Here are the slides from the event:
Apprenticeship Staff Development Slides
Here, Sarah Flynn from Hertfordshire discusses putting the employer at the heart of curriculum and assessment design. The focus is on Physio DA, but also some top tips from her experience in Engineering Apprenticeships as well:
Anne Minton, Derby University introduces their Principles of WBL Assessment (5 minutes)
Jane Low, Derby University discusses a Case Study on Assessment for Work Place Impact: “Hot House Derby” (2.5 minutes)
Anne Minton, Derby University discusses a case study of Court Room Simulation Assessment for the Police Degree Apprenticeship (5 minutes)
Comment:
The discussion that followed these case studies emphasised how these approaches to assessment generated a rich source of evidence for knowledge skills and behaviours, and provided a spring board for further target setting. Quarterly reviews that followed were able to use the assessments and feedback to pursue further development of skills, negotiation of more experience and development of E-portfolio evidence.
John Sorsby, Sheffield Hallam University talks about using WBL Projects to Evaluate Return on Investment (10 minutes)
Comment:
John explains how employers are already committed to spending their Apprenticeship Levy and the discussion with new employer partnerships is around added value and return on investment, from training their staff and committing, to enabling 20% off the job learning. He presents a model for how this can be embedded in WBL Projects as part of curriculum. A more accurate measure can only be gained after the apprenticeship Gateway, which would warrant an aggregation of RoI over the longer term partnership and any number of apprentices for an organisation, contributing collaboratively to the same or multiple projects.
Discussion explored whether the value can be measured in different ways to support an approach to developing a business case prior to project implementation and evaluation, for example:
· Measuring the benefits of reduced absenteeism
· Harnessing the marketing potential of new developments
· Reduced waiting times as a measure of success in the NHS
· Reduced product wastage through application of academic expertise (knowledge transfer)
· Potential for multiple apprentices to contribute and benefit from multi-disciplinary activities for shared projects
· Costs and of mentor involvement around apprenticeships and WBL projects
In additional there was discussion of the benefits for academics of knowledge transfer into the provider university
Paul Wyton, Apprenticeship Lead for the Sheffield Business School (BTE) at SHU, discusses recent experiences supporting Nestle CMDA learners through their Gateway and ready for EPA.(12 minutes)
Paul promotes a holistic Apprenticeship approach “starting with the end in mind”, and reflects on the challenges of retrofitting good practice.
In particular Paul asks about us to explore the WBL Coach’s role and considers Charlotte Jennings endeavours supporting the Nestle cohort. BTW – they passed with flying colours.
Paul talks through how they got there and makes interesting connections to Return on Investment in respect of a project to produce the new look Yorkie Bar.
The Q&A session focussed on:
- PPD modules as a vehicle to support the identification and development of evidence for E-portfolios needed, or sometimes assessed at EPA, typically through a professional interview
- Using a dashboard approach to evaluate the quality of evidence with learners – E.g. the Apprentice’s own evidence or only contextual involvement?
- Treating the Apprentice as a showcase for their ability and development – helping Apprentices to secure closure through evidence of impact and success
- Employer contracts that need to reflect the duration of the whole apprenticeship
- How the CMDA EPA panel includes a University representative, which provides direct learning of expectations
- The disparity of what an EPA organisation will accept as GCSE equivalent qualifications (!) – Restrictions imposed by the ESFA list.
- The impact of ambiguity on funding draw down, completion rates and reputation for providers and on the experience of the Apprentice