Mentoring is - and has been for centuries - the foundation of vocational training and apprenticeships, yet this standard is the first formal recognition of this role. Nowadays, mentoring takes place in all parts of the Education and Training Sector (ETS) and staff-development contexts. LMs support learners of all ages, and all levels, to develop within a new work role. These learners may be, for example, apprentices, trainees or new recruits (ranging from young entrants, to new CEOs) in the workplace, or in any vocational learning environment.
LMs are an essential and integral part of the ‘wider learning support team’ and collaborate actively with assessors, coaches and teachers to help ensure that learning support in the workplace, and in off-job training, is well-coordinated with needs of the employer, the apprentice and the training provider. They support the development of learners’ knowledge, skills and behaviours, throughout their programme, particularly in applying theoretical learning in practical work environments (and usually on a one-to-one, or small group, basis). They give practical, technical and/or pastoral support and guidance.
For employers, LMs add significant value in helping to ensure your apprentices pass end point assessment, on time, as well as representing your voice in the design and delivery of off-job training and supporting general (internal) staff development. The cost of training will be supported by the apprenticeship training subsidy or, where relevant, mitigation of the cost against your employer levy payment.
LMs will have sector-specific experience and qualifications, as determined by their employer or professional body, which they use to guide and advise those who are new to a work role.
The LM is a ‘dual professional’ having both up-to-date knowledge and skills in a specialist vocational or subject area, together with the generic skills necessary to support learners.
A potential LM will, therefore, have an aspiration to supporting others and a wish to develop a s econdary role in learning support.
As an apprentice LM, you will learn how the role fits within the wider education and training system and its associated responsibilities for quality and safeguarding.
You will need to know how to keep up-to-date with developments in your sector to enable you to provide current advice and guidance.
You will also learn and practice some essential interpersonal skills for mentoring learners’ progression and achievement and liaising effectively with the ‘wider’ learning support team, linking across the employer-training provider partnership.
Training can be organised to suit the needs of employers and can consist of attending on a day release once a week, or in week blocks, that will be spread five times throughout the year. Face-to-face training, and your continual development on programme, will also be supported by online learning and support from both tutors and peers.
On successful completion you will have achieved the Level 3 Learning Mentor Standard and a Level 1 certificate in Safeguarding.
YThe LM could progress further within their vocation specialism and/or into roles involving the assessment and coaching of vocational learners. They may also be eligible to progress onto a full teaching role within an education and training provider organisation.
There are several ways to apply:
Contact the recruitment team on 0115 9677771 or write to us at WEBS Training Ltd, The Poplars, Wollaton Road Beeston NG9 2PD
Submit an enquiry via the website Enquiry Form
Email us at email@example.com
Professional behaviours. The Learning Mentor will:
a. Promote an ethos of motivation, aspiration and a passion for learning
b. Operate at all times to ethical and legal standards and within professional boundaries
c. Value equality and diversity and work with others to improve equality of opportunity and inclusion
d. Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
e. Demonstrate, encourage and expect mutual respect in all professional contexts
|The Learning Mentor will be able to:||The Learning Mentor will understand:|
|Provide mentoring support||Procedures for effective mentoring|
|S1 advise, guide and supervise learners to acquire the most benefit from their learning programme||K1 effective practice in providing accurate and relevant vocational/pastoral advice and guidance|
|S2 communicate and collaborate effectively and use effective questioning, listening and assertiveness skills||K2 effective questioning, active-listening and assertiveness techniques|
|S3 work with education providers and workplace colleagues to plan and implement structured and meaningful learning and work experience||K3 learning programme requirements and the need to plan contextualised learning in authentic or realistic work settings with the learner support team|
|S4 liaise with assessors, coaches and/or teachers to facilitate formative and summative assessment of learners’ skills and knowledge||K4 the roles of assessors, coaches or teachers in providing practical help with assessment processes and requirements|
|S5 identify and refer issues relevant to learners’ progress and well-being, to education-providers and/or workplace colleagues||K5 who has a legitimate need to be kept informed of issues impacting on the learner’s well-being and progress|
|S6 collaborate with the wider education support team to review learners’ progress and to provide evidence of progress and achievement||K6 the mentor’s role in supporting the learner’s development and how to provide valid evidence of progress and achievement|
|S7 maintain appropriate records for the learning programme, complying with quality, confidentiality and data protection requirements||K7 organisational and legal requirements for recording, storing and sharing information on learners’ progress, needs and welfare|
|S8 liaise with relevant colleagues to support the implementation of learners’ action plans||K8 the roles of workplace and education provider colleagues who contribute to learners fulfilling their action plans|
|S9 be vigilant in safeguarding learners and others in contact with them||K9 how learners may become physically or psychologically at risk, and channels for reporting concerns|
|S10 maintain the currency of their vocational skills||K10 opportunities for continuing professional development|
|S11 comply with internal and external quality assurance requirements||K11 quality assurance requirements relating to the mentoring environment|
Individual employers may set any entry requirements which may include:
A strong aspiration to support learners.
(As a dual-professional) A qualification, at an appropriate level in the candidate’s vocational/subject specialism.
Recent experience and knowledge relevant to the context of the mentoring role (e.g. current industry standards).
Candidates may have achieved math and English at Level 2 (equivalent to GCSE Grade C or above) and relevant ICT skills, equivalent to Level 2, prior to commencing their training. Those that have not must achieve this prior to taking the end-point assessment.