---
title: Mentorship and Training Coordination for Staff
---

**SPECIALISED TRAINING FOR TRAINING & DEVELOPMENT COORDINATORS**

## 1. INTRODUCTION AND SCOPE

### 1.1. Purpose and Educational Mission

This training provides comprehensive guidance for Team members serving as Training and Development Coordinators within our community ecosystem. These roles are crucial for building capacity, developing skills, and fostering growth amongst community members and Team members, particularly with focus on supporting underrepresented groups in technology and community leadership.

### 1.2. Training and Development Coordinator Responsibilities

**Primary Areas of Focus:**
- **Mentorship Programme Coordination**: Developing and managing comprehensive mentorship programmes across the community
- **Educational Content Development**: Creating and maintaining educational resources, tutorials, and training materials
- **Skill Development Planning**: Assessing skill gaps and developing targeted learning opportunities
- **Community Capacity Building**: Building leadership and technical capacity within the community
- **Training Programme Management**: Coordinating training programmes for both staff and community members
- **Learning Assessment and Evaluation**: Measuring learning outcomes and programme effectiveness

### 1.3. Integration with Community Values

**Education as Empowerment:**
- **Breaking Down Barriers**: Using education to remove barriers that exclude people from technology careers
- **Inclusive Learning**: Creating learning environments that welcome and support diverse learners
- **Community-Driven Education**: Prioritising community needs and interests in educational programming
- **Peer Learning**: Facilitating peer-to-peer learning and knowledge sharing
- **Mentorship as Social Justice**: Using mentorship to address systemic inequalities in tech and leadership

## 2. MENTORSHIP PROGRAMME DEVELOPMENT

### 2.1. Programme Design and Structure

#### 2.1.1. Mentorship Programme Models

**One-to-One Mentorship:**
- **Traditional Pairing**: Direct pairing of experienced mentors with individual mentees
- **Skill-Specific Mentorship**: Focused mentorship around specific technical or professional skills
- **Career Development**: Long-term mentorship focused on career growth and professional development
- **Project-Based Mentorship**: Mentorship centred around specific projects or learning goals

**Group and Peer Mentorship:**
- **Group Mentorship**: One mentor working with small group of mentees with similar goals
- **Peer Mentorship Circles**: Groups of peers at similar levels supporting each other's growth
- **Reverse Mentorship**: Programmes where junior community members mentor senior members
- **Cross-Functional Mentorship**: Mentorship across different roles and skill areas

#### 2.1.2. Programme Structure Development

**Programme Planning:**
- **Needs Assessment**: Regular assessment of community mentorship needs and interests
- **Goal Setting**: Clear, measurable goals for mentorship programmes
- **Timeline Development**: Realistic timelines for different types of mentorship relationships
- **Resource Allocation**: Appropriate allocation of time, staff, and materials for programme success

**Matching and Coordination:**
- **Matching Criteria**: Clear criteria for matching mentors and mentees based on goals, skills, and compatibility
- **Intake Processes**: Comprehensive intake processes for both mentors and mentees
- **Expectation Setting**: Clear communication of expectations, time commitments, and responsibilities
- **Support Systems**: Ongoing support for both mentors and mentees throughout the programme

### 2.2. Mentor Development and Training

#### 2.2.1. Mentor Recruitment and Selection

**Mentor Identification:**
- **Community Leader Identification**: Identifying experienced community members with mentorship potential
- **External Mentor Recruitment**: Recruiting mentors from broader professional networks
- **Skill-Based Recruitment**: Recruiting mentors with specific technical or professional skills
- **Diversity and Inclusion**: Ensuring mentor pool includes diverse backgrounds and perspectives

**Selection Criteria:**
- **Technical Competency**: Appropriate technical skills and experience for mentoring focus areas
- **Communication Skills**: Strong communication and interpersonal skills
- **Commitment**: Demonstrated commitment to community values and mentorship goals
- **Availability**: Realistic availability for meaningful mentorship engagement

#### 2.2.2. Mentor Training Programme

**Foundation Mentor Training:**
- **Mentorship Principles**: Understanding effective mentorship principles and practices
- **Communication Skills**: Development of active listening, feedback, and communication skills
- **Goal Setting**: Skills in collaborative goal setting and progress tracking
- **Boundary Setting**: Appropriate boundaries and professional mentorship relationships

**Inclusive Mentorship Training:**
- **Cultural Competency**: Understanding and respecting diverse cultural backgrounds and experiences
- **Intersectionality**: Recognising how multiple identities affect mentorship needs and approaches
- **Trauma-Informed Practices**: Understanding trauma responses and creating safe mentorship spaces
- **Accessibility**: Making mentorship accessible to mentees with diverse abilities and needs

#### 2.2.3. Ongoing Mentor Support

**Regular Check-ins:**
- **Monthly Mentor Meetings**: Regular meetings for mentors to share experiences and seek support
- **Problem-Solving Sessions**: Collaborative problem-solving for mentorship challenges
- **Skill Development**: Ongoing skill development opportunities for mentors
- **Recognition and Appreciation**: Regular recognition and appreciation for mentor contributions

**Resources and Tools:**
- **Mentorship Resources**: Comprehensive library of mentorship resources and tools
- **Training Materials**: Access to additional training materials and professional development
- **Expert Consultation**: Access to mentorship experts and professional consultants
- **Technology Tools**: Platforms and tools to support effective mentorship

### 2.3. Mentee Development and Support

#### 2.3.1. Mentee Recruitment and Onboarding

**Target Population Identification:**
- **New Community Members**: Recently joined community members seeking integration and growth
- **Career Changers**: Individuals transitioning into technology careers or community leadership
- **Skill Developers**: Community members seeking to develop specific technical or professional skills
- **Leadership Aspirants**: Community members interested in developing leadership capabilities

**Inclusive Recruitment:**
- **Targeted Outreach**: Specific outreach to underrepresented groups in technology
- **Barrier Removal**: Identifying and removing barriers that might prevent participation
- **Multiple Pathways**: Various ways for community members to access mentorship opportunities
- **Community Partnership**: Partnerships with other organisations serving underrepresented groups

#### 2.3.2. Mentee Preparation and Goal Setting

**Programme Orientation:**
- **Expectation Setting**: Clear communication about programme structure, timeline, and expectations
- **Goal Development**: Collaborative development of specific, measurable mentorship goals
- **Resource Introduction**: Introduction to available resources and support systems
- **Community Integration**: Connection with broader community and peer networks

**Skill Assessment:**
- **Current Skill Evaluation**: Assessment of current skills and knowledge
- **Learning Style Assessment**: Understanding individual learning preferences and needs
- **Career Goal Alignment**: Aligning mentorship with broader career and personal goals
- **Growth Planning**: Development of specific growth and learning plans

## 3. EDUCATIONAL CONTENT DEVELOPMENT

### 3.1. Curriculum Design and Development

#### 3.1.1. Community-Driven Curriculum Development

**Needs Assessment Process:**
- **Community Surveys**: Regular surveys to understand community learning needs and interests
- **Focus Groups**: In-depth focus groups with different community segments
- **Skills Gap Analysis**: Analysis of skills gaps in technology and community leadership
- **Industry Trend Analysis**: Understanding industry trends and future skill needs

**Inclusive Curriculum Design:**
- **Multiple Learning Styles**: Content designed to accommodate visual, auditory, and kinesthetic learners
- **Cultural Responsiveness**: Content that respects and incorporates diverse cultural perspectives
- **Accessibility Standards**: All content meets accessibility standards for diverse abilities
- **Flexible Pacing**: Self-paced and structured options to accommodate different learning needs

#### 3.1.2. Content Creation Standards

**Quality Standards:**
- **Accuracy**: Technically accurate and up-to-date content
- **Clarity**: Clear, understandable explanations appropriate for target audience
- **Engagement**: Interactive, engaging content that maintains learner interest
- **Practical Application**: Content that includes hands-on practice and real-world application

**Content Format Diversity:**
- **Written Tutorials**: Comprehensive written guides and step-by-step tutorials
- **Video Content**: Educational videos with captions and transcripts
- **Interactive Workshops**: Live and recorded interactive workshop sessions
- **Peer Learning Sessions**: Facilitated peer learning and discussion groups

### 3.2. Specialised Training Programmes

#### 3.2.1. Technical Skill Development

**Programming and Development:**
- **Beginner Programming**: Introduction to programming concepts and languages
- **Web Development**: Frontend and backend web development training
- **Open Source Contribution**: Training on contributing to open source projects
- **DevOps and Infrastructure**: Training on deployment, monitoring, and infrastructure management

**Design and User Experience:**
- **User Interface Design**: Training in UI design principles and tools
- **User Experience Research**: Training in UX research methods and application
- **Accessibility Design**: Training in designing accessible user interfaces
- **Visual Communication**: Training in graphic design and visual communication

#### 3.2.2. Professional and Leadership Development

**Communication and Interpersonal Skills:**
- **Public Speaking**: Training in public speaking and presentation skills
- **Technical Writing**: Training in technical documentation and communication
- **Conflict Resolution**: Training in managing and resolving interpersonal conflicts
- **Cross-Cultural Communication**: Training in effective communication across cultural differences

**Leadership and Management:**
- **Team Leadership**: Training in leading technical and community teams
- **Project Management**: Training in project planning, execution, and management
- **Community Building**: Training in building and maintaining inclusive communities
- **Strategic Planning**: Training in long-term planning and strategic thinking

### 3.3. Assessment and Evaluation

#### 3.3.1. Learning Assessment Methods

**Formative Assessment:**
- **Progress Check-ins**: Regular check-ins to assess learning progress and adjust approach
- **Peer Feedback**: Structured peer feedback sessions and collaborative learning assessment
- **Self-Reflection**: Guided self-reflection exercises and learning portfolio development
- **Practical Projects**: Hands-on projects that demonstrate skill development and application

**Summative Assessment:**
- **Skill Demonstrations**: Opportunities for learners to demonstrate mastery of specific skills
- **Portfolio Development**: Comprehensive portfolios showcasing learning and growth
- **Peer Presentations**: Presentations to peers demonstrating learning and sharing knowledge
- **Community Contributions**: Assessment based on meaningful contributions to community

#### 3.3.2. Programme Effectiveness Evaluation

**Quantitative Measures:**
- **Completion Rates**: Tracking completion rates for different programmes and demographics
- **Skill Acquisition**: Measuring specific skill gains through before/after assessments
- **Career Outcomes**: Tracking career advancement and opportunities for programme participants
- **Community Engagement**: Measuring increased community participation and leadership

**Qualitative Assessment:**
- **Participant Satisfaction**: In-depth feedback from programme participants about their experience
- **Long-term Impact**: Assessment of long-term impact on participants' careers and community involvement
- **Community Feedback**: Feedback from broader community about programme effectiveness
- **Mentor Experience**: Assessment of mentor satisfaction and programme impact

## 4. INCLUSIVE LEARNING AND DEVELOPMENT

### 4.1. Creating Inclusive Learning Environments

#### 4.1.1. Accessibility and Universal Design

**Physical and Digital Accessibility:**
- **Platform Accessibility**: Ensuring all learning platforms meet accessibility standards
- **Material Accessibility**: Providing materials in multiple formats (text, audio, video, Braille)
- **Communication Accessibility**: Providing sign language interpretation, captioning, and other communication supports
- **Flexible Participation**: Accommodating different participation styles and needs

**Learning Accommodation:**
- **Flexible Timing**: Self-paced learning options and flexible scheduling
- **Multiple Modalities**: Content available in visual, auditory, and kinesthetic formats
- **Support Systems**: Additional support for learners who need extra assistance
- **Assistive Technology**: Integration with assistive technologies and accessibility tools

#### 4.1.2. Cultural Responsiveness and Inclusion

**Cultural Competency:**
- **Cultural Awareness**: Understanding how cultural background affects learning preferences and styles
- **Inclusive Examples**: Using examples and case studies that reflect diverse experiences and perspectives
- **Language Support**: Providing support for non-native English speakers
- **Cultural Celebration**: Celebrating diverse cultural perspectives and contributions

**Anti-Oppression Education:**
- **Social Justice Integration**: Integrating social justice principles into all educational content
- **Systemic Awareness**: Education about systemic barriers and how to address them
- **Intersectionality**: Understanding how multiple identities affect learning and career experiences
- **Advocacy Skills**: Developing skills in advocating for inclusive practices and policies

### 4.2. Supporting Underrepresented Groups

#### 4.2.1. Targeted Support Programmes

**Women and Gender Minorities in Tech:**
- **Safe Learning Spaces**: Creating safe, supportive learning environments for women and gender minorities
- **Role Model Visibility**: Highlighting successful women and gender minorities in technology
- **Specific Challenges**: Addressing specific challenges faced by women and gender minorities in tech
- **Community Building**: Building supportive communities and networks

**Racial and Ethnic Minorities:**
- **Culturally Responsive Content**: Educational content that reflects and respects diverse cultural backgrounds
- **Mentorship Matching**: Connecting learners with mentors who share similar backgrounds when possible
- **Barrier Analysis**: Understanding and addressing specific barriers faced by different racial and ethnic groups
- **Community Partnerships**: Partnerships with organisations serving specific racial and ethnic communities

**LGBTQ+ Community Members:**
- **Inclusive Language**: Using inclusive language and avoiding assumptions about relationships and identity
- **Safe Disclosure**: Creating environments where LGBTQ+ identity disclosure is safe and supported
- **Specific Challenges**: Understanding challenges specific to LGBTQ+ individuals in technology careers
- **Community Connection**: Connecting LGBTQ+ learners with supportive communities and resources

**People with Disabilities:**
- **Accessibility-First Design**: Designing all programmes with accessibility as a primary consideration
- **Accommodation Coordination**: Coordinating individual accommodations and support needs
- **Disability Pride**: Celebrating disability as diversity and addressing ableism in technology
- **Career Support**: Specific support for disabled individuals navigating technology careers

#### 4.2.2. Economic and Geographic Inclusion

**Economic Accessibility:**
- **Free Programming**: Comprehensive free programming to remove economic barriers
- **Technology Access**: Providing access to necessary technology and internet connectivity
- **Transportation Support**: Support for transportation costs when needed for in-person programmes
- **Childcare Considerations**: Childcare support or family-friendly programming options

**Geographic Inclusion:**
- **Remote Participation**: High-quality remote participation options for all programmes
- **Time Zone Accommodation**: Programme scheduling that accommodates multiple time zones
- **Local Partnerships**: Partnerships with local organisations in different geographic areas
- **Cultural Adaptation**: Adapting programmes for different cultural and geographic contexts

## 5. PROGRAMME MANAGEMENT AND COORDINATION

### 5.1. Programme Planning and Implementation

#### 5.1.1. Strategic Planning

**Long-term Programme Strategy:**
- **Community Needs Analysis**: Regular analysis of evolving community training and development needs
- **Resource Planning**: Strategic planning for staff, budget, and material resources
- **Partnership Development**: Building strategic partnerships with educational institutions and organisations
- **Innovation Integration**: Regular integration of new educational approaches and technologies

**Goal Setting and Measurement:**
- **SMART Goals**: Development of specific, measurable, achievable, relevant, time-bound goals
- **Impact Measurement**: Clear metrics for measuring programme impact and effectiveness
- **Community Outcomes**: Goals focused on community-wide outcomes and systemic change
- **Individual Development**: Goals focused on individual learner growth and achievement

#### 5.1.2. Operations Management

**Programme Coordination:**
- **Schedule Management**: Coordinating complex schedules across multiple programmes and participants
- **Resource Allocation**: Efficient allocation of staff time, materials, and technology resources
- **Communication Systems**: Clear communication systems for participants, mentors, and staff
- **Quality Assurance**: Ongoing quality assurance and programme improvement processes

**Staff and Volunteer Management:**
- **Staff Development**: Professional development for staff involved in training and mentorship programmes
- **Volunteer Coordination**: Recruiting, training, and supporting volunteer mentors and trainers
- **Team Collaboration**: Effective collaboration between different staff roles and specialties
- **Performance Management**: Regular performance assessment and improvement for programme staff

### 5.2. Community Engagement and Outreach

#### 5.2.1. Recruitment and Retention

**Participant Recruitment:**
- **Targeted Outreach**: Strategic outreach to underrepresented groups and communities
- **Community Partnerships**: Partnerships with organisations serving target populations
- **Referral Systems**: Systems for community members to refer others to programmes
- **Marketing and Communication**: Effective marketing that reaches diverse audiences

**Retention Strategies:**
- **Onboarding Excellence**: Comprehensive onboarding that sets participants up for success
- **Ongoing Support**: Continuous support throughout programme participation
- **Community Building**: Building connections between participants and broader community
- **Success Celebration**: Regular celebration of participant achievements and milestones

#### 5.2.2. Alumni and Community Integration

**Alumni Networks:**
- **Alumni Community**: Building strong alumni communities that provide ongoing support
- **Mentorship Progression**: Opportunities for programme alumni to become mentors
- **Advanced Programming**: Advanced programmes for alumni continuing their development
- **Career Support**: Ongoing career support and professional development for alumni

**Community Integration:**
- **Leadership Pathways**: Clear pathways for programme participants to become community leaders
- **Contribution Opportunities**: Opportunities for participants to contribute to community projects
- **Knowledge Sharing**: Platforms for participants to share knowledge with broader community
- **Recognition Systems**: Recognition systems that highlight participant contributions and achievements

## 6. TECHNOLOGY AND TOOLS FOR LEARNING

### 6.1. Learning Management Systems

#### 6.1.1. Platform Selection and Management

**Learning Platform Evaluation:**
- **Accessibility Standards**: All platforms must meet comprehensive accessibility requirements
- **User Experience**: Platforms must provide excellent user experience for diverse learners
- **Integration Capabilities**: Ability to integrate with other community platforms and tools
- **Scalability**: Platform ability to scale with growing programme participation

**Platform Administration:**
- **User Management**: Efficient systems for managing learner and instructor accounts
- **Content Management**: Easy content creation, updating, and organisation systems
- **Progress Tracking**: Comprehensive progress tracking and analytics capabilities
- **Communication Tools**: Built-in communication tools for learners, mentors, and instructors

#### 6.1.2. Educational Technology Integration

**Interactive Learning Tools:**
- **Video Conferencing**: High-quality video conferencing with accessibility features
- **Collaboration Platforms**: Tools for collaborative learning and project work
- **Interactive Simulations**: Hands-on learning through simulations and virtual environments
- **Assessment Tools**: Diverse assessment tools that accommodate different learning styles

**Content Creation Tools:**
- **Video Production**: Tools and resources for creating educational video content
- **Interactive Content**: Tools for creating interactive tutorials and learning modules
- **Documentation Platforms**: Platforms for creating and maintaining educational documentation
- **Graphics and Design**: Tools for creating visual learning materials and infographics

### 6.2. Communication and Collaboration

#### 6.2.1. Mentorship Support Tools

**Mentorship Platforms:**
- **Matching Systems**: Tools to facilitate effective mentor-mentee matching
- **Communication Channels**: Secure, accessible communication channels for mentorship relationships
- **Goal Tracking**: Tools for setting, tracking, and updating mentorship goals
- **Resource Sharing**: Platforms for sharing resources and materials between mentors and mentees

**Progress Monitoring:**
- **Check-in Systems**: Regular automated and manual check-in systems
- **Feedback Collection**: Tools for collecting feedback from both mentors and mentees
- **Progress Visualization**: Visual tools for tracking and displaying learning progress
- **Milestone Recognition**: Systems for recognising and celebrating milestone achievements

#### 6.2.2. Community Learning Networks

**Peer Learning Platforms:**
- **Discussion Forums**: Accessible discussion forums for peer learning and support
- **Study Groups**: Tools for organising and managing study groups and learning circles
- **Project Collaboration**: Platforms for collaborative project work and peer review
- **Knowledge Sharing**: Systems for community members to share knowledge and resources

**Social Learning Features:**
- **Community Profiles**: Learner profiles that showcase skills, interests, and achievements
- **Peer Recognition**: Peer recognition systems and community appreciation tools
- **Social Features**: Social features that build community and encourage engagement
- **Mentorship Networks**: Tools for building and maintaining mentorship networks

## 7. EVALUATION AND CONTINUOUS IMPROVEMENT

### 7.1. Programme Assessment and Evaluation

#### 7.1.1. Data Collection and Analysis

**Quantitative Metrics:**
- **Participation Rates**: Tracking participation across different programmes and demographic groups
- **Completion Rates**: Measuring programme completion and identifying factors that affect retention
- **Skill Development**: Quantifiable measures of skill acquisition and competency development
- **Career Outcomes**: Tracking career advancement, job placement, and professional growth

**Qualitative Assessment:**
- **Participant Experience**: In-depth assessment of participant experience and satisfaction
- **Learning Quality**: Assessment of learning quality and educational effectiveness
- **Community Impact**: Understanding broader impact on community culture and capacity
- **Long-term Outcomes**: Assessment of long-term outcomes and sustained impact

#### 7.1.2. Feedback Integration

**Continuous Feedback Systems:**
- **Regular Surveys**: Regular participant surveys and feedback collection
- **Focus Groups**: Periodic focus groups with different stakeholder groups
- **Individual Interviews**: In-depth interviews with programme participants and stakeholders
- **360-Degree Feedback**: Comprehensive feedback from participants, mentors, and community

**Feedback Implementation:**
- **Rapid Iteration**: Quick implementation of feedback for programme improvement
- **Strategic Changes**: Long-term strategic changes based on comprehensive feedback analysis
- **Communication**: Clear communication about how feedback is being used for improvement
- **Transparency**: Transparent reporting on programme effectiveness and improvement efforts

### 7.2. Research and Innovation

#### 7.2.1. Educational Research

**Learning Effectiveness Research:**
- **Best Practice Research**: Research on effective educational practices for diverse learners
- **Accessibility Research**: Research on accessible learning methods and technologies
- **Inclusion Research**: Research on creating inclusive learning environments
- **Outcome Research**: Research on long-term outcomes of educational and mentorship programmes

**Community-Based Research:**
- **Participatory Research**: Research conducted with community members as co-researchers
- **Action Research**: Research that directly informs programme improvement and development
- **Culturally Responsive Research**: Research methods that respect and include diverse cultural perspectives
- **Social Justice Research**: Research focused on addressing systemic barriers and creating equity

#### 7.2.2. Innovation and Experimentation

**Programme Innovation:**
- **Pilot Programmes**: Regular pilot programmes to test new educational approaches
- **Technology Integration**: Experimenting with new educational technologies and tools
- **Partnership Models**: Innovative partnership models with educational institutions and organisations
- **Delivery Methods**: Experimenting with new programme delivery methods and formats

**Scaling and Replication:**
- **Model Development**: Developing replicable models for educational programmes
- **Documentation**: Comprehensive documentation of successful programme models
- **Knowledge Sharing**: Sharing successful models with other organisations and communities
- **Adaptation Guidance**: Guidance for adapting successful models to different contexts

## 8. PRACTICE SCENARIOS AND TRAINING EXERCISES

### 8.1. Scenario 1: Mentorship Relationship Challenge

**Situation**: A mentorship relationship is struggling. The mentor feels the mentee isn't putting in effort, and the mentee feels the mentor is too demanding and doesn't understand their learning style. Both are frustrated and considering ending the relationship.

**Your Response:**
1. How do you assess the mentorship relationship?
2. How do you support both mentor and mentee?
3. How do you facilitate communication and understanding?
4. How do you address different learning styles?
5. How do you determine if the relationship should continue?
6. How do you support either party if the relationship ends?

**Correct Answer**: Assess relationship through individual conversations, support both parties, facilitate communication about expectations and learning styles, address learning style differences, help both understand each other's perspectives, determine if relationship can be salvaged or should end, support transition if relationship ends.

### 8.2. Scenario 2: Training Programme Development

**Situation**: Community members request training on a technical topic, but you need to ensure the training is accessible, inclusive, and serves diverse learners. Some community members have different learning styles, language needs, and accessibility requirements.

**Your Response:**
1. How do you design inclusive training?
2. How do you accommodate different learning styles?
3. How do you ensure accessibility?
4. How do you address language needs?
5. How do you involve community members in design?
6. How do you evaluate training effectiveness?

**Correct Answer**: Design training with universal design principles, accommodate multiple learning styles, ensure full accessibility, provide language support, involve diverse community members in design, evaluate effectiveness through feedback and outcomes, continuously improve based on feedback.

### 8.3. Scenario 3: Educational Conflict Resolution

**Situation**: During a training session, a conflict arises between participants. One participant makes comments that others find exclusionary, and the conflict is disrupting the learning environment. Participants are taking sides and the training can't continue effectively.

**Your Response:**
1. How do you address the conflict while maintaining learning environment?
2. How do you handle exclusionary comments?
3. How do you support all participants?
4. How do you facilitate learning despite conflict?
5. How do you prevent future conflicts?
6. How do you ensure inclusive learning environment?

**Correct Answer**: Address conflict immediately, handle exclusionary comments with education about impact, support all participants, facilitate learning by addressing conflict constructively, prevent future conflicts through clear expectations and inclusive practices, ensure safe and inclusive learning environment for all.

## 9. TRAINING REQUIREMENTS

This training document is part of the comprehensive mandatory training curriculum. For complete information about initial onboarding requirements, annual review requirements, training confirmation submission, and compliance policies, see [Mandatory Training Requirements](/staff/handbook#81-mandatory-training-requirements) in the Staff Handbook.

**Key Points:**
- This document must be reviewed during initial onboarding and annually thereafter
- Training confirmation must be submitted at [forms.nhcarrigan.com](https://forms.nhcarrigan.com)
- Failure to complete annual training review will result in dismissal from staff positions
- All training completions are documented in staff records for accountability, legal compliance, and quality assurance

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*This Mentorship and Training Coordination training document is part of our comprehensive staff development programme designed to build community capacity through excellent educational programming and mentorship. For questions about training coordination or to report training completion, please contact the Training and Development Coordinator or designated leadership through staff channels.*

