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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
Mindset 2000 Ltd Slide 3
Quality of training
Mindset 2000 Ltd Slide 4
What we’ll consider
DeliveryDesign
Mindset 2000 Ltd Slide 5
Design
• Aspects of design
– Coverage
– Coordination
– Sequencing
– Intensity
– Flexibility
– Embedding
• Quality of staff
Mindset 2000 Ltd Slide 6
Coverage
On the jobOff the job
All elements of the NVQ – skills and knowledge
Literacy and numeracy
Mindset 2000 Ltd Slide 7
Coordination
On the jobOff the job
Internal training sessions
External courses
Review/reflective practice
Supervision
Coaching
Mentoring
Mindset 2000 Ltd Slide 8
Sequencing
Acquisition Development Competence
Theory Practice
Mindset 2000 Ltd Slide 9
Intensity
Increasing complexity and challenge
Frequency of intervention and support
Mindset 2000 Ltd Slide 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 Ltd Slide 11
Embedding
JobSkills
training
Literacy and numeracy
Mindset 2000 Ltd Slide 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 Ltd Slide 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 Ltd Slide 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 Ltd Slide 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 Ltd Slide 16
Delivery
• Training methods
• Styles of delivery
• On the job training
Mindset 2000 Ltd Slide 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 Ltd Slide 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 Ltd Slide 19
Delivery styles
Trainer-centred Learner-centred
Formal
Instructional
‘Chalk and talk’
Informal
Constructivist
Participatory
Factual recall Skills and practice
Mindset 2000 Ltd Slide 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 Ltd Slide 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 Ltd Slide 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 Ltd Slide 23
Sources of evidence
• Observation of training
• Feedback from learners
• Trainer reflection
• Review of documentation
– Session plans
Mindset 2000 Ltd Slide 24
Quality of learning resources
Mindset 2000 Ltd Slide 25
Learning resources
Equipment & machinery
Learning materials
E-learning resources
Mindset 2000 Ltd Slide 26
Criteria
• Suitable
• Up to date
• Available/used at all sites
• Assist learning
• Promote equality and diversity
Mindset 2000 Ltd Slide 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 Ltd Slide 28
Other issues
• Additional/adapted learning and communications equipment
• Safe, healthy environment
Mindset 2000 Ltd Slide 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 Ltd Slide 30
Sources of evidence
• The resources themselves
• Feedback from learners
• Views of trainers/assessors
• Observation
– How resources are used
Mindset 2000 Ltd Slide 31
Suitability and rigour of assessment
Mindset 2000 Ltd Slide 32
Purposes of assessment
• Determine competence
• Monitor progress
• Plan next steps
• Provide feedback
Mindset 2000 Ltd Slide 33
Assessment should be
• Planned
• Frequent
• Rigorous
• Efficient
Mindset 2000 Ltd Slide 34
Planning
Type 1
Assessment plan
NVQ
Type 2
NVQPlan 1 Plan 3Plan 2 Plan 4
Mindset 2000 Ltd Slide 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 Ltd Slide 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 Ltd Slide 37
Efficiency
• Just in time
– When the learner is ready – no hold-ups
• Smart
– Multiple objectives
• Good use of technology
– PDAs
Mindset 2000 Ltd Slide 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 Ltd Slide 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 Ltd Slide 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 Ltd Slide 41
Website
mindset2000.com
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