Mindset 2000 LtdSlide 1 Train to Gain Provider Support Programme October 2007 Training and assessment

Mindset 2000 LtdSlide 2 SAR links (see Guidance) KQ2 How effective are teaching, training and learning? 2.1 Quality of training 2.2 Quality of learning resources 2.4 Suitability and rigour of assessment KQ3 Meeting learners’ needs and interests 3.1 Well planned and coherent training programmes 3.2 Meeting external requirements KQ4 How well are learners supported? 4.1 Quality of support for learning 2.2 Quality of learning

Mindset 2000 LtdSlide 3 Quality of training

Mindset 2000 LtdSlide 4 What we’ll consider DeliveryDesign

Mindset 2000 LtdSlide 5 Design Aspects of design – Coverage – Coordination – Sequencing – Intensity – Flexibility – Embedding Quality of staff

Mindset 2000 LtdSlide 6 Coverage On the job Off the job All elements of the NVQ – skills and knowledge Literacy and numeracy

Mindset 2000 LtdSlide 7 Coordination On the job Off the job Internal training sessions External courses Review/reflective practice Supervision Coaching Mentoring

Mindset 2000 LtdSlide 8 Sequencing AcquisitionDevelopmentCompetence Theory Practice

Mindset 2000 LtdSlide 9 Intensity Increasing complexity and challenge Frequency of intervention and support

Mindset 2000 LtdSlide 10 Flexibility Work schedules – Peak work periods – Shift patterns – Shut-down periods Learning methods – e-learning – Blended learning Learning activities – Varying size/timespan – Adaptable to different situations

Mindset 2000 LtdSlide 11 Embedding Job Skills training Literacy and numeracy

Mindset 2000 LtdSlide 12 Quality of staff Technical competence Up-to-date expertise A word about qualifications... Assessors and internal verifiers – A and V awards Trainers – QTLS or ATLS status – certificate or diploma – Licence to practice – registration with IfL

Mindset 2000 LtdSlide 13 Design of your programme [1] Competence and expertise of staff – 2.1 Bullet 1 Effectiveness of on and off the job training – 2.1 Bullet 3 Planning and coordination of on and off the job training – 2.1 Bullet 8

Mindset 2000 LtdSlide 14 Design of your programme [2] Coherence of programmes – 3.1 Bullet 3 Relevance of training to employers – 3.2 Bullets 1-4, 6 and 7 Compliance with external requirements – 3.2 Bullet 5

Mindset 2000 LtdSlide 15 Sources of evidence Review of documentation – Programme plans (schemes of work) – Staff CVs and CPD records – Learner progress reviews Observation of training Trainer reflection

Mindset 2000 LtdSlide 16 Delivery Training methods Styles of delivery On the job training

Mindset 2000 LtdSlide 17 Training methods Consistent with the aims of the programme Appropriate for learners from different backgrounds Relevant to the business – Job-related skills and knowledge – Literacy and numeracy

Mindset 2000 LtdSlide 18 Training methods Off the job Instruction Demonstration Group activities Practice exercises Self-study E-learning On the job Instruction Demonstration Coaching Supervised tasks Feedback on performance

Mindset 2000 LtdSlide 19 Delivery styles Trainer-centred Learner-centred Formal Instructional ‘Chalk and talk’ Informal Constructivist Participatory Factual recallSkills and practice

Mindset 2000 LtdSlide 20 On the job training Builds on experience Links to working environment and business needs Makes use of resources in the workplace – Staff – Equipment and facilities – Training opportunities Extends learning styles

Mindset 2000 LtdSlide 21 Delivery of your training [1] Methods and styles – 2.1 Bullet 2 – 2.1 Bullet 4 Working environment and business needs – 2.1 Bullet 4 Experience and learning styles – 2.1 Bullet 7 Use of workplace resources – 2.1 Bullet 8 Whether staff motivate, inspire and challenge learners – 2.1 Bullet 9

Mindset 2000 LtdSlide 22 Delivery of your training [2] Quality of support for learning – 4.1 Bullet 2 Employers’ involvement in basic skills – 4.1 Bullet 3

Mindset 2000 LtdSlide 23 Sources of evidence Observation of training Feedback from learners Trainer reflection Review of documentation – Session plans

Mindset 2000 LtdSlide 24 Quality of learning resources

Mindset 2000 LtdSlide 25 Learning resources Equipment & machinery Learning materials E-learning resources

Mindset 2000 LtdSlide 26 Criteria Suitable Up to date Available/used at all sites Assist learning Promote equality and diversity

Mindset 2000 LtdSlide 27 Design of resources Content – Qualification aims – Learners’ and employers’ aims Context – Workplace environment – Type of job – Level of operation Learners’ starting points

Mindset 2000 LtdSlide 28 Other issues Additional/adapted learning and communications equipment Safe, healthy environment

Mindset 2000 LtdSlide 29 Quality of your learning resources Suitable, up to date and available – Bullet 1 Used to promote learning – Bullet 2 Available in adapted formats – Bullet 3 Promote equality and diversity – Bullet 4 Promote safety and health – Bullet 5

Mindset 2000 LtdSlide 30 Sources of evidence The resources themselves Feedback from learners Views of trainers/assessors Observation – How resources are used

Mindset 2000 LtdSlide 31 Suitability and rigour of assessment

Mindset 2000 LtdSlide 32 Purposes of assessment Determine competence Monitor progress Plan next steps Provide feedback

Mindset 2000 LtdSlide 33 Assessment should be Planned Frequent Rigorous Efficient

Mindset 2000 LtdSlide 34 Planning Type 1 Assessment plan NVQ Type 2 NVQ Plan 1Plan 3Plan 2Plan 4

Mindset 2000 LtdSlide 35 Frequency Depends on Duration of programme Assessment model – Unit – Holistic Rate of learner’s progress – Number of repeats needed Availability of work opportunities

Mindset 2000 LtdSlide 36 Rigour Standards – Can they do it? Employers’ expectations – Do they do it well enough? Personal development – Could they do it better? Evidence – Performance at work – Underpinning knowledge

Mindset 2000 LtdSlide 37 Efficiency Just in time – When the learner is ready – no hold-ups Smart – Multiple objectives Good use of technology – PDAs

Mindset 2000 LtdSlide 38 Assessment should also be Focused on performance Separate, and clearly distinguished from, training Carried out using a range of activity And it should include: Giving feedback to learners Suggesting how they could improve

Mindset 2000 LtdSlide 39 Quality of your assessment 2.4 Suitability and rigour of assessment – Bullet 3 – monitoring progress and planning learning – Bullet 4 – assessing competence – Bullet 5 – giving feedback to learners

Mindset 2000 LtdSlide 40 Sources of evidence Outcomes of internal verification – Observation – Review of evidence Feedback from learners Documentation – Assessment plans – Assessment records Rate of progress

Mindset 2000 LtdSlide 41 Website mindset2000.com click on ‘members’ in menu bar user name: guest password: northeast