EVALUATION REPORT
The Interact Program
Employer mentoring for students with disabilities
University of Limerick
October 2002 - May 2003
Pat Fitzpatrick
University of Limerick
Careers Support Service, Cooperative Education & Careers Division
Executive Summary
Objectives of Interact Program
The immediate objectives of the programme are to develop a careers/disability support
service that provides students with
•
insight into a chosen career
•
access to useful professional networks.
•
improved understanding of the job market.
•
practical help with the job search strategy.
•
increased confidence in addressing their career plans.
Additionally, the programme aims to enhance employer understanding and insight into
disability related issues in the workplace.
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Participants
The participants of the Interact Programme consisted of two groups – ten employers
(mentors) and ten university students (mentees). The University Careers Support Officer
coordinated the programme.
•
Employers included- Bank of Ireland, Wyeth Nutritional, Vistakon, Sercom
Solutions, Adecco Ireland, Tipperary Leader group, Limerick City Enterprise
Board, Department of Social, Family and Community Affairs and the Paul
Partnership.
•
The students were registered in various undergraduate degree programmes at the
University of Limerick.
Outcomes
Overall, the Interact Programme was a successful exercise, one that can be built upon for
future ventures. The core aspect of the programme, the mentor-mentee relationship, was
found to benefit both groups – the students gained a valuable insight and understanding
of their chosen career path and of the transition from education to employment; the
employers felt that their insight into disability and related issues in the workplace had
been enhanced.
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Key Recommendations
•
Student discussion groups – to deepen and enhance participation.
•
Participation by the University of Limerick in the Programme.
•
A repackaged mentee information pack to include relevant information recommended
in the report.
•
The positive criticisms of the employers and students should be taken under
advisement for future programmes – they will aid in the programme’s growth.
Interact programme
The interact programme was designed by the University of Manchester Careers Service
to address the career planning needs of students with disabilities including specific
learning disabilities.
It is one division of “Diversity Mentoring UK”; the other
“Interface” addresses racial issues in employment.
Interact is a mentoring programme that focuses on ability and opportunity.
The
programme is underpinned by the principle that role models and mentors are influential
and important factors in issues of career preference and career development – an
individual is more likely to express a preference for a particular occupation if they have
observed a model successfully performing activities associated with that career or
occupation.
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Research suggests that students with disabilities can take longer to find employment and
consequently are more likely to be unemployed (22% less likely to find employment);
and that they may also be less confident about their capabilities despite their academic
performance. Further, they tend not to recognise the “transferable” skills that they
embody through daily negotiation of their disability in the social world. Finally, it was
apparent that there was also a void in terms of a linkage between students with
disabilities and the employer market in relation to the needs of one (the student) and the
understanding of the other (the employer). At present nine universities in the United
Kingdom use the programme. The University of Limerick is the first Irish University to
participate in the programme.
The Interact programme facilitates and addresses the needs of final year undergraduates
and postgraduates (in the Limerick programme all undergraduates with disabilities were
encouraged to participate) who are preparing to enter the workplace for the first time. It
specifically focuses on issues related to disability in the workplace. The key benefit to
the student is the opportunity to:
access useful professional networks.
gain a better understanding of the workplace.
get support, guidance and advice when developing career strategies.
challenge the traditionally negative relationship between having a disability and
being employed.
boost their confidence in approaching the employment market.
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For the employer, the mentoring programme offers an informal opportunity to work with
students to inform and address issues around disability and employment in the workplace.
They also gain insight into addressing and managing diversity in an increasingly changed
and more complex graduate recruitment market – it is forecast that as social inclusion is
addressed the number of individuals with disabilities available for employment will
increase.
The overall objectives of the Interact programme are –
•
To address issues of equality and disclosure in the recruitment and selection
process.
•
To develop appropriate responses to generic and legislative change in the
workplace.
•
To shift the focus to ability and opportunity
Background to University of Limerick Interact programme
The University has a Cooperative Education & Careers Division that addresses the needs
of all its’ students entering the employment market whether it is on work placement or at
the end of their degree.
In recent years, the post of Careers Support Officer was
established to address the diverse and individual needs of students with disabilities in
relation to the employment market.
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In April 2002, the Careers Support Officer, gave a presentation to the Limerick County
Development Board with a view to harnessing employer support for participation in a
Limerick based Interact programme. The presentation detailed the aims and objectives of
the programme; it’s structure and the benefits to both students and employers. At the
time, the Board was developing a ten-year pan-vision developmental plan for the region,
which included an initiative to address social inclusion.
Consequently, the Board
endorsed the programme and, in parallel with the Limerick Chamber of Commerce and
the regional division of IBEC, promoted the programme to employers in the mid-west
region.
In July 2002, forty employers attended a one-day Disability Awareness Forum hosted by
the Careers Service at the University and facilitated by the University of Manchester
Careers Service. The primary focus was on disability provision in the workplace – this
was important, as increased awareness of disability issues is essential for employer
participation. Further, the commitment in terms of time was specifically emphasised - a
sense of continuity is intrinsic to the success of the programme for both the employer and
the student. The presentation was highly informative and gave a good insight into issues
and recommendations for improving disability provision in the workplace.
At the end of this day, fifteen employers put themselves forward as potential mentors for
students. The final number was ten (to match the number of students) – these included
Bank of Ireland, Wyeth Nutritional, Vistakon, Sercom Solutions, Adecco Ireland,
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Tipperary Leader group, Limerick City Enterprise Board, Department of Social, Family
and Community Affairs and the Paul Partnership.
In September 2002, the Cooperative Education & Careers Division of the University
contacted potential students to inform them of the aims, objective and benefits of the
programme.
Ten students agreed to participate.
Hence, in October 2002, having
matched ten students with ten employers (this was done in consultation with the
Disability Liaison Officer for the University) the University of Limerick Interact
Programme was launched.
Objectives
The long-term objective of the programme is to establish the University as an information
and support resource in disability and diversity training. The immediate objectives are to
develop a careers/disability support service that provides students with:
•
Insight into a chosen career.
•
Access to useful professional networks.
•
Improved understanding of the job market.
•
Practical help with the job search strategy.
•
To boost their confidence in addressing their career plans.
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Launch
At the Interact programme launch the mentors and the mentees had separate briefings
before an informal social meeting took place between both.
Manchester Careers team conducted the sessions.
The University of
Both groups received detailed
resources packs relating to their roles in the mentor/mentee relationship. They were also
introduced to the structure of the programme.
Structure
The programme covers two main strands – mentoring and workshops.
Workshops
Between November 2002 and May 2003 the students participated in three
employer-driven job search workshops.
Effective Interviews – on-video interview and review.
Application and interviews – disclosure and other related issues.
The proactive job search – taking the initiative.
Mentoring
Students participate in 3-4 one-hour face-to-face mentoring sessions with
their mentor.
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Throughout the process evaluation sheets were collected after each workshop. Further,
final evaluation sheets were collected from both the mentors and the mentees. Finally,
the Careers Support Officer kept contact with both groups and monitored the progress of
the two strands of the programme.
Induction day - October 2003
The Induction day brought the employers, students and programme coordinators together
for the first time.
Introductions and programme briefings took place and resource
material was distributed.
The mentor briefing/resource pack was highly informative, well structured and was well
received by the employers and there was very positive feedback. It focused on –
•
The role of the mentor - the do’s and don’t’
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How to conduct meetings
•
Mentoring skills
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Possible problems and solutions
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The centrality of the expectation of the mentor to evaluate, stimulate and
facilitate
The result was that the employers felt that they were in a better position to act as a mentor
and to address the issues of the mentee. Positive critique focused on •
The possibility of an employer who has had the mentor experience to be present
and give a talk.
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•
The possibility of the mentors having contact with each other - could offer
support and transfer of information on dealing with disability related issues.
These points should be taken under recommendation for future programmes.
The Mentee induction was hampered by the late arrival of the Manchester team. This
impacted on the briefing and consequently on the depth of the brief. The students
reported that the day was informative, but at the same time there seemed to be a feeling
of not being as well prepared as they could have been. This is reflected in the resource
pack that they received – it is less informative and has less depth to it then the mentor
resource pack.
•
A positive aspect of the pack is the section on “Disclosure” – it relayed positive
and insightful points and recommendations to the student in how to address the
issue.
•
The section on how to conduct meetings with a mentor was adequate but it could
have included information on the role of the mentor and the dynamic that is
intrinsic to the mentor/mentee relationship.
Positive critique from the students suggested –
•
A discussion of the employers’ fears, attitude and concerns surrounding the issue
of disability in the workplace would be informative – it would give them an
insight into the “other” side of the situation.
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•
A list of contact addresses and information on companies that have experience in
dealing with individuals with a disability.
•
Some information on the rights of individuals with a disability in the workplace to
be included.
•
The students and the mentors did meet at the end of the induction day informally
for a social gathering.
The student and mentors alike felt that this was
constructive, however, it was reported that a discussion meeting on the day that
included both groups might aid in informing each group of the role and position
of the other.
These points should be taken under advisement for further planning.
Workshops
The two workshops Effective Interviews, Application and Interviews were well attended;
only four students attended the Proactive Jobsearch workshop. Although there was an
evaluation procedure in place for each of the workshops the students failed to submit any
feedback. In final evaluation sheets, an expressed general feeling was that the workshops
were informative and focused on crucial areas in relation to entering the employment
market – the students felt that they were worthwhile. The failure to submit feedback
highlights an important lack of student motivation that is pervasive throughout the
programme. This will be addressed later in the report.
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Mentor/Mentee Sessions
The central focus of the programme is to set up an interactive reciprocal relationship
between a mentor (employer) and a mentee (student) that would entail the transfer of
information pertinent to the goals of each – an awareness of disability related issues for
the employer and a supportive insight into career planning and the operation of the
workplace for the student. This aspect of the programme was very successful. Both the
mentors and the mentees reported it as being very positive, enlightening and informative.
The one-to-one sessions were set up by mutual consent and the content of each was
tailored to meet the needs of the student.
The general topics covered were –
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Career advice
•
Career oppurtunities in your field (employer).
•
Advice on CVs and applications
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Interview advice
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Networking advice.
•
Disability issues.
Further, four of the students were given specific training around their skill needs – these
had been identified through the mentoring process of the individual student. These
included –
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•
One-day session on psychometric testing.
•
Role-reversal exercises whereby the student conducted a number of interview
sessions.
•
Two-day training session on “Jaws” – an assistive software for the visually
impaired – and on the application of such software to aptitude tests.
•
A half-day time management module.
There were positive outcomes from the mentoring process that resulted in concrete
progression for the students involved. These emphasise the success of the programme
and create a foundation that can be built upon in future programmes –
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The students felt that they were adequately prepared for the interview process
with which they would soon be engaging. Some students had immediate results
and felt positively about Cooperative Education interviews that they completed
soon after the programme.
•
A visually impaired student was able to partake in a Civil Service recruitment
aptitude test after the mentoring process had identified alternative test procedures
that could be utilised and implemented.
•
Performance on psychometric testing for a hearing impaired student were shown
to have improved after a training and practice session.
•
A student who had a physical disability was guided by their mentor to a career
area that offered a more feasible career path for them. Subsequently the student
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was placed in that work area for their Cooperative Education placement and
assistive technology was provided.
Summary
The University of Limerick Interact programme can be considered a successful venture,
one that can be built upon for future programmes. There was an overall positive reaction
to the process from both the employers and the students – the employers felt that their
awareness and understanding had been enhanced; the students felt that they had gained
valuable knowledge and support through bridging the gap between the educational
environment and the employment market. This is reflected through the success of the
core of the initiative the one-to-one mentoring relationships initiated through the
programme. Further, many of these relationships are not fully terminated – most mentors
have implemented a policy of “the door is always open” - a fact that further endorses its
success.
There are, however, teething issues that will need to be addressed. The most important of
these is the deeper participation of the students in the programme. While they did attend
the workshops and the mentoring sessions there was a lack of motivation to participate
past what was minimally required – this was reflected mostly in the lack of adequate
feedback on the programme sessions. This is not necessarily down to this group of
students, nor is it from a lack of incentive for the programme coordinator; it is an issue in
general within educational institutions when it comes to student participation. Thus, for
the programme to grow and get a deeper meaning for the student, the issue of motivation
will have to be to the fore for the programme coordinators.
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Finally, it is quite possible that while the immediate effect of the programme may not
materialise for some of the students, the experience will stand to them at some stage of
the employment process in their life. Additionally, the understanding and awareness in
recruitment work practices gained by the employers will enhance their workplace and
make the environment more open to individuals with a disability.
Recommendations
1.
More emphasis needs to be put on the participation of the students – they need to
be more aware that the future and the success of the programme will revolve
around what they put into it. Holding a number of student group discussions
throughout the programme could facilitate this. Issues that arise for the students
and the group coordinator could be addressed and solutions could emerge through
group interaction. Additionally, since the numbers participating are relatively
small, the students should be allocated more space on the evaluation sheets, to
give well-informed feedback –this can only add to the growth of the programme.
2. Since the programme was run within the confines of the university and revolved
around the participation and needs of University students it was disappointing to
note that the University was not one of the participating employers.
3. The unforeseen circumstances of the mentee induction day led to the students
feeling a bit unprepared – a backup plan should be ready to run in case outside
teams are delayed or unavailable.
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4. Much of the data and statistics utilised within the presentations were in relation to
the United Kingdom since the Manchester team were giving them, however, it
would be more useful if the Irish statistics were made available for both the
students and the employers.
5. The mentee pack should be reworked to include much of the information
recommended - employment legislation, employment and disability rights in the
workplace, contact addresses and information on companies, notes emphasising
the need for full participation and responsibility of the student.
6. The points stated under the positive critique from the employers and students
should also be taken under advisement.
7. The possibility of the mentors having contact with each other - could offer
support and a transfer of information on effective and reasonable responses to
disability related issues.
8. The possibility of an employer who has had the mentor experience to be present
and give a talk should be explored.
9. A discussion of the employers’ fears, attitudes and concerns surrounding the issue
of disability in the workplace would be informative – it would give the students
an insight into the “other” side of the situation.
10. A list of contact addresses and information on companies that are experienced in
dealing with individuals with disabilities should be made available.
11. Some information on the rights of individuals with a disability in relation to the
workplace to be included.
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12. The students and the mentors did meet at the end of the induction day informally
for a social gathering.
The student and mentors alike felt that this was
constructive, however, it was reported that a discussion meeting on the day that
included both groups, might be more effective in informing each group of the role
and position of the other.
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