Role of the Work-Based Mentor

Roles and Responsibilities

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

Key roles:


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.


Work-Based Mentor Training and Support

We offer Work-based mentor training to all new mentors at the start of the course. This 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 also provide opportunities for further support such as monthly (online) drop -in sessions (please see the schedule here) and annual updates.

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


Collaboration

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:

WBM checklist

Pebblepad

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 WBC, 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 


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