Modulo4_KHEIRON_EN

Regular reports to the coordinator: In many programmes, mentors (and sometimes mentees) are asked to fill out follow-up reports every so often (monthly, quarterly). These are usually short questionnaires asking about the number of sessions held, the main topics covered, whether there were any problems, how the mentor assesses the mentee's progress, etc. This allows the technical team to closely monitor the evolution of the relationship and provide specific support when they detect any red flags (low frequency of meetings, communication difficulties, etc.). As mentors, we must complete these reports honestly, as they are a formal line of communication with the programme to ensure quality. It is also useful for us, as responding forces us to reflect on how things are going and to ask for help if necessary. Key quantitative indicators: Where possible, it is also advisable to record certain quantitative indicators throughout the process: for example, number of sessions held, mentee attendance/absences, completion of assigned tasks (e.g., ‘completed 3 out of 5 pending exercises’), additional events/activities attended by the mentee (if we invited them to a workshop, etc.). These numbers complement the qualitative view, and it is suggested that the frequency of sessions and the percentage of sessions held vs. planned be measured as an indicator of commitment. In informal social mentoring, we do not have a rigid ‘session plan,’ but we can, for example, set a minimum (e.g., meet biweekly) and then calculate what percentage was achieved. If we notice that only half of the expected meetings took place, this is data to be analysed (were there scheduling issues? lack of interest?). Conversely, if expectations for time spent together were exceeded, this is a sign of high involvement. In summary, effective monitoring requires systematisation. Ideally, the programme should provide standardised formats (files, forms) so that all mentors record information consistently. But even if this is not the case, volunteer mentors can take the initiative to keep a notebook or file with notes from each session. This documentation not only serves as a way to ‘measure’ progress, but also helps mentors reflect and better plan their next steps. Furthermore, when the time comes to evaluate the impact, having records will make it easier to remember what changes took place and to present evidence. Collecting feedback from thementee Just as important as monitoring what the mentee is doing is knowing how they feel and what they think about the mentoring. Their feedback gives us an indication of whether we are being helpful and what we could adjust. Some strategies and tools for gathering this feedback: Satisfaction surveys for mentees: Similar to those mentioned for mentors, but focused on the young person's perspective. It is recommended to conduct at least one at the end of the programme, and even better, one halfway through. They can include scale questions (e.g., ‘On a scale of 1 to 5, how useful is having a mentor?’, ‘Do you feel comfortable talking to your mentor?’, ‘Would you recommend this experience to another young person?’) and open-ended questions (‘What do you value most about your mentoring?’, ‘Is there anything you would like to be different?’). Common metrics obtained from these surveys include overall satisfaction, perceived progress toward goals, and perceived usefulness of the programme. In corporate settings, the impact on major indicators (retention, performance) is even measured, but in social settings we could adapt to, for example, ‘Do you feel more prepared for X than before?’ Listening directly to the mentee anonymously (or confidentially) gives them a voice and shows us the value they find in the process. If a mentee indicates low satisfaction, it is a warning sign to intervene in time. 08