Page 29 - O2-A3_DELTA_EN_Toolkit_for_Mentors_and_Tutors

Developing Expertise in
Work-Based Learning and
Teaching Assessment (DELTA)
www.deltaproject.eu

Tipps for a newly-wed trainer/mentor

Be an example without pretending. Give your apprentices
responsibility – nothing motivates trainees more. Deal open with
conflicts and appeal to what disturbs you, appropriately. Remain fair,
even if it is sometimes difficult. And all-important: Do not fall from
your role as an instructor. You are responsible for the qualification of
trainees and should be neither mate nor bosom-friend.

The term “VET teacher” generally designates personnel in secondary level schools and VET colleges in the
public initial VET education system. The term “trainer” usually refers to professionals involved in
apprenticeship systems, on-the-job and off-the-job training and, more generally, in private sector training
markets.

Covering the whole spectrum, Grollmann and Rauner identified six profiles for teaching and training staff
based on a comparative study across ten countries:
1) Teachers or lecturers working in formal school or college settings and giving instruction in vocational
courses;
2) Instructors and laboratory assistants working in school or college settings in vocational laboratories;
3) Others who teach with a high degree of autonomy or sometimes act as assistants to other
vocational teachers;
4) Trainers, tutors and others in enterprises who integrate training and education functions into their
jobs with varying degrees (from incidental to full-time teaching of trainees and apprentices). In dual
systems, this function is often separated from human resource development functions within
companies, while in others this distinction is not strongly maintained;
5) Instructors and trainers working in labour market training institutions supported by governments and
public authorities, often with a strong focus on social inclusion and basic occupational competences;
6) Instructors and trainers working in employers’ organisations, such as chambers of commerce,
sectoral training institutions or privately-run training companies and providers that focus on
upgrading technical competences, training in communication skills, etc
(source: Teachers and trainers in work-based learning/apprenticeships EUROPEAN COMISSION)
4.4.Good practice: The four-step-work based learning-method

A widespread procedure in the training practise is the four-step method giving trainees the opportunity to
acquire new knowledge, with priority, however, new skills. The four-steps are:

IO2:​ ​Toolbox for Tutors and Mentors DELTA - 2017-1-UK01-KA202-036810 Seite 28

This project
has been funded with support from the European Commission. This
publication [communication] and all its contents reflect the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information