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Work-based Recorder/ Mentor’s handbook
A guide to supporting your learner with their NVQs
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Contents How the assessment process works
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Where the Work-based Recorder/Mentor fits in
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The role of the Learner
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The role of the Work-based Recorder
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The role of the Apprenticeship Officer
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The role of the Assessor
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NVQs: the basics
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Work-based Recorders – questions and answers
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Coaching and mentoring – supporting your learner
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Tips for successful coaching/mentoring
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About this handbook Without evidence from the workplace, a learner will be unable to obtain their National Vocational Qualification (NVQ) and therefore will not fully complete their Qualification Framework. The NVQ demands that a learner must prove they can carry out tasks within a real working environment. The awarding body encourages the use of Work-based Recorders in the assessment process, to help learners achieve their NVQ. This handbook contains information on the Work-based Recorders’ role in the assessment 2
process, as well as general information about NVQs. It is important that the Assessor has confidence in the integrity of the Work-based Recorder/Mentor before they can make a reliable judgement on a candidate’s competence. This confidence can only be assured if strong links are forged between the Work-based Recorder/Mentor and Assessor.
How the assessment process works There are several awarding bodies for construction e.g. Cskills Awards and City & Guilds. They are responsible for approving organisations to carry out the assessment of apprentices for NVQs. These organisations may be: • Colleges • Training centres • Companies Once approved they are then known as assessment organisations. Assessment organisations employ staff to carry out assessment and verification. They are called Assessors and Internal Quality Assurers.
Internal Quality Assurer (Internal Verifier) Internal Quality Assurers are responsible for ensuring the quality of the assessment process within an assessment organisation. The awarding body employs staff to oversee the whole assessment process; these people are called External Quality Advisers. External Quality Advisers (External Verifiers) External Quality Advisers ensure that all assessment centres are working to all the standards laid down by the awarding body.
Assessors Assessors are occupationally competent and qualified in assessment and are responsible for deciding a learner’s competence.
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Where the Work-based Recorder/Mentor fits in Several people work together in the NVQ process and they are known as: • The Learner • The Assessor • The Work-based Recorder/ Mentor • The Internal Quality Assurer • The External Quality Adviser
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Work-based Recorders Work-based Recorders cannot carry out formal assessments themselves but are vital links between the Assessor and the Learner. They are nominated by their employer to vouch for the evidence the learner provides from the workplace and, the standard and quality of the work completed. Work-based Recorders will be known to the Assessor, who will be confident of their ability to help decide if a learner is competent.
The role of the Learner The role of the Learner is to agree the assessment plan with the Assessor, ensuring that the learner: • Has details of the NVQ being undertaken • Understands what units are to be assessed • Understands what type of evidence must be provided • Agrees how the units are to be assessed • Agrees the review process (the Apprenticeship Officer may also be involved in this process). • Ensures that all workplace evidence is recorded in the agreed format as required by the Assessor • Liaises with the Work-based Recorder, Assessor and Apprenticeship Officer to ensure the appropriate evidence is being collected and recorded • Collects as much supporting evidence as possible • Ensures that the Work-based Recorder signs all the evidence to vouch for its authenticity • Presents the evidence to the Assessors for judgement and answers the job knowledge questions asked, or set, by the Assessor
Supporting evidence can be in the form of: • Details of contracts worked on • Appropriate site drawings • Videos of the learner carrying out work activities • The Learner’s job description • Time sheets • Job cards • Witness testimonies from customers or clients, Architects, Surveyors, Site Managers or Supervisors • College reports and progress reviews • Photographs • Course attendance certificates • Training agreements
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The role of the Work-based Recorder The role of the Work-based Recorder is to: • Regularly observe the learner’s performance in the workplace • Check that the learner carries out safe working practices and meets the quality of work expected • Sign and date the learner’s evidence, to vouch for its authenticity • Liaise with the Assessor on the learner’s performance in the workplace
• Ensure, whenever possible, that the learner is being given every chance to carry out the full range of work activities required for the completion of the NVQ • Provide support and guidance to the learner on the collection of evidence • Represent the views of the employer in the assessment process
The role of the Apprenticeship Officer The role of the Apprenticeship Officer is to: • Support the learner in gathering evidence for assessment • Co-ordinate the skills learnt in college with activities in the workplace to enable these skills to be developed
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• Agree targets with the learner and employer to ensure progress towards achievement of the target NVQ • Monitor progress and identify opportunities for assessment
The role of the Assessor The role of the Assessor is to: • Produce an assessment plan for the learner • Periodically observe the learner carrying out work activities in the workplace • Review the assessment plan with the learner and make amendments as required • Establish whether the learner has the necessary knowledge and understanding required for the NVQ. (The learner can choose to answer the questions orally or in writing)
• Make a judgement on all the evidence the learner provides to support their claim of competence The Assessor may only make one or two visits to the workplace to observe the learner. In this situation, the Work-based Recorder carries out most of the observations and confirms to the Assessor that the learner has carried out their work to the requirements of the contract.
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NVQs: the basics What are NVQs? With NVQs, the learner has responsibility for proving they have the skills and knowledge to carry out the work expected of them by the construction industry. Who developed NVQs? CITB is responsible for standard setting for the craft and operative occupations. To do this, it works closely with representatives from industry to ensure the NVQ reflects its needs for a competent workforce. How are NVQs made up? An NVQ is made up of a number of individual units of competence; the number of units depends on the breadth of the occupation. Each unit is made up of two components. Below are the main details of the NVQ.
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Units The unit title describes an area of work carried out in the industry, for example: • First fixing • Building masonry walls • Hanging wallpaper Learning outcomes Learning outcomes state exactly what a learner should know, understand, or be able to do, as a result of completing a unit. For example, for a health and safety unit a learner should: • Understand and comply with all workplace health, safety and welfare legislation requirements.
Assessment criteria This specifies the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved. Using the same health and safety unit the learner will have to be able to: • Comply with information from workplace inductions and relevant briefings • Use health and safety control equipment safely
• Comply with statutory requirements, safety notices and warning notices • State why and when health and safety control equipment should be used • State how the health and safety control equipment should be used in accordance with the given instructions • State which types of health, safety and welfare legislation, notices and warning signs are relevant
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Work-based Recorders Questions and answers What are Work-based Recorders? They are the link between the learner working towards their NVQ and the NVQ Assessor. Who can be a Work-based Recorder? Anyone who is an established member of a company or a person who is responsible for supervising the work activities of a learner. What does a Work-based Recorder have to do? They vouch for the work carried out in the workplace by the learner, who is working towards achieving their NVQ, by signing their work-based evidence sheets or work evidence diary. They should be available to work with the learner and the NVQ Assessor.
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Will the Work-based Recorder need any training? Yes. All Work-based Recorders will have to undertake the specific training that will help them to understand their roles and responsibilities. Does the Work-based Recorder sign to say the learner is competent? No. They only sign to confirm that the learner has carried out the work satisfactorily. The NVQ Assessor signs to say that they are competent.
Your role in the workplace • To liaise with the NVQ Assessor on the units the learner is working towards, and their progress in the workplace • To ensure that the learner gets the opportunity to gain the workplace evidence needed to prove their competence. This may mean the learner moving between jobs to gain the required experience • To ensure that learners are recording their work evidence on a regular basis and in the agreed format
• To ensure that those who are stated as providing witness testimonies are happy with the learner’s work • To sign the evidence documents when the learner has finished recording the evidence required for each unit • To develop a rapport with the learner and be encouraging, positive and supportive For more information on becoming a Work-based Recorder/Mentor please contact your CITB Apprenticeship Officer.
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Coaching and mentoring Supporting your learner Supporting your learner This guide provides basic information to enable you to support your learner throughout the duration of their learning. Coaching and mentoring helps you, as an employer, understand how learners can be supported. Mentoring Mentoring is about offering personal support, so the Mentor doesn’t necessarily need to have the same professional skills as the learner. While some learners will seem to sail through the Apprenticeship, others will need support in dealing with problems in their personal, work, study, social or domestic lives which could prevent success on the programme. Mentors will need to be alert to any harassment, bullying or other types of bad treatment. They will need to ask the learner very specific questions about how well they are being treated, whether they are being included and how they are getting on with colleagues, Managers and Lecturers.
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What to consider when appointing a Coach/Mentor It is recommended that, if possible, one of your experienced employees acts as a Mentor or Coach for the learner throughout their time with you. They can provide the learner with advice and further objective feedback. Try to select an employee who is naturally helpful, good with people and has the desire to help a young person in their working life.
Benefits With the help of employers, a learner will develop the skills and knowledge needed in the workplace. There are many other benefits too: • Learners feel more valued which leads to increased morale, loyalty, commitment and retention • Developing new skills and knowledge in different technical and business areas will help when you tender for work • Skills shortages and gaps can be filled by existing learners and staff who you know and trust
• Improved health and safety and reduced absenteeism • A better corporate image as an employer and being perceived as excellent in training and development by potential employees and clients • Improved team performance and employees can pass on skills and knowledge • To inspire, challenge and upskill the learner can lead to enhanced productivity • You will be assisting a learner towards an industry-recognised qualification that can give them the necessary skills to realise their potential
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Tips for successful coaching/mentoring Ask for volunteers The relationship is more likely to be a success if there is a volunteer for the role. If you have to nominate individuals, then it’s important to choose people who have the right skills to fulfil the role. Compatibility Spend time ensuring that each learner is matched with the best person for them. The learner needs to be able to relate to their Coach/ Mentor, so if possible they should have a say in the matching process. Establish trust Trust is a crucial ingredient. If problems or issues arise, the Coach/Mentor needs to be able to work with the learner to agree a solution. Although normal disciplinary procedures will still apply, judgement and discretion should be allowed when dealing with issues. Offer training and support Some Coaches/Mentors will need very little training to be able to fulfil the role, but all will require guidance and support throughout the process.
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Set time expectations Although the amount of time needed will depend on the learner’s individual needs, it can be helpful to set boundaries on when the Coach/Mentor is available and how quickly they’ll be able to respond to any questions. You can arrange scheduled meetings, but additional meetings can also be arranged in response to an event, request or enquiry. Be proactive The Coach/Mentor will need to take a proactive approach to working with the learner. If things go quiet, it helps if they can remind the learner that they’re around and interested in how things are going. No blame Coaching/mentoring relationships don’t always work out in the long term. If things aren’t working, then both sides should be able to move on without assigning any blame.
Working with CITB’s Apprenticeship Officer The Apprenticeship Officer will have processes in place for monitoring your learner’s progress. You will need to work closely with them and your learner to address any issues. If issues arise, then you will need to work together to find solutions. The Apprenticeship Officer will be able to provide suitable support for any learners with additional learning needs and help you to offer the right kind of assistance in the workplace.
In a nutshell Taking on a learner is a two-way relationship and you can play your part in helping them get qualified. Giving your learner experience of a wide variety of work and providing them with opportunities to learn new skills, visit customers and suppliers, or go to demonstrations and exhibitions, is a great way to help them. It’s also good to help them with planning work-based projects and assignments and giving them access to any computer, software and equipment where needed. If you provide in-house training, giving your learner access to this and any other resources or specialist information will assist them further. The most important thing though is to give them as much encouragement, advice and support as possible. This will give your learner a chance to progress and recognise their achievements along the way.
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