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CREA.M - Creative Blended Mentoring for Cultural Managers 518533-LLP-1-2011-1-IT - LEONARDO-LMP.

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Presentation on theme: "CREA.M - Creative Blended Mentoring for Cultural Managers 518533-LLP-1-2011-1-IT - LEONARDO-LMP."— Presentation transcript:

1 CREA.M - Creative Blended Mentoring for Cultural Managers LLP IT - LEONARDO-LMP

2 Index Cream Evaluation Target profile (slides 7- 11) First Phase Mentee (slides 13-21) First Phase Mentor (slides 22-31) Intermediate Phase (slide 36) Final Phase Mentee (slides 38-43) Comparison Mentee First-Second Ev (slides 44-49) FinalPhase Mentor Comparison Mentor First-Second Ev Conclusion

3 Cream and Evaluation WPRoma3 Begin to the learning structure: Mentoring KIT – Learning Outcomes – BEX Tool’s – Blended-learning – Quanti-qualitative approach Implementation – Product (- INTERVIEWS -Mentees’ Expectations- Benefits/impact monitoring) – Process (Monitoring the mentoring process)

4 Learning Outcomes Sense of initiative and entrepreneurship Definition: Sense of initiative and entrepreneurship refers to an individual’s ability to turn ide- as into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals, not only in their everyday lives at home and in society, but also in the workplace in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance. Essential knowledge, skills and attitudes related to this competence: Necessary knowledge includes the ability to identify available opportunities for personal, professional and/or business activities, including ‘bigger picture’ issues that provide the context in which people live and work, such as a broad under- standing of the workings of the economy, and the opportunities and challenges facing an employer or organisation. Individuals should also be aware of the ethical position of enter- prises, and how they can be a force for good, for example through fair trade or through social enterprise. Skills relate to proactive project management (involving, for example the ability to plan, organise, manage, lead and delegate, analyse, communicate, de- brief, evaluate and record), effective representation and negotiation, and the ability to work both as an individual and collaboratively in teams. The ability to judge and identify one’s strengths and weaknesses, and to assess and take risks as and when warranted, is essential. An entrepreneurial attitude is characterised by initiative, pro-activity, independence and innovation in personal and social life, as much as at work. It also includes motivation and determination to meet objectives, whether personal goals, or aims held in common with others, including at work.

5 BEX WHY? Funcionally Learning Outcomes. Behaviour and Career ABC model Cognitive HOW?? References

6 Evaluation REPORT INDEX – Quantitative evaluation: Initial questionnaire MENTEE: – Section A. Mentees’ Expectations – Section B Monitoring the mentoring process – QUALITATIVE NOTES Initial questionnaire MENTOR: – Section A. Benefits/impact monitoring – Section B Monitoring the mentoring process – QUALITATIVE NOTES – OTHER DATES SLIDE – Qualitative evaluation: – TUTOR GRID SLIDE MENTORING PROCESS: IDENTIFICATION AND ACHIEVEMENT OF LEARNING OUTCOMES (Point-1). MENTORING PROCESS: PRACTICES USED (Point 3-4) MENTORING PROCESS: EVALUATION) Interviews

7 ToolsFront-end evaluation. Initial questionnaire for the Mentee for the Quality and Monitoring of the CREA.M Blended Mentoring Programme: MENTEE E.I.Diary-INTERVIEWQuestionaire MenteeInterviews Observations SECTION A: Mentees’ Expectations SECTION B: Monitoring the mentoring process:

8 Mentee’s Profile

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10 Mentor Profile’s

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12 Quantitative Analysis All the analysis were conducted by using the Professional Statistical Package ‘SPSS’. The results were obtained thanks to the following statistical functions: -Frequencies; -Explore statistics; -Mann Whitney test; -Chi-square test; -Anova test; -Pearson Correlation.

13 Evaluation Mentee- Section A Mentees’ Expectations

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15 Evaluation Mentee- Section B SECTION B: Monitoring the mentoring process: 1.The initial briefing that was given to you was? 2. How would you evaluate the mentoring meetings you had so far? 3. How satisfied are you with your mentor’s match so far? 4. How effective was it to sign the Mentoring agreement with your mentor? 5.How would you rate the effectiveness of the Mentees’ kit? 6. How would you rate the effectiveness of the assistance of the tutor? 7. How would you rate the effectiveness of the use of the online diaries? 8. How would you rate the effectiveness of the notebook you were given? How effective is the use of the platform? Please rate the following items: 9a. For the online meeting with your mentor? 9b. To get in contact with other mentees in Europe? 9c. To find useful resources on the cultural sector ? 9d. To find useful resources on the mentoring process? 10. o contact your tutor? 11. As a mentee, how satisfied are you?

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21 Mentee Qualitative Note (Comments-suggestions-Interviews) STRENGHTS The mentoring programme is useful for my career and professional development’ (Turkey) WEAKNESS The problems with working with the platform including lack of notifications, difficulty in navigating, strange format of the diary entries have made it very difficult to use as the main exchange of information between myself and my mentor. (England) OPPORTUNITIES I believe there should be more engagement between mentees and mentors from other countries. I understand that all of us have other work/school commitments but it could be interesting to schedule skype group chats between mentees (2-3 at a time) of different countries, to get to know each other and hear their stories of past experiences, or what they expect from the future, and how the mentoring process is going for them. It would also be a chance to network’ (England) THREATS Although it is very fruitful and well planned, due to very very busy schedule of my mentor, it is hard to arrange meetings. (Turkey)

22 Evaluation Mentor SECTION A: Benefits/impact monitoring

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26 Evaluation Mentor SECTION B: Mentoring process monitoring 1.. How would you evaluate Mentoring as an informal learning methodology to be used in your sector? 2.How would you evaluate the meetings you had so far 3.The initial training you undertook was? 4.How satisfied are you with your mentee’s match so far? 5. How satisfied are you with the way you designed the alliance with your mentee? 6. How would you rate the effectiveness of the Mentors’ kit? 7. How would you rate the effectiveness of the use of the online diaries? 8. How would you rate the effectiveness of the notebook you were given?. How effective is the use of the platform? Please rate the following items: 9a. For the online meeting with your mentee? 9b. To get in contact with other Mentors in Europe? 9c. To find useful resources on mentoring? 9d. To contact your tutor? 10. How would you rate the effectiveness of the assistance of the tutor? 11.How effective is the use of BEX – Behavioural Exercises that you give your mentee? 12. As a mentor, how satisfied are you so f

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29 How effective is the use of BEX – Behavioural Exercises that you give your mentee?

30 Mentor Qualitative Note (Comments-suggestions-Interviews) STRENGHTS Mentoring have stimulated myself towards an innovative job approach which link personal and professional aspects, improving skills and the attitude of my mentee and myself’ (Italy) WEAKNESS The platform has some technical/user experience issues that make using it to support the mentoring process quite hard (England) OPPORTUNITIES I think that during the working time with the tutor it would be interesting having some tests and interact with the system from the beginning’ (Spain) THREATS Time limitation of face to face and skype meetings because of busy schedule’ (Turkey)

31 Mentor Qualitative Note (Comments-suggestions-Interviews) STRENGHTS In behalf of the face to face sessions, the online sessions and the BEX exercises I think they are really balanced and all of them have the same importance’ (Spain) WEAKNESS Bex is referred to in diary, but mentees do not have bex elaborated on in their mentee's guide. (England) OPPORTUNITIES In the Mentors kit, it would be useful to have links to examples for specific suggested exercises - for example, I’d like to see some examples of how other people have used Blueprint Modelling to useful effect. Are there online resources that could be added to the mentors section of the online platform and the Mentor’s kit?’ (England) THREATS As it is designed now, the platform is not useful as a mean to get in contact with the rest of the community, and to collect the experiences of the process. (Spain)

32 Descriptives StatisticStd. Error Benefits scores Mean 18,8462, % Confidence Interval for Mean Lower Bound16,8475 Upper Bound20,8448 5% Trimmed Mean18,7009 Median 17,6923 Variance16,152 Std. Deviation 4,01901 Minimum 12,08 Maximum 28,23 Range16,15 Interquartile Range4,50 Skewness,800,536 Kurtosis,8111,038 Descriptives StatisticStd. Error Mentor monito ring Mean 13,1111, % Confidence Interval for Mean Lower Bound 11,7781 Upper Bound 14,4441 5% Trimmed Mean13,1443 Median 13,2500 Variance7,185 Std. Deviation 2,68057 Minimum 8,13 Maximum 17,50 Range9,38 Interquartile Range4,38 Skewness-,441,536 Kurtosis-,5251,038 Benefits and Monitoring

33 Multiple Comparisons Dependent Variable: benefits_scores LSD (I) educational_level Mean Difference (I- J)Std. ErrorSig. 95% Confidence Interval Lower BoundUpper Bound 23-7,38462 ** 2,86506,021-13,4913-1, ,269232,26503,332-7,09702, ,38462 ** 2,86506,0211,277913, ,11538 ** 2,26503,039,28769, ,269232,26503,332-2,55867, ,11538 ** 2,26503,039-9,9432-,2876 *. The mean difference is significant at the 0.05 level. Descriptives benefits_scores NMean Std. DeviationStd. Error 95% Confidence Interval for Mean MinimumMaximum Lower BoundUpper Bound 2316,10262,631551,519339,565422,639714,0819, ,48726,500953,753327,337939,636416,0828, ,37182,80126, ,592020,151612,0822,15 Total1818,84624,01901, ,847520,844812,0828,23 ANOVA benefits_scores Sum of Squaresdf Mean SquareFSig. Between Groups 89,899244,9503,651,051 Within Groups 184, ,313 Total274,59217 Benefits and Level Education

34 Descriptives platform_both NMean Std. Deviati on Std. Error 95% Confidence Interval for Mean Minim um Maxim um Lower Bound Upper Bound 139,20002, , ,231714, ,2011, , ,0000 0, , , ,2016, ,666 7,46188, , , ,4012, , , , ,294921, ,4016,40 539,33331, , ,743813, ,2010, , ,5275 3,881926,938814, ,4012,40 Total1811, ,7234 4, , , ,2016,40 ANOVA platform_both Sum of Squaresdf Mean SquareFSig. Between Groups 79,611515,9224,111,021 Within Groups 46,480123,873 Total126,09117 Mentor e Mentee-Platform

35 Correlations benefits_scores mentor_monitori ngplatform_both benefits_scoresPearson Correlation 1,501 * -,012 Sig. (2-tailed),034,961 N18 mentor_monitori ng Pearson Correlation,501 * 1,338 Sig. (2-tailed),034,170 N18 platform_bothPearson Correlation -,012,3381 Sig. (2-tailed),961,170 N18 *. Correlation is significant at the 0.05 level (2-tailed). Evaluation Section A-SectionB

36 Intermediate Evaluation Qualitative analyses-Diary-Interviews SWOT ANALYSES Strenghts Weakness Building and ConfirmTrust Sharing the KIT Mentoring KIT BEX Benefits Flexibility in a relationship Opportunities Threats Platform Lack of benefit evidence Willigness To share Needs more time

37 Final evaluation 1.Mentee new item data. 1.Mentee data in comparison between intermediate and final evaluation; 1.Mentor data in comparison between intermediate and final evaluation; 2.Comparison between mentor and mentee intermediate evaluation data; 3.Comparison beetween mentor and mentee final evaluation data; 4.Mentor new item data. At the end of the sections the qualitatives analysis.

38 Mentee new item data

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42 Most relevant things bring back home Frequency To grow up and to develop as a mentor; 2 Awareness of own resources; 2 Active listening skills; 2 Thanks to sessions and skills, to "be an influence" in an indirect way; 1 Deeper hability to listen; 1 Empowerment in the personal relationships; 1 Importance of spending time and concentration; 1 Supporting and encouraging; 1 Developed network; 1 New tools for career strategy development; 1 Empathy, trust, complicity; 1 Importance of stop yourself and look at yourself objectively; 1 Skills improving; 1 Seeing mental improvement and awareness of the mentee; 1 Behavioral exercises; 1

43 LIKEFrequenciesDON’T LIKEFrequencies Excercises1Short time period1 Talking with the mentor1 CREA.M online page which didn’t work too well 1 Mentor Match1Platform6 Advices from the mentor1 Didn’t feel connected to other mentees and mentors 1 Methodologies during the meetings one to one 2Difficulties of forum discussions1 Visualizing of competencies, aims and networks 1Program development: uncoordinated1 Meetings face to face2Tools1 BEX1Skill mapping1 Every lesson1Web environment1 Mentor3English materials1 Less formal talks with the mentor1 Talking with someone with a more positive and constructive attitude for a change 1 Personalized structure1 Opportunity to focus on important area 1 Non violent and enjoyable way of self-development 1 Don’t able to answer: 1 TOT LIKE: 19 TOT DON’T LIKE: 15

44 Mentee data in comparison between pre and final evaluation

45 Mentee data in comparison between pre and final evaluation;

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50 Mentor new item data

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53 Most relevant things bring back home Frequency Lake of time 7 Time pressure/constraints 3 Unexpected mentor's problem 3 Unexperience 2 Geography 1 Project that prevented the unfolding of scheduled meetings 1 Lake of listening skills 1 Heavy schedule 1 MENTOR DISSATISFACTIONS I was not matched in terms of my time available, I feel any matching should allow the mentee a choice of at least 3 mentees; The time frame did not allow for personal circumstances altering;

54 Mentor data in comparison between intermediate and final evaluation

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63 Most relevant things bring back home Frequency Lake of time 7 Time pressure/constraints 3 Unexpected mentor's problem 3 Unexperience 2 Geography 1 Project that prevented the unfolding of scheduled meetings 1 Lake of listening skills 1 Heavy schedule 1 MENTOR DISSATISFACTIONS I was not matched in terms of my time available, I feel any matching should allow the mentee a choice of at least 3 mentees; The time frame did not allow for personal circumstances altering;

64 Comparison between mentor and mentee intermediate evaluation data

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68 Comparison between mentor and mentee final evaluation data

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73 TOOL:7MENTORING PROGRAMME:BEX: MENTEES: The tools given to mentors were aimed more at personal than professional development. I’m not satisfied with them; use online tools in a less rigid way; create tools more oriented to personal development and to the steps that get better the job and the founding of it in the cultural ambit. Those used were instead oriented to coaching. MENTORS: A very strong relationship was established between Mentor and Mentee, developing trust and risk taking. A successful mentoring programme that got the mentee excited about her future, taking control of this and opportunities. MENTEES: I'm not sure if participating in the program increaser my employability directly, but of course a better awareness of my skills etc. does that too on some level; It helped me to define real opportunities in the cultural field and to look at the events from different perspectives. I could define what competency, skill and ability mean; I think it is good that the schedule of the meetings can be planned individually; Meetings could be more than planned because this programme needs much more practice. MENTORS: I think the term BEX is a misnomer, and implies some form of behavioural change, something that is complex and not aligned to the actual BEX offered; the mentees should be also aware of the suggested tools and BEXes in order to choose the best and most interesting ones for them - as one expects mentee's own initiative in the mentee-mentor relationship. NETWORK:INTERNATIONAL MENTORING:MATCHING PROCESS: MENTORS: I think that in the future programme could be important to arrange some informal meeting among the mentors in order to sharing opinions around the path of learning, the tools used (bex) and the progress of the process. MENTEES: Carry out group sessions with the other mentors and mentees, aimed at analyzing and looking for the employment possibilities within the cultural world; organize visits or meetings aimed at improving the network. MENTEES: It is an exciting idea, but I'm not sure how it would work in reality: the working cultures and job markets can be very different in different countries. MENTORS: Me and my mentee agreed prefering live-meetings intead of skype; lack of time, job and city changes affected me and my mentees meetings; The biggest issue was to schedule the meetings because of busy schedule I had. It sometimes affected the productivity of our meetings. MENTEES: Was well done, we could find common way easily. He shared his experiences, showed useful points in the cultural field and he would not hesitate to help me about mentoring process. MENTORING KIT:MENTOR’S TRAININGONLINE RESOURCES: MENTORS: I don’t feel in a good position to evaluate the kit as a co-author; Mentor’s kit could be more specific. I missed more examples and explenations for BEX. MENTORS: The initial training for internal mentors was really good; I would appreciate some workshop for mentors with practical exercises of BEX. MENTORS: I hope that there is a possibility to develop the online resources created for this project. PLATFORM:MENTORING:WORK: MENTORS: felt laborious and not engaging or creative, as did the diaries; it was unfortunately too "complicated" to use, it would be better to use already existing ways of communicating and documentating; The platform should be improved. MENTEES: Is very rigid and offers few possibilities; It is complicated; due to usability issues my mentor and I could not use it effectively beyond the first couple of sessions. Neither of us were notified when the other posted a message so we would have to send an anyway to repeat the message, it was difficult to navigate to find resources. We used Skype for online meetings and Dropbox was a fantastic way to keep each other updated on living documents; I was not aware that I could find "useful resources on the cultural sector" from the platform; It was more natural to use for contacting mentor, and tutor; The platform could be designed well so mentee and mentor would use it effectively. Unfortunately it has some lacks; the program is based on the conversation, the trust and the people. I think that the platform is very cold to work something like this. MENTORS: It was mainly a work of accompanyment, calmly, without feeling under pressure, helped by the tools. Thanks to this I feel the evolution in the results regarding the mentee; In the next phase a little bit deeper training for mentors would produce even better results; This process has been a personal and professional challenge for me, since I did not exactly know how I could help my mentee when we started the process. But session by session I understood the potential of the process for the mentee and for myself; the activity of mentoring has been able to develop directly in the course of the mentee’s project in a very satisfactory and authentic way; Mentoring could be useful and recommended also in phases of great change, for example new postitions or working roles; The mentoring experience was very useful and inspiring, contributing to an increasing of skills by each partner of the relationship MENTEES: The time period for CREA.M mentoring was too short; I’m really satisfied with the interest that my mentor showed to me; lack of time to meet my mentee in regular bases and discuss the topics deeper. MENTORS: The additional workload actually decreased my productivity at work.

74 Conclusion Cream Creative Blended mentoring: – Satisfaction and Monitoring – Impact on employability and entrepreneurial mind set – Development and transfert of results


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