OUTSTANDING TEACHING, LEARNING AND ASSESSMENT … · 2018. 3. 15. · their sector through liaison with employers and teaching teams across project partners. The partners to the project

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December 2017

Education & Training Foundation

OUTSTANDING TEACHING, LEARNING AND ASSESSMENT

TECHNICAL SKILLS NATIONAL PROGRAMME Off the Job Training Resources

Created by: Rathbone Training

Managed by In partnership with


December 2017



December 2017


Project Overview

The national Skills Strategy, new apprenticeship standards and the technical curriculum,

planned for implementation in 2019/20, requires training providers and employers to work in

close partnership to ensure that apprentices develop the best skills set for a career in their

chosen sector. To facilitate this it will be imperative for those delivering technical

programmes to have up-to-date skills and access to updating to ensure training reflects

current working practice, engages apprentices and meets the needs of employers and the

modern workforce.

The ‘Championing Best Practice in Technical Teaching, Learning & Assessment’ project

focused on developing technical skills teaching, learning and assessment in Social Care

(Health &Social Care and Childcare) and Professional Studies (Business Administration,

Team Leading & Management and Customer Service) with the aim of moving towards

outstanding teaching, learning and assessment in these sectors.

Rathbone Training and the project partners used the project funding to support the

recruitment of two Teaching & Learning Champions (TLCs), see Section 1 for a copy of the

current job description and person specification for this role. The Champions focus was to

identify and share best practice in technical skills teaching, learning and assessment across

their sector through liaison with employers and teaching teams across project partners. The

partners to the project were:

Training Providers: Employers:

Encompass Group Woodview Care Home – United Healthcare

Intraining Feng Shui House

Newcastle College Luton & Dunstable NHS Trust

Next Steps Training

West Lancashire College

The employer links established by the project have been used to support the development

of a range of resources designed to support the project partners’ aspiration to deliver

outstanding teaching, learning and assessment. These resources include:

• An electronic newsletter, the Tutor Alert, that is circulated to all partner tutors and

provides resources to support the delivery of outstanding off the job apprenticeship

training

In Section 2, there are the resources that have so far been made available across the

project via the Tutor Alert. These materials will support providers to transfer the practices

to other sectors.


December 2017


Section 1

Teaching & Learning Champion – the role going forward

Contents

Document Page number

Teaching & Learning Champion, Job

Description

5-6

Teaching & Learning Champion, Person

Specification

7

Introduction

The role of the Teaching & Learning Champion has proved to be an invaluable asset

providing a dedicated resource to identify, develop and implement innovative teaching,

learning and assessment practice to support outstanding technical delivery.

Post project, the role will be mainstreamed with one Teaching & Learning Champion post to

be recruited to, to maintain and continue to develop the outputs of the project, whilst also

championing innovation and best practice sharing across Rathbone Training. A copy of the

job description and person specification for this mainstreamed role is included here to aid

those providers who are considering implementing this role to support the improvement in

technical teaching and learning across their organisation.


December 2017


Job Description

Job Title: Teaching & Learning Champion

Hours: 36 hours per week (Rathbone) 37.5 (Intraining). The normal daily working hours will be advised by the line manager, although it is expected that the post-holder will work flexibly around these hours to meet business requirements and cover leave/absence.

Base: As advertised – this is a national role which will require significant travel throughout UK.

Responsible to: Head of Teaching, Learning & Curriculum

Role Summary The Teaching & Learning Champion will lead on and make a significant contribution to the further development of the Best Practice Forum, Video Enhanced Observation, the Tutor Alert and the on-going development of innovative practice across Rathbone and Intraining. The role requires the Champion:

• to be committed to raising the standard of technical teaching, learning and assessment across workplace and classroom based learning

• to be able to motivate their peers to proactively engage in the sharing of best practice, innovation and change

• to generate and maintain employer partnerships to support the continued development of technical skills teaching, learning and assessment and to support future development of the technical curriculum

• to demonstrate a high level of knowledge, skill and understanding relevant to their sector area

• to instil a culture of continuous professional development • to embed best practice and innovation into working practice to support continued

and sustained improvement in technical teaching, learning and assessment Key Responsibilities/Main Tasks

1. To lead on the following initiatives:

• the continued development and expansion of the online Best Practice forum to facilitate the sharing of skills, knowledge, experience and materials to support excellence in teaching, learning and assessment

• the continued development of a bank of employer based CPD placements for vocational staff to access and update skills in line with the requirements of the new apprenticeship standards and technical qualifications

• the continued development of an online ‘best practice’ video bank providing access for all staff to examples of outstanding teaching, learning and assessment

• the expansion of the use of the VEO software across Rathbone and Intraining to support the annual graded observation of teaching, learning and assessment

• the be responsible for the compilation and publication of the monthly Tutor Alert across Rathbone and Intraining


December 2017


2. To support the Rathbone/Intraining Head of Teaching & Learning, Sector Leaders:

• lead, develop, coordinate and drive forward improvement activities in technical teaching, learning and assessment

• support tutors by identifying, developing and sharing excellence in technical teaching, learning and assessment across all vocational areas

• plan, prepare and deliver training programmes and best practice sharing sessions

• keep abreast of local and national developments to ensure high standards of technical teaching, learning and assessment are developed and maintained

• perform any other duties and responsibilities commensurate with the post as required

Intraining & Rathbone are committed to safeguarding and promoting the welfare of young people and therefore follows safe recruitment, selection and vetting procedures. A Criminal Records Bureau, Disclosure Scotland or Access Northern Ireland disclosure application at the appropriate level will be required during the recruitment process. As equal opportunities employers, applications from all sections of the community are welcomed.


December 2017


Person Specification Job Title: Teaching & Learning Champion

Hours: 36 hours per week (Rathbone) 37.5 (Intraining). The normal daily working hours will be advised by the line manager, although it is expected that the post-holder will work flexibly around these hours to meet business requirements and cover leave/absence.

Base: As advertised – this is a national role which will require significant travel throughout UK.

Responsible to: Head of Teaching, Learning & Curriculum

Experience Essential/Desirable

Prior experience of providing high quality, effective learning in groups and one to one

E

Prior experience of partnership working with employers to improve technical teaching, learning and assessment practice

E

Prior experience of using IT and ICT to support learning E

Skills & Attributes

Excellent communication skills and ability to communicate and negotiate effectively with staff and other professionals at all levels

E

Ability to inspire colleagues and peers to senior management level E

Ability to develop supportive partnerships working through and with others for the benefit of apprentice achievement variety of media to suit the evidence. • Ability and willingness to respond positively and effectively to change and innovation. • Ability to research,

E

Ability to problem solve, innovate plan, organise, overcome barriers and implement solutions effectively.

E

Thinks ahead to anticipate obstacles and plans ways round them E

Able to design and deliver training/development plans E

Qualifications

TAQA Level 3 (or equivalent) E

TAQA Level 4 (or equivalent) E

Occupational Competence at or working toward Level 5 (in at least one sector)

E

PGCE or working towards (or equivalent) D

Full clean driving licence E


December 2017


Section 2

Tutor Alert Resources

Contents

Document Page Number

Off the Job Training – Intraining Employer

Information Sheet

9-11

One to one coaching - Introduction 12

Using the GROW Model 12

GROW Model – guidelines 13

GROW Model – coaching questions 14

GROW Model - template 15

Coaching Dos and Don’ts 16

‘Five Minute’ coaching plan - guidelines 17

‘Five Minute’ coaching plan - template 18

Developing coaching skills - case studies 19

Developing coaching skills – examples 20-21

Work Based Assignments – Experiential

Learning

23-24

Top tips for writing a work based assignment

brief

25

Example assignments 26-31

Introduction

The Tutor Alert, an electronic newsletter that goes out across all provider partners, is based

on a document designed by Intraining to provide employers with a clear understanding of

what ‘off the job’ training can include (a copy of this is included at the start of this section).

The main types of off the job training are identified, in line with government guidance, and

on a monthly basis the Tutor Alert provides a definition of each of these and a bank of

resources. These resources are designed to support tutors to develop their skills, provide

best practice examples and support tutors with outstanding delivery.

During the lifetime of the project the first two editions of the Tutor Alert have been

published, providing resources relevant to One-to-One Coaching and Work Based

Assignments. Subsequent issues will cover eLearning, Work Based Projects, Case Studies

and so on, until all the areas have been covered and tutors can access a full range of

materials to support their delivery of outstanding off the job technical teaching, learning and

assessment. A copy of the support materials provided so far via the Tutor Alert can be

found in this section.


December 2017


Employer Guidance – What is ‘off the job training’?

One to one coaching

• Face to face coaching sessions take place in the workplace; sessions are booked to

suit the requirements of the apprentice and their employer.

• Additional support is provided via telephone, email and webinar.

• Close collaboration with each apprentice and employer ensures that the coach has a

good understanding of the apprentice’s development needs and coaching sessions

are tailored to meet these needs.

• Each apprentice, together with their employer, completes a ‘skills, knowledge and

behaviours’ review process to identify priorities for coaching.

• This review also ensures that each apprentice understands the benchmark against

which their progress toward end point assessment will be measured.

• Regular reviews of the apprentice’s progress, with feedback to the employer, ensure

that the coaching plan can be adjusted as necessary.

One to one

coaching

Work based

assignments

E Learning

Work based

projects

Off the Job

Training

Case Studies

& desk top

simulations

Job shadowing

& mentoring

Employer led

technical

training

Independent

learning &

research


December 2017


Work based assignments & projects

• All apprentices are supported to develop their skills and knowledge to the benefit of

their organisation by completing practical, work-based assignments and projects.

• The focus for assignments and projects are agreed with the apprentice and

employer.

• Each assignment and project is individually designed to ensure that the apprentice

applies academic and technical skills to a practical problem.

• With the agreement of the employer, the solutions generated are implemented,

monitored and reviewed, with any required adjustments made.

E Learning

• Apprentices have access to the relevant E learning platform provided to support their

programme, e.g. the ILM’s ‘Illuminate’ platform provides apprentices with access to

online workbooks, video tutorials and practice end tests. The knowledge elements of

the apprenticeship standard are delivered as online ‘workshops’ via webinar,

apprentices are signposted to these based on their development plan.

Case studies & desk top simulations

• Apprentices complete case studies and desk top simulations that provide the

opportunity to learn from real work situations, develop problem solving and decision-

making skills.

• Case studies simplify complex concepts and expose apprentices to work situations

that may otherwise be difficult to gain experience of, e.g. resolving conflict.

• Apprentices develop analytical thinking, communication and presentation skills.

• Solutions that come out of working with case studies and desk top simulations act as

a ready reference for when apprentices face similar situations in their work place.

Job shadowing & mentoring

• Apprentices, with the support of their employer, undertake job shadowing to learn

about a job role by walking through the work day as a shadow to a colleague.

• Job shadowing experience provides insight into the role the apprentice will be

undertaking, it can also provide the apprentice with an understanding of different

roles across the organisation.

• This learning experience and the on-going development of the apprentice can be

supported by the appointment of a workplace mentor to provide guidance and advice

on work practice and procedure.

Employer led technical training

• An apprentice will need employer specific training prior to starting in their job role

particularly where the apprentice is working in a ‘technical’ role.

• This technical training is delivered by the employer and will take place off the job in

a training area or at a separate work station by suitably skilled staff.


December 2017


Independent learning & research

• Apprentices can expect to complete independent learning and research as part of

their studies.

• Independent learning supports apprentices to think, act and pursue their own studies

and skills development autonomously.

• Completing independent learning increases confidence and motivation and gives the

apprentice a greater awareness of their strengths and areas for development


December 2017


One to One Coaching

One of the most important roles of an apprenticeship tutor is to coach the apprentice to

achieve their potential to their best performance in the work place and apprenticeship

programme. As a ‘coach’ the tutor supports their apprentice to make better decisions, solve

problems, learn new skills and progress in their qualification and career.

The development of outstanding coaching skills that can tease out an individual apprentice’

development needs and then deliver learning to meet those identified needs essential to the

role of apprenticeship tutor. The resources in this section are designed to support tutors to

develop these skills with the GROW model is used initially to explore individual learning

needs and then the 5 Minute Coaching Plani is used to design a one to one session or series

of sessions to meet those needs.

Using the GROW Modelii

Originally developed in the 1980s by business coaches Graham Alexander, Alan Fine and Sir

John Whitmore the GROW model is about raising awareness and responsibility and helping

the coachee, in this case the apprentice, to learn and develop their skills independently and

with the support of the coach.

GROW stands for:

• Goal – what is the apprentice’s goal?

• Reality – what is the current reality relative to the goal?

• Options – what are the learning options available?

• Will – what will the apprentice do?

A very effective way to use the GROW model with apprentices is to consider the framework

as their ‘learning journey’. Firstly, the apprentice needs to decide where they are going (the

goal), establish where they currently are (the reality), explore the various routes (the

learning options) and finally commit to the journey (the will) and be prepared to deal with

the obstacles that they meet on their way.

The key to using the GROW model is to spend sufficient time exploring the ‘G’ to ensure the

apprentice has set a goal, or series of goals, that are both inspirational and stretching for

them. Steps two to three can then be moved through flexibly, returning to a step if

required, as the apprentice’s reality changes or further options become available, including

revisiting the goals if needed.

Guidelines for each step and the questions that can be asked to coach the apprentice at

each stage are detailed below.


December 2017


GROW MODEL - Guidelines

What are your goals?

• Identifies the ultimate goal, and the

performance, progress and learning

goals along the way

• Identifies aims and aspirations

• Clarifies what the apprentice wants to

achieve

Where are you now?

• Recognises the

apprentice’s

starting point

• Identifies previous learning and the

skills they have developed and

considers how

these can be used to help them move

toward their goal(s)

• Considers current

barriers that may affect progress and

the skills,

knowledge and behaviours that

need to be developed

What might you do?

• Identifies the possible options available, including independent and

supported learning needs

• Outlines a variety of strategies to

ensure progress

What will you do?

• Agrees the

learning needed to develop the skills,

knowledge and behaviours

• Considers the

support and

development required

• Creates a summary

and SMART plan of action for the

apprentice going forward

• Considers

strategies for

overcoming identified barriers

• Gains the

commitment of the apprentice to the

achievement of

their goal(s)

• Agrees how the accountability and

achievement of the goal(s) will be

ensured


December 2017


GROW MODEL – Useful Coaching Questions

What are your goals?

• What are your career aspirations?

• What do you need to achieve this?

• What will you set out to do in the short

and long term to get to where you want to be?

• How will you know when you have got

there?

• What will reaching your goal give you?

Where are you

now?

• What have you done so far?

• What is going

well?

• How do you know this is

going well?

• What do you need to improve?

• How do you

know you need

to improve this?

• Are there any barriers to your

progress? What might you do?

• What alternatives are there?

• Who might be able to support you?

• What are the advantages and disadvantages of each option?

• Do you have a preferred option?

• Would you like me to make

suggestions?

What will you do?

• So what will you

do now and when?

• What else will

you do?

• What could stop you?

• How will you

overcome this?

• How will you keep motivated?

• When do you

need a progress

review?

• How can your employer/colleag

ues support you?

• Will this plan get you to where you

want to be?


December 2017


GROW MODEL – Template

What do you want? Where are you

now?

What might you do?

What will you do?


December 2017


Coaching Do's

• Be excited to be a coach, motivate

• Be ready to adapt and modify in line with your apprentices needs

• Build trust and understand your apprentice’s individual needs through questioning,

observation and discussion

• It’s all about the apprentices needs and their development in the job role

• Coach and apprentice should agree on the expected outcomes

• Pay close attention to the apprentice’s communication, both verbal and non-verbal

• Ask intelligent, curiosity based questions to gain more information

• Always clarify in order to generate in-depth understanding and hence better results

• Help the apprentice to resolve their own issues by asking questions that will help

them come to self-realisation and lead to independent learning

• Ensure apprentice is held accountable for performance, behaviours and actions

• Recap on the outcomes of every session and agree what will be achieved before the

next session

• Coaching should help create the possibility for long term change in skills, knowledge

or behaviour

• Coaching should be consistent and requires commitment from both coach &

apprentice

• Be fully present during sessions, always giving full attention to the apprentice

Coaching Don'ts

• Coaching is not telling others what to do

• Coaching should not be unstructured

• Don’t be silent

• Don’t talk incessantly

• If you don't have a true passion for the success of others, do not attempt to coach

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5 Minute Coaching Plan Guidelines The BIG picture

Learning Episodes

Coach or Apprentice Led?


Learning Outcomes

Your outcomes for the

session, building on what has gone before and anticipating

what is to come. Try to have about four outcomes for the

session with at least two

outcomes at differing levels to ensure you provide the

opportunity for your apprentice to be stretched

and challenged

• How does this session fit in with

the apprentices ILP, the scheme of work/topic, workplace development

and training?

• What knowledge will the apprentice bring to the session?

• What links to previous and future

sessions have/can you make?

• Describe the session in 30

seconds!!

Engagement Activity

• What’s the hook?

• How will you make the

session exciting and

inspirational throughout?

• What will you use to lure the apprentice to learn?

Key Messages

• What will stick in the apprentice’s mind when

the session closes?

• What key points do you

want them to remember and bring back to the

next session?

Resources

What resources will you need to deliver the session?

Embedded EDI, FBV,

PDBW Identify how you will embed the above E.g. making

a meat pie, reflect on religion,

ethics, health etc.

Health & Safety

Reminders:

• What are the hazards in the learning environment?

• What does the apprentice

need to be reminded about

to ensure they stay safe?

English and math:

• Identify key words, their meaning and

pronunciation

• Encourage the apprentice to consider

alternative words to describe and discuss topics

• Plan what key words you want the

apprentice to learn

• Identify maths skills being used in the session

• Plan to make the links with maths

with the apprentice

Assessment for Learning:

• How will you assess your apprentice?

• What assessment

strategies will you use?


• What is going to happen in the session from start to finish?

• Identify as many opportunities

for learning to be led by the apprentice as possible

• Fill the boxes up with what

needs to happen!

Stretch & Challenge

• Plan what activities you will

provide to stretch the apprentice?

• Do you have details of current

levels of progress to support

your planning?

• Does your apprentice have particular additional support

needs?

• Does this apprentice need extra

challenge to engage and inspire?

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5 Minute Coaching Plan Template The BIG picture

Stretch & Challenge



Learning Outcomes

Engagement Activity

Key Messages

Resources

Embedded EDI, FBV,

PDBW

Health & Safety

Reminders:

English and math:




December 2017


Developing Coaching Skills

Coaching Case Studies

Using the following case studies, create an effective coaching plan to support the apprentice to develop the relevant skills they require via outstanding teaching, learning and assessment.

Use the 5-minute one to one coaching plan to complete this activity.

Case 1

Sam is currently working towards completing an apprenticeship in Health and Social Care. Sam’s manager has identified that Sam is not communicating effectively with care home residents, particularly specific meal time allocations, which has led to some residents not attending and missing their meals. A coaching session with Sam has identified that he wants to develop his wider communication skills and confidence to pass on information in the correct way and develop good interpersonal relationships with residents and colleagues. He has also identified that he personally struggles with time management. How could you develop a coaching plan to help Sam and his employer to improve Sam’s skills?

Case 2

Jo works at local builders merchants. Jo is currently completing an apprenticeship in Warehousing

During a coaching session with Jo, she identified that whilst she enjoys her job she finds some aspects of it easy and completed tasks set quite quickly. Jo is really enthusiastic about a career in logistics and keen to learn as much as possible. As her coach, you recognise that Jo is not being stretched or challenged by some aspects of her job.

How would you plan to move Jo’s training forward so that effective stretch and challenge are in place?

Case 3

Bharat is currently working towards his Functional Skills Level 2 in ICT as part of his Clinical Healthcare apprenticeship. The support sessions are being delivered using Microsoft Office 2010.

At a coaching session Bharat has advised you that his employer uses Apple Mac Software and he finds this confusing and has asked if going forward some additional training can be included on how to use Mac Software as well as Microsoft so that not only can he complete his ICT test successfully, he can also develop the skills his employer needs for work on the wards.

How can you help Bharat and his employer?

20/32

Stretch & Challenge

Start with a day timetables

moving onto a weekly and then monthly

Engage residents in ordinary

conversations non-meal related to improve confidence


Coach delivers teaching session using

TES/Skills Workshop resources on communication, easy communication

habits

Coach session on use of time relevant to

scheduling

Apprentice completes a meal plan for the

next day


Apprentice completes weekly plan for meal scheduling. Discussed and

agreed with employer and residents

Objectives

At the end of this plan the apprentice will be able to:

Identify and practice wider communication skills

Take part in open

discussions with residents

Accurately schedule meal

times for all residents

The Apprentice needs to develop wider communication skills in order to be able to schedule and timetable events within their work role

Engagement Activity

Apprentice to identify

different methods of verbal and non-verbal

communication methods e.g. – body language, sign

language, following

instructions, delegating

Key Messages

Raise Confidence

I can use time I can read the timetable

I am able to plan meal

times to suit residents I am aware of residents

needs

Resources

Pens, paper, TES effective communication presentation,

residents

Embedded EDI

Opportunities:

Residents may come from

wide variety backgrounds and

will also have different health issues which affect their ability

to communicate.

English & math:

Maths Functional Skills

- Ability to read and interpret

time tables and schedules.

- Prepare own time table for

work setting

English Functional Skills

- Writing exercise

- Speaking and Listening

Communication

- Reading signs and timetables


Observation

Completed time table

Q&A


Coach delivers session on wider communication skills.

Apprentice completes discussion

with residents (observed by

coach)

5 Minute Coaching Plan - Sam The BIG picture

Health & Safety

Reminders:

Issues around dietary needs

and medication needs

Domestic arrangements e.g.

Fire drill

The apprentice needs to develop

wider communication skills in order to be able to schedule and

timetable events within his work role in the care home

21/32

Stretch & Challenge

Agree with manager regarding

additional roles and responsibilities for apprentice


Apprentice led review of skills and

knowledge required to complete new responsibilities

Apprentice led gap analysis of skills and

knowledge

Apprentice led planning to ‘fill the gaps’

to prepare the apprentice for their new

responsibilities


Coach led active learning to support

the apprentice to develop the relevant skills and knowledge

Apprentice led demonstration of

skills and knowledge applied to new

job responsibilities

Objectives

At the end of this plan the apprentice will be able to:

Identify the additional tasks to

be completed as part of their

work role

List the skills and knowledge developed in order to

complete these additional tasks

Confidently complete their new responsibilities

To stretch and challenge apprentice

beyond level 2 qualification in

Warehousing

Engagement Activity

Apprentice goals plan

Apprentice to identify key

differences between Level 2

and Level 3 requirements

Key Messages

I can take on more responsibility

I can develop my skills and

knowledge to support this

Resources

Learning Goals Plan

Pens, Paper

E-Portfolio ICT

Embedded EDI

Opportunities:

Recognising that the

apprentice can be the driving force of their learning; they

have the right to manage their

own progress

Health & Safety

Reminders:

Ensure apprentice is aware of

the health and safety

implications regarding responsibilities of advanced apprentices

English and math:

English Functional Skills

- Written assignments

- Speaking and Listening

- Reading information and unit

requirements

Maths Functional Skills

- Working out logistics in terms

of area of the floor space.

Related to stock movements


Q&A

Observation

Written Assignments


Coach led discussion on standards and upskilling to level 3

Apprentice and employer led discussion on work based

assignment and additional responsibilities

5 Minute Coaching Plan - Jo The BIG picture

Provide job role stretch and challenge to the apprentice to

further develop their skills and

progress their knowledge and behaviours

22/32

5 Minute Coaching Plan -Bharat The BIG picture

Stretch & Challenge

Independent learning – complete tasks on familiar software and

transfer to new software

Based on the above create a ‘user’ guide for one task using both Mac

and Microsoft software

Coach or apprentice Led?

Apprentice led review of transferable skills

to support the use of Mac software in the workplace

Apprentice led planning of skills

development required to ensure competent and confident use of Mac software

Coach led active learning episodes to

support work based skill development


Apprentice led demonstration of task completion using Mac and Microsoft

software

Objectives

At the end of this plan the

apprentice will be able to:

Demonstrate competence when using both Mac and

Microsoft software

To enable apprentice to effectively use both Windows and Mac Software

to complete support their day to day activities and functional skills

development

Engagement Activity

Research activity to identify

two main differences between Mac and Microsoft software

Key Messages

I can confidently use both software programmes

effectively

I know which operating

system and programme to use for which task

Resources

CGP Functional Skills ICT Book

Mac Software

Microsoft Software

Embedded EDI

Opportunities:

Revisit accessibility features on software (features such as

text to speech, zoom and

vibration impact)

Health & Safety

Reminders:

No more than 60 minutes

using ICT Check battery heat

Effective ergonomics

English and math:

Maths

- Algorithms and functions for

compatibility

- Calculators within different

software

English

- Interpreting data and

compatibility issues

- CGP reading issued for sections


Observation

Q&A

Discussion


Coach led demonstration of unfamiliar software programmes

Apprentice led compare/contrast

of the two systems


December 2017


Work Based Assignments – Experiential Learning!iii Apprentices typically focus on work based problems and issues which can and do involve the

development of their skills, knowledge and behaviours.

• Work based problem solving allows an individual to develop in a number of areas

including working as part of a team, communicating, time and change management,

and the managing of others

• The apprentice starts with a problem, examines it from as many angles as

possible, considers solutions, implements them and then assesses how well

the solution has worked

This is ‘experiential learning’ and it can be used across apprenticeship frameworks and

standards in conjunction with the apprentice and employer to develop work based

assignments. Instead of the apprentice completing generic ‘workbooks’ or an

assignment based on a scenario that does not reflect their workplace an actual work

place problem can be translated into an assignment the product of which demonstrates

the apprentices’ skills, knowledge and behaviour whilst also meeting the needs of the

employer.

Experiential learning was originally identified as a style of learning most suitable for the

apprentices in the work place because it:

• addresses directly the problems and issues of the employer

• goes beyond simulation or case study work

• allows the apprentice to engage on real work issues, to determine and describe

real problems and positive factors, and

• demands that intellectual and practical knowledge and skills be combined to ‘solve’

problems

Most significantly, experiential learning using work based assignments places the emphasis

of the activity on the learning that arises from the process rather than the solution to

an actual problem. The development of a solution will draw on the skills of identifying and

analysing experience, reflection and feedback which are then transferable to other tasks,

roles and careers; whilst also being essential for the apprentices’ journey through end point

assessment.


December 2017


Experiential Learning Cycle


December 2017


Top Tips for Writing a Work Based Assignment Brief

1. Work with the apprentice and employer to identify a work based issue that requires a

solution. All parties to the WBA should have a clear understanding of what the

apprentice is working to achieve and what the outcome(s) of the assignment will be

2. Agree with the apprentice the knowledge required to support the completion of the

assignment, E.g. relevant theory such as communication methods, management

styles, or health and safety legislation. Knowledge gathering might also require

internal organisational research, E.g. How did the issue arise, why is a solution

important to the organisation, what will be the benefits?

3. Identify and agree the tasks relevant to the assignment and the timescales for

completion, be very clear about what the ‘outputs’ will be, i.e. the actions/ products

that will be realised

4. Discuss and agree with the apprentice and employer how the success of the ‘outputs’

will be monitored, evaluated and adjusted to ensure a lasting solution is effected

5. Develop the individualised assignment brief and map the tasks and outputs to the

relevant framework competences/standards skills, knowledge and behaviours

Sample Assignments Three sample assignments are attached which provide examples of tasks and products that

could be used to cover the following knowledge areas:

• Communication

• Organisation Structure

• Health & Safety

Please note that these are examples and all work based assignments need to be developed

in line with the needs of the apprentice, the employer and identified organisational

requirements.


December 2017


Example 1 – Communication Issues have arisen within a care team relevant to communication, particularly the ‘hand over’

of information from one shift to another. The WBA devised to explore the issues and develop solutions is as follows: Improving Team Communication (Lead Adult Care Worker, Level 3) Assignment Aim: To review the effectiveness of communication within the team and propose an approach for ensuring its effectiveness in the future Criteria A lead adult care worker must know and understand: The importance of communication

• The barriers to communication and be able to both identify, and determine, the best solutions to achieve success when communicating with the individual they are supporting

• Their own, and other workers’ responsibilities for ensuring confidential information is kept safe

A lead adult care worker must be able to: Communicate clearly and responsibly • Demonstrate and promote to other workers excellent communication skills including

confirmation of understanding to individuals, their families, carers and professionals • Take the initiative and reduce environmental barriers to communication • Demonstrate and ensure that records and reports are written clearly and concisely • Lead and support others to keep information safe, preserve confidentiality in

accordance with agreed ways of working The following tasks are to be completed: Task 1

• Provide a description of how you will evaluate the effectiveness of communication within your team, including examples of any research methods you will use, e.g. staff questionnaires, interview questions etc.

Task 2

• Complete the evaluation exercise and identify at least two current barriers to effective team communication

Task 3

• Describe at least three communication methods that could be used to ensure effective team communication and overcome the barriers outlined in Task 2

• Identify the potential strengths and weakness of each technique in the context of your team and make conclusions about why they may or may not work

• Recommend one method of communication from the three identified to be implemented and identify why you are proposing this as a solution

Task 4

• Implement your recommended communication method and monitor its impact over a two-week period

• Identify positive and negative impacts and consider what adjustments you can introduce to overcome the negatives


December 2017


The above assignment, with individualisation, could be used with apprentices completing the following standards:

• Team Leader/Supervisor • Retail Team Leader • Senior Healthcare Support Worker

It could also be used across a range of the current frameworks and with higher level standards if the tasks were adapted to ensure learning at level 4 and 5


December 2017


Example 2 – Organisation Structure A medium sized retail organisation has ‘outgrown’ its original organisation structure and is looking to restructure its functions to improve business operations and customer service. The work based assignment devised to explore the issues and develop solutions is as follows: Developing Organisation Structures to Meet Business Need (Business Administration, Level 2) Assignment Aim: To review the effectiveness of the current business structure and propose changes to improve operations and customer service Criteria Unit 2: Understand employer organisations Learning Outcome: Understand organisational structures Assessment criteria: 1.1 Explain the differences between the private sector, public sector and voluntary sector 1.2 Explain the functions of different organisational structures 1.3 Describe the features of different types of legal structures for organisations The following tasks are to be completed: Task 1

• Carry out research to identify the different types of structure used across business organisations. Explain each one, identify where it is used effectively and detail the strengths and weaknesses of each structure

Task 2

• Provide an illustration of the current structure of your organisation • Based on your research at Task 1 identify what type of structure is currently in place • Evaluate the effectiveness of the structure for your organisation taking into

consideration: ▪ Roles and responsibilities ▪ Span of control ▪ Communication ▪ Operational effectiveness ▪ Customer Service

Task 3

• Based on the evaluation completed in Task 2 propose changes to the current structure to improve business effectiveness, identify at least four the benefits of the structure you propose

Task 4

• Prepare a presentation based on Tasks 1 to 3 to be made to your line manager which will clearly outline your proposal for the restructure and the benefits of the changes you propose. Be prepared to answer questions on your proposal


December 2017


The above assignment, with individualisation, could also be used with apprentices completing the following frameworks:

• Customer Service • Retail

It could also be used with the new standard Business Administrator Level 3 and with the higher level standards/frameworks if the tasks were adapted to ensure learning at the relevant level The presentation could also be used to support FS English Speaking & Listening


December 2017


Example 3 – Health & Safety Following an incident in a care home which resulted in a patient falling and breaking their hip a review of health and safety policy and procedure was commissioned. The work based assignment devised to explore the issues and develop solutions is as follows: Health & Safety Policy & Procedure (Adult Care Worker, Level 2) Assignment Aim: To review current health & safety policy and procedure to ensure effectiveness and compliance with current legislation Criteria

An adult care worker must know and understand: How to promote health and wellbeing for the individuals they support and work colleagues

• The health and safety responsibilities of self, employer and workers • How to keep safe in the work environment • What to do when there is an accident or sudden illness • What a risk assessment is and how it can be used to promote person centred care

safely An adult care worker must be able to: Championing health and wellbeing for the individuals they support and for work colleagues

• Promote the health and wellbeing of the individual they support • Demonstrate how to keep people, buildings and themselves safe and secure

• Use risk assessments to support individuals safely The following tasks are to be completed: Task 1

• Carry out research to identify all the current health and safety legislation that your workplace must comply with

• Review current policy and procedure and identify where these need to be updated and amended in order to meet the legislation requirements

• Propose changes to ensure that policy and procedure falls in line with legislation and agree these with you line manager

Task 2

• Identify and explain the principles of risk assessment • Review current risk assessment documentation and assess its fitness for purpose,

propose changes as necessary and agree these with your line manager • Carry out a risk assessment of the dining/sitting room areas and present your

findings via the relevant documentation Task 3

• Based on the risk assessment completed at Task 2 and your knowledge of the workplace develop a guide on hazards which will be provided to carers who are new to the organisation

• Explain in your guide the risk each hazard presents and the actions that can be taken to mitigate the risk


December 2017


Task 4 • Based on the review of policy and procedure completed in Task 1 prepare a

presentation for all staff that identifies the types of incidents and emergencies that might arise in the workplace

• Provide clear detail as to how staff should respond to these incidents and emergencies

• Explain what post incident/emergency actions need to be completed The above assignment, with individualisation, could be used with apprentices completing the following standards:

• Senior Healthcare Support Worker • Business Administrator

It could also be used with current frameworks and with the higher level standards/frameworks if the tasks were adapted to ensure learning at the relevant level The presentation could also be used to support FS English Speaking & Listening


December 2017


References

i Adapted from the Times Education Supplement @Teacher Toolkit, prepared by R Mcgill, created January 30th

2012, updated September 8th 2017 https://www.tes.com/teaching-resource/the-5-minute-lesson-plan-by-

teachertoolkit-6170564

ii Coaching for Performance: The principles and practices of coaching and leadership (People Skills for

Professionals) Paperback - Sir John Whitmore (Author), Nicholas Brealey Publishing; 4 edition (4 Jun. 2009)

iii Work-based Learning, Action Learning and the Virtual Paradigm, David Gray, University of Surrey; Paper presented at the European Conference on Educational Research, Lahti, Finland 22-25 September 1999

https://www.tes.com/teaching-resource/the-5-minute-lesson-plan-by-teachertoolkit-6170564

https://www.tes.com/teaching-resource/the-5-minute-lesson-plan-by-teachertoolkit-6170564

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