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

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Targeted data collection methods

Initial survey

Response rate:

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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)