultural identity;

• wanting to further their sporting/athleticpotential; or

• keen to increase their career options.

Young people involved in mentoring are likelyto experience:

• improvements in their relationships withfamily and peers;

• an increase in their overall communication

skills with others;• reduced feelings of isolation;

• a reduction in risky behaviour;

• enhanced social and emotionaldevelopment;

• increased options and opportunities forparticipation;

• continued and strengthened participationin educational and vocationalopportunities; and

• increased resilience.

Mentors

Mentors as volunteers experience enormousfeelings of satisfaction from ‘making adifference’ and from gaining opportunities toreflect on their own lives, goals, aspirationsand ways of working with others. Many

mentors value the opportunity to 'give back'to the community, particularly when theyhave benefited from mentoring themselves.

By being involved in mentoring, mentors canalso build new skills through training, theycan meet new people and develop strongernetworks, and can add variety to their workand life experiences. Many mentors say, infact, that they also learn and benefit fromtheir relationship with a young person.

Community

Mentoring is an effective form of volunteeringthat benefits the community through theinfluence of positive relationships andincreased community connectedness.Mentoring can also contribute to communitystrengthening by building collaborativepartnerships and community capacityand abilities. Engaging young people andbuilding their confidence and abilities canalso increase the possibility that they willbecome more involved in their communities.In turn, communities then become moreresponsive to the needs of young people.

Organisations

Organisations that support their staff tobecome involved in mentoring report anincrease in staff morale and skills andimprovements in their corporate profile.

Research also supports the notion thatmentoring programs which are notprescriptive but which focus on developinga trusting relationship between the mentorand mentee are more likely to last and be

perceived as successful.15

Table 4 presents a summary of the benefitsof mentoring.


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Table 4: The Benefits of Mentoring

For Young People

Benefit Measure Evidence

Improvementsin academicperformance

Improvements in school attendance/reduction in truancy

Improvements in attitudes to school

Improvement in school completion ratesand chances of moving into highereducation

Tierney et al 2000 16

LoScuito et al 1996 17

LoScuito et al 1996 18 Aseltine et al, 2000 19

Zimmerman et al 2002 20

Qantum Opportunities Program, 1994 21

The Commonwealth Fund, 1994 22

Reduction in high risk/problem behaviour

Prevention or reduction of substanceabuse


Centre for Substance Abuse Prevention,1996 24

Sharon Beier et al 2000 – (smoking, druguse but not alcohol use) 25

The National Drug Strategy: Australia’sIntegrated Framework 2004-2009 26

Reduction in sexual intercourse, earlyinvolvement in sexual behaviour,pregnancies

Qantam Opportunities Program, 1994 27

Rowberry 1995 28

Grossman and Garry, 1997 29

Sharon Beier et al 2000 (unsafe sex) 30

Rhodes et al 1994 (less use of alcoholwhile pregnant) 31

Reduction in negative behaviour– unsocial, offensive, criminal, gangbehaviour


Blakely et al 1995 33

Grossman and Garry 1997 34

Aseltine et al 2000 35

Becker 1994 36

Fo and O’Donnell 1975 37

Sharon Beier et al 2000 (carrying aweapon) 38

ARTD (2002) 39

Social and EmotionalDevelopment

Promotion of positive social attitudes toschool, others (families and friends) andthe future

LoSciuto et al 1996 40


Improvement in young people’sperceptions of their self-worth



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For mentors


Increased 'culturalcapital'

Building of 'cultural capital' that helpsmentors to:

• make sense of their own past(sometimes difficult), experiences andcurrent challenges

• gain insight into the day-to-day lives ofyouth

• develop positive, more reciprocalrelationships with youth

• gain satisfaction from ‘making a positivecontribution’ to the lives of others andthe community

Philip and Hendrey 2000 43

Freedman 1999 44

Erikson 1994 45

Rhodes 2004 46

Taylor and Bressler 1996 47

Skill development andincreased networkconnections

Building of new skills through training andapplication during the mentoring match

Increased opportunities to build networks

with other mentors, program staff andpartners

McLearn et al 1998 48

Murphy 1996 49

For communities


Communitystrengthening

Creating positive relationships and increasedcommunity connectedness

Building collaborative partnerships as wellas community capacity and abilities

Increasing the pool of community volunteers

particularly when young people becomemore involved in their communities

Breaking down barriers between more andless privileged members of society

Garnering support for other youth-development initiatives

Where successful, increasing commitmentto youth policies, programs and institutions

Van Willingen 2000 50

For organisations


Enhanced corporateresponsibility andorganisational image

Increased sense of corporate responsibility

Building of positive corporate profile

Our Community 2006 51

Big Brothers Big Sisters 52

Increase in staff skillsand commitment

Development of employee skills andimproved staff morale and performance

Weinberger 1999 53

For further information, refer to: www.youthmentoring.org.au , www.mentoring.org and www.bbbsc.ca Other useful resources are also listed in Part Seven.

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Part ThreeEffective Practice

This part provides an overview of the evidence that exists

about good practice in mentoring programs for youngpeople. Effective programs demonstrate a number of

characteristics, the presence of which enhance the chances

of successful outcomes

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Mentoring Good PracticePrinciples

A wealth of information exists on goodpractice mentoring both from Australianand international practitioners andresearchers. Whether developing anew policy or developing or reviewinga mentoring program, it is useful tounderstand the principles underpinning

effective mentoring practice. Currentthinking and practice indicates thatmentoring good practice principles include:

1. The needs, interests andempowerment of young peoplebeing at the centre of thinking in theplanning, development, implementationand evaluation of the program;

2. The input of key stakeholders,

especially young people, into thedesign of the program;

3. Establishing, developing and nurturinga relationship between the mentor andmentee where the mentor is an equalrather than a teacher;

4. Approaches which are holistic innature, recognising that there are manylayers, relationships and influences ina young person’s life, mentoring being just one;

5. Sound program design basedon evidence of what works andsupported by appropriate policies andprocedures;

6. Culturally aware and genderappropriate content and processes;

7. Effective collaboration and partneringwith other agencies;

8. Adequate funds to run the program

over an appropriate length of time;

9. Well defined, effective structures ofmanagement and governance; and

10. Monitoring, evaluation and reviewintegrated throughout the program.


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Keys to EffectiveMentoring Practice

Much of the evidence from Australiaand internationally indicates that certaincharacteristics/components of mentoringprograms, when present, increase thelikelihood of mentoring being successful.

Table 5: Characteristics of Effective Mentoring

Characteristic Description Impact Examples of Evidence

Clear Vision,

Purpose and

Values

A statement about what theprogram is trying to achieve andits underlying philosophies

• Robust program frameworkas the basis for developingpolicies and procedures,promotional activities and

evaluation techniques

Mentoring AustraliaBenchmarks 2000 54

Collaboration

with relevant

agencies/

schools/

community

groups

Partnerships, agreements,memorandums ofunderstanding and referralprotocols with relevantagencies and groups whichhave potential contact with theparticipants in the program

• Facilitates an 'holistic'approach to meeting theyoung person’s needs

• Assists in promoting andmarketing the program topotential sponsors/ fundersand mentors

• Members of advisorygroups/ Boards of programshave a mutual interest in

program outcomes• Enhances sustainability of

the program over time

National MentoringPartnership 55

Policies and

Procedures

Well documented policies,procedures and protocols whichguide program implementationand management.

• Consistency and integrity ofprogram application

• Assists in 'managing risk' inall aspects of the program


Screening of

Mentors

Procedures for advertising,interviewing, undertakingreference checks and criminal

reference checks.

• Mentors with appropriatecharacteristics, skills andexperience

• Safety of young people

• Program reputation

BBBS 57

Sipe 1998 58

Grossman and Furano1999 59

Roaf et al 1994 60

Orientation and

Training

Training of mentors andmentees include programrequirements and rules;presentations on thedevelopmental stages of youth;communication and limit-settingskills; relationship building; waysto interact; cultural awareness;

understanding of people withdisabilities, risk management;and protective behaviours

• Mentor volunteers are awareof the commitments ofbeing a mentor, understandtheir role, and have realisticexpectations

• Mentees understand the roleof the mentor and their ownrole in the relationship

Sipe 1998 61

BBBS 2004 62

Tierney and Branch 199263

Styles and Morrow 199264


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Characteristic Description Impact Examples of Evidence

Length of Match Length of match needs to beconsidered in light of programgoals. Programs that focuson developing long termrelationships between mentorsand mentees need to be atleast 12 months and preferablylonger (some programs suggestup to three years)

• Mentoring relationshipssustained over a significantperiod are more likely toproduce beneficial outcomesand become progressivelymore effective over time

• Earlier than expectedterminations dissolve thebond of trust betweenmentor and mentee and canhave longer term negativeeffects

• Young people in mentoringrelationships that terminatewithin three months havebeen shown to havenegative impacts in terms

of the young person’s selfesteem and capacity to trustothers

Grossman and Rhodes2002 72

Dubois and Neville1997 73

Rhodes 2002 74

Grossman and Johnson1998 75

Managed

Closure

A Closure Policy withprocedures for exiting theprogram and assistance formentees to define the nextsteps in achieving their goals

• Formal relationships areended responsibly

• Reward and recognitionof the relationship andcelebration of achievements

• Expectations for furthercontact are clear for bothmentor and mentee

• The mentee is supported tocontinue to pursue his/herown goals


Evaluation

Process

A clear framework, indicators,data collection and reportingprocesses are established toevaluate effectiveness at anindividual and program level

• Continuous improvementlinked to the program’sstrategic plan

• Evidence base forpursuit of further funding,community involvement andpartnerships


McCallum and Beltman1999 78

Table 5: Characteristics of Effective Mentoring continued


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Recognising the Diversity of Young People and Communities

Effective mentoring programs are characterised byadherence to generic good practice design principles.Where programs seek to include particular groups withinthe community, additional program design specificationsare needed to ensure that young people (who may

find it difficult to engage in and achieve successfuloutcomes from participation in mentoring) have accessto and are encouraged to maintain their involvement. An important consideration in selecting mentors forspecific groups such as Indigenous, CALD, same sex-attracted and young people with disabilities is whether

mentors need to be from the same background or canbe drawn from the wider community. This may dependon the goals of the program. To find out 'what works'for specific groups, funders and supporters shouldensure that the organisations they are supporting have

consulted with expert individuals and organisationsabout how to engage young people from specificgroups. Expertise and resources in mentoring can alsobe found at the National Youth Mentoring Network atwww.youthmentoring.org.au and the Victorian YouthMentoring Alliance at www.youthmentoringvic.org.au

Target Group Checklist of Considerations

Remote/Isolated

Communities Does the method of interaction between mentors and mentees include phone, email,

group and face-to-face meetings?

Are the locations for activities accessible?

Does the budget allow for reimbursement of appropriate travel expenses?

Are the confidentiality policies and procedures adequate to ensure that the privacy ofindividuals, especially in small towns, is protected?

Young people

'at risk' Do the training packages for mentors contain information on stages of adolescence

and on how protective factors and risk factors affect resilience?

Is support provided to mentors to help them deal with negative behaviours such as'acting out', lying or confrontation?

Where the young person is involved with a statutory agency how is the mentoringauspicing agency going to work with other case workers?

Is the mentor recruitment process rigorous enough to ensure selection of mentorsresults in engaging adults with the right skills, knowledge, and attitudes to assist youngpeople at risk?

Are the rights and privacy of the young person protected, particularly in relation to pastbehaviour and/or convictions, while ensuring the safety of the mentor?

Indigenous Youth*

* Indigenous youth

are highly likely tobe in the 'at risk'category.

Please also refer toissues covered inthe Young people‘at risk' section.

Is the local Indigenous community actively engaged in supporting your organisation tomentor Indigenous youth?

Has the organisation modified or adopted its mentoring program on advice from the

local Indigenous community Elders and leaders (including through the Local IndigenousNetwork, Aboriginal Cooperative, Local Aboriginal Education Consultative Group)?

Does the organisation currently have the capacity to deliver effective mentoring or willadditional support and/or training be required?

What type of support would be available to non-Indigenous organisations that attractIndigenous youth (that is, what type of information would help them to provide aculturally appropriate service/program?)

Is cross-cultural training included in induction and ongoing mentor support activitieswhere mentors are non-Indigenous?

What strategies are in place to attract mentors, and if mentors are in short supply, whatmodels of mentoring will be put in place (for example, group mentoring, e-mentoring)?

Are cultural events and celebrations included as part of planned mentoring activities? Are the performance measures used to assess success culturally appropriate?

Have performance measures to assess cultural appropriateness been included?

Table 6: Program Design Considerations


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Target Group Checklist

Culturally and

Linguistically

Diverse (CALD)

background

Have existing organisations or community groups been consulted in the design of theprogram, and if so, do they support the program?

What pre-program planning is required to ensure the community embraces theprogram, especially if mentoring is not normally a part of the community’s culture?

If non-community members are to be involved in mentoring, what cross-culturaltraining and support is needed?

Has the program engaged interpreters where needed?

Are the performance measures used to assess success culturally appropriate?

Same Sex-

Attracted Has the mentor induction program and other training incorporated information on

issues faced by young people who are same sex-attracted?

What strategies are incorporated to ensure the program is supported by the widercommunity?

Has the organisation developed additional policies and procedures to support thementoring process?

What organisations have been consulted to ensure the program design is appropriate?

Has the auspicing agency engaged the support of relevant organisations who canprovide information and advice to participants (for example helplines)?

Are the confidentiality policies and procedures adequate to ensure that the privacy ofindividuals is protected?

Disability What external support has been engaged to assist the mentoring relationship (forexample, translators, carers, health professionals)?

Are there specific needs for transport and access to program activities?

Does the program design contain sufficient emphasis on individual development, not just on caring?

What training will be provided to mentors to help them manage particular issues facingparticipants?

Is there adequate information, advice and support available to ensure young peopleand others who are significant in their lives can participate?

Are the selection criteria for mentees inclusive enough to ensure potential participantswho may have high support needs are not excluded?

Table 6: Program Design Considerations continued

26


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Part FourProviding Effective Supportto Mentoring Programs for

Young People This part provides a framework for managing a mentoring

program for young people from a development, design,

implementation and review/evaluation perspective

27


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1. Strategic Context Setting

2. Business

Case/ProposalDevelopment

3. Program Design and Planning

5. Review and Evaluation

4. Program

Implementation

Effective MentoringProgram Support

28


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30/8030

Strategic ContextSetting

BusinessCase/ Proposal

Development

Program Design andPlanning

ProgramImplementation

Review andEvaluation

1. Undertake

environmental scan

- Determine relevant

government/community/business/organisational

strategies and polices

related to young people

- Identify existingevidence of best

practice and promisingapproaches to

mentoring

- Document currentprograms and projects

which incorporate

mentoring and thecommunities in which

they are located

- Identify networks/groups supporting

the development ofmentoring practice

1. Develop business

case/ proposal

- Document strategic

context and ensurealignment of projectwithin policy context

and funding model

- Develop a project

statement includinga description of

the program, theexpected outcomes,

performancemeasures, timeframe

and cost

- Establish program

objectives and goals- Identify stakeholders

with an interest in

the success of theproject including

potential partners, keydecision makers, third

party organisations,communities and

young people

- Assess risksand develop risk

management

strategies

- Develop projecttimeframe and key

project milestones

- Develop detailedbudget

- Document project

governancearrangements

- Outline project

communications

strategy

2. Submit business

case/ proposal to

decision makers

3. Obtain agreement/endorsement of

project proposal

1. Establish program

governance structure

2. Develop

comprehensiveprogram/projectdocumentation

- Program/project

context

- Program/project

overview

- Description of targetgroup and any specific

needs

- Partnershiparrangements

- Funding model

- Program/project

organisationalstructure, roles and

responsibilities

- Project logic model

including goals andobjectives, resource

requirements, keyprogram/project

activities, outputs,outcomes and benefits

- Project timeframes and

key milestones

- Key stakeholdersand communication

strategies

- Project risks and

managementstrategies

- Evaluation framework

including performancemeasures, evaluation

methodology, reportingrequirements

3. Develop detailed

project plan to

document specificproject components

– program design,implementation,

review and evaluation– and the associated

activities, timing,responsibilities and

resource implicationsfor each

4. Submit detailed

project plan to keydecision makers

5. Obtain agreement/endorsement of

detailed project plan

1. Formalise

partnershipagreements

2. Promote programand provideinformation to key

stakeholders

3. Where providingfunding to one

or more projects

undertakeprocurement

developmentand submission

assessmentprocesses

4. Determine supportand trainingneeds of funding

recipients

5. Develop and sign

off contracts/service agreements

6. Manage contract/

service agreementrequirements,

including releaseof project funds,

project liaisonand monitoring

activities7. Provide, source

or broker projecttraining and

support

8. Facilitate mentoringnetworking

activities

9. Produce anddisseminate

communications tostakeholders

10. Review risk

managementstrategy

1. Establish key

performanceindicators and data

requirements2. Determine evaluation

methodology

3. Establish review and

evaluation timeframe

4. Undertake monitoringand evaluation site

visits

5. Gather and analyse

relevant data

6. Report to keystakeholders

7. Review

appropriatenessand effectiveness of

program

8. Implement relevantchanges to improve

or discontinue the

program

Table 7: A Mentoring Support and Management Framework*

Step 1

* This framework is meant as a guide to effective mentoring management practice. The relevance of all these activities willdepend on the type and level of mentoring support and funding involved.

Step 2 Step 3 Step 4 Step 5


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Workforce Participation Partnerships addresstwo priorities of the Victorian Government:increasing sustainable employment opportunitiesfor Victorians facing significant barriers to work

and addressing areas of emerging labour andskill shortages. The program provides $24 millionto support flexible solutions at a local, regionalor state level to address these two priorities.Partnerships build on existing services andprograms to achieve sustainable employmentoutcomes for jobseekers.

Mentoring is an integral part of the WorkforceParticipation Partnerships program. While thetimeframe of the mentoring relationship varies,one-on-one mentoring has been incorporatedinto more than 90 currently funded projects.

Mentoring ensures there is advocacy and supportfor young people to assist with their retentionoutcomes.

During program development it was reallyimportant to establish a solid transparentpartnership with the organisations and agenciesinvolved in the projects. Our program formslinkages between industry – which provides jobs – and unions, community organisations orlocal government which provide the support forthe mentoring and other component activities.We support the development of strong bondsbetween agencies to build on the strengths of

each. Partners know their core business. If theysee the value of the program for their businessthey will respect the role of the other partners.

An example of a great partnership is between theElectrical Trades Union (ETU) and the Indigenouscommunity which uses mentoring as part of theprogram to place Indigenous young people intoelectrical apprenticeships. We’ve seen fantasticresults from this program with young Kooriesbeing placed and succeeding in their trades.Similar partnerships include the one between the YMCA and the TWU (Transport Workers Union)

and the Melbourne Fire Brigade and Malmsbury Youth Training Centre.

The funding agreements with project agenciesneed to identify and specify milestones to be metand reflect their capacity and ability to deliver theoutcomes sought. Importantly, the milestones

need to be realistic and achievable and as simpleas possible. Partners need to know up-frontwhat is expected of them so they can collect theinformation required for monitoring and auditingof participant and project progress. Regularreporting is needed so any problems can bepicked up early and rectified. If we sense aprogram is not meeting the outcomes needed toachieve milestones, this will affect expenditureand lead to a poor reflection on all stakeholders,including the Department. These issues shouldbe managed quickly.

Each project is evaluated externally and if theproject achieves its outcomes, is successfullyaudited and acquitted and there are nocomplaints from stakeholders, including youngpeople, then it can be said to be accountable.Of course the best outcome for our mentoring-related activities is that young people are stillworking in sustainable jobs!

Mentoring is critical to the success of ourprojects and their outcomes and our programoverall. I think mentoring for internal governmentemployees, especially trainees, is also vital toensure they have a good journey and a great start

to their first job.

Jan McCalmanSenior Project Officer

Workforce Participation Partnerships Program

Department of Innovation,Industry and RegionalDevelopment (DIIRD)Workforce Participation

Partnerships


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Identifying the Strategic Contextfor mentoring will help to determine whethermentoring, as a strategy to improveoutcomes for young people, is the rightstrategy for your department or organisationat a particular point in time. This stage (orpart of) is often referred to as environmental

scanning or strategic context setting and isa broad exploration of all the major trends,issues, government policies, research,current practice, events and ideas acrossa range of activities related to mentoring.Information is collected from manydifferent sources including Governmentpolicy and strategic directions, not-for-profit peak bodies, advocacy groups,professional networks, direct consultationwith communities to ascertain communityattitudes and practice, newspapers, journals, conferences and reports.

A number of tools are available to helpindividuals and organisations undertake asystematic mapping of the socio-politicalcontext in which a mentoring program will,or does, sit. This phase will enable you toidentify:

• relevant government and/or otherstrategies, policies and frameworks thatsupport and encourage mentoring;

• current community attitudes towards, andwillingness to embrace mentoring;

• existing best practice and promisingmentoring approaches;

• local practitioner/professional networkswhich support mentoring; and

• current programs and projects with amentoring focus/component.

Step 1

Developing a Business Case/Proposal for Mentoring serves toprovide an outline of the business rationalefor undertaking the project and to definethe parameters and management factorsinvolved in the project itself. Building abusiness case to support mentoring ensures

the direction of the program is linked torelevant Government, organisational orcommunity strategic objectives and goals. The business case will also ensure the keycomponents of the program are developed,appropriate partnerships are put in place,the budget is determined, and performancemeasures established.

A business case/formal proposal is usedto engage the support and commitmentfor your mentoring proposal from thekey person/people in your organisation/department who will be responsible forsponsoring and/or providing the financialand other resources needed by the projectmanager to develop and implement theprogram. Without a written businesscase, your chances of persuading decisionmakers within your organisation toimplement your idea for mentoring, insteadof a competing project, stand little chance.

An effective business case demonstrates:

• why a project should be undertaken;

• why a decision maker should invest in it;

• why the project represents a worthyexpenditure of available funds andresources; and

• the framework for completion of theproject on time and on budget.

By developing the business case, thefollowing aspects of the program will bedetermined:

• Program objectives and goals whichdirectly support the achievement ofrelevant overarching/guiding strategiesand policies;

• Identification of the target population;

Step 2


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• Specific program design requirementsneeded to support particular targetgroups will be documented inconsultation with relevant 'expert'individuals and/or organisations;

• The range of mentoring project models tobe supported;

• The cost and other resources needed tosupport the program;

• The funding model (direct, negotiated,collaborative);

• The timeframe within which the programwill be funded;

• An internal program governancestructure, that is, who is accountable andhow the program will be managed will beput in place;

• The expected program outputs andoutcomes;

• Types of support and training that mightbe needed by funded/supported projectsto ensure consistency in quality ofmentoring; and

• Relevant partnerships/agreements withorganisations, government departmentsand/or community groups identified andappropriate support secured.

A template for working through this process

is provided in Part Six.

Step 3

Program Design and Planning builds on the business case/proposal andensures the detail on all aspects of the design,implementation and evaluation phases of theprogram are worked through, documented andsigned off by project sponsors.

Program documentation detailing the programframework and associated policies andprocedures are an essential part of effectiveprogram management providing backgroundand guidance on program development,implementation and review.

During this phase a comprehensive projectplan will also be developed and include specificdetails on project components, activities, timingresponsibilities and resource implications. This plan will provide the 'road map' for howthe program will be developed, rolled out and

evaluated. The outcomes of this phase include:

• The establishment of the programgovernance structure (for example, a steeringcommittee/reference group) includingrepresentation from key stakeholdersincluding young people. This committee/group will be responsible for:

– approving any changes to the projectscope or overall project plan monitoringproject progress

– providing guidance to projectimplementation issues and assisting inthe resolution of possible project issues

– assisting in the resolution of projectconflicts (inter and intra organisational)reviewing major deliverables

– approving project progress reports.

• Program documentation (sometimes referredto as an Operational Model) including theprogram/project context, program/projectoverview, funding model, partnerships, targetgroup, project logic model, program/projectmanagement structure, timeframes andmilestones, stakeholders, communicationstrategy, risk management strategies, andevaluation framework; and

• An approved project plan.


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Figure 1 provides a schematic view ofdeveloping a project logic model – an integralpart of the program documentation. This typeof model adopts a goal-based approach toplanning, for understanding the thinking andlogic and causal relationship between whatthe program/project is setting out to achieveand the actual results of program/projectimplementation. The logic is a road mapthat shows the steps in thinking through the

design of the program starting with the overall

goal and objectives of why the program isimportant and what the program is intendedto achieve. By clearly describing each ofthe steps in the logic diagram, the resourcesrequired to support mentoring, a blueprint forits implementation and the need to review theprogram at important milestones will becomeevident. This will include, for example, annualplanning, completion of activities, budgetreview and program evaluation.

Goals & Objectives

Eachprogram/project withclearly stated,meaningfulmeasurablegoals

Inputs

Resourcesrequired bythe program/project.

Activities

Activities areused to helpactualiseprogram/project goals

Outputs

Successfulcompletionof activitiesleading tothe deliveryof intendedoutputs

Outcomes

Participantbenefits fromthe outputsof program /projects

Benefits

The broaderimpacts ofthe program/project on thewhole targetgroup, thecommunity orsociety

Figure 1: Project Logic Model

1 2 3 4 5 6

Goals and

Objectives

Inputs Activities Outputs Outcomes Benefits

• Goals

• Objectives

• Budget

• Program staff

• Promotionalmaterials

• Fundedagencies/organisationsand theirpartners

• Young people

• Volunteers

• Establishment

of Steering/ReferenceGroup

• OrganisationsFunded

• Partnerships

• Program/project delivery

• Capacitybuildinge.g. mentorsupport,

training andnetworking

• Contract/serviceagreementmanagement

• Monitoring andreporting ofresults

• Number

of fundedagencies/organisations

• Numberof projectsmeetingreportingand acquittalrequirements

• Number ofyoung peoplementored

• Number ofvolunteersengaged asmentors

• Number ofsuccessfulmatches

• Number ofpartnerships/agreementsbetweenfunded

agencies/organisationsand relevantlocalorganisations

• Expenditure

• Improvements

in youngpeople’s

- Emotional/psychologicalwellbeing

- Problem orhigh-riskbehaviour

- Socialcompetence

- Academic/educational

achievement- Career/

employmentopportunities

• Increasedparticipation involunteering

• DemonstratedCostBenefit frominvestment

• Increased

participationby youngpeople incommunity

• Increasedcapacity ofcommunityto respondto needs ofyoung people

• Communitystrengthening

e.g. increasedclose personalnetworks,increasedcapacity ofcommunitynetworks

Table 8: Example of Mentoring Project Logic Model Components


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Step 4

Program Implementation is wherethe action takes place. If you have putin place all your planning and preparationactivities, this phase should be relativelyeasy, because thorough planning can greatlyenhance the effectiveness of your program’soperations.

It’s important to remember thatimplementation and program operationalactivities rarely occur in a straightforward,sequential or logical way, no matter howmuch you have planned. Ensure you useyour detailed project plan and steeringcommittee/reference group to optimiseyour chances of staying on track and takingcorrective action as soon as any issuesarise.

During this phase:

• Formal arrangements with program/project partners should be put in place;

• The program should be promoted to keystakeholders including formal launches ifappropriate;

• If your program involves funding to one ormore organisations that will be deliveringmentoring, formal tender and assessmentof submission processes need to be putin place (Part Six provides an example ofassessment criteria);

• Discussions with recipients of yourdepartment/organisation’s funding/support will take place to identify andagree specific project support andtraining requirements;

• Service agreements/contracts will bedeveloped and signed off with funding/support recipients. (While there is aneed for consistency in how these aredeveloped, it is critical that flexibility isallowed to account for program specificcharacteristics, (for example, targetgroups, mentoring settings, geographical

location, type of mentoring);

• Service agreements/contracts willbe actively managed including thedevelopment of a formal timetable ofproject liaison, contact on an as needsbasis, release of project funding andproject monitoring activities;

• Additional support activities and training

identified with contracted organisationsdelivering mentoring should be provided,sourced or brokered on their behalf;

• Facilitation of mentoring networkingactivities should take place to helporganisations develop their mentoringcapabilities and share their learnings withothers; and

• Agreed communications should bedeveloped and disseminated to keystakeholders who have an interest inthe success of the program and in

the outcomes for the young peopleparticipating.


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Step 5

Review and evaluation are critical tocontinuous program improvement. At a program and project level, successcan be measured in terms of process,outputs and outcomes. Outcomesshould be considered as two-fold. Shortterm outcomes, sometimes described

as impacts, are the immediate effects onparticipants. Long term outcomes are thoserelated to broader measures such as schoolretention rates, increased volunteering inthe community and reduced juvenile crimerates. Program evaluation, in particular, alsoneeds to consider the inclusion of a costbenefit analysis to measure the degree ofprogram efficiency.79 At a program level,the challenge is to sensibly aggregate theevaluation results of funded projects into anoverall review of program success.

Evaluation involves:

• Establishing key performance indicatorsat a Program and Project level;

• Determining the reporting requirementsof funded projects (to be included incontracts/ service agreements) and ofthe program as a whole (to be includedin the Program Governance structure). This involves clarifying the content,responsibility and timing of reporting;

• Determining what data needs to be

collected, by whom, and when – thiswill usually involve both quantitative andqualitative data;

• Data gathering;

• Analysis of data;

• Reporting to key stakeholders; and

• Review of findings of the evaluation andconsideration of whether changes areneeded to the program or project model.

Why evaluate?

Effective evaluation will enable you to makea decision about whether your program orthe projects your program funds or supportsare worth doing. Evaluation serves to:

• Determine whether or not program or

project goals and objectives have beenachieved;

• Demonstrate whether the resources(inputs) allocated to the programor projected contributed to theirachievements;

• Identify opportunities for program orproject improvements;

• Test whether stakeholder expectationshave been met;

• Meet accountability requirements of key

partners and funding bodies; and

• Assist in the building of a case to secureadditional or future funding

Evaluation Principles

Mentoring evaluation principles include:

• The inclusion of young people in thedesign and evaluation of mentoringprogram/projects;

• An overall focus on outcomes andbenefits as experienced by young

people;

• The use of program/project designswith direct links to government/organisationally defined outcomes;

• Accountability and transparency in allactivities and designs;

• Valuing open dialogue about the designand implementation of program/projectsand projects;

• An objective and ethical approach toevaluation (including due process to

ensure informed consent and privacy);

• A consistent set of evaluative processesand tools;

• An overall focus on continuousimprovement;


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• The use of evaluation efforts thatrecognise the expertise and interests ofstakeholders;

• The use of evaluation efforts that arerespectful of program/project and projectstaff and participants; and

• The use of evaluation efforts proportionalin size, scope, and complexity to theprogram/projects and projects under

evaluation.

Levels of Evaluation80

The three levels of evaluation are outputs,process, and outcomes. Specific evaluationrequirements will vary based on history,maturity of program, funding requirements,and resources.

1. Output Measurement examinesdeliverables – the direct productsof programs and projects. Such

measurements often reflect numbersof events or numbers of young peopleparticipating in program/activit ies. Assuch, these figures shape the majorityof funding body reporting requirements.From time to time, output measurementmay consist of the collection of qualitativedata through the use of, for example,participant surveys and focus groups.

Output targets are generally detailedin program or project documentation,including Funding/Service Agreements

and budgets. The clearer these targetsare defined at the start of a programcycle, the easier they are to measureduring evaluation.

In addition to measuring the outputs ofindividual projects, Program Managersshould measure outputs across allprojects to ensure compliance withbroader funding body policies andguidelines.

2. Process Review is often an annual

activity that reviews and gathersinformation to assess the degree to whicha program or projects run effectively andaccording to plan.

Particular focus is often placed on:

• Factors which hindered implementationor detracted from achieving anticipatedtargets; and

• Factors which were particularlyeffective or useful in facilitatingimplementation.

A Process Review can focus on andencompass issues such as:

• Review and analysis of how wellthe program/project activities wereimplemented and to whom;

• Extent of young people’s engagementand participation;

• Delivery of support components suchas training sessions;

• Communication strategy;

• Quality of staff and volunteers; and

• Measurement of the accuracy ofprogram/project related information

including output measurement,analysis of the effectiveness of riskmanagement systems and feedbackprocesses for stakeholders and auditof networks and partnerships.

3. Outcome Evaluation reveals someof the planned and unplannedconsequences that are attributable to aprogram/project. In terms of program/project design, defining outcomesis the first step towards identifyingthe differences a program/project isintended to make in the lives of youngpeople and in the communities in whichthey live. These differences mightbe immediately evident or may berevealed in the longer term. Short-termoutcomes might include improved schoolattendance, securing employment,completing a community-based order asrequired. Longer term outcomes mightinclude improved health and wellbeing,sustained involvement in school orwork, community strengthening, or theongoing contribution of young people to

decision making processes in their localcommunities.

As with output measurement, outcomeevaluation is made easier when desiredoutcomes are defined in the early stagesof a program/project cycle. The clearerthey are at the outset, the easier they areto measure during evaluation.

To define realistic, measurable andsustainable outcomes, programs andprojects must be clear about:

• Desired outcomes;

• Processes necessary for theachievement of desired outcomes;

• Causal links between program/projectand activities, policy and evidence-based research;

• Assumptions, hypotheses andtheories informing program/projectdesign;

• External factors affecting or possiblyaffecting the achievement of

outcomes; and

• Anticipated links between intent,output and outcome.


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Mentoring Evaluation Measures

Evaluation measures need to be specificand measurable. Regardless of whether thedata used to measure an output, process oroutcome is qualitative or quantitative, targetsshould preferably be set during the program/project design phase. At a program levelit will be useful to establish a minimum setof measures that are consistent across all

funded projects to allow for aggregation ofresults. It is, however, important to note thattargets set against measures may need tobe flexible according to the nature of eachproject and take into account the types ofyoung people involved (for example, highrisk, disabled, school students) and whatmethod of mentoring is used (for example,one-to-one, group, e-mentoring).

The Duke of Edinburgh’s Award is a wellestablished, structured personal developmentprogram for young people aged 14 to 25. Theprogram has been made possible with fundingfrom the Government’s Neighbourhood RenewalMentoring Program. It provides mentoring toat-risk young people who may not otherwise havethe opportunity to get involved and succeed inachieving their personal goals. Mentees in theprogram value the mentoring match and see itas one of the ways that will help them achieve anaward.

Youth mentoring provided through this programhas enabled the improvement of participants’ self-esteem, increased their ability to set and achievegoals, provided a structured program, and helpedthem to develop a mentoring relationship with anadult mentor.

Mentors are asked to make a minimum one-year

commitment to their mentee, and sometimes thematch may go longer depending on the progressof mentees through the award program. Mentorshave really loved being involved in our program. As a recent mentor commented:

“I think this mentor approach is great – I am astrong believer in it! I am a mentoring advocate –a devotee. I think the whole mentoring approachis truly wonderful".

Another mentor said:

"[It’s been great] sharing experiences, gaining

a wisdom from doing so and seeing theparticipants achieving their goals and sharing inthem.”

Adding a mentoring component to the existing Award program has provided challenges for bothour funding body and our organisation becausethe objectives and expectations of our respectiveprograms have been slightly different. However,we were all convinced of the value of adding amentoring component to the Award programto enable young people who may not have had

the opportunity or capacity to succeed in theprogram without the added support of a mentor.Having a common overriding objective to increaseopportunities and improve outcomes for youngpeople gave us the incentive to sit down and workout how it could happen.

Open communication, a willingness on both sidesto adapt our expected outcomes and reportingto meet the needs of both parties withoutcompromising each of our program needs, and therapid response of Government to our questionswere key to building a successful partnership.

Incorporating a volunteer mentor programcomponent has meant we have also had to networkand form relationships with other organisations tobuild our own mentoring capacity. We have found Volunteering Victoria and the Youth MentoringNetwork particularly useful in helping to build ourcapacity to manage mentoring within our overallprogram. Through this experience we have becomeaware of other possibilities and partnerships formentoring that we can get involved in to improvethe lives of young people who participate in ourprograms.

Elizabeth Young Youth Projects Officer

The Duke of Edinburgh's Award (Vic.) Limited

The Duke of Edinburgh’s Award – NeighbourhoodRenewal MentoringProgram for Young People


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Table 9 provides examples of types ofevaluation measures that could be usedat a program and project level. Theseexamples are provided as a guide toprogram and project managers, but are notexhaustve.

Outputs Process Outcomes

Program Level • Number of projectsfunded

• Range of targetgroups supported(e.g. Indigenous, justice etc)

• Number of youngpeople involved

• Number ofvolunteers recruited

• Training supportprovided/ brokered/sourced

• Mentee satisfactionratings

• Mentor satisfactionratings

• Costs of program

Appropriateness and

effectiveness of:

• Funding allocationmodel and process

• Contract/ serviceagreement

requirements andcompliance

• ProgramGovernanceprotocolsand reportingrequirements

• Continuousimprovementprocess

• Programpartnerships

• Event management– training,promotions,network events etc

• Evaluationframework

Short-term Long-term

For mentees:*

• Regularparticipation in astructured program

• Increased schoolattendance rates

• Improvedtraining and/or employmentoutcomes

• Development of atrusting relationshipwith a non-relatedadult

• Increased family/cultural /community

connection

For mentors:

• Increasedcommitment tovolunteering

• Increased skills,knowledge aboutmentoring andworking with youngpeople

For community:

• Establishmentof partnerships/collaborativeworkingarrangementsbetween relevantagencies, localgovernment andcommunity groups

• Expansion andstrengthening ofmentoring networks

• Improvementsto wellbeing,education, or lifetransitions

• Reduction in

contacts with the justice system

• Communitystrengthening

- positive communityattitudes

- increasedparticipationin communityactivities 81

• Improved social

support structures• Enhanced

communityresponses to theneeds of youngpeople

• Revised or newproducts orservices designedwith youngpeople in mind,especially in terms

of accessibility andviability

• Increasedintegration ofexisting systems ofsupport

• Improved andsustainable socialand economicconditions foryoung people

• The development of

inclusive attitudestoward youngermembers ofcommunities

Table 9: Examples of Mentoring Evaluation Measures

*Note: Relevant measures of mentee outcomes will depend on the purpose of the project/program and the target group participating.


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Outputs Process Outcomes

Project Level • Number ofmentors recruited

• Number ofmentees recruited

• Number of new

matches• Number of

completions

• Number and typesof activities

• Length of matches

• Frequency andduration ofmeetings

• Number of trainingevents for mentors

and mentees• Number of

partnerships/alliancesestablished withother agencies

• Cost of project

• Number of staff

• Mentor satisfactionwith the 'match',training, support

• Mentee satisfactionwith the 'match',orientation,support

Appropriateness and

effectiveness of:

• Partnershiparrangements

• Mentor recruitment

strategies• Young person

engagementstrategies

• Project governancestructure andprocess

• Communication/promotion strategies

• Program design andimplementation

• Evaluationframework andprocess

• Compliancewith contract/service agreementrequirements

• Involvementin networkingopportunities/events

Short-term Long-term

For mentees*

• Increased schoolattendance rates

• Improved academicperformance

• Attainment ofemployment

• Reduction in anti-social behaviourand/or engagementin risky behaviour

• Increased classroomengagement

• Improvement to

young person’s well-being

• Improvements inparent–child/familyrelationships

• Increase in cultural/communityconnection

• Achievement ofgoals established aspart of the mentor/ mentee plan

• Participation incommunity activities

For mentors

increased:

• Commitment tovolunte

A Guide to Supporting Effective Programs for Mentoring Young People Jul07 DPCDw

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