Modulo4_KHEIRON_EN

Mentee behaviour indicators: We can observe certain behaviours in the mentee that are implicit feedback in themselves. For example: does the mentee maintain communication between sessions? (If they spontaneously send you messages about their achievements or doubts, this is a sign of commitment). Do they attend meetings punctually or do they sometimes cancel them without much explanation? (If the latter occurs, it could indicate demotivation or a problem). Are they taking initiative—for example, proposing activities or bringing up topics for discussion? (This would reflect their interest in the mentoring.) These aspects, even if they are not included in a form, give you real-time feedback on how the relationship is going. A high level of involvement, proactivity and openness on the part of the mentee is the best possible feedback: it means that they are engaging with the mentoring. On the other hand, signs of disengagement (apathy, absences) should prompt questions on your part: ‘I notice you've been distant, is there something worrying you about our sessions?’ Before-after (pre-post) assessments: If the programme has defined objectives (e.g., improving certain skills), an assessment can be implemented at the beginning and another at the end to measure the mentee's progress in those areas. For example, a well-being or skills scale can be used at the start of the mentoring and repeated at the end, comparing the results. Similarly, we could have a self-perception questionnaire where the mentee rates things such as ‘I am clear about my future goals,’ ‘I have someone who supports me,’ ‘I feel capable of facing challenges,’ etc. at the beginning and end. Improvement in these ratings would be objective evidence of impact. This is also feedback: it indicates in which areas the mentee feels the greatest change and in which areas they feel less change, which provides feedback on the relevance of the actions taken. 10 In summary: to gauge the pulse of mentoring from the mentee's perspective, we must enable formal and informal channels for feedback. Fostering a culture of continuous feedback is beneficial for both parties. In fact, it has been observed that the most successful programmes are those where there is frequent two-way feedback between mentee and mentor and where regular reviews are scheduled to discuss how things are going and adjust strategies. As mentors, we should not be afraid to ask, ‘How am I doing?’ In this way, we model humility and continuous improvement, and the mentee also learns to accept and give feedback, a valuable skill in any context. Finally, all the information collected (progress records and feedback) should be actively used: it is not just a matter of filling out paperwork for the sake of it. It serves to reflect, to discuss improvements with the mentee, to inform coordinators and, ultimately, to evaluate the overall impact. In the next section, we will see how this information also plays a role in the sustainability of the programme and overall improvement. G a m e : “ A c t i v e L i s t e n i n g 2 . 0 ” C l i c k h e r e t o p l a y