Learning and Skills Mentor Level 4

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.

 

Course Materials: Learning and Skills Mentor L4 Overview

Duration: 14-16 monthsCourse Fee Information
Learning and Skills mentor Level 4

Overview

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.

Learning and Skills Mentors 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.

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Duration:14-16 months
Standard and Level:Learning and Skills Mentor Level 4 Standard
Entry requirements:
This course is aimed at those working in medium to large employers to advise, guide and supervise 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 this role a learner should work with providers and colleagues to plan and implement structured learning and relevant work experience, review learners’ progress and evidence achievement, and liaise with relevant colleagues to support learners’ action plans.
Employers may also provide additional entry criteria.

Learners aged 18 who do not have exemptions will still be required to achieve Level 2 Functional Skills.  
 
Learners over 19 will have the option to either opt in or out of Functional Skills training and examinations. For those who choose to opt out, Fareport remains committed to supporting all learners in developing their literacy and numeracy skills by embedding these essential topics within the curriculum and assessments of the apprenticeship.  

To be eligible for an Apprenticeship you (or the apprentice) must:

  • Be living and working in England
  • Be 16 years old or above
  • Have the legal right to work in the UK
  • Have maintained UK residency for the last 3 years
  • Be employed in a real job; they may be an existing employee or a new hire
  • Work towards achieving an approved apprenticeship standard or framework
  • Work at least 30 hours a week
  • Be able to commit to the apprenticeship and its requirements
  • Not hold a prior qualification at the same or higher level in the same subject area
  • Not undertake or benefit from DfE funding during their apprenticeship programme, including Student Loans.
  • Have apprenticeship training and employment that lasts at least 12 months.
Cost:Fully funded through the Apprenticeship Levy or 95% government-funded for eligible employers, with minimal contribution required.

Knowledge


Knowledge (K) – The theoretical understanding an apprentice needs to perform their role effectively. This includes industry-specific principles, regulations, and best practices.

  • K1: The roles and responsibilities of a mentor, understanding the organisational and professional boundaries, legal and ethical requirements, including safeguarding
  • K2: How to establish and manage a mentoring contract
  • K3: How to plan for mentoring sessions and review and revise action plans
  • K4: Mentoring theory and models, including maintaining good practice and protocols within the mentoring relationship
  • K5: Organisational and legal requirements for recording, storing and sharing personal information
  • K6: Strategies to assess starting points of the mentee, including potential barriers to development
  • K7: Methods of communication to maintain the mentoring relationship and review progress towards agreed outcomes
  • K8: Questioning and listening techniques
  • K9: Methods for providing feedback to inform progression
  • K10: The impact of their own values, beliefs and behaviours on mentoring practice
  • K11: How to provide accurate and relevant vocational/pastoral advice and guidance to meet mentee needs, including points of referral to other professional services
  • K12: Theories and models of evaluation and reflection
  • K13: Approaches to sustainable mentoring practice
  • K14: Opportunities for continuing professional development
  • K15: The role of supervision in supporting the mentor
  • K16: Evidence-based practice informed by own research

More information on the Standard is available here.

Skills


Skills (S) – The practical abilities developed through training and hands-on experience. These are the technical and transferable skills required for the job.

  • S1: Conduct sustainable mentoring practice within organisational and professional boundaries, and legal and ethical requirements, including safeguarding
  • S2: Establish and maintain mentoring contracts with mentees and where relevant, other stakeholders
  • S3: Conduct mentoring sessions according to agreed plans
  • S4: Implement established mentoring tools and techniques to help the mentee work towards agreed outcomes
  • S5: Maintain records of mentoring practice, complying with quality, confidentiality and data protection requirements
  • S6: Establish and use assessed starting points to establish agreed outcomes of the mentoring process
  • S7: Assess and review progress and achievement of agreed outcomes and revise action plans as appropriate
  • S8: Maintain mentoring relationship through a non-judgemental and objective approach
  • S9: Use questioning techniques to encourage reflection and progression
  • S10: Provide feedback to the mentee to inform progression
  • S11: Inform, advise and guide the mentee to support development toward agreed outcomes
  • S12: Apply theories and models of evaluation and reflection to support mentee development
  • S13: Monitor and reflect on own mentoring practice, including feedback from supervision, to develop self
  • S14: Apply evidence based mentoring practice informed by own research

Behaviours


Behaviours (B) – The professional attitudes and values expected in the workplace. These include teamwork, adaptability, problem-solving, and ethical responsibility.

  • B1: Demonstrate and promote sustainable practices with mentee
  • B2: Work to ethical and legal standards within professional boundaries
  • B3: Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
  • B4: Demonstrate and encourage mutual respect, displaying a deep understanding of equality and diversity, with and between learners, colleagues and appropriate agencies
  • B5: Committed to improving their own professional practice in relation to mentoring
Once an apprentice has completed their apprenticeship, they will be ‘signed off’ by their employer/ provider as ready for end-point assessment of their knowledge and practical capabilities. In most cases, the assessment will be graded and must show the apprentice is fully competent and productive in the occupation.
Learning and Skills Mentor End Point Assessment consists of:
  • Learner Mentor Observation followed by Question and Answer
  • Professional Discussion underpinned by a Portfolio of Evidence

This course came at a great time and has helped guide my knowledge!

Q. I am not a resident of England, can I still study this course?
Q. What are the benefits of apprenticeships?
Q. Is People Professional a good career?
Q. Is HR Support a good career?
Q. Is Learning and Development a good career?
Q. What is the salary of an apprentice?
Q. What is an apprenticeship?
Q. Can I train locally?
Q. What is CIPD and are you an approved centre?
Q. Why choose Fareport as your Training Provider?
Q. What is Off-the-Job Training?

Why choose to learn with Fareport Training?

Fareport Training was established in 1981 in order to offer young people a route into work through work based training. In 2014 the business was purchased with support from entrepreneur Theo Paphitis by Natalie Cahill and Marinos Paphitis. Since then we have been building on Fareport’s excellent reputation for high quality training and delivering training and apprenticeships across England. We are proud to offer:

  • Expert-Led Instruction: Gain insights from industry leaders and seasoned professionals.
  • Cutting-Edge Curriculum: Stay ahead with the latest trends, tools, and techniques.
  • Flexible Learning Options: Balance your education with your professional and personal life.

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