1. Tandem Training for WBL Tutors ET2020 Working Group on VET 2016-2018
Vita Žunda
Board member, Baltic Bright
WBL tutor trainer, Latvia
February 2, 2018

2. TTT4WBL Project
Testing New Approaches to Training VET and Workplace Tutors for WBL in Latvia, Estonia, Lithuania
Vita Žunda, Baltic Bright, TTT4WBL Project

3. Why Tandem Training Double results: Skills of tutors
Cooperation and communication between VET and Ent
S and C can communicate their expectations;
Personal contacts, continuous dialogue between S&C
- curriculum, required skills
- how to support and guide VET trainee
- how to handle problems
Become a team in WBL
Learn from each other, see good cooperation examples
Develop communication and pedagogical skills
Improve schools’ methodological capacity to support workplace tutors
Vita Žunda, Baltic Bright, TTT4WBL Project

4. Why Tandem Training www.qualityplacements.eu
Survey of VET schools and host enterprises in 4 countries about quality of apprenticeships and WBL:
Schools believe that the quality of WBL or apprenticeships depends on companies. They expect more interested involvement and more ability to provide pedagogical support.
Companies believe that schools do not show enough interest about what is going on during WBL, do not provide enough support.
Vita Žunda, Baltic Bright, TTT4WBL Project

5. Cooperation, Communication in WBL
3 key actors:
VET tutor
VET trainee
Workplace tutor
3 stages:
Before
During
After
VET Trainee
VET
ENT I
III II
WBL Period
Vita Žunda, Baltic Bright, TTT4WBL Project

6. WBL Tutor Training programme
Aims:
Knowledge of basic requirements, rules of WBL
Skills of planning, organizing WBL steps
Pedagogical skills
Communication and cooperation skills
See Topics in printed programme (handout)
Link with the “WBL Tutor Competence Profile”
Vita Žunda, Baltic Bright, TTT4WBL Project

7. Program Structure General Before During After
Introduction, about WBL
Planning the process, role of tutor, WBL curricukum
Before
Responsibilities of involved parties
How to perform the tasks: organizational, pedagogical, communication aspects through WBL experience
During
After
Vita Žunda, Baltic Bright, TTT4WBL Project

8. Shaping a “Baltic Programme”?
WBL Tutor training program from Latvia (developed 4-5 years) – benchmark
Tandem of Trainers
Baltic Train-the-Trainer workshops: Result: teams of lead trainers in LV, EE, LT
Tandem training programs and events in LV, EE, LT – adapted to national contexts
Next step: Peer learning. Visiting and watching trainings of neighbours. Summarize best ideas
Vita Žunda, Baltic Bright, TTT4WBL Project

9. Group work and pair work, team-building elements
Methods and tasks:
Group work and pair work, team-building elements
SWOT analysis, case studies
Simulations and role plays
Brainstorming and discussions
Peer learning (sharing experience, observations, etc.)
Texts, e.g., some pieces from “Practices and policy pointers” ….
EXAMPLES of TASKS
Vita Žunda, Baltic Bright, TTT4WBL Project

10. Company’s readiness for WBL
After we have brainstormed WBL benefits and agreed on criteria for company’s suitability
SWOT analysis of your company’s (partner company’s) readiness for WBL
Strong points
Weaknesses
Opportunities
Threats/risks
Company XY
Vita Žunda, Baltic Bright, TTT4WBL Project

11. Hairdresser Olga, Story in 3 parts; Part 1
May hairdresser is telling me news: we have 4 apprentices at our shop/salon Vita: How are they doing? Hairdresser: Well, quite all right. They have just arrived. But you know – there is this one girl…. She comes in the morning, sits down on the sofa, opens her i-pad, and spends the whole day! Vita: but what does her tutor say? Hairdresser: well, probably she will write something nasty at the end. Vita: … but it will be too late! The time here will be wasted!
Vita Žunda, Baltic Bright, TTT4WBL Project

12. Simulation task: Company>School
Your company wishes to get involved in WBL.
Meet VET school and reach agreement
Company: what you need to find out
what are your selling points;
what is your offer
School: what you need to find out
what can you offer
what are your interests
Preparation: 10 minutes;
Conversation: 6-8 minutes
Vita Žunda, Baltic Bright, TTT4WBL Project

13. Simulation task: School > Company
Calling a company to arrange an WBL place for the student.
Role 1: VET representative
Role 2: Company representative
Role 3: Observer
Preparation 10 minutes:
VET thinks about
how to get company interested
will company be good for apprenticeship/learning
Company thinks about
why company wants to take the student, what it can offer
what will be the requirements/demands
Both think: what they need to agree on.
Vita Žunda, Baltic Bright, TTT4WBL Project

14. Simulation task: Enterprise-VET Trainee
Decide on the sector/type of enterprise
VET Trainee applies for a job, 1st meeting at the enterprise
What info enterprise will provide, what do they want to find out?
What does Trainee wish to find out?
Roles:
Enterprise representative
Potential Trainee
Observer (VET School)
Preparation – 10 min
Meeting – 6 min
Vita Žunda, Baltic Bright, TTT4WBL Project

15. 3 stages, 3 key actors VET Tutor VET Trainee Workplace Tutor
Before WBL
During WBL
After WBL
Vita Žunda, Baltic Bright, TTT4WBL Project

16. Presenting results: 3 actors in 3 stages

17. Olga, Hairdresser, part 2. After 3rd week of WBL
At my next meeting with my haidresser I enquire about Olga. It turns out that during the 1st week of apprenticeship Olga’s tutor was not at work, whe was away on a trip.
Later everybody learned that Olga is an excellent student at school, has very good marks (scores) She believes that she has practiced enough, and practicing more during WBL is not so important.
When she was given a customer, and had to cut his hair, other haidressers felt they should interfere and help.
Here, at the hairdresser’s shop, she performed what she was assigned, but without too much enthusiasm.Olga says that in the future she will not serve customers. She wants to set up her own hairdresser’s shop, and she will be the owner of the haidresser company.
As a workplace tutor, how would you handle the situation?
Do you see several options/strategies? Brainstorm scenarios!
How could school tutor be involved?
Vita Žunda, Baltic Bright, TTT4WBL Project

18. Handle the situation with Olga
Task: Simulation of a dialogue
Role 1 Workplace tutor
Role 2 School tutor (otional)
Role 3 VET Trainee Olga
There is a problem (attitude, learning problem, performance?). Workplace and school wish to help.
Please meet with Olga
and try to motivate her
Preparation : 10 min.
Conversation: 5-8 min.
Vita Žunda, Baltic Bright, TTT4WBL Project

19. Try out 4-step method Steps:
Greet, prepare the Trainee: state the task, ask trainee’s experience;
Demonstrate and explain (2 or more times);
Let the Trainee try out several times. Guide, encourage questions.
The Trainee performs the task independently. Assess the performance/ provide feedback.
Task: teach your collegue a simple action
In pairs or in groups of 3:
VET Trainee
Workplace tutor
Observer (helping through the process)
Vita Žunda, Baltic Bright, TTT4WBL Project

20. Use video To reflect, review your performance
To comment and correct your mistakes Or
about millenials (millenial job interview)
Vita Žunda, Baltic Bright, TTT4WBL Project

21. Hairdresser Olga, Part 3
After some time I decide to visit Olga’s tutor at VET school and find out about Olga’s background. Olga comes from a well-to-do family, owners of some small business. Olga’s parents have tried to persuade Olga that she should go to haidresser’s school, and after she graduates they plan to buy a haidressers’ shop for her. Olga was not very enthusiastic, she had thought – Ok, she will obey her mother, spend 1-2 years at this haidresser’s school, because she does not have her own plans, but then she will do something else. Olga’s VET school tutor did not let her leave after the 1st and 2nd year. She kept persuading Olga that she should finish hairdresser’s school. I asked: why do you press her? She said: At the very beginning I noticed that Olga is very good with her hands, she can develop into a very good haidresser. She would be the right person for haidresser’s work.
Vita Žunda, Baltic Bright, TTT4WBL Project

22. Vita Žunda, Baltic Bright, TTT4WBL Project

23. Why are WBL Tutors so important?
Labour market, economy
Qualified labour force
Economic growth
Education system
Quality of VET
Quality of WBL
WBL tutors
Awareness and commitment
Pedagogical skills Cooperation skills
Vita Žunda, Baltic Bright, TTT4WBL Project

24. Some effects of Tandem approach
Establish personal contacts, arrange visits, etc.
Cooperation not only at management level, but at human level, “transfer of skills” level
Change their wrong assumptions about WBL partner
e.g. - schools see commitment of enterprise tutors,
- enterprises learn that they can help update curricula
More discussions about VET and WBL system, and what should be improved/changed
Vita Žunda, Baltic Bright, TTT4WBL Project

25. Demonstrate VET-Enterprise Cooperation examples
Vita Žunda, Baltic Bright, TTT4WBL Project

26. Competence Mapping of WBL Tutor
What competences, skills, knowledge does he/she need?
Write competences on post-it slips
Paste them on board
Let us classify them
We get “qualification requirements” of WBL tutor
Hand out: what we do in TTT4WBL
Vita Žunda, Baltic Bright, TTT4WBL Project

27. Towards a «Baltic WBL Tutor Competence Profile» +Handout
Personal features
e.g., patience, tolerance, etc.
Pedagogy, psychology
explain complicated things in simple way, able to motivate,
understands young people
Communication
Management skills
planning, organization skills
cooperation
Professional competences
Vita Žunda, Baltic Bright, TTT4WBL Project

28. Thank you!
Vita Žunda, Baltic Bright, TTT4WBL Project