down Go Back to Our Ideas Toolkit Work-Based Courses Section 4: Training Work-Based Course Partners Download Section 4 of the Toolkitright Download Tool 4 & 5 PowerPointright See the Full Toolkitright At a Glance The fourth section of the Work-Based Courses toolkit discusses how participants must adjust to their expanded roles, particularly faculty and employers' senior employees that will act as supervisors and mentors for the course. Published jul. 30, 2000 Share on Facebook Share on Twitter Share on LinkedIn Share via Email Training Employer Supervisors and Mentors In work-based courses, participants—college faculty, employer supervisors or mentors, and workers—stretch beyond their traditional roles. So it is important to prepare partners for the expanded roles they will play. Training employer supervisors to be mentors is one of the most challenging parts of successfully implementing a work-based course. In a mentoring role, employer supervisors function as teachers—willing to instruct and work with work-based students to help them progress. All the while, they need to manage their own assigned responsibilities.Not everyone is cut out to do this, which makes it important for employers to identify potential mentors from among senior employees who possess a lot of knowledge and experience as well as good people skills. Often, these individuals already teach or coach in the workplace, either formally or informally.College faculty can prepare supervisors with training that focuses on what it means to be an instructor who can draw out teachable moments during the production process, provide constructive feedback, and then, after a task has been completed, use the experience reflectively to increase the worker’s knowledge and ability. Thorough employer supervisor training is essential to equip supervisors to succeed in their new role, but training must also be flexible to respect their time and other commitments. Preparing Supervisors to Be MentorsQuestions to Ask before Watching This VideoWhat qualities does a good instructor or mentor possess?In what ways does instruction and learning in a manufacturing plant differ from classroom instruction and learning?Identify some potential challenges that might arise when expert operators are asked to train less-experienced ones. Questions to Ask after Watching This VideoIn what ways might shifting from a worker role to a teaching role affect an employer supervisor’s productivity? What accommodations might employers need to make for this?What strategies would you recommend to a supervisor interested in identifying teachable moments and maximizing learning from them? Other Courses in the Toolkit Toolkit Work-Based Courses Section 1: Assessing Your College's Compatibility The first section of the Work-Based Courses toolkit explores how community and technical colleges can determine whether a work-based courses program is right for them and their students. Toolkit Work-Based Courses Section 2: Building the Right Team The second section of the Work-Based Courses toolkit focuses on the importance of having a strong team to support the development of a work-based courses program and how to build such a team. Toolkit Work-Based Courses Section 3: Designing the Course After determining the necessity of a work-based program and building your team, the third section of the Work-Based Courses toolkit shows community and technical colleges how to design the curriculum to best prepare student workers. Toolkit Work-Based Courses Section 5: Course Delivery The fifth section of the Work-Based Courses toolkit offers guidance on how to ensure the work-based curriculum is consistent and supports student learning. Toolkit Work-Based Courses Section 6: Connecting Workers to College The final section in the Work-Based Courses toolkit centers on how to provide the right supports that enable students to truly benefit from a work-based course.