Mentor Engagement

The principles of mentor engagement in Higher Degree Apprenticeships (HDA) provision:

C logoThe Commitment Statement is developed in response to funding rules and requires both the provider and the employer to provide support to the apprentice. This makes the role of the Mentor in the workplace a matter of compliance. It should be noted that the word Mentor might be interchangeable with Supervisor, Line Manager or other interpretation by the employer. In this guidance SHU uses the word Mentor but other techniques of coaching, supervision and general support are relevant to the employer role.

We have a generic Employer Support and Mentoring Guide.  This guidance should be adapted for each course and will be developed further by the course team. Click on the image below for the full guidance.

Sheffield Hallam University has developed a free on-line mentor development toolkit which incorporates:

  • Prevent Duty
  • British Values
  • Safeguarding obligations

We are curently describing this as a pilot, but multiple employers are getting on board. At present there is no active support or feedback in the toolkit, but once the Level 3 “Coaching andd Mentoring Standard” is awarded a funding band then the University intends to develop the toolkit to deliver the standard for employers and this will define the addtional offer that wraps around the toolkit. To gain access, or offer an employer some log-in details please contact David Thornton in DEEP.

Good Practice BadgeWhilst the employer is key to the success of the HDA programme in broad terms, the mentor is fundamental to the success of the commitment statement, and ultimately the apprentice’s student experience.

Mentors are potentially the party in the dynamic who might feel most inconvenienced by the HDA programme’s expectations and requirements. Their role is largely altruistic and may not be recognised formally by the employer, yet they are fundamental to the arrangement.

The selection of a capable and compatible mentor for an apprentice should be carefully considered, both in terms of skill and behavioural fit, particularly given the significance of the three-way commitment statement and the longevity of the relationship. Please also refer to the Three-Way Feedback Form.

 

CS circle

 

A Mentor should be:

  • Appreciative of the challenges facing the apprentice – familiar with the curriculum
  • Engaged with the University and the ethos of Work-Based Learning through specific course activities
  • Aware and increasingly competent of the role and skills of mentoring
  • Qualified in their discipline to a suitable level (check the assessment plan for the standard)
  • Willing to develop their own practice and supportive of their business skills objectives
  • Made aware of the existing SHU Mentoring MOOC and other opportunities to develop in their role as Mentor – contact us for further details

See the Case Study section for a employer engagement example