Learning and skills mentor
Education and early years
Level 4 -
Supporting learners of all ages and all levels, to develop within a new work role.
Reference: OCC1379
Status:
Technical Education Products
Employers involved in creating the standard:
ACL Essex, Activate Apprenticeships, Basingstoke College of Technology, Bedford College, City and Guilds, Crosby Management Training ltd, Derbyshire County Council, Doncaster College, Education & Training Foundation, Hit training, Hull Training and Adult Learning, Inspire Culture, IPS International, Lancashire Teaching Hospitals NHS Foundation Trust, London Borough of Hillingdon, Michael John Training school, Newcastle college, Plymouth College, South Devon College
Summary
This occupation is found in the public, private and voluntary sectors in national and multinational organisations. The role of the learning and skills mentor can be found in all sectors where training and development is required. For example, but not limited to, healthcare, military, manufacturing, production, business and professional, education, leisure, construction, creative, technology.
The purpose of the learning and skills mentor occupation is to support individuals and groups with their learning and development towards agreed goals. They will do this by working within ethical and legal frameworks to ensure a high standard of mentoring practice. They will work collaboratively with stakeholders to inclusively meet the individual needs of the mentee. They will be committed to their own professional development and reflective practice as a mentor and within their sector.
They will typically work in an environment in their organisation where they are the knowledgeable other. They will work in a variety of locations and environments where mentoring activity may be undertaken face to face or remotely.
In their daily work, an employee in this occupation may interact with other professionals at any level of seniority in the organisation and the sector, such as: supervisors, managers, trainees, other experienced practitioners and where necessary, internal/external professionals to support meeting the individual mentee needs.
The learning and skills mentor will be responsible for the mentor relationship with the mentee working within ethical and legal frameworks and organisational boundaries to support the progression of the mentee. They may work with a wide range of stakeholders to support the progression of the mentee and ensure best practice is developed and maintained. The mentor may be responsible for completing their own work to specification, with minimal supervision, ensuring they meet set deadlines.
Employers involved in creating the standard:
ACL Essex, Activate Apprenticeships, Basingstoke College of Technology, Bedford College, City and Guilds, Crosby Management Training ltd, Derbyshire County Council, Doncaster College, Education & Training Foundation, Hit training, Hull Training and Adult Learning, Inspire Culture, IPS International, Lancashire Teaching Hospitals NHS Foundation Trust, London Borough of Hillingdon, Michael John Training school, Newcastle college, Plymouth College, South Devon College
Typical job titles include:
Keywords:
Knowledge, skills and behaviours (KSBs)
Duties
Duty D1
Plan, conduct and record mentoring activities to support the progression of the mentee working within legal and ethical frameworks, including confidentiality and safeguarding.
Duty D2
Use strategies to establish and maintain expectations and boundaries of mentoring contract, including recognising starting points of mentee, agreed development needs, potential barriers to development and where relevant, other stakeholders needs.
Duty D3
Select and use mentoring models, tools and techniques to support mentee to make desired changes, demonstrating responsiveness to the individual mentee needs.
Duty D4
Demonstrate awareness of own values, beliefs and behaviours and their effect on the mentor/mentee relationship.
Duty D5
Provide support to the mentee providing information, advice and guidance, working within own professional boundaries and recognising requirements for referral to other professional services where required.
Duty D6
Establish rigorous evaluation processes with mentee to support reflection on effectiveness of mentoring relationship.
Duty D7
Evaluate and reflect on effectiveness of own practice for the purpose of self-development.
Duty D8
Make sustainably informed decisions in approaches used to plan, conduct, record and evaluate mentoring practice.
Duty D9
Maintain records of mentoring practice and recording of continual professional development activities.
Occupational Progression
This occupational progression map shows technical occupations that have transferable knowledge and skills.
In this map, the focused occupation is highlighted in yellow. The arrows indicate where transferable knowledge and skills exist between two occupations. This map shows some of the strongest progression links between the focused occupation and other occupations.
It is anticipated that individuals would be required to undertake further learning or training to progress to and from occupations. To find out more about an occupation featured in the progression map, including the learning options available, click the occupation.
Progression decisions have been reached by comparing the knowledge and skills statements between occupational standards, combined with individualised learner movement data.
Education and early years