mindset 2000 ltdslide 1 train to gain provider support programme october 2007 training and...

Mindset 2000 Ltd Slide 1

Train to Gain Provider Support Programme

October 2007

Training and assessment

Mindset 2000 Ltd Slide 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

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Quality of training

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What we’ll consider

DeliveryDesign

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Design

• Aspects of design

– Coverage

– Coordination

– Sequencing

– Intensity

– Flexibility

– Embedding

• Quality of staff

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Coverage

On the jobOff the job

All elements of the NVQ – skills and knowledge

Literacy and numeracy

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Coordination

On the jobOff the job

Internal training sessions

External courses

Review/reflective practice

Supervision

Coaching

Mentoring

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Sequencing

Acquisition Development Competence

Theory Practice

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Intensity

Increasing complexity and challenge

Frequency of intervention and support

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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

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Embedding

JobSkills

training

Literacy and numeracy

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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

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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

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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

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Sources of evidence

• Review of documentation

– Programme plans (schemes of work)

– Staff CVs and CPD records

– Learner progress reviews

• Observation of training

• Trainer reflection

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Delivery

• Training methods

• Styles of delivery

• On the job training

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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

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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

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Delivery styles

Trainer-centred Learner-centred

Formal

Instructional

‘Chalk and talk’

Informal

Constructivist

Participatory

Factual recall Skills and practice

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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

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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

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Delivery of your training [2]

• Quality of support for learning

– 4.1 Bullet 2

• Employers’ involvement in basic skills

– 4.1 Bullet 3

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Sources of evidence

• Observation of training

• Feedback from learners

• Trainer reflection

• Review of documentation

– Session plans

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Quality of learning resources

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Learning resources

Equipment & machinery

Learning materials

E-learning resources

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Criteria

• Suitable

• Up to date

• Available/used at all sites

• Assist learning

• Promote equality and diversity

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Design of resources

• Content

– Qualification aims

– Learners’ and employers’ aims

• Context

– Workplace environment

– Type of job

– Level of operation

• Learners’ starting points

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Other issues

• Additional/adapted learning and communications equipment

• Safe, healthy environment

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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

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Sources of evidence

• The resources themselves

• Feedback from learners

• Views of trainers/assessors

• Observation

– How resources are used

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Suitability and rigour of assessment

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Purposes of assessment

• Determine competence

• Monitor progress

• Plan next steps

• Provide feedback

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Assessment should be

• Planned

• Frequent

• Rigorous

• Efficient

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Planning

Type 1

Assessment plan

NVQ

Type 2

NVQPlan 1 Plan 3Plan 2 Plan 4

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Frequency

Depends on

• Duration of programme

• Assessment model

– Unit

– Holistic

• Rate of learner’s progress

– Number of repeats needed

• Availability of work opportunities

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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

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Efficiency

• Just in time

– When the learner is ready – no hold-ups

• Smart

– Multiple objectives

• Good use of technology

– PDAs

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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

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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

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Sources of evidence

• Outcomes of internal verification

– Observation

– Review of evidence

• Feedback from learners

• Documentation

– Assessment plans

– Assessment records

• Rate of progress

Mindset 2000 Ltd Slide 41

Website

mindset2000.com

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