Learning Mentor

Occupation overview

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 including: work based/independent training provision; further, adult and higher education; offender learning and the voluntary sector. All education and training roles are ‘dual-professional’, requiring (first) knowledge and skills in a specialist vocational or subject area as well as in helping learners to learn.

The LM is (and has to be) ‘grounded’ in up-to-date processes and procedures, relevant to the learners programme of development. The role could therefore be considered to be a first step towards a secondary role as an education and training professional.

LMs therefore 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. LMs collaborate closely with colleagues, other Education and Training professionals and employers to meet learners’ needs and achieve their potential.

Skills

  • S1 advise, guide and supervise learners to acquire the most benefit from their learning programme
  • S2 communicate and collaborate effectively and use effective questioning, listening and assertiveness skills
  • S3 work with education providers and workplace colleagues to plan and implement structured and meaningful learning and work experience
  • S4 liaise with assessors, coaches and/or teachers to facilitate formative and summative assessment of learners’ skills and knowledge
  • S5 identify and refer issues relevant to learners’ progress and well-being, to education-providers and/or workplace colleagues
  • S6 collaborate with the wider education support team to review learners’ progress and to provide evidence of progress and achievement
  • S7 maintain appropriate records for the learning programme, complying with quality, confidentiality and data protection requirements
  • S8 liaise with relevant colleagues to support the implementation of learners’ action plans
  • S9 be vigilant in safeguarding learners and others in contact with them
  • S10 maintain the currency of their vocational skills
  • S11 comply with internal and external quality assurance requirements

 

Knowledge

  • K1 effective practice in providing accurate and relevant vocational/pastoral advice and guidance
  • K2 effective questioning, active-listening and assertiveness techniques
  • K3 learning programme requirements and the need to plan contextualised learning in authentic or realistic work settings with the learner support team
  • K4 the roles of assessors, coaches or teachers in providing practical help with assessment processes and requirements
  • K5 who has a legitimate need to be kept informed of issues impacting on the learners well-being and progress
  • K6 the mentor’s role in supporting the learner’s development and how to provide valid evidence of progress and achievement
  • K7 organisational and legal requirements for recording, storing and sharing information on learners’ progress, needs and welfare
  • K8 the roles of workplace and education provider colleagues who contribute to learners fulfilling their action plans
  • K9 how learners may become physically or psychologically at risk, and channels for reporting concerns
  • K10 opportunities for continuing professional development
  • K11 quality assurance requirements relating to the mentoring environment.

 

Behaviours

  • Promote an ethos of motivation, aspiration and a passion for learning
  • Operate at all times to ethical and legal standards and within professional boundaries
  • Value equality and diversity and work with others to improve equality of opportunity and inclusion
  • Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
  • Demonstrate, encourage and expect mutual respect in all professional contexts

 

Entry Requirements

  • 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 maths, English and ICT skills at Level 2 (equivalent to GCSE Grade C or above) prior to commencing their training. Those that have not must achieve this prior to taking the end-point assessment.

 

Duration

Minimum 12 months

 

Professional Qualifications / Recognition

• Level 1 Safeguarding

 

Employers may also wish candidates to achieve appropriate additional qualifications in Education and Training including mentorship. The above outcomes will be achieved before the end-point assessment.

The 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.

Originally published on Gov.uk, this information has been re-used under the terms of the Open Government Licence.

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