a mentoring model for itos and employers. overview set the context research methodology initial...
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A Mentoring Model for ITOs and Employers
Overview
• Set the context
• Research methodology
• Initial survey
• Intervention (mentor workshops)• Questions
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Introducing the team
Sue BeckettImplementation Project Lead
Sandra JohnsonResearch Project Lead
Peter Sleeman Transport Support
Ian Jennings Telco Learning Advisor
Lee Pennock Transport, Water Learning
Advisor
Robbie Paul ITO Representative
Chris Holland Research Mentor
Introducing the sample
Civil, telecommunications, water
Water, sports turf, horticulture
Participating ITO’s
94 Apprentices (Downer)87 Mentors (Downer)23 ITO Field Representatives
Sample size
Downer 2013
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Downer 2013 video
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Downer People Model to drive structure/ process
Apprentices at Downer
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• 56 new apprentices signed up this year: total 141 94 in Ako research across NZ; NZQA level 3 moved to level 4; now 145 at trainee level
• Retention rate 2012/13 :14%, 2013/14: 23%
• ITO’s – post merger Connexis ITO and Primary ITO
• Qualifications: wide range mainly National Certificates in Civil roading, telecommunications, sports turf, horticulture
• focus
Research methodology
Apprentice Mentoring Project
Focus on testing a new collaborative approach to mentoring between an employer, Downer NZ, and two ITO's: Infrastructural ITO, and Primary ITO
Objectives 1. increase learner retention 2. Increase completion rates 3. Strengthen mentor/mentee relationships between
the 100 apprentices, 80 mentors and 20 ITO Field Representative taking part in the research.
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Action based research
Input
Planning• Preliminary
diagnosis• Data gathering• Feedback of
results• Action planning
Unfreezing
TransformationAction
• Learning processes
• Action planning• Action steps
Changing
OutputResults
• Changes in behaviour
• Data gathering• Measurement
Refreezing
Feedback Loop A Feedback Loop B
Feedback Loop C
• Aligned to organisational change management models used by Downer in the past
• Ability to adapt and modify as the project progresses
Drawn from Mark Friedman’s work on Results Based Accountability (2005)Friedman, M (2005) Trying Hard is not Good Enough Trafford Publishing; USA
Outcome-focused evaluation
• Did we do what we said we were going to do?
• What difference did it make in outcomes for end users?Quantity Quality
Effort(output)
Effect(outcomes)
1. How much did we do?
4. How were the clients better off?
3. How many people/what % were better off?
2. How well did we do it?
Data collection matrixEvaluation focus measuresR
esearc
h o
bje
cti
ves
Targeted data collection methods
Initial survey
Response rate:
15
Fantastic response rate:
•66% overall response rate!
• 49 out of 94 Apprentices responded (52%)
• 65 out of 87 Mentors responded (75%)
• 20 out of 23 ITO Field Representatives responded (87%)
Age distribution
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Time since study
Types of apprentices
Select the option that best describes you
Answer OptionsResponse Percent
Response Count
Apprentice - straight from school 20.4% 10Adult apprentice 30.6% 15Skilled Downer employee gaining qualifications to match skills
32.7% 16
Downer employee increasing skills through study
16.3% 8
If other (please specify) 0answered question 49
Apprentice mentoring needs
Apprentice needs
Mentor Support ITO Support
Work time management(4.08)
Workplace documentation (54%)
Study requirements (94%)
Workplace culture and expectations (4.00)
Workplace culture and expectations (53%)
Study materials (94%)
Managing finance (3.88) Study requirements (50%) Study time management (89%)
Workplace documentation (3.84)
Work time management(47%)
Work time management (67%)
Personal issues that impact on work and study (3.80)
Study materials (45%) Workplace documentation (67%)
Study requirements (3.78) Personal issues that impact on work and study (40%)
Workplace culture and expectations (61%)
Study materials (3.73) Study time management (34%)
Personal issues that impact on work and study (56%)
Study time management(3.35)
Managing finance (29%) Managing finance (29%)
View of collaboration
Workshops
Learning Outcomes
Through completing this workshop, mentors will:
• Understand why the mentoring program is important and we value our mentors
• Understand apprentices needs• Identify the key people relevant to their
apprentice and understand the collaboration model
• Gain awareness of different skills and tools you can employ when mentoring an apprentice
• Identify the key strengths you possess which can assist an apprentice
• Structure and process for mentoring 22
AKO Collaboration Model
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Tools: GROW
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Tools: Question wheel
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Spin wheel
Next tool
Question wheel
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Spin wheel
Next tool
Question wheel
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Spin wheel
Next tool
Question wheel
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Spin wheel
Next tool
Feedback from the workshops:
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Workshop participants key interests:
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• Understanding the role of a mentor and company expectations around mentoring
• Learning difficulties, particularly relating to literacy and numeracy and dyslexia
• How to provide a structured approach to mentoring and the importance of having a plan
• Provision of mentoring tools which aligned with Downer’s leadership program (ILP)
Areas of change from workshop:
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• Make more time for their mentees, meeting more regularly with them in a structured environment
• Be clearer about their role as manager and mentor
• Listen more, and ask focused questions (i.e. GROW model)