Girls Group Mentoring Toolkit

This Girls Group Mentoring Toolkit provides the tools, resources and support to create, implement, deliver and evaluate a quality group mentoring program for girls, ages 9-13, in your community. The Toolkit is intended to be used in a range of communities, and can be adapted to the unique values, needs, strengths and challenges that each community encompasses.

Reflecting, Learning & Improving

Outcome Evaluation

The Canadian Women’s Foundation (2014) phase 2 of the Girls’ Fund examined what contributed to the success of the funded programs. The evaluation measured whether there was a relationship between different program elements (such as separate mentor sessions, hours of training or frequency of meetings) and each of the three main protective factors in girls (confidence, connectedness and critical thinking skills).

The primary purpose of the Girls Group Mentoring Program is to contribute to the healthy development of mentees. As part of your evaluation, it is important to spend time assessing the nature of these impacts on the girls in your program. However, the impact of group mentoring will likely be different than one-on-one mentoring. When evaluating the outcomes of your girls group mentoring program, you can expect to measure relationships, rather than skill-building, and to measure those relationships at all levels (girls-to-mentors, girls-to-girls and mentors-to-mentors).

The program will also have outcomes for mentors and the community. Mentors may also have increased confidence in their relationship-building skills and feelings of connectedness to their community. It is important to get their perspectives on the impacts they’ve experienced, as this information is relevant and helpful for your program’s volunteer retention. It can also be of interest to others (e.g. agency boards, funders and partners).

The following table is an example of an evaluation question. It includes data collection methods, activities needed to successfully collect data, divisions of responsibilities and workable timelines. Generally evaluations have 2−5 overarching evaluation questions; this table provides an example of one question. Usually your evaluation questions are created through your program planning, derived from your logic model and through discussions with your stakeholders. Your evaluation questions should be carefully chosen and relevant to those involved in the program (e.g. staff, participants, funders and other stakeholders).

Using a typical evaluation question to work through an example evaluation plan:

Evaluation Questions

Data Collection Method


Person(s) Responsible


To what extent have the outcomes of the Girls Group Mentoring program been achieved?

Pre/post survey

Create tool specific for our program outcomes (research existing tools available)

Program Manager/Evaluator

Prior to the program beginning

Have tool ready to administer (on line and/or paper copies)

Program Facilitator

First group session and final group session

End of session Participant focus group

Determine questions, schedule focus group, identify facilitator

Program Manager

Second last session

Facilitator documented observations

Design template, based on description for each outcome.

Program Manager and Facilitator

After each session, facilitator completes template

Contact: mentoringgirls(at)