Apprenticeship Employer Mentoring Guide

Transcription

1 Apprenticeship Employer Mentoring Guide YP Training s Apprenticeship programme

2 Mentor Guidance Thank you for agreeing to mentor an apprentice! We believe in supporting an apprenticeship scheme that provides real opportunities for young people to develop their skills and work towards a qualification, with the potential for full time work at the end. Wherever possible, apprentices are treated in the same way as any other employee, in that they are viewed as valued and valuable team members. In return, we expect all apprentices to work to the same rules of all employees. However we understand that being an apprentice means that the world of work presents new, exciting and different challenges. As such we place particular emphasis on support, and on ensuring performance, timeliness and attendance targets are met. Apprenticeships are work-based learning programmes, designed to achieve nationally recognised qualifications, whilst gaining real life work experience. The training associated with the qualification is supported by the training provider, YP Training. These notes are for guidance only; please check your HR policies as required LEARNER NAME APPRENTICESHIP FRAMEWORK ASSES- SOR/TRAINER START DATE PLANNED END DATE

3 General Information A mentor s goal should be to actively share his/her knowledge and experiences to help foster progression. An effective mentor demonstrates the value of success he or she has encountered during his/her career path and uses these skills to share knowledge and values with others. Successful mentoring can help optimise everyone s learning experiences by: Allowing and encouraging independent thought Opening communication Fostering a reciprocal foundation of trust and respect Encouraging effective facilitation Promoting independent thought Developing roles In addition, everyone should have access to information, advice and guidance for their career. Employers should offer apprentices opportunities to learn about career pathways and further learning opportunities. YP Training will work closely with employers to ensure that apprentices are given proper support and that any potential issues are identified and addressed as early as possible. Our experience of supporting apprenticeships has taught us some key lessons which have been summarised in this guidance. Apprentices need additional support and structure, particularly in the first few months. They are used to a school environment, where they are guided from lesson to lesson throughout the day. As such, in the early weeks at least (and depending on the competence/ confidence of the apprentice) it is recommended that a daily task list is agreed at the start of every work day. We expect all apprentices to work to the same rules as all employees; this is particularly pertinent when it comes to timekeeping and attendance. As mentor for your apprentice, your job is to agree task lists, ensure timekeeping and attendance targets are met and that any day to day issues are dealt with. YP Training draws down funding for each apprentice appointed and YP Training Assessors provide off-the job training for each apprentice.

4 Components of an Apprenticeship An Apprenticeship is made up of the following components: 1. A knowledge based element 2. A competence based element 3. Transferable or Functional skills Functional Skills address the personal development of an individual and cover English, Maths and ICT. They are a compulsory part of an Apprenticeship programme and are delivered alongside the NVQ 4. A module on Employee Rights and Responsibilities (ERR) and Personal Learning and Thinking (PLTS) Skills Personal, Learning and Thinking skills equip young people for their employment and lifelong learning. PLTS is generally covered through observation by the assessor and covers 6 aims; Creative Thinkers, Reflective Learners, Self Managers, Team Workers, Independent Enquirers and Effective Participators In addition, learners accessing funding will need to complete a thorough induction, including equality and diversity. We find it helpful to see the journey through the elements as a pyramid: the apprentice builds from the Foundation Layer towards the top layer, the Competency Layer, where they will be able to demonstrate everything they have learned.

5 Probation Stage As a general rule, apprentices will start their time with a company with an agreed probation period. Performance and attendance during this stage are critical to the deciding if the apprentice stays on their programme, and onto the development stage. It is recommended that the apprentice does not carry out any customer facing roles in the probation period, although this can be flexed on a case by case basis. In all other respects, the apprentice should be treat as a normal member of staff, and included in any standard business protocols and activities such as s and team meetings. In the first week, the mentor should: Agree daily task lists with the apprentice Ensure he/she is making progress through their apprentice Induction e-module Carry out a general review/ duty of care discussion to address any day to day issues and to reinforce employer expectations in terms of performance, attendance and time keeping. The Apprentice will generally commence their apprenticeship qualification within the first three weeks of their start with the company. Their apprenticeship will consist of the following elements: Induction, including Employee Rights and Responsibilities and PLTS (Personal Learning and Thinking Skills) Functional Skills in Maths, English & ICT (as appropriate) Technical Certificate. This is the knowledge element of the course, that will be tested towards the end of their apprenticeship Diploma. This is the competency element of the course, that will be assessed by the production of evidence throughout the course Recommendation: It is recommended that you attend regular reviews with the apprentice and their assessor. This is a forum to discuss how the apprentice is progressing at work and on their course, and to address any issues that need discussion. Unsuccessful probation: If an apprentice is not meeting standards in terms of performance, target meeting, attendance or timekeeping, then this should be addressed with the apprentice and the appropriate manager. Any further steps with regards performance management should be agreed between you as mentor, the manager or director and the assessor. You will also need to confirm any decisions with your HR representative. Successful probation: If an apprentice has met all targets, within the agreed probation period, you should formally confirm with them that they will move into the Development Stage of their apprenticeship. This decision should be agreed between you as mentor, the manager or director and the assessor.

6 Development Stage A successful probation will result in the apprentice continuing their placement and studies into the development stage of the process. The purpose of the development stage is as follows: Successful delivery of the apprenticeship qualification Successful integration into the team as a contributing member of staff Increase in gravity of work responsibilities Decrease in reliance on mentor and task lists Timely reviews will continue during the development stage. The assessor will continue with their scheduled visits throughout the development stage, typically every two/three weeks. Make sure you are given a copy of the training schedule from YP Training. It will contain the dates of the assessor visits, which you will need in order attend update meetings. It is recommended that these take place at least once per month.

7 Progression Stage There are a number of possible outcomes at the end of the apprenticeship term, which form the progression stage: The apprentice is offered a full time role within their division or more broadly within the business The apprentice is offered a higher (Level 3) apprenticeship within the business The apprentice leaves the business The aim is to maximise the proportion of apprentices that are offered full time work or a progression to a higher level qualification at the end of their apprenticeships. However, any decisions around this are of course governed by circumstances at the time, and there is no guarantee of placement. You will need to consult with the assessor and your Manager/ Director towards the latter stages of the qualification and come to a decision about next steps. The Assessor will advise during progress reviews towards the latter stages of the qualification with regard to progression onto a higher apprenticeship.

8 What is Mentoring? Mentoring is the process of sharing your valuable knowledge, skills and experience with an apprenticeship employee to encourage, guide and motivate them to aspire to their best of their capabilities and abilities within the workplace. Where training is provided, development in people management skills is most common (91%). Three-fifths (62%) provide additional training in developing staff/mentoring skills (cited in Learning and Development Talent CIPD March 2013). Why do organisations implement mentoring within apprenticeship provision? Induction, to help new apprenticeships settle into the organisation; Skills Enhancement, to enable skills to be passed on in the workplace by experienced, highly competent staff to others who need to acquire specified skills; Career Development, to help staff in the planning, development and management of their careers and to help them become more resilient in times of change, more self-reliant in their careers and self-directed learners; Education Support, to bridge the gap between theory and practice. Formal education or training is complemented by the knowledge and the hands-on experience of a competent practitioner; Organisational Development and Culture Change, to share the values, vision and mission of the organisation. To communicate and work on a one-to-one basis to develop required changes; and Customer Service, to model desired behaviours, encourage the development of competencies, motivate for service quality, and above all to cultivate the right attitudes. What are the benefits to the apprenticeship mentoree? The employees develop potential and knowledge about the organisation, they learn flexibility mentorees negotiate with their mentors to work within available time and other commitments, aspire to self directed learning - mentorees choose specific learning objectives, they accept and learn to give and receive feedback, develop new networks,develop new and/or different perspectives, get assistance with ideas,demonstrate strengths and explore potential and are challenged to use talents and share expertise within the organisation. Mentoring can be an informal, formal or blended approach: Informal mentoring takes place spontaneously between senior and more junior employees. A buddy" or peer-based mentor is a staff member who can help the apprenticeship get up the learning curve faster. This type of peer mentor is focused on helping with specific skills and basic organisational practices of "this is how it is done here. (In apprenticeship terminology this is known as on the job training). Formal mentoring occurs through a program with an established structure. Management typically involves at least some employee mentoring. In acting as a mentor for an employee who reports to you, think of yourself as an advocate for that employee not for any particular behaviour, but for the person for their personal long term growth and career.

9 What is Mentoring? A combination of both informal and formal mentoring is highly recommended for your apprenticeship employees to support achieving the guided learning hours required throughout their apprenticeship duration within the workplace. In formal mentoring programs, the mentor is typically not the employee s manager, nor even in the employee s chain of command. There are no hard and fast rules for who is the apprenticeships mentor, it may be dependent upon contributory factors within individual organisations needs which will vary in, company size, staff ratio, organisational structure, and internal staff training policies and procedures. What are the key benefits of mentoring my apprenticeship employees for the organisation? To inspire, challenge and up skill the employee leading to enhanced productivity By understanding the learner the mentor is able to support effectively which impacts on reduced costs of staff retention An enhanced and motivated workforce who are loyal and grow with the company with the same shared values, goals and plans To retain and advance talented employees To open up new channels of communication To demonstrate that the organisation invests in people and encourages opportunity for a equal and diverse workforce Increases autonomy and accountability for all staff involved in the process Mentors help improve a young person's self-esteem, attendance and absenteeism. What would my role within meeting the learner expectations in a mentoring relationship? As a mentor your constructive advice and guidance is ideally there to coach the learner into identifying their own goals and understanding through a variety of interactions which may be on a one to one basis, discussion, telephone or . You may want to support them with connecting them to professional industry related organisations and staff to support their apprenticeship development. As the mentor it is important to keep the learner focused on the task or discussion, follow through on any commitments made and resolve any conflicts with the employee as they arise. It is important as a critical friend that you show empathy, are honest and diplomatic in giving back feedback.

10 What is Mentoring? What are the personal attributes required for an effective informal and formal mentoring session? For the session to be beneficial and successful a culture of honesty, confidential sharing is paramount. As the mentor relationship develops you will explore unique experiences, knowledge and gain a valuable insight into their specific areas of development. You will need to meet with the apprenticeship employee on a regular basis (dependent upon skills, experience, and support requirements within the job role) to coach, counsel, and encourage them. It is important that you do not do the work for them. Honest reflective recorded feedback is critical for the development of the apprenticeship employee. (Annex A record sheet for usage which can be integrated as evidence for awareness of self development, team working and critical reflection within their Personal Learning and Thinking Skills). How frequently should we meet and how long should this last? It is best practice to negotiate agreed times and a specific private area (to support openness) in advance for the formal aspect of mentoring to accommodate organisational shift patterns and staff rotas. Mentoring sessions may occur more frequently and be more structured with specific information to start with and last longer, as the learner skills, confidence and capabilities develop this may become less frequent but with more employee input and last for shorter sessions which will eventually be more collaborative and with an increase in employee initiative and the mentor supporting employee decisions.timescales and frequency are dependent upon the learner need and should ideally be kept separate from any other meetings or training. What should a mentor do on the formal review? When commencing a mentoring session you may want to consider some key questions. a) What has worked well for you this week/month? b) What has not gone so well for you and why? c) What areas of improvement have you identified? d) Are there any barriers which have prevented you from achieving your agreed goals (may be internal/external circumstances)? It is important that as the mentor you listen to the apprenticeship employee and maintain objectivity and balance and allow the employee to develop and grow more independent and foster a sense of experimental guided learning to support this process.you may find as the mentor with inexperienced learners that you have to repeat the same information frequently in certain instances to ensure depth of learning new skills occurs. It is important that you listen and acknowledge the employee without undermining the role of the manager and encourage the employee to resolve problems directly with their manager. (Annex A mentoring log update together and reflect on the purpose of the next session which will link with the 8-12 week progress review through 360% feedback with the assessor, learner and mentor).

11 What is Mentoring? What should the role of the apprenticeship employee be? The apprenticeship employee must maintain confidentiality to assist in creating a climate of trust. and follow through on any commitments made. The employee may gain opinions/sound advice from the manager/mentor in identifying areas for further development. The apprenticeship employee may inform the manager of the mentoring meetings and may participate in the program-evaluation process. Mentor Guidance As the mentor relationship develops it is important to keep time restraints on external personal circumstances which may take over if not held in check. The mentor relationship should be kept professional at all times, the employee listened to accurately and the mentor to set the pace and pitch to the employee need to stimulate and engage the learner effectively throughout their apprenticeship programme. Feedback should be evaluative not critical and demoralising. What productive mentoring techniques can I use with learners? Active Listening Pay attention to details of needs and wants Understand words and concepts Listen to how it is being said Use open ended questions/possible use of role plays to gain insights into other viewpoints Seek clarification and summarise Perception check/offer alternatives Interpret behaviour and how to implement correctly Give feedback with care and attention avoiding defensiveness Give only what the employee can handle Be specific and cite specific incidents Check your understanding and perceptions Make it punctual and timely Express yourself and show your feelings (where appropriate) Follow through meetings and actions

12 What is Mentoring? What should be considered on mentor feedback? As a mentor feedback must be a two way communication which is given in a motivational constructive manner with specific aims to actively improve the employee. You may need to take the impact of the style/content of what you are communicating to the employee as they may be vulnerable in understanding key aspects of development. Empathy, timing and location are important factors to consider and praise/ recognition for meeting objectives must be factored in to inspire the employee to progress forwards. Useful Links

13 On-the-Job Training On the job guided learning is learning which encourages the apprentice to demonstrate practical job related skills and to practice and apply these skills in the context of the job. Much of the training an apprentice undertakes will take place within the workplace itself, and through the practical experience of doing the job. This will typically involve apprentices developing their skills through observing others perform activities, practising themselves and learning from their supervisor. The more learning opportunities an Employer can provide, the greater the range of skills that the learner is likely to acquire that will benefit the company. Employers may want to consider giving apprentices projects to undertake or want them to attend formal training sessions in their workplace that will develop their skills and knowledge further. It is expected that the Employer will provide opportunities for the apprentice to demonstrate their competence in the workplace, help apprentices collate evidence of the work they have done, and provide witness statements as and when required. On the job training should: Be carried out by an occupationally competent person Ensure that apprentices gather the practical work-based experience to enable them to gain the evidence for their portfolios Effectively link to off the job training Encourage the apprentice to stay safe

14 Off-the-Job Training Off the job learning is learning which is delivered away from the immediate pressures of the job. It encourages the apprentice to develop the technical skills of the job and develop their knowledge of theoretical concepts. Off-the-job training will be supported by YP Training on the Employer s premises. The assessor will visit approximately once every two to four weeks, although this is by arrangement and may be more frequent dependent on the learner s progress. You will be kept up to date by our assessors and by our training manager. The training will be delivered using a selection of methods. Some elements of the course will be delivered via e-learning, some during face to face workshops and some by one to one tutorial. Learners will need to be given adequate facilities to ensure that they can access training at appropriate times. Apprentices require a minimum of 4 hours off-the-job training each week. Time off for training is a requirement of the apprenticeship and must happen if the assessor is in attendance or not. Our assessor will develop an Individual Learning Plan (ILP) with the Employer and the apprentice to ensure that all parties are aware of the commitment required. The ILP should include on the-job training detailed in the short term with an outline for the long term, allowing the apprentice to accomplish gradually more and more complex tasks and give them time at work to practice their new skills. Off the job training accounts for approximately 30% of the training each apprentices receives, the remainder will be on the job training YP Training will work with the employer and apprentice to develop an appropriate individual training plan

15 Appendix A Mentoring Log Learner: Mentor: Subject Framework: Date: Date Type of contact e.g. discussion, , telephone call etc. Reason for contact/issues reviewed Action Points