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Assessor Guidance - Work Place Learning
Introduction

The role of the Assessor is to support and motivate the learner to achieve the NVQ Qualification. It is important that the Assessor not only supports the assessment and learning needs of the Learner during the programme, but other areas of their lives which may be affecting their ability to learn and achieve. Supporting the Learner involves supporting their emotional needs, health and well being, as well as learning and assessment directly related to the qualifications for the framework.

Assessors will take on the role of the Learner's coach and mentor, ensuring that the whole programme is integrated into the workplace and takes into account the business needs, which will require the Assessor to build effective relationships with employers. This will ensure that the programme has visible benefits to the employer and the Learner, which will help promote the long-term customer relationship and prove the value of work-based learning.

Assessors will take an holistic approach to supporting Learners whilst they are on programme and beyond, giving sound and relevant IAG (Information, Advice and Guidance) for learners to consider when making future decisions about their career pathway. This guidance for Assessors walks through the process from Initial Assessment to completion. Assessors should use this as a guide, with the understanding that learners may need varying amounts of support at different stages in their programme, so Assessors will need to be observant and flexible in identifying and supporting these requirements.

Initial Assessment
The Initial Assessment is key to ensuring the programme is suitable for the Learner and that the learner is committed and able to complete the programme. It is important that this process is completed thoroughly and that sound decisions are made and advice given when accepting learners onto Reed in Partnership's Work Place Learning programme and agreeing the support they require to complete the programme. The Initial Assessment documentation and notes can be used to show that we have treated customers fairly and made fair decisions when we have not been able to offer a place on the programme, so it is vital that these are assessed consistently and notes made as to the reasons for declining entry of any learner.

The Initial Assessment is in two parts. The first part is undertaken by the Skills Broker and includes:

·  Learner Registration Form

·  Learner Self-Declaration Form

·  Learner ULN Consent Form

The second part of the initial assessment happens after eligibility for the programme has been confirmed, and this part of the initial assessment (and subsequent learner contact) is undertaken by the Assessor. It includes:

·  Learner Self Assessment Form

·  VAK Learning Styles Questionnaire

·  Skills Scan Questionnaire

·  Key Skills Initial Assessment

·  Interview

·  Information, Advice and Guidance

·  Individual Learning Plan (ILP)

The initial assessment will draw out areas for development in both personal and work related skills, these should be reflected in the plan and monitored on an ongoing basis, via the progress review and review of the ILP.

PART ONE

The Learner Registration Form

The Learner Registration Form contains information:

·  About the Learner's personal contact details and employer details

·  About the Learner's prior qualifications

·  About the Learner's health (disability and learning difficulties)

The Learner Self-Declaration Form

The Learner Self-Declaration form is used to check the eligibility of the Learner for funding. The required evidence will be collected by the Skills Broker, where possible, and eligibility double-checked by the Learner Support Team before the Assessor meets the Learner.

The Learner ULN Consent Form

The Learner Unique Learner Number (ULN) consent form is given to Learners so that they are able to agree (or not) to share their ULN with us and other organisations. This allows Reed in Partnership to record any qualifications that the Learner achieves on the nationally recognised database.

PART TWO

The Learner Self Assessment Form

The self assessment questionnaire contains information about how the Learner views their own strengths and weaknesses. This can be used to plan vocational and non-vocational related support, which will address personal goals and personal effectiveness.

·  The information can be used to identify improvements, ambitions and barriers Support or actions should be built into the Individual Learning Plan and discussed with the Learner

·  Specific learning, relevant activity (even if learner-driven) and/or advice should be detailed on the plan. Progress towards achieving agreed outcomes are to be monitored and recorded on the review and plan, on and ongoing basis.

For example, the Learner may say that they would like to improve their confidence. This needs to be reflected in the learning plan, along with how development is going to be supported, by whom and by when. The action may be that the Assessor will work with the Learner,helping them improve their confidence in what they know and do at work, or it may be a general need, in which case, specialist help or a specific course may be relevant, or even exploring opportunities for the learner to join a group or club outside work, which would suit their interests and develop their confidence and communication skills.

The VAK Learning Styles Questionnaire

Identifying a Learner's preferred learning style is a very important part of the initial assessment process. The VAK Learning Styles questionnaire considers Visual, Auditory and Kinaesthetic learning styles and is able to be marked immediately. The results may show that a Learner has a strong preference for a specific learning style, and the Assessor should build this into their assessment plans and ongoing training of the Learner.

If a Learner has a particular dislike for a learning style, Assessors should explore the reasons for this and try to help the Learner overcome this barrier, which will help open up more opportunities for learning. For example, many learners do not like or prefer to read instructions, but this is a common way of explaining usage and safety requirements for items we may purchase every day, or use at work, so to be able to interpret instructions is an important skill for learners to be able to use at work or home. Some learners may need help in seeing how they can break-down the instructions into bite-sized chunks, rather than trying to tackle a set of instructions as a whole, helping them learn how to pick out the salient points. It is rare that the learner will have only one preferred style of learning, so a good mix of learning methods should be encouraged.

The Skills Scan Questionnaire

When completed, the Skills Scan Questionnaire gives a brief insight into the Learner’s job role, mapped against the units of the qualification they would like to do. Learners should be encouraged to fully complete the Skills Scan Questionnaire so that the most relevant units can be chosen by the Learner, with advice from the Assessor and the employer incorporated into the decision.

The Key Skills Initial Assessments

Learners will be asked to complete the Reed in Partnership Literacy Initial Assessment and the Reed in Partnership Numeracy Initial Assessment. These assessments are paper based and each assessment will take a maximum of 40 minutes to complete.

If a Learner achieves Level 1, we would deem them suitably qualified for the Work Place Learning contract and no further diagnostic will be required. The Assessor will simply enrol the Learner on an NVQ Qualification and would not be required to enrol the Learner on a Key Skills qualification. If a Learner achieves Entry Level 3 or below, they will need to complete a further diagnostic and be enrolled on a Key Skills qualification, either separate to or at the same time as enrolling the Learner on an NVQ.

When agreeing action plans for literacy/numeracy support, Assessors should be specific about the support the learner will receive, for example, it will include support for punctuation, spelling and understanding information. The plan should include details of where and how the support will take place and the frequency, for example, the learner will receive weekly, one hour, one to one support in the workplace.

Some learners may need support with ESOL, if this is the case, we may have an Assessor who can be assigned to this Learner, to help integrate the support. If an Assessor is not available to provide this support, we should refer the learner to a local provider of ESOL and agree a date to re-assess their needs.

The findings of the initial assessment must be discussed with the Learner and they should understand why it is carried out and how it can be used to help them achieve their NVQ and how it will benefit them at work.

Interview

The interview takes place once all the Initial Assessment documentation and literacy and numeracy tests have been completed and reviewed. The application form, when completed, will contain a lot of information about the Learner. The Assessor will need to explore/clarify some of the answers and ask additional questions to satisfy themselves that the programme is suitable for the Learner and that the Learner is committed and able to complete the programme. The purpose of the interview is to:

·  Discuss the Learner’s reasons for joining the programme and ensure they are prepared and able to complete the programme

·  Explore any answers that suggest the Learner is not ready for the programme or any barriers, attitudes or motivations that may prevent the Learner from completing the programme

·  Receive an indication of whether the Learner is getting on well at work with colleagues and Managers, if they have any plans to move on, or are having problems. Depending upon the nature of the problem/s, the Assessor may be able to provide support or refer the Learner to an agency for help. The Learner may be about to leave their job, which could mean that it is not the right moment to commit to a work place learning programme

·  Ascertain if the Learner has any dependants or travel problems which may make it difficult for them to attend workshops or external tests

·  Find out if the Learner has any major events planned that may prevent them from completing the programme, e.g. major surgery, sabbatical

·  Feedback to the Learner any results and recommendations from the literacy, numeracy and skills questionnaires

·  Make a decision about the Learner’s commitment and ability to complete the programme and how long they will need to do so

Information, Advice and Guidance (IAG)

IAG takes place at the start/induction/initial assessment stage, ensuring that the Learner is informed about the programme and that it meets their needs/career aspirations. A summary of the discussion and any actions should be recorded on the progress review document.
Assessors should be prepared to give IAG at any time during the Learner’s programme, if the need arises, i.e. the Learner may be considering a career change or promotion.
IAG is given at the end of the programme. It may be that the Learner would benefit from progressing onto an Advanced or Higher Apprenticeship, or onto FE,HE or bespoke courses to help them reach their goals. This should be explored during IAG at the end of the programme and Assessors should encourage Learners to enrol in further training (this is a progression measure on the Work Place Learning contract).
Information, Advice and Guidance given should cover the following areas and must be impartial:

·  Career aspirations and timescales and other commitments

·  Personal development

·  The suitability of the programme and how it fits with the Learner’s aspirations

·  Units that will support the Learner’s goals

·  Prior learning, qualifications and experience

·  Existing skills

·  Alternative qualifications or courses, if this route is not suitable

·  Additional qualifications and courses to enhance the Learner’s programme and help them achieve their goals

·  Additional Support the Learner will need to achieve their goals

·  Contact details for agencies able to offer help to the Learner, such as Next Step

·  Next steps for the Learner if they cannot be enrolled onto the programme

·  If necessary, refer the Learner to another agency/provider if they cannot be enrolled onto the programme

·  Details of information sources, should the Learner need to do further research

Induction
The purpose of induction is to ensure that Learners know what to expect from the programme and what is expected of them, so that there are no surprises and that Learners feel confident, not apprehensive about the unknown.

The induction covers information about Reed in Partnership, information about the Work Place Learning programme and information about who the Learner should contact if they experience any problems, or simply have questions. It should ensure that Learners know all they need to know about the programme and how they will achieve each of the relevant units and the qualification as a whole. The induction will be started at the beginning of the Learner’s programme, but will be reinforced throughout the programme, with Assessors helping Learners to build their knowledge of Health and Safety, equality of opportunity, how to make a complaint or compliment how to appeal against assessment decisions, study skills and health matters. It is important that Learners remember their induction and even if they cannot remember every detail that they know they can refer to their handbook to find the answer, or contact someone who can help them.