Excellence Gateway
This case study was produced by JISC RSC (Regional Support Centres) South West on behalf of the Excellence Gateway.
Sector relevance: Work-based learning, academies
Keywords: Improving teaching and learning, improving responsiveness to learners, improving institutional effectiveness, Learning Innovation Grant (LIG) funding, younger workers, young trainees, catering, small businesses
Funding for capital expenditure is always difficult for small businesses and, in order to stay in touch with the young trainees in the catering industry, the Academy for Training needed Tablet PCs, a scanner, whiteboards, cameras and voice recorders. Funding through the Learning Innovation Grant (LIG) 3 project has meant that, not only has the company been able, in the Managing Director's words, “to move from the dark ages”, it has also been able to embark on a major new project to launch a virtual hotel in which the students can train online.
Managing Director, David Badcock, had been in the business of training for the hotel and catering industry for over 20 years when he saw his five year-old grand-daughter Amelia with a laptop. He said he suddenly realised that he had to move with the times if he was going to continue to relate to his young trainees. He looked into the options and decided the e-NVQs were the way forward. The Academy for Training moved into e-NVQs about four years ago and now has about 150 learners on its books.
About LIG funding
The Learning Innovation Grant (LIG) funding is provided by the Learning and Skills Council (LSC) and administered by the Association of Learning Providers (ALP). LIG funding supports the innovative development and application of ICT technologies and e-learning within the work-based learning (WBL)/skills sector. As at June 2008, LIG funding has supported 224 projects across a wide range of geographical and occupational areas. Access LIG exemplars on the ALP website.
Some youngsters find it difficult to become enthused over training but they usually engage with IT. Dave Badcock felt he had to revolutionise his way of working in order to keep in touch with youngsters in the over 14 age group. In order to do this he felt he had to move into electronically-delivered training, but this demanded considerable capital expenditure, not just to launch the scheme, but also to keep it fresh, interactive and relevant.
All student work is handled electronically. The training assessor takes an MP3 voice recorder with them to an assessment and takes photographs of the student at work, covering the topics required by that particular unit. For example, it might cover preparing and filleting fish, the different types of fish and involve the trainee demonstrating dice, goujons or supreme.
At “Posh Nosh”, the professional catering firm based at Exeter Rugby Club, Leon Finbow had been working there two years when his employer suggested he join the apprenticeship programme. He was keen to accept the offer because he had no formal qualifications. David Badcock became his assessor and visits him on a monthly basis. On one of these visits, Leon is preparing lunch for fifteen players. On the menu are pork steaks marinaded in thyme and lemon, accompanied by stir fried vegetables and noodles. Leon prepares twice as much as normal because players are hungry individuals.
David photographs him chopping the vegetables, doing Health and Safety checks and keeping his work surface clean and tidy. Leon says he is pleased he joined the scheme and he hopes it will help him gain promotion in the company.
David's photographs will illustrate Leon's proficiency in the various units David is checking on that visit. From these photos he will compile a photo story with narrative that the external assessor can access on line. He does this using a free programme called “Picturestory 3”. He imports pictures into a file, plugs in his headphones, talks against the pictures and adds captions. This file is saved as an attachment onto the e-NVQ site and he puts in the evidence to back up the pictures he has taken. This is the text written by the assessor. This material is then randomly sampled by the external assessor.
Leon was the first student to join the scheme at “Posh Nosh” but two others have since joined him. General Manager Vicky Squires is very pleased with the scheme and says she will be looking to use it with other members of staff that join them. She said:
“Its really useful for the trainees to learn in the workplace, collectively. Youngsters don't often have the funds to pay for training and this way they can earn and learn at the same time. We could not afford, as a business, to send the staff on a day release. This way everyone wins”.
The scheme is free for both the employer and the trainee.
Each time the assessor goes out to assess the learners competence, there must be a mark of at least 3. A minimum of 9 will demonstrate a learner's competence in that particular task. Depending on the student's previous experience, the time taken to achieve the qualification can be reduced. If there is a project to be completed, the student can load all the written work onto the computer for the assessors, and their employers, to see. The students work space remains “live” for 70 years and belongs to the learner.
The range of subjects that can be studied include food and drink service, food preparation, hospitality and customer service. Before the student is enrolled they undertake a “skill scan” and an “Information, Advice & Guidance” session to ensure they are signposted to the right course. The employers are made aware of their rights and responsibilities and that they are able to access the student's work and see what assignments have been set.
In order to apply effectively for LIG 3 funding, Dave Badcock turned to RSC South West's Work-Based Learning Advisor David Rowe. “He gave me advice on what to put in the bid”, says David Badcock “and if I needed guidance or support he put me in touch with the right person. His support was invaluable”.
Going electronic has meant geographical limitations have been overcome. If the student is in an isolated spot, or the trainer is at an hotel out of the area, they can still be assessed.
Dave said: "There are a few problems. You can't get them into a group like a classroom and the learner has to have the maturity and the motivation to go onto the website. The LSC will not accept a signature on a Tablet PC. It has to be done in ink on paper in the old-fashioned way. There is also a downside in that some staff take time to get to grips with the IT. The rate of change can be fast and furious. You need patience, and the Managing Director must lead from the front.”
"But thanks to the funding schemes, we have been able to do what we wanted and we have bigger schemes for the future. We are going to design a virtual hotel into which the students can enter and see good practice at work. There will also be learning materials to access in the relevant departments. We are going to call it Hotel Academy. The graphics are being designed at the moment by a local company and my staff will “people” it with resources. Without LIG 3 funding we would still be in the Dark Ages. The learning needs to be interactive to keep the students' interest. We will be applying for LIG 4 because a small company needs to develop its resources.”
Disclaimer: The Regional Support Centres (RSC) and the Learning and Skills Improvement Service (LSIS) support the development of educational e-learning. We may refer to specific products, processes or services. Such references are examples and are not endorsements or recommendations and should not be used for product endorsement purposes.
You can find this page and download any referenced resources from the Excellence Gateway at http://excellence.org.uk/166845.
