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

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

2. Index • Cream Evaluation • Target profile (slides 7- 11) • First PhaseMentee (slides 13-21) • First PhaseMentor (slides 22-31) • Intermediate Phase (slide 36) • FinalPhaseMentee (slides 38-43) • ComparisonMentee First-Second Ev (slides 44-49) • FinalPhaseMentor • ComparisonMentorFirst-Second Ev • Conclusion

3. Cream and EvaluationWPRoma3 • Begin to the learningstructure: 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 • SectionB 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

8. Mentee’sProfile

10. MentorProfile’s

11. MentorProfile’s

12. Quantitative Analysis All the analysiswereconducted by using the Professional Statistical Package ‘SPSS’. The resultswereobtainedthanks to the followingstatisticalfunctions: • Frequencies; • Explorestatistics; • Mann Whitney test; • Chi-square test; • Anova test; • PearsonCorrelation.

13. Evaluation Mentee- Section AMentees’ Expectations

15. Evaluation Mentee- Section BSECTION B: Monitoring the mentoring process: • The initial briefing that was given to you was? • How would you evaluate the mentoring meetings you had so far? • How satisfied are you with your mentor’s match so far?  • How effective was it to sign the Mentoring agreement with your mentor? • How would you rate the effectiveness of the Mentees’ kit? • How would you rate the effectiveness of the assistance of the tutor? • How would you rate the effectiveness of the use of the online diaries? • 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?

21. Mentee Qualitative Note (Comments-suggestions-Interviews)

22. Evaluation MentorSECTION A: Benefits/impact monitoring

26. Evaluation MentorSECTION B: Mentoring process monitoring • . How would you evaluate Mentoring as an informal learning methodology to be used in your sector? • How would you evaluate the meetings you had so far • The initial training you undertook was? • How satisfied are you with your mentee’s match so far?  • How satisfied are you with the way you designed the alliance with your mentee?  • How would you rate the effectiveness of the Mentors’ kit? • How would you rate the effectiveness of the use of the online diaries? • 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

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

30. Mentor Qualitative Note (Comments-suggestions-Interviews)

31. Mentor Qualitative Note (Comments-suggestions-Interviews)

32. Benefits and Monitoring

33. Benefits and Level Education

34. Mentor e Mentee-Platform

35. Evaluation Section A-SectionB

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

37. Finalevaluation Mentee new item data. Mentee data in comparisonbetween intermediate and finalevaluation; Mentor data in comparisonbetween intermediate and finalevaluation; Comparisonbetweenmentor and mentee intermediate evaluation data; Comparisonbeetweenmentor and menteefinalevaluation data; Mentornew item data. At the end of the sections the qualitativesanalysis.

38. Mentee new item data

43. TOT LIKE: 19 TOT DON’T LIKE: 15

44. Menteedata in comparisonbetweenpre and finalevaluation

45. Mentee data in comparisonbetweenpre and finalevaluation;

50. Mentornew item data