1. A Mentoring Model for ITOs and Employers

2. Overview Set the context Research methodology Initial survey Intervention (mentor workshops) Questions 2

3. Introducing the team Sue Beckett Implementation Project Lead Sandra Johnson Research 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

4. 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

5. Downer 2013 5

6. Downer 2013 video 6

7. 7 Downer People Model to drive structure/ process

8. Apprentices at Downer 8 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

9. Research methodology

10. 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. 10

11. Action based research Input Planning Preliminary diagnosis Data gathering Feedback of results Action planning Unfreezing Transformation Action Learning processes Action planning Action steps Changing Output Results Changes in behaviour Data gathering Measurement Refreezing Feedback Loop AFeedback 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

12. Outcome-focused evaluation Did we do what we said we were going to do? What difference did it make in outcomes for end users? QuantityQuality 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?

13. Data collection matrix 1.How much did we do? 2. How well did we do it? 3. How many people/wh at % were better off? 4. How were the clients better off Key methods  Tools identified  Key ITO interviewed beginning and end  Survey ITO Field Reps  Survey Mentors  Survey Mentee  Shifts in understanding  Shifts in information sharing  Drop out of ITO’s Mentors and business sectors  Degree of information sharing (transparency)  Interviews with ITO Field reps and mentors Retention rates  Rolling stats broken down by  talent pipeline database used  reported on in exec monthly report  Survey Mentees  Survey mentors  Follow up interview  Exit interviews (reason for leaving)  Show shifts in retention rates  Follow up interviews  Exit interviews (did you discuss this with your mentor & was there any follow up  Value figure for Downer Progress/ Completion rates  ITO and talent pipeline databases used  Info broken down to subgroups  Survey Mentees (engaged and motivated to complete)  Survey Mentors  Follow up interviews with mentees  Show shifts in progress rates  Follow up interviews (mentors/mentees)  Pre state cost of non completion rates versus post for Downer Relationsh i p Strength (trust)  Rating by mentor/mentee in survey (link attributes here)  Frequency of contact  Survey mentee around things they would use their mentor for  Survey mentor/apprentices re level of trust  Shifts in ratings  Shift in things a mentee will approach a mentor about  Survey question around value of having a mentor  Follow up interviews Mentoring understanding  Mentor survey – understanding of whats involved  Mentor survey of tools used  Unit standard completion (if appropriate)  Shift in understanding  Completion rates and retention rates link  % apprentices who have mentors  Number of active support groups  Question around leadership capability  Engagement and buy in for other mentors  Survey question around value of having a mentor by mentees Evaluation focus measures Research objectives Targeted data collection methods

14. Initial survey

15. Response rate: 15 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%)

16. Age distribution 16

17. Time since study

18. Types of apprentices Select the option that best describes you Answer Options Response Percent Response Count Apprentice - straight from school 20.4%10 Adult apprentice 30.6%15 Skilled Downer employee gaining qualifications to match skills 32.7%16 Downer employee increasing skills through study 16.3%8 If other (please specify) 0 answered question 49

19. Apprentice mentoring needs Apprentice needsMentor SupportITO 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%)

20. View of collaboration

21. Workshops

22. 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

23. AKO Collaboration Model 23

24. 24

25. Tools: GROW 25

26. Tools: Question wheel 26 Spin wheel Next tool

27. Question wheel 27 Spin wheel Next tool

28. Question wheel 28 Spin wheel Next tool

29. Question wheel 29 Spin wheel Next tool

30. Feedback from the workshops: 30

31. Workshop participants key interests: 31 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)

32. Areas of change from workshop: 32 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)