Learning on the Workplace Frank Lyons Director of Foundation Direct University of Portsmouth Victoria University, Melbourne August

Work-based and Placement Learning Forms of Work-based Learning Learning Contracts Supporting work-based learning Barriers to Mutual Engagement Developing Mutual Benefits Best Companies for WBL and Placements Portsmouth’s engagement strategies Mentor support

Work-based (and Placement) Learning Explicit, planned and appropriately articulated learning Appropriate assessment artefacts Building on existing achievements and knowledge base Multidisciplinary and complex learning\ Responsibilities for learning is shared and understood by stakeholders Staff development A planned period of learning, normally outside the institution at which the student is enrolled, where the learning outcomes are an intended part of a programme of study (QAA. 2001)

Forms of Work-based Learning Learning in work placements and at own place of work: Organisational learning: taking orders, following discipline, time keeping. Skills training (including shadowing) Projects Working with a Mentor Learning for work: Simulations Live Briefs Conferences Action Learning Sets

Work-based Learning by Learning Contract Hants and Sussex Aviation CAA Licence

Assessing WBL and Learning Contracts Hants and Sussex Aviation (part of the BBA Group) Corrosion Chemistry Materials Manufacture Pratt and Whitney Training Report on Holistic learning Assessment of theory, learning and professional practice and self. Learning Contract Negotiations with company and university Learning Management Module QAA A A A

The Dipstick Exercise The company has lost its dipstick. The dipstick is used to measure the oil in the storage tank which is buried in a location outside the factory. The fuel is used for office and workshop heating, the companies drying rooms and for emergency power generation. This is your work-based project. What will you do? What are the learning outcomes?

Foundation Direct Centre of Excellence in Teaching & Learning Professional Skills: WBL & Mentor management BenchmarkProgress Review Critical Thinking Professional Ethics WBL Project End Review Mentor FD Professional Development Unit Work practice University Units

Curriculum planning and legislation LOutcome: Ability to know and put into practice in a designed curriculum the relevant aspects of legislation, regulations and guidance relating to early years curriculum provision that meets the needs of individual children. Assessing WBL in Early Years Care and Education

Computer Gremlins: Learning on WebCT This stupid computer, I'm just no good, I'd use it more, if only I could. But no matter how hard I try, Those computer gremlins make me cry. My degree course I have started, and those computer gremlins have not parted. Helga and Joy encourage and say, "It's easy to use you will be ok". So off I go “Lookup” loaded, all that computer jargon now un-coded. Can I do it? Yes I can, With help from tutors and the computer man. I log on day after day, the computer gremlins slowly decay. To my surprise I'm having fun, those computer gremlins off they run. So here I am I.T. success, hurdles to jump still, I guess. Can I do it? Yes I can, with help from tutors and the computer man. DONNA WALL FdA Early Years 2005

Barriers to Mutual Benefit Misunderstanding: needs, goals, and possibilities Time The bottom line Lack of Leadership Cultural differences: knowledge and standards Quality misalignment Financial year vs. Academic calendars Commercial confidence vs. educational openness Companies want skilled workers rather than qualified workers

Developing Mutual Benefit Research the company Communicate benefits Negotiate what can be achieved Network Cultural Understanding Commitment New Communities of Practice occur when all parties reposition themselves

Best WBL & placement companies High degree of exposure to customer, managers, colleagues, owners & professionals Learning potential of the task: complexity, variety and control High degree of technological change Matrix management V Hierarchical work division of labour and deskilling Time and space for analysis interaction Technical skills valued V taken for granted Cross disciplinary working and communication Workplace mobility and expanding job designs Formative appraisal and/or Mentoring systems (Skule and Raichbom 2001 Unwin and Fuller, 2003)

Purple Door Industry links Vocational history R&D projects Alumni Industry boards Breakfast briefings Governors Prizes Celebratory meetings Sponsorships Websites: Mentor direct Placements Office Curriculum Work-based projects PD Unit Professional Bodies Chambers of Commerce Market Research Industry Engagement: Placements WBL degrees

Placement & WBL: Company Benefits Placements as a temporary workforce and source of recruits WBL involves training own staff Placement and WBL Curricula for company needs: - brings in new ideas - problem solving and projects Credentials carry value for customers Learning companies attract staff Retain staff Engagement leads to cost-effective benefits for Learning Companies

Mentor Direct

Foundation degree mentoring: an introduction So what is reflective practice? As a professional you will already be doing this, although you may not be aware of it! Reflection is a process of reviewing an experience of practice in order to describe, analyse and evaluate and so inform learning about practice. Click on the boxes in the diagram on the right to see examples. Reflective practice

Purple Door Industry links Vocational history R&D projects Alumni Industry boards Breakfast briefings Governors Prizes Celebratory meetings Sponsorships Websites: Mentor direct Placements Office Curriculum Work-based projects PD Unit Professional Bodies Chambers of Commerce Market Research Industry Engagement: Placements WBL degrees

Advantages of E Portfolios Can’t be left in a train or bus Can be linked to online help and guidance Easier for some to reveal problems online Structures within can support reflection We will encourage every institution to offer a personalised online learning space to store coursework, course resources, results and achievements. DfES E Learning Strategy 2005

Problems with E Portfolios What is it: record of achievements; competency checklists, action/career planner; scrapbook, part of PDP; personalised learning links + narrative? IT skills and resources of users Who owns, what happens when student leaves Ownership, rights to view How to assess? Within 5 years all awarding bodies should be set up to accept and assess e-portfolios QCA 2004

Family of Transcripts Award Transcript Competency Transcript Narrative Transcript grown from PDP activity E-portfolio /student created records and evidence of and reflections on learning, experiences and achievements, and personal knowledge assets. Simplified Award Transcript for employers Employers Helps students represent and communicate their capability and competencies SUMMATIVE TRANSCRIPTS FORMATIVE TRANSCRIPTS ‘ALL TYPES’ Family of Transcripts SCEPTrE Working Paper (Jackson 2005).

WBL at Different Levels HE Level 1: Toward an Equal Opportunities Policy for University of Portsmouth HE Level 2 “Multicultural welcomes” with Rose Lodge nursery HE Level 3 Licence to service and repair aero engines with Hants & Sussex Aviation HE Masters Level Biometric Identity project with Citibank and Motion Touch) Learning at Work: Learning for Profit

Precepts for Work-based Learning Work-based Learning is as unique to the workplace and workrole 1.Learning is planned 2.Learning opportunities are appropriate 3.Good communications with placement providers 4.Student briefings, guidance and support 5.Staff development 6.Formal complaints, monitoring and evaluation