Modulo4_KHEIRON_EN

Self-reflection questions for the mentee: Another way to obtain valuable feedback is to encourage the young person to reflect on themselves. For example, ask them to complete a short reflective questionnaire: ‘What have I learned this past month thanks to my mentor?’, ‘Is there anything I would like to ask my mentor that I haven't asked yet?’, ‘How do I feel about my goals now vs. before?’. The answers to these questions give you clues about the subjective impact they perceive and also about unspoken needs. You can review these reflections with them and offer your impressions, creating an enriching dialogue. Involve third parties (if applicable): In programmes where there is a coordinator or tutor (for example, in academic mentoring there may be a reference teacher), this person can be involved to gather additional feedback. For example, halfway through the programme, the coordinator could briefly interview the mentee without the mentor present, to find out how everything is going. Some mentees are more open with a neutral third party. Then, without violating confidentiality, the coordinator could convey general points for improvement to the mentor. This adds an extra layer of qualitative assessment. Similarly, if the mentee's parents or family members are involved, their external observation of the change in the young person also counts as feedback (e.g., ‘My son is now more motivated in school since he has a mentor’ is a great indicator). Regular review conversations (1:1 feedback): In addition to formal surveys, it is very healthy for the mentor to devote a session (or part of a few sessions) to talking openly about how the mentoring is going. It can be semi-structured, for example, asking every so often: "We've been mentoring for three months now, how do you feel so far? Is it helping you? Is there anything you would like to change or add to our sessions?" These conversations foster a culture of continuous feedback and show the mentee that their opinion matters. They should be two-way: encourage the mentee to give honest feedback, reassuring them that they can express themselves without negative consequences. Sometimes, especially with young people, they find it difficult to say anything critical at first because they are afraid; that is why the mentor must create a climate of trust for this feedback (‘You really help me if you tell me what you don't like or what bores you, so I can improve as a mentor’). Likewise, it is time for the mentor to give constructive feedback to the mentee: for example, recognising their achievements (‘I've noticed that you're studying more consistently, congratulations!’) and mentioning areas to work on (‘Perhaps you could be more communicative when we can't meet, so we can reschedule without any problems’). This open exchange, if done regularly, prevents misunderstandings from accumulating and allows expectations and strategies to be adjusted as you go along. 09 Evaluación del impacto y sostenibi l idad de la mentoría