The key responsibility of the Work-based mentor (WBM) is to support growth and development of the apprentice

Key roles:

• Support the apprentice to develop their knowledge, skills and behaviours (KSBs) in the workplace

• Enable the apprentice to progress on their individual learning journey

• Be first point of contact for the apprentice in the workplace

• Monitor and facilitate off-the-job learning

• Monitor and facilitate evidencing of off-the-job learning and achievement of KSBs

• Attend and contribute to progress reviews every 12 weeks with the apprentice and Apprenticeship coach (AC)- 4 per year

You should normally spend about 30 hours (per apprentice) per year in supporting your apprentice. This includes the 4 mandatory progress reviews per year. How  and when you spend the rest of the time with your apprentice will depend on their individual learning needs. Fairly regular contact should be maintained throughout the apprenticeship to ensure the apprentice is completing OTJL, recording and evidencing learning to meet the KSBs. You do not need to work in the same area as the apprentice or supervise them or assess them clinically.

Summary of above WBM info on a page for employers to circulate 

We offer work-based mentor training to all new mentors at the start of the course: this is profession-specific and details can be found on the profession-specific pages, you should also receive an invite when you are confirmed as a work-based mentor at the start of the apprenticeship. The training is a chance to meet the course team and other mentors. Your role and key apprenticeship information is shared and discussed with a chance for you to ask any questions. We use this opportunity to look at the training plan and discuss how you can facilitate learning opportunities within the workplace with examples shared. Ideas for supporting learners who struggle are shared, alongside ideas to stretch and challenge learners.

We also provide opportunities for further support such as updates throughout the apprenticeship, these usually run every 6 months to a year and you can attend as often as you like but we usually suggest that an annual update is beneficial to consider the different expectations at each level of study.  We also offer monthly (online) drop -in sessions (please see the schedule here) which you don't need to book onto, you can just drop in and ask the course team and coaches any questions.

For more support on Mentoring- you can access this online mentoring tool kit- you will need to have a Pebblepad account to access this. it contains 5 modular programmes with activities to complete at your own pace Online Mentor Toolkit

SHU are currently involved in a joint research project with Edge Foundation exploring 'What makes an effective work-based mentor: perceptions and experiences'. Once the report is published we will share the key findings and recommendations here.

Once you are a WBM you are part of our SHU community and we will work closely with you to keep your informed and to collaborate, with several opportunities for you to feedback about your experiences, the apprenticeship journey and course design.

These are some examples of collaborative activities:

• Monthly newsletters

• Monthly drop-in sessions

• Bi-annual Tutor/Employer/Apprentice/Mentor (TEAM) meetings

• Quarterly employer/SHU meetings (that you may feed into)

• Stakeholder events, conferences, planning meetings.

• Familiarise yourself with the professional standard and KSBs

• Look through this WBM resource

• Attend WBM training

• Meet your apprentice and look at their skills scan and starting point exercise

• Agree expectations with your apprentice and develop a plan for support

• Support your apprentice to maximise their OTJL opportunities

• Attend progress reviews and work with the Apprenticeship coach (AC) to provide support (See role  AC and progress review page for more information)

Apprentices use an e-portfolio platform called Pebblepad to record evidence of their learning throughout their course. They will use a workbook on their Pebblepad account that is set up specfically for their apprenticeship and has their KSBs listed. They will then record evidence of any off-the-job learning that they have completed (including teaching, placements, OTJL in practice during 6 hours protected time) and overall learning and how this is working towards achieving the KSBs for the professional standard.

The apprentice should be able to share their Pebblepad portfolio with you and their apprenticeship coach, so that you can view their progress and monitor recording and completion of OTJL, monitor recording of evidence and progression in achieving KSBs. You will view this in preparation for the progress reviews. You will not be expected to contribute to the portfolio, in terms of signing off, assessing, marking or adding any comments to it. You will not be expected to look at every piece of evidence, just have an overview that they are progressing in developing the portfolio and the apprentice may want to share an example with you occasionally to talk through their learning.

On some courses, the apprentice may also  have a seperate section or workbook on Pebblepad that is to specfically to monitor competency or placement learning and this is managed separately to overall apprenticeship learning. Your role may be different for these elements and you may be asked to document and record learning for these placement/competency aspects- this will be discussed at pre-enrolment and mentor training events.

We do provide guidance on Pebblepad at the WBM training events and also provide AHP DA employer and mentor drop in sessions where anyone can attend to address specific common themes or ask the team any questions. See the timetable here 

Apprentice Responsibilities as stated and signed against by the apprentice in the training plan

1. The Apprentice commits to the successful completion of the Apprenticeship.

2. The Apprentice shall actively participate in all elements of the Apprenticeship, both academic and work-based (Course work, assignments and exams required), in accordance with any instructions and/or guidance received from the University, the Subcontractor and/or the Employer from time to time.

3. The Apprentice should agree, with the employer and main provider, when learning is complete and that they are ready to undertake the end-point assessment.

4. The Apprentice shall:

• Give the main provider relevant information to assist in learner and on programme eligibility checks;

• Attend training sessions, either on- or off-the-job, as and when required (Or notify the provider/ employer in advance where possible of non-attendance);

• Commit to the learning activities required in each module, including any additional self-study and research (to take place during working hours);

• Abide by good practice principles for respecting confidentiality when engaging in collaborative discussions and development opportunities with staff and other apprentices;

• Liaise with the University's work-based learning coach, the University’s Course Leader and the Subcontractor's Course Leader (Where applicable) and the Employer's nominated mentor in relation to any reviews, monitoring, or audits required for the Apprenticeship;

• Provide any information and all documentation relevant to the Apprenticeship on request including the collection of evidence and a log for off-the-job training;

• Abide by the University's Terms and Conditions, Regulations, policies and working practices (located at https://students.shu.ac.uk/regulations), as well as those of the Subcontractor (located at https://www.sheffcol.ac.uk/about-us/terms-and-conditions), the Employer and the Apprentice Assessment Organisation;

• Notify the University immediately about any change in circumstance (as set out in the Education and Skills Funding Agency's Funding Rules) which may affect their ability to successfully complete their Apprenticeship as originally planned, including if they leave the employment of the Employer or withdraws from learning, whether on a temporary or permanent basis (for example, due to circumstances of ill-health, maternity/paternity or redundancy); • Liaise with the University, the Subcontractor and the Employer in relation to, and take all necessary steps to give effect to, any actions required to be taken as a result of any change in circumstances (as set out in the Funding Rules);

• Not use a student loan to pay for the Apprenticeship or be asked to contribute financially towards their apprenticeship even if they leave their current employment;

• Shall attend 3 way reviews with their Employer Mentor and Work Based Learning Coach every 12 weeks as per the funding rules. 5. The Apprentice understands that in the event of them breaching the University’s Regulations and/or those of the Subcontractor, the University will conduct disciplinary proceedings in accordance with its student disciplinary procedures. All decisions made with regards to academic disciplinary proceedings will be at the sole discretion of the University. 6. The apprentice should bring any issues to the attention of the employer, including any learning support / health issues that night effect the plan of training