1. Supervising Workplacement Learning at Work

2. Goals How learning has changed in the last few years. Learning at work through a three way partnership. Collecting a portfolio of evidence at work What effect does this have on supervising workplacement How employers can help learning take place

3. Purpose How do you supervise Which knowledge must they have when they start Motivation of the student; intrinsic/extrinsic Consider your own practical training

4. Why changing?(1) Teaching the students in the perspective of the future. We need another method of supervising because the student of the 21th century is different. Question: Are students changed and how did you notice?

5. Why changing?(2) Life is faster, Concentration is different, There is a lot of informal learning, Our students will have more employers than their parents did Information is very easy to gain, The teacher is not the only authority in knowledge anymore

6. Teaching in different systems(1) The classical classroom learning Traditional The teacher is the teacher/instructor, he knows all. The learning is focussing on knowledge,skills and experience will have to come from working after leaving the school. The teacher decides what is to be learned.

7. Teaching in different systems(2) Work based education towards competency of the learner Learning in the work place The teacher is the facilitator and assessor of the learning process The learning is focussing on acquiring competency with regards to operations at the workplace, theory is offered to support and deepen skills and confidence Teacher, learner and work provider negotiate a learning plan that meets the needs of the learner

8. Work based education towards competency of the learner (social contructivism) Learning is an active and constructive process. Learning is only possible when students are dealing with the subject in an active way. New information has to be connected with prior knowledge. Reflection and reconstruction of knowledge stimulates learning. Assessment and learning are targeted to the learners style and progress. learners are assessed when they are ready.

10. Why workplacement ? Experience the reality of working What does working mean Try out your own wishes, knowledge and skills Learn new knowledge and skills Question: Does your workplacement fit to these goals?

11. A Learning Agreement

12. I will: Act in a responsible and professional manner Carry out the responsibilities and comply with company regulations Liaise with my employer and trainer regarding my learning goals

13. A Learning Agreement We will: Provide safe working conditions and systems. Provide opportunites for skill development and practice Liaise with the learner/ trainer regarding the learning goals Give feedback to learner and trainer.

14. A Learning Agreement We will: Ensure the placement meets the needs of the learner and employer Monitor opportunites for skill development and practice Liaise with the learner/ employer regarding the learning goals Monitor feedback to learner and trainer.

15. Portfolio of Evidence As a method of gathering evidence of work experience or practice. Evidence that can be used as assessment material against qualification criteria and standards. A Portfolio that can be accredited with similar recognition as other formal qualifications. A Portfolio that can be used as a learning tool to develop skills and knowledge through “learning by doing”

16. Portfolio of Evidence Evidence could include: Observation Records Witness Testimonies Professional Discussions Artefacts Case Histories and Studies Projects/ Assignments

17. How can you help? Show Interest in learner Sign diaries/ work records Provide information/ data for projects Discuss, give comments on project work Provide constructive feedback on performance Encourage learner to reflect on performance Make valued judgements against standards Assess learner’s competency

18. Workplacement interviews Premise 2 There will always be 3 supervision/coachingmeetings Question: How is it arranged in your situation?

19. Meeting 1 Fixing goals How to control How and how many times assessment takes place in the proces Arranging the context of the workplacement

20. Meeting 2 Content Results uptill now concerning the formulated goals formulated by all the partners

21. Meeting 2 Approach The person from the school is the chairman The report is produced by the person from the school All partners personally agree with the report The meeting takes place at the employer’s The meeting lasts 45 minutes, excluding orientation visit

22. Meeting 2 The intention Determine and write down the achievements of the student Every student is entitled to a full report A good meeting contains the possibility that the student is able to reflect on his achievements The meeting provides a clear view on the possibilities of a future career

23. Meeting 3 Determine if the goals are achieved (1) Based on the earlier made appointments(2) By the student, the teacher, the employer (3)

24. Final Judgement Workplacement as a personal holistic experience The goals as stated in the first meeting are the starting point Goals from the course are leading Personal goals are important but not decisive

25. Conversation technique Try to use open questions; the question should not already include the answer or leaves only the possibility of one answer => in this way the partners will come to real reflections

26. Please Note If you are using closed or half-closed questions, the questioner talks a lot. It is very important to let the others speak. So use Open Questions

27. What is a good open question? It should be neutral It should be as short as possible It should invite to give an answer

28. Open: Neutral Most open questions start with: “What do you think of….” This is the best way to get a lot of information about the opinion, the knowledge, the values and the emotion the interviewee has concerning a specific topic.

29. Open: short The question is short and consists of one phrase “How do you start with project X?” Instead off “I know you are busy and next week you will go on a break but the project is very important so I think you should start as I told you. Will you?”

30. Open: Inviting When you are able to put an inviting tone in your question the other will feel invited to explain the answer.

31. Exercise: The interview (1) Form a group of three persons; 1 person is the student 1 person is the employer 1 person observes and gives feedback

32. Exercise: The Interview (2) The interview lasts 10 minutes The one who is the observer will present the outcomes The observer has to focus on: the characteristics of the questions trialogue

33. Method of working Decide on the topic. A more general topic is easier to handle. Keep it general. Have a conversation which gives the posibility to give information. The student must be able to talk. So use a lot of open questions.

34. Remarks Open questions can give long answers which are partly besides the questions. This asks for good management of the discussion so that it stays focussed.

35. Possible Questions ActivitiesHow did it go? Level Pressure of worklow/medium/ high responsibilitiesunder supervision/independent/under direction Complexitydifferent possibilities. Which? PerformanceWhat were your achievements? CapabilitiesWhat was the benefit of the activities? Why? Could you manage? How? AdjustWhat are you going to do different next time? Which knowledge are you going to acquire? Which skills are you going to practice?

36. Summary Learning at work requires a structured agreement from the learner/ employer and training provider A portfolio of evidence is a useful way of gathering evidence of work experience and practice The employer can help the learner to achieve their learning goals

37. Evaluation What has been useful about this session What did you dislike about the session What was interesting What will you do as a consequence of this session. Thank you A special thanks to Mr Philip Broomhead!!