Learning Mentor Apprenticeship – Reference Number: ST0148

Who is it for?

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 sta-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 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 less experienced and new to a work role. The LM is, therefore, 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 (as potentially the 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 ETS professional, employers and/or human resource colleagues to meet learners’ needs and achieve their potential.

What will be covered?

Upon completion of the apprenticeship, a Learning Mentor will have knowledge and an understanding of:

Effective practice

  • In providing accurate and relevant vocational/pastoral advice and guidance.

  • Effective questioning, active-listening and assertiveness techniques.

  • Quality assurance requirements relating to the mentoring environment.

Learning Programme Requirements

  • The need to plan contextualised learning in authentic or realistic work settings with the learner support team.

  • The roles of assessors, coaches or teachers in providing practical help with assessment processes and requirements.

Issues Impacting the Learner

  • The mentor’s role in supporting the learner’s development and how to provide valid evidence of progress and achievement.

  • How learners may become physically or psychologically at risk, and channels for reporting concerns.

  • Opportunities for continuing professional development.

Organisational and legal requirements

  • Recording, storing and sharing information on learners’ progress, needs and welfare.

  • The roles of workplace and education provider colleagues who contribute to learners fulfilling their action plans.