1. www.derby.ac.uk/corporate University of Derby Corporate www.derby.ac.uk/corporate University of Derby Corporate (UDC) and International Centre for Guidance Studies (iCeGS) Professionalising the work-based learning workforce – qualifications for tutors and trainers

2. University of Derby Corporate  UDC is the business-to-business arm of the University of Derby – with its own dedicated customer service and quality assurance infrastructure  UDC provides innovative, bespoke, accredited work based learning solutions for large and small employers  Since 2008, our client base has increased from 8 to 363; our work-based learners have risen from 187 to 3640 with 1202 of those from our collaborative partners  Proven track record – considered one of the leading facilitators of HE work based learning in the UK  Already supporting tutors and trainers in the workplace

3. A key starting point…. The developing Higher Apprenticeship national agenda: “If there is to be step-change in appetite for and recognition of Higher Apprenticeships; work-based trainers involved in supporting the progression of apprentices must experience higher-level learning themselves. Only in this way will they fully develop the skills, expertise and knowledge needed to teach and train in the workplace at higher levels”.

4. Defining the qualities and attributes of a WBL tutor  Very little research to draw from on the workforce  Needed to understand what existed and what was needed:  the qualities, skills, competencies and values required of those supporting learning in the workplace  the work based tutor qualification framework requirements - to develop a single qualifications framework for supporting the work based learning workforce  Needed to support the growth and development of understanding of work- based learning concepts www.derby.ac.uk/corporate

5. The research approach www.derby.ac.uk/corporate  Literature review  Online consultation with work based learning workforce  Online consultation with learners  Semi structured interviews  Secondary data collection  Conference attendance

6. Work based learning – the context Commercial Training arena  Employers  Commercial Training Provider (CPs) The funded skills learning arena  Employers  ITPs and colleges Professionalisation  Array of qualifications at differing levels  Professional Bodies  CPD www.derby.ac.uk/corporate

7. Research findings – key functional areas Learning and Assessment Quality Assurance Learning Support Learning Development Trainer Tutor Teacher Instructor Learning Advisor Assessor External Verifier Head of Quality Assurance Lead internal Verifier Internal Verifier Lead Assessor Functional skills tutor Reviewer Roles with pastoral care of learners Providers of career guidance Supervisor Mentor Manager Coach www.derby.ac.uk/corporate WBL job roles tend to fall into four functional groups:

8. Research findings – core attributes  A number of core attributes and characteristics were identified as being of importance to the WBL sector, across all four job roles identified www.derby.ac.uk/corporate Competences were identified for the four functional areas

9. Research findings – additional significant elements Additional elements emerging from the research, not yet highlighted by current research in the field, were also identified as being key for WBL practitioners:  currency and expert status of the technical occupational competence is critical  understanding the business environment in which the skills acquisition is taking place is vital, as well as the ROI that skills development brings  understanding the economics of the sector, in particular in relation to understanding how the workforce represent their employer and can be a valuable tool in developing new business www.derby.ac.uk/corporate

10. Research findings – key challenges Key challenges for WBL practitioners working with learners at HE level 4 above were identified as:  time to enhance WBL expertise, skill, knowledge and techniques whilst balancing current work and job demands  the ability to be more critical and challenging in terms of what and how learners’ learn – HE levels require a higher level of critical analysis and thinking  the need for more complex judgements and assessment of learning – not just acquisition of learning, but also application and depth of understanding  the ability to cope with the demands of higher level learners who are themselves more demanding www.derby.ac.uk/corporate

11. Our solution…..  BA(Hons) in Professional Development (Work Based Learning Practitioner)  Step-on and step off points (Cert HE, Foundation Degree, BA (Hons), plus smaller awards)  Comprehensive matching to competency and attribute areas identified to support skills development  Delivered through blended work based learning approach  CiPD accreditation being sought to ensure professionalism for the sector

12. Level 6 360 credits Level 5 240 credits Our solution….. Level 4 120 credits www.derby.ac.uk/corporate University Certificate Foundation Degree BA (Hons) Degree Cert HE University Diploma University Advanced Diploma Personal Learning & Thinking Skills (PLTS) Understanding learning at work Fundamental technical & professional skills Mentoring and guidance skills Developing & implementing contextualised blended learning Introducing assessment methods Work based study Developing self to achieve performance excellence Facilitating & supporting learning at work (Choice of module here for the Diploma) Enhanced technical & professional skills Understanding and using new learning technologies Integrated assessment methods Advanced work based enquiry The organisational learning environment Supporting career development Sustaining personal performance excellence (Choice of module here for the Advanced Diploma) Advanced blended learning programmes in the workplace Quality management & enhancement of learning Enhanced career planning & development Developing the learning organisation Supporting work based learning Technology enhanced learning Work based investigation

13. Next steps…  Further research and dissemination of research – particularly around Higher Apprenticeships and WBL  Further development, enhancement and launch of new qualification  Professional accreditation  Recruitment of learners, testing and continual improvement www.derby.ac.uk/corporate

14. Questions and Discussion

15. Thank you! Moira Sutton Principal Research Fellow International Centre for Guidance Studies (iCeGS) m.sutton@derby.ac.uk 01332 591 581 Carol Steed Academic Development Manager – Higher Apprenticeships University of Derby Corporate (UDC) c.steed@derby.ac.uk 01332 597 873 www.derby.ac.uk/corporate