How do I develop my skills? ULRs have helped unionlearn make a list of the skills for supporting union learners. These are included in Guide 3 Supporting Learners: Role and skills of the union rep. TUC Education is offering some new accredited courses from 2009 to help you develop these skills. If your region or union has funding it may be possible to work towards NVQs in Advice and Guidance or in Mentoring in the Workplace.
How do I find out more? There is more information in the Supporting Learners series of guides for union reps. Your unionlearn regional team will also be able to tell you about any regional developments for the Supporting Learners initiative. Details of regional contacts are found on the unionlearn website www.unionlearn.org.uk
March 2009 Photographs: Mark Thompson; Lorne Campbell/Guzelian.
Supporting Learners A brief guide for union reps REVISED EDITION
Why support learners?
Who can help me?
How do I do it?
As a union rep you have a key role to play in informing and supporting learners in the workplace.
Your union and other union learning representatives (ULRs) will help you to carry out this role but you also need the help of a network of people so that you can do this effectively in the time you have available.
These are the main activities:
Members may need help to think through and decide: what learning or training they would like to do how and where they would like to learn what practical things they need to sort out to start learning how to plan the best pathways for them how to cope with change at work what steps to take next. You will be helping to motivate and encourage them to have the confidence to take the first steps towards fulfilling their goals and ambitions. You will be signposting them to opportunities and to others who can help them.
Unionlearn has set up the unionlearn learning and careers advice service in partnership with the National Careers Advice Service to help you. You and your members can call free from a landline 08000 92 91 90. If you go to the unionlearn website www.unionlearn.org.uk/ uladvice you can email an adviser, book a call back, search for courses and access other resources. Unionlearn has also developed strong links with a network of organisations to help you carry out this role. If you do not have your own contacts call the advice service above for details of: – ‘nextstep’ face-to-face information and advice services in the regions – sector skills councils – workplace learning centres – learning and training providers – free resources
unionlearn learning and careers advice service
interviewing members, listening, asking questions exploring members’ ideas and goals identifying and analysing their learning needs checking out any practical problems that will get in the way of learning Your local library or Citizens Advice Bureau (CAB) will have local contacts. Don’t forget that your union will also have resources and services to help you. The union learning Climbing Frame is an online tool to help you with information and recording your members’ plans and achievements. Go to www.unionlearn.org.uk for a link to the Climbing Frame information page. Your union may have developed its own Climbing Frame with information that is relevant for your union and sector. Unionlearn has developed a Supporting Learners series of guides for union reps. These can be downloaded from www.unionlearn.org.uk (follow the links to the Supporting Learners area of the site).
08000 92 91 90 (calls are free from landlines)
helping members decide what to do and make plans finding information and signposting brokering and setting up learning opportunities offering continuing support, mentoring and coaching keeping a record helping members to move on.
www.unionlearn.org.uk/uladvice
GUIDE
1
Supporting Learners
Why and how union reps should support learners 2011 EDITION
Supporting Learners: Why and how union reps should support learners
Why it is important to support learners Unions, their union reps and union learning representatives (ULRs) are now established as key players in the drive to improve skills due to their unique position in the workplace. As a union rep you understand the organisation that you work for and have the trust of members which means that you are often the first port of call for advice on learning in the workplace. You have a key role in motivating and encouraging members to become learners, fulfil their goals and cope with change at work. However, although you have an important role to play when supporting learners you are unlikely to be a professionally qualified careers adviser. It is intended that the Supporting Learners series of guides will help you to provide union members with the right level of support that encourages their learning and progression and helps them to develop skills to manage their own careers. The term ‘supporting learners’ is used instead of ‘IAG’ or “careers advice” to describe the activities of ULRs. Their most important role is in mentoring, coaching and signposting.
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unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Why and how union reps should support learners
Making the case: benefits of supporting learners The following information is not intended as a comprehensive list of the benefits to be gained from supporting learners but it does provide you with some examples that you can draw on.
the chance to find out about opportunities for learning in the workplace
Unions will receive some of the following benefits by supporting learners:
agreement on realistic learning goals and actions
identification of their learning and skills needs
direction to the right course or training, which might be in the workplace ongoing reviews and support as required during learning
learners decide to join a union learners decide to become ULRs
an opportunity to consider what to do next
access to more funding, e.g. Union Learning Fund (ULF)
development of skills to cope with change
added value to members at a time of economic uncertainty
the chance for reps to negotiate reduced fees for learning from providers.
access to a range of resources for union reps from unionlearn, e.g. union learning Climbing Frame and unionlearn learning and careers advice service a demonstrable commitment and contribution to developing the workforce opportunities to develop partnership arrangements, e.g. local providers, local Next Step services
Employers may gain some of the following benefits when employees are supported to learn: The organisation shows a commitment to workforce development. Their profile as a learning organisation is improved.
profile as a learning organisation improved. Staff motivation and enthusiasm may be improved.
Union members will receive the following benefits from receiving support: access to services and opportunities collectively access to support from union reps who have a unique understanding of colleagues and the workplace
(calls are free from landlines)
There is potential for increased levels of production. Staff are more likely to respond positively to structural change or change within their jobs. A culture of lifelong learning is promoted. A contribution is made to achieving national standards, e.g. Investors in People.
www.unionlearn.org.uk/uladvice
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Supporting Learners: Why and how union reps should support learners
Equality and diversity: supporting every learner In your role as a union rep it is important that you make sure that members are supported by using resources that are appropriate to their needs. This means you will need to think about how you might need to work differently and how you are going to adapt your ideas and ways of working. The following are three examples of working with different groups of learners but do remember to check with your own union who may have projects, resources or campaigns to support specific groups of members.
Example 1 Ethnic minorities If you are supporting ethnic minorities or vulnerable workers such as migrants, especially where English is not their first language, you may find it helpful to refer them to the unionlearn learning and careers advice service language lines. Currently, there are nine language lines with trained advisers who can provide free, impartial and confidential advice and support about learning and work. You will find detailed information about the unionlearn careers and advice service and the telephone numbers for the language lines in Guide 2 Supporting Learners: Sources of help for union reps. In addition the website advice-resources, for IAG advice service workers, www.adviceresources.co.uk have produced three free downloadable guides if you are working with either asylum seekers, refugees or migrant workers.
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Example 2 Disabled workers Disabled workers, including those with learning disabilities, are already disadvantaged in the workforce and difficulties associated with access to learning can make things worse. If a member requires extra or additional help with their learning you may need to speak to or refer the member to a specialist agency. Contact details for some of the specialist agencies are in Guide 2 Supporting Learners: Sources of help for union reps. Many unions have Disability Champions, and TUC Education runs a Disability Champions course.
Example 3 Older workers Older workers may also need access to learning opportunities if they have been in the same job since leaving school and are now facing redundancy, or need to re-skill to stay in employment. Adviceresources (www.advice-resources.co.uk) has produced a guide to help you support older workers that is available as a free downloadable PDF. If you require more information about equality and diversity issues your union will be a good first point of contact. There are also some very useful publications, for example, Disability and Work: a Trade Union Guide to the Law and Good Practice and Making Informed Choices: Supporting Learners at 50+ that can be downloaded from the unionlearn website www.unionlearn.org.uk/ publications
unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Why and how union reps should support learners
Making a start: identifying needs As a ULR you will have undertaken either the unionlearn or your own union’s Learning Reps courses and will have found out about learning and organising. You will also have received information about using different approaches to identifying learner needs through a survey, quiz or questionnaire approach. If you are looking at the workforce as a whole, it is important to get some initial feedback from members about what they would like to learn so that you can arrange for oneto-one interviews or group sessions to find out more. Further information about identifying learners’ needs and a sample questionnaire can be found in your Learning Reps training manual.
It is all in the preparation A lot of the contact you have with members may be informal but if you are able to spend more time with them there are five key steps to setting up a successful discussion about their training/learning opportunities: 1. 2. 3. 4. 5.
Preparing members Preparing yourself The meeting place Agreeing how to work with each other Building rapport
Preparing members
Preparing yourself
It is important that members are told when you are planning to see them and that the meeting isn’t just sprung on them. Be clear about the time and place for the meeting as well as telling members about any information they may need to bring along, e.g. an individual learning needs assessment or course information.
(calls are free from landlines)
Spend some time, even if it is only five minutes, planning for the discussion. Consider what information you will need and if necessary where you will find that information as this will help you think about some of the topics you might want to talk to members about.
www.unionlearn.org.uk/uladvice
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Supporting Learners: Why and how union reps should support learners
The meeting place You may not have a choice over the meeting environment but if you have, then: Choosing the right time and location is important in terms of setting the scene. You may need to book a meeting room in advance or check a space will be available for the time you need to use it. If you are using the union learning Climbing Frame www.climbingframe.unionlearn.org.uk you will need a power point, internet access, and space to sit together at the computer.
Some members will approach you with very clear ideas of what they need to know; others will present very general queries about training/ learning. Some will not know what they want. Your contract with members should cover: the amount of time available for the discussion or meeting an explanation of the level of support on offer from you and others agreement about the main focus of the discussion confidentiality issues
Members may prefer a place where there will be no interruptions.
whether any records will be kept
Make sure the space you are working in is comfortable, the seating not too formal and provide drinks if possible.
information about what will happen at the end of the meeting, e.g. agree an action plan, and whether there will be a follow-up discussion.
Avoid talking across a desk as this puts up an immediate barrier. Allocate double the amount of time you think the meeting will take and then you will not be under pressure to rush things and you will have time for record-keeping or writing up your notes.
Agreeing how to work with each other We are using the word ‘contract’ here to mean the agreement you make with members about the way you will work with them: A contract should be made with members when you start; it need only take a short amount of time and can be quite informal.
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Building rapport Building rapport is about developing a trusting relationship with members so that they are comfortable to express their views and ask questions. Non-verbal rapport using the sound of your voice, posture, eye contact pattern and facial expressions is the quickest and most useful way to begin. One of the most effective ways of creating rapport is by having a genuine interest in the other person and what they have to say. Use active listening and questioning skills. (See Guide 3 Supporting Learners: Role and skills of the union rep).
unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Why and how union reps should support learners
Interviewing members
The first meeting The first meeting with members is critical. As a union rep you can use the initial discussion with colleagues to establish their interest in learning and to help identify learning needs and goals. The interview may take place as the result of an informal discussion, following a learning needs survey or because of a more specific request from a member. It may or may not be about work-related learning.
Be well informed Members and other learners will have a range of questions and concerns and your positive response will make the difference in giving them a new start. The kind of questions colleagues may ask might include:
“My job is at risk – how do I learn new skills?” “What should I do if I am made redundant?” “What’s the best course for me?”
Topics to cover Every discussion with a union learner is going to be different, depending on the circumstances. You will find it helpful to include some or all of the following topics:
Personal details Keep these details for record keeping purposes if members are happy for you to do this.
Work history Discussing this information will provide a picture of the learner and provide you with information about current and previous work related skills and experiences. Work can be paid or unpaid (voluntary).
“Where can I go to do my learning?” Short-term goals at work “How do I take the next step?” Make sure you have any information you need, or know where you can get it. There is a section in this guide called Finding and Using Information.
(calls are free from landlines)
Establishing short-term goals will help you identify members’ next steps. You will use these ideas to inform and develop their plan of action or their own personal Climbing Frame www.climbingframe. unionlearn.org.uk.
www.unionlearn.org.uk/uladvice
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Supporting Learners: Why and how union reps should support learners
Long-term career goal
Additional information
This information helps identify ambitions that members may have for the future.
You may also want to discuss the following during an initial meeting:
Learning history This can provide you with valuable information about members’ previous experiences of learning and their level of qualifications.
Personal aims Understanding people’s personal aims helps you to build up a full picture of them. For example, a personal aim might be to learn to use spreadsheets for home finance, or to get healthier.
Learning preferences It is important to know something about how members learn best as this may impact on the choices and decisions made. For example, some people do not learn effectively in the evening and undertaking learning at this time will lessen their chances of success. Others prefer to learn in a group. These are sometimes called learning styles and as members become more aware of their personal learning preferences, they can develop more effective and independent learning strategies. There are a range of learning styles inventories and questionnaires that may be helpful. Visit www.unionlearn.org.uk and put “learning styles questionnaire” into the search box. You will find a link to an example. There is an online questionnaire at www.bbc.co.uk/keyskills/extra/
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Strengths Always start with the positives and help members identify their strengths. This is a good way of encouraging members who have low self-confidence. It can also provide you with information about most appropriate learning opportunities. For example, a member might be good at DIY and mending things, so they may need a very practical course to learn effectively. Current concerns This may be an opportunity for the member to discuss work-related, personal or more complicated concerns that need to be signposted elsewhere. Members may find this difficult to raise or explore in a group. Interests and previous experiences This will help you get to know the member and understand the kind of learning opportunities to discuss. Any support needs You will need to establish particular needs for members who may, for example, have disabilities or childcare needs or who work shifts, as these may impact on their ability to take up learning opportunities. Helping to overcome any barriers is a key aspect of your role.
unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Why and how union reps should support learners
During the meeting Aim to create a relaxed atmosphere by starting in a friendly way. You should consider the effect of your own body language on the people you are talking to. For example, facing them, making good eye contact and nodding your head to show that you are hearing and understanding will all help to make less confident people feel at ease. Be aware that body language may be different in other cultures.
Listen actively
“What do you think your main strengths are?” You are likely to use both closed and open questions in any meeting about learning.
Clarifying and summarising
This means you should keep your speaking to a minimum and concentrate on what is being said – don’t assume anything. Summarising what has been said to you will help check your understanding, and give the member confidence that you have been actively listening.
Good questioning techniques Good questioning will ensure that both you and members get the most out of an interview. Remember that a member’s first question might not always be the most important one. For example, someone might initially talk about a work-related issue, but further questioning might reveal that they also have Skills for Life needs that they want or need to address. Sometimes you will need to ask ‘closed’ questions such as:
“Do you know where the local college is?” Questions like this generally require a ‘yes’ or ‘no’ answer and are used to gather key information. They can also help bring an interview ‘back on track’ if a member is particularly talkative.
(calls are free from landlines)
At other times, using ‘open’ questions will allow you to obtain much more detailed information. For example:
Throughout the meeting you will need to make sure that both you and members agree on what has been discussed. A good way to do this is to summarise and repeat back their questions or statements, but in your own words. This technique will also reassure them that you have correctly understood their ideas or concerns. An example of this might be:
“So you want to do an IT course, but you are concerned about how you can do this when you work irregular shifts?” At the end of the meeting, you will need to identify and agree possible next steps with members. You should all have a clear understanding of what happens next and what you have each agreed to do.
Need more information? Further information about interviewing tips and techniques can be found in Guide 3 Supporting Learners: Role and skills of the union rep or in your learning rep training manual.
www.unionlearn.org.uk/uladvice
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Supporting Learners: Why and how union reps should support learners
Information: finding and giving Not as easy as it sounds? Making sure members have simple and up-to-date information is not as easy as it sounds. Your main role as a union rep is to signpost learners to other organisations, but often members would prefer to get their information from you. There are various problems involved in this: You may not know where to find it. It may not be available in a simple way. You may get it wrong. The organisation or website you got it from may have got it wrong. You may find what you think is needed but not all the possible options. What you have found may be out of date. What you have found may not be applicable locally or to the member who has asked you. It may be needed in a different language or format. No one can be expected to know all the information needed about learning and work. Information about courses and programmes, job profiles, careers, the labour market, funding and finance, childcare and travel – the range is enormous. Professional information and advice workers will always check that they have got the right information before they pass it on, and there is a whole industry involved in producing and updating databases and resources for use by professional services.
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unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Why and how union reps should support learners
Help for you and your members This is why the unionlearn learning and careers advice service has been set up to help you in this part of your role www.unionlearn.org.uk/uladvice or call 08000 92 91 90. Calls are free from a landline. The service is provided by Next Step advisers. You can either telephone seven days a week from 8am to 10pm, or book a call back, or you can use the web portal to search for a course or to look at extensive databases and websites about courses, funding, or jobs. The advisers understand the limits of your role and that you may be short of time. They also understand that you may be calling on behalf of other union members or groups of members. If there is something the phone adviser needs to know or has to check they will arrange to call or email you back. If by any chance they get it wrong, it is very important that you feed back any problems you have so that they can correct their information. You can do this by contacting Ian Borkett iborkett@tuc.org.uk the Standards and Quality Manager at unionlearn. If you need more local or short-term information than the advice service can find, then there are various places you can try: your local Next Step service – all adults are entitled to free information about learning and work your local library or Citizens Advice Bureau (CAB) websites and information services for specific organisations, some of which are listed in Guide 2 Supporting Learners: Sources of help for union reps.
(calls are free from landlines)
Empowering members Helping members to use the unionlearn learning and careers advice service or to research information for themselves is a very important part of your role and can empower members to take control of their own learning, progression and careers. Knowing that they can get help and that they have your continued support will give them confidence to take the next steps.
www.unionlearn.org.uk/uladvice
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Supporting Learners: Why and how union reps should support learners
Goal setting and action planning Goals These are short or long-term aims which can be very broad in scope and include lots of elements. They may be personal, to do with current work, or a learner’s long-term career.
Setting targets can help members to: develop problem-solving skills take responsibility for planning their own future be realistic about what they can achieve
Targets
break goals down into manageable actions Targets need to be SMART identify resources needed to take plans forward SPECIFIC – having a clear idea of what your aim is e.g. I will have completed a beginners Spanish course before my holiday in August. MEASURABLE – being able to check if progress has been made e.g. I will lose a stone in weight before my daughter’s wedding in December.
check on own progress and adjust plans if necessary.
The union representative can help members identify:
ACHIEVABLE – realistic and can be broken down into steps e.g. I will cut down my alcohol consumption to 20 units a week by the end of September, then to 14 units by Christmas.
existing and transferable skills
RELEVANT – to the person, their goals and the time they have available e.g. I want to attend an assertiveness training course before my next job review in June.
how they will get there
possible areas for improvement where they want to go
who might help.
TIME-BOUND – identifying dates (short- or longterm), including steps and a plan to check progress e.g. To plan a workplace language course, I will get quotations from three learning providers by the end of this month, report to members, and aim to start the course a month later.
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unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Why and how union reps should support learners
Problems in achieving goals and how to overcome them Problem
How to help
Members are unsure how to set about achieving their goals.
Ensure the goals are clear and understood. Help to set appropriate targets to achieve goals. Talk about the action needed.
The goals or targets were not specific enough.
Challenge goals and targets that are too woolly.
The targets turned out to be unrealistic.
Challenge members if they are being unrealistic. Encourage them to involve someone else who can help.
The goals were too ambitious for the time available.
Note down short-term as well as long-term goals. Encourage members to be realistic about timescales. Help members to consider the pressures they are under.
The targets were too big to achieve in one go.
Break the targets into smaller chunks. Ensure that the targets are written down in logical order.
They were let down by other people.
Be specific about the targets and whose responsibility they are.
Members did not ‘own’ their goals or targets.
Allow them to set their own goals and targets, with support. They should identify how and when they will achieve their goals.
The member changed their mind.
Discuss what actions should be taken if the member changes their mind. Help them identify a backup plan.
(calls are free from landlines)
www.unionlearn.org.uk/uladvice
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Supporting Learners: Why and how union reps should support learners
Keeping a record
Why keep records? All union reps should keep records about supporting members but some unions may have different arrangements. If you do not keep records you may find it helpful to discuss whether this would be a good idea with your union. The amount of record keeping you do will depend on whether it is helpful for both you and your members to have a note of what has been discussed. You may also be working in a way that means you are required to keep a record in a certain way in order to provide reports of what you are doing. If you have access to a computer, you may also be using the web-based union learning Climbing Frame, which allows you to keep records with members and to print them out. You can download the Learner Forms as pdfs and use them manually. Keeping a record of members’ details and their plans can also be helpful if you are signposting them to another organisation, because they can take the record with them. Members may find it helpful to use the records you have kept together as the basis for an individual learning plan drawn up with a tutor, a development plan drawn up with a line manager or an action plan or CV developed with an adviser from the unionlearn learning and careers advice service or nextstep provider. Record-keeping procedures must take due account of the provisions of the Data Protection Act with particular attention to confidentiality. You can find out more about this from your union.
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What are the key principles for record keeping? If possible, help members to keep the record themselves, and make sure they have a copy or know where the record will be kept. Make sure that members knows who else will see the record or have access to the information in it. Be aware of the information you need to log and record. Be aware of why and how the information you record will be used. Keep a pen and paper handy. Keep spare supplies of log sheets or enquiry forms if you use these. Make sure that you record information about members accurately – read back the details you have noted to check for accuracy and to reassure members that you have understood them. When you take details from a member spell out their name and address if you are unsure of the correct spelling. Manage your time and prioritise to allow time for record-keeping. Be aware of the organisational procedure for dealing with errors in record keeping and how to correct them. Be aware of the organisational procedure for storing information and log sheets, and how the data is classified (e.g. alphabetically, numerically, date order).
unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Why and how union reps should support learners
What to record about the member What is bad practice in record keeping?
Select from the following as appropriate:
Personal details
not being aware of the key principles of record keeping just keeping things in your head not bothering to log enquiries even if you have been asked to do so only noting some of the information and missing out details leaving your enquiry log for someone else to keep up-to-date collecting information for which there is no subsequent use.
What might be included in a record?
Work details Employer Workplace Postcode Work history Short-term work goals Long-term career goal
Learning details
What is included depends on what the record is for. If it is simply for members’ use you can agree between you what they would find helpful. You may have to use a set format for keeping a record of members’ details and their action plans. On the right are basic headings that might be included in a record. The web-based union learning Climbing Frame www.climbingframe. unionlearn.org.uk has been specially designed to record action plans. Register with the site free to try it out. You can decide what would be appropriate depending on what members need.
(calls are free from landlines)
Name Union Age/date of birth Gender Disability Ethnicity Address and postcode Email address Phone number
Highest qualification held and date Most recent qualification and date Learning history Learning preferences Learning and personal goals Additional information
Action plan Name Representative’s name Current work goals Long-term career goals Personal goals Steps, timescales and dates Information needed Resources needed Referral Date of plan and review date
www.unionlearn.org.uk/uladvice
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Published by unionlearn Congress House London WC1B 3LS Tel 020 7079 6920 Fax 020 7079 6921 www.unionlearn.org.uk March 2011 Photographs: Lorne Campbell/Guzelian; Mark Thompson; GR Digital User. Design: wave.coop Print: NB Colour Print
All unionlearn publications may be made available for dyslexic or visually impaired readers, on request, in an agreed electronic format or in accessible formats such as Braille, audiotape and large print, at no extra cost.
GUIDE
2
Supporting Learners
Sources of help for union reps 2011 EDITION
Supporting Learners: Sources of help for union reps
unionlearn Supporting Learners Network One of your most important activities to help you support learners effectively is to use the network for: signposting members to a range of services and information they can use themselves or to learning opportunities as a resource and back-up for you as a union rep to help you to find and sort out information or to help you with specialist enquiries.
The unionlearn Quality Award for advice services The Quality Award has been revised so that careers information and advice services can achieve it. This includes unions who are offering a matrixaccredited service, and SSCs. Check if the providers in your network have got the award. If not, encourage them to work towards it. Contact Ian Borkett iborkett@tuc.org.uk
These are the network organisations that are likely to be most useful to you in supporting learners: other ULRs and union reps, project workers, staff and websites unionlearn website, centres and staff the unionlearn learning and careers advice service workplace learning centres, including learndirect provision other learning and training providers Next Step face-to-face services employers
A new all-age careers service? sector skills councils (SSCs). Your regional unionlearn team is in contact with a range of providers including SSCs and Next Step. You will find contacts for regional offices on the unionlearn website www.unionlearn.org.uk.
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The Coalition Government is planning to launch an all-age careers service for England, building on the best of Next Step and Connexions. The service will be delivered through a range of channels, online, telephone and in the community. Young people aged 13-19 and adults will be able to access the new service from September 2011 and it will be fully operational by April 2012. Find out more from Supporting Learners News, which you can download from www.unionlearn.org.uk/advice.
unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Sources of help for union reps
unionlearn learning and careers advice service What does the unionlearn learning and careers advice service do?
On the website, people can: email an adviser search for a course
The service is operated for unionlearn by Next Step. This is a free and impartial service and is confidential.
register for “My Next Step�, an online skills account
There is a dedicated telephone number for union reps and members to access the service, and a portal from the unionlearn website www.unionlearn.org.uk/uladvice. Advisers have received training about the role of ULRs and other union reps and about the possible requirements of union members.
ask an adviser to check the equivalent of their overseas qualifications
The service helps people to develop new skills, improve their job prospects, change jobs or take up learning opportunities.
get help with writing a CV
On the telephone helpline 08000 92 91 90 (free from a landline), people can:
find out about funding, childcare and other forms of support
call from 8a.m. to 10p.m., seven days a week book a call back at times to suit the caller
find out about jobs and careers use a skills diagnostic tool as part of a Skills Health Check
get help with making decisions
promote any courses they are running. There are other useful links, including:
speak to an adviser for information and advice on courses, jobs, paying for training or finding childcare
returning to work or learning after time off
have a longer interview and develop an action plan with a careers coach
dealing with redundancy and change at work
help with the cost of learning
help and advice for ex-offenders speak to an adviser in their own language. help with reading, writing and maths If you would like to visit the call centre to see the service in action and listen in to an adviser, contact Ian Borkett on iborkett@tuc.org.uk
help for people with disabilities a guide for overseas workers working in the UK.
(calls are free from landlines)
www.unionlearn.org.uk/uladvice
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Supporting Learners: Sources of help for union reps
Who can use the unionlearn learning and careers advice service?
What do Next Step face-to-face information and advice services do?
All unionlearn staff, union staff, TUC Education tutors, union representatives and union members can use the service. ULRs or course tutors can call on behalf of a member or group of members. Next Steps services are free to all adults aged 19 or over, whatever their qualifications.
The Next Step service is now an integrated service, with telephone, online and local face-to-face channels. Union reps and members can make appointments with face-to-face advisers via the unionlearn learning and careers advice service. There is one single telephone number for regional appointments.
How do I contact the unionlearn learning and careers advice service?
Next Step face-to-face advisers can help people to:
Call free from a landline on 08000 92 91 90. A portal from the unionlearn website www.unionlearn.org.uk/uladvice will take you to the Next Step website, with links to resources to help you to advise learners.
discover their learning needs make decisions about what learning or training to do progress in their learning gain new qualifications
The service can be accessed in different languages. These are available to all adults, not just union members.
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Farsi
0800 093 1116 (9a.m.–5p.m.) Mon-Fri
French
0800 093 1115 (9a.m.–5p.m.) Mon-Fri
Gujerati
0800 093 1119 (9a.m.–5p.m.) Mon-Fri
Polish
0800 093 1114 (9a.m.–5p.m.) Mon-Fri
Punjabi
0800 093 1333 (9a.m.–5p.m.) Mon-Fri
Somali
0800 093 1555 (9a.m.–5p.m.) Mon-Fri
Sylheti
0800 093 1444 (9a.m.–5p.m.) Mon-Fri
Urdu
0800 093 1118 (9a.m.–5p.m.) Mon-Fri
unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Sources of help for union reps
get employed
practical ways to get ahead, such as how to apply for jobs and how to plan a career
respond to change at work where to go for information about benefits improve their career prospects transport and free services for learning and work. find out what support is available.
Advice
Information The Next Step face-to-face service can give people: printed information, such as leaflets
Next Step face-to-face services will give people (subject to eligibility): personalised information, which may mean referral to other services
audio-visual materials, such as videos help to use decision-making tools and other features of the Next Step website
information on CD-ROM verbal information through face-to-face meetings.
help to link personal interests and skills to job and career needs
It also gives information about: a “Skills Health Check� work and learning opportunities available locally
(calls are free from landlines)
www.unionlearn.org.uk/uladvice
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Supporting Learners: Sources of help for union reps
help to identify skills needs and referral if needed to get help with reading, writing or maths
How do I contact Next Step?
help to understand information about the job market
The unionlearn learning and careers advice service telephone helpline 08000 92 91 90 (free from a landline) will arrange appointments with local advisers.
advice about financial support advice about services available if you are made redundant advice on ways to search and apply for jobs, including writing CVs and interview skills advice on ways to progress in a career an action plan.
Who can use the Next Step service?
How does Next Step work with unionlearn and trade unions? Next Step has an agreement with unionlearn and operates the unionlearn learning and careers advice service. This means that all telephone advisers are briefed and trained so that they know what unions and union reps do in the workplace, and some advisers have a specific role to play in supporting ULRs and others. Union reps can: search the course database
The Next Step service offers free information and advice on learning and work to anyone aged 19 or over. Free face-to-face individual and group sessions are available, with an extended service provided for those who need it most. You can ask Next Step to come in to the workplace to deliver services to members. The service is not now restricted to those without a Level 2 qualification.
search the job profiles ask questions on behalf of members and their families support members in using services themselves. There are Next Step face-to-face services in all unionlearn regions and currently they all work differently with unionlearn and with trade unions. Your regional unionlearn office will have links with local Next Step contractors. Some unions and unionlearn regional offices have trained staff to deliver Next Step services in the workplace. Ask your regional office for details.
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unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Sources of help for union reps
Learning and training providers What support do providers offer to learners? Colleges, universities and other providers of learning opportunities, including workplace learning centres, may offer support to learners through their tutors or student services in a range of ways: clear information about learning opportunities in leaflets, brochures, on websites or through open days and other face-to-face activities the chance to discuss their needs and available options with tutors, information or careers staff access to impartial and objective help to make decisions, with signposting or referral to other services if appropriate access to learning support and other specialist services, and referrals if appropriate help with decisions after a course has ended careers education programmes and work experience. Learners and potential learners should be able to access help and information before they choose a course, when they have started it and during the course, and when they are finishing and moving on. A good provider will provide these services in a way that is impartial and centred on the needs of the learner, not of the institution. Many colleges and learning providers are matrix-accredited (see Guide 3: Supporting Learners: Role and skills of the union rep for information about the matrix quality standard), although this may apply only to their information and careers services, not to their tutors. Providers are usually members of local careers information and advice networks and will be able to make informed referrals. Next Step services may be on the college site.
(calls are free from landlines)
Some programmes, courses and advice services have achieved the unionlearn Quality Award. This means that they have shown that they meet the needs of learners in unions. Your unionlearn regional office will be able to provide you with details of accredited providers.
Who can use providers’ services? Learners and potential learners.
How do I contact the providers? Most colleges and learning providers have a telephone enquiry number and a website. If you have trouble finding the contact details for local providers, contact the unionlearn learning and careers advice service or staff at your local Next Step office who will be able to find these for you.
www.unionlearn.org.uk/uladvice
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Supporting Learners: Sources of help for union reps
How do providers work with unions? This will be different for each provider. You may be working with them in your role as a broker of learning opportunities, to arrange for them to deliver courses to union members. You may not know what information and learner support services they can offer. They may also have an information base and resources that you as a union rep can use. Ask about the following: careers and learner support services learner support policies leaflets for learners about services on offer, including web-based services how to contact information and careers staff whether there is a resource base or information centre you can use what the course tutor’s role is in supporting learners. They may not know about your role as a union rep, so you could arrange to visit them and tell them about what you do. Unionlearn or your union may have an MOU (Memorandum of Understanding) or a progression agreement with a provider. This may result in discounts, bursaries or workplace delivery arrangements to benefit union learners. Contact your regional unionlearn office for details.
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unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Sources of help for union reps
Sector skills councils (SSCs) How do the SSCs offer careers information and advice services? In order to fulfil their Sector Skills Agreements, SSCs have been developing services to support the work of careers advisers and others in the field. Their aim is to give people access to up-to-date knowledge of industries and jobs across the UK economy. Each SSC is doing this in a different way, but the main activities are to provide: labour market information (LMI), including sector trends and skills shortages, through publications and websites job profiles and careers information, in publications, websites and DVDs information about qualifications requirements and maps of progression routes telephone helpline services, some of which are operated by Next Step email enquiry services
Who can access their services? Anyone who is interested in the work of SSCs can use their websites or contact them.
How do I contact an SSC? A full list of SSCs and their contact details is available at www.sscalliance.org. Each SSC has a different approach to promoting careers in their sector so you will need to contact those that are most relevant to your members. The National Guidance Research Forum website has collected LMI together, and gives you access to an online learning resource to help you to develop skills in sourcing and interpreting LMI and working with employers. www.guidance-research.org/future-trends/ Your regional unionlearn office will be working with SSCs in your area and will have local contacts.
How do SSCs work with trade unions on careers information and advice?
face-to-face guidance newsletters and other bulletins for careers advisers events and CPD workshops for careers advisers careers websites with facilities such as advice on CVs, interview techniques and links to other services skills passports to recognise and record practical experience and achievements
Unionlearn works closely with the SSCs. Contact Ann Joss ajoss@tuc.org.uk for details or visit www.unionlearn.org.uk and follow links to Learning and Skills Initiatives and Sector Skills Councils for a range of publications. SSCs want to work with unions, and particularly with ULRs and other union reps to ensure that information and resources are shared as widely as possible.
initiatives to help under-represented groups to find work in the sector.
(calls are free from landlines)
www.unionlearn.org.uk/uladvice
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Supporting Learners: Sources of help for union reps
Specialist and other agencies There are many agencies in your area that will be able to provide specialist services for members. These will always include: the library
The following list gives you some examples of specialist agencies that may be able to help. They may have local branches.
British Dyslexia Association
the Citizens Advice Bureau (CAB). The unionlearn learning and careers advice service www.unionlearn.org.uk/uladvice free landline telephone number 08000 92 91 90 will be able to provide you with information about specialist agencies and be able to signpost you to them as and when appropriate.
www.bdadyslexia.org.uk helpline 0845 251 9002
MIND (Mental Health Charity) www.mind.org.uk helpline 0845 766 0163
RNIB – Royal National Institute for the Blind www.rnib.org.uk helpline 0303 123 9999
RNID – Royal National Institute for the Deaf www.rnid.org.uk helpline 0808 808 0123
SKILL – National Bureau for Students with Disability www.skill.org.uk helpline 0800 328 5050
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unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Sources of help for union reps
The union learning Climbing Frame What is the Climbing Frame? The union learning Climbing Frame is a web-based tool for union reps that holds summary information about a range of learning themes and opportunities that can be updated and continuously developed. It also signposts members to relevant learning opportunities whatever their skills levels. The Climbing Frame has a holistic approach that recognises that union learners have aspirations, skills and experience that can help them move towards personal goals as well as work and career goals. The Climbing Frame is an easy-to-use web-based tool (www.climbingframe.unionlearn.org.uk) with two main sections: Learning Themes and Learner Management. Visit the website and register to see how easy it is to use. You can also visit www.unionlearn.org.uk/ climbingframe to download the Climbing Frame Newsletters, Case Studies, publications and publicity materials and information about training to use the Climbing Frame.
gather information about learner profiles which can support negotiations with employers.
Learning Themes The Learning Themes provide online information about learning opportunities for members. In addition there are external links to relevant websites and internal links to PDF files of key documents contained within the Climbing Frame. The Climbing Frame will support union reps and update them on a broad range of learning areas and issues. If your own union or sector has a Climbing Frame learning theme/themes these will include union and sector-specific information. unionlearn learning themes include: Supporting Learners Personal Development and Career Planning Learning and Organising Learners with Disabilities
How can union reps use the Climbing Frame? Union reps can use the Climbing Frame to:
Learning with your Union Skills for Life Trade Union Education
update their own knowledge obtain up-to-date information to help in discussions with members
ICT Recession, Redundancy and Recovery
store local information and contracts
Adult and Community Learning
work with learners to develop a personal Climbing Frame and an individual action plan
Progressing to Higher Learning
keep records of sessions with learners
(calls are free from landlines)
Apprenticeships.
www.unionlearn.org.uk/uladvice
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Supporting Learners: Sources of help for union reps
Learner Management The Learner Management section of the Climbing Frame enables union reps to construct a personal Climbing Frame with individual learners to help identify and access learning pathways. The union reps can: add a new learner and create union learner details record edit or delete union learner details create a personal Climbing Frame with each learner review the Climbing Frame of a specific learner. Goals and actions can be set and can be updated after each discussion. At the end of each session a personal climbing frame and an action plan can be printed for the learner to use as they wish.
Data collection and reports The Climbing Frame also includes a data collection function which will enable information to be aggregated into regular reports to demonstrate overall learner profiles. These reports can be used by union reps when negotiating with employers. ULRs can also make use of the discussion forum, useful links, and they can store their own contacts, information and hyperlinks in the My Notes section.
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Learn more about the union learning Climbing Frame TUC Education has integrated information about the Climbing Frame into the TUC learning reps basic training programme. Contact Louisa Shaw climbingframe@tuc.org.uk for more information. Promotional material can be downloaded from the unionlearn website, and the Climbing Frame website www.climbingframe.unionlearn.org.uk
unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Sources of help for union reps
unionlearn materials and publications What resources are available? You can download or order flyers, posters, and cards about the unionlearn learning and careers advice service to use in your workplace. See www.unionlearn.org.uk/uladvice There are also a range of case studies about supporting union learners to give you some ideas. See the Supporting Learners area on the unionlearn website. www.unionlearn.org.uk/advice Here are some of the resources that are currently available but it is worth visiting the website from time to time so that you know about new resources that will help you to support learners:
The Learning Rep magazine Unionlearn Quality award – information for ULRs.
The Matrix Standard for Information, Advice and Guidance Services (there will be an updated version in 2011–12) Supporting Union Learners into Higher Learning Higher Education at work: making the case to employers An Engagement Checklist for Higher Education Providers
Unionlearn is developing a new micro-site about progressing to higher learning at work. Visit it at www.higherlearningatwork.org Don’t forget to check your own union’s website to find out about any learning resources that are available for union reps. Another resource available to unions is the TUC worksmart website which helps members to get the best out of the world of work www.worksmart.org.uk
Working for Learners Making Learning Affordable – Setting up Collective Learning Funds
Two booklets to help members with the effects of the economic downturn can be downloaded: Coping with the Economic Downturn
Right to Request Time Off for Training Facing Redundancy Redundancy Handbook (Consumer Financial Education Body)
The OU also has free resources at www.open.ac.uk/recession
Retirement Guide (CFEB)
(calls are free from landlines)
www.unionlearn.org.uk/uladvice
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Supporting Learners: Sources of help for union reps
advice-resources www.advice-resources.co.uk What does advice-resources do? advice-resources provides a range of resources for Next Step advisers. You will find many of the resources useful to you as a union rep and to the members you work with. The resources are available online and are completely free of charge. These include training resources about working with employers, guides for working with ex-offenders and with older workers, with migrant workers and for those working in HM Prisons.
Tools Skills Heath Check This is a skills assessment that is quick and easy to use. The stages are: Check your personal skills. Check your activity skills. Get your report. Talk to an adviser to discuss your report.
Here is a selection of those which are currently available, some of which you can access directly from the unionlearn learning and careers advice service through the portal on the unionlearn website.
Directories The Next Step Course Directory This is a government-funded national database of learning opportunities. The directory contains all Skills Funding Agency funded provision including apprenticeships in England, as well as all higher education provision in the UK.
Job profiles A free online database providing detailed profiles for over 800 occupations, including hours, income, training and the working environment.
My Next Step Account This enables individuals to register with Next Step to create a personal online space where they can: identify skills; match skills to job roles; build and save a CV; choose the right course; find out about funding to support learning and see how much money has been spent on their learning.
CV Builder This free resource covers all that is needed to create a CV and an application form and to write a covering letter. It includes tips, templates and activities and is ideal for those who lack confidence or career experience and might have difficulty selling their skills in order to get a promotion or a new job.
Qualifications Calculator A tool that translates qualifications into present-day NVQ equivalents.
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unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Sources of help for union reps
Labour Market Information (LMI) The includes LMI from each of the sector skills councils. There are also Bitesize factsheets that cover the key facts.
Guides and factsheets Asylum Seeker, Refugee and Migrant Worker Guides These are three free downloadable guides, one for asylum seekers or refugees available in nine languages, one for those who are helping them and one for advisers helping migrant workers. The guides cover topics such as immigration status, rights and entitlements, learning English, training and education, volunteering, employment and re-qualification.
Guide for the older workforce This is training/learning resource resource to help advisers to understand the needs and issues of this client group. It provides information and activites on: career development; employability skills; modern interview processes; new age legislation; self-employment; retirement and financial planning; learning options and qualifications and overcoming Skills for Life needs.
Mental Health Awareness Guide A guide to help advisers work with people who have mental health issues. There are guides for advisers and clients, and also for advice service managers.
(calls are free from landlines)
Who can use the advice-resources service? The general resources are free to all. Next Step advisers can also access the Funding Directory on behalf of customers and the following additional resources.
Funderfinder – People in Need A database of charitable trusts that provide financial support for individuals.
UK NARIC This benchmarks qualifications from all over the world and can help people to find out what their overseas qualifications and experience mean in the UK.
How do I contact advice-resources? The website address is www.adviceresources.co.uk, and a link is available via the unionlearn learning and careers advice service portal on the unionlearn website www.unionlearn.org.uk/ uladvice.
How does advice-resources work with trade unions? Unionlearn has an agreement with the Skills Funding Agency that unions and union learners can access the Next Step service via the unionlearn learning and careers advice service. Next Step advisers have access to all of these resources and many more.
www.unionlearn.org.uk/uladvice
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Published by unionlearn Congress House London WC1B 3LS Tel 020 7079 6920 Fax 020 7079 6921 www.unionlearn.org.uk March 2011 Photographs: Mark Thompson; Simon Weller; gettyimages; GR Digital User. Design: wave.coop Print: NB Colour Print
All unionlearn publications may be made available for dyslexic or visually impaired readers, on request, in an agreed electronic format or in accessible formats such as Braille, audiotape and large print, at no extra cost.
GUIDE
3
Supporting Learners
Role and skills of the union rep 2011 EDITION
Supporting Learners: Role and skills of the union rep
The role of the union rep
Information
What is the role? The role of the union rep and in particular the ULR is central to bringing together the two inter-related elements of work and learning. The skills and qualities that you have play a key part in changing members’ lives and making a real difference. Members may need help to think through and decide:
local learning opportunities (e.g. union and other work-based learning centres, Trade Union Studies Centres, Colleges of Further and Higher Education, Adult and Community Learning, learndirect, work-based providers)
how to cope with change at work
opportunities for higher level learning
what learning or training they would like to do
apprenticeships and other work-based learning
how and where they would like to learn
learner incentives and entitlements
what practical things they need to sort out to start learning
particular learning interests and needs or job-related skills development
how to plan the best pathways
how to access more specialist advice or fuller in-depth professional career guidance
what steps to take next.
What does supporting learners mean to a union rep? The term “supporting learners� is used by unionlearn to describe the activities of reps when they are working with members to help them to make choices about learning, to take up learning opportunities that are right for them and help them to progress in their jobs and careers. Whilst these activities involve some elements of information and advice they also include mentoring, coaching, signposting and facilitating learning.
2
Providing information is probably the most important part of the careers information and advice process for union reps. Information may be about:
how to arrange a skills healthcheck, dyslexia assessment, or Skills for Life assessment disability and employment issues, including support for specific disabilities and current government schemes.
unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Role and skills of the union rep
Signposting/referral Signposting/referral means re-directing people to: other sources of information; professional guidance; specialist advice; or a particular course or learning programme. It may involve: referring members in their workplace or union for specialist information or advice signposting to other external provision or specialist help finding out about the Disability Discrimination Act and other relevant legislation showing members how to access free services for learning and work, including the unionlearn learning and careers advice service, Next Step and, where appropriate, Jobcentre Plus.
Making information accessible
Advice and guidance
Some members will be able to make decisions about the learning path they take simply by accessing information you provide, without any discussion. Therefore you need to consider the quality and accessibility of the information you offer, bearing in mind that some members may have literacy needs, some may be dyslexic and for others their first language may not be English.
Advice means helping people to understand information and decide on the most suitable course of action for them. Advice must be impartial and centred on the needs and interests of the members. It may involve signposting/referral as described above.
Information can be provided through: printed materials computer software on CD-ROM or via the internet
There are different levels of guidance; some types of guidance may not be part of your role as an union rep because specialist knowledge and skills would be needed. However, you may wish to talk to/negotiate with your employer about buying in access to some of these professional services for members who require a more in-depth approach, or specialist advice or assessment.
audio-visual materials such as video.
(calls are free from landlines)
www.unionlearn.org.uk/uladvice
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Supporting Learners: Role and skills of the union rep
Specialist advice and assessment This may be part of the professional guidance process or separate from it. Specialist advice may be about an occupational sector, a particular activity or it may be some kind of specialist assessment. Local colleges, for example, are a good source of specialist advice about the minimum entry requirements and content of specific learning programmes (e.g. art and design, languages). Other examples of specialist advice/assessment which you would need to know about are: Skills for Life assessments assessment of existing competences to gain qualifications self-employment/business start up advice assessments for people with dyslexia advice on practical aids for people with disabilities to help them in their job role. Drawing up a list of local contacts and phone numbers for specialist advice and assessment agencies will prove invaluable. A Skills Health Check is available through Next Step. Go to www.unionlearn.org.uk/uladvice and follow the links to “Tools for you” and then “Skills and Interests Assessment”.
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unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Role and skills of the union rep
Principles for supporting union learners Impartiality This means that you support members in an unbiased way, and in the interests of the member. The way in which you can make sure you do this is: Find out as much as you can about member’s needs, requirements, interests and abilities so that you can help them to make the best decisions for them. Know where your limitations and boundaries are – be clear about what you don’t know! If you are not sure that you have the full range of information needed then check or signpost members to others who know more.
Unionlearn and union values As a union rep you carry out your role in a way that fits with the shared values of unionlearn and trade unions. These are outlined in the basic training course and are:
Help members to find out more and check for themselves before deciding on a course of action, and don’t advise them to do something because it is the thing you know most about. You can work towards this by working with other organisations in the network (See Guide 2 Supporting Learners: Sources of help for union reps) and by taking up training opportunities for yourself.
justice and fairness
Confidentiality
equality and equity democracy unity working together. Added to these, there are two other important principles which apply to your role in supporting learners, and which should also be observed by organisations that you signpost members to. They are:
(calls are free from landlines)
You should as far as possible respect the confidentiality and privacy of members. It is important to agree with members what this means. Before you work with others to help members, you must get members’ consent to share information that they have given you about themselves. If you keep written records or computer records it is important that members know who else will be able to see these, and that they are happy about that. If it is not possible to be completely confidential, this must be made clear when you first talk to members. It is an important part of what is known as ‘making a contract’.
www.unionlearn.org.uk/uladvice
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Supporting Learners: Role and skills of the union rep
Skills for
Unionlearn is trying to ensure that all union members have the help and information they need about learning and opportunities to progress. The role of the ULR in supporting, coaching, mentoring and signposting is a central feature of the unionlearn network model for supporting learners. This is not a complete list of the roles and skills of the ULR – you carry out many other responsibilities in the workplace and use a range of other skills. This list simply identifies the skills needed for supporting individual learners. If as a ULR you have a specialist role in delivering careers information and advice, you will have developed and be using many of these skills. Which ones do you think are the most important?
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not important
important
supporting union learners
Acting as a role model or mentor Encouraging and motivating learners Helping learners to gain confidence Building trust and rapport with learners Being a sounding board Giving feedback to learners Challenging unrealistic ideas Speaking up or advocating for learners Promoting equality and diversity ‘Making a contract’ Listening actively Asking questions Identifying learning needs Preparing individual or group sessions Addressing barriers to learning Helping learners to set goals and targets Helping learners to plan what to do next Helping learners to review their progress and plans Celebrating and building on achievement Making contacts and networking Using resources, databases and the internet to find information Interpreting and understanding information Providing information to learners Helping learners to find and select information themselves Signposting learners to other sources of information or support Storing information Updating information Helping learners to record information Helping learners to keep a record of their plans and progress Following up Providing continuing support Identifying limitations of own role Managing own time Delegating tasks to others Reflecting on own practice Planning own learning and development Working to principles (confidentiality, impartiality) Complying with legislation
unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Role and skills of the union rep
Developing key interview skills As a ULR who attended the basic learning reps training you will have participated in some activities in working with members to help you support them as learners. You will have covered active listening, questioning techniques, interviewing people and taking notes. In addition you may find the following useful in developing your skills further when working with individual members or with groups (See also Guide 1 Supporting Learners: Why and how union reps should support learners).
Active listening Active listening is much more than just hearing. It involves: understanding checking memorising selecting key points verbal and non-verbal responses summarising.
Active listening is important in: creating a good atmosphere and helping members to feel at ease receiving and checking out information working out appropriate solutions to enquiries. Five steps to active listening are: 1. Concentrate on what members are actually saying; avoid making assumptions. 2. Recognise any positive or negative feelings you may have about the member and try to set these aside. 3. Find ways of checking your own understanding directly with members by summarising what has been said. 4. Try to keep your own speaking to the minimum – do not monopolise the conversation. 5. Learn to close down discussions satisfactorily.
(calls are free from landlines)
www.unionlearn.org.uk/uladvice
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Supporting Learners: Role and skills of the union rep
Paraphrasing Active listening skills Active listening involves a range of skills, including:
Non-verbal communication Appropriate non-verbal communication (sometimes called body language) indicates that you are listening to members and that you are not distracted by other things. You might encourage them by:
Paraphrasing is used to clarify and confirm understanding. It is a form of summarising that involves reflecting back in your own words what members are saying, to check that what is being said is correct. Paraphrasing can be used to: check understanding show that you are listening and understanding what is being said
nodding leaning slightly forwards
summarise in a concise form what the member is saying
keeping still and not fiddling with things provide direction to the interview. appropriate eye contact. Paraphrasing involves:
Using short phrases or words
reflecting feelings
These are sometimes called ‘minimal encouragers’ and help to keep people talking and indicate that you are listening, for example:
summarising
'go on' or 'tell me more'
focusing encouraging members to be specific.
'because’ or 'and then' 'umm’ and 'uh huh'
Using silence
repeating key words or phrases
Silence, used appropriately, can be very helpful because it:
restating a few of the member’s words.
gives time for members to think of the answers to questions indicates that you have time to listen allows time for you to think about what is being said.
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unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Role and skills of the union rep
Concentrating
Letting yourself get in the way
Do not let your mind wander.
putting your own views and opinions forward
Resist distractions.
disagreeing with members
Listen to the content of what is being said.
speaking too much
Watch for non-verbal clues.
not allowing silence
You need to have an open mind so that you can hear what is being said and respond appropriately.
hurrying or rushing the members responding to words which always trigger a reaction in you.
Not listening What shows you are not listening?
Showing negative body language
not concentrating
fiddling
getting distracted by outside things
looking out of the window
daydreaming or your mind wandering off on to other things
looking bored
hearing words not meanings
looking at the clock or your watch poor eye contact.
accepting things the members says at face value interpreting things wrongly.
(calls are free from landlines)
www.unionlearn.org.uk/uladvice
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Supporting Learners: Role and skills of the union rep
Improve the way you listen Find somewhere quiet. Be realistic about the time available and agree timing with members. Concentrate on the members. Be open minded and don’t judge. Try to understand why a member has a different opinion to yours. Be aware of words and ideas which trigger off a reaction in you. Make mental summaries of what members say.
Questioning and clarifying skills The first question a person asks (sometimes called “the presented question”) may be just what it seems or it may conceal a number of other issues that the person really wants to ask about. They may also not be very clear about what they want to talk about. There are a number of questioning techniques which can enable you to give effective help. These are positive types of questions.
Open questions An open question encourages a person to talk freely and is not likely to get a yes or no answer. Questions like these can help you to obtain more information, and assist members to explore their ideas.
Make notes if possible.
“Tell me about…” Reflect back the main ideas to members to check your understanding. Summarise the key ideas and action points.
“Could you give me a little more detail please?” “What other alternatives have you thought of?” “How do you feel about…?”
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unionlearn learning and careers advice service
08000 92 91 90
Supporting Learners: Role and skills of the union rep
Paraphrasing and summarising
Closed questions
Paraphrasing involves putting briefly into your own words the question or statement. This helps to clarify what has been said and to encourage people to give more information. It shows you have been listening carefully and have understood what members are saying. Summarising is helpful in the same way.
A question that is closed will most likely be answered by the person with just a ‘yes’ or ‘no’, or with simple facts. A closed question both summarises and helps to bring the conversation back on to course if it has wandered. It can help you to close down one topic and move on to the next. It also helps to check mutual understanding quickly. But make sure you don’t use closed questions instead of open questions when you are still trying to obtain more information.
“So you’d like to change your course, but you are bit worried that your tutor may not agree?” “You seem to have decided that… is that right?” “So far you have told me that…”
“Do you know how to get to the college?” “When did you last go on a course in this subject?”
Specific questions
Reflecting back Reflecting is the act of rephrasing a statement or question and sending it – or reflecting it – back to the person. It is especially helpful in clarifying points, obtaining more information and checking mutual understanding.
The use of specific questions can be a particularly useful approach when you have a talkative person or a ‘waffler’. In this situation the only way of being sure you get the facts you need is to be direct. There is only one correct answer to a specific question, for example:
“You have enrolled on a course but now think the level is too high for you.”
“What qualification would you like to get in maths?”
Reflective questions – these help to identify how a person feels
“You are pleased about…?” “You are worried about…?”
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Supporting Learners: Role and skills of the union rep
Challenging questions These can help to encourage people to think about all aspects of the question. It is better to avoid the word “why” because it can be threatening.
“What would you do if you weren’t offered a place?” “To what extent have you thought about…?”
It is best to avoid the following negative types of questions:
Leading questions These are asked in a way that suggests the answer.
“You don’t like it at college, do you?”
Multiple questions More than one question can be asked together, which is confusing and means that the person has to remember them all.
“Do you want to go on to higher education, and what subject do you want to study, full or part time?”
Critical questions Arguing with the person or stating that what they have said is not true is not helpful.
“You seem to have made a mess of that, don’t you?”
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unionlearn learning and careers advice service
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Supporting Learners: Role and skills of the union rep
Mentoring and the role of the union rep The role of a mentor
helping learners to prepare for any assessment they may have to undertake
The role of a mentor is to: help the learner to take advantage of opportunities; overcome obstacles in the learning process; and apply that learning in the workplace. This is part of the role of the ULR in supporting learners.
signposting to others when necessary.
Mentoring skills and knowledge Mentoring skills are the same as those used by a ULR:
Mentoring activities The main activities involved in mentoring are: building trust and rapport with learners providing objective, confidential and trustworthy support acting as a role model, using your own experience as a learner brokering access to a range of opportunities sharing ideas about learning
active listening questioning ‘contract setting’ clarifying and summarising communication building rapport constructive feedback
providing information and feedback helping learners to gain confidence and take charge of their learning, stimulating and encouraging them to grow in their own way and within their own potential helping learners to think through issues and arrive at their own solutions helping learners to identify their learning goals and further opportunities for learning and development
challenging target setting. Mentors also need to be aware, and have some knowledge of: empowerment diversity of, and responding to learners’ needs lifelong learning.
helping learners to plan and to review their achievements
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Supporting Learners: Role and skills of the union rep
What mentoring involves Mentoring involves: giving time and quality attention to learners you may be supporting providing a long-term focus to their personal and professional development helping the learner to diagnose and analyse problems for themselves holding back on solutions where possible, but if you need to provide one, making time afterwards to help the learner draw out lessons for the future providing the learner with constructive feedback
The stages of a mentoring relationship Setting up: making a connection and establishing a rapport setting the boundaries of the relationship. The early days: establishing a working pattern learning more about each other testing out what seems to work or not work. Performing:
being action-oriented: not a ‘talking shop’ or ‘cosy chat’
achieving a number of your early goals; reaching milestones
being prepared to share past mistakes and lessons learned
sharing experiences and lessons learned easily and naturally
raising the profile of the learner you are supporting where possible and looking for potential learning and development opportunities for them.
becoming more of a mutual relationship Ending: completing the period of the relationship spotting when the relationship has run its course and is feeling stale evaluating the benefits for all involved drawing out lessons learned. The role of a ULR is very similar to that of a workplace mentor. You may wish to do further training or qualifications in mentoring if this aspect of the role interests you.
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Supporting Learners: Role and skills of the union rep
Coaching and the role of the union rep Coaching activities The main activities involved in coaching are: building trust and rapport with learners listening and asking questions providing objective, confidential and trustworthy support acting as a role model, using your own experience as a learner brokering access to a range of opportunities and support sharing ideas about learning and experiences providing information and feedback
The role of a coach The role of a coach is to bring out the best in people, giving support and encouragement, building confidence and self-esteem, passing on skills, knowledge and expertise and helping with personal and professional development. A coach is a sounding board, a facilitator, an awareness-raiser and a listener; but not an instructor, an expert adviser, or a problem solver. Many of the skills involved in coaching are similar to those used by a ULR. Coaching can be formal or informal.
helping learners to gain confidence and take charge of their learning, stimulating and encouraging them to grow in their own way and within their own potential helping learners to think through issues, arrive at their own solutions and gain control of their own development helping learners to identify and clarify their learning goals and further opportunities for learning and development helping learners to plan and to review their achievements helping learners to prepare for any assessment they may have to undertake.
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Supporting Learners: Role and skills of the union rep
Coaching skills and knowledge
What coaching involves
Coaching skills are the same as those used by a ULR:
Coaching involves:
active listening
giving time and quality attention to learners you may be supporting; providing a long-term focus to their personal and professional development
questioning observing
helping the learner be more self-aware and able to diagnose and analyse problems for themselves
‘contract setting’ clarifying and summarising communication
holding back on solutions where possible, but if you need to provide one, making time afterwards to help the learner draw out lessons for the future
building rapport
providing the learner with constructive feedback
constructive feedback
being action-oriented: not a ‘talking shop’ or ‘cosy chat’
challenging being prepared to share past mistakes and lessons learned
target setting. Coaches also need to be aware of, and have some knowledge of:
giving encouragement to the learner you are supporting, and looking for potential learning and development opportunities for them.
empowerment the diversity of, and an appropriate response to, learners’ needs lifelong learning.
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Supporting Learners: Role and skills of the union rep
The stages of a coaching relationship Setting up:
Application of learning: applying learning at work, in a union role or in personal life
making a connection and establishing a rapport
providing ongoing support, gradually allowing the learner independence and control
setting the boundaries of the relationship and ‘making a contract’.
reviewing progress against plans and giving feedback
Analysing learning needs:
evaluating the benefits for all involved and drawing out lessons learned.
establishing a working pattern learning more about each other identifying learning needs and preferred ways of learning agreeing a learning plan with learning objectives.
The role of a ULR is very similar to that of a workplace coach, although coaching is often seen as a management tool to monitor and improve performance. You may wish to do further training or qualifications in coaching if this aspect of the role interests you.
Planning coaching sessions: practising and observing skills achieving a number of early goals; reaching milestones sharing experiences and lessons learned checking progress and giving constructive feedback.
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Supporting Learners: Role and skills of the union rep
Training and progression for union reps Basic training for union learning reps As a ULR, you will have been trained by your own union or by unionlearn to carry out your duties. Through TUC Education you can now do Union Learning Representatives Stage One and Stage Two, both taking place over five days (representing 30–50 guided learning hours each). Successful completion of the two courses can lead to the NOCN Certificate for Trade Union Learning Representatives, which is recognised throughout the UK. Stage Two covers further development of skills for supporting learners.
TUC Education short courses Being a ULR is not simply about signposting members to learning or referring them to a careers information and advice provider. Training and learning is a continuous process and ULRs need to be there to support their members every step of the way. TUC Education has developed a Supporting Learners course to enable ULRs to provide ongoing support in a workplace context. Courses are also available about supporting learners into higher learning, and mentoring. These are accredited by the OCN and will be a useful addition to the basic training. These courses may be of interest to union reps other than ULRs. Your TUC Regional Education officer will provide details of the programme or you can look in the course directory at: www.unionlearn/org.uk/courses
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Progression opportunities If you want to gain qualifications in career advice and guidance, there is a range of options. It is important to think about why you want a particular qualification; whether your aim is to learn more or simply to be assessed for what you can do; how much time you will be able to spend on it; and what it will cost. Reasons for gaining a qualification might be: You are interested in increasing your knowledge and skills in this area. You are already carrying out most of the activities and want to gain credit for what you can already do. Your union can access funding to deliver services through Next Step but must have qualified staff and union reps and matrix accreditation. You would like a career in information, advice and guidance.
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Supporting Learners: Role and skills of the union rep
The main qualifications of interest to those supporting union learners are:
The NOCN Information, Advice and Guidance Suite ULRs and other union reps may already be registered for or have achieved the following awards: Level 1 Award in Information Advice and Guidance awareness Level 2 Award & Certificate in Information Advice and Guidance Level 3 Advanced Certificate in Information Advice and Guidance These qualifications are being phased out as they sit within the NQF. They will be replaced by new qualifications that will be available from early 2011 and that sit within the QCF. The expiry date for registering for the current NQF awards is December 2010 with a final certification date of 2013. Contact NOCN at www.nocn.org.uk or call them on 0114 227 0500 for the most up to date information on the new awards.
NVQs in Advice and Guidance These are the current NVQs that union reps and ULRs may be registered for or have already achieved: Level 2 Advice and Guidance – for those who have customer service or administrative support roles Level 3 Advice and Guidance – for those who are working directly with people, working to clear guidelines, and with information that will be interpreted by others (this has been the baseline qualification required by Next Step and other publicly funded services)
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Level 4 Advice and Guidance – for fully developed and experienced practitioners. These NVQ routes that are within the NQF are being phased out and will be replaced with more robust and specialised qualifications that sit within the QCF. The new awards have been developed to encourage progression in the sector and offer different progression pathways based on an individuals work setting: QCF Level 3 Certificate in Supporting Clients to Overcome Barriers to Learning and Work – specifically designed for those working in the new Next Step service and in other settings providing career advice, information, employability support and signposting as part of their own broader work role. QCF Level 3 Certificate in Advice and Guidance – is primarily aimed at those working in a generalist setting directly with clients, disseminating information, advice and some level of guidance. QCF Level 4 Diploma in Advice and Guidance – is for para-professionals who work directly with clients, disseminating information, advice, guidance and formal advocacy. You are likely to have some managerial or training responsibilities and may be a creator of materials and publications promoting services. QCF Level 4 Diploma in Careers Information and Advice – this award has been developed with the delivery of the new Next Step services in mind. QCF Level 6 Diploma in Careers Guidance and Development – this award has been developed for professional careers guidance workers who provide in-depth careers guidance services. Whilst aimed at the professional roles within Next Step it is also relevant to those working in other settings providing careers information, advice and guidance.
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Supporting Learners: Role and skills of the union rep
Please be aware that QCF levels are not the same as NVQ levels. It may be appropriate to undertake units from the new awards as part of your CPD if you have already achieved an ‘old’ NVQ and to meet any new baseline requirements for delivering Next Step or other publicly funded services. OCR, the main awarding body, has an area on their website dedicated to these new qualifications, visit www.ocr.org.uk
Becoming a professional careers adviser Fully qualified careers advisers usually have a degree or equivalent and can now do a full-time postgraduate course called the Qualification in Careers Guidance (QCG). If you are interested in careers in advice and guidance for yourself or for your members, telephone the unionlearn learning and careers advice service on 08000 92 91 90 (free from a landline) and talk to an adviser, or access the job profile section of the service via the portal to the service on the home page of the unionlearn website. You will find a job profile “Careers Adviser”. Another useful source of information is on the Prospect website www.prospects.ac.uk/links/occupations which takes you to a detailed job profile for “Adult Guidance Worker”.
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Mentoring, coaching and facilitating learning Advice and guidance is only one of the progression routes for supporting learners. You may be interested in qualifications in mentoring, coaching or tutoring. A new unionlearn guide: Supporting Learners: Progression pathways for union learning reps and other union reps is now available. This contains information about all these routes, and has case studies for each of them.
CPD opportunities CPD means Continuous Professional Development. This means finding opportunities to keep yourself updated on new ideas or information, or taking short courses about different aspects of your work, for example, working with vulnerable groups such as migrant workers or people who are recovering from mental illness. The Open University offers a range of online 30-hour CPD courses that can be useful for developing specific skills such as mentoring or advanced interview skills. There is a cost associated with these courses although the special relationship between unionlearn and the OU means you can get a 10 per cent discount off the published course fee. The OU will provide a certificate of achievement at the end of a period of study and on completion of a work-based activity. For more information visit www.open.ac.uk/cpd
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Supporting Learners: Role and skills of the union rep
Events and conferences can provide useful opportunities for CPD, as can regional workshops run by your union, unionlearn, and organisations such as the National Association for Educational Guidance for Adults (NAEGA) www.naega.org.uk and the Institute for Careers Guidance (ICG) www.icg.org.uk which you can attend free or at low cost. Many of these will provide a certificate of attendance.
Using the union learning Climbing Frame You can use the Climbing Frame to plan your learning and development. There is a learning theme called Personal and Professional Development which you can use, and you can have your own climbing frame in the learner management section www.climbingframe.unionlearn.org.uk
Reflecting and reviewing your practice Taking time to reflect on your skills and qualities and then developing them, is time well spent. You may find it helpful to answer the questions below to identify areas where you may benefit from further skills development. 1. What are your main strengths when carrying out interviews or carrying out meetings with union learners? 2. What tells you that either a one-to-one interview or group session with union learners has gone well? 3. Who are the main organisations in the network that you signpost members to? 4. What do you still need to learn or find out about to help you in your role of supporting learners? 5. What skills, if any, do you need to improve to help you support learners? 6. What plans do you have to develop yourself further?
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Supporting Learners: Role and skills of the union rep
Quality-assuring your work: the matrix Standard Quality standards can be a useful tool to help you to think about and review your work, and to decide how to improve it. Many standards also have an award or badge system so that organisations can show that they have met the standard, but you can always just use them as a reference point. The services you may refer members to for specialist help are likely to have achieved matrix accreditation, the national quality mark for organisations delivering information, advice and guidance services. Some unions and unionlearn offices have also achieved the standard, particularly those who are working with Next Step. Unionlearn has produced a useful pack about the matrix Standard, and how to achieve accreditation, which can be downloaded from the website www.unionlearn.org.uk It looks at each element of the standard in detail, explaining what it means to you in your role. The pack also includes sample policies and statements of service.
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Delivery of service:
If you are not working in a context where it is practical to achieve the accreditation, you can still use the matrix Standard as a way of thinking about the quality of your work and the service you offer to members. You are an important part of a network of services which combine to provide all the help that members need to make choices about learning and work. Carrying out very simple activities well can make all the difference. The standard is very relevant to your work as a union representative in supporting learners.
1. People are made aware of and engage with the service This is about how you promote your service, making the service accessible to all members.
The matrix Standard is changing in 2011. The standard is currently made up of eight elements: four cover how organisations deliver services, and four cover how they manage their service. These are the elements:
3. People are provided with access to information This is about providing information in accessible forms and assisting members to use it.
2. People’s use of the service is defined and understood This is about how you describe your service to members, clarifying key policies and practices, and signposting to other services where necessary.
4. People are supported in exploring options and making choices This is about providing impartial information and advice to help members to make decisions.
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Management of service:
Further information can be obtained from the following websites:
5. Service delivery is planned and maintained This is about defining measurable aims and objectives and setting up systems to deliver the service to members. 6 Staff competence and the support they are given are sufficient to deliver the service This is about maintaining and developing the skills and knowledge of those delivering the service through induction, training, support and reviewing what they do.
unionlearn www.unionlearn.org.uk
matrix www.matrixstandard.com
EMQC (sets the standard and responsible for assessment and accreditation)
7. Feedback on the quality of the service is obtained This is about gaining feedback from members, those involved in the delivery of the service and other agencies.
www.emqc.co.uk A new unionlearn guide to matrix accreditation will be produced in 2011-12 when revised standard has been introduced. The existing guide to matrix and the Climbing Frame will also be revised.
8. Continuous quality improvement is ensured through monitoring, evaluation and action This is about finding out if the service is effective and planning improvements.
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Published by unionlearn Congress House London WC1B 3LS Tel 020 7079 6920 Fax 020 7079 6921 www.unionlearn.org.uk March 2011 Photographs: Mark Thompson; Paul Carter. Design: wave.coop Print: NB Colour Print
All unionlearn publications may be made available for dyslexic or visually impaired readers, on request, in an agreed electronic format or in accessible formats such as Braille, audiotape and large print, at no extra cost.
GUIDE
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Supporting Learners
Useful extras for union reps 2011 EDITION
Supporting Learners: Useful extras for union reps
Supporting members into higher learning
ULRs have a key role to play in encouraging and supporting learners to progress into higher level learning, by working with providers to work flexibly and by working with employers to support their staff into this area. The higher learning landscape is complex, particularly for older learners taking non-traditional or work-based routes. Unionlearn has a strategy for supporting learners which includes higher level learning, and has formed partnerships both nationally and regionally to help union members to take up opportunities and to deal with the challenges of higher learning so that they can progress in their lives and their careers.
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National partnerships are with the Open University, Foundation Degree Forward, and learndirect, who have a scheme called Learning through Work. Joint working has taken place with AimHigher. Regional partnerships may be with Lifelong Learning Networks (LLNs) who link further and higher education, and with individual colleges and other providers of higher level learning. A range of free resources is available through unionlearn to help ULRs to support members. Supporting Members into Higher Level Learning: A toolkit for union learning reps can be downloaded from the Supporting Learners area of the unionlearn website, or ordered as a ring-binder. This includes sections on working with
unionlearn learning and careers advice service
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Supporting Learners: Useful extras for union reps
members, providers and employers, and offers lots of useful ideas to pass on to members about what to expect and how to develop study skills. A range of booklets and reports are also available with case studies of union learners. Higher Education at work: Making the case to employers is a guide for union reps about the skills and knowledge needed to make a case for support for learners who wish to progress to higher learning. It helps to answer the questions your employer might have about work-based higher learning and the impact on the workplace if staff take up opportunities at this level. Union reps and members present their experiences of employment support and their top tips for making the case. Download it or order a printed copy from the Supporting Learners area of the website. A new accredited training module for ULRs has been developed called Supporting Members into Higher Education. Ask about this at your TUC Education Centre, or contact unionlearn regional staff.
Foundation Degree Forward, working with unionlearn, has produced some training materials for advisers, which have been adapted and linked to the unionlearn website. They include a useful quiz to test your knowledge of foundation degrees and they offer clear answers to frequently asked questions. You can find out more through the unionlearn website www.unionlearn.org.uk/advice, or the new unionlearn higher learning at work micro-site www.higherlearningatwork.org and if you have any enquiries on behalf of members about higher level learning opportunities, you can contact the unionlearn learning and careers advice service at www.unionlearn.org.uk/uladvice or telephone 08000 92 91 90 Other useful websites for higher level learning are:
The Open University www.open.ac.uk
Foundation Degree Forward www.fdf.ac.uk
The web-based union learning Climbing Frame has been customised to suit the needs of unions whose members are interested in higher level learning. An informative theme has been developed on higher learning, and sections of this converted to factsheets that are available through the unionlearn higher learning website. Contact Louisa Shaw for information about the Climbing Frame at climbingframe@tuc.org.uk. The Open University is a leading provider of flexible higher learning opportunities and offers a discount to union members through an agreement with unionlearn. It has a user-friendly website, with help with career planning, choosing a course, and continuing professional development; and also a recession portal to help learners who are coping with change at work. Unions have formed union learning clubs in some workplaces where learners can support each other.
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Lifelong Learning Networks www.lifelonglearningnetworks.org.uk
Learning Through Work www.learningthroughwork.org
Higher Learning at Work All of these are linked in to Higher Learning at Work, unionlearn’s new website www.higherlearningatwork.org.uk
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Supporting Learners: Useful extras for union reps
unionlearn Quality Award (Supporting Learners) In 2009, unionlearn introduced a new Supporting Learners version of the Quality Award, which has been achieved by a range of providers who have demonstrated that unions and union learners are considered in the design, development and delivery of their courses and programmes. It is now possible for careers information and advice services to show that their service is: accessible to working people flexible and adaptable to the needs of union members delivered by trained and experienced staff who have an understanding of workplaces and of unions based on consultation with unions and in line with their aims and values impartial and confidential, with strong equality and diversity policies part of a quality-assured network for signposting and referral
Achieving the unionlearn Quality Award will: be an incentive for providers to work with unions and to reach more learners provide a standard for working with unions and union learners signpost ULRs to union-friendly provision increase union leverage and influence with providers help unions obtain high quality data about their learners from providers. ULRs can encourage services to apply to be assessed for the Award. Contact your regional unionlearn staff for more details, or Ian Borkett, Standards and Quality Manager iborkett@tuc.org.uk. You can also go directly to www.unionlearn.org.uk/qualityaward where there is a list of those who have achieved the award, information about the award and a form to fill in for providers who wish to apply to be assessed. Assessment is free of charge.
representative of best practice and endorsed by appropriate assessors and inspectors. As more organisations achieve the Quality Award, including those unions who are delivering an information and advice service to members, ULRs will be able to choose union-friendly services.
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Supporting Learners: Useful extras for union reps
Pre-course checklist
This is a checklist of questions that you and members may want to ask before enrolling on a course, taking up a learning opportunity or arranging workplace provision. Please feel free to copy and adapt this list. The unionlearn learning and careers advice service (08000 90 91 92) will be able to help with locating courses and basic details and the learning provider will have answers to the rest.
What the course is about What will I learn on the course? May I have a copy of the full course programme? How is the course taught (e.g. in small/large groups, through self-study packs, online)?
Extra work Making contact Who do I need to talk to about the course?
Does the course involve any commitment other than the taught sessions (e.g. pre-course activity, homework, field or practical work, residential weekends or summer schools)?
How do I contact him or her? Is this person a tutor or trainer?
Length and times
Can I speak to a current learner if I wish, and how? Can this course be provided in my workplace or learning centre?
What are the hours of attendance? Can meetings with the tutor or trainer be arranged to suit me?
Getting in Do I need prior experience or knowledge to do the course? If so, what exactly? What are the entry requirements for adults? (They may be different than those for young people). How many places are there on the course? How and when should I enrol? Will I need to attend an open day or interview?
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How long is the course and when does it start or finish?
Getting credit Will I get a certificate or qualification if I complete it, and how will my work be assessed (e.g. through coursework, examination, being observed, online)?
Costs What are the fees and extra costs of the course (e.g. registration fees, materials, examination fees)?
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Supporting Learners: Useful extras for union reps
Help with costs Are there any concessions, fee remissions, bursaries or grants available and how do I apply? Is there any help with transport or childcare expenses? Can I pay in instalments?
Getting there Where does the course take place? How do I get there? May I have a map and directions? Can I park my car or my bicycle? Can you help me plan a bus route?
Facilities What room should I look for when I arrive? Can I get my wheelchair in? Are there any facilities for learners with disabilities (e.g. hearing loops, learning partner schemes, software and equipment)? Is there a crèche or playgroup? Are there any student or recreational facilities for adults? How can I meet other learners socially? Will I be entitled to use the careers service and other support facilities?
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Supporting Learners: Useful extras for union reps
How and where to find learning opportunities Adult learning is very complicated in this country. You can learn in many different ways and in different places. As a union rep you may be organising learning in your workplace or in a learning centre and this may be in partnership with different providers. You will have a list of local contacts, who you can trust to work with you in a way that suits your members. More information about learning providers is available from: The unionlearn learning and careers advice service – you can phone on 08000 92 91 90 (calls free from a landline) or use the website www.unionlearn.org.uk/uladvice. They can put you in touch with your local Next Step service or public library who will have local contacts. The Learning Themes in the union learning Climbing Frame provide simple information and links about learning at different levels www.climbingframe.unionlearn.org.uk. The unionlearn directory of TUC Education programmes and centres lists contacts for trade union studies centres, and the unionlearn network of learning centres. You can order it from www.unionlearn.org.uk or on 020 7079 6920. Course information is available online. The Government’s public services website “Directgov” has clear and simple sections and links for adult learning. Follow the links from the home page to Education and Learning and then Adult Learning www.direct.gov.uk
The unionlearn Quality Award has been designed to help you choose programmes and services that are suited to union members. Contact unionlearn for details of programmes that have successfully achieved this award. A publication about the Quality Award that is aimed at ULRs is available from the unionlearn website www.unionlearn.org.uk/qualityaward This is a guide to the types of learning providers you and your members may wish to contact.
Workplace learning Many union members would prefer to do their learning in workplace learning centres, through courses organised by their union reps or their unions, or by their employers. Foundation Degrees can also be done in the workplace.
Adult and community learning centres A range of daytime and evening courses and learning opportunities for adults is offered through adult and community learning centres in most areas. These courses may be organised by the Local Education Authority (LEA), Further Education (FE) College or by the Worker’s Educational Association (WEA). It depends on where you live. As a union rep, if you are shopping around for providers to offer learning opportunities for members it is worth contacting these local organisations to see how they can work with you.
Community schools Some schools and sixth-form colleges welcome people from the community to join in courses offered to their pupils. They may also offer evening and daytime classes or use of their facilities to the community, or through their sixth-forms.
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Supporting Learners: Useful extras for union reps
Voluntary organisations The WEA has a close association with unionlearn and with unions, and provides trade union education opportunities. They have regional offices and local branches which you can contact. Other voluntary organisations provide courses or opportunities for learning through voluntary work. www.wea.org.uk
Further Education (FE) colleges Traditionally, colleges offered work-related courses for young people but many of their students are now adults. Courses may be part-time, full-time, day or evening and are often aimed at adults in particular. Some colleges run taster sessions to give you a sample of what a course is like, or general introductory or “returner� courses that help people to explore what they want to do. Your local college may have a Trade Union Studies Centre. Colleges have regular open days to show you what they do, and information centres. There are also a group of residential colleges that offer courses to adults without traditional qualifications. They have links with the TUC and trade unions and there are bursaries available for selected courses through TUC. Visit www.arca.uk.net for details of the colleges.
Universities and Higher Education Institutions (HEIs)
Adults who want to do an advanced course but do not have the required entry qualifications can do an Access course, which is usually flexible and includes help with study skills. The toolkit for union learning reps, Supporting Union Learners into Higher Level Learning, and other publications can be downloaded from the unionlearn website.
E-learning and distance learning There are many ways of learning and you may prefer to learn online. This can be done at home or in a learning centre with help from staff. Open or distance learning may be online but also through other methods, using books, specially designed materials, CDs and DVDs. You can work at your own pace and usually have the support of a tutor by telephone, letter or email. The TUC is committed to providing online learning opportunities, and has close links with providers including learndirect, the Open University and the National Extension College who offer multi-media learning. You can also learn through television programmes that may have linked books, CDs and DVDs that you can buy. The main channels also have websites that include online learning tasters, for example in modern languages.
Higher education includes advanced courses leading to degrees, diplomas and certificates. Courses are increasingly divided into modules, which means that you can do parts of a course and build up the modules and units into a full qualification over a period of time. Some universities and colleges offer short day and evening courses for adults. Unionlearn has a special arrangement with the Open University, which provides higher learning courses in a flexible way that suits adult learners.
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unionlearn learning and careers advice service
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Supporting Learners: Useful extras for union reps
Getting credit for learning You cannot be expected to know about all the different levels and types of qualification or credit. However, it is important to know how to find the information if you or a member need it. Qualifications prove that you have gained knowledge and skills and can help you progress in your job or career or on to new learning opportunities. They can be academic, vocational or work-related, or skills-based. You may not need a qualification to prove that you have been learning, and non-accredited learning can be recognised in different ways. Sometimes it is possible to get credit for your past learning and experience through Accreditation of Prior Learning (APL). One of the difficulties is that everything keeps changing. For example, a new framework, the Qualifications and Credit Framework, has been introduced to allow credits to be built up at all levels so that people can gain flexible qualifications that meet their needs. Unionlearn has helped to test this framework. It is replacing the National Qualifications Framework (NQF). Find out more at www.qca.org.uk/qcf, the QCF homepage. Gaining qualifications can be expensive and time consuming. It is important to get expert advice to ensure that you and your members are making the right choice to meet your goals, and that you know about any financial help that is available.
This is a quick guide to help you to find information that will help you to understand the different ways that you and your members to get credit for your learning and skills, and to progress. The unionlearn learning and careers advice service can explain the different types of credit and qualifications available, and what financial help might be possible. You or your members can phone on 08000 92 91 90 or use the website www.unionlearn.org.uk/uladvice If you or a member have experience or qualifications from outside the UK the advisers at unionlearn learning and careers advice service can help you find out how these can be recognised. The telephone service is also available in nine languages. Some of the Learning Themes in the union learning Climbing Frame provide simple information and links about learning at different levels and how to get credit. Go to www.climbingframe.unionlearn.org.uk The Government’s public services website ‘Directgov’ has clear and simple sections and links on qualifications. Follow the links from the home page to Education and Learning and then to Qualifications Explained. This has a guide to different sorts of qualifications and an explanation of what the different levels mean www.direct.gov.uk TUC Education accredits its programme through The National Open College Network (NOCN). Further information about how you can progress with the TUC is available in the unionlearn Directory of TUC Education programmes and centres. You can find out more or order the directory from www.unionlearn.org.uk or on 020 7079 6920.
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Supporting Learners: Useful extras for union reps
Websites for supporting learners Advice Resources
Next Step
www.advice-resources.co.uk
www.nextstep.direct.gov.uk
Apprenticeships
NIACE (National Institute of Adult Continuing Education)
www.apprenticeships.org.uk
Basic Skills Agency at NIACE
www.niace.org.uk
Sector Skills Councils website
www.niace.org.uk
Campaign for Learning www.campaign-for-learning.org.uk
Climbing Frame www.climbingframe.unionlearn.org.uk
www.sscalliance.org
SKILL (National Bureau for Students with Disabilities) www.skill.org.uk
Directgov (Government’s public services
Skills Funding Agency
including adult learning)
www.skillsfundingagency.bis.gov.uk
www.direct.gov.uk
Department for Business, Innovation and Skills
Trades Union Congress www.tuc.org.uk
unionlearn
www.bis.gov.uk
www.unionlearn.org.uk
EMQC Matrix assessment www.emqc.co.uk
Higher Learning at Work
Unionlearn learning and careers advice service www.unionlearn.org.uk/uladvice
www.higherlearningatwork.org
learndirect
Worksmart www.worksmart.org.uk
www.learndirect.co.uk
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unionlearn learning and careers advice service
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Supporting Learners: Useful extras for union reps
Glossary Apprenticeships The Apprenticeship programme was re-launched by the government in 2004 and now consists of Apprenticeships (NVQ Level 2) Advanced Apprenticeships (NVQ Level 3) and Higher Apprenticeship (NVQ Level 4-5). Young Apprenticeships are available for 14–16 year olds, and also opportunities for people over 16.
Key Skills There are six key skills that employers and government believe make people more employable by being portable from job to job. They are communication, information technology, application of numbers, problem solving, working with others and improving your own learning and performance.
BIS Department for Business, Innovation and Skills The government department responsible for learning and skills policy.
Learning Centre Centre established at a workplace, library or other venue to provide learning facilities
Business Link Local agency set up to advise particularly small businesses.
LEPs local Enterprise Partnerships Local Enterprise Partnerships will replace Regional Development agencies (RDAs) in April 2012. There will be a Regional Growth Fund to enable funding for private sector growth.
CPD Continuing Professional Development. Any process or activity that provides added value to the capability of the professional through the increase in knowledge, skills and personal qualities necessary for professional and technical duties. e-learning Covers a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms. It includes the delivery of content via Internet, audio and video tape, satellite broadcast, interactive TV, and CD-ROM. EDS Employee Development Schemes are schemes that provide the workforce with opportunities for personal development. Also known as an Employee Development Programme (EDP). ESOL English for Speakers of Other Languages. Foundation Degrees (Fds) New shortened degrees with a vocational bias. IAG Information, advice and guidance about learning, work and careers. ICT Information, Communication and Technology. IiP Investors in People – the national standard which sets a level of good practice for training and development of people in the workplace.
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New Deal A package of measures designed to enhance the education and training opportunities offered to benefit claimants in order to help them move into sustainable employment and to progress from lower to higher-skilled work. NVQs National Vocational Qualifications are work-based qualifications in England, Wales and Northern Ireland. People are assessed on the basis of their competence in defined tasks. These will be phased out and replaced by qualifications in the QCF. Next Step The Next Step information and advice service provides free information on learning and work to anyone aged 18 or over. Next Step can also offer free faceto-face advice to individuals and groups. QCA Qualfications and Curriculum Authority – government body responsible for regulating qualifications, including vocational qualifications. QCF Qualifications and Curriculum Framework A new framework which allows for credit accumulation. Units can be built into Awards, Certificates and Diplomas.
RSPs Regional Skills Partnerships are forums where businesses and skills organisations work together to meet the skills needs of regional economies. The core members of RSPs are the Regional Development Agencies, the Skills for Business Network, the Skills Funding Agency, the Small Business Service and Jobcentre Plus. Skills for Life Skills for Life is the government’s national strategy for improving literacy and numeracy and includes ESOL (English for Speakers of Other Languages). The Basic Skills Agency definition is “The ability to read, write, and speak in English (or Welsh) and use mathematics at a level necessary to function and progress at work and in society in general.” Skills Funding agency The Skills Funding agency is responsible for all post -16 education and training other than higher education. This includes apprenticeships. SMEs Small and medium sized enterprises. Sector Skills Councils (SSCs) Industry-led sector bodies aimed at developing more effective sector strategies. SVQs Scottish Vocational Qualifications – work based qualifications in Scotland modelled on NVQs. unionlearn Quality Award Is awarded to programmes and courses that meet good practice criteria and will help signpost ULRs to providers that work successfully and flexibly with unions. A new version has been introduced which will be available to information and advice services. Workforce Development An approach to learning and training which actively involves the participation of the entire workforce, including those who often are missed out. It involves initial learning that meets learners at their point of need and offers ongoing progression for individuals and groups. It works best when unions and employers work together to agree what is needed by the workforce and the employer and what levels of support are required.
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Published by unionlearn Congress House London WC1B 3LS Tel 020 7079 6920 Fax 020 7079 6921 www.unionlearn.org.uk March 2011 Photographs: gettyimages; Mark Thompson. Design: wave.coop Print: NB Colour Print
All unionlearn publications may be made available for dyslexic or visually impaired readers, on request, in an agreed electronic format or in accessible formats such as Braille, audiotape and large print, at no extra cost.
Supporting Learners
Progression pathways for all trade union reps 2011 EDITION
Supporting Learners – progression pathways for all trade union reps
Foreword This guide is about progression in the work that you do to support union learners. It will help you to think about gaining skills and knowledge in advice and guidance, coaching, mentoring and facilitating learning. Progression can take you down many different pathways. Some opportunities may be: offered and supported by your union available from unionlearn and TUC Education offered and supported by your employer offered by a range of national and local providers development you have chosen for yourself some informal learning in an area that interests you. This guide will help you to understand the changing landscape in terms of qualifications and tells you where you can get more information. It includes a number of inspiring case studies of union members who have progressed through their involvement with their union and through TUC Education courses. Many have moved on to achieve qualifications that have provided them with the skills and knowledge to support union learners with their personal and career development.
Tom Wilson Director, unionlearn
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unionlearn learning and careers advice service
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Supporting Learners – progression pathways for all trade union reps
About this guide This guide has been produced as an additional resource for all union learning reps (ULRs) and other union reps who are involved in supporting union learners. It can often be the case that ULRs and other union reps are so busy supporting union learners that planning their own development and progression can be overlooked. It is hoped that this guide will prompt you to think about your development needs in the area of supporting learners and plan how you are going to address them. The qualifications system in England, Northern Ireland and Wales is undergoing major change with the introduction of the Qualifications and Credit Framework (QCF). Such is the pace of change it is advisable to check on the current position with either LSIS (the Learning and Skills Improvement Service), the awarding bodies and learning providers offering the qualifications. For this purpose links are provided throughout this guide. Another very helpful source of advice about any aspect of your proposed progression and development is the unionlearn learning and careers advice service. You can call them free from a landline on 08000 92 91 90 between 8 a.m. to 10 p.m. seven days a week and speak to an adviser or you can use the resources available online at anytime at www.unionlearn.org.uk/uladvice
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www.unionlearn.org.uk/uladvice
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Supporting Learners – progression pathways for all trade union reps
Supporting Learners what it means to union learners The term Supporting Learners is used by unionlearn to describe the activities of ULRs and other union reps when they are working with members to help them make choices about learning, to take up learning opportunities that are right for them and help them to progress in their jobs and careers. Whilst these activities involve all levels of learning and some elements of information and advice they also include mentoring, coaching, signposting and facilitating learning. Unionlearn has a Supporting Learners strategy that includes the work unions do to give members information, advice and guidance. So far, the strategy has resulted in: the launch of the unionlearn learning and careers advice service. Telephone 08000 92 91 90 (calls are free from a landline) or visit: unionlearn.org.uk/uladvice a range of free resources and materials for union reps and ULRs publications including the series of Supporting Learner guides the launch of the web-based Climbing Frame, visit www.climbingframe.unionlearn.org.uk to register to use it the development of a Supporting Learners area on the unionlearn website that includes a higher learning area and through which printed copies of resources and publications can be ordered online or downloaded, visit www.unionlearn.org.uk/advice
strong and active links both nationally and regionally with the network of careers information and advice providers, e.g. Next Step, the sector skills councils, Jobcentre Plus, the Open University, etc. regional events with a supporting learners focus for union reps and ULRs an underpinning ULF theme called Supporting Learners. A new unionlearn strategy for Supporting Learners for 2011–2014 is being developed. To see the planned activities for supporting union learners, visit www.unionlearn.org.uk/advice
The skills required for Supporting Learners As a ULR or other union rep you will be using a wide range of skills to carry out the various responsibilities in the workplace and support learners. Some of the skills will have developed through your work role and some by attending union rep courses provided by either TUC Education or your own union. For a list of the skills for supporting learners look in Guide 3 of the Supporting Learners series (revised edition) – Role and Skills of the Union Rep. You can order a printed copy of the guide or download it from the website at www.unionlearn.org.uk/advice
updated training materials for ULRs and other union reps
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Supporting Learners – progression pathways for all trade union reps
Reasons for progression There are a range of progression pathways available in the area of supporting union learners. Your main areas of interest are likely to be: information, advice and guidance about careers and learning coaching and mentoring
A Personal Development Plan can help focus your thinking. There is a Learning Theme in the new Climbing Frame dedicated to personal development and career planning with a range of materials, resources and activities that can help you think through your progression options. You can get more information about the new Climbing Frame or register to access it by visiting www.climbingframe.unionlearn.org.uk
tutoring or facilitating. It is important before committing to a period of learning to think about why you want to do a particular course or qualification. Your reasons might be: You have enjoyed brushing up your Skills for Life and want to do some more learning. You are interested in increasing your knowledge and skills in a particular area. You are already carrying out most of the activities and want to gain credit for what you can already do. You would like to change career direction. Your job is under threat and you want to develop your skills to help you find employment. Your union can access funding to deliver services through Next Step but must have qualified staff and matrix accreditation. A requirement of your work role. The opportunity has presented itself and it seems a good idea. The upgrading of your present level of qualification to meet QCF requirements.
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Supporting Learners – progression pathways for all trade union reps
Progression pathways: with TUC Education TUC Education offers ULRs and other reps a wide range of diplomas, certificates and awards in a range of topics that can be used for progression and as entry into other learning and training opportunities. In addition to the elements of Supporting Learners that are in the Union Learning Reps training at Stages 1 & 2 there are a number of modules and units available if you are supporting union learners. These modules and units are not offered routinely by TUC Education centres, you will need to talk to the Regional Education Officer (REO) for your region if you want one of these courses to be put on. All the courses provided by TUC Education are accredited by the National Open College Network (NOCN) and are within the new Qualifications and Credit Framework (QCF) enabling you to gain credits and qualifications to continue your development.
Look on the unionlearn website www.unionlearn.org.uk/courses to see what is currently available or ask your local trade union studies centres if you have an interest in a particular course. The unionlearn directory of TUC Education programmes and centres lists contacts for trade union studies centres, and the unionlearn network of learning centres. To order the directory, visit the website or telephone 020 7079 6920 or contact the REO for your region. You can download a regional course brochure by visiting www.unionlearn.org.uk/education/ index.cfm?mins=145
Here are some examples of the units for that will be of particular interest to you in your role of supporting union learners: Supporting Learners (three credits) Supporting Members into Higher Learning (three credits) Mentoring Union Reps and Members (three credits) If you are thinking about a progression pathway into tutoring then you should speak to your local trade union studies centre or to your Regional Education Officer (REO).
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unionlearn learning and careers advice service
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Supporting Learners – progression pathways for all trade union reps
Possible TUC Education progression pathways for ULRs Supporting Learners
TUC Education ULR courses Levels 1&2
Understanding Information, Advice and Guidance in the Workplace
Short specialist courses for Supporting Learners
TUC Reps Supporting Members Climbing Frame for Union Reps Supporting Members into Higher Learning Mentoring Union Reps and Members
Employment Law
Diploma courses
Occupational Health and Safety Contemporary Trade Unionism Equalities
Entry to other learning opportunities
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including tutor training
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Supporting Learners – progression pathways for all trade union reps
Progression pathways: qualifications for Supporting Learners
Here are some of the qualifications, beyond those offered by TUC Education, that you might want to consider particularly for your role of supporting union learners. Many of these qualifications are already within the Qualifications and Credit Framework (QCF) although the situation is less clear with many of the qualifications within the National Qualifications Framework (NQF) being phased out in the near future. To get the most up to date information about qualifications in the learning and development sector contact LSIS, who are continuing the work of LLUK (Lifelong Learning UK). Look on their website at www.lsis.org.uk or at the Excellence Gateway www.excellencegateway.org.uk . Another good source of up to date information is the unionlearn learning and careers advice service, visit www.unionlearn.org.uk or call 08000 92 91 90 (free from a landline).
Career information, advice and guidance The main qualifications of interest to those supporting union learners are:
The NOCN Information, Advice and Guidance Suite ULRs and other union reps may already be registered for or have achieved the following awards: Level 1 Award in Information Advice and Guidance Awareness Level 2 Award & Certificate in Information Advice and Guidance Level 3 Advanced Certificate in Information Advice and Guidance
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These qualifications are being phased out as they sit within the NQF. They will be replaced by new qualifications that will be available from early 2011 and that sit within the QCF. The expiry date for registering for the current NQF awards was December 2010 with a final certification date of 2013. Contact NOCN at www.nocn.org.uk or call them on 0114 227 0500 for the most up to date information on the new awards.
NVQs in Advice and Guidance These are the current NVQs that union reps and ULRs may be registered for or have already achieved: Level 2 Advice and Guidance – for those who have customer service or administrative support roles Level 3 Advice and Guidance – for those who are working directly with people, working to clear guidelines, and with information that will be interpreted by others (this has been the baseline qualification required by Next Step and other publicly- funded services) Level 4 Advice and Guidance – for fully developed and experienced practitioners. These NVQ routes that are within the NQF are being phased out and will be replaced with more robust and specialised qualifications that sit within the QCF. The new awards have been developed to encourage progression in the sector and offer different progression pathways based on an individuals work setting: QCF Level 3 Certificate in Supporting Clients to Overcome Barriers to Learning and Work – specifically designed for those working in the new Next Step service and in other settings providing career advice, information,
unionlearn learning and careers advice service
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Supporting Learners – progression pathways for all trade union reps
employability support and signposting as part of their own broader work role.
Higher Level Learning Qualifications in Career Guidance
QCF Level 3 Certificate in Advice and Guidance – is primarily aimed at those working in a generalist setting directly with clients, disseminating information, advice and some level of guidance. QCF Level 4 Diploma in Advice and Guidance – is for para-professionals who work directly with clients, disseminating information, advice, guidance and formal advocacy. You are likely to have some managerial or training responsibilities and may be a creator of materials and publications promoting services.
There is a postgraduate entry route into the profession through the Qualification in Careers Guidance (QCG) that is awarded by the Institute of Career Guidance (ICG). The course is currently available through 11 universities. This is a one-year full-time or two-year part-time course combining academic study with work-based learning. Distance learning options are available in some cases. Most people entering this course have a degree, but you may also be accepted if you have the relevant experience and can show you can cope with postgraduate level study.
QCF Level 4 Diploma in Careers Information and Advice – this award has been developed with the delivery of the new Next Step services in mind.
In addition to the QCG there are other postgraduate and master’s programmes relating to Careers Guidance available from a number of universities.
QCF Level 6 Diploma in Careers Guidance and Development – this award has been developed for professional careers guidance workers who provide in-depth careers guidance services. Whilst aimed at the professional roles within Next Step it is also relevant to those working in other settings providing careers information, advice and guidance.
Contact the ICG for further information about the QCG and other programmes and for information about the universities offering them at www.icg-uk.org or telephone 01384 376464.
Please be aware that QCF levels are not the same as NVQ levels. It may be appropriate to undertake units from the new awards as part of your CPD if you have already achieved an ‘old’ NVQ and to meet any new baseline requirements for delivering Next Step or other publicly funded services. Information about these new awards is being regularly updated on the LSIS website www.lsis.org.uk. OCR, the main awarding body, has an area on their website dedicated to these new qualifications, visit www.ocr.org.uk
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Supporting Learners – progression pathways for all trade union reps
Coaching and mentoring There is a range of options available to ULRs and other union reps who would like to develop their coaching or mentoring skills. These qualifications tend to be much more fluid and are often undertaken undertaken as a Continuing Professional Development (CPD) activity. CPD means finding opportunities to keep yourself updated on new ideas or information, or taking short courses about different aspects of your work. If you are a member of a professional or trade association they will provide you with detailed information relating to CPD in your sector and may also provide useful tools and resources for you to use for recording purposes. Here are some of the qualifications and courses currently available and the institutions offering them:
NVQs in Mentoring and Coaching The current NVQ units in Mentoring in the workplace and Coaching are being phased out with a final registration date of December 2010 and final certification date of 2013. If you are already registered for these awards then you should continue to work towards them. There are no immediate plans for replacement awards in the Qualifications and Credit Framework (QCF).
The Open University The OU offers online courses in coaching and mentoring that you can work through at your own pace. Although these are non-credit bearing courses you will be issued with a certificate by the OU on completion. The certificates can be used to demonstrate CPD activity. The current courses are:
Mentoring at Work – will help develop mentoring skills to help support learners to learn and develop at work. In addition there is also: Supporting Workplace Study – a free online workplace mentor/supervisor module available from the Open University or Foundation Degree Forward for further information visit http://sws.oucpld.com/ or http://fdf.ac.uk To contact the Open University visit www.open.ac.uk or telephone them at 0845 300 60 90.
The Chartered Institute of Personnel & Development (CIPD) The CIPD offers a number of short courses in coaching and mentoring as well as courses involving a period of study that lead to professionally recognised qualifications. Their website includes a number of useful factsheets about coaching and mentoring in a work setting. For more information visit www.cipd.co.uk or telephone them at 020 8612 6202.
Institute of Leadership & Management The ILM offers a range of qualifications aimed at developing the coaching/mentoring skills of managers and training professionals, with the opportunity to progress to a professional qualification in coaching and mentoring. The awards are part of the QCF and provide candidates with transferable qualifications credit.
How to Use Coaching at Work – an introduction to coaching techniques and how to use coaching skills to develop others
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Supporting Learners – progression pathways for all trade union reps
Here are examples of some of the currently available courses: Level 3 Certificate for Professional Workplace Coaches Level 3 Qualifications in Workplace Mentoring Level 5 Certificate in Coaching and Mentoring in Management Level 7 Certificate in Executive Coaching and Leadership Mentoring
Higher learning qualifications in coaching and mentoring There are some masters and postgraduate certificates and diplomas available in coaching and mentoring. These will begin at Level 4 in the FHEQ. Here are some of the universities that are offering these qualifications: Liverpool Hope University London South Bank University Oxford Brookes University Business School
For further information about these qualifications, entry requirements and centres approved for delivery contact the Institute of Leadership & Management by telephone on 01543 266867 or email customer@i-l-m.com or visit www.i-l-m.com
The Online College This is based at Sheffield College and has developed an online course for those new to mentoring. The Effective Mentor’s toolkit course helps develop skills to offer effective support as a mentor and make use of online tools to enhance mentoring. This QCF course is accredited by NOCN with success leading to three credits at either Level 2 or 3.
University of the West of England Westminster University. For further information either contact the universities directly; all have detailed information on their websites, or contact the unionlearn learning and careers advice service at www.unionlearn.org.uk/uladvice or telephone 08000 92 91 90 (free from a landline) to speak to an adviser.
For further information contact the Online College by email at online@sheff.col.ac.uk or telephone 0114 260 3212 or visit www.online.sheffcol.ac.uk
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Supporting Learners – progression pathways for all trade union reps
Tutoring / teaching A new professional qualification requirement in the lifelong learning sector was introduced in 2007 so if your planned progression is into a tutoring or teaching role you will need to consider the following qualifications which are widely offered by colleges and learning providers. QCF Level 3 or 4 Awards in Preparing to Teach in the Lifelong Learning Sector (PTLLS) – this is an introductory course for all new tutors/teachers delivering publicly funded provision. The qualification is a direct progression route into the Certificate in Teaching in the Lifelong Learning Sector (CTLLS). QCF Level 3 or 4 Certificates in Teaching in the Lifelong Learning Sector (CTLLS) – this award is for anyone who wants to fulfil an associate tutor/teacher role. The qualification is a direct progression route into the Diploma in Teaching in the Lifelong Learning Sector. QCF Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) – this full teaching qualification is often also called a PGCE or Cert Ed. by universities. Whilst this is a Level 5 qualification some universities offer it at a higher level. Further information about these qualifications and any changes planned for them can be obtained from LSIS at www.lsis.org.uk or from the main awarding body City & Guilds. Or, contact the unionlearn learning and careers service on 08000 92 91 90 (free from a landline) to find out who is offering these qualifications in your region. It is worth noting that the National Extension College (NEC) has developed the QCF Level 3 Preparing to Teach in the Lifelong Learning Sector (PTLLS) course in association with the Workers’ Educational Association (WEA) and City & Guilds.
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The theory part of the course will be completed using NEC’s distance learning materials followed by attendance at a microteach workshop organised by the WEA. The NEC offers union members a 10 per cent discount on fees. The Online College – has developed and delivers an online course for tutors/teachers who deliver online learning. The Net-trainers course will be suitable if you have one year’s experience of tutoring/training or who already hold a qualification in online learning. The course is within the QCF and is accredited by NOCN. Those who successfully complete the course also receive the European Net-Trainers certificate. For further information contact the Online College by email at online@sheff.col.ac.uk or telephone 0114 260 3212 or visit www.online.sheffcol.ac.uk Higher Learning Qualifications in Education: Higher learning refers to any study that leads to qualifications at Level 4 and above in the framework For Higher Education Qualifications (FHEQ). If you want to gain a degree or a postgraduate qualification in Education there are a number of options including: Diploma to Teach in the Lifelong Learning Sector combined with a Postgraduate Certificate of Education (PGCE) BA Honours in Education. There are also a number of Foundation degrees (Fds) that are linked to learning, for example, Supporting Learning and Teaching. Fds are at Level 5 in the FHEQ and require you to demonstrate a high level or workplace competence alongside academic study. A benefit of Fds are that they can be studied by distance learning.
unionlearn learning and careers advice service
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Supporting Learners – progression pathways for all trade union reps
A full list of Fds is available at www.direct.gov.uk/foundationdegrees and if you visit www.fdf.ack.uk/advisers you will find clear information and case studies about work-based higher learning. There is a Higher Learning theme in the Climbing Frame with detailed information about opportunities. You can register to access it by visiting www.climbingframe.unionlearn.org.uk You may also find the unionlearn publication Higher Education at Work: making the case to employers a helpful resource. A printed copy can be ordered online or downloaded from www.unionlearn.org.uk/publications
Other qualifications to consider: There are some other possibilities that you might want to consider when you are thinking about your progression pathway, including: QCF Level 3 Assessor Qualifications – these awards will be replacing the current A1 and D32/D33 NVQ units. These new awards are suitable if you are working in a setting where learners are being assessed against NVQs and you want to progress to making assessment decisions, using a range of methods and providing feedback to candidates:
QCF Level 4 Quality Assurance Qualification – these awards will be replacing the current V1 and D34 NVQ units and will be of interest if you are working in a setting where learners are being assessed against NVQs and you want to be involved in the quality assurance of assessment decisions: Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practices Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practices a career in counselling – there is an array of short courses in counselling if you want to improve your skills and knowledge as well as diploma courses, degrees and masters. If you are interested in becoming a qualified counsellor visit the website of the British Association of Counselling & Psychotherapists www.bacup.co.uk or telephone 01455 883300 to find out about their qualifications and their approved learning providers that will include colleges and universities.
Level 3 Award in Assessing Competence in the Work Environment Level 3 Award in Assessing Vocationally Related Achievement Level 3 Certificate in Assessing Vocational Achievement.
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TUC Education Specialist Units for Supporting Learners
Entry to other learning opportunities (including tutor training)
QCF NVQs in Careers Info Advice and Guidance Levels 3, 4 or 6
TUC Education ULR Courses 1 & 2
CPD
CPD
Foundation Degree
Diploma in Teaching in Lifelong Learning Sector (PTLLS)
Cert in Teaching in Lifelong Learning Sector (CTLLS)
Preparing to teach in Lifelong Learning Sector (PTLLS)
Possible progression pathways for ULRs Supporting Learners
Assessor Qualifications
Quality Assurance Qualifications
Professional Careers Guidance Worker (QCG)
Postgraduate Masters in Careers Education.
DTTLS/ PCGE
BA Honours in Education
Certificates/Diplomas in Mentoring and Coaching
CPD
Postgraduate or Masters in Mentoring and/or Coaching
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Supporting Learners – progression pathways for all trade union reps
Making the right decision Gaining a qualification can be costly and time consuming so it is important to gather as much information as possible to help you make the right decision.
The Government’s “Direct Gov” website has information in its Qualifications and exams: a guide to adult learners area and its university and higher education area, visit www.direct.gov.org
Some sources of help can be: If you want to become: The Job Profiles area on the unionlearn learning and careers advice service, visit www.unionlearn.org.uk/uladvice or call 08000 92 91 90 (free from a landline) to speak to an adviser If you are looking for information involving a career change the occupational guides on the Prospects website can be useful for checking the current requirements for jobs, visit www.prospects.ac.uk and follow the links to Types of Jobs in the Jobs and Work experience area The pre-course checklist in Guide 4 of the Supporting Learners series Useful Extras for Union Reps. Order a copy or download it from www.unionlearn.org.uk/advice Foundation Degree Forward has Choosing to do a Foundation Degree While Working – a checklist for learners which can be downloaded from www.fdf.ac.uk/page.aspx?id=71 The Climbing Frame where a number of themes, in particular the Personal Development and Career Planning themes, may be of interest. Register to use the Climbing Frame at www.climbingframe.union.org.uk
a professional careers adviser then visit the Institute of Careers Guidance website www.icguk.org or telephone them on 01384 376464 to find out about entry routes into the profession a tutor in either adult or further education you can check the requirements for teaching in the lifelong learning sector by contacting LSIS www.lsis.org.uk. Another useful source of information is City & Guilds who are the main Awarding Body telephone 0844 543 0033 or email learnersupport@cityandguilds.com or complete an online enquiry form at www.cityandguilds.com a coach or a mentor then you will find the qualifications tend to be a bit more fluid and tend to be a specialism or used as a Continuous Professional Development (CPD) opportunity. A useful source of information is the Coaching and Mentoring Network website at www.coachingnetwork.org.uk The best way to be sure you are making the right decision is to call an adviser at the unionlearn learning & careers advice service on 08000 92 91 90 (free from a landline) and to talk through your own particular needs.
The Open University has a “Choosing your first Level 1” tool if you are considering a short course or higher learning course with them, visit www3.open.ac.uk/study/explained/ index.shtml
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Supporting Learners – progression pathways for all trade union reps
Getting ready to progress Whatever level you are planning to study at you may not feel confident about moving on to a new level. You can access an online resource called Build on your Skills by visiting www.fdf.ac.uk and following the link to Advisers. You can also find it on www.higherlearningatwork.org There is also helpful information about study skills in the unionlearn publication Supporting Members into Higher Level Learning: a toolkit for union learning reps. Visit www.unionlearn.org.uk/publications to download or order a printed copy.
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Supporting Learners – progression pathways for all trade union reps
Help with the cost of learning Lack of funding to help towards the cost of learning is usually cited as the main barrier to progression. Whilst there is no simple answer it is certainly worthwhile spending some time researching to find out if financial support is available. Any help that is available will depend on a number of factors including your personal circumstances and the course or qualification you are planning to do. You will find there is a lot of information available about funding and financial support. Here are some useful contacts: The unionlearn learning and careers advice service can provide information about funding call them on 08000 92 91 90 (free from a landline) or visit unionlearn.org.uk/uladvice to look at the Funding Directory which is a free searchable database of non-charitable sources of funding to support education and learning. Current sources of funding include Adult Learning Grants and Professional & Career Development Loans. The Government’s “Directgov” website has up-to-date information about the financial support available to adult learners including the Adult Learning Grant, Professional & Career Development Loans as well as information about other grants and bursaries visit www.direct.gov.uk/en/EducationAndLearning /FinancialHelp ForAdultLearners/index.htm It will be also be useful to talk to:
the learning institution to find out if any financial help might be available. This may include bursaries or grants (which you don’t have to pay back) or a grant (which you do have to pay back). Find out about the discounts that have been negotiated by unionlearn: The Open University offers a discount to union members paying their own study fees. A 10 per cent discount is available on the first OU course studied. The offer applies to all Level 1 courses worth 30 to 60 points. You can find out more about the discount and information about bursaries from the OU by calling 0845 300 60 90 quoting ‘union’ or by visiting www.openuniversity.co.uk Following an agreement with unionlearn the National Extension College (NEC) offers union members a 10 per cent discount on any NEC home study course telephone 0800 389 2839 or visit www.nec.ac.uk/courses for more information Birkbeck University of London has recently entered an agreement with unionlearn which means that union members will now receive a 10 per cent discount on courses. For further information call them on 0845 601 0174 or visit www.bbk.ac.uk Other higher education institutions in your region may offer discounts. Please contact your unionlearn regional manager for information.
your union about any financial help that may be available or to see if they can negotiate any discounts with the learning institution on your behalf your employer to see if they can offer any financial or other support
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Supporting Learners – progression pathways for all trade union reps
Get some other ideas by: reading the case studies in this publication; whilst some learners have self-funded their progression, there are examples where funding has been available looking at the unionlearn guide Higher Education at Work: making the case to employers as it has useful strategies for getting support from an employer at all levels of learning. A printed copy of the guide can be ordered or downloaded from the unionlearn website www.unionlearn.org.uk/publications looking at two downloadable publications from Foundation Degree Forward Funding Options for Higher Education Study and Workplace Support for your Studies available from www.fdf.ac.uk/page.aspx?id=71 looking at the higher education case studies publication, which has information about discounts available for higher learning. Downloadable from www.unionlearn.org.uk/publications Looking at the unionlearn toolkit Making Learning Affordable: setting up Collective Learning Funds which is available from the unionlearn website www.unionlearn.org.uk/publications to see whether you can arrange funding through partnerships between unions, employers and learning providers.
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Supporting Learners – progression pathways for all trade union reps
Changes to qualifications: frameworks and levels
The qualifications system and ‘levels’ can be very confusing with things changing all the time, so it is very important to research carefully when deciding on the route and level of qualification to choose. Confusion occurs as currently, there are three qualification ‘frameworks’:
Here are some of the key features of the new QCF: the names of qualifications refer to three things – how difficult it is, how long it takes and what it is about all qualifications are built from smaller units of learning
the National Qualifications Framework (NQF)
the Framework for Higher Education Qualifications (HEFQ).
every unit and qualification has a credit value (showing how much time it takes to complete – one credit represents 10 hours) and a level between Entry level and Level 8 (showing how difficult it is)
The National Qualifications Framework (NQF)
learners can build towards the achievement of a qualification by being awarded credits for the completion of units
the Qualifications and Credit Framework (QCF)
This sets out the levels at which qualifications can be recognised in England, Northern Ireland and Wales. Where qualifications share the same level it is an indication that the demand is in broad terms similar, though the size of qualifications may differ. The NQF is being phased out to be replaced by the QCF.
there are three sizes of qualification: Award (1 to 12 credits) Certificate (13 to 36 credits) Diploma (37 credits or more)
Qualifications and Credit Framework (QCF) This is the new framework for recognising and accrediting qualifications in England, Wales and Northern Ireland. The QCF is operating now and is progressively replacing the NQF.
Currently it is expected that all funding for NQF qualifications will cease by July 2011, with many NQF qualifications having already lost their eligibility for funding from August 2010.
The purpose of the QCF is to make the whole qualifications system: simpler to understand and use more accessible to a wider range of learners more relevant to learners’ and employers’ needs.
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Supporting Learners – progression pathways for all trade union reps
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Level
Examples of QCF qualifications
8
Award, Certificate and Diploma in strategic direction
7
BTEC Advanced Professional Diplomas, Certificates and Awards
6
BTEC Advanced Professional Diplomas, Certificates and Awards
5
HNDs BTEC Professional Diplomas, Certificates and Awards NVQs at Level 5
4
BTEC Professional Diplomas, Certificates and Awards HNCs NVQs at Level 4
3
BTEC Awards, Certificates and Diplomas at Level 3 BTEC Nationals OCR Nationals NVQs at Level 3
2
BTEC Awards, Certificates and Diplomas at Level 2 Functional Skills at level 2 OCR Nationals NVQs at Level 2
1
BTEC Awards, Certificates and Diplomas at Level 1 Functional Skills at Level 1 OCR Nationals Foundation Learning Tier pathways NVQs at Level 2
Entry
Awards, Certificates and Diplomas at entry Functional Skills at entry Level Foundation Learning Tier pathways at entry Level
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Supporting Learners – progression pathways for all trade union reps
To find out more about the QCF and the structure of the new vocational qualifications being introduced visit the Education and Learning area of the Direct Gov website at www.direct.gov.org
In time the QCF will be aligned to the FHEQ, so that learners will be able to build up credit to help them enter higher learner courses in a different way. The most recent version of the FHEQ is shown below.
Framework for Higher Education Qualifications (FHEQ)
As you can see it can be difficult to understand how all the levels work and fit together. The Foundation Degree Forward Advisers area at www.fdf.ac.uk/advisers includes some interactive resources to help you understand how things fit together. This is also available at www.higherlearningatwork.org
This has been designed for the higher education sector, and describes all the main higher education qualifications. It applies to degrees, diplomas, certificates and other academic awards granted by a university or higher learning college (apart from honorary degrees and higher doctorates).
FHEQ Level
Typical higher education qualifications within each level
8
Doctoral degrees (e.g. PhD/Dphil, EdD, DBA, DclinPsy)
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Master’s degrees (e.g. Mphil, Mlitt, MA, Msc, Mres); Integrated Master’s degrees (e.g. Meng, Mchem, Mphys, Mpharm); Postgraduate diplomas; Postgraduate Certificate in Education, Graduate diplomas, Graduate certificates
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Bachelor’s degrees, Postgraduate Certificate in Education, Graduate diplomas, Graduate certificates
5
Foundation degrees, Diplomas of Higher Education, Higher National Diplomas
4
Higher National Certificates, Certificates of Higher Education
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Supporting Learners – progression pathways for all trade union reps
Changes to qualifications: how it may affect you
As there are so many changes taking place following the introduction of the Qualifications and Credit Framework (QCF) it is important to check the qualification you choose will help you meet your goals and is not due to be phased out in the near future. The changes can be very confusing. For example, an NVQ level accredited in the National Qualifications Framework (NQF) will not be the same as an NVQ in the QCF. The “old” NVQs in Advice and Guidance as well as the Assessor and Verifier awards will over time be replaced with the new awards although you should continue working towards an “old” NVQ if you are already registered.
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Anyone who has already achieved or will be achieving an “old” NVQ will need to ensure their qualifications, knowledge and understanding meet the requirements of their sector and any organisation they are delivering services on behalf of, e.g. Next Step. Contact your local Next Step for guidance of any new requirements. It is probable that almost everyone with an “old” NVQ will need to complete additional units from the new awards as part of their CPD to meet the latest requirements. If you want to check what the equivalencies of your current qualifications are then call the unionlearn learning and careers service on 08000 92 91 90 (free from a landline).
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Supporting Learners – progression pathways for all trade union reps
Types of qualifications Here is some information about the main types of qualification that union reps and ULRs may consider when looking at their progression pathways:
Continuing Professional Development (CPD) There are many short courses available that carry a certificate or can count towards a qualification or to maintaining a professional registration. They can cover a wide range of topics and may be available at a college or by distance learning. Many can be completed online in your own time at home or at work.
Distance learning degree courses Many degree courses are available by distance learning, which means that study can take place in your own time at home or at work. The biggest provider of distance learning degrees is the Open University (OU), and union members can get a 10 per cent discount for some courses.
Foundation degrees These can be a good option for working people wanting to do a degree. Foundation degrees are distinctive from most degree courses in that they require learners to demonstrate a high level of workplace competence alongside the equivalent standard of academic attainment. A Foundation degree is equivalent to the first two years of a fulltime degree and can provide access to a final year of an Honours degree. Foundation degrees can be studied either by distance learning or online.
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Higher National Diplomas (HND) and Certificates (HNC) These qualifications can be taken on either a fullor part-time basis in a range of vocational subjects. The focus is on developing knowledge and skills needed for the workplace. Where relevant modules have been achieved it is possible to ‘top up’ these qualifications to a degree.
National Vocational Qualifications (NVQs) Whilst these qualifications will remain current for some time they will be gradually phased out and replaced by new and more robust NVQs that sit within the QCF. The main awarding bodies, e.g. City & Guilds and OCR, are regularly updating their websites with information.
Higher Education (HE) This is the term used to describe study that leads to qualifications at Level 4 in the framework for Higher Education Qualifications (FHEQ). Study may be full-time, part-time, through distance learning, online or at work. HE courses are offered by a range of institutions including universities, further education colleges, the Open University and work-based learning and training providers.
Postgraduate These are most usually taken by learners who already have a degree but some adult learners may be able to enter with relevant work experience. Courses may be taught or research based and may lead to a range of qualifications including masters degrees, PhDs and postgraduate certificates of diplomas. Most HE institutions have very good descriptions of the courses available and advice about who to contact to find out more.
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Supporting Learners – progression pathways for all trade union reps
Who to contact within unionlearn For more information about the development and progression routes and the resources available for supporting union learners contact: East & West Midland region Regional Education Officer Pete Try t: 0121 236 4454 e: ptry@tuc.org.uk Supporting Learners Paul Humphreys t: 0121 236 4454 e: phumphreys@tuc.org.uk North West region Regional Education Officer Pete Holland t: 0151 236 7678 e: pholland@tuc.org.uk Supporting Learners John Halligan t: 0151 236 2321 e: jhalligan@tuc.org.uk
South West region Regional Education Officer Marie Hughes t: 0117 947 0521 e: mhughes@tuc.org.uk Supporting Learners Ros Etheridge t: 0117 947 0521 e: retheridge@tuc.org.uk
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Northern region Regional Education Officer Ian West t: 0191 232 3175 e: iwest@tuc.org.uk Supporting Learners Dave Storrie t: 0191 227 5561 e: dstorrie@tuc.org.uk Southern & Eastern region Regional Education Officers Rob Hancock/Theresa Daly t: 020 7467 1238/020 7467 1238 e: rhancock@tuc.org.uk/tdaly@tuc.org.uk Supporting Learners Jon Tennison t: 020 7467 1212 e: jtennison@tuc.org.uk Yorkshire & Humber region Regional Education Officer Trevor Sargison t: 0113 242 9296 e: tsargison@tuc.org.uk Supporting Learners Sharon Burke t: 0113 200 1073 e: sburke@tuc.org.uk or unionlearn Standards & Quality Manager Ian Borkett t: 020 7079 6940 e: iborkett@tuc.org.uk
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Supporting Learners – progression pathways for all trade union reps
For information about:
TUC Education For courses contact the REO in your region or call 020 7079 6920 or email tuceducation@tuc.org.uk or visit www.unionlearn.org.uk/courses. Regional course brochures can be download from www.unionlearn.org.uk/ education/index.cfm?mins=145
The Climbing Frame Contact Louisa Shaw on 020 7079 6934 or email climbingframe@tuc.org.uk or register to use it at www.climbingframe.unionlearn.org.uk
Higher learning opportunities Visit www.higherlearningatwork.org Free unionlearn resources for supporting learners can be ordered to be sent by post or downloaded from www.unionlearn.org.uk/publications Here is a selection of the current publications: Supporting Learners series of guides (revised edition) unionlearn directory – includes a list of TUC Education programmes and centres promotional materials for the unionlearn learning & careers advice service promotional materials and resources for the Climbing Frame guides and case studies about helping learners into higher learning.
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Supporting Learners – progression pathways for all trade union reps
Other contacts The following organisations will be able to provide up to date information and advice about qualifications, their status as well as providing support to learners:
City & Guilds telephone 0844 543 0033 or email learnersupport@cityandguilds.com or complete an online enquiry form at: www.cityandguilds.com
Foundation Degree Forward visit www.fdf.ac.uk and follow the links to ‘Resources for ULRs’ and ‘Resources for advisers and learner support’
Next Step telephone 0800 100 900 or visit www.nextstep.direct.gov.uk
Unionlearn learning and careers advice service
EDEXEL telephone 0844 576 0026 or visit www.edexcel.com
telephone 08000 92 91 90 (free from a landline) or visit www.unionlearn.org.uk/uladvice
NEC (National Extension College) telephone 0800 389 2839 or visit www.nec.ac.uk
NOCN (National Open College Network) – telephone 0114 227 0500 or email nocn@nocn.org.uk or visit www.nocn.org.uk
OCR (Oxford Cambridge & RSA examinations) telephone 02476 851 509 or email vocational.qualifications@ocr.org.uk
Open University telephone 0845 300 60 90 or visit www.open.ac.uk
LSIS (Learning and Skills Improvement Service), who have taken over the responsibilities of LLUK (Lifelong Learning UK) with regard to standards and qualifications. Visit www.lsis.org.uk or www.excellencegateway.org.uk
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Supporting Learners – progression pathways for all trade union reps
Case Studies Ady Prins With a view to reducing their reliance on local education providers, CWU in the North West region have encouraged and supported a number of their learning reps to continue with their learning. This has resulted in them getting a range of qualifications, including Certificates in Education (Cert Ed), Level 5 subject specialisms in Numeracy and Literacy, NVQs in Advice and Guidance at Levels 3 and 4, Adult learner support Level 2 and 3, and Preparing to Teach in the Lifelong Learning Sector (PTLLS) Level 3. Here is the story of Ady Prins who is a learning rep and who tutors at The Pl@ce, the learning centre for the Royal Mail’s Chester Mail Office. It was whilst teaching First Aid to colleagues that Ady first realised that he was able to develop a ready rapport with people, that he enjoyed explaining things to them and making learning fun. With encouragement from his union and family, Ady enrolled on TUC Education’s ULR Stage 1 course in November 2003 and has been an active learning rep ever since, supporting up to 20 members or their families with their learning at any time. Ady firmly believes that as a ULR he has a high level of responsibility and an obligation to assist members as much as possible, be it with information and advice to help them find a course that is right for them, supporting members as they are learning, or helping them progress in their jobs and careers. In terms of developing his skills for Supporting Learners Ady completed the Frontline Advice and Guidance/Identifying Learner Needs module of the TUC Education’s union reps national programme in July 2004 and completed the OCN modules Understanding Record Keeping and the Matrix Standard in July 2008 and Understanding Information, Advice and Guidance in the Workplace in July 2009.
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Ady was given the opportunity by CWU to attend Stoke College to study for City & Guilds NVQ Level 4 in Advice and Guidance which he completed in April 2010. Whilst the course was fully funded by CWU, this development took place in Ady’s own time. In terms of developing his tutoring skills, Ady enrolled on two City & Guilds teacher training courses in 2005, both of which he completed in his own time and self-funded. Firstly, the Level 3 Certificate in Delivering Learning which he completed in March 2005 and secondly, the Level 4 Certificate in Further Education Teaching Stage 1, which he completed in August 2005. He then went on to Manchester Metropolitan University to complete the Certificate in Education (Cert Ed) in June 2008, which was funded from a bursary from the Government. Ady is currently attending Manchester Metropolitan University where he is studying for a BA Hons in Education which he hopes to complete within the next 18 months. As before all his study is in his own time and whilst the postgraduate aspect of the course is funded Ady has taken out a student loan for one year.
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Supporting Learners – progression pathways for all trade union reps
Ady gets a real buzz from helping people with their learning and empowering them. He sees his ideal progression route as becoming a TUC tutor, which he hopes to do as a payback for all the support he has received in the past seven years. His ultimate goal is to move into primary school education as a Special Education Teacher. All of Ady’s development has been influenced and supported by CWU project workers, his colleagues at The Pl@ce and most importantly by his family. The range of skills that Ady has developed and his performance during an observation week at a local junior mixed infants school has led to him being approached by that school to become a school governor, which he has taken up. As well as the formal qualification routes that Ady has followed, he has taken the opportunity to attend many of the courses that CWU offers its members and those offered by TUC Education. He took many of these courses in his own time. These courses range from classroom-based through to online and cover a diverse range of topics from computing and health and safety to adult literacy and numeracy. Ady says his knowledge of the courses helps him to give his members the correct information and advice when they are searching for a course and the right level of support when they are learning.
Alfie Jones Alfie Jones left school without any formal qualifications taking a number of manual jobs around Liverpool before managing to get an apprenticeship as a plumber and completing his City & Guilds qualifications. After completing his apprenticeship, he worked for several plumbing and heating companies. In the late 1970s he went on to work at a large food company in Liverpool (which was later to be taken over by a multi-national company) where he eventually was elected as a shop steward. “Like a lot of people who take on this role, it was more a case of being pushed into it by workmates than wanting to take it on”, he said. However, Alfie went on to become the site convenor as well as be the site representative on the company’s European Works Council (EWC). It was on the EWC that Alfie started to get involved with tutoring and he helped structure the training seminars. These activities prompted Alfie to consider how he could develop his delivery skills and provide those he was training with the right type of support. Alfie heard that the Workers Education Association (WEA) was offering the City & Guilds 7307 Certificate in Teaching Adult Learners qualification. He enrolled on the year-long course, which he funded himself and did in his own time, working around his shift patterns. A while after completing the City & Guilds 7307, he was offered and accepted a six-month secondment delivering the region’s education with GMB Liverpool North Wales and Irish region, (later to become the North West and Irish region). Alfie became heavily involved in the organisation and delivery of a range of courses throughout the region. At the end of the secondment, Alfie was appointed a full-time GMB Education Officer in the region.
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Four years after completing the City & Guilds 7307 certificate, Alfie decided to progress his teaching qualifications further and enrolled at the University of Central Lancashire for the Certificate in Education (Cert Ed). This progression route had been in his mind for some time as he had heard about the Cert Ed whilst doing the City & Guilds 7307; GMB regional secretary, Paul McCarthy was very supportive of Alfie completing the course. Alfie believes by having achieved the Cert Ed he has a much better understanding of teaching and delivery methods and that members benefit from this by receiving the best delivery and support possible. During 2010, Alfie became a Master Coach having completed a course accredited by the International Coaching Academy, which is closely linked to the Institute of Leadership and Management (ILM), at the Liverpool Academy headed up by John Haynes. The course comprised of three modules, Executive Business Coaching (coaching linked to setting and achieving goals), Accelerated Learning (understanding learners needs and improving the learning environment to help learning take place) and Personal Performance Coaching (developing and getting the best out of people), completing the three modules over a year. The current course equates to a Level 5, although the ILM are working towards upgrading this into a Level 7 coaching qualification. Once again the GMB have been very supportive and made study time available. Alfie is a keen advocate of the power of effective coaching and has been able to transfer what he has learnt into his work and into his own delivery.
“I’ve always been a great believer in people maximising their potential, and coaching is becoming a more important tool than ever in helping people achieve their goals. The role of the trade union workplace rep has changed significantly over the years, as more demands are placed upon them,
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particularly being able to respond to the changing working environment, so helping rep’s reach their potential and increase their personal confidence is vital. I believe coaching has a real part to play in that.” As well following this formal progression route Alfie has also attended a number of TUC Education courses, including the Diploma in Industrial Relations, as well as courses offered by the GMB College including Health and Safety Officer training and the NOCN Internal Moderator course.
Brenda Bell Brenda Bell’s progression route follows a pathway that helps her to support union learners when they are making choices about their learning and help them to progress in their jobs and careers. Since April 2009, Brenda has been on secondment from her employer Tesco to Usdaw where she is operating as a mobile union learning rep. This full-time role involves her travelling to a number of large retail stores in the North West to provide information, advice and mentoring support to more than 100 union learners. Although she has worked for Tesco for 15 years, Brenda only became interested in becoming active in her union in 2003 when she took up the offer from Usdaw to become a steward. Two years later Brenda was also working on a part-time basis at Boots. When Boots announced they were centralising their operations Brenda’s job was threatened with redundancy and she had the opportunity to take a course as part of her redundancy package. She was approached to become an Usdaw ULR and completed her training in 2006.
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Supporting Learners – progression pathways for all trade union reps
Having completed the learning reps course Brenda enrolled with Bury College to do a literacy course at Levels 1 & 2 and a Maths course at Level 1 with a team of other Usdaw learners. As well as brushing up on her own skills, Brenda says that having experienced the courses herself, she is better able to explain the benefits to union learners and support them through their learning. The courses were free but Brenda had to complete most of the course work in her own time. Brenda also negotiated with the college that learners on the Maths course could also go on a digital photography course for free. She and four other learners took advantage of this. Brenda recognised that as a mobile learning rep, she would need to be able to record details about learners and to have a facility for searching for and retrieving information about learning opportunities both within Usdaw and with other learning providers. With the support of her union, Brenda enrolled on a Basic IT course at Blackburn College with six other Tesco staff in May 2009. Usdaw negotiated a free place at the college for Brenda on the basis that having experienced the course she would be better placed to refer union learners to the course and college. Once again she completed the course work in her own time. Having identified that she needed to produce spreadsheets and other visual aids, Brenda followed up the Basic IT course with an ITQ Level 2 course which she completed in September 2010, having once again negotiated a free place for herself. Brenda says the course has given her much more confidence in her IT skills. During 2010, Brenda was approached by her union to see if she would be interested in gaining an NVQ Level 3 in Advice and Guidance. The course was offered free of charge and delivered by Mantra Learning based in Oldham and although Brenda was able to generate much of the evidence required for assessment from her learning rep role she had to complete the course work in her own
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time. Achieving this qualification has been very useful to Brenda as it has confirmed and clarified much of what she is already doing and has helped her to improve the level of support she can offer to members, particularly in terms of sourcing information about learning opportunities, dealing with record-keeping and engaging with potential learners on campaign days. Brenda’s secondment to Usdaw will be ending in December 2010 and she will return to work at Tesco on a full-time basis in her steward role. Brenda is clear about her own development needs and will look to source and study for the Diploma in Employment Law, as this will help her in her steward’s role.
Lorraine Sidney Lorraine Sidney is a good example of someone who has been flexible in her approach to her own development and has been prepared to follow more than one progression pathway to achieve her learning goals. The result is that Lorraine has gained a range of qualifications at different levels, some of which have been planned with her employer or union and some she describes has being ‘accidental’ as she has made the most of any opportunities presented to her. Lorraine has been working for Sunderland Council since 1978 in the area of residential care and her work-related development led to her achieving a Diploma in Social Work/Higher Education and a British Sign Language qualification at Level 2. Currently her work role is split between two part-time jobs, one remains in residential care but she is seconded to a union role as a convener, the other as an NVQ assessor. She is also available to provide support to more than 20 ULRs working for Sunderland Council.
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At the same time Lorraine made the decision to enter higher learning, enrolling for a two-year Foundation degree in Arts (training and work-based learning) with Sunderland University in 2007. She had found out about the course through her contacts at the TUC college. As she was already a ULR, she only had to pay for half the course fees and study in her own time. The degree course helped Lorraine in all her various roles as an NVQ Assessor, as a learning rep and as a steward as it all related to learning agenda. Lorraine says she found the Foundation degree an ideal way of studying for a higher level learning qualification, although she had to manage her time well to fit in the required study time.
Lorraine became a UNISON steward in 1980 but it took until 2003 before she became active and completed the TUC Stewards courses. A unionlearn worker then suggested that the union learning reps course would be good for her, due to her involvement in work-based induction training and other related activities in council-based residential care. Her role included encouraging care workers to consider training courses and providing them with support through the learning process. Lorraine completed the ULR courses, Stage 1 and Stage 2, between 2003 and 2005. In 2006 Lorraine became the Branch Education Co-ordinator and Lifelong Learning Officer and in 2007 was offered the chance, along with other council based ULRs, to take the City & Guilds Level 2 course in Adult Learner Support. This was followed by the achievement of the NVQ A1 Assessors Award in 2009. Lorraine currently assesses candidates in Levels 3 + 4 Health and Social Care (Children and Young People).
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Having completed her Foundation degree, Lorraine was keen to enrol for the Certificate in Education (Cert Ed). Unfortunately, she quickly realised she would have difficulty in getting enough opportunities to fulfil the required hours of teaching so decided to look at other options. This led her instead to looking at alternatives, resulting in her enrolling on a Preparing to Teach in the Lifelong Learning Sector (PTLLS) course with Northumbria University, which she completed in 2010. The course was funded by the regional UNISON office and Lorraine was able to negotiate with her employer to allow her half the study time required. Lorraine has also worked as a visiting tutor for the Protocol National Employment Agency delivering a British sign language course for the TUC for stewards/union members as well as delivering “taster” sessions for employers such as Barclays Bank, HMRC and BT. In 2009 Lorraine started a lay tutors course provided by her union UNISON. She saw this as a way of developing her tutoring skills further and being equipped to deliver micro teaching and workshops to other ULRs and stewards.
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In 2010 Lorraine achieved an NVQ Level 4 in Advice and Guidance. This award was offered and funded by unionlearn Northern Region. Being an experienced NVQ Assessor she knew how to generate the evidence required, present and cross-reference it and completed the award in three months. She has now registered for the NVQ Internal Verifiers course, which her employer will fund. As well as following a clear progression pathway for supporting union learners, Lorraine continues to keep her professional qualifications up to date and will be starting a Medications NVQ unit as evidence of her Continuing Professional Development (CPD).
Teresa Bennett Teresa Bennett decided that she needed to be proactive and take responsibility for her own development in 2004, when her employer, the Qualifications & Curriculum Development Agency (QCDA, formerly the QCA), re-located from central London and she faced redundancy. Teresa’s last management position with the QCDA was supporting a number of local authorities to implement the National Curriculum tests. Teresa joined the former QCA in 1992. She undertook a progression pathway that linked to her work role, which arose during an appraisal meeting. The HNC in Business and Finance qualification enabled her to study for a BA Honours degree in Business Administration. Some years later after receiving promotion she studied with the Institute of Risk Management and then went on to complete the Henley Certificate in Coaching. These courses were funded by the then QCA who also provided time off to study.
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During her 18 years of employment with the QCDA, Teresa had been an activist in her union PCS, initially as a membership officer. Six years ago, she attended a presentation held by her union during Adult Learners Week about the role of the union learning rep, and this prompted her to enrol for and complete the nine-day course. The skills gained by becoming a learning rep enabled Teresa to work collaboratively with her employer and PCS to support learning within the workplace. The learning agreement formed part of the union recognition agreement. It was in her role as a learning rep that Teresa developed her love for teaching and for supporting union learners. She would often help members who were applying for promotion to prepare for interview, help members update their CVs and signpost members to a wide range of employer and union-led courses. In 2004 Teresa followed up her training as a learning rep by attending a TUC Education Discussion Leaders course. She says “Following this course, I would observe tutors or trainers when I attended training sessions. I started out by co-facilitating courses until I became confident to deliver the course on my own”. She has also attended a number of other TUC Education courses such as Organising Summer School, Health and Safety Awareness, Sexual Orientation and Religious Belief. Other courses outside of her work and trade union activities included Counselling, Life Skills Coaching, Working with Young People and Spanish. Teresa believes that by taking ownership for her own development and by taking advantage of the wide range of courses offered by TUC Education she gained the confidence to consider development opportunities with other learning providers. To follow her chosen progression pathway into tutoring and teaching Teresa enrolled on a City & Guilds 7302 Delivering Learning course, the City & Guilds Level 4 Certificate in Further Education
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Teaching, and then some years later the ‘Certificate for Teaching in the Lifelong Learning Sector’ (CTLLS) with the College of North East London. Teresa received funding for the courses but had to study in her own time. Knowledge gained provided greater understanding of issues faced by practitioners in the educational sector and also provided a better understanding and appreciation of learning styles and how to widen and increase participation in learning. Currently, Teresa is studying for the Diploma in Teaching in the Lifelong Learning Sector and linking this to a Professional Graduate Certificate in Education (DTLLS/PGCE). She attends Central Bedfordshire College one afternoon per week. This development was negotiated as part of her redundancy package and she received a contribution towards the cost of her training. Having taken redundancy from QCDA in September 2010, Teresa is working as a visiting tutor for the TU Studies centres at the College of North East London (CONEL) and Central Bedfordshire College. Her aim is to ultimately secure full-time employment in the TU or FE sector.
Tommy Beattie Seeing a notice at work about learning prompted Tommy Beattie to think about becoming a union learning rep. Before joining the Co-op as an HGV driver eight years ago, Tommy had enjoyed a career in the army that had involved some teaching and he remembered how rewarding it had been passing knowledge on to others and helping them progress. Tommy joined his union Usdaw eight years ago and after about four years enrolled on a ULR course, which he completed at Stages 1 & 2. An added
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challenge for him was to fit the course, and indeed all his learning to date, around his shift working patterns, which at times proved difficult. In his role as a union learning rep, Tommy can support and encourage up to 180 drivers to consider and take up learning opportunities offered by Usdaw. He works some of the time from the Lifelong Learning Centre at the Co-op based in Birtley, but many of his learning rep activities take place whilst he is out on deliveries and meeting other drivers across a wide geographical area in the northern region. Typically, he will help drivers to identify their learning needs and then provide them with information about courses and in particular those where Usdaw have negotiated a discount for learners with colleges and other learning providers. A complication for Tommy is that currently his employer is only recognising Usdaw courses. Any other courses, including those available from TUC Education, have to be completed in a member’s own time and they have to pay for their own travel costs. This can prove problematic for Tommy when signposting members to learning opportunities and potentially in terms of his own progression as well, but he hopes this situation may change when the economy picks up. Tommy found out about further development opportunities available to him as a learning rep from his local Learning Co-ordinator, who encouraged him to enrol for an NVQ Level 3 in Advice and Guidance in June 2007. He followed this up with the NVQ at Level 4 in October 2007. Both of these courses were run at Newcastle College and funded by unionlearn Northern region. Although Tommy had to complete the course work in his own time his employer paid him when his NVQ assessor visited him in the workplace. The NVQs in Advice and Guidance have helped Tommy in his role as a learning rep as he is better
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equipped to provide members with information and advice about learning opportunities and possible progression routes and offer them support whilst they are learning. In addition Tommy has completed some of the ULR follow-on modules including training to use the Climbing Frame. He now uses the Climbing Frame as a support tool as it enables him to carry out regular reviews of the learners he is supporting, keep a check on their progress and offer additional help if it is required. Tommy’s next planned progression was the A1 Assessors course, so that he could assess NVQ candidates in Driving; and Information, Advice and Guidance. He also planned to enter higher level learning and study for a Foundation degree in Learning and Development. Unfortunately both of these free follow-up courses were cancelled when they were withdrawn by the college. Not to be thwarted, Tommy sought out other opportunities to further his development within Usdaw and has recently completed the Advanced Union Reps course having previously completed the Basic Union Reps award in September 2010. He decided on this progression route after being approached by an Usdaw National Convener to take on the role as rep when another member stood down. He also completed an online Equality Reps course at the end of September 2010. Tommy describes all the courses he has completed as being “fit for purpose” in that they have all helped him to become both more informed and effective. In terms of his future development Tommy is considering studying for an Employment Law Diploma as this will help him both in his role as a rep and as a learning rep particularly when negotiating with his employer.
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Wendy Aitman Wendy won endorsement from her work colleagues when she was approached to be a UNISON steward. She then moved into a learning-based role that she would not otherwise have considered. Wendy was based at the Tourist Information Centre in Newcastle for 12 years and although a UNISON member, she did not become active until five years later when she was persuaded by work colleagues to become their steward. It was whilst attending the steward’s training at the UNISON Regional Office that she found out from the Branch Education Officer about the union learning rep role. As full details of the role were explained to her, she quickly realised that this was really what she wanted to do and enrolled on to UNISON’s ULR course. Wendy was buoyed up by some early successes with union learners, which gave her the enthusiasm to learn more about how to support union learners effectively. For the past three years, Wendy has been seconded to the UNISON Branch of Newcastle City Council and she has become the Assistant Branch Education Officer. During this time she has either self-selected courses to attend or her Branch Education Officer or Branch Secretary have suggested suitable TU Education courses to her, including Working with Employers, Equalities in the Workplace, ECDL, Union Reps Stage 1 as well as many others. It was at the suggestion of her Branch Education Officer that Wendy decided in 2008 to get accreditation as a tutor. She originally planned to do the Lay Tutors course but as this was not available in her area at that time she instead opted for the Preparing to Teach in the Lifelong Learning Sector (PTLLS) qualification which she completed in December 2009. Wendy sourced the course herself and chose to study with City Learning at Westgate
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College. The qualification was funded by UNISON and throughout Wendy’s Branch colleagues gave her good support and time to study. Recently, Wendy has completed the first part of the Discussion Leaders (formerly Lay Tutors) UNISON course, which will enable her to further develop her teaching skills. Wendy says: “The various UNISON and TU Education courses that I’ve attended have given me the skills and confidence to encourage others into learning. It also means that I can give members first hand information about what they can expect from the courses available”. The result of this is that Wendy now spends some of her time training new stewards on the Organising Stewards course as well as mentoring and coordinating around 90 ULRs who are working for Newcastle City Council. During 2008, Wendy was notified that TUC Education had funding available for a limited number of learning reps to do an NVQ at Level 3 in Mentoring.
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As her role involves the mentoring of learning reps it was agreed this would be a useful additional qualification for her. She completed the course through Jigsaw Training based in Gateshead in January 2009. She received time off from work for assessments and interviews which really helped Wendy’s understanding of the complex nature and level of support needed to mentor other ULRs. Following quickly on the heels of her NVQ qualification in Mentoring, Wendy took the opportunity when Jigsaw Training had the capacity to offer her a free place on their NVQ Level 4 course in Advice and Guidance. Wendy says: “This qualification has given me the skills I need to encourage and support learners across the City Council”. Having had experience of the NVQ in Mentoring, Wendy was able to transfer much of what she had learnt to the Advice and Guidance qualification but found there was quite a jump up from the
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Supporting Learners – progression pathways for all trade union reps
requirements at Level 3 to Level 4. Once again this has proved a useful learning experience for her that she will be able to share with other learners. Looking to the future Wendy is thinking about furthering her tutoring qualifications and early in 2011 will be looking at opportunities to enrol on either the Certificate in Teaching in the Lifelong Learning Sector (CTLLS) or the Diploma in Teaching in the Lifelong Learning Sector (DTLLS).
Frank Crompton As a product of TU Education Frank Crompton was proud to become an advocate of its benefits and took the education route himself to becoming a full-time TUC tutor. His progression route has taken him from attending a range of TU Education courses whilst a steward though to an MA in Education. He keeps his skills and knowledge up to date through Continuing Professional Development (CPD), both for his own benefit and for the benefit of his learners who are all reps and union learning reps. Frank left school without any formal qualifications and went to work for the local authority in Blackburn in the parks and gardens. By the late 1970s he was an active GMB member in the role of a rep and as a health and safety rep. He completed the steward’s training at Stages 1 & 2 and as the style of learning suited him he enrolled on a range of other TU courses for reps. Frank started his career in tutoring working at Blackburn College delivering the YTS programme on health and safety. He became a member of NATFHE (now UCU) in 1987. As a result of this he needed to get a teaching qualification. Frank studied for and achieved a City & Guilds Teacher Training course in 1992 at Kendal College and then went on to do the In-Service Teaching qualification for further education which was the equivalent to a
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Postgraduate Certificate in Education (PGCE). Frank received day release to attend the course at Bolton Institute of Higher Education but completed course work and assignments in his own time. He also received a yearly contribution towards the cost from Lancashire County Council who supported teachers going into further and higher education Frank was successful in securing part-time employment with the TU Studies Centre at Blackburn College and other colleges in the North West region. He was inspired by a colleague Dr Charlie Clutterbuck and says: “Charlie was a truly inspirational tutor who taught me to use innovative approaches to teaching – his sheer enthusiasm really switched me on as a tutor”. It was whilst working at Wigan College in Trade Union Education in 1994 that Frank took the decision to enter higher learning and enrolled on a two-year part-time MA course in Education with Keele University. He paid for the course himself and
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studied by distance learning. Frank says: “The MA was hard work for me as I don’t think of myself as being academically sound but I was lucky to have a lot of help and support from colleagues in the TU Studies Centre.” Having completed his degree Frank successfully applied for a post as TU tutor at Wigan and Leigh College in 1996. After a brief spell Frank moved to Lewisham and worked part time at Lewisham and other colleges in the South East Region of the TUC. Frank then went on to work for the TUC as a Bargaining for Skills project worker. Soon after, a position arose for a TUC course Co-ordinator at West Kent College, Tonbridge where Frank was employed for seven years. For four of those years he was the UCU Branch Chair and safety rep. Frank took up his current position in Trade Union Education at Lewisham College 2006. Frank is required to complete and evidence 30 hours of Continuous Professional development (CPD) each year and he achieves this by attending TUC Education courses in a diverse range of topics including Employment Rights and IT briefings, which keep him up to date on the latest developments which he can share with his learners. He has also participated in many innovative teaching programmes for reps, including online learning. Most recently Frank has been studying for the Advanced and Post Graduate Certificate in Lifelong Learning (Vocational Subject Specialist Mentoring) at Level 7. This is a new qualification being offered by London South Bank University and is being delivered at Lewisham College. The course is being funded by the college and they have allocated additional teaching time to Frank to cover observations and tutorial time. Assignments are completed in his own time. This additional qualification will provide Frank with ongoing CPD and help him in his work role, as in the future he will be providing mentoring support to new tutors entering TU Education.
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Published by unionlearn Congress House London WC1B 3LS Tel 020 7079 6920 Fax 020 7079 6921 www.unionlearn.org.uk March 2011 Photographs: gettyimages; Mark Thompson. Design: wave.coop Print: College Hill Press
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