Understand the principles and practices of learning and development

Transcription

1 Unit 1: Unit reference number: Understand the principles and practices of learning and development Y/502/9541 QCF level: 3 Credit value: 6 Guided learning hours: 25 Unit summary This unit assesses the knowledge and understanding a learning and development practitioner requires to underpin their practice. Evidence requirements All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding. There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for two or more units. There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Assessment methodology This unit is assessed in the context of a workplace. 21

2 Learning outcomes and assessment criteria Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. Learning outcomes Assessment criteria Evidence type Portfolio reference Date 1 Understand the purpose and context of learning and development 1.1 Analyse the objectives of for learners and for organisations 1.2 Explain the contexts and environments in which takes place. 2 Understand the learning and development cycle 2.1 Explain the cycle and each of its constituent parts 2.2 Explain how the cycle is used to enhance learner experience. 3 Understand the needs of learners in relation to 3.1 Summarise why it is necessary to understand learner needs and motivations for learning and development 3.2 Explain how to adapt to meet the needs and preferences of learners 3.3 Outline the factors that can lead to the improvement and maintenance of learner engagement and motivation. 22

3 Learning outcomes Assessment criteria Evidence type 4 Understand the roles and responsibilities of the practitioner 4.1 Explain own role and responsibilities in relation to 4.2 Explain the points of referral available to help meet the needs of learners 4.3 Explain the practitioner role in the development of learners in the process 4.4 Explain the practitioner s role in the quality improvement of 4.5 Summarise the practitioner s role in managing risks to and safeguarding learners. 5 Understand legislative and organisational requirements in relation to 5.1 Explain learner s rights in relation to equality, diversity and inclusion 5.2 Explain the practitioner s and the organisation s responsibility for the safety and security of learners 5.3 Summarise the purpose and limits of confidentiality in relation to learners and the organisation 5.4 Explain requirements for record keeping in relation to. Portfolio reference Date 23

4 Learner name: Date: Learner signature: Date: Assessor signature: Date: Internal verifier signature: (if sampled) Date: 24

5 Unit content 1 Understand the purpose and context of Objectives: learners eg qualification, advancement, occupational or professional requirement, self-development, new skills, motivation; organisations eg workforce developments, teams, individuals, Continuing Professional Development, managing change Context and environments: contexts eg on/off job training, change eg organisational structure, need for multi-skilling, technological developments; environments eg dedicated training location, private training organisation, colleges, universities, community learning locations, workplace eg hospitals, military installations, prisons, local authority 2 Understand the cycle Learning and development cycle: stages eg identify learning needs, plan and design learning, deliver learning, evaluate learning outcomes; research and analyse needs eg learning needs analysis, training needs analysis, programme review, questionnaire, employer contact; plan and prepare eg learning opportunities, course development; facilitate and assess learner achievement eg learning programme, assessment of achievement; evaluate and improve eg programme evaluation, reflection, CPD Learner experience: enhancement eg researched, structured learning and development, regular appraisal, established goals, specific outcomes, learner driven 3 Understand the needs of learners in relation to learning and development Needs and motivations: stimulating learning eg varied approaches, learnercentred, inclusive, learning styles; equality of opportunity eg enhancement of skills and knowledge; enhancement of career opportunities accessibility, differentiation; learning preferences eg place of learning, time of learning, preferred ways of learning Adapt to meet needs: ways eg assessment of current knowledge and skills eg verbal questioning, pre-learning questionnaire, learning needs analysis, training needs analysis, appraisal records, individual learning plans Improvement and maintenance: factors eg monitoring engagement eg learner engagement, learner responsibility, setting targets, review and evaluation of learner progress, learner retention rates; adaptations to meet emerging learning needs and preferences 25

6 4 Understand the roles and responsibilities of the learning and development practitioner Role, responsibilities and boundaries: role eg training, coach, mentor, assessor; responsibilities eg to learner, to employing organisation; boundaries eg expertise, subject knowledge, contractual Points of referral: organisation eg human resources, training department, learner s line management, mentor, learning support; external eg employers, training providers, professional organisations, careers advice, Acas employmentrelated advice, disability advice organisations Practitioner s role: development eg design and delivery of appropriate learning experiences, review of learning, advice and support, providing constructive feedback, mentoring, referral, evaluation and improvement Role in quality improvement: quality assurance eg setting tasks, learner performance, assessment; review of learning eg design, delivery, assessment and evaluation; identification of new needs Managing risks to and safeguarding learners: checks eg legislative requirements, current health and safety legislation, employment legislation; safeguarding eg organisation policies on bullying, equal opportunities, ethics 5 Understand legislative and organisational requirements in relation to Learner s rights to equality, diversity and inclusion: current equality and diversity eg the Equality Act 2010, Public Sector Equality Duty; organisation policies Practitioner and organisational responsibilities for safety and security: practitioner eg safe learning environment, promote appropriate behaviour, delivering legislative requirements; organisation eg health and safety, safeguarding, security of self and learners Purpose and limits of confidentiality: current legislative requirements eg data protection for organisation and learner information and records, codes of practice, need to know, sharing only with those with legitimate interest Record keeping requirements: types eg attendance, initial assessment, action plans, target setting, progress reviews, updating of learning plans; external eg awarding organisation, certification, quality assurance, inspection 26