Level 3 Learning Mentor Apprenticeship Standard

This programme is designed for apprentices who want to develop their skills, knowledge, and behaviours for a job role in mentoring learners.
The purpose of the job role is learning mentors 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.

 

This occupation is found in a range of settings where mentoring takes place in all parts of the Education and Training Sector (ETS) and staff-development contexts.
A Learning Mentor (LM) supports 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 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.

 Activities Covered 

Learning Mentors:

 

  • Collaborate closely with colleagues, other ETS professional, employers and/or human resource colleagues to meet learners’ needs and achieve their potential.

 

  • Provide advice, guide and supervise learners to acquire the most benefit from their learning programme.

 

  • Work with education providers and workplace colleagues to plan and implement structured and meaningful learning and work experience.

 

  • Maintain appropriate records for the learning programme, complying with quality, confidentiality and data protection requirements.

 

  • Are vigilant in safeguarding learners and others in contact with them.

 

  • 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 a first step towards a secondary role as an education and training professional).    

 What does the Learning Mentor Apprenticeship Standard consist of? 

Knowledge

Procedures for effective mentoring

 

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 learner’s 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.

 

Skills

Provide mentoring support.

 

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

 

Behaviours

 

The Learning Mentor will:

  • 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.

 Programme of Study 

The period of learning, development and continuous assessment is managed by the employer, in most cases with the support of a training provider. The on-programme pace will be driven by the apprentice as well as by the breadth of experience an employer can offer, but will typically be a minimum of 12 months, prior to the end-point assessment taking place.

 

Off-the-job guided learning hours – this will equate to 20% of the apprentices working hours and could include:

 

  • Workshops

  • Meetings with Tutor

  • Online Learning

  • Learning about a new product/service/resource

  • Supervised learning – knowledge or practical skill

  • Attending a review or appraisal

 

This equates to approximately 7 learning hours a week, over the duration of the programme, based on a 35 hour working week.

 End-Point Assessment Plan 

The End-Point Assessment is planned with the Independent End-Point Assessor, Employer and Apprentice

 

The end-point assessment is synoptic and takes place at the end of the apprentice’s learning

and development. The requirement is that the end-point assessment is completed within 3

months from the start of the end-point assessment period.