Lesson 4.2: What is the role of the in-company mentor?

The in-company mentor delivering an apprenticeship programme for apprentices with fewer opportunities or from disadvantaged background is the key figure in the apprentice’s life during his/her training. Under the in-company mentor’s guidance the practical training is conducted in real working environment.

The mentor is a key factor not only in introducing the apprentice to the profession, but also in building the apprentice’s work habits and employability skills, technical knowledge and job-specific competencies. The mentor shares the experience and the lessons learned in practice, encourages, supports, exemplifies, tracks development and progress, and evaluates.

Moreover, through the interaction with the mentor, the apprentice aligns with professional values and integrates them into his/her mindset.

The scope of work of in-company mentors might differ depending on the settings and context, but in general, there are several key areas in which a mentor’s contribution is needed. These can be summarised as follows:

• participates in the development and updating of the in-company training programme and implements it
• ntroduces each trainee to the company’s internal rules, as well as the occupational health and safety regulations
• assists apprentices’ adjustment at the workplace and organises the supply of necessary materials, documentation, and tools
• demonstrates individual steps of the work process and assigns practical tasks to apprentices
• controls the performance of tasks, gives practical advice during the work process, and evaluates the quality of performance
• monitors on an ongoing basis the accomplishment of assignments and progress, and records these in the apprentice’s logbook
• along with the vocational teachers/trainers (where applicable), grades each apprentice (summative evaluation)

During the induction phase, the in-company mentor plays a key role. The quality of the whole induction depends on the mentor’s ability to balance between formal compulsory elements to be presented (e.g., company description, code of conduct, safety instructions, labour policy arrangements, workplace specifics, training plan, etc.) and the informal getting to know each other aspects. Informal communication is usually underestimated in the formal setting of the induction process. Still, it holds the key to building a trustful relationship between the mentor and the apprentice, which is a key driver of the apprentice’s motivation for learning and development.

Company Mentors should be encouraged to think of ways to “humanize” the initial experience of the apprentice. Usually, mentors start right away by presenting their company and the rules the apprentice should follow. It would add greater value to approach this situation with a focus on non-formal communication with the aim for both sides to understand more about each other in personal terms. This will minimize initial stress and make the apprentice feel better understood and recognized from the very start of the relationship.

During the orientation stage, the company mentor discusses the overall frame of the apprenticeship with the respective apprentice. In brief, at this starting point they agree on the rules of their relationship and what learning situations can the given professional provide to the learners.