Work-based mentor introduction

Duration

3 guided learning hours

Purpose/scope

The purpose of this standard is to provide the delegate with the knowledge to support the following:

Scope:

• Be able to assess their own ability to use a variety of interpersonal communication skills
• Be able to give constructive feedback to apprentices
• Be able to detail the skills required to coach and mentor
• Be able to support the wellbeing of the apprentices and provide pastoral support and signposting, where relevant

Occupational relevance

Training delivered against this standard would be relevant to the following occupational group(s):

• operative and craft
• supervision
• management and leadership

Delegate pre-requisites

Delegates must be occupationally competent in their sector to be considered a work-based mentor and have understanding of the structure of an Apprenticeship.

Instruction/supervision

As a minimum, course trainers must be able to demonstrate that, in relation to this standard, they have:

• registered and working towards an Award in Education and Training (AET) (or equivalent, as per requirements for approved training organisations)
• at least 2 years industry experience relevant to the scope of the standard
• a verifiable CV

Delivery

All materials and equipment will be of a suitable quality and quantity for delegates to achieve learning outcomes and will comply with relevant legislation.

The learning environment, class size and delegate/trainer ratio will allow training to be delivered in a safe manner and enable delegates to achieve the learning outcomes.

The following delivery methods may be used in the delivery of this standard:

• face to face learning environment (such as a workplace training room)
• virtual (guided learning on-line)
• a blend of face-to-face and virtual

This standard is a blend of practical and theoretical learning.

This standard is considered to be set at a basic level.

Assessment

Methods of assessment considered appropriate for training delivered against this standard are:

For the successful completion of training, the trainer must be satisfied that the delegate has achieved all learning outcomes.

Quality assurance

Recognised

CITB will gain assurance through the third party’s quality arrangements.

Approved Training Organisation’s will be required to supply confirmation of approval (centre approval and scheme approval) with the related third-party awarding organisation or body. In most cases this will be an approval certificate provided by the third-party awarding organisation or body, listing the routes, qualifications and categories they are approved to deliver. In addition, a copy of the most recent external quality assurance monitoring report will be required, relating to the standard that you wish to be approved for.

This information will be reviewed by CITB’s quality assurance team. Approval will be subject to the required third-party documentation being supplied by you. As part of the quality assurance checks, CITB may confirm the accuracy of documentation with the issuing organisation.

Renewal

There are no mandatory renewal or recommended refresher requirements for this standard.

Classification

Lifetime

(Please note standards using this classification will only be grant aided once per delegate)

Approval date

January 2023

Review cycle

On request or 3 years from approval date.

Learning outcomes

The delegate will be able to: 

Explain the core principles of coaching and mentoring: how the role of the coach and mentor fits into the apprenticeship standard

• Delivery guidance:
  • The importance of mentoring: what it is and what it is not
  • Your role as a mentor
  • How to provide daily support to apprentice
  • Helping apprentices understand their role and expectations of the organisation: being a culture role model
  • Coaching them in their role and supporting personal and professional development and well-being to assist apprentice contribution to the organisation
    
    

Explain the skills required of the coach or mentor

• Delivery guidance:
  • Ways to include Maths and English into everyday tasks
  • Effective coaching and mentoring for different learners: setting and clarifying goals, being approachable
  • Adapting to different scenarios and recognising when help and guidance needed
  • Dealing with conflict, generational and cultural differences: what does this mean and how do you adapt own style to accommodate
  • Attitudes to, and ways to encourage learning, motivation and application of personal behaviour
  • Ways of encouraging behaviour and values that foster mutual respect and inspire confidence and self-belief
  • Additional support: mental health and wellbeing
    
    

Describe the impact of coaching and mentoring on the apprentice, the team and an organisation’s performance

• Delivery guidance:
  • How the role of a mentor differs from the role of the apprentices’ manager
  • How to arrange the first meeting and suggested approaches for future meetings
    
    

Explain how to promote apprentice wellbeing and how to signpost for further support, where relevant

• Delivery guidance:
  • Wellbeing guidance
  • Behavioural policies, procedures and legislation
  • Equality and Diversity, Fairness, Inclusion and Respect (FIR), British Value policies, procedures and legislation
  • Mental Health and Modern Slavery policies, procedures and legislation
  • Prevent and Safeguarding policies, procedures and legislation
  • Special Educational Needs and additional needs policies, procedures and legislation
  • Dealing with financial issues
    
    

Identify any possible barriers in the mentor-apprentice relationship

• Delivery guidance:
  • Knowledge and use of the 5 C’s mentoring model*
  • Dealing with harassment, bullying or other types of poor treatment in line with company policies, procedure and legislation
  • Dealing with challenges and problems and issues across apprentices’ work, study, personal or social or domestic lives
  • How to deal with conflict: understanding what is important and what is the shared goal
  • Barriers that learners encounter and developing support measures, adjustments or strategies to overcome these and building resilience
    
    

Explain communication skills and how to use them

• Delivery guidance:
  • Own communication skills and different ways to communicate effectively: active listening, networking opportunities
  • Interpersonal skills and communication; being available and responsive, offering encouragement and support
  • Maintaining professional relationships: workplace policies, procedures and legislation
  • Respecting and maintaining confidentiality as per company policy and what information to safeguard
  • Strategies to deliver positive, constructive, and realistic feedback, encouraging and motivating individually and collectively to apprentices
    
    

Additional information about this standard

• Work Mental Health Support for Apprentices. The service is free and funded by the Department for Work and Pensions: https://able-futures.co.uk/ 
• *5 C’s mentoring model:
• • Challenges: what are the challenges facing the mentee?
  • Choices: what possible options does the mentee have to overcome these challenges?
  • Consequences: what would the consequences be of implementing the choices identified?
  • Creative solutions: the mentor should use their greater experience to explore alternative solutions with the mentee
  • Conclusions: deciding on a specific course of action and agreeing an action plan for implementation 

Related standards

Mental Health First Aider training is available upon request:

• GET2383 Mental Health First Aid
• GET2337 Mental Health First Aid Champion
• GET2336 Mental Health Awareness

Work-based recorder introduction