Case Study:

IPS Management Consultants is engaged by the Construction Training Fund (CTF) to deliver a mentoring program designed to support Year 11 and 12 students undertaking a Certificate II in Construction Pathways. What began as a small pilot program in 2023 has grown into a successful statewide program that’s making a meaningful difference in helping young people enter and stay in the construction industry.

At its core, the program provides tailored mentoring to students as they move through training, school, and, for some, their first steps into employment or an apprenticeship. For government stakeholders focused on workforce participation and training outcomes, this program offers a model of practical, people-centred intervention—helping students not only complete their training but build the confidence and capability to move into work.
IPS is delivering CTF Mentoring Program across four WA regions, supporting metro and regional TAFE and RTOs. IPS mentors support students at 13 training sites, providing consistent, in-person mentoring during school terms, and maintaining engagement if students move into work.
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Every training site and provider is different. IPS works closely with each to ensure mentoring complements delivery schedules and supports retention—without interrupting classroom or practical learning time. Between 2024 and 2025, the number of enrolled students rose from 278 to 313, with additional sites added—all managed without disruption to delivery.

What Makes the Program Effective

The IPS mentoring model includes four key phases aligned to the student calendar. While structured, it’s designed to be flexible to the needs of each site, provider and learner.
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What truly drives outcomes is the relationship-based approach. Mentors work hard to build trust with each student—taking time to understand what they’re navigating and where support is needed. Some students are balancing study, casual work, family pressures, or uncertainty about their future. A consistent, trusted mentor can make the difference between completion and disengagement.

Key features of the approach:

• Relational trust – students know they’re being seen and heard, not just monitored
• Tailored support – mentoring is responsive to each student’s personal and professional goals
• Guidance through transitions – mentors stay connected even as students move into work or apprenticeships

The success of the program reflects strong relationships between IPS, training providers, and local stakeholders. Mentoring is delivered in partnership and is a coordinated part of a young person’s learning experience. Many RTOs now see the mentor as an extension of the student support system and as someone who can help problem-solve and ensure students stay engaged and on track.
This program is not just about supporting school-based trainees. It’s about improving the likelihood that young people in WA enter and remain in the construction industry.

For government, the benefits are clear:

• Higher retention in training programs
• Improved transitions into apprenticeships and work
• Better regional coordination between schools, training providers and industry
• Increased confidence and work readiness among young people

IPS’s mentoring approach offers a scalable model that’s grounded in local context, aligned to employment priorities, and already demonstrating success. As the construction industry continues to face workforce shortages, particularly in regional areas, programs like this ensure the next generation of workers are not only trained, but supported, prepared, and motivated to succeed.

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