Cab Tutor Pact

8/9/2019 Cab Tutor Pact

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Dear Enquirer

RE: CITIZENS ADVICE FREELANCE TUTOR SELECTION

Thank you for your request for an information pack for the above mentioned.

I have the pleasure in enclosing the following :

Role Description Selection Criteria Citizens Advice Tutor Competences Application Form General Information Monitoring form

If you wish to be considered as a freelance Citizens Advice Tutor, please complete theapplication and diversity monitoring form only (pages 17-30) and send electronically quotingthe advert reference to:

[email protected] by close of business on 19 February 2010.

Please ensure that when completing the application you do so as fully as possible, selection forinterview will be based solely on applicants demonstrating experience in relation to theselection criteria.

If you have not been invited for interview within 3 weeks of the closing date please assumethat you have been unsuccessful this time. We are unable to provide individual feedback forapplicants who are not shortlisted.

We look forward to receiving your application in due course and thank you for your interest.

Yours faithfully

Learning & Development Consultant

utor Competencies
mailto:[email protected]:[email protected]:[email protected]


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Citizens Advice

All Bureaux belong to Citizens Advice which sets standards for advice and equalopportunities and supports bureaux with an information system, training and other services.In 2006 Citizens Advice had 462 members. Citizens Advice co-ordinates social policy, media,publicity and parliamentary work. Citizens Advice is an independent national charityoperating from a central office in London, a national office in Wales and a network of fieldoffices in England and Wales. Bureaux in Northern Ireland form the Northern IrelandAssociation of Citizens Advice Bureaux, which has separate funding and staffing. Scotland isserved by a sister organisation, Citizens Advice Scotland.

The Patron of Citizens Advice is HRH The Princess Royal. The Chair of Citizens Advice isJohn Gladwin, who retired as Bishop of Chelmsford after a long career in the Church of

England. A Trustee Board governs and sets policy for implementation through the Chief Executive, David Harker and a board of Executive Directors. The member bureaux elect

Trustees.

For further information visit our website at www.citizensadvice.org.uk
http://www.citizensadvice.org.uk/http://www.citizensadvice.org.uk/


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CITIZENS ADVICE

LEARNING & DEVELOPMENT TEAM

The Learning & Development Team is part of the Strategic Development Division and amember of Advice Development and Support which is headed by Dave Willcox. There iscurrently an interim Learning and Development Manager and two Learning and

Development Team Leaders, Bridget Bateman and Tina Davis. The team has a wide remit toinclude support to bureaux and on-line consultancy, as they implement and maintaingeneralist adviser training and other competences. They provide the link with outsideagencies, such as the Working Together for Advice Network, National Employer Service, andthe Open University who can offer NVQ accreditation linked to legal advice training. Theteam also commission and develop the training programmes and maintain and updateexisting training courses.

The National Events and Training Team, managed by Linda Forsyth are based in theLiverpool Field Office. This team is responsible for planning the course schedule andpublishing the Citizens Advice course programmes. They are also responsible for allcontracting and payments to tutors.


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Organisational Structure - January 2010


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The Adviser Learning Route


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Citizens Advice Unit

Ensure that training is consistent with Citizens

Advice training competences Ensure that training reflects actual practice in

bureau

Makes use of AdviserNet materials in training

Work within Citizens Advice Policies andagreements on confidentiality

Give feedback to line managers, etc, whereappropriate (in line with policies and

processes for Citizens Advice FreelanceTutors).

Negotiate arrangements for participants with

special needs. Develop Training Sessions

Identify options for training sessions

Identify different ways you could deliver thesession.

Consider the appropriate use of technology-baseddelivery and e-learning.

Identify the resources you need to deliver thesession.

Deliver training sessions for learners Ensure all learning materials are available.


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Ensure that the method you have chosen will promote equal opportunities and access.

Include a range of appropriate techniques and

activities throughout the session, includingtechnology based learning.

Evaluate how effective the session is against theaims and objectives.

Create an environment that promotes learning

Develop a good relationship with learners Make learners feel welcome and give them thetime and attention they need.

Work with learners in a way that show youaccept them and want to listen to them

Identify and respond to the verbalcommunication and body language of learners.

Encourage learners to express concerns, makecomments and ask questions at their ownspeed.

Encourage learners to express their viewswithout having a negative effect on therights of other people.

Communicate with learners in a manner, and at alevel and speed, that is appropriate to their abilities, personal beliefs and choices.

Identify and reduce any limits or barriers tocommunication with learners.

Support learners Promote the rights and choices of learners in away which is consistent with your role.


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Recognise and review the effect your owncompetence, values and beliefs have on theway learners are supported.

Get appropriate guidance if you have difficultiessupporting learners.

Recognise and explain any limits to the supportavailable to learners

Explain to learners where they can find extrasupport and give them relevant and timelyinformation on support.

Carry out referral processes in a positive way thatsupports learners and their objectives.

Promote anti-discriminatory practice Show that you do not discriminate againstindividual learners.

Ensure that you do not exploit learners or misuseyour role and power.

Get appropriate advice if you are not sure about practices that do not discriminate againstother people or if you think you may havediscriminated against someone.

Take appropriate and consistent action whenlearners or colleagues discriminate againstother people.

Support individuals who want to complain aboutdiscrimination.

Take appropriate action if colleaguesdiscriminate against somebody.

Enable learning through presentations.


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Give learners positive feedback on the processand learning outcomes.

Enable learning through demonstration and

instruction Instruct learners

Match instructions to the needs of the learners.

Identify which learning outcomes will beachieved through instruction

Ensure that the manner, level and speed of theinstruction encourages learners to take part.

Regularly check that learners understand andadapt instruction as appropriate.

Give learners positive feedback on the learningexperience and the outcomes achieved.

Identify anything that prevents learning andreview this with the learners.


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Enable group learning

Manage group dynamicsUse an appropriate range of skills to enable andmanage leaning within the group.

Find a balance between the tasks the group has toachieve and the group process.

Encourage all members of the group to take parteffectively.

Ensure that the manner, level and speed of communication is appropriate for groupmembers.

Challenge behaviour in groups that discriminatesagainst people.

Use the power, authority and influence within thegroup to improve learning.

Manage any differences within the group so thatall members of the group can continue to learn.

Enable the group to learn together Agree the purpose, processes and intendedoutcomes of group activity with the group.

Adapt group activities to the size and differentneeds of the people in the group.

Get involved in group activities, when necessaryto improve the learning process.

Encourage members to identify things whichcontribute to individual and group learningwithin the group.

Monitor the progress of individuals within thegroup in appropriate ways.


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Give members feedback on the progress theyhave made and the process of learning withinthe group.

Manage the timing and speed of group activitieseffectively.

Identify and manage the dynamics of the groupeffectively.

Evaluate and develop own practice

Evaluate own practice Evaluate own practice against set targets andgoals.

Use a range of valid and reliable evidence toassess own work which includes anassessment of the effects of your own

behaviour and values on others.

Involve others in the interpretation of evidence.

Use evidence to reflect on own practice and

professional issues.

Accept criticism in a positive manner and assessis validity and importance.

Revise goals and targets in the light of reviewingevidence of performance.

Identify self development needsSet and prioritise clear and realistic goals andtargets for own development.

Base goals and targets on the accurate assessmentof all relevant information relating to own work and achievement, including developments in

professional practice and related areas.


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Devise a personal plan and review it regularly.

Try out developments in practice in a way whichdoes not cause problems for others.

Evaluate developments in own practice andensure continued self development.


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PTLLS/CTLLS Units (Aug 2007)

Understand own role, responsibilities andboundaries of role in relation to teaching.

Review own role and responsibilities, and boundaries of own role as a teacher.

Discuss issues of equality and diversity and waysto promote inclusion.

Understand how to deliver inclusive sessionswhich motivate learners

Analyse different ways to establish ground ruleswith learners which underpin appropriate and

effective teaching and learning approaches toengage and motivate learners/

Explain different methods of giving feedback

Demonstrate good practice in giving feedback

Communicate appropriately and effectively withlearners.

Reflect on and evaluate the effectiveness of ownteaching, making recommendations for modifications as appropriate.


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Understand how to use teaching and learningstrategies and resources inclusively to meetcurriculum requirements.

Select/adapt, use and justify a range of inclusiveresources to promote inclusive learning andteaching. Understand how to use a range of communication skills and methods tocommunicate effectively with learners andrelevant parties in own organisation.

Use and evaluate different communicationmethods and skills to meet the needs of learners

and the organisation.

Evaluate own communication skills, identifyingways of which these could be improved includingan analysis of how barriers to effectivecommunication might be overcome.

Identify and liaise with appropriate and relevant parties to effectively meet the needs of learners. Understand how reflection, evaluation andfeedback can be used to develop own goodpractice.

Use regular reflection and feedback from others,including learners to evaluate and improve own

practice, making recommendations for modification as appropriate.


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CITIZENS ADVICEFREELANCE TUTOR

ROLE DESCRIPTION

Role Title: Citizens Advice Freelance Tutor

Role Purpose: To train bureaux personnel in the necessary skills, knowledge and attitudes,which enable them to work with clients in the Bureau, within the framework of the Aims, Principlesand Policies of the Association.

Participants will have achieved, or be working towards, Citizens Advice Generalist Adviser Competence level.

KEY TASKS

1) To prepare for and deliver Citizens Advice Training Programmes, in accordance withspecified learning objectives and course programme materials.

2) To actively implement Citizens Advice Equal Opportunities Policies and to promote good

practice consistent with Citizens Advice Aims, Principles and Policies of the Service.

3) To provide support to participants, including facilitating self-assessment of their learningand contributing to their personal development through challenging and feedback.

4) To liaise with the National Events Training Team staff concerning all administrative anddomestic matters relating to the contracted work.

5) To be responsible for the routine administration and domestic arrangements for a course,including liaison with appropriate staff.


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6) To liaise with appropriate Learning and Development Service personnel whenever difficultiesoccur on the course.

7) To participate in and contribute to the evaluation and development of the training programme.

8) To comply with Learning and Development Services Policies and Procedures.

9) To attend any meetings and training relevant to the role of Freelance Tutor by prior agreement

10) To take responsibility for own continuing professional development including maintainingcompetence as specified by Citizens Advice Tutor Competences and subject knowledge asappropriate.

CITIZENS ADVICE FREELANCE TUTOR

SELECTION CRITERIA

1. An understanding of and commitment to the Aims, Principles and Policies of the CABservice incorporating good practice in areas of discrimination, equality and diversity.

2. Experience of advice work within a CAB or other setting.

3) An understanding of and an ability to explain the key skills and knowledge involvedin the advice giving process.

4) Understanding of the role of training in adult learning, including different learning stylesand of the motivation of learners, using IT as required.

5) Experience and understanding of facilitating learning for individuals with a range of learning needs, within large and small groups.

6) An understanding of how attitudes and values affect behaviour and an ability to work

with trainees to promote their understanding of these.


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GUIDANCE ON COMPLETION OF APPLICATIONFORM

We are seeking tutors who fulfil the requirements set out in the role description and can

demonstrate their ability to meet the selection criteria. Please ensure you relate your application to these.

Consider your current and previous employment (paid or unpaid), experience gained athome, in the community or through voluntary, leisure or educational activities. Tell useverything we need to know relevant to the tutor role you are applying for.

The application form plays a key part in our selection process. We will examine the waysin which you have demonstrated in the application form how you meet the tutor competences.

We will not make assumptions about your achievements and abilities or take intoconsideration any information not included on the application form. You must thereforebe clear on the form exactly how your experiences and skills relate to and satisfy the

given selection criteria.

For example, if the criteria asked for The ability to type accurately, statements suchas I have been typing for 10 years would be likely to be insufficient to support your application. A more comprehensive way of addressing the criteria could be I haveexperience of typing a range of documents using manual typewriters and Word softwareover the last 10 years. Feedback from my managers has always been positive.


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CONFIDENTIAL APPLICATION FORM SECTION

Candidate ref. number (for office use only): Advert Ref

Please refer to the Guidance Notes for Applicants before completing this Application Form. Thissection of the application form will be copied to the members of the recruitment panel to allow them toconsider your skills and experience against the role profile and person specification for the role


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Course/s applied for: (Please tick)

Gateway Skills Advice Session Supervisor Skills

Adviser Skills Employment

Position applied for :

Role: Freelance Tutor Geographic Areaapplying for:

Full Name:

Address:

Telephone: Work:

Home:

Mobile:


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Please give details of any relevant training attended:

PROVIDER

DATES

ACHIEVEMENTS


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Professional developmentPlease give details of any professional qualifications, including membership of any professional

bodies, and any job-related training that you have undertaken.

Selection criteria:

Please explain how you meet all the selection criteria listed (use additional sheets if necessary). If you are applying to be a subject, Gateway or Advice Session Supervisor course tutor you will needto address the additional criteria in relation to each subject area.


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You must be clear on this form exactly how your experiences and skills relate to and satisfy allcriteria listed below (see Guidance on Completing the application form).

1. An understanding of and commitment to the Aims, Principles and Policies of theCAB service incorporating good practice in areas of discrimination, equality anddiversity.

2. Experience of advice work within a CAB or other setting.

3. An understanding of and an ability to explain the key skills and knowledgeinvolved in the advice giving process.


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4) Understanding of the role of training in adult learning, including different learning

styles and of the motivation of learners.

5) Experience and understanding of facilitating learning for individuals with a range of learning needs, within large and small groups.


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6) An understanding of how attitudes and values affect behaviour and an ability to work withtrainees to promote their understanding of these.

7) Ability to identify the need for and then undertake an effective challenge of opinions andviews stated by others within a training environment, especially when these conflict withthe Aims, Principles and Policies of the Service.


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8) Comply with the Citizens Advice Freelance Tutor Good Practice Guide.

9) Ability to work co-operatively and flexibly.

10) Effective verbal, written and IT skills.


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11) Effective presentation skills using a range of training resources including data projector systems and Microsoft Power-point.

12) Access to and ability to use internet and e-mail.

13) A commitment to evaluating and developing own knowledge, skills and attitudes, inrelation to adult learning, training and course content. Ability to provide evidence of

personal development .


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14) Willingness to travel to a variety of venues.

15) Flexibility about when and where you tutor.

ADDITIONAL CRITERIA

MODULAR PROGRAMME:

16(a) Direct To Gateway Tutors: current experience of dealing with the public on a face toface/telephone basis in order to identify and prioritise clients needs.

SUBJECT TUTORS ONLY:

16(b) For trainee adviser skills courses, a minimum of 6 months experience at generalist adviser level in the relevant subject

16(c) For generalist adviser courses, a minimum of 12 months experience at generalist adviser level including casework in the relevant subject


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ADVICE SESSION SUPERVISOR COURSE TUTORS ONLY:

16(d) Current experience of carrying out the role of Advice Session Supervisor or equivalent

References

Please provide the names, addresses, telephone numbers and email addresses of two people whomay be approached for references. Both referees should be able to give information on your tutoring experience.

Name:

Address:

Postcode:

Telephone no.

Email:

In which context does this referee know you?

Can this referee be approached prior to interview? Yes No

Name:


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Address:

Postcode:

Telephone no.

Email:

In which context does this referee know you?

Can this referee be approached prior to interview? Yes No

Attachments

Have you attached any separate sheets? Yes No

If Yes, how many pages?


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Declaration

Data Protection Statement: I consent to this information being processed and stored for the purpose

of recruitment and selection at Citizens Advice.

I confirm that to the best of my knowledge, the information I have provided on this applicationform is true and correct. I understand that if appointed on the basis of false information containedin this form, I may be summarily dismissed.

If you are sending your application form by e-mail, please mark this box(as a substitute for your signature) to confirm that you agree to the above declaration.

Signed: Dated:

Please return this form as a Word Document to Completed forms should be returned to:[email protected]

The closing date for receiving applications is: 19 February 2010

If you prefer you can post a hard copy to Maria Des Landes, Learning and DevelopmentConsultant, Citizens Advice North West Area Office, 4 th Floor, India Buildings, Water Street,Liverpool.

L2 0XQ

You are not required to send a hard copy by post unless you are unable to e-mail the document.
mailto:[email protected]:[email protected]


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Please note Section 3 will be detached before sending your application to the panel for shortlisting

CONFIDENTIAL APPLICATION FORM SECTION 3

Ref. number (for office use only):

Diversity Monitoring

Citizens Advice values diversity and promotes equality. We encourage and welcome applicationsfrom suitably skilled candidates from all backgrounds. Monitoring recruitment and selection

procedures is one way of helping us to ensure that there is no discrimination in the way that werecruit and select people for jobs.

To do this we need to know about the diversity profile of people who apply for posts at CitizensAdvice. Please help us by providing the following information. The information you give isconfidential and will be separated from the application form prior to shortlisting. It will not beaccessed by any person involved in making selection decisions. If you prefer not to answer any of the questions, please leave them blank.

Data Protection Act 1998

Citizens Advice will record the information given for the purposes of recruitment and selectionmonitoring. If you become an employee of Citizens Advice the information will be processed for

the purposes of personnel administration only. The information will be retained for monitoring purposes only.


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Thank you for your co-operation.

Role title: Freelance Tutor

Ref no.:

Full name:

GenderMale Female

AgeDate of birth: Age: years

Nationality (please state):

Religion/Belief

Do you follow a particular religion or hold a religious or similar philosophical belief?

Yes No

If yes, please specify:

Ethnic Origin (please check the relevant box) Asian or Asian British

Bangladeshi

Indian

PakistaniAny other Asian background (please specify):


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Black or Black BritishAfrican

Caribbean

Any other black background (please specify): Chinese

Chinese

Any other Chinese background (please specify):

Mixed

White and Black Caribbean

White and Black African

White and Asian

Any other mixed background (please specify):

WhiteBritish

Irish

Other (please specify):

Any other ethnic background (please specify):

Sexual OrientationHow would you describe your sexual orientation?

Bisexual Gay man Gay woman/lesbian Heterosexual/straight

Other please specify


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Volunteering

Are you, or have you been, a Citizens Advice Bureaux volunteer?Yes No

PublicityFrom which publication or other source did you first learn of this post?

Please return this form with your application form.

General arrangementsOur aim is to maintain a varied and highly skilled list of Citizens Advice tutors who can deliver high quality skills and/or subject based training. We may also from time to time want to commissiontutors to design and develop courses and other training materials, or be involved in other learningand development activities. Selection to the national list of freelance tutors will allow you to beconsidered for providing training as work becomes available. Tutors will be included in the CitizensAdvice Freelance Tutor database after successfully undertaking a selection interview andassessment of competence to deliver Citizens Advice courses. Selection at interview will be againststated criteria and will include a brief presentation. Assessment of competence to deliver courses

will be made by observation of course delivery. Citizens Advice cannot guarantee a specific number of contracted training events. If Citizens Advice asks you to provide training, and you accept,Citizens Advice will provide you with a short letter by way of contract for that piece of work incorporating the terms of the contract.

The main terms are:

You and Citizens Advice enter the agreement on the clear understanding that you are self-employed, contracted for the training activities detailed in a letter only, and not employed byCitizens Advice.

You are not allowed to use any Citizens Advice training materials when you work for other organisations including courses contracted separately by individual bureau, without theexplicit permission from the Manager (Learning and Development Team) or his/her


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nominated representative.

You must adhere to the aims, principles and policies of Citizens Advice, in particular theEqual opportunities and diversity policy, in the presentation of all programmes and materialsused.

Upon satisfactory completion of the work you will be paid upon receipt of an invoice that

complies with Citizens Advice accountancy requirements.In order to monitor the effectiveness of the training, Citizens Advice may at its discretionsend an assessor to observe any programme that is delivered.

Rates of pay:

Type of course Daily rate

Courses aimed at trainees, trainee advisers and generalist advisers where

Citizens Advice supplies all the materials.

134

Higher level skills or subject courses using Citizens Advice materials but wherethe tutor needs to do some additional preparation and/or updating.

183

Management training, where materials are provided, but are only runinfrequently and so will require considerable preparation by tutors.

333

Other payments:

Mileage rate 40p per mile

Attending Tutor Meetings 67 per full day

A payment of 22 in addition to the daily rate will be paid to tutors living in London


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COURSE DETAILS

The Modular Programme

The adviser route

The adviser route replaces the Certificate programme and can be used either to achieve competencein specific topic areas or as a generalist adviser.

TimescaleFor advisers to begin working with clients on two enquiry areas only (filtered through gateway), the

pilots have shown that it will take approximately 100 hours (9 days in bureau + some homework and a two day skills course) of learning. We expect that this is the minimum time it would take to

complete the work necessary. The trainee is then likely to need additional support from the advicesession supervisor.

This example represents the minimum time to complete the programme:

Approx 80 hours in bureau learning - activities include self study packs, bite size, e-learning, participative observations, podcasts.Two day skills course.Assessments and first interviews.Approx 3 months of solo interviews and continuing learning.

One day developing skills course.Continuing working towards competence.

Bureaux can choose to add in additional learning activities prior to seeing clients, or carry out thislearning over a longer period if they feel this better meets their needs.

The gateway assessor learning route

This is a programme for training volunteers to become gateway assessors, without becomingcompetent generalist advisers first. The programme should enable gateway assessors to start seeing

clients following approximately 45 hours (6 days) of in bureau learning and a one day skills course.It is based on the assumption that the bureau has a gateway assessment system in place as outlinedon BMIS.

These assessors will not have the same depth of knowledge or level of skills as experiencedGeneralist Advisers who subsequently train to do gateway. However, they should be equipped toidentify the nature of the problem and key dates, and spot emergencies and crisis situations, usingquestion scripts. Using these tools, they should be able to make effective judgments about theappropriate next steps for clients. Bureau may have volunteers who need longer to work throughthe programme. This could be, for instance, if they need to improve their IT skills.


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This is an example timescale

Approx 45 hours in bureau learning- activities include self study packs, bite size, e learning, pod casts, observations.One day skills course.Assessments and first interviews.

For approximately 2 months carry out solo interviews and continuing learning on mainenquiry areas.One day developing skills course.

Continuing working and building up experience towards competence.

Good Practice in Immigration AdviceWho the course is for

This training course is for Trainee Advisers who have completed the Immigration e-learning module

Aims of the course:

The course builds on the knowledge gained from the e-learning and covers:

Recognising the effects of immigration control on clients livesConfidently completing basic forms and collecting evidencePreparing clients who are being referred on for specialist helpIdentifying where Human Rights legislation may impact on immigration problemsDealing with emergencies

]

Introduction to Diagnosing Employment Enquiries Course

This is a one-day trainee adviser course for anyone who has recently completed the CertificateCourse, or has had limited experience of dealing with employment enquiries.


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Participants will have the opportunity to practice using interviewing skills to diagnose the mostcommon employment problems and assist clients in taking action. At the end of the course they will

be able to:

Work out what makes a contract of employment

Identify changes in a contract made by an employer and decide whether a client is able tochallenge them

Identify clients who are eligible for statutory redundancy payments and calculate the payment

Decide which clients are eligible to apply to Employment Tribunal for unfair dismissal

Complete an ET1 with a client

Documents

Cab Tutor Pact