APPRENTICE MENTORING HANDBOOK
We are proud to have created bespoke programmes, which are both innovative and rigorous in the way they link to the apprenticeship standards. For example, we base our programmes on a work-based learning framework which helps apprentices apply knowledge, skills and behaviours into the workplace.
An Introduction to this Guide
Apprenticeships at Leeds Trinity University
Each learner begins the programme with their own expertise and knowledge. We assist them to create an individual learning plan, in collaboration with their employer and their course leader, to ensure that they maximise opportunities for progression. Their learner journey is personalised facilitating opportunities for both the learner and the organisation to use the newly acquired KSBs.
This handbook provides an introduction to the mentoring process and is your guide to mentoring learners studying an apprenticeship at Leeds Trinity University. It considers who is involved, how they’re involved, provides guidelines on roles, responsibilities and explores the good practice guidelines that provide a framework for the process.
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At Leeds Trinity University, we value the collaboration between the University, the employer and the learner in ensuring that the learner is supported throughout their apprenticeship. Both our academic and our support staff work with the learners to assist them in developing their knowledge, skills and behaviours (KSBs) in accordance with the apprenticeship standards.
An integral part of apprenticeships, mentoring involves the nurturing, development, support and guidance of a learner by an experienced member of staff from the supporting organisation. Known as the Workplace Mentor, they will provide specific support for the progress of the Knowledge, Skills and Behaviours elements of the programme of study, in collaboration with the academic team. Objectives
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requirements
The objectives of workplace mentoring are to: assist in the induction process of the programme by supporting the learner professional support to the learner motivate and encourage the learner contribute to the supportive culture for the learner whilst on the apprenticeship help the learner to develop and grow in relation to the Knowledge, Skills and Behaviours of the apprenticeship
• encourage
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The Benefits of Mentoring
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• provide
• develop professional relationships • enhance
Mentoring
Effective mentoring frameworks and relationships can benefit both the workplace mentor and the learner. For the learner the process can: enhance self-confidence to
For workplace mentors the process can: refresh their own views of their work satisfaction and interest through helping a colleague to grow and develop self-reflection and shared learning peer recognition CPD
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• support achievement of
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Mentoring
the development of skills and expertise • improve effectiveness
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• provide
• offer professional development • provide advice and information • encourage reflection on practice and shared learning • provide personal support • contribute
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• a final review meeting
The framework of mentoring support sets up a structure for mentors to follow throughout their journey with the learner and typically involves the following:
• regular formal meetings
Do not feel you have to provide ‘all the answers’ to the issues raised in the mentoring process. View yourself rather as an access point to other people, agencies, information and resources. It is important to remember that the mentoring relationship and your discussions are confidential. However, with the agreement of the learner you may follow up issues arising from your discussions with relevant members of the Apprenticeship Course team.
Your Role as a Mentor
Guidelines for Mentors
As a mentor you will need to meet regularly with the learner and the academic staff during the apprenticeship. These meetings will be documented, noting what has been discussed and agreed, and the date and objectives of your next meeting. These objectives must be negotiated and agreed by the mentor, the academic and the learner.
As the mentor to a learner on an apprenticeship, your main responsibility is to support learning and professional development as they progress through the programme. Your commitment, enthusiasm and values will play a central role in the achievement of this goal and the support you give will be much valued by the learner. You should have a working knowledge of the vision, values, ethos and culture of your organisation and the effect on, and implications for, staff development.
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• on-going informal support (including guidelines for ad hoc contact between meetings, e.g. can you be contacted at home, and if so when is such contact most convenient)
• the establishment of an informal mentoring agreement which clarifies agreed outcomes, the overall framework of the mentoring arrangement, and the roles and responsibilities of both mentor and learner
• an early initial agenda setting meeting
The Framework of Mentoring Support
Progress Reviews
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Supporting Apprentices
As in many other relationships all participants involved in the mentoring partnership can benefit greatly, but they have to work hard to make it succeed.
The academic, the mentor and the learner will agree a suitable time for the first progress review meeting which will usually be held at your workplace (or on Microsoft Teams). The first meeting will provide an opportunity to clarify the purposes of mentoring support and to negotiate how you will work together.
At Leeds Trinity, we are passionate about providing a safe environment for apprentices to thrive and exceed competence in the KSBs of the apprenticeship standard. During progress reviews with the apprentice, we would appreciate your support in reinforcing the importance of apprentices asking for support if they require it and having regular conversations about safeguarding, wellbeing and how they would like to see their career progress.
The arrangements agreed should cover formal regular meetings and informal contact between meetings, and will typically encompass all aspects of the framework of mentoring support.
The academic, the mentor and the learner will agree a suitable time for the first progress review meeting which will usually be held at your workplace (or on Microsoft Teams). The first meeting will provide an opportunity to clarify the purposes of mentoring support and to negotiate how you will work together.
The First Meeting
Reviewing enabling the learner to: reflect on recent and present experience and the requirements of the programme explore options and strategies
• tell me about a recent activity you have been involved in?
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• the organisation and where possible, the course
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Informing - providing information on:
Giving and receiving feedback when giving feedback to the learner it is important to:
• develop greater understanding • identify areas for development consider future needs
Advising giving advice on issues raised by the mentee.
• be honest and tactful in a climate of respect and sensitivity
• hear what it is that the learner is seeking to achieve, or what problems they are trying to resolve
• issues and concerns as they arise useful contacts and resources
• use clarifying questions to enable them to articulate the problem or issues for themselves, for example asking ‘Are you saying…?’
• what would you do differently in a similar experience in the future?’
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• be clear and precise
• what went well – why was this?
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• use open-ended questions that create space for exploration of issues rather than closed questions that invite ‘yes/no’ answers and can foreclose discussions. For example, rather than asking ‘Did you find that session difficult?’ ask ‘How do you feel about that last session?’.
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Listening and questioning - it is important to:
• make sure that the outcome of your discussion is defined and accepted by the learner ‘I think we have agreed that…’
Some questions you might ask learners to help them review their situation are:
• provide evidence to support your views
• set short term targets and longer-term career goals
Approaches to Mentoring Experienced mentors emphasise the importance of the approaches and strategies below.
• address areas that the learner has the power to change
• encourage and motivate to improve/deal with issues raised
• what went less well – why was this?
7 You will also need to receive feedback from the learner on how your relationship is progressing. It is useful to be proactive in this process by asking the learner an open question e.g. ‘How do you feel the mentoring relationship is working for you?’. Facilitating professional development helping the learner to develop knowledge, understanding and skills related to their role: • giving and receiving of constructive feedback • providing access to other support, and internal and external networks • passing on experience and knowledge • questioning and challenging Below are some questions you might ask learners to help them with their professional •development:whatarethe duties and responsibilities in your current job? • what knowledge, skills, expertise is expected of you to achieve these? • what knowledge, skills, and expertise do you want to develop in the future? How could you do this?’
TwoTerm
The mentor and the learner will discuss the learner’s progress towards the KSBs throughout the semester. The mentor will ensure that the learner is meeting the 20% off the job training requirements of the apprenticeship. They will discuss any barriers to learning and progression, and present potential solutions to how the learner can be best supported throughout their apprenticeship journey.
Progress Review One: The academic, mentor and learner at the learner’s workplace. The objective of the meeting is to establish the requirements of the workplace visit and agree three targets towards KSBs that the mentor will work towards prior to the next workplace visit. Mentors and learners will complete the skills audit form. The Progress Review Form with be completed and signed by all parties.
The mentor and learner will discuss the role of the mentor and establish each of their expectations of the role.
The mentor and the learner will ensure that the learner is working towards their KSBs. It is important for the mentor and learner to meet regularly to ensure that the learner is undertaking challenging activities to be able to demonstrate significant progress towards KSBs.
Progress Review Two:
OneYear
Timeline for Mentor Role
Progress Review Three: The academic, mentor and learner will meet at the learner’s workplace or on Teams to discuss the learner’s progress towards the KSB’s. If the learner undertakes placements during the summer, they must ensure that Health, Safety and GDPR requirements are met.
The mentor and the learner will meet to complete a skills audit for the learner and discuss the similarities and differences in their scores.
OneTerm
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The learner will express an interest in undertaking the apprenticeship. The employer must be in agreement with the application in order for the learner to progress on to the course.
The academic, mentor and learner will meet at the learner’s workplace to discuss progress towards KSB’s, ensure that the 20% off the job training requirement of the apprenticeship is being achieved. The progress towards targets set at the first progress review will be evaluated and new targets will be set.
ThreeTerm
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Progress Review Six: This will focus on the learner’s final project and portfolio of evidence. The academic and mentor will support the learner will and barriers identified which may impede the learner’s ability to reach Gateway.
Gateway: The learner will enter a 20 week timeframe in which they must complete their end point assessment documentation. The mentor and academic should be available for interview preparation and presentation skills advice.
TwoYear OneTerm
ThreeTerm
End Point Assessment: This is undertaken by the End Point Assessment Organisation (EPAO) which will either be ILM or CMI. The learner may achieve pass, merit or distinction depending on the quality or the work submitted and their ability to answer questions during the professional discussion.
Progress Review Five:
Progress Review Four: The academic, mentor and learner will begin the visit with a review of year one. Progress towards KSBs will be analysed, and the learner will identify areas for development.
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The academic, mentor and learner will discuss options for the business research proposal which should address a problem or issue within the workplace that the learner could research and present recommendations for improvements. The potential impact of the project on the organisation will also be discussed at this stage.
The mentor and learner will meet to ensure that significant progress is being made towards their KSBs. They will undertake regular skills audits to be able to quantify the progress made by the learner throughout their apprenticeship journey.
TwoTerm
The mentor and learner will meet to discuss progress towards KSBs and complete a skills audit which they will compare with the skills audit from the start of year one, they will discuss the amount and quality of progress made.
The academic, mentor and learner will discuss progress towards KSBs and progress from the previous visit towards targets that were set. There will be two key areas of focus at this stage: 1. Progress towards completion of the portfolio for End Point Assessment 2. Progress towards completion of the final project proposal
The mentor and learner will meet to discuss progress on the proposal and portfolio. At this stage, the mentor will assess if the learner is ready to progress to Gateway for End Point Assessment
The key point to remember is that each learner has a personal journey.
One learner may need assistance with academic skills (knowledge) whereas another learner may wish to undertake placements to demonstrate development of skills and behaviours.
The mentor should liaise with the employer at the start of year one to identify which EPAO they would like to use. This will provide the learner will access to resources that they can use to prepare for EPA.
Progress reviews should focus on creating realistic targets that the learner can work towards prior to the next visit.
The academic and the mentor should ensure that the learner is supported and assist to minimise barriers to achieving the apprenticeship.
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Prior to every progress review the mentor and the learner should complete the skills audit. This will provide a basis for discussion and evidence of progression.
Information correct at time of publication, August 2022. The information in this guide can be supplied in alternative formats. Please call 0113 283 7150 or email hello@leedstrinity.ac.uk Leeds Trinity University, Horsforth, Leeds LS18 5HD. leedstrinity.ac.uk Ref: 220525SO1 - 02/08/22