Dr Andrew CleggUniversity of Chichester

Training, Education and Interpretation Indicative Aims: Evaluate the complete training cycle from the analysis of

training needs through to the implementation and evaluation of training

Design and deliver effective training and interpretation strategies that take account of learning processes, learner and trainer styles, evaluation and assessment tools, and appropriate supporting technology and resources

Training, Education and Interpretation Content

The Function of Training Training Needs Analysis Evaluation and Validation Training Design and Materials Training Delivery Introduction to Interpretation Directed Interpretation Self-Guided Interpretation Interpretation as part of Visitor Management Educational Styles and Approaches

Background Since 1999 registered trainer for the Regional Tourist Board

Partnership delivering courses from the national ‘Welcome to Excellence’ Programme

In 2001, secured the national contract to redevelop ‘Welcome Management’ in partnership with Customer 1st International

Now national master trainer for Welcome Management

Track record in developing and delivering training for Tourism South East

Training, Education and InterpretationAssessment Components:

Education pack (40%)(1,400 word equivalent per student - group mark)

Presentation and delivery (20%)(700 word equivalent per student - individual mark)

A reflective practitioner log/peer assessment process (40%) (1,400 word equivalent - individual mark) which requires students to keep track of their own group performance and reflect on how each group member has contributed to the successful completion of the module assignments

Training, Education and InterpretationEducation Pack – Assessment Criteria:

Clear rationale underpinning the design of the educational materials, linked to clear learning outcomes

Clear and logical structure, including effective instruction, reflecting the level of the intended audience and related curricula

Evidence of a range teaching and learning techniques employed, drawing on appropriate resources and technologies

The quality of support materials, in terms of their presentation, layout, design, written style, and level of interaction

Training, Education and InterpretationDelivery – Assessment Criteria:

Clear structure and instruction

The quality of organisation and delivery

Depth and knowledge of the educational materials developed

The level of engagement with the intended audience

Perceived relevance of the workshop and quality of materials from the point of view of students/staff invited to the workshop

Training, Education and InterpretationReflective Practitioner Log – Assessment Criteria:

Identification of individual role in group

Reflection upon own and colleagues’ learning

Contribution to group work

Support provided to other group members (as appropriate)

Evidence of completion of assigned tasks (as appropriate)

Critical Success Factors Engagement with the University’s Widening Participation

Team

Early planning and room bookings

WP provides monies to allow the students to produce high quality materials

Pre-visit by students to invited schools (training needs analysis)

Employer Engagement – involvement of industry training consultant

Peer Assessment (to combat free-loaders)

Feedback

‘The game was very interesting, educating and fun and was run in an excellent way – I really enjoyed it’

‘The game makes you feel like you are in the game, it makes you learn more and is much better than in a text book’

Feedback

'The students found the day inspirational - it was their first glimpse of a world they had never seen before, and for several of them it was a turning point in their lives. The atmosphere on the minibus on the way home was buzzing, as they raised their sights and started planning for a future they had previously not believed possible’

[Boundstone Community School Teacher]

Feedback

‘The undergraduates were extremely well-prepared, the materials were excellent, they managed the school pupils very successfully and there was clear evidence of structured learning taking place’

Marking Profile

Grade Profile 2005 2006 2007 2008

Level 3 Grade Average 63.48 64.01 57.64 ----

BAM317 Grade Average 78.50 83.73 78.75 81

Summary

Non-written forms of assessment allow students to demonstrate a broader range of skills and competencies (e.g. organisational and interpersonal skills)

The assessment actually highlights student understanding of issues covered on the degree programme

Achieving a balance between individual and group assessment – dealing with free-loaders

Summary

Intensive mode of assessment as two staff members needed to cover the day with parallel groups running

Support of Widening Participation Team has been central in terms of planning and organisation – 160 pupils in the last four years

From a WP perspective, the assessment highlights that HE is not all about written forms of assessment and examinations

Dr Andrew CleggUniversity of Chichester