Why (and how) you should mentor an apprentice

Chris Dickson, year tutor for SVQ Sports Turf Greenkeeping at SRUC, explains the mutual benefits of work-based apprenticeship schemes – and talks to those who have experienced the programme.

Here at SRUC, we are in a cycle of continuous improvement in our apprenticeship programme of creating greater support around innovative content, study skills and assessment. We believe an additional layer of mentoring support in the workplace is essential to building resilience, attainment, academic success, learner autonomy and a richer workplace experience. According to the International Mentoring Foundation, mentoring can be defined as “a structured and personalised approach to professional development where an experienced individual (the mentor) guides and supports another person (the mentee) in their career growth and skill enhancement”.

The SRUC runs programmes that involve students spending a year in the field under a mentor - a scheme that offers mutual benefits for the mentor and apprentice alike.

This is now a fully work-based programme, therefore mentorship is key for student success. With our students’ classrooms now being solely their own golf course or sports pitch, it is vital that their nominated mentor is on board with evidence gathering and reviewing progress, while passing on their own knowledge. Through this scheme, Eyemouth’s course manager, Keith Burgon, took on an apprentice, Ben McNeil, who has now finished year one of his work-based SVQ 2 Greenkeeping course. I asked Keith about the experience.

How did you start the apprenticeship journey?

The club had been considering taking on an apprentice for a few months but didn’t make any final decisions. Ben then emailed the club captain to come and do some work experience during the Easter holidays. Ben was at the club for two days when we realised that we had found a very good worker who was keen to learn. He was shown how to rake bunkers, cut greens, tees and fairways, he managed to do each task to a good safe standard. Once we discussed it at the committee meeting, we decided to offer Ben an apprenticeship.

What was gained by the student induction session?

I attended the student induction session. This was good as it gave a clear picture of what Ben had to do to complete year one of his apprenticeship. He also got a run through of how Moodle worked so when the coursework was issued, he could make a start without having to figure out how to work the system.

Why did you want to be the nominated mentor for Ben?

Every youngster needs a start in any line of work. When I was an apprentice, my course manager, George Thompson, mentored me along my journey to becoming a course manager, so I really wanted to pass everything I had learned on to someone who was keen to learn and shows a real interest in becoming a greenkeeper.

How much time do you spend with Ben completing portfolio activities during work time?

We work together on a regular basis. As we only have a staff of four, we always share tasks. Carrying out the college work was easy as every job Ben completed, we would video him carrying it out, so we had a record of it. This made the course so much easier to complete. GI

The apprentice’s view

Ben McNeil says he benefitted significantly from Keith’s mentorship during his work-based course.

“I have learned so much in my first year working at Eyemouth Golf Club. Keith has taken his time to show me how to carry out every task safely and to the highest standard.

He has also explained why and when we do every task, and this had made completing year one a lot easier.”

 

Why mentoring works

The shared experience illustrates for all of us the impact that mentoring can have that goes beyond skill development, essential as that is for high operational standards.

Mentoring in the workplace engages high-potential employees and prepares them for future key roles; it supports an individual adapting to a team environment; it builds essential confidence and a positive mindset; through BIGGA it can lead to the expansion of a professional network; and ultimately it retains and motivates team members.

Modern Apprenticeships will always remain a partnership between the learner, employer, college and let us not forget our funding bodies. However, by combining a structured, robust knowledge foundation with a real-world learning environment, it is clear we can set up young people to embark and succeed on a lifelong career in our changing industry.

If you wish to support a Modern Apprentice at your workplace, contact your local GTC Approved Training provider, or the GTC directly.