eCPD

Mentor Introduction Handbook

Toolkit1

This toolkit is a product of the Traineeship Staff Support Programme 2014. The Traineeship Staff Support Programme is commissioned and funded by The Education and Training Foundation and managed by the Association of Employment and Learning Providers (AELP)

eCPD

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Introduction to Traineeships

Traineeships are an education and training programme with work experience for young people. The core content of Traineeships is work preparation training, English and maths and a high quality work experience placement. All young people undertaking a Traineeship are required to study English and maths unless they have already achieved a GCSE at A*-C in those subjects or, for those 19 or above, a functional skills qualification at Level 2.

The work experience within a Traineeship should be a high quality learning experience tailored to the needs of each individual. As a guide we would expect the duration of the work experience to be between 100 – 240 hours. Longer placements may be necessary to prepare young people for work, but these would need to be based on clearly identified learner needs.

The involvement of employers is crucial to the success of Traineeships. Work experience in

Traineeships should give the young person experience of a real workplace so they can develop the skills, knowledge, confidence, attitudes and behaviours they need to succeed at work. Simulated activity in an artificial environment may well form a helpful part of work preparation training but will not count as work placements for the purposes of Traineeships. All trainees should be offered an exit interview with the work placement host at the end of the placement.

Traineeships are an education and training programme, which is available for young people, aged 16-24 inclusive, including young people with Learning Difficulty Assessments or Education, Health and Care plans.

The aim of Traineeships is to secure young people’s progression to an Apprenticeship or sustainable job as quickly as possible - where they were not ready for an Apprenticeship or a sustainable job without the preparation that the Traineeship provides.

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Initial AssessmentAs part of the programme, each Trainee completes an initial assessment using the ‘Profiles for Care’ tool. This is an initial assessment on their suitability in a variety of core values.

This tool will be re-visited at monthly intervals throughout the Trainee’s programme to measure changes in. An action plan will be developed from these attributes and each area will have a key focus within the Trainee’s plan. Also, included in this plan will be subject outcomes that the Trainee and Teacher have agreed to work towards achieving. This may areas such as improving team working skills and communication.

RARPA is the model of assessment that will be used to quality assure the Trainees progress. It concentrates on individual Trainee achievement rather than external accreditation.

The five-stage process is:

1. The Trainee will have clearly stated aims in regards to their work experience.

2. The Initial Assessment, the Profiles4Care Model Tool, will identify the Trainees starting point. The Profiles4Care Model Tool should be used at the beginning of the programme.

3. Following this, appropriately challenging learning objectives will be identified initially, then renegotiated and revised.

4. Recognition and the recording of progress and achievement will be recorded through-out the work experience and Traineeship.

5. At the end of the programme, the Trainee will complete a self-assessment which along with the Teachers summative assessment, Employers reference (including Work Experience feedback) and overall review of progress and achievement will detail the success of the programme in ensuring where possible that all outcomes in the plan have been achieved.

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Tips for Mentoring

Some tips to make Mentoring more enjoyable and effective:

• keep instructions positive ('do this' rather than 'don't do this')

• avoid jargon - or if you can't then explain them and better still provide a written glossary

• you must tailor training to the individual, so you need to be prepared to adapt the pace according to the performance once mentoring has begun

• encourage, and be kind and thoughtful - be accepting of mistakes, and treat the Trainee as an opportunity for you both to learn from them

• focus on accomplishment and progress - recognition is the fuel of development

• offer praise generously

• be enthusiastic - if you show you care you can expect your Trainee to care too

• check progress regularly and give feedback

• invite questions and discussion

• be patient and keep a sense of humour

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Induction Tips

• assess skill and knowledge level before you start

• teach the really easy stuff first

• break it down into small steps and pieces of information

• encourage pride

• cover health and safety issues fully and carefully

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Task Completed or N/A

Introduction to team, key members of staff and roles explained

Location of toilet facilities

Location of food / drink facilities

Lunch and refreshments break facilities

Place and areas of work

Standards of behaviour and appearance

Smoking Policy

How to answer telephone (formal greeting), how to transfer calls and make internal and external calls (where appropriate)

Post arrangements (if required)

Introduction to Intranet/Staff handbook / policies / procedures

Other issues:

Health and Safety Induction (to be completed on the first day) Completed or N/A

Health and Safety policy provided and read

Good Housekeeping (tidy work area, closed drawers etc)

Emergency Evacuation procedures

Location of Fire Extinguishers / blankets etc

Location of first aid box and contact details for First Aider

Accident reporting procedures and location of accident book

Protective clothing arrangements, barrier creams etc

Personal protective equipment issued (where required)

Fault personal protective equipment reporting procedure

Instruction and training on equipment to be used

Instruction on manual handling (where required)

Interactive health and safety desk assessment for display screen equipment regulations/procedures (if appropriate)

Prohibited areas, workplace hazards and dangerous substances

Other issues: -

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Data Protection Act Completed

Job specific Data Protection issues discussed and agreed

Confidentiality issues discussed and understood

Other issues:

Safeguarding Completed

Job specific Safeguarding issues discussed and agreed

Other issues: -

Mentor Support Passports

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In addition to this Mentor Introduction Handbook there are also sector specific handbooks which are to be used in conjunction with this publication.

Whichever traineeship is being followed, the Mentor should refer to the specific Mentor Support Passport.

Click on the link below to select the appropriate sector specific mentor support passport:

Childcare Mentor Support PassportDental Mentor Support PassportHealth & Social Care Mentor Support Passport

Mentor Introduction Handbook

© In Touch Care

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These resources have been produced as part of the Traineeship Staff Support Programme commissioned and funded by The Education and Training Foundation. Find out more on the TSSP website: www.traineeship-staff-support.co.uk