Good practice mentoring trainees guide 2009


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Good Practice Mentoring Guide (2009)
This guide was developed primarily for ITOs in conjunction with the Industry Training Federation. The guide has useful tips for companies and for individual mentors. With a focus on literacy and numeracy support, the guide explains what mentoring is, discusses the issues and identifies the steps in mentoring. The guide is also posted on the ITF website. The guide was developed partly as a result of research undertaken for JITO and has been used by a number of ITOs

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Good practice mentoring trainees guide 2009

  1. 1. This guide has been prepared as part of the ITO Literacy and NumeracyGood Practice project. This project, funded by the Tertiary EducationCommission, aims to research, inform and develop good practiceguidelines, tools and resources to support ITOs to embed literacy andnumeracy into industry training.The guide is one of series of good practice resources covering a range ofactivities that ITOs engage in as they respond to literacy and numeracy issueswithin their industries.The guide was prepared by Dr Christine Holland, Work & Education ResearchDevelopment Services, and was developed in conjunction with several ITOs.The guide and supporting materials are available in PDF format on theIndustry Training Federation’s website 2009
  2. 2. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACESContentsIntroduction 2What is a mentor? 2Why is mentoring so important? 3What are ITOs & workplaces currently doing to mentor trainees & what are the issues? 3What makes a good mentor? 7What kinds of learning support should mentors offer? 8How ITOs can support effective workplace mentoring 12Examples of literacy support services 13How-to-Guide: Steps in mentoring a new trainee 14 1
  3. 3. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACES Introduction Focus of the guide The Embedded Foundation Learning The guide shows how workplaces can Pilots were established in New Zealand improve trainee mentoring in vocational in 2006. Since then funding has been learning. It aims to raise awareness made available by the Tertiary Education of necessary organisational support. Commission (TEC) to Industry Training It will explore the skills and attributes Organisations (ITOs) to embed and a mentor will need to be effective in strengthen literacy and numeracy in the role. Finally, spotting, supporting industry training. and referring those with literacy and numeracy issues will be discussed. The TEC, the Industry Training Federation (ITF) and ITOs have identified the need Note: Examples of actual mentoring for, and significance of, workplace based initiatives supported by ITOs, as well support for on- and off-job training. A ITO representatives’ comments, are renewed focus on workplace mentoring included. will ensure that trainees get the most from both off- and on-job learning, and may contribute to increased completion What is a mentor? rates for industry training. A mentor is usually a senior or experienced person who provides This guide primarily deals with scenarios guidance and assistance to a junior or in workplaces where the employer new employee. Internationally favoured supports the programme and provides ‘development’ models of mentoring some organisational support for have the following characteristics: mentoring of trainees undertaking a • the agenda is driven by the mentor vocational qualification. and the trainee • power and authority are irrelevant or The guide will assist ITOs to: put aside during mentoring • understand the role and purpose of • the mentor is more experienced than mentoring the trainee in one or more areas of • build knowledge of mentoring development • encourage workplaces to establish • there are regular, scheduled, effective learning support systems structured, face-to-face meetings • facilitate regional professional • there are specific development goals development workshops and ongoing • mentoring is non-discriminatory and networking meetings for mentors. details are not reported to managers2
  4. 4. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACESWhy is mentoring so Mentoring increases the numberimportant? and quality of training-relatedMentoring improves workplace personnelperformance The forward-looking organisation will Mentoring is a powerful tool in formal invest not only in trainee support, but in and informal workplace learning. It professional development for mentors. can make a significant difference to an Mentors may:organisation’s bottom line by: • achieve formal qualifications• accelerating the development of • attend mentoring workshops talent • network with other mentors • improving staff retention • link to ITO-based mentor support. • creating a high performance culture that offers a real competitive Personal rewards for mentors may advantage include job enrichment, advancement, • reducing costly mistakes. insight, stimulation and professional development. Evidence shows that it can also make a dramatically positive impact on trainee What are ITOs andlearning and qualifications completions. workplaces currently doing to mentor trainees, and what are the issues? “We got a 90% pass rate. Offering direct support Someone has taken an interest in ITOs currently provide direct support their outcome, and therefore they to trainees and encourage workplace remained more motivated.” support. In terms of direct support, – ITO representative a large number of trainees working towards national certificates have access to training advisors, regional Mentoring can assist trainees to managers and apprenticeship co-understand the culture of the workplace ordinators. Industry trainees who are (i.e. the way we do things around here). Modern Apprentices also receive Another benefit is that trainees see quarterly visits from their Modern another side of senior personnel, which Apprenticeship Coordinator (who may can strengthen relationships in the be part of the ITO or from another organisation as a whole. organisation). 3
  5. 5. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACES These support persons: Supporting workplace mentoring • enrol trainees into programmes When establishing a training • advise on appropriate qualifications agreement ITOs often recommend that • review progress and keep trainees on organisations: target • support trainees’ on-job learning • guide trainees through any difficulties. • prepare them for new off-job learning • discuss progress after off-job learning However, face-to-face contact offered • support distance learning. by ITO support persons may be too infrequent for trainee development. ITOs may also provide training In addition, the support persons may resources for mentors and trainees. need professional development to However, workplace mentors need guide trainees through specific learning professional development and difficulties. recognition for their role. They also need designated time and space to work with trainees if they are to build a quality Flooring ITO: Are you ready? relationship, set goals and work through In the Flooring ITO, the work that tasks and issues. Training Advisors carry out with trainees is led by the trainee’s Supporting literacy readiness to make the next Mentors in companies are skilled in their step. Regional coordinators/ industry jobs. However, mentoring has training coordinators work in the different skill sets, and many workplace workplaces with the trainees. mentors report that they struggle They spend as long as is necessary with the role. In addition, mentors are to get trainees ready for off-job now encouraged to support trainees learning. The Flooring ITO trains with literacy and numeracy. These workplace mentors as well as requirements may overwhelm potential supporting trainees directly. mentors. Mentor support of trainees in They provide the mentors with literacy and numeracy should be given guidelines. where the mentor feels confident and able, and has appropriate professional development and other organisational support. Below are two good examples of mentoring initiatives involving literacy and numeracy. 4
  6. 6. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACES Establishing formal and informal Joinery ITO (JITO) and NZCTU mentors support for literacy and Sometimes the person identified by the numeracy company for the mentoring role is the supervisor. For smaller businesses the 1. In 2007 JITO established a pilot employer is often the mentor. In some to explore mentoring issues and situations this may create a power to establish mentors in glass and imbalance. This has the potential to joinery companies. Mentors are interfere with the role, and needs to now established in this industry. be managed. Some organisations use They either work with trainees on informal mentoring, where trainees a regular one-to-one basis, or run ask experienced workers for advice, a weekly group. JITO has also watch and assist them with some tasks. employed a literacy and numeracy Trainees might be given explanations support person who is able by experienced workers and invited to offer telephone and face-to-face suggest solutions to problems. advice to mentors and to improve resources. This helps JITO to build However, such an informal arrangement mentors’ literacy and numeracy may have disadvantages: support of trainees. • the amount of mentoring time needed may not be acknowledged and 2. The New Zealand Council supported by the organisation of Trade Unions (NZCTU) has • the quality of mentoring may be been establishing ‘learning inconsistent representatives’ in workplaces since • mentoring is unplanned 2006. The representatives support • mentoring relies on the trainee’s trainees through their qualifications ability to approach others for help. and workplace learning and are currently working in the following Formally structured, employer- sectors: community care, acknowledged mentors tend to work construction, roading infrastructure, with trainees one-to-one or with a group transport and food and beverage. of trainees, where: They are trained to spot workers • the mentor and trainee have been with literacy or numeracy issues and allocated specific times and space to help them to access specialised • goals have been set support if required. • monitoring and evaluation of progress toward set goals is put in place. 5
  7. 7. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACES In one instance, a mentor works with a group of trainees in an administrative Office Based Mentoring meeting room once a week. The In two glass companies, trainees support each other and as a administrators support distance result their motivation and learning have learning. One administrator works improved. one-to-one with a trainee. The other works with a group. “Our evaluations show that for the Each administrator: trainees, [mentoring] gave them • organises and keep records of ‘something to focus on’.” the workbook and assessment – ITO representative materials • helps the trainee to plan his/her study Mentoring distance learners • works with the trainee to Many trainees, especially those who identify difficult learning areas have come straight from school, will not • helps the trainee to identify have experience of distance learning. where to locate the information Where mentors have been able to give (e.g. internet, qualified distance learning regular support to tradesperson) the trainee, there has been a marked • helps the trainee to develop improvement in achievement. The internet searching skills following is an example of successful • helps the trainee to compile distance learning mentoring. and send off completed assessments. “Sometimes the administrator has Advantages include: a bit of mana in a ‘process’ sense, • more equality in the and can sign off on progress.” relationship, and thus more – ITO representative trust/communication • the office environment is quiet and private • the administrator is likely to be able to share specific literacy and numeracy skills with trainees.6
  8. 8. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACESEstablishing Peer Mentoring or Providing ITO resourcesBuddying Many ITOs provide companies and Some organisations set up time and trainees with training handbooks or space for trainee study groups, or ‘peer other resources, which set out required mentoring’. This works for trainees who learning and the support that is needed are confident about learning and familiar from the mentor. Handbooks lay out with the industry. Where trainees lack what trainees can expect to learn for confidence, self awareness and self each module and link the learning to management skills, or have struggled the appropriate unit standards on the with learning in school, they are likely to National Qualifications Framework. The continue to need a skilled mentor. language of educational qualifications can cause difficulties for both mentors and trainees, who are unfamiliar with Learning State: Peer mentoring educational/course-related literacies. for Māori Many ITOs are re-writing resources in Learning State has implemented clear language. a coaching and mentoring pilot programme for Māori learners What makes a good mentor? employed in a State sector agency. Mentoring will have most chance of The programme focuses on success where there is quality training co-coaching and peer mentoring within the industry and a supportive for Māori learners working towards organisational culture and practice. completing a National Diploma Once these are in place, ITOs and in Public Sector Services Māori. workplaces can consider the skills and Under this arrangement learners attributes held by potential mentors. have four facilitated wānanga over a twelve month period, monthly Good mentoring skills and conference calls, support services attributes from their assessor via email and The quality of the mentoring relationship telephone, and organised peer is vital. A good mentor will be able to mentoring. offer experience, distance, balance, perspective and wisdom to the trainee. Mentors who build trust and show respect for trainees will find it easier 7
  9. 9. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACES to help them to engage effectively support from the mentor that would with learning on or off-the-job. The normally be given by a tutor. The mentor trainee must feel that the mentor has may need to support the trainee to a commitment to supporting his/her manage the distance learning process learning, and that what is discussed is as well as the learning content: confidential. As well as building trust, the mentor should: A. Distance learning process • introduce trainees to the vocational • downloading and organising course culture so that they build the books and assessments confidence to contribute • managing time • motivate and engage trainees in • meeting deadlines learning about their particular work • searching and locating information • support trainees to complete their • submitting work appropriately. qualifications. B. Learning content To develop and maintain trust, the Much vocational learning content will mentor must respect confidentiality and have literacy and numeracy elements. be able to listen, ask open questions, For instance, trainees may need to: suggest alternatives and support • understand vocabulary and jargon trainees without judgement. • interpret written information • provide oral and written information What kinds of learning support • calculate and measure should mentors offer? • use tables and price jobs. Different modes of learning require different skills and understandings. The mentor will need to be aware of the literacy and numeracy elements Mentoring for distance learning in specific tasks and to notice when Distance learning is a component and how a trainee is having difficulty. of many industry qualifications. This Difficulties can be discussed with the mode of learning requires that trainees trainee. undertake a range of self-paced learning and tasks and complete a Mentoring off-job course work and distance assessment. on the job learning There may be low recognition of off-job If the trainee has a self directed learning within the workplace. Where learning component to his/her national this is the case, the mentor may be able certificate, s/he will need the kind of to facilitate employer/trainee awareness 8
  10. 10. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACESof the value of off-job training. In terms and without supervision, asking for of preparing the trainee, approximately help and searching independently for four weeks prior to a new course, information. Better trainee progress the mentor and trainee might review is made when all of these learning upcoming course requirements. This will moments are acknowledged by the help identify: organisation and supported by a • what the trainee needs to take with mentor. Again, the mentor will need to him/her to the course be aware of the literacy and numeracy • what s/he has already covered and elements in specific tasks and to notice what will be new learning when and how a trainee is having • potential areas for practice prior to the difficulty. Difficulties can be discussed course, for instance in calculations, with the trainee. machine operating, document completion or report writing. The best circumstances for on-the-job learning are where the trainee has a As well as practicing skills to prepare for balance of supervision and autonomy in a course, trainees will need opportunities their work, and a variety of tasks. to practice skills learned on the course, once they are back on-the-job. Following Co-mentoringcompletion of an off-site course module, Co-mentoring enables people with mentors are usually provided with a short different and complementary strengths one page report from the course tutor to share responsibility for the support of containing information about trainee a trainee. Co-mentors might include:passes, work yet to be completed and • older family members employed issues. With these reports the mentor within the same organisationand trainee can: • an experienced worker who speaks • discuss progress and re-set goals for the same first language as the improvement on-the-job and prior to trainee, where English is not his/her the next course module first language• liaise with the course trainer in order • a skilled worker supporting an office to gain more specific information administrator to mentor a trainee. about support the mentor can give on-the-job. Informal mentoring in the communityOn-the-job trainee learning Trainees might be encouraged to includes watching and working with explore informal mentoring that could experienced people, practicing with be offered by friends or community 9
  11. 11. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACES members who are working or have environment. These include: worked in the same industry. Retired • preparing for tests workers are an example of useful • taking notes informal mentors in the community. • explaining and sequencing procedures Mentoring through technologies • writing reports. Some ITOs have found that they can support young trainees through the Trainees may need additional support use of cell phones, using texting. Email with developing these course-related has also been used, with less success skills. for young trainees, as texting is the preferred communication method. The mentoring role, literacy and Texting may be an option in supporting numeracy trainees where he/she is on the road Given that mentors are also experienced or out in the field, rather than at the workers with other responsibilities they organisation’s site. must fulfil, there are limits on what can be expected within the role. Reasonable Literacy and numeracy support expectations include that: The following is a sample of workplace • The mentor may develop an tasks which have elements of literacy awareness of the literacy and/or and numeracy: numeracy elements within the job, • understanding contracts and and may develop skills in identifying agreements how trainees manage these • reading instructions, labels, supplier elements. information and job specifications • The mentor may offer literacy • planning routes and numeracy support, such as • estimating and managing time discussing the function and purpose • reading graphs of documents and calculations, • measuring and calculating demonstrating how a task- • understanding pay slips specific calculation can be made, • pricing jobs. or explaining meanings within abbreviated forms. Many new trainees may need to • The mentor may have developed strengthen their literacy and numeracy or located useful tools which can skills in relation to these tasks. In be shared with trainees to manage addition, there are literacy skills that difficult literacy and numeracy are only used in the formal training elements of on-the-job tasks.10
  12. 12. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACES• The mentor may increase • asks others to check calculations etc. communication with course trainers in order to better understand course- However these behaviours might also related literacies. indicate that documents or handbooks are not clearly written and other support Responsibility for deliberate and specific tools are ineffective. teaching of literacy and numeracy is likely to need additional allocated time, Asking questions and recordingexpressed mentor interest and further issuesprofessional development. Skilled questioning can elicit information that can help the mentor to support the Mentors can, where issues are beyond trainee. In the following examples, a their scope, help the trainee to get mentor chooses questions carefully to support from specialists who can gain information from the trainee.provide sustained literacy tuition. (1) “Which of these units would youTools to support literacy and most like us to work on?”numeracyTools are often used to support learners The words “which” and “most” carry an to manage the literacy and numeracy expectation that all trainees will require elements of their job. These tools include: some assistance. They give permission • wall charts to trainees to identify issues without • portable calculating tables linked to feeling incompetent. Mentor and trainee pricing schedules now focus on an identified unit together, • glossaries of terms. discuss each area to be covered and what competencies can be addressed.Observing traineesMentors will be able to gain insights (2) “How do you...(currently manageinto a trainee’s confidence and skill level this task?).”through observation of the trainee at tasks over time. Literacy or numeracy This open question invites more than difficulty may be indicated when, for a yes/no answer. It enables the trainee instance, a trainee: to talk about what s/he does at some • avoids documentation length.• makes errors in documentation • takes forms home (3) “What is the main problem with/• asks others to do written work most difficult part of...?.” 11
  13. 13. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACES This question is useful if the mentor mentoring. For instance, templates needs more information. might be designed for in-house mentoring agreements and for Over time, mentors may notice mentors and trainees to keep a record question types that draw out the most of outcomes and issues which can helpful answers, and share these with be adapted by mentors to suit their their peers. circumstances. How ITOs can support effective workplace mentoring The Agriculture ITO: Farmers’ wives as mentors It is often the female partners of “We train trainers, but I think ITOs farmers who provide the pastoral also have a role in training mentors” care of trainees. The Agriculture ITO – ITO representative would like to work with farmers’ wives (through their rural networks such as Women in Dairy, or the Rural • Training agreements with Women’s Network) to provide them organisations might include mentoring with guidelines to help them mentor time. the trainees. The aim is not to turn • ITOs might provide ongoing these mentors into literacy tutors professional development including but rather to give them some tools workshops, networking opportunities that they could use to help support for mentors. trainees. This could include advice • ITOs might provide an ITO based as to where to get further support ‘hotline’ telephone support, a if necessary. Regular meetings with frequently asked questions (FAQ) the mentor would help the trainee service for mentors on their websites, achieve their goals more quickly. and a password protected chat space to build a network/community of As innovative and effective mentoring mentors. practice becomes more embedded in • The professional development of industry organisations, it may be helpful mentors might be encouraged by ITO if ITOs were to collect and disseminate hosted workshops and subsidies to information that could: organisations enrolling mentors in the • guide future mentors in their role first intake. • explore organisational progress with • ITOs might develop templates and mentoring other tools to support workplace • evaluate mentoring initiatives over time.12
  14. 14. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACESAs mentioned earlier, some learning Examples of literacy andissues are beyond the scope of numeracy support servicesworkplace mentors. Currently the TEC Modern Apprenticeshipsfunds Literacy Aotearoa to work with The TEC has contracted Literacy apprenticeship coordinators and to Aotearoa to deliver literacy and support Modern Apprentices. This numeracy support directly to Modern initiative might be extended so that Apprentices. Modern Apprenticeship mentor referrals to Literacy Aotearoa Coordinators can refer a Modern could also be funded. Apprentice to Literacy Aotearoa for an assessment. The apprentice may Summary of suggestions for ITOs receive up to a maximum of 30 hours 1. That mentoring professional support. development is subsidised by ITOs for the first intake, in order to Workplace Literacy Targeted Fund encourage participation. 20092. That ITOs provide on-line Literacy Aotearoa and English opportunities for mentors to Language Partners New Zealand network with each other about their (formerly ESOL Home Tutors) are role (e.g.‘hotline’, FAQ support, chat funded by the TEC to provide space). nationwide literacy tuition to individual 3. That ITOs explore whether specified employees or small groups of mentoring time can be included in employees at no cost to the employer. training agreements.4. That ITOs develop templates and This tuition is: tools that can assist workplaces to • flexible and tailored to individual establish mentoring. learners’ availability and 5. That ITOs collect and share requirements, and may take place information about mentoring with at the workplace or in a community organisations within their industry, setting in ways that respect confidentiality • available to fulltime, part time and and support the mentoring process. casual employees who are NZ This might form part of an overall citizens or permanent residents exploration and evaluation of ITO • delivered by a national network of mentoring initiatives. trained adult literacy tutors who are 6. That ITOs and workplaces monitor qualified and experienced in working and evaluate effectiveness of with adults with workplace literacy mentoring to increase learning and needs. understanding of good practice. 13
  15. 15. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACES If you want to refer an employee or How-to-Guide: Steps in find out more about this contact the mentoring a new trainee providers directly on: The following steps outline the mentoring process, and how ITOs can Literacy Aotearoa 0800 678 910 support it: or English Language Partners New 1. Establish a mentoring agreement Zealand 0800 367 3165 (FOR ESOL) including purpose/goals and honour it Some ITOs may be able to establish Professional Development Support formal agreements with employers for Mentors that ensure mentors get adequate Work & Education Research & time to support workers on a regular Development Services (WERDS) basis. Alternatively they may be able to has conducted a range of research, strongly recommend in the agreement organisational and professional that mentoring is implemented. development projects in mentoring If there is no formal agreement, the and embedded language, literacy and mentor and trainee might work together numeracy. to draw up an agreement of their own and have it signed off by a person in WERDS can: authority. An agreement might specify: • Evaluate current and new ITO • how often and for how long the support strategies for trainees. mentor and trainee should meet • Work with ITOs to develop • roles of the mentor and trainee customised and innovative mentoring • conditions of confidentiality that strategies. ensure safety of the trainee. • Provide professional development facilitation for ITOs and companies The agreement should be written in wishing to establish or improve clear language and tested for trainee mentoring in the workplace. understanding. Once a learning agreement has been established, specific goals can be decided between Workbase provides professional the mentor and the trainee. development for industry and workplace trainers, develops resources and 2. Be clear about the role, maintain maintains a free specialist library. The confidentiality, respect and trust library includes resources on mentoring. The mentor and trainee should both understand the boundaries of the role. 14
  16. 16. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACESThe trainee must be able to trust the on a calendar or chart accessible to mentor and feel safe before revealing the mentor and trainee(s). For instance, the specific support he/she needs. trainee goals over a six month period Any information offered by the trainee might include support and assessment should be treated confidentially. There in:will be a power imbalance between • carrying out a specific job task the mentor and trainee if the mentor is • completing specific workplace forms an employer or supervisor. Often this correctlycan’t be helped, but where possible it • successfully undertaking a new job should be avoided or put aside during responsibilitymentoring. Confidentiality and trust will • preparing materials for an upcoming be highest where the trainee has had course some choice about the person who will • completing a set number of distance mentor him/her. learning modules. “My daughter raved about the Mentors should help trainees to: opportunity to choose someone • plan their learning time that she just ‘clicked’ with” • keep to the plan – ITO representative • locate information and resources • develop knowledge and skills • manage the literacy and numeracy It can also be helpful to the mentor and elements of the learning.trainee if there is a review period. This allows either party to withdraw and for All trainees are likely to benefit from some a better matched mentoring relationship support with literacy and numeracy as it to be put in place. is used in a new learning environment. Openly discussing literacy and numeracy 3. Induct trainees into training and issues with all trainees avoids singling establish goals out individuals.Mentors will need to provide a ‘big picture’ induction about industry and 4. Foster independenceorganisational expectations of trainees. Mentors should avoid the urge to ‘fix’ Based on this, mentor and trainee(s) mentees’ problems. Instead they might:should set and agree on SMART1 goals • listen carefully for the first agreed mentoring period. • ask open questionsThe goals should be realistic for the • explore consequences of particular agreed time period and clearly written actions 1 SMART: Specific, manageable, achievable, relevant, time-bound. 15
  17. 17. BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACES • make suggestions in language, literacy and numeracy • allow the trainee to make his/her own development, or they may support decisions. trainees with other learning and employment issues beyond the remit 5. Record outcomes of each of the mentor. Some organisations may meeting, issues for further have resources that can help the mentor discussion, future meetings planned in his/her work. The database will need Individual trainee outcomes from each to include names of organisations and meeting and from the mentoring period contact details of key people, plus as a whole should be recorded for use one or two sentences about the kind by the mentor and trainee only. of help the organisation/individual offers. A trainee may not be confident Recording outcomes and issues in contacting organisations. A practice after each discussion will provide a run may be helpful, supported by the structure to each subsequent meeting. mentor. Examples of referral points for Outcomes will be better reached if literacy and numeracy support include they are written in clear language and the ITO regional training manager, shared with the trainee. ‘Chunking’ the Literacy Aotearoa and Workbase. work to manageable units will help the trainee to reach short-term goals prior 7. Evaluate regularly to each meeting. Where the trainee has been achieving well for some time, he/she may be 6. Build a referral database ready to continue with less frequent A database of organisations and assistance. individuals who can assist the trainee and mentoring relationship will support Joint evaluation of progress will help the whole process. Organisations/ both mentor and trainee decide how individuals may offer specialist services they want proceed. 16
  18. 18. Acknowledgement:The ITF wishes to thank participating ITOs for their generous assistance in compiling this guide, and to acknowledge Dr. Chris Holland of Work & Education Research & Development Services for putting this guide together.
  19. 19. ISBN (Print): 978-0-473-15989-4ISBN (PDF): 978-0-473-15990-0