ERASMUS+ KA2 VET...system in the winter of 2016. As detected by the “Raport Proiect Pilot EIR” (Romanian Ministru of Labour 2015), it is then needed an Apprenticeship Co-ordinator

ERASMUS+ KA2 VETProject: “R.APP - European Roadmap for Apprenticeship

Effectiveness and Quality Governance”

No. 2018-1-IT01-KA202-006806

R.APP IN-COMPANYTUTORS VADEMECUM

ERASMUS+ KA2 VETProject: “R.APP: European Roadmap for Apprenticeship

Effectiveness and Quality Governance”No. 2018-1-IT01-KA202-006806

R.APP IN-COMPANYTUTORS VADEMECUM

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INTRODUCTIONIN-COMPANY TRAINERS IN OTHER EUROPEAN COUNTRIES

1. SELECTION AND PROPER MATCHING PROCEDURES 1.1 BRIEF SUMMARY 1.2 HOW TO SELECT AND PROPERLY MATCH STUDENTS’ SKILLS WITH WORKPLACE REQUIREMENTSTool No. 1: Work Placement formTool No. 2: Learner profileTool No. 3: Apprenticeship Interview Tool No. 3: Assessment of Learner 1.3 PRACTICAL EXAMPLES1.4 USEFUL TIPS AND REFERENCES

2. OCCUPATIONAL HEALTH AND SAFETY REQUIREMENTS FOR THE LEARNER OR APPRENTICE IN THE WORKPLACE2.1 BRIEF SUMMARY2.2 HOW TO RAISE YOUNG APPRENTICES AWARENESS ON HEAL-TH AND SAFETY CULTURETool No. 1: Safety Culture Questionnaire Tool No. 2: Health & Safety Checklist - ApprenticeTool No. 2: Date Checklist Completed Tool No. 3: Health & Safety Principles2.3 PRACTICAL EXAMPLES2.4 USEFUL TIPS AND REFERENCES

3. Preparation of the learner /apprentice before the starting of the in-company Apprenticeship path 3.1 BRIEF SUMMARY 3.2 HOW TO PREPARE THE LEARNER BEFORE STARTING OF THE IN-COMPANY APPRENTICE PATH Tool No. 1: Questionnaire – understanding the company Tool No. 2: Team Building exercise for ice-breakingTool No. 3: Questionnaire – students’ role in the company3.3 PRACTICAL EXAMPLES3.4 USEFUL TIPS AND REFERENCES

4. PERSONAL LEARNING PATH4.1 BRIEF SUMMARY4.2 HOW TO IMPLEMENT A PERSONAL LEARNING PATHTool No. 1: Personal learning plan development tool Tool No. 2: New Apprentice Individual Learning Plan Checklist Tool No. 3: Apprentices self-reflection tool for interim reviews4.3 PRACTICAL EXAMPLES4.4 USEFUL TIPS AND REFERENCES

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5. DEBRIEFING TOOLS AND PROCEDURES TO BE USED WITH LEAR-NERS/APPRENTICES DURING WBL-APPRENTICESHIP IN THE WOR-KPLACE TO HELP THEM TO REFLECT ON WHAT THEY HAVE LEARNED5.1 BRIEF SUMMARY5.2 HOW TO CARRY OUT ACTIVITIES AIMED AT RAISING APPREN-TICES AWARNESS ON THEIR PROFESSIONAL AND TRANSVERSAL COMPETENCES AQUIRED THROUGH THEIR WORKING EXPERIENCETool No. 1: Preliminary meeting formTool No. 2: Reflection module form Tool No. 3: Letter to oneself 5.3 PRACTICAL EXAMPLES 5.4 USEFUL TIPS AND REFERENCES

6. ONGOINGAND FINAL EVALUATION OF THE APPRENTICE AND TRANSFER OF COMPETENCES ACHIEVED6.1 BRIEF SUMMARY6.2 HOW TO EVALUATE THE APPRENTICE AND TRANSFER HIS/HER ACHIEVED COMPETENCESTool No. 1: Self-evaluation formTool No. 1: Self-test formTool No. 2: Feedback conversation formTool No. 3: Final interview formTool No. 3: In-company mentor self-evaluation6.3 PRACTICAL EXAMPLES6.4 USEFUL TIPS AND REFERENCES

CONCLUSION

INTRODUCTION

INTRODUCTION

Dear trainers and training professionals,

This trainer’s handbook offers you compact information, concrete tools for

your daily work and practical examples which will make you more confident

in the training of apprentices.

Use this handbook, for example, to

- properly select and match applicants for vacant training positions ,

- make the necessary preparations before the apprenticeship starts

- monitor and evaluate the training process in a targeted way,

- become familiar with relevant health and safety requirements

or simply as technical inspiration for your daily work.

Having a look at the table of contents, sorted by different topics, you can find

the topic you are interested in at the moment. Each chapter is dedicated to a

certain topic.

At the beginning of each chapter you will first receive the most important ge-

neral information in terms of content and aims that will enable you to better

assess the topic as a whole. Afterwards you will find tools and material related

to the topic that will support your daily work. The following case studies al-

low a practical perspective on each topic. By reading stories of students and

other situations you get an insight on how others dealt with the topic. At the

end of each chapter there are useful tips and references for more in-depth

information.

This handbook shall provide guidance trough the complex field of apprenti-

ceships and in-company training

- so that your company wins committed and motivated junior staff

- so that you can act confidently and purposefully

- so that young people feel well taken care of and successfully start their

careers in your company

Before starting with the topics you are invited to read more about the situa-

tion of company trainers in other EU countries.

October 2019

INTRODUCTION

9

IN-COMPANY TRAINERSIN OTHER

EUROPEAN COUNTRIES

IN-COMPANY TRAINERS IN OTHER EUROPEAN COUNTRIES

11

IN-COMPANY TRAINERSIN OTHER EUROPEAN COUNTRIES

In Malta work-based learning in its different forms (work placements, appren-

ticeships and internships) is regulated by The Work-Based Learning and Ap-

prenticeship Act, released by Ministry for Education and Employment in 2018.

The act uniforms work-based learning by outlining responsibilities and go-

vernance structures, while defining rights and obligations for VET providers,

employers and learners. It also highlights the role of employers as respon-

sible learning partners system, thus defining the prerequisites for training

professionals as “persons who have the necessary Technical Experience, Te-

chnical Qualifications and Personal Competences […] to deliver the Learning

Outcomes defined in the Training Programme Schedule.”1 “The need for the

professional development of mentors from companies within apprenticeship

schemes has also been recognised. The training of mentors, however, is still

in its early stages and is one of the challenges faced by the state VET provi-

ders offering apprenticeships.”2

In Greece a lack of information among companies about apprenticeships is a

widely acknowledged challenge for the system. Non-participating companies

are poorly or not at all informed about apprenticeships. Lack of information on

procedures, terms, conditions and whom to address ranks high among the re-

asons companies cannot or do not wish to engage. Large companies appoint

trainers and provide training to in-company trainers more often than small

companies do. In-company trainers are cooperating and communicating in-

formally with the responsible VET teachers. There are no provisions for trai-

ning in-company trainers to develop and update their pedagogical/didactic

and transversal competences. The 2013-16 policy and regulatory documents

introduced provisions that address the organisation and delivery of learning

at the workplace. Responsibilities for participating companies are now cle-

arer, including the need to follow a commonly agreed learning plan at the

workplace and to appoint a mentor.

1. See p. 18 of The Work-Based Learning and Apprenticeship Act, Source: https://education.gov.mt/en/Documents/Public%20Consultations/Work%20Based%20Learning%20and%20Apprenticeship%20Act.pdf, retrieved 26/09/20192. See p. 13 of Supporting teachers and trainers for successful reforms and quality of VET - Malta - Mapping their professional development in the EU, Source: https://cumulus.cedefop.europa.eu/files/vetelib/2016/ReferNet_MT_TT.pdf, retrieved 26/09/2019


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In Romania the number of apprenticeships at the workplace remains insuffi-

cient to the extent that apprenticeship is a tool to successfully support em-

ployment. The very low value of this indicator for the year 2014 indicates the

lack of attractiveness of the apprenticeship system for companies, as well

as a very low level of information among employers. These conclusions are

reflected in recent analysis of the issue 16 and were also formulated in the

debates organized in this pilot project with stakeholders in the apprenticeship

system in the winter of 2016. As detected by the “Raport Proiect Pilot EIR”

(Romanian Ministru of Labour 2015), it is then needed an Apprenticeship Co-

ordinator with reinforced competences on managing the apprenticeship both

on what concerns the bourocratic burden and the planning and implementing

of apprenticeship path. Employers need, then, an Apprenticeship Coordinator

that eases the adoption of the Apprenticeship contract.

In Italy, in most cases, company mentors do not have formally recognised

pedagogical qualifications or certified didactic or teaching skills, as this is not

required by law or by most collective labour agreements. In a few exceptional

cases, company mentors attend dedicated courses organised by education

and training institutions, or those that were formerly organised and delivered

by the regions. However, company owners generally appoint technically skil-

led and competent staff members as mentors. In micro and small companies

these are often the company owners themselves. In both cases, the role may

be taken by one of the colleagues who work with the apprentice, but without

formal appointment as mentor. Although the role of company mentors is cru-

cial for assuring training quality and achievement of expected learning outco-

mes, in many cases they lack didactic, teaching and assessment skills. They

generally receive no support in how to carry out their expected working tasks.

In Germany being a mentor requires to understand something about plan-

ning and conducting vocational training and dealing with young people. This

area is called educational qualification for vocational training. A mentor can

earn this qualification at a trainer seminar and, after passing an exam, receive

a corresponding certificate from the Chamber of Industry and Commerce or

Chamber of Skilled Crafts (see Trainer seminar). The trainer aptitude examina-

tion assesses the most important skills and competences for trainers. Despite

the basic qualification every mentor must show their knowledge and skills still


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need to be updated regularly. This is especially true due to new challenges

mentors face such as the diversity of apprentices due to migration, less vo-

cational maturity after leaving compulsory school or use of digital devices for

learning and teaching.

In this Vademecum the following key terms have been used, underlining the

specific context they are referred to:

- APPRENTICE: it refers to students being trained by you as in-company

mentor as part of their apprenticeship programme, sometimes also referred

to as learners

- MENTOR OR IN-COMPANY MENTOR: the term refers to you as tutor or

mentor of apprentices in the training company dealing with learners during

WBL-Apprenticeship experiences

- VET tutor: the term describes staff at VET schools/providers that organize,

support and monitor WBL-Apprenticeship experiences from the schools’/

VET providers’ perspective

SELECTIONAND PROPER

MATCHINGPROCEDURES

SELECTION AND PROPER MATCHING PROCEDURES

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“If you pick the right people and give them the opportunity to spread their wings – and put compensation as a carrier behind it – you almost don’t have to manage them.” (Jack Welch)

“The delicate balance of mentoring someone is not creating them in your own image but giving them the opportunity to create themselves.” (Steven Spielberg)

1.1 BRIEF SUMMARY

What to find in this chapter?The main objective of this Chapter is to make a diagnosis of the readiness

of a company to welcome apprentices. It is relevant to define the minimum

steps and requirements needed for in-company mentors to select and satisfy

the objectives of the apprentices. The selection process and the information

exchanged in the preparation phase between the company and the VET pro-

vider is essential to create a shared plan that can bring the most benefits for

the employer: increase productivity by learners in the workplace; increase

employee leadership skills; increase opportunities for focused involvement

in young people’s learning.

What to achieve with the given material and tools?The matching process should be one that suits the company culture, and it

should be perceived as fair by the learners. Identifying and matching ap-

prentices’ needs with mentor skills is incredibly important. The aim is to cre-

ate tools for in-company mentors to assure that the key to mentor-apprenti-

ce matching and pairing is having a clear and specific business and training

objective for the apprenticeship programme; to create a practical guide for

mentors to understand how to match skills and jobs and the importance of fe-

edback mechanisms between initial VET and the labour market, involving two

main areas: gathering mentor/ company - apprentice data and efficiently and

accurately matching based on these data.


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How the students will benefit?- Encourage apprentices at each developmental level to examine their career

goals, interests, etc.;

- Goal setting and goal clarification tools;

- Helps identify personal learning needs;

- Develop, with the apprentice, clear outcomes for the Apprenticeship experience;

- Match the placement with students’ skill and experience levels;

- Determine who will be the company mentor and company objectives;

- Stress importance of workplace orientation for student (i.e., safety, expectations);

- Informing apprentices about the training programme;

- Increasing their motivation by engagement and self-assessment;

- Providing feedback to the students;

1.2 HOW TO SELECT AND PROPERLY MATCH STUDENTS’ SKILLS WITH WORKPLACE REQUIREMENTS

In this section it is described tools and material that you can apply to:

• Work Placement Form - to define the company profile and job description.

• Learners Profile – to list the competencies and skills required by the applicants.

• Apprenticeship Interview – Guiding recruitment tool with sample of questions.

• Assessment of Learner – Tool to evaluate the learners’ abilities and motivation.

Key facts – Tool No. 1: Work Placement Form

WHO? This tool can be used directly by the company or it can be used as guidelines during a meeting between the VET organisation and the company itself (before the reception of apprentices).

WHY? Prepare the company profile is necessary to inform the VET organization about the sector, main activities, and type of positions that the company can offer to students. It has to be clear which is the company offer and specific learners’ requirements.

HOW? Company Mentors should discuss with their colleagues the issues raised on this sheet below and find the most appropriated answers. The company mentors need to explore the potential of their enterprise to host an Apprentice.

Minimum quality standards to be considered!

1. Choose the training specialty in which the company want to train apprentices;2. Define the number of apprenticeship placements and the type of recruitment;3. Establish a relationship with the VET organization or education recruitment;4. Establishing the company requirements from the in-company mentor.


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Tool No. 1: Work Placement form

Work Placement form (to be filled in by applicant companies)

Information about the company

• Name of the company

• Address /zip code/city/country

• Sector of the company

• Which are the main products or services offered by your company?

• Who are your main customers or target groups? When was the company

founded? Point your main values?

• How many employees does your enterprise have?

• What are the main occupations/professions of your labor force?

• Please, specify if you have an HR department and a training department or

which department/office follows these aspects?

• Are you hosting learners now or did it in the past? If yes, how many learners

and from which countries?

• Why you would like to host a learner? Please sum up your motivations

• Why a learner can do valuable experience in your company? Have you al-

ready decided who will be the company-mentor?

Information about the vacancy

• Soft skills highly valued

• Training objectives

• Assigned tasks (job description)

• Please sum up what you/your company expect from this experience:

___________________________________________________________________________________

• The potential period of the internship: duration _____________________________

and proposed timing (from/until) ______________________________________________

Key facts – Tool No. 2: Learners Profile

WHO? This tool can be used directly by the company and by VET Tutors.

WHY? To find and select the right apprentice is necessary to know the student’s motiva-tion and qualifications.

HOW? To guarantee a minimum quality standard is necessary to apply the main princi-ples during the preparation phase:

- Identifying the training objectives in terms of learning outcomes according to the needs of learners and current legislation; establishing the overall training programme strategy; planning the learning environment and documents; choosing adequate physical environment; acquiring and developing support materials.

- Career Guidance and counselling at VET school/organisation. VET tutors need to assist the learners in the implementation of curriculum, motivation letter and learner’s application;

- VET tutor needs to know the learner’s specific recommendations to adapt it to the learning outcomes and transfer to the work environment;

- Establishment of a work-based learning plan with defined learning outcomes and if possible revised by the company mentors.


- Formalize contracts and agreements (as appropriate) between the company and the apprentices (VET organisation if applicable);- Plan the monitoring of the achievement of skills by the learner;- Plan partial and final evaluation;- Make time to discuss, again well in advance, with the VET staff what reaso-nable adjustments may need to be in place to facilitate the learning experience and offer support to the learner in making these adjustments. Spend time with the learner in the workplace, both prior to the work placement and again in the early stages, to be able to fully assess any areas of potential difficulty, and to enable the learners to voice any concerns they may have;- Be confident that the contact with the VET provider is possible in case a difficulty arises so that it can be resolved as soon as possible.


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Key facts – Tool No. 2: Learners Profile

WHO? This tool can be used directly by the company and by VET Tutors.

WHY? To find and select the right apprentice is necessary to know the student’s motiva-tion and qualifications.

HOW? To guarantee a minimum quality standard is necessary to apply the main princi-ples during the preparation phase:

- Identifying the training objectives in terms of learning outcomes according to the needs of learners and current legislation; establishing the overall training programme strategy; planning the learning environment and documents; choosing adequate physical environment; acquiring and developing support materials.

- Career Guidance and counselling at VET school/organisation. VET tutors need to assist the learners in the implementation of curriculum, motivation letter and learner’s application;

- VET tutor needs to know the learner’s specific recommendations to adapt it to the learning outcomes and transfer to the work environment;

- Establishment of a work-based learning plan with defined learning outcomes and if possible revised by the company mentors.


- Formalize contracts and agreements (as appropriate) between the company and the apprentices (VET organisation if applicable);- Plan the monitoring of the achievement of skills by the learner;- Plan partial and final evaluation;- Make time to discuss, again well in advance, with the VET staff what reaso-nable adjustments may need to be in place to facilitate the learning experience and offer support to the learner in making these adjustments. Spend time with the learner in the workplace, both prior to the work placement and again in the early stages, to be able to fully assess any areas of potential difficulty, and to enable the learners to voice any concerns they may have;- Be confident that the contact with the VET provider is possible in case a difficulty arises so that it can be resolved as soon as possible.

Tool No. 2: Learner profile

Learner profile (to be filled in by in-company mentor)

Gender Age

Language (s) required (Levels of the Fra-mework of Reference for Languages)

In Case of students with disabilities: what kinds of support will be needed (academic, peer, supervisor, technical, interpreter, literacy, dy-slexia etc.) to help ensure learner success?

Preferred Field of Study


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Equivalent EQF level required

What prior knowledge, skills, experience will students have that is relevant? How will past experience influence their cognition and de-velopment? How can this experience be drawn out and integrated into the learning programme?

1| 2| 3 | 4 |5 |6 |7 |8

Specify activities you expect to be performed by the learner

List the learner competencies that need to be achieved. State these as things that the lear-ner will be able to do after participating in the programme.

Certifications (if any) required

Do the learners have access to learning te-chnologies (e.g. computer, CD-ROM, Internet, video, etc.)? Do they require these to support individual/specific need? Will they need these to access information prior to the placement?

Which is the added value the student can bring to the hosting company?

What do you think the learners’ objectives will be for completing the programme?

What factors might affect learner success or failure in the programme?

Key facts – Tool No. 3: Interview Selection Guide

WHO? This tool is to be used by company mentors.

WHY? Interviews remain the most widely used assessment and selection tool.

HOW? The procedure to select an apprentice will depend on his/her age and previous experiences. When recruiting 16 to 18-year-olds, the approach is different than for adults. They do not have the same confidence and ability to communicate their skills than more experienced workers. In this case, conventional interview techniques are not appropriate. As a complement to these techniques, is recom-mend using more informal approaches assessing their enthusiasm rather than simply focusing on academic credentials and technical skills. If dealing with older candidates or candidates who have experience in the workplace, is impor-tant to ask some more job-relevant questions. Essentially, there is no need to redevelop the recruitment from scratch but adapt it to apprentices. It is impor-tant to remember that this may be the young person’s first job interview, so they may need guidance and support through the interview. It is best to ask no more than 8-10 questions. Throughout the interview, the evaluation of the candidate can be done by making a test, based on a checklist of qualifying factors and technical skills required for the placement. This test can be designed and carried out by the company.


In addition to the interview, other tools for recruitment can be used by the inter-viewer to assess the candidate and define in more concrete terms his/her skills and abilities.SKILLS TESTING – This tool is particularly useful for positions which require a level of competency in any specific field. The test will depend on the field of the apprenticeship. PERSONALITY/PSYCHOMETRIC ASSESSMENTS – This tool is perfect for asses-sing the team fit, motivation and work styles. It may be excellent to help hone the interview questions and assess appropriateness for your current team. APTITUDE AND COMPETENCY BASED ASSESSMENTS – Similarly, to the two types of testing and assessment listed above, these tests are effective to identify specific skills.


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Key facts – Tool No. 3: Interview Selection Guide

WHO? This tool is to be used by company mentors.

WHY? Interviews remain the most widely used assessment and selection tool.

HOW? The procedure to select an apprentice will depend on his/her age and previous experiences. When recruiting 16 to 18-year-olds, the approach is different than for adults. They do not have the same confidence and ability to communicate their skills than more experienced workers. In this case, conventional interview techniques are not appropriate. As a complement to these techniques, is recom-mend using more informal approaches assessing their enthusiasm rather than simply focusing on academic credentials and technical skills. If dealing with older candidates or candidates who have experience in the workplace, is impor-tant to ask some more job-relevant questions. Essentially, there is no need to redevelop the recruitment from scratch but adapt it to apprentices. It is impor-tant to remember that this may be the young person’s first job interview, so they may need guidance and support through the interview. It is best to ask no more than 8-10 questions. Throughout the interview, the evaluation of the candidate can be done by making a test, based on a checklist of qualifying factors and technical skills required for the placement. This test can be designed and carried out by the company.


In addition to the interview, other tools for recruitment can be used by the inter-viewer to assess the candidate and define in more concrete terms his/her skills and abilities.SKILLS TESTING – This tool is particularly useful for positions which require a level of competency in any specific field. The test will depend on the field of the apprenticeship. PERSONALITY/PSYCHOMETRIC ASSESSMENTS – This tool is perfect for asses-sing the team fit, motivation and work styles. It may be excellent to help hone the interview questions and assess appropriateness for your current team. APTITUDE AND COMPETENCY BASED ASSESSMENTS – Similarly, to the two types of testing and assessment listed above, these tests are effective to identify specific skills.

Tool No. 3: Apprenticeship Interview

Apprenticeship Interview

Name of the candidate

Age

VET centre

Date of interview

Interviewer

Introduce yourself briefly; tell me a little about yourself. How would you define yourself?

What do you think we are looking for in an apprentice?

What makes the field of study you have chosen attractive to you and ensure you complete your work on time?


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How would you organise yourself to balance your study and job?

How would you rate your organisational skills on a level of 1-5 (1being the lowest)? Please give us an example to illustrate this?

Can you give us an example of when you have had to work independently and use your initiati-ve either through study or work?

Can you tell us how you cope under pressure and in stressful situations? Can you give an exam-ple of when you have had to deal with an inconvenient situation either at work, in life or school, and how you managed it?

Can you tell us about something new that you have learned in the last 6 months and what you have gained from it?

What do you understand by working in a team and what are 3 important attributes of a good team player?

What do you expect from this apprenticeship?

How and where do you see yourself in 3to 5 years’ time?

Three strong and weak points

Is there anything we haven’t asked you that you would like to tell us about yourself to support your application?

Subject knowledge

Tool No. 3: Assessment of Learner

Assessment of the Learner Numerical rating (1: Poor –10: Excellent)

.../10

Technical skills .../10

Methodological skills .../10

Confidence .../10

Communication skills .../10

Team spirit .../10

Punctuality and time management .../10

Creativity and innovativeness .../10

Dedication .../10

Training background .../10

Personal balance .../10

Resistance to pressure / stress / failure .../10


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1.3 PRACTICAL EXAMPLES

Case No. 1: whiteparish surgery experienceWhiteparish Surgery reassessed its staffing needs when a Level 3 Healthcare Assistant vacancy arose.Through the National Skills Academy for Health Apprenticeship Training Agen-cy (ATA) Amanda Waite advertised for and interviewed for an Apprentice Level 3 Healthcare Assistant. She was looking for someone who was open, friendly, confident and keen to learn, even if they didn’t necessarily have health sector experience.The surgery has a supportive, well-trained team and so there was no anxiety that an inexperienced starter wouldn’t be welcome or unable to learn on the job.The chosen candidate had retail experience – which the Whiteparish team reco-gnised as being helpful when dealing with patients – and a particular interest in social care.Whiteparish wanted their apprentice to learn as much as possible in the workpla-ce, because she had no clinical experience; however, this meant that training ne-eded to include all the basics, from how to personally dress correctly to infection control and waste management.The first twelve weeks were spent preparing the apprentice to work in three main areas – ECGs, blood pressure monitoring, and NHS health checks. After this time, she was able to work on her own, with continued support and supervision.The National Skills Academy for Health supports the apprentice’s formal educa-tion, with an assessor who provides the units electronically and meets with her about once a month to have either a professional discussion or an observation to ensure her quality of work.Whiteparish provides the learning environment with mentorship support in all the activities she undertakes, both clinical and administrative. The external training is provided at Southampton University and the apprentice attends those along with secondary care HCA learners which underpins some of the practical activities she undertakes.By the end of the 18-month apprenticeship she will achieve a Level 3 HCA qua-

lification.

Case No. 2: How to Hire Students – Cooperation Between University of Regina and EmployersThe program operates on a tri-semester system, with three work terms per year, each four months long (although double work terms can be arranged). Each se-mester there are two rounds of hiring: the Match, and Direct Offer.


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The university uses a computerized matching program to place students with employers. The match process lets employers select candidates for interviews from among all students.The employer submits a job description for the position(s) you want to fill. All job descriptions, categorized by work term level and discipline, are made available to all students.On Resume Day, students submit their applications for the positions they want. The university collect, bundle, and send the company the resumes.The company screen the resumes and decide which students wants to interview.Interviews may be conducted in person or by telephone.The company selects the candidates and decide which ones would like to hire.The company then ranks the preferred students; the students do the same for their preferred jobs. And the computer does the rest, resulting in an automatic offer and acceptance by the employer and the student.If the Match process doesn’t work, the recruitment process continues to the 2nd Round.After the 1st round Match process, a direct offer-acceptance system is used. The company submits job descriptions, which the university post continually. Inte-rested students will apply, and the school will send the resumes and set up the interviews. The company makes employment offers at their convenience on a first-come, first-serve basis. This 2nd round process continues until all or most of the students are placed. Forms as: Employer Evaluation of Student, Student Eva-luation of Work Term, Employer Guide, Job Description Template are provided to the company.

1.4 USEFUL TIPS AND REFERENCES

- The in-company mentor must be an experienced worker/employee with a specified number of years of previous work experience in the area in question.- The mentor should have the possibility to acquire and constantly update the necessary training-related competences to oversee the practical training and acquisition of work experience of apprentices/trainees in the workplace. Renewal of certificates may be considered as a way of ensuring that mentors maintain and update their competences.- The in- Company mentor should have a pedagogical competence, which includes skills related to practical implementation of training: time planning, distribution of content, creating a positive and inclusive learning environment, observing and understanding group dynamics, group management, and se-lecting methods appropriate to specific learner abilities and needs, including special education needs.


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- Before the apprenticeship path starts, ensure you’re aware of your respon-sibilities.- Staff members should be aware that no discrimination is accepted in the workplace.- Discuss well in advance, with the learner’s consent, any specific difficulties the learner may face and how liaison with other staff at the work placement, may be necessary to prepare them for working with the learner.- Keep regular contact with the VET provider to check on progress and to give the learners an opportunity to state any concerns they may have.- Know the regulation regarding apprentices’ training.- Define the number of apprenticeship placements and the type of recruitment.- Keep regular contact with the VET organisation.

Where to find support and further information:

https://www.cedefop.europa.eu/files/TWG_Guiding_principles_on_professio-nal_development_of_trainers_in_VET_FINAL.pdf

Cedefop (2013b). Trainers in continuing VET: emerging competence profile. Lu-xembourg: Publications Office. http://www.cedefop.europa.eu/EN/Files/4126_en.pdf

http://smartbusinesstrends.com/16-management-quotes/

https://education.gov.mt/en/Documents/Public%20Consultations/Work%20Based%20Learning%20and%20Apprenticeship%20Act.pdf

http://www.promotewbl.eu/wp-content/uploads/2018/10/IO1-Guide-on-Ef-fective-WBL-in-VET.pdf

https://books.google.com.mt/books?id=BXnbCQAAQBAJ&pg=PA112&l-pg=PA112&dq=match+in+wbl&source=bl&ots=fZ_RsFDsSm&sig=ACfU3U-3NonBK7f22yQswb_4r38vq9u65Dw&hl=en&sa=X&ved=2ahUKEwiDysfU-7M3iAhUEaVAKHUBRDHAQ6AEwDXoECAcQAQ#v=onepage&q=match%20in%20wbl&f=false

http://www.workbasedtraining.eu/wp-content/uploads/2015/10/OVERVIEW_final1.pdf

https://www.nsahealth.org.uk/apprenticeships/apprenticeship-case-studies/rural-surgery-recruits-and-trains-clinical-apprentice

https://www.uregina.ca/careercentre/coop/for-employers/how-to-hire.html

OCCUPATIONAL HEALTH AND SA-

FETY REQUIRE-MENTS FOR THE

LEARNER OR AP-PRENTICE IN THE

WORKPLACE

OCCUPATIONAL HEALTH AND SAFETY REQUIREMENTS FOR THE LEARNER OR APPRENTICE IN THE WORKPLACE

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2.1 BRIEF SUMMARY

What to find in this chapter?Compliance with the legislative provisions on Health & Safety in each EU

member state is fundamental, but it is equally important that workers (espe-

cially young workers) acquire a “work-safety culture”. Only if in possession

of this culture the skilled worker becomes a professional. A culture of sa-

fety means being aware of oneself as a professional who works together with

other professionals in the company spaces.

The chapter contains indications addressed to mentors in order to help them

raising apprentices’ work-safety culture.

The mentor, indeed, is committed on to a task of great responsibility, namely

to teach young workers (often on their first work experience), the importance

of safety at work and their role as an active subject in order to help the com-

pany make their workplace safer.

What to achieve with the given material and tools?• The mentor receives tips and good practices aimed at raising the appren-

tices awareness to occupational safety.

• The company Mentor will be able to give safety information to young ap-

prentices in a new way, enriching Work-based learning by the safety subject.

• Raise awareness and promote safety culture in workplace and stimulate

safety motivation

How the apprentice will benefit?The apprenticeship planning and implementation will embed health and sa-

fety competences to be reached. The evaluation as well will take in account

the knowledge, skills and competences that has been reached by the ap-

prentice during his or her working experience.

Companies and VET providers will foster their collaboration for what con-

cerns the acquisition of awareness and competences related to safety at

work by young apprentices. From the company point of view having young

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and un-experienced workers represents a greater risk in terms of adoption

of safety behaviours. It is therefore necessary to devote more time to actions

aimed at ensuring safety behaviours.

The apprentice will acquire elements of work-safety culture that will be indi-

spensable to him/her in all the working contexts in which he will operate also

in the future, regardless of the specific activity and task performed.

The use of this chapters’ tools by the mentors will have, furthermore, a positi-

ve impact on apprentices, who will be able to operate in compliance with the

regulations, assess and prevent possible risks.

2.2 HOW TO RAISE YOUNG APPRENTICES AWARENESS ON HE-ALTH AND SAFETY CULTURE


• develop a company environment where Safety Culture is perceived as a value

• improve safety procedures and legal requirements related to apprentices

• define safety competencies and culture outcomes to be achieved by the

apprentice


Key facts - Tool No. 1: Safety Culture Questionnaire

WHO? Can be used by the mentors alone or by the mentors along with the apprentice

WHY? To develop a positive safety culture.To Increase hazard/risk awareness and preventive behaviours.To Clarify required and expected behavior providing practical examples.

HOW? The questionnaire can be used to detect the degree of awareness of his group of apprentices as regards safety at work.The questionnaire can be used by the mentor in two ways:1. as a tool for self-reflection on the actions aimed at apprentices designed to promote safety. The tool can be useful to help the mentor understand which aspects of safety have been dealt with the apprentices and those still to be treated, or which of these aspects must be treated again and more in-depth2. as a draft to kick-start a discussion on aspects related to safety in the workplace with apprentices and transmit to them, through practical examples, procedures and correct behaviour.E.g.: the mentor can ask the apprentices “do you know that you must promptly communicate any malfunctioning of the means and working tools used by him during his shift work? Do you know who you should report it to?

Based on the answers, the mentor can detect the degree of autonomy of the apprentices in dealing with this procedure. If the apprentices' responses are unsatisfactory, the mentor will have the obligation to dedicate time to the appren-tices to transmit the correct procedures for reporting a machine malfunction.


The mentor have detected the degree of awareness and knowledge of the apprentices of all the aspects mentioned in the check-list

An overall evaluation report of the activity has been redacted by the in company mentor and discussed together with the VET tutor

At least 80% of the apprentices evaluated the activity as “useful and interesting”

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Key facts - Tool No. 1: Safety Culture Questionnaire

WHO? Can be used by the mentors alone or by the mentors along with the apprentice

WHY? To develop a positive safety culture.To Increase hazard/risk awareness and preventive behaviours.To Clarify required and expected behavior providing practical examples.

HOW? The questionnaire can be used to detect the degree of awareness of his group of apprentices as regards safety at work.The questionnaire can be used by the mentor in two ways:1. as a tool for self-reflection on the actions aimed at apprentices designed to promote safety. The tool can be useful to help the mentor understand which aspects of safety have been dealt with the apprentices and those still to be treated, or which of these aspects must be treated again and more in-depth2. as a draft to kick-start a discussion on aspects related to safety in the workplace with apprentices and transmit to them, through practical examples, procedures and correct behaviour.E.g.: the mentor can ask the apprentices “do you know that you must promptly communicate any malfunctioning of the means and working tools used by him during his shift work? Do you know who you should report it to?

Based on the answers, the mentor can detect the degree of autonomy of the apprentices in dealing with this procedure. If the apprentices' responses are unsatisfactory, the mentor will have the obligation to dedicate time to the appren-tices to transmit the correct procedures for reporting a machine malfunction.


The mentor have detected the degree of awareness and knowledge of the apprentices of all the aspects mentioned in the check-list

An overall evaluation report of the activity has been redacted by the in company mentor and discussed together with the VET tutor


Tool No. 1: Safety Culture Questionnaire

Is the apprentice aware…

AWARENESSOF HIS ROLE ANDOWN DUTIESIN THE COMPANY

of his/her working time and the areas in the company in whi-ch he/she is authorized and not to go?

that any accident suffered or damage caused in areas and/or in non-working times are NOT covered by the job insurance? (example: An injury suffered in his own company, but in a de-partment in which a worker should not have gone)

of his/her job description?

that any activity performed and not included in his/her job description does not have insurance coverage?

of all the safety devices he/she must wear and adopt?

ABILITY TO REPORT THE PROBLEMRELATED TOCOMPANY SECURITY

of the obligation to promptly report any malfunction during his/her working time?

of the obligation to maintain a careful conduct aimed at safeguar-ding safety even in non-work areas? (example: in parking spa-ce for company’s employees, common areas, locker rooms, etc.)

to correctly report any possible risks? (ex. Machine malfun-ction, lack of safety devices)

AWARENESS ON PROPER SAFETY BEHAVIOUR

of the obligation to keep his/her workstation free from objects that may hinder emergency exits and/or the passage of people and vehicles?

the work equipment cannot be used for personal activities and that in this case the damage suffered or caused are not covered by the job insurance?

of not being able to drive vehicles without the appropriate license and if not included in his/her job description?

that he/she cannot use mobile phones during working time, unless otherwise specified

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Key facts - Tool No. 2: Health & Safety Checklist - Apprentice

WHO? Can be used by the mentors.

WHY? To check if the company respects all the safety requirements foreseen by law which refers the apprentices or students attending a WBL path (eg: an internship).

HOW? The checklist can be used by the apprenticeship mentor together with the company security manager (who must adapt it to the specific case of the company and the legislative provisions that concern it) and the VET tutor.

The checklist represents a useful tool to allow the mentor to ensure that the company complies with all legislative provisions concerning the presence of apprentices or students involved in an internship.

Apprenticeships and internships might present peculiarities from the point of view of insurance coverage in the workplace compared to normal workers.

The checklist, hence, must help the mentor to make sure that the company is in line with what is mandatory, also for what concerns the legislation so as for the proce-dures of collaboration with the training bodies of apprentices and their tutors.


The checklist contains all the specifications regarding the legislative obligations related to the apprentices safety

The mentor checks and ensures that the company complies with all legislative obligations regarding the presence of apprentices in the workplace.

Name of Company:

Tool No. 2: Health & Safety Checklist – Apprentice

Health & Safety Company Responsible:

Mentor name:

Apprentice name:

Sector of activity:

Address:

Company Unit/Department:

Apprentice’s working time

Apprentice’s Job Assignments list

The activity involves the use of the following MACHINERIES

The activity involves the use of the following EQUIPEMENT

The activity involves the use of the following WORKING TOOLS

The activity involves the use of the following SUBSTANCES

The activity involves the use of the following ............................

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Do you have a written Health and Safety policy?

Tool No. 2: Date Checklist Completed

YES NO

Will you provide Health and Safety induction and training for the apprentice including the use of vehicles, plant & equipment where applicable?

YES NO

Do you have First-Aid at work procedures in place in accordance with current legislation?

YES NO

Have you carried out a Risk Assessment of your work practices to identify risk to your own employees or to others within your under-taking?

YES NO

Will you communicate to the apprentice Risk Assessments that are appropriate to his work placement?

YES NO

Will you report to the VET provider all recorded accidents involving the apprentices whilst at work?

YES NO

Do you hold Employers’ Liability insurance to cover the apprentice and will you ensure this cover is kept up to date?

YES NO

An inspection of the company and of the apprentice workplaces has been carried out by the VET tutor

YES NO

The apprentice attended a specific training on H&S YES NO

Is the apprentice a person with special needs or health problems? YES NO

Have specific security measures been taken for a person with spe-cial needs?

YES NO

Has the apprentice been provided with the necessary safety equi-pment?

YES NO

Is the apprentice in possession of the necessary authorizations (li-censes etc.) to use the machinery necessary to carry out his activity?

YES NO

Key facts - Tool No. 3: Health & Safety Principles

WHO? Can be used by mentors along with apprentices.

WHY? To better share with apprentices the Health & Safety principles.To make the company a learning place for health & safety culture.

HOW? The document is a model with a list of safety-related principles that must be drawn up and shared with apprentices.

The mentor, along with the apprentices, can adapt the model to the specific company context, reporting more workplace health and safety principles then those mentioned in the given model.

The document gives inspiration to carry out a participatory activity among young apprentices and mentors, elaborating a shared document that collects a series of basic principles and rules on security on which apprentices intend to base themselves.

The list can also include a series of safety-related skills that apprentices can share and define. These safety competences can be included in the apprentice-ship's Learning Agreement, adding training objectives that are transversal to the professional ones.


The list has been fulfilled entirely by every apprentices and has been analysed and discussed together with the apprentices


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Key facts - Tool No. 3: Health & Safety Principles

WHO? Can be used by mentors along with apprentices.

WHY? To better share with apprentices the Health & Safety principles.To make the company a learning place for health & safety culture.

HOW? The document is a model with a list of safety-related principles that must be drawn up and shared with apprentices.

The mentor, along with the apprentices, can adapt the model to the specific company context, reporting more workplace health and safety principles then those mentioned in the given model.

The document gives inspiration to carry out a participatory activity among young apprentices and mentors, elaborating a shared document that collects a series of basic principles and rules on security on which apprentices intend to base themselves.

The list can also include a series of safety-related skills that apprentices can share and define. These safety competences can be included in the apprentice-ship's Learning Agreement, adding training objectives that are transversal to the professional ones.


The list has been fulfilled entirely by every apprentices and has been analysed and discussed together with the apprentices


Tool No. 3: Health & Safety Principles

Premise: By developing positive behaviours and encouraging open and informed conversa-tions, mentors are creating an environment where it is OK for anyone to challenge unsafe beha-viours and attitudes in others.

Some overall values, beliefs and attitudes that should be fostered and regularly reinforced as personally relevant are.

- Workmates’ lives and wellbeing are important - people should go home in the same condition they came to work in.

- Doing the ‘right’ thing is important.

- Speaking up about safety won’t threaten my job.

- If I don’t act, I would be responsible if something happened.

- Good construction is about working safely-it is not a separate concern.

- Wellbeing and personal safety in the workplace are more important than money.

- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

HEALTH & SAFETY COMPETENCES TO BE REACHED

- Knowing how to correctly communicate a situation of danger.

- Knowing how to correctly use the protection devices at work and evaluate the malfunctions.

- Knowing how to identify flammable or dangerous substances and adopt behaviors aimed at reducing risks.

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Case No. 1: Toolbox TalkA Toolbox Talk is an informal safety meeting that focuses on safety topics related to the specific job, such as workplace hazards and safe work practices. Meetings are normally short in duration and are generally conducted at the job site prior to the commencement of a job or work shift. It is one of the very effective methods to refresh workers’ knowledge, cover last minute safety checks, and exchange information with the experienced workers. Toolbox Talks are also intended to facilitate health and safety discussions on the job site and promote your orga-nization’s safety culture. Toolbox talks/meetings are sometimes referred to as tailgate meetings or safety briefings.

Here below is provided an example of a Toolbox Talk about “Common safety mistakes”.

The mentor kick-starts the meeting by mentioning some of the most common mistakes that could lead to dangerous situations:

Lack of Housekeeping: It may seem simple, but a messy/dirty work area makes for an unsafe work environment. Pallet banding lying on the ground spilled oil and obstructed walkways all result in thousands of injuries each year.

Improper use of Personal Protective Equipment (PPE): It is a common, yet in-correct practice to wear hard hats backwards, or to put hearing protection in im-properly. A walk around a shop might find face shields that are scratched to the point where visibility is poor. All of these are examples of failures in the proper use of Personal Protective Equipment. PPE is the last line of defence in protecting the employee. Therefore, the improper use of PPE, or failure to maintain and replace defective PPE, increases the likelihood of injury.

Failure to communicate: One of the easiest things to prevent unsafe conditions is to discuss what hazards or unsafe acts have been noticed. Communicating the hazards and failures in processes is an essential element of protecting ourselves and our co-workers from the hazards that potentially exist in our workplace.

Eventually the mentor can suggest some topics in order to generate a discussion about what has been said about H&S behaviours, as for example:

• What is one common safety hazard you have encountered on the jobsite?• Can you give an example of when you did not follow a process or plan and as a result created a safety hazard?• Think of one improvement that would reduce common safety hazards.


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Case No. 2: Healt & safety learning outcomes As already stated before, it is very important, in order to grow a real safety culture, to include, among the objectives to learning, also competences associated with corporate safety.

Below we list a series of learning objectives that can inspire the mentor and the company when it comes to the preparation of the apprentice’s Learning Agreement.

• To identify unsafe work practices and unsafe behaviours• To achieve safer work practices and safer behaviours.• To analyse and inspect the entire working environment to identify and as-sess risks as well as design and implement appropriate safety management systems and evaluate their effectiveness• To assess the resources needed to establish and maintain safety manage-ment systems• To prioritise hazards and appropriate controls according to assessment and evaluation of risks• To consider a range of control measures to address possible inadequacies• To consider when to seek expert advice.

These competences list represents a list of examples that can be expanded or modified according to the company context and the apprentice’s training plan.


- Relate behaviours, decisions and attitudes that are expected, supported and va-lued by the Company! Communicate the Company values!- The real message for any safety values approach is safety first! Safety is not an “extra-task” but an everyday value and a shared responsibility!- Act to motivate and inspire apprentices to work towards achieving a particular goal or outcome by sending clear and consistent messages about the importance of work health and safety. - Develop behaviours and actions by choosing a clear way to communicate them, as for instance by: Toolbox Talks; e-mails; memos; previously shared list of H&S checklists- Reinforce appropriate behaviours and actions with praise or thanks- Make work health and safety more obvious, relevant and emotional for the indi-vidual to personalise their role in preventing and eliminating risks and hazard by communicating: the personal impact of the risks of a process or distinct task when an individual is injured or becomes ill.- Emphasise that that incident is not just an anonymous statistic reported in annual


35

workers’ compensation reports, but a workmate who has a name, a partner, chil-dren, parents and siblings- Some suggestions in order to create an environment that helps the adopting H&S appropriate behaviours: avoid blame (as this is likely to create defensiveness and the message will not be heard); set-up a collaborative approach to hazard identification/risk assessment and control.


At this link it is possible to consult a useful guide to the culture of safety in the com-pany, with advice on company safety planning, with particular reference to the cre-ation of an environment of positive safety culture:http://www.construction-innovation.info/images/pdfs/Publications/Industry_pu-blications/Safety_Leadership_Guide/CSCF_Book.pdf

At this link is possible to download the European Trade Union Institute (ETUI) Ma-gazine HesaMag is a magazine all about health and safety at work, published in English and French. It is profusely illustrated, printed in full colour, and designed to appeal to a wide readership. HesaMag is published twice a year and sets out to show that occupational health is not just something for specialists but both a big political issue and a daily concern for millions of workers: https://www.etui.org/Topics/Health-Safety-working-conditions/HesaMag


PREPARATION OF THE LEARNER/

APPRENTICEBEFORE THE

STARTING OF THE IN-COMPANY

APPRENTICESHIP PATH

37

PREPARATION OF THE LEARNER/APPRENTICE BEFORE THE STARTING OF THE IN-COMPANY APPRENTICESHIP PATH


What to do before the in-company training.

3.1 BRIEF SUMMARY

What to find in this chapter?In this chapter you will find some tips in order to prepare the student before

starting an apprenticeship path in a company.

What to achieve with the given material and tools?The mentor will:

• Guide and advise the students in the best way before starting the appren-

ticeship

• Have some case studies ready for the students

• Make the students confident and ready to start the in-company apprenti-

ceship

• Make the students know what to do during the in-company training

• Know about a mentor’s responsibilities and how a good mentor behaves

• Provide a better image about the VET process through the students

How the apprentice will benefit?The students after the interaction with the tutors will gain knowledge about

the companies. They will be aware of the tasks they will implement in the

company. Through the case studies they will be ready to start the apprenti-

ceship path in the companies as they will have discuss some examples in the

class. They will know how to give a good interview and how to get and main-

tain a position.

3.2 HOW TO PREPARE THE LEARNER BEFORE STARTING OF THE IN-COMPANY APPRENTICE PATH


• Understand the company

• Questions

• Feedback

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Key facts - Tool No. 1: Understand the company

WHO? Can be used for the learner with team members/department members

WHY? Before the in-company training the student must understand the business activity and the disciplines directly involved (eg who are the customers and suppliers)

HOW? The learners can search online information about the company that they will implement the apprenticeship path.

The information could be about the products, the supplier, the customers of the company in order to determine the place of the company in the market.

When the learner will have collected some information he/she could discuss his/her thoughts with the tutor in order to exchange ideas and views.

The purpose of this chapter is that the tutor should help the learner to analyze and explore the company in order to be ready to take up his duties as soon as he/she start the in-company apprentice.


The tutor should be informed about the companies and try to give to the learners all the necessary information in order to implement the apprentice path efficiently. The mentor has to do guide the student and make him work as an employee and do the student understand that the apprentice path is a chance to find a good job.

Tool No. 1: Questionnaire – understanding the company

In order to understand the company the learner should be ready to answer the following questions:

-What does the company produce/sell?

-What other products could the company produce/sell?

-Which is the companies activity and what other activities are associated with the company?

-Who are the suppliers of the company?

-Is the company established to other countries?

-Has the company stores to many countries?

-Is the company multinational?

-To whom does the company sell/ who are the potential customers? (Are the customers indi-viduals? Or companies? And what kind of companies?)

-How should you act with the customers?

-How does the company distribute the products? It cooperates with others or has its own di-stribution system?

-Who are the competitors?

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Key facts - Tool No. 2: Team Building

WHO? can be used by learners along with team members/department members

WHY? The use of team building activities used to enhance social relations and define roles within teams, often involving collaborative tasks. Over time, these activities are intended to improve performance in a team-based environment.

HOW? Team building describe four approaches to team building:

1- Setting Goals: This emphasizes the importance of clear objectives and individual and team goals. Team members become involved in action planning to identify ways to define success and failure and achieve goals. This is inten-ded to strengthen motivation and foster a sense of ownership.

2 - Role clarification: This emphasizes improving team members understan-ding of their own and others respective roles and duties. This is intended to reduce ambiguity and foster understanding of the importance of structure by activities aimed at defining and adjusting roles. It emphasizes the members’ interdependence and the value of having each member focus on their own role in the team's success.

3 - Problem solving: This emphasizes identifying major problems within the team and working together to find solutions. This can have the added benefit of enhancing critical-thinking.

4- Interpersonal-relations: This emphasizes increasing teamwork skills such as giving and receiving support, communication and sharing. Teams with fewer interpersonal conflicts generally function more effectively than others. A facilitator guides the conversations to develop mutual trust and open commu-nication between team members.


The tutors should bear in mind that the effectiveness of team building differs substantially from one organization to another.The most effective efforts occur when team members are interdependent, know-ledgeable and experienced and when organizational leadership actively establi-shes and supports the team. Effective team building incorporates an awareness of team objectives. Teams must work to develop goals, roles and procedures. As a result, team building is usually associated with increasing task accomplishment, goal meeting, and achievement of results within teams.

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Tool No. 2: Team Building exercise for ice-breaking

Team Building exercise for ice-breaking

This is an excellent icebreaker activity that’s perfect for small groups and large groups alike. Begin by asking each participant to close their eyes for one minute and consider the best mo-ments of their lives. This can include moments they’ve had alone, they’ve shared with family or friends; these moments can pertain to professional successes, personal revelations, or exciting life adventures. After the participants have had a moment to run through highlights of their lives, inform them that their search for highlights is about to be narrowed. Keeping their eyes closed, ask each participant to take a moment to decide what 30 seconds of their life they would want to relive if they only had thirty seconds left in their life. The first part of the activity enables participants to reflect back on their lives, while the second part (which we’ll discuss in a moment) enables them to get to know their coworkers on a more intimate level. The second portion of the game is the “review” section. The leader of the activity will ask each and every participant what their 30 seconds entailed and why they chose it, which will allow participants to get a feel for each other’s passions, loves, and personalities.

Time Required: 30 minutes

Key facts - Tool No. 3: Assessment


WHY? Assessment is challenging issue in general. Its complexity demands clear and rigorous thinking about purpose and practice.

HOW? To succeed in their roles, apprentices need to understand how they fit into the organization. It is crucial that survey results show whether apprentices under-stand their firm’s goals and the link between their own work and the organiza-tion’s strategic objectives. Questions should also reveal whether apprentices try to get their job done “despite the strategy,” or in a way that intentionally contri-butes to strategic goals.


It is important to focus the survey on questions that help organizations improve students’ performance. Sentiment-based questions such as these are common on the formal annual or bi-annual surveys that organizations use to gauge apprentices engagement and the responses reveal some of what they feel about their jobs and workplace. Such questions aren’t especially effective, however, at surfacing whether apprentices feel motivated to put energy and effort into their work beyond the minimum level required — and to what degree, therefore, they will be productive.

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Tool No. 3: Questionnaire – students’ role in the company

Questionnaire the will show if the student has understand his role in the company

1. What are the strategic goals of the broader organization?

2. What you should do to help the company meet its goals and objectives?

3. Can you see a clear link between your work and the company’s goals and objectives? Explain..

4. Are you proud to be a member of your team and why?

5. Does your team inspire and help you to do your best work and how?

6. Which are the informal structures and processes at the organization?

7. When something unexpected comes up in your work, who would you to ask for help?


Case No. 1: Get ready to apprenticeship by pointing out your objectives!”Mark and William are two 16-year-old apprentices on their first day at the com-pany. The two students will have the chance to work in a famous shoe company in their area. Paul, the company mentor, welcomes them into the company me-eting room and welcomes them. Once the introductions are over, Paul invites a worker, named Joaquim, who will work side by side with the two apprentices.Joaquim is asked to tell his “typical week” to the students, describing the tasks he has to perform on a daily basis, so as those on a weekly or monthly basis. Jo-aquim enriches the story by adding some events that presented difficulties and the ways in which these were overcome.Mark and William ask some questions during Joaquim’s story, to better under-stand about the tasks they’re expected to perform their and about the functio-ning of the company department where they will work.At the end of Joaquim’s story, Paul (the mentor) asks students to list the skills that Joaquim must have to do his job properly. Mark and William say some, such as “knowing how to use the software of the fabric cutting machine”, “knowing how to evaluate the use of glues based on the type of rubber in the shoe”, “knowing how to plan the use of machinery in based on the production times of each mo-del”. In addition to professional skills, students are asked to indicate what are the transversal skills of Joaquim (knowing how to intervene in situations not foreseen by the procedure; knowing how to maintain good relations and good communi-cation with colleagues, etc.).Paul, together with the boys, defines a list of skills that a worker must have in the specific department. Paul notes those that are already contained in the Learning Agreement and those in addition as found by the students.

42

Paul asks the boys for an anonymous self-assessment on each of the competen-ces noted. Students will be invited to reflect on this self-evaluation, which will be, in the future, the starting point for their in-itinerary and final self-evaluation.

Case No. 2: Ice breakingPaul wants to present Mark and William to their colleagues in departure. “Break the Ice” is important for the newcomers (especially if they are young) in order to help them communicate with their colleague and speed up their work and rela-tional integration. For this reason Paul has call 6 colleagues having obtained from the holder the possibility of committing 30 minutes of their working time to an “ice-breaking” exercise. Paul has asked everyone to stand in a circle giving them a sheet and a pen. He asks everyone to write two true facts of his life and one false.

Every participant should represent himself and read 3 episodes and the rest of the participants, by voting, will have to decide which is the false episode.This may be an easy exercise but Mark and William are learning to get closer to their colleagues. They feel more comfortable asking for information related to their job duties and aspects related to safety at work. They know the names of their colleagues and their colleagues know theirs, this helps to speed up their integration into the working environment and their acquisition of transversal skills such as relational skills and ability to work in teams.


Tips:- The purpose of a mentor is to help the new apprentice quickly absorb the organization’s cultural and social norms. The mentor helps the continuing ap-prentices’ grow in their current position and become ready for new jobs and career opportunities. Mentoring can also assist an apprentice, new to a specific job or area of responsibility, to quickly learn what they need to know to succeed in their job and role.- The best mentoring relationships involve the exchange of a particular body of knowledge that helps the new apprentice quickly come up to speed as a con-tributor within your organization.- Additional relationships with a mentor can develop spontaneously and over time. Or, an apprentice can seek out a mentor because he or she wants to experience the power of a mentoring relationship in his or her career growth.


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Here you will find out more about different models to create a tailor-made perso-nal learning environment, their structures and advantages: The eLearning Coach (n.d.). Models for Designing Your Personal Learning Environment. Retrieved 27 March 2019 from

•https://www.etf.europa.eu/sites/default/files/document/3.%20In-com-pany%20Trainer_Wingfried%20Heusinger_EN.pdf• https://study.com/academy/lesson/what-is-a-stakeholder-in-business-defi-nition-examples-quiz.html•https://www.researchgate.net/publication/305154862_Defining_and_identi-fying_stakeholders_Views_from_management_and_stakeholders• https://www.wrike.com/blog/team-building-games/• https://en.wikipedia.org/wiki/Team_building#Setting_Goals• https://www.washington.edu/doit/what-role-mentor•https://www.gartner.com/smarterwithgartner/the-9-questions-that-should-be-in-every-employee-engagement-survey/• https://franchisegrowthpartners.com/top-10-qualities-of-a-good-mentor/•http://www.tram-wbl.eu/students-trainees/after/self-assessment-question-naire-for-learners-pdf/,126


PERSONALLEARNING PATH

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PERSONAL LEARNING PATH


“For the things we have to learn before we can do them, we learn by doing them.” (Aristotele)

4.1 BRIEF SUMMARY

What to find in this chapter?A personal learning path is an approach that emphasizes learner-specific go-

als related to the learning objective, as well as preferences for the kinds of

products they produce or they manner in which they demonstrate competen-

cy of an objective.

A personal learning path requires preparation and facilitation of work-based

learning by assisting in-company mentors identify the learning need, analyse

the work practices and the environment of the learner. Moreover it assists the

in-company mentor to organise and allocate/facilitate training in a way that

reflects the learning needs and provides effective ongoing learning opportu-

nity for the learner.

What to achieve with the given material and tools?The tools and materials will achieve the following:

- Learner profiles maintain a rich and up-to-date record of student stren-

gths, needs, goals, and progress.

- Personal learning paths provide appropriate and meaningful choices of

material for each learner to work on, with the necessary mentor support.

- Competency-based progression enables these personalized paths to run

their natural course by removing external constraints on what material each

student works on, when, and for how long.

How the students will benefit?From the beginning of the in‐company training the apprentice learns by doing

practical work. By using these tools the trainer can properly define and offer

adequate working tasks and avoid simple auxiliary tasks to the students.

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The learner thus can be integrated into the team, and he/she can give relie-

ve and support. Because this approach is sensitive to students’ interests and

areas of academic/professional strength or weakness, the tools have the po-

tential to increase apprentices learning and engagement.

4.2 HOW TO IMPLEMENT A PERSONAL LEARNING PATH

A ‘one-size-fits-all’ approach cannot be used for apprentices. They need indi-

vidualised learning path and educational responses. This refers to the content

of the learning and the way it is delivered, as well as any additional learning

support. This can help to ensure that apprentices are following a pathway that

suits their interests and learning styles, as well as helping to tackle any barriers

they face. These tools help SMEs and their in-company mentors understand

what is required for their current and prospective workforce in order to support

business development. They also assess the potential for each company to

bridge the identified skills gaps with apprenticeships and in-company training.

Key facts - Tool No. 1: Personal learning plan development tool (=PLPDT)

WHO? can be used by in-company mentors along with team members/department members

WHY? For an apprentice to take ownership of his/her learning process: the learner investi-gates an issue, works independently and develops his or her understanding of the subject matter but also learns something about him or herself, the way (s)he learns.

HOW? For a mentor to answer key questions for developing/using the PLPDT together with the apprentice.

Where is the apprentice now?

Identifying an apprentice’s current level of learning requires:

• A detailed map of curriculum described in terms of a developmental learning continuum with clear descriptions of learning objectives and indicators of apprentice progress. • The use of accurate and timely assessment data to know where each apprentice is on the developmental continuum being used.

Where should the apprentice be?

Given the answer to the first question, what are the specific learning goals and targets to support each apprentice’s development and progress toward reaching or exceeding the standards described in the map of curriculum? It is important that apprentices have a voice in identifying these goals.

How will they get to where they should be?

Answering this question requires knowledge of the appropriate teaching responses at the point of instruction, including when and how to use teaching strategies and matched resources, and having the routines and tools to deliver differentiated instruction. The specific teaching strategies and resources need to be focused on the actions learners need to do to achieve the outcomes or goals described. Personalized approaches to teaching and learning to address identified gaps may include individual or small group instruction, for example when identified gaps are similar for a group of apprentices.

How will we know when they get there?

This question prompts answers identifying evidence that demonstrates the apprentice has learned what was intended, that the PLP goals have been met. The evidence should be in the form of apprentice actions such as what they do, write, say, make, present.


The mentor sets the problem or project framework for the learners but then removes him/herself from the learning environment and is there to give assistance, encourage and observe but not to drive each and every step of the learning.

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Key facts - Tool No. 1: Personal learning plan development tool (=PLPDT)

WHO? can be used by in-company mentors along with team members/department members

WHY? For an apprentice to take ownership of his/her learning process: the learner investi-gates an issue, works independently and develops his or her understanding of the subject matter but also learns something about him or herself, the way (s)he learns.

HOW? For a mentor to answer key questions for developing/using the PLPDT together with the apprentice.

Where is the apprentice now?

Identifying an apprentice’s current level of learning requires:

• A detailed map of curriculum described in terms of a developmental learning continuum with clear descriptions of learning objectives and indicators of apprentice progress. • The use of accurate and timely assessment data to know where each apprentice is on the developmental continuum being used.


Given the answer to the first question, what are the specific learning goals and targets to support each apprentice’s development and progress toward reaching or exceeding the standards described in the map of curriculum? It is important that apprentices have a voice in identifying these goals.


Answering this question requires knowledge of the appropriate teaching responses at the point of instruction, including when and how to use teaching strategies and matched resources, and having the routines and tools to deliver differentiated instruction. The specific teaching strategies and resources need to be focused on the actions learners need to do to achieve the outcomes or goals described. Personalized approaches to teaching and learning to address identified gaps may include individual or small group instruction, for example when identified gaps are similar for a group of apprentices.


This question prompts answers identifying evidence that demonstrates the apprentice has learned what was intended, that the PLP goals have been met. The evidence should be in the form of apprentice actions such as what they do, write, say, make, present.


The mentor sets the problem or project framework for the learners but then removes him/herself from the learning environment and is there to give assistance, encourage and observe but not to drive each and every step of the learning.

Tool No. 1: Personal learning plan development tool

Where is theapprentice now?

In this section the PLP should identify the apprentice’s cur-rent learning on a pathway, along with the evidence that sup-ports that judgment.


In this section the PLP should describe some specific lear-ning goals to support the apprentice’s development and pro-gress. These are specific, short-term indicators of knowledge, understandings and skills that a apprentice will need to get on their journey to completing end-of-unit, term or semester outcomes.

Apprentice details Name, year level, experience etc.

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In this section the PLP should describe specific teaching stra-tegies, the resources needed and how barriers to learning might be overcome.


This part of the PLP should include• the specifically observable actions that demonstrate that a apprentice has achieved the intended learning;• a process and timeframe for monitoring, reviewing and re-vising each apprentice’s learning goals; and• the provision of feedback and self-assessment of learning.

Key facts - Tool No. 2: New Apprentice Individual Learning Plan Checklist (=NAILP Checklist)


WHY? The use of checklist in the company setting, in task design, to follow up on learners responses, to determine units of work and assignments are absolutely essential

HOW? Key strategies:

Questions. Questions need to be asked first of the apprentice so as to under-stand his/her proper role in the training company. Question are needed to promote personalized learning as they ask learners to justify their opinions, imagine scenarios, hypothesize and extend their thinking in original ways.

Follow up. When a mentor asks a question and checks various aspects of the new apprentice induction into the company, the learner answers and the in-company mentor carefully follows-up to make sure that the necessary facts are fully expressed and justified. One of the simplest principles of personalized learning is making sure that there is genuine conversation.


The mentor should ask a set of questions to determine where and how to embed the new apprentice. It is also useful so as to check prior knowledge and find the most appropriate placement within the company.

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INDUCTION CHECKLIST

Tool No. 2: New Apprentice Individual Learning Plan Checklist

New Apprentice Individual Learning Plan Checklist

DATE TICK

1. Management Structure & Organisation’s Background Overview

2. Confidentiality

3. Emergency Contacts

Name:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Welcomed by:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Job title:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. Salary Details if the case

5. Method of Salary Payment & Bank Details if the case

6. Personnel Systems and Data Protection issues; access to personal data

7. Time Sheets, including recording details and break times (if applicable)

8. Absenteeism and lateness

9. Discipline & Grievance

10. Tour of Facilities / Introduction to colleagues/who’s who;names, roles, responsibilities

11. Employee Facilities – toilets, tea/coffee etc.

12. Building Security, Fire/Health & Safety Procedures

13. First Aid Facilities/Location of Accident Book

14. Apprentice given copy of Staff Handbook

15. Occupational Health Assessment (if required)

16. Smoking Policy

17. Dress code, protocols

18. Transport & Parking

19. Training & Development/Career Paths/Personal Objectives

20. Appraisals

21. Mentoring

22. General Administration

23. Job Description Review

24. Work space or work station

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Case No. 1: Marylin IntroductionMarilyn is a 17-year-old who has a physical disability and moderate mental retarda-tion. While she is ambulatory, health-related problems limit her ability to walk long distances. Marilyn attends an urban high school where she participates in regular classes and receives consultative assistance from the special education and re-lated services staff. Marilyn speaks in single syllable words and rarely uses whole sentences. Her receptive vocabulary, however, is much greater than her expressi-ve vocabulary, and she can follow two-step directions. Marilyn knows some sign language and recognizes picture symbols on a daily schedule board that she uses.

Key facts- Tool No. 3: Self-Reflection


WHY? “Self-reflection is information with which a learner can confirm, add to, overwrite, tune, or restructure information in memory, whether that information is domain knowledge, meta-cognitive knowledge, beliefs about self and tasks, or cognitive tactics and strategies” (Winne and Butler 1994, p. 5740). Self-reflection helps the mentors and learners understand how they performed on a piece of work and what they need to do to improve.

HOW? Key strategies:

Written Self-Reflection. The written comments are important as they explain what the learners are doing well and where they need to improve. They can be read by the learner carefully, slowly and more than once. If the written commen-ts are read and re-read by the learner, there is a greater chance of personalized learning in that the learner will have the time to absorb and make sense of the comments. This means that written comments should be composed carefully. Learners would do better to write short, pertinent comments than long, vague and irrelevant comments.


The learners and mentors should be extra careful with the self-reflection strate-gy. If self-reflection is not immediate it can have negative effects. If too much self-reflection is given, there will be little learning by doing.

Tool No. 3: Apprentices self-reflection tool for interim reviews

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Implementation of the practiceDuring her planning meeting to discuss work-related training, Marilyn expressed a clear preference for training in a laundry service company. During the asses-sment phase, her job coach found that Marilyn could perform two basic tasks: sorting soiled laundry and folding clean laundry. In sorting, Marilyn worked at approximately 40 percent of the rate of regular employees. Her work rate was 20 percent of the rate of regular employees in folding laundry. Her job coach also noted that Marilyn did not like her routine changed. If she had been sorting for several days, she resisted switching to folding. She also had trouble dealing with a different supervisor if her regular supervisor was ill or had a day off. Her job co-ach suggested that Marilyn receive instruction on how to take a break on the job site and interact with other employees.Marilyn and her parents understood that her training would be no longer than three hours per day, three days a week, and would not exceed 120 hours. Marilyn would report to the laundry supervisor and receive her training from him and another employee who would work with Marilyn. The individual learning plan called for the job coach to be on-site during the initiation of new or expanded tasks and to provide assistance to the supervisor on specific strategies and techniques. Marilyn’s special education WBL teacher/coordinator wrote an agreement outlining the purposes of Marilyn’s work-related training and the expectations for both the company and the school system. Marilyn began her work-related training at the beginning of the second semester. Her job coach stayed with Marilyn the first week and established the desired training programs and data collection instruments. During the second week the job coach stayed on-site. By the end of the second week, her job coach and su-pervisor concurred that Marilyn could work independently under the direction of the laundry supervisor until new tasks were introduced. The job coach was present each time Marilyn was introduced to a new task. Because Marilyn was in a training program, her supervisor collected the same data on Marilyn’s perfor-mance that her job coach collected. Her job coach worked with the supervisor in collecting data and giving Marilyn feedback for a week. Then the supervisor took over these responsibilities. The job coach, supervisor, and Marilyn scheduled a conference each week to discuss Marilyn’s progress and decide when new trai-ning activities would be initiated.

Results of the PLP practice – outputs and outcomes Marilyn’s job coach and supervisor reported that Marilyn was productive and dependable and met the work-related training criteria established in Marilyn’s

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individual learning plan. As a result of her performance, Marilyn was offered a part-time, paid position in the company laundry service.

Case No. 2: Mindy IntroductionMindy is 16 years old and a sophomore in high school. She has cerebral palsy and uses a motorized wheelchair to travel from place to place and has a cognitive disability with an IQ of 70. Mindy talks using a Dynavox (a voice computer), along with facial expressions and gestures. She is very social, never hesitating to initiate conversations with others.

Implementation of the practice The previous transition component of Mindy’s individual learning plan establi-shed a goal that she would be employed in the community, with appropriate supports, after high school. Mindy’s career exploration experiences within the school included observing other students sort bottles and cans from the refre-shment machines and assisting office staff in filing student records. At Mindy’s most recent individual learning planning meeting, Mindy, her parents, and other team members decided that Mindy should have more worksite placement op-portunities in the community. Team members, including Mindy, concurred that she wanted to go into the assessment phase of WBL.Taking Mindy’s interests and abilities into consideration, the school’s WBL coor-dinator identified an assessment site at Global Operations, Inc., a firm that sorts a variety of records and other office supplies and shreds unwanted materials. Glo-bal Operations agreed to serve as an assessment site for Mindy, and after visiting the company, Mindy and her parents agreed to the worksite placement. Mindy’s career assessment would be under the direct supervision of the job coach, who would always be present.Mindy’s job coach designed a process for introducing Mindy to her career asses-sment activities. On the first trip to Global Operations, he helped Mindy into the building and told her that her work station was on the 6th floor. He asked if she knew how to use the elevator. In the elevator Mindy knew that she needed to push a button for the 6th floor, but was not sure which button to push. The job co-ach helped by showing Mindy the 6th floor button. Once on the 6th floor, Mindy met her supervisor and learned that she would report to her supervisor first, upon arriving at the office. Mindy successfully returned to the elevator and learned to select lobby to get to the ground floor.Mindy’s second visit was like her first. In addition, her job coach introduced Mindy

53


to an employee who would provide her with the materials for sorting, shredding, or recycling. On the trip out of the building, Mindy’s job coach noticed her hesi-tancy to enter the elevator with other people. He suggested that she say “excuse me,” and back her wheelchair inside.During the third visit, Mindy’s job coach showed her how to retrieve the materials she would need to do her job. Without help, Mindy went to her work station and requested her assignment. She then went to the distribution point, but did not ask for the documents to be sorted. The job coach waited, but eventually needed to give her a cue to request her work.As new tasks were introduced, Mindy’s job coach tracked her time-on-task beha-vior. He began with 15-minute intervals and continued to lengthen them up to one hour. Mindy enjoyed the work and quickly met her job criteria.

Results of the PLP practice - outputs and outcomes Mindy remained in this assessment situation for two months, working two hours per day, four days per week, for a total of 64 hours. Upon collecting adequate as-sessment data on Mindy’s transition objectives, the WBL teacher/coordinator en-ded the activity. He concluded that Mindy could and did respond appropriately to the work situation. She had the necessary independent mobility to enter the office, the communication skills to request work, the organizational skills to follow directions, and the stamina and task behavior to complete assignments. He belie-ved that Mindy could benefit from more assessment activities in other settings. He asked Mindy if she wanted more assessment experience. She said she did.


- Establish a comprehensive process for reviewing, demoing, and using new content and tools; prioritize the diverse needs of learners as part of the process- Obtain learner input when evaluating content and tools- Find meaningful ways to integrate the use of digital tools with offline instruction - Establish a process to periodically evaluate the effectiveness of content and tools as well as the quality of different performance tasks learners use to demon-strate knowledge- Practice Skills - Reserve time (day of week, class minutes) for learners to access content levelled to their skill sets- Gain Insights - Ask colleagues for suggestions of online and offline tools that can help support your learners who need to learn at a different pace or show more engagement with certain products

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- Collaboration - Use online tools and other methods to promote collaboration and peer feedback of learners writing, hypothesizing, projects, etc. - Modular Formatting - Build content and learning experiences in a modular format so that learners will be able to work through curriculum at a slightly different pace- Start small - Differentiate the path, pace, or performance task of learning for a given week- Train learners to track their data and set learning goals- Develop a process to provide formal mentorship for learners- Provide authentic choice for learners to develop ownership of their learning

How satisfied am I with my performance?

1 Very satisfied - 2 Satisfied - 3 Not satisfied

Explain why:

What has gone well?

Comments:

What’s not going well?

Comments:

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John F. Pane, Elizabeth D. Steiner, Matthew D. Baird, Laura S. Hamilton, and Jose-ph D. Pane, Observations and Guidance on Implementing Personalized Learning, Santa Monica, Calif.: RAND Corporation, RB-9967-BMGF, 2017

Business Europe (2012). Creating opportunities for youth: how to improve the quality and image of apprenticeship:https://www.businesseurope.eu/sites/buseur/files/media/importe-d/2012-00330-E.pdf

European Commission (2015). High-performance apprenticeships and work-ba-sed learning: 20 guiding principles:http://www.cedefop.europa.eu/hr/toolkits/vet-toolkit-tackling-earlyleaving/resources/high-performance-apprenticeships-work-based

DEBRIEFING TO-OLS AND PRO-

CEDURES TO BE USED WITH LEAR-

NERS/APPREN-TICES DURING WBL-APPREN-

TICESHIP IN THE WORKPLACE

TO HELP THEM TO REFLECT ON

WHAT THEY HAVE LEARNED

57

DEBRIEFING TOOLS AND PROCEDURES TO BE USED WITH LEARNERS/APPRENTICES DURING WBL-APPRENTICESHIP IN THE WORKPLACE TO HELP THEM TO REFLECT ON WHAT THEY HAVE LEARNED

DEBRIEFING TOOLS AND PROCEDURES TO BE USED WITH LEARNERS/APPRENTICES DURING WBL-AP-PRENTICESHIP IN THE WORKPLACE TO HELP THEM TO REFLECT ON WHAT THEY HAVE LEARNED

“Learning derives from our experiences and can be constantly updated through the process of recording and thinking about the experiences we have.”

(Dearing, 2005: Personal Development Planning)

5.1 BRIEF SUMMARY

What to find in this chapter?In this chapter it is possible to find indications on how to structure and carry

out meetings with apprentices with the purpose of:

• Prepare them for work experience in order to reduce their time to adapt to

the working activity

• Make them aware of what they are learning in terms of both professional

and transversal skills (relational, team working, etc.)

• Make any change (if necessary) to the training plan, in collaboration with

the VET tutor, in order to improve the apprentice’s training path..

What to achieve with the given material and tools?• A better preparation of the apprentices in the phase of insertion in the

company, allowing a reduction of the adaptation times

• Allow the mentor to improve the apprentice’s awareness of his / her learning

path and learning outcomes (both for professional and transversal skills)

• Allow the mentor to improve the apprenticeship path in the company adap-

ting it to the aptitudes and learning styles of each apprentice.

How the students will benefit?Apprentices, through meetings aimed at preparing and reflecting on their

own training experience, will have the opportunity to be better prepared

for apprenticeship in the company and to manage any difficulties related to

58

adaptation to work. In the same way they will have the opportunity to reflect

on what they are learning, increasing their awareness of themselves and their

personal and professional growth.

These moments of reflection will also be opportunities to express his opinion

on his own strengths and weaknesses, as well as to suggest improvements to

the training path.

5.2 HOW TO CARRY OUT ACTIVITIES AIMED AT RAISING APPREN-TICES AWARNESS ON THEIR PROFESSIONAL AND TRANSVERSAL COMPETENCES AQUIRED THROUGH THEIR WORKING EXPERIENCE


• To reduce the adaptation time of the apprentice to work through men-

tor-apprentice preliminary meetings

• To organize and implement “reflection modules” with apprentices in order

to increase their awareness of what they have learned by the ongoing wor-

king experience

• To allow apprentices to improve self-esteem and awareness of their attitu-

des and skills to be acquired / strengthened


Key facts – Tool 1: Preliminary meeting form

WHO? can be used by the mentors or by the mentors along with the apprentices

WHY? To allow the apprentice to adapt in short times to his working activity in the company

To face in advance any critical issues that may affect the apprentice’s insertion process

Allow the apprentice to discuss and reflect on the expectations of the work experien-ce and be fully aware of the training objectives

HOW? The Form can be used by the mentor as a tool to structure the first meeting with apprentices, making sure to deal with all the most important aspects of the apprenticeship in company.

The form is composed by sections in which to point out the aspects to be treated. Some of them have a “checklist” template, in order to check that all the planned aspect. Other sections are available to note what emerged from the meeting with the apprentices.

The advice we address to the mentor is to have the Learning Agreements of each apprentice with him, so to renew their awareness about the educational goals that have been set-up. It can be a useful exercise, then, to read the L.A. together with the apprentices, as a “refresher” of the apprenticeship commit-ments and goals.

Having full awareness of the educational objectives of the course, indeed, allows the apprentice to detect any problems related to the achievement of these objectives.

The mentor, furthermore, must clarify that every problem detected by the apprentice must be communicated to the mentor, so to allow a quick and shared resolution.

It is also important that the apprentice is fully aware of the tasks he will perform. Although this preparation has already been carried out by the training institution, it is good that it is repeated by the mentor in the company context, this in order to be able to share again what the company expects from the apprentice and to create a relationship of trust and respect between mentor and apprentice.


- an overall evaluation report of the activity has been redacted by the in company mentor and discussed together with the VET tutor

- at least 80% of the apprentices evaluated the activity as “useful to speed-up the adaptation process at work”

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Key facts – Tool 1: Preliminary meeting form

WHO? can be used by the mentors or by the mentors along with the apprentices

WHY? To allow the apprentice to adapt in short times to his working activity in the company

To face in advance any critical issues that may affect the apprentice’s insertion process

Allow the apprentice to discuss and reflect on the expectations of the work experien-ce and be fully aware of the training objectives

HOW? The Form can be used by the mentor as a tool to structure the first meeting with apprentices, making sure to deal with all the most important aspects of the apprenticeship in company.


The advice we address to the mentor is to have the Learning Agreements of each apprentice with him, so to renew their awareness about the educational goals that have been set-up. It can be a useful exercise, then, to read the L.A. together with the apprentices, as a “refresher” of the apprenticeship commit-ments and goals.

Having full awareness of the educational objectives of the course, indeed, allows the apprentice to detect any problems related to the achievement of these objectives.

The mentor, furthermore, must clarify that every problem detected by the apprentice must be communicated to the mentor, so to allow a quick and shared resolution.

It is also important that the apprentice is fully aware of the tasks he will perform. Although this preparation has already been carried out by the training institution, it is good that it is repeated by the mentor in the company context, this in order to be able to share again what the company expects from the apprentice and to create a relationship of trust and respect between mentor and apprentice.



- at least 80% of the apprentices evaluated the activity as “useful to speed-up the adaptation process at work”

Tool No. 1: Preliminary meeting form

PRELIMINARY MEETING FORM

Colleagues and managers have been informed that today it would be the first day of work for the apprentice

Date:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Place:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Apprentice name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

VET Institute: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Meeting checklist

Who will work together with the apprentices has been asked to set the apprentice worksta-tion

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Apprentice has been informed about house rules, breaks, lunch, where to find and were to leave working clothes

The apprentices are introduced to all relevant collegues

The Learning Agreement has been read and its commitments and its learning objectives have been shared

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Some suggestions...

Ask the apprentice to briefly introduce himself

Ask the apprentice what he knows about the host company

Ask the apprentice what they consider to be their strengths and weaknesses

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Apprentice introduction

Brief company introduction (company history, mission, vision, etc.)

Brief market sector introduction (main customers, main competitors, future challenges, etc.)

How the apprenticeship work contributes to company’s main objectives?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Company visit

Please Note here the first apprentice impressions about the assigned task and his very first insertion in the company working process.Provide an overview on what the apprentice is expected to be working on in the coming days.

First day review

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Key facts – Tool No. 2: Reflection module form

WHO? can be used by the mentors along with apprentices

WHY? To allow the apprentice to adapt in short times to his working activity in the companyTo foster a better achievement of the apprentice training objectives in the company, allowing him to achieve a greater awareness of his / her professional and transver-sal skills and, in a broader sense, encouraging his / her personal growth

HOW? The Form can be used by the mentor as a tool to structure and implement "reflective modules" with apprentices, making sure to deal with all the most important issues of the working activity.


It is preferable that the reflective form be held in a group with the other appren-tices. The mentor has the role of coordinating the running of module. It is suggested that the form is held once a week, on the last weekly working day. The duration of the module can vary from 15’ to 40’.

The conversation is kickstarted by the mentor who asks apprentices to "tell about their week". Apprentices have to answer in group. The mentor has the task of helping them to better remember the most important moments of the week: tasks performed, problems encountered, misunderstandings with collea-gues, successes achieved, etc.

At the end of this "story of the week" every apprentice is invited to individually tell about his work week, focusing on:

- “good times and bad times” of the working week

- how the problems encountered have been managed

- which knowledge, skills and competences included in the Learning Agreement have been acquired



- The module has been held at least each 15 working days

- at least 80% of the apprentices evaluated the activity as “useful and intere-sting”

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Tool No. 2: Reflection module form

REFLECTION MODULE

The meeting room has been set for the Module to be held

Date:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Place:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Apprentice name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

VET Institute: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Module preparation checklist

The colleagues that worked together with the apprentice have been asked for a first impres-sion

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Please note here the main issues of the apprentice working week and ask him if he agrees the list or if there’s something else to add

Week Recap

Some suggestions

Are you satisfied with the assigned tasks?Do you consider them useful for the acquisition of the competences set in the Learning Agreement?What are the difficulties you encountered in carrying out your duties?Did you encounter any relational problems with some of your colleagues? How did you manage them?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Open questions

Please note here what emerged from the meeting with the apprentices

Module Notes

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Key facts – Tool No. 3: Letter to him/herself

WHO? Can be used by apprentices

WHY? To raise apprentice awareness of the growth path undertaken thanks to apprenticeship

HOW? At the beginning of the apprenticeship experience, the mentor presents the apprentices with the Letter to himself model. It is letter, structured in a few simple sections that the apprentice is invited to fill in with his expectations and his goals for apprenticeship.

The letter invites the apprentice to express his expectations about:

• educational objectives

• professional goals that the apprenticeship will allow him to reach

• personal growth

• professional autonomy

Expectations must be expressed for a period of one semester / year of apprenticeship.

The letters must be closed and given to the mentor who will have to keep them.

At the end of the semester / year of apprenticeship, the mentor will carry out individual interviews, aside the working activity, with each apprentice. On that occasion the mentor will return the letter to the apprentice who will have the opportunity to read it again. Not necessarily the content of the letter will have to be communicated to the mentor, but it will be a starting point to be able to reflect together on the differences of the experience with respect to expecta-tions and, more generally, on the impact that the work experience has had on the path of growth of the apprentice until that moment.



- The module has been held at least each 15 working days

- at least 80% of the apprentices evaluated the activity as “useful and intere-sting”

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Tool No. 3: Letter to oneself

LETTER TO HIM/HERSELF

What things do you think you will like the most about your work experience and which you’ll dislike?

What are your goals for personal and professional growth?

How do you see yourself by the end of the apprenticeship?

What are your strengths and weaknesses today and how do you think these will change thanks to the working experience?

What do you expect in terms of professional autonomy by the working experience?

Date:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Place:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Apprentice name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

VET Institute: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Please describe your expectations in an open letter,you can find below some tips that may help you…


Case No. 1: PRELIMINARY MEETING CASE Luca is the mentor of 3 young apprentices (Francesco, Paolo and Denis) from the Higher Education Institute “Guglielmo Marconi”, address “Mechanics and Mecha-tronics”.The company that hosts them produces mechatronic components and solutions for industrial production lines, also providing for their installation and assistance.Luca already knows the 3 students, he met them at their VET School during the selection interview and the drafting of the Learning Agreement, but it is the first time he meets them at the company premises.Luca has already informed all his colleagues and managers that today it would be the first day of work for the 3 apprentices and he asked, to those who will work together with the apprentices, to set their workstation.Francesco, Paolo and Denis will work, for the first month, on the final testing of electronic components.Luca then brings them to visit the company and describing the essential cha-racteristics of the company’s market, which are the main customers and the

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latest innovations and challenges the company faces. This presentation, which seems more like a lesson in “micro-economy”, revealed as interesting to appren-tices, making them understand the corporate objectives to which, carrying out their duties, they will contribute to achieve. This allowed the 3 youngsters to feel as a part of a team.Apprentices have been provided with the main informations, such as: house ru-les, breaks, lunch, where to find and were to leave working clothes, etc. The apprentices are introduced to all relevant company colleagues.The apprentices are then accompanied to their workplace and assisted for the first hour of work, after which they are asked to work independently. Luca and the other colleagues remain at their disposal for any necessary clarification or help.At the end of the first day, the day is reviewed by discussing together about the first impressions and about how the specific tasks are related to their Learning Agreement objectives. An overview on what the apprentice is expected to be working on in the coming days is provided.Francesco, Paolo and Denis return home enthusiastic about their first day of work, aware of their role in the company and the challenges that their technology sec-tor is called to face. They will have the opportunity to take an active part in the developments that their sector will have in the coming years.

Case No. 2: REFLECTION MODULELuca and the 3 apprentices, at the end of the first week, meet in the company meeting room. Luca starts the dialogue asking apprentices to “tell their week” in the company.Francesco, Paolo and Denis answer together helping each other to remember the main issues for each of the working days.Luca asks then open questions: “Are you satisfied with the assigned tasks? Do you consider them useful for the acquisition of the competences set in the Learning Agreement? ““What are the difficulties you encountered in carrying out your duties?” “Did you encounter any relational problems with some of your colleagues? How did you managed them?”Apprentices, thanks to this discussion, remember and rework what they have learned during the week, reaching a greater awareness of how their work has contributed to achieving their learning objectives.Luca notes what emerged in his “Reflection module form” which he will then analyze together with the “reflective modules” to be held in the future.


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- Motivate the apprentice by making him aware of his contribution in reaching the company objectives, make him feel in a team!- Ensure that the apprentice is aware of his learning objectives and how the task in which he’s committed contribute in reaching these objectives- Foster mutual trust between apprentice and mentor, by demonstrating that im-pressions and opinions expressed by the apprentice are taken in account in order to improve his learning path- Always ask to clearly motivate and describe his impressions or opinion… it’s ok to complain as well, but ensure that have apprentices knowing how to do that in an appropriate and clear way!- Ensure that apprentice are not afraid to ask the senior staff- Remind the apprentice the importance of being proactive when carrying out their tasks, and to show the right attitude, even those that might not interest them as much as others! Make them aware that a positive approach to every task will get them noticed and remembered.- Don’t let the apprentices get intimidated or overwhelmed by the abilities of seniors colleagues. Always remember them that they’re just starting out and that they’re not expected to know how to do everything… certainly not expected to know as much as those who’ve been doing it for 5, 10 or 20 years!


At these links it is possible to look at some videos that deal with advices when mentors dealing mentors with apprentices, motivating and making them aware of their learning outcomes:https://www.youtube.com/watch?v=e1ngU1MjHvMhttps://www.youtube.com/watch?v=imYmszpNedo

At this link it is possible to get more information on how to plan and implement debriefing/reflective/self-reflective session:https://oeefscop.files.wordpress.com/2019/06/effective-debriefing3.pdf


ONGOINGAND FINAL EVALUA-

TION OF THE AP-PRENTICE AND

TRANSFER OF COMPETENCES

ACHIEVED

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ONGOINGAND FINAL EVALUATION OF THE APPRENTICE AND TRANSFER OF COMPETENCES ACHIEVED


The quality and success of the evaluation process of a learner depends largely on a well pre-pared and equipped trainer and assessor!

6.1 BRIEF SUMMARY

What to find in this chapter?This Chapter provides the in-company mentor with a specific and practical

SET OF TOOLS to be used for the evaluation of the competences achieved by

the apprentice at the different stages (ongoing and final) of his/her work-ba-

sed learning programme.

This evaluation process, realized in cooperation with the teacher/trainer of

the VET organisation, can be considered as a skill-building tool by which the

apprentice can obtain the critical career development and decision-making

competences needed to smoothly enter the job market.

What to achieve with the given material and tools?1. Set up a functional evaluation process through which an in-company men-

tor can determine specific learning objectives and activities of the apprenti-

ceship programme and, where necessary, review it regularly. This aims to fa-

cilitate the apprentice’s learning process in relation to the tasks to be carried

out during his/her work-based learning programme.

2. Apply the given material/tools for the ongoing evaluation of the apprentice

progress during the apprenticeship programme. This aims to detect ongoing

critical issues that may lead to the failure of the achievement of the planned

learning outcomes and provide indications to improve the learning plan.

3. Apply the given material/tools for the final evaluation in accordance with

the rules of recognition, validation and certification of competences achieved

by the apprentice at the end of the apprenticeship programme and thus pro-

moting a successful process of job placement.

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How the students will benefit?The purpose of evaluation is to increase the apprentices’ chances to succes-

sfully complete the apprenticeship programme, obtain the final certificate or

diploma and facilitate the process of job placement.

The given material and tools for the ongoing and final evaluation of the ap-

prentices during their work-based learning programme follow the principle of

training the apprentices in being self-dependent learners and thus, responsi-

ble for their own learning results.

Self-evaluation and self-tests are, for example, a good way of making the ap-

prentices aware of their strengths or weaknesses. The goal is to enhance the

apprentices’ responsibility for their vocational progress.

Moreover, the portfolio of evidences, produced by the end of the apprentice-

ship path by the apprentices and reviewed and assessed by the in-company

mentors together with teachers/trainers from the VET organisations, demon-

strates apprentices’ best work, enabling them to show how they have applied

their relevant skills/competencies and behaviours in a real work environment

to achieve real work objectives.

6.2 HOW TO EVALUATE THE APPRENTICE AND TRANSFER HIS/HER ACHIEVED COMPETENCES


• Carry out the ongoing evaluation of the apprentice;

• Carry out the final evaluation of the apprentice and transfer his/her achie-

ved competences.


Key facts - Tool No. 1: Ongoing evaluation: self-evaluations and self-tests

WHO? Self-evaluation and self-tests have to be used by the in-company mentor who asks the apprentice to assess his/her own skills.

WHY? Self-evaluation and self-tests are a good way of making the apprentice aware of his/her strengths or weaknesses. The goal is to enhance the apprentice’s responsibility for his/her vocational progress.There is a difference between self-evaluation and self-tests:- In self-evaluation, the apprentice assesses his/her own level of skills;- In self-tests, the apprentice checks skills or knowledge against professional objecti-ves/standards.

HOW? - Self-evaluation is used in consultations with the apprentice. The in-company mentor asks the apprentice to assess his/her own skills. Remember to ask how the apprentice feels and how the apprentice is doing personally and socially in the workplace. Through self-evaluation, the apprentice takes a step towards being more responsible.- Self-tests are the apprentice's own test of skills or knowledge: "Can I remember what I have learned?" "Can I solve problems and do tasks in the company?"…


- Self-evaluation and self-tests should be based on the criteria that are descri-bed in VET organisations' documents;- Support your apprentice before the self-evaluation and self-test;- Talk to the apprentice about the self-evaluation and self-test;- Give the apprentice opportunities to think about his/her own situation, seen from "a birds-eye perspective";- Regular self-evaluations and self-tests make it possible for the apprentice to follow his/her own development better;- The apprentice's self-evaluation and self-tests can and should be used as the basis for consultations with the teacher/trainer from the VET organisation;- Clarify whether the self-evaluation matches the company's impression of the apprentice's performance.

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Key facts - Tool No. 1: Ongoing evaluation: self-evaluations and self-tests

WHO? Self-evaluation and self-tests have to be used by the in-company mentor who asks the apprentice to assess his/her own skills.

WHY? Self-evaluation and self-tests are a good way of making the apprentice aware of his/her strengths or weaknesses. The goal is to enhance the apprentice’s responsibility for his/her vocational progress.There is a difference between self-evaluation and self-tests:- In self-evaluation, the apprentice assesses his/her own level of skills;- In self-tests, the apprentice checks skills or knowledge against professional objecti-ves/standards.

HOW? - Self-evaluation is used in consultations with the apprentice. The in-company mentor asks the apprentice to assess his/her own skills. Remember to ask how the apprentice feels and how the apprentice is doing personally and socially in the workplace. Through self-evaluation, the apprentice takes a step towards being more responsible.- Self-tests are the apprentice's own test of skills or knowledge: "Can I remember what I have learned?" "Can I solve problems and do tasks in the company?"…


- Self-evaluation and self-tests should be based on the criteria that are descri-bed in VET organisations' documents;- Support your apprentice before the self-evaluation and self-test;- Talk to the apprentice about the self-evaluation and self-test;- Give the apprentice opportunities to think about his/her own situation, seen from "a birds-eye perspective";- Regular self-evaluations and self-tests make it possible for the apprentice to follow his/her own development better;- The apprentice's self-evaluation and self-tests can and should be used as the basis for consultations with the teacher/trainer from the VET organisation;- Clarify whether the self-evaluation matches the company's impression of the apprentice's performance.

Tool No. 1: Self-evaluation form

Self-evaluation form

Apprentice’s name Remarks

Department

Work field/education

Start date

Date of interview

Assessor/In-company mentor

Position

Reason for interview End of trial period

1st - ongoing evaluation

2nd - ongoing evaluation

3rd - ongoing evaluation

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Assessment items Rating Sufficient

Can work with colleagues from own and other disciplines

Works according to the rules for working conditions, safety and environment

Uses his/her knowledge and understanding of the field and its range of products and is open to new developments in this field

Achieves the appropriate balance in regards to an optimal price-quality ratio in consultation with his supervisor

Creates a record of his/her work, according to the rules of the company

Documents are filed in an appropriate manner and in accordance with the rules of the company

Functions well in relation to existing company rules

Can prepare his/her work for information of his/her in-com-pany mentor about the work and collect the necessary do-cuments

Can participate in internal(project)meetings. Discusses with management about support activities for the planning process

Insufficient

Discusses with management about demands of the customer and comes up with suggestions, improvements and solutions

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Tool No. 1: Self-test form

Self-test formProfession - specific assessment items - qualification: Installation Mechanic

Name of apprentice:Training company:Department / In-company mentor:

Check boxes S = Su�cient I = Insu�cient

Partial quali�cations / Partial tasks 1 2 3 4

Interview date

Connections I S I S I S I S

1 - Soft soldering

2 - Hard soldering

3 - Welding

4 - . . . . . . . . . . . . . . . . . . . . . .

Gas installations I S I S I S I S

1 - Construction and connection of visible gas pipes

2 - Construction and connection of gas pipes

3 - Mounting of drain pipes busting gas

4 - Installing of components and accessories

5 - Installing gas equipment

6 - Squeeze-o� and testing of gas installations

7 - Making gas installations operational

Water installations I S I S I S I S

1 - Partial task 1

2 - Partial task 2

3 - Partial task 3

4 - Partial task 4

5 - . . . . . . . . . . . . . . . . . . . . . .

Central heating installations I S I S I S I S

1 - Partial task 1

2 - Partial task 2

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1 - Partial task 1

2 - Partial task 2

3 - Partial task 3

4 - Partial task 4

5 - . . . . . . . . . . . . . . . . . . . . . .


1 - Partial task 1

2 - Partial task 2

3 - Partial task 3

4 - Partial task 4

5 - . . . . . . . . . . . . . . . . . . . . . .

Ventilation installations I S I S I S I S

1 - Partial task 1

2 - Partial task 2

3 - Partial task 3

4 - Partial task 4

5 - . . . . . . . . . . . . . . . . . . . . . .

Profession-related development I S I S I S I S

1 - Professional insight

2 - Profession-related skills

3 - Professional attitude

4 - Function within the company

5 - Personal characteristics

6 - . . . . . . . . . . . . . . . . . . . . . .

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1 - Partial task 1

2 - Partial task 2

3 - Partial task 3

4 - Partial task 4

5 - . . . . . . . . . . . . . . . . . . . . . .


1 - Partial task 1

2 - Partial task 2

3 - Partial task 3

4 - Partial task 4

5 - . . . . . . . . . . . . . . . . . . . . . .

Ventilation installations I S I S I S I S

1 - Partial task 1

2 - Partial task 2

3 - Partial task 3

4 - Partial task 4

5 - . . . . . . . . . . . . . . . . . . . . . .

Profession-related development I S I S I S I S

1 - Professional insight

2 - Profession-related skills

3 - Professional attitude

4 - Function within the company

5 - Personal characteristics

6 - . . . . . . . . . . . . . . . . . . . . . .

Key facts Tool No. 2: Ongoing evaluation: observe and give feedback

WHO? The in-company mentor observes the apprentice on a daily basis and provides him/her with a feedback on the performance.

WHY? Many apprentices ask for response on their performance. It is, therefore, a good idea to guide and monitor the apprentice's competences as he/she develops, and it is especial-ly important to give her/him feedback on successes and possible failures.

HOW? When you observe your apprentice, you should observe, for example:- How does the apprentice operate devices/use tools;- How does he/she approach new tasks;- How does the apprentice handle customer situations;- How does he/she cooperate with colleagues.There can be situations that make it difficult to observe. For example, if the appren-tice is "out of sight", because he/she is with other colleagues or customers. Here is important to arrange times where you can observe the apprentice in practice.Besides giving the apprentice feedback about professional development, you should also give feedback about his/her social and personal development. For example:- Willingness to take responsibility;- Planning skills;- Independence;- Problem solving skills;- Ability to assess own effort;- Cooperation with colleagues.If possible, let feedback conversations take place once every two weeks. The feedback meeting is aimed at supporting the apprentice during the work-based learning process. Work and/or vocational practice assignments are discussed and the apprentice receives advice and tips on working and learning. The feedback conversation also gives the apprentice the opportunity to ask questions.


- Base observation and evaluation on predetermined criteria and standards;- Consider judgements on work assignments, but assess also the personal competences of the apprentice (Does the apprentice fit into the training company? Does he/she have the right professional attitude?...);- Make the apprentice understanding the importance of the aspects to be assessed;- Provide the apprentice information about his/her functioning at work (social and technical skills);- Address any problems or barriers by discussing with the apprentice;- Give the apprentice constructive feedback;- Remember to praise when appropriate, so that the apprentice's belief in his/her own skills can grow.

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Key facts Tool No. 2: Ongoing evaluation: observe and give feedback

WHO? The in-company mentor observes the apprentice on a daily basis and provides him/her with a feedback on the performance.

WHY? Many apprentices ask for response on their performance. It is, therefore, a good idea to guide and monitor the apprentice's competences as he/she develops, and it is especial-ly important to give her/him feedback on successes and possible failures.

HOW? When you observe your apprentice, you should observe, for example:- How does the apprentice operate devices/use tools;- How does he/she approach new tasks;- How does the apprentice handle customer situations;- How does he/she cooperate with colleagues.There can be situations that make it difficult to observe. For example, if the appren-tice is "out of sight", because he/she is with other colleagues or customers. Here is important to arrange times where you can observe the apprentice in practice.Besides giving the apprentice feedback about professional development, you should also give feedback about his/her social and personal development. For example:- Willingness to take responsibility;- Planning skills;- Independence;- Problem solving skills;- Ability to assess own effort;- Cooperation with colleagues.If possible, let feedback conversations take place once every two weeks. The feedback meeting is aimed at supporting the apprentice during the work-based learning process. Work and/or vocational practice assignments are discussed and the apprentice receives advice and tips on working and learning. The feedback conversation also gives the apprentice the opportunity to ask questions.


- Base observation and evaluation on predetermined criteria and standards;- Consider judgements on work assignments, but assess also the personal competences of the apprentice (Does the apprentice fit into the training company? Does he/she have the right professional attitude?...);- Make the apprentice understanding the importance of the aspects to be assessed;- Provide the apprentice information about his/her functioning at work (social and technical skills);- Address any problems or barriers by discussing with the apprentice;- Give the apprentice constructive feedback;- Remember to praise when appropriate, so that the apprentice's belief in his/her own skills can grow.

Tool No. 2: Feedback conversation form

You discuss the experiences of the apprentice and the workplace in-company mentor regar-ding cooperation, instruction and feedback.

Activities

Together with the apprentice, you discuss sug-gestions for changes in the workplace training and the apprentice’s consultations with the workplace in-company mentor.

Own notes

You discuss the apprentice’s and workplace in-company mentor’s experiences regarding implementation of vocational practice assign-ments.

You make new appointments for vocational practice assignments in the future.

You make new agreements about coopera-tion between the apprentice and workplace in-company mentor.

You formulate a new plan for supervision / gui-dance in the workplace.

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Key facts - Tool No. 3: Final evaluation and review

WHO? The in-company mentor evaluates the apprentice at the end of the apprentice-ship work-based training programme and provides him/her with a feedback on the performance.

WHY? The final evaluation is used to detect the success of the work-based learning plan, the level of success and any failure of the plan.If successful, the final evaluation is used to start the stage of recognition, validation and certification of learning outcomes acquired and thus ensure the marketability of these by the apprentice in his/her future professional career.In case of failure the results of the final evaluation will lead to a phase of critical asses-sment of the possible causes, and to a desirable improvement of the strategies for the realization of the work-based learning plan.

HOW? The final evaluation can be done through questionnaires, check list and face to face interviews with the apprentice and the involvement of the teacher/trainer from the VET organisation.Moreover, a portfolio of evidence is suggested to be reviewed and assessed by the in-company mentor together with teacher/trainer from the VET organisation, who make a judgement on the quality of the work. The portfolio comprises a collection of evidence (preferably in an online portfolio with written evidences) which might include:- Written statements;- Reports;- Presentations;- Performance reviews between in-company mentor and apprentice;- Observations (recorded by the in-company mentor);- Ongoing professional discussions between apprentice and in-company mentor relating to projects and assignments (recorded by the in-company mentor);- Feedback from the in-company mentor.

The evidence contained in the portfolio is a range of materials and documents genera-ted over the period of the apprenticeship and which provide evidence of the apprenti-ce’s ability to apply and demonstrate team leading and management concepts.Even the in-company mentor, as a company trainer, should evaluate himself/herself.To this end it is suggested to fill out a form at the end of the apprentice's work-ba-sed training programme.The following items are relevant to the in-company mentor’s self-evaluation:- Integration of the training in the workplace;- The training;- The company as a training placement;- Cooperation with the VET organisation.


- Ask for the apprentice’s overall opinions of the training period, discuss the training and make notes of the discussion;- Use final assessment information to further develop the set-up, the conditions and the practice of the training;- Complete the Unit and obtain a minimum of 80% score in the assessment.

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Key facts - Tool No. 3: Final evaluation and review

WHO? The in-company mentor evaluates the apprentice at the end of the apprentice-ship work-based training programme and provides him/her with a feedback on the performance.

WHY? The final evaluation is used to detect the success of the work-based learning plan, the level of success and any failure of the plan.If successful, the final evaluation is used to start the stage of recognition, validation and certification of learning outcomes acquired and thus ensure the marketability of these by the apprentice in his/her future professional career.In case of failure the results of the final evaluation will lead to a phase of critical asses-sment of the possible causes, and to a desirable improvement of the strategies for the realization of the work-based learning plan.

HOW? The final evaluation can be done through questionnaires, check list and face to face interviews with the apprentice and the involvement of the teacher/trainer from the VET organisation.Moreover, a portfolio of evidence is suggested to be reviewed and assessed by the in-company mentor together with teacher/trainer from the VET organisation, who make a judgement on the quality of the work. The portfolio comprises a collection of evidence (preferably in an online portfolio with written evidences) which might include:- Written statements;- Reports;- Presentations;- Performance reviews between in-company mentor and apprentice;- Observations (recorded by the in-company mentor);- Ongoing professional discussions between apprentice and in-company mentor relating to projects and assignments (recorded by the in-company mentor);- Feedback from the in-company mentor.

The evidence contained in the portfolio is a range of materials and documents genera-ted over the period of the apprenticeship and which provide evidence of the apprenti-ce’s ability to apply and demonstrate team leading and management concepts.Even the in-company mentor, as a company trainer, should evaluate himself/herself.To this end it is suggested to fill out a form at the end of the apprentice's work-ba-sed training programme.The following items are relevant to the in-company mentor’s self-evaluation:- Integration of the training in the workplace;- The training;- The company as a training placement;- Cooperation with the VET organisation.


- Ask for the apprentice’s overall opinions of the training period, discuss the training and make notes of the discussion;- Use final assessment information to further develop the set-up, the conditions and the practice of the training;- Complete the Unit and obtain a minimum of 80% score in the assessment.

Tool No. 3: Final interview form

The in-company mentor discusses the appren-tice’s strengths.

Activity

The in-company mentor gives advice about the apprentice’s functioning, which the apprentice can benefit from in a subsequent work-based training period.

Notes

The apprentice tells about the positive expe-riences he/she has experienced in this wor-k-based training period and discusses what he/she would like to see changed. The in-company mentor will check whether or not something can be done about the issues addressed by the apprentice.

The in-company mentor indicates whether or not the apprentice will have the possibility of employment in the training company in the fu-ture. And what he/she should do to maintain or increase opportunities for this.

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Tool No. 3: In-company mentor self-evaluation

Department: In-company mentor:

Training programme: Apprentice:

ORGANISATION very poor poor average good very good

How were organisational aspects of the work-based training (accreditation as a training com-pany, contract, etc.)?

Do you have ideas or suggestions for improvement?

Who could carry out these improvements in the company?

How was the physical environ-ment (facilities, equipment) for the apprentice’s training?

How was the physical environ-ment (facilities, equipment) for the apprentice’s training?

ON-THE-JOB TRAINING very poor poor average good very good

Were you able to oer the apprentice appropriate profes-sional challenges?

Were you able to give the appren-tice personal responsibility?

Did you have a personal training plan for the apprentice? yes no partially

Did you give the apprentice special training tasks? yes no partially

Were the learning objectives attained? yes no partially If not, what

needs to be done?

How were consultations betwe-en the apprentice and you, as an in-company mentor?

Was there variation in your training methods?

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ON-THE-JOB TRAINING very poor poor average good very good

Were you able to o�er the apprentice appropriate profes-sional challenges?

Were you able to give the appren-tice personal responsibility?

Did you give the apprentice special training tasks? yes no partially

Were the learning objectives attained? yes no partially If not, what

needs to be done?

How were consultations betwe-en the apprentice and you, as an in-company mentor?

Was there variation in your training methods?

How do you assess your training methods?

Did the apprentice generally �nd your feedback useful?



Have you discovered a need for further or continuing training for yourself?

yes no If yes, which kind?

THE COMPANY AS A TRAININGWORKPLACE very poor poor average good very good

If there were other in-company mentors than you, how well did you cooperate regarding the apprentice’s training?

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THE COMPANY AS A TRAININGWORKPLACE very poor poor average good very good

If there were other in-company mentors than you, how well did you cooperate regarding the apprentice’s training?

Do you feel that there is support for training within the company in general?

yes no partially



COOPERATION WITH THE VET ORGANISATION very poor poor average good very good

To what extent have you promoted the cooperation between the company and the VET organisation in regards to the content of the apprentice’s training?

Have there been tripartite con-sultations (between the VET organisation, the apprentice and the company)?

yes no If yes,how many?



How was cooperation with the VET organisation?

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Case No. 1: A REGULAR ASSESSMENT, REVIEW AND FEEDBACKCharles, 21, is an apprentice at Park Communications, an award-winning printing firm based in East London. He is studying at Lambeth College.Charles started his Level 3 Business & Administration apprenticeship after achie-ving the Level 2 NVQ qualification last year.“When I initially started, I was carrying out basic tasks and shadowing staff mem-bers”, he said. “I now have more responsibility and independence in my role. We work with really high-end clients and get some exciting projects, including go-vernment papers. We have just recently produced David Bowie’s Commemora-tive book”.When asked why he chose to follow the Apprenticeship route, Charles answe-red: “I went to sixth form and progressed to studying at college, where I realised that I wanted to learn in a more practical way. I was sceptical about doing an ap-prenticeship, but I can get an NVQ and valuable work experience that I wouldn’t otherwise have”.Lambeth College maintains a strong relationship and regular communication with Charles’ employer and in-company mentor to provide regular assessment, review and feedback for the apprentice.“The feedback that I get has been really positive”, said Charles. “I meet with my in-company mentor and apprenticeship officer at Lambeth College every two weeks to review my progress and to hear what my in-company mentor has to say, which keeps me really motivated”.Other assessment methods are also used within Charles’ apprenticeship frame. Self-evaluation and self-tests enhance, for example, Charles’ responsibility for his vocational progress.The final evaluation will be used, instead, to detect the level of success of Char-les’ apprenticeship path. If successful, the final evaluation will be used to start the stage of recognition, validation and certification of learning outcomes acquired and thus allow Charles to complete the Level 3 apprenticeship at the end of the academic year when he will be offered the opportunity to commence a full-time employment.

Case No. 2: “Our feedback is always very positive and encouraging!”Chloe, 17, and Elodie, 18, are both apprentices at West Ham Olympic Sta-dium in Stratford (England) and study at Newham College.

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Chloe and Elodie started their apprenticeships as office juniors while stu-dying Level 2 and Level 3 Business Administration.Based at the Stadium, the two girls work alongside the safeguarding and HR teams carrying out duties such as taking customer enquiries, docu-ment handling and recruitment. Chloe has also been working from West Ham Academy during player tours to ensure that the coach is provided with all of the necessary information. Both apprentices are given regular assessment and training from their in-company mentor.“Every Monday, we sit with our in-company mentor to review our workload and we get a chance to discuss how we are getting on and receive advice and tips on working and learning. Our weekly assessment give us also the opportunity to ask questions to our in-company mentor. Our feedback is always very positive and encouraging!”.We asked the two girls why they decided to undertake an apprenticeship programme. Elodie said: “I get to continue my education and be independent while ear-ning my own money. One advantage of working at West Ham is that there are many different departments – from marketing to HR and accounts. At the end of our apprenticeship, we get to choose which area that we want to work in”.Chloe said: “In an apprenticeship you get treated like an adult and you get paid while you are working. You get the same qualification as in college, but with the benefit of getting real work experience. I already know what I want to progress to do once my apprenticeship is complete”.After their apprenticeships final assessment and certification, if all succes-sful, Chloe and Elodie both would like to progress into a full-time employ-ment at the Stadium.


Tips: give the in-company mentor some useful tips on what to consider especially, what to not forget, whom to consult in cases of questions, etc.- Responsibilities have to be clear. Always consult the VET organisation in case of uncertain matters;- Responsibilities are typically important matters to clarify in agreements

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between the company and the VET organisation. You should at least know who is responsible for the assessment and how it should be arranged;- It is crucial to prepare the apprentice properly in regards to the situations and tasks being assessed before the official assessment. Methods should be simple and clear;- Make clear where, when and how the apprentice will be assessed;- Make sure the apprentice knows the criteria and conditions for asses-sment;- Make sure there is clarity about standards (pass / fail);- Give the apprentice the opportunity to prepare for the assessment;- Make clear who should be consulted in the case of problems and disputes;- Always discuss results after an assessment with the apprentice. Speak in a way the apprentice understands. Keep your attention on the apprentice;- Always agree on targets for improvement and points that need attention. Discuss the progress that has been achieved;- Report results in the apprentice’s portfolio.- Finish with a compliment.

Where to find support and further information on:

European Alliance for Apprenticeships – Final Report on Assessment of progress and planning the future:file:///C:/Users/user/Downloads/KE-02-17-805-EN-N%20(1).pdf

The cost-effectiveness of apprenticeship schemes:http://erc-online.eu/wp-content/uploads/2016/05/Employers_Fi-nal-Report-on-Apprenticeships-May-2016.pdf

Study on teachers and trainers in work-based learning/apprenticeships:https://publications.europa.eu/en/publication-detail/-/publica-tion/88780c83-6b64-11e7-b2f2-01aa75ed71a1/language-en

Training goals and assessment criteria; apprentices assessment; evalua-tion of workplace training; certification/graduation: http://eu.trainerguide.eu/

Evaluation of apprenticeships from the employers perspective:https://dera.ioe.ac.uk/14428/1/12-813-evaluation-of-apprentice-ships-employers.pdf

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Professional development opportunities for in-company trainers:https://www.cedefop.europa.eu/files/6106_en.pdf

Evaluation of Work-Based Learning Programmes – Apprenticeships:https://dera.ioe.ac.uk/25884/1/160316-evaluation-work-based-lear-ning-programme-2011-14-apprenticeships-en.pdf

Toolbox for Apprenticeship Coaches – Increase Apprenticeships in SMEs: https://www.ac4sme.eu/

Apprenticeship Quality Toolkit:https://www.eurashe.eu/wp-content/uploads/2018/02/Apprenticeshi-pQualityToolkit.pdf

Apprenticeship case studies: http://www.apprenticeshipguide.co.uk/https://www.jaguarlandroverretailerapprenticeships.co.uk/case-studies

CONCLUSION

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CONCLUSION

CONCLUSION

This handbook was dedicated to all trainers and training professionals who face the challenge of training students directly at work, where daily ope-rations need to be managed professionally and in time. Thus workplaces become learning environments where students are given space to • try out, apply and deepen their knowledge and skills, • receive proper feedback and • make mistakes.

We hope you benefited from those compact information and found the practical tools and cases useful for your daily training work.

For further information and support please contact:…Best regards

Your R.APP project team (picture of team?)

www.eu-rapp.eu

License note:

If not stated otherwise this document is for free use under the Creative Com-mons Attribution-ShareAlike: distribute of derivative works only under a license identical (“not more restrictive”) to the license that governs the original work (CC BY-SA 4.0). To view a copy of this license, visit http://creativecommons.org/li-censes/by-sa/4.0/. Logos are excluded from free licensing.

This project has been funded with support from the European Commission. It reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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INFORMATION TECHNOLOGY, CONSULTING & TRAINING SERVICES

PROJECT PARTNER

E.N.F.A.P. Marche (Ancona, IT)www.enfapmarche.it

IHK-Projektgesellschaft mbH (Frankfurt Oder, DE)www.ihk-projekt.de

Hermes Corporation, (Gzira, MT)www.hermesjobs.com

SVAP - Federation Of Attica And Piraeus Industries, (Piraeus, EL) www.svap.gr

REATTIVA – Regione Europa Attiva (Campobasso, IT)www.reattiva.eu

Asociatia European Academy (Bucharest, RO)www.europeanacademy.ro

Apopsi S.A., (Piraeus, EL)www.apopsi.gr