Good practice mentoring trainees guide 2009

This guide has been prepared as part of the ITO Literacy and Numeracy
Good Practice project. This project, funded by the Tertiary Education
Commission, aims to research, inform and develop good practice
guidelines, tools and resources to support ITOs to embed literacy and
numeracy into industry training.

The guide is one of series of good practice resources covering a range of
activities that ITOs engage in as they respond to literacy and numeracy issues
within their industries.

The guide was prepared by Dr Christine Holland, Work & Education Research
Development Services, and was developed in conjunction with several ITOs.

The guide and supporting materials are available in PDF format on the
Industry Training Federation’s website www.itf.org.nz

November 2009

BUILDING A MENTORING NETWORK FOR TRAINEES IN WORKPLACES

Contents

Introduction 2

What is a mentor? 2

Why is mentoring so important? 3

What are ITOs & workplaces currently doing to mentor trainees & what are the issues? 3

What makes a good mentor? 7

What kinds of learning support should mentors offer? 8

How ITOs can support effective workplace mentoring 12

Examples of literacy support services 13

How-to-Guide: Steps in mentoring a new trainee 14

1


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 managers

2


Why is mentoring so Mentoring increases the number
important? and quality of training-related
Mentoring improves workplace personnel
performance 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 and
learning 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


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


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


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


Establishing Peer Mentoring or Providing ITO resources
Buddying 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


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


of 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-mentoring
completion 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 organisation
and 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
community
On-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


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


• 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 recording
expressed mentor interest and further issues
professional 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 you
Tools to support literacy and most like us to work on?”
numeracy
Tools 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 trainees
Mentors will be able to gain insights (2) “How do you...(currently manage
into 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


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


As mentioned earlier, some learning Examples of literacy and
issues are beyond the scope of numeracy support services
workplace mentors. Currently the TEC Modern Apprenticeships
funds 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. 2009
2. 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


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
www.werds.co.nz 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
www.workbase.org.nz understand the boundaries of the role.

14


The 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 correctly
can’t be helped, but where possible it • successfully undertaking a new job
should be avoided or put aside during responsibility
mentoring. 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 independence
organisational 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 questions
The 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


• 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

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.

ISBN (Print): 978-0-473-15989-4
ISBN (PDF): 978-0-473-15990-0

Good practice mentoring trainees guide 2009

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