Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer)...
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![Page 1: Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer) Centre for Inclusive Learning Support.](https://reader036.fdocuments.net/reader036/viewer/2022082709/56649f4f5503460f94c718cd/html5/thumbnails/1.jpg)
Making And Sustaining Mentoring Partnerships
12th January 2009
Charlie Wise (Project Officer)
Centre for Inclusive Learning Support
![Page 2: Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer) Centre for Inclusive Learning Support.](https://reader036.fdocuments.net/reader036/viewer/2022082709/56649f4f5503460f94c718cd/html5/thumbnails/2.jpg)
Key characteristics of mentees
• Have one of more disabilities• Are aged 18-25• Live within Herefordshire and
Worcestershire• Are currently unemployed• Are actively seeking to secure employment
Mentees may have experienced difficulties during their formal education career.
![Page 3: Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer) Centre for Inclusive Learning Support.](https://reader036.fdocuments.net/reader036/viewer/2022082709/56649f4f5503460f94c718cd/html5/thumbnails/3.jpg)
From a mentee’s point of view, what might constitute ‘a successful
outcome’?
• Feeling greater self-confidence• Gaining greater control over lifestyle• Being ‘job ready’• Securing employment• Sustaining employment
There may be other unexpected positive outcomes,for example, re-engaging with education and/or
training.
![Page 4: Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer) Centre for Inclusive Learning Support.](https://reader036.fdocuments.net/reader036/viewer/2022082709/56649f4f5503460f94c718cd/html5/thumbnails/4.jpg)
Context
• UW has recruited 10 mentors: range of experience, expertise and interests.
• Remploy has identified 11 mentees with a range of ability, experience and interests - four withdrew after the initial matching process.
• One mentee returned to the project and was allocated a new mentor.
• The project has 8 active mentoring partnerships.
• Non-assigned mentors as support agents.
![Page 5: Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer) Centre for Inclusive Learning Support.](https://reader036.fdocuments.net/reader036/viewer/2022082709/56649f4f5503460f94c718cd/html5/thumbnails/5.jpg)
Emergent issues of the mentoring process (1)
• Preparing mentees and mentors for ‘getting started’.
• Arranging mutually-convenient meeting times.
• Being flexible in terms of the duration of meetings.
• Securing a suitable venue for mentee-mentor meetings (Remploy guarantee: CRB issue).
• Respecting the voluntary nature of the partnership.
• Finding and maintaining a focus (sense of direction and purpose).
![Page 6: Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer) Centre for Inclusive Learning Support.](https://reader036.fdocuments.net/reader036/viewer/2022082709/56649f4f5503460f94c718cd/html5/thumbnails/6.jpg)
Emergent issues of the mentoring process (2)
• Setting realistic goals (the place of formalised action planning).
• Coping with tensions (maintaining long-term commitment; impact of withdrawal).
• Working in intergenerational partnerships (high/low experience of employment settings).
• Linking the work of the mentor-mentee, recruitment adviser-customer and mentor-recruitment adviser to address the needs of the mentee.
![Page 7: Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer) Centre for Inclusive Learning Support.](https://reader036.fdocuments.net/reader036/viewer/2022082709/56649f4f5503460f94c718cd/html5/thumbnails/7.jpg)
Emergent issues of the mentoring process (3)
• Providing supervision, support and training for mentors.
• Validating progress.
• Realising the objectives of VM2.
• Celebrating positive unplanned outcomes.
![Page 8: Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer) Centre for Inclusive Learning Support.](https://reader036.fdocuments.net/reader036/viewer/2022082709/56649f4f5503460f94c718cd/html5/thumbnails/8.jpg)
Monitoring and its possible impact on outcomes
• Tension between a ‘light touch’ and rigorous approach.
• The intervention of a third or fourth party.
• Recording and reporting on process (‘participants’ and project officer).
• The possible disruption to partnership momentum.
![Page 9: Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer) Centre for Inclusive Learning Support.](https://reader036.fdocuments.net/reader036/viewer/2022082709/56649f4f5503460f94c718cd/html5/thumbnails/9.jpg)
Support from Remploy to VM2
• Identifies possible mentees. • Makes arrangements for and meets associated
costs of CRB checks for mentors.• Covers some of the expenses incurred by
mentors.• Provides local company facilities for mentoring
sessions. • Provides an adviser to act as direct link with VM2
Project Officer.• Provides an adviser and manager who attend
some mentors’ meetings.
![Page 10: Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer) Centre for Inclusive Learning Support.](https://reader036.fdocuments.net/reader036/viewer/2022082709/56649f4f5503460f94c718cd/html5/thumbnails/10.jpg)
Benefits to customers (mentees) of their participation in VM2: Remploy’s
view• The process is individually-focused and ‘customer-
led’.
• Actions to be carried out by mentees (move towards greater independence).
• Positive role models provided by mentors.
• Enjoyable experience for mentees.
• Immediate progress and relevance of the process to the mentee.
![Page 11: Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer) Centre for Inclusive Learning Support.](https://reader036.fdocuments.net/reader036/viewer/2022082709/56649f4f5503460f94c718cd/html5/thumbnails/11.jpg)
Possible impact of the current economic situation on participants
• Fewer job opportunities for mentees.
• Fewer employers willing to offer mentors.
• Potential mentors nervous about requesting time ‘off work’.
• Increasing availability of unemployed and non-employed mentors.
• Self-employed may have flexibility and capacity to act as mentors.
![Page 12: Making And Sustaining Mentoring Partnerships 12 th January 2009 Charlie Wise (Project Officer) Centre for Inclusive Learning Support.](https://reader036.fdocuments.net/reader036/viewer/2022082709/56649f4f5503460f94c718cd/html5/thumbnails/12.jpg)
For further information, please contact me
Office: Room 138, Woodbury Building, UW campus
Tel: 01905 542181
Mobile: 07766 705358
Email: [email protected]