The report presents the findings of the evaluation of the Mentoring Skills for New Mentors, the Advanced Skills for Experienced Mentors training programmes, and the Getting Ready to Mentor online course. The research was based on programme participant interviews and surveys, and analysis of programme management information. The survey was aimed at mentors on the programme and mentees (the beneficiaries) of the mentoring, and the interviews were conducted with mentors and grant leads. In addition, expert interviews were conducted with the Education and Training Foundation, Department for Education and the delivery partner’s staff who were delivering and managing the programme.
A logic model provided the framework for addressing the research questions and assessing how the programme inputs and activities generated outputs and outcomes that contribute to strengthening mentoring practice in the further education and training sector. A useful summary of the main findings are presented at the beginning of the report.
The report contains the findings of the review which consisted of a literature review, secondary analysis of data and interviews with providers of effective mentoring training and education. The characteristics of successful mentoring training programmes are presented and the impact the training had on mentors, mentees and FE providers is also explored.
The review consisted of a systematic review of the international literature on the MPC role, a secondary analysis of existing data sets and a thematic analysis of critical summaries from the review and analysis.
A definition of the MPC role is presented before the main findings of the review. The final chapter offers some conclusions and recommendations for FE providers on how best to support mentoring coordinators in their organisation.
The findings from this study will inform the design of the ETF’s forthcoming course for mentoring programme coordinators.
The report presents the findings of the evaluation of the Mentoring Skills for New Mentors and the Advanced Skills for Experienced Mentors training programmes. The research consisted of two main data collection methods: interviews and surveys. The survey was aimed at mentors on the programme and the interviews were conducted with mentors, grant leads and mentees. In addition, expert interviews were conducted with six members of staff who were delivering and managing the programme.
The report looks at the impact the training had on participants, the practice of mentoring and the wider impact on organisations, staff, student and the sector. A useful summary of the main findings are presented at the beginning of the report.