Give me Credit Work-Based Learning for Administrators

1. John Braithwaite, Registrar, School of Health, Community and Education StudiesPaul Kelly, Academic Registrar Give me Credit Work-Based Learning for Administrators John Braithwaite, Registrar, HCES Paul Kelly, Academic Registrar Images taken from: www.missouristate.edu; www.ibmecsp.edu.br; www.alleducationschools.com

2. Signposts What’s Work Based Learning – what does it mean? Case Studies Competence Framework for Administrators What skills do you need for your job? Professional Practice Programme What learning could be recognised? How could you apply your learning?

3. WBL - What is it? • It’s an approach to workforce development with a focus on “learning which accredits or extends the workplace skills and abilities of employees” (Universities for the North East, 2007) • It’s about “Learning in and Through Work – supporting personal, professional and organisational development” (HCES Professional Practice Programme)

4. WBL - What is it? It’s about recognising experience and competence It’s a way of incorporating practical knowledge and experience into an academic framework It focuses on real work activities and allows learners to concentrate on issues and projects at work that are directly applicable to their role

5. Case Studies The Linen Supervisor The Care Worker The Ward Manager

6. Case Studies – administration? Data Quality Enhancement Project GTP Administrator’s Handbook Administering the Late Authorisation Process What’s in a code? JACS’ Story

7. AUA Competence Framework

8. Your first task List key skills/competences you need for your job Write on tablecloth Share with others at table. Offer suggestions to others and add to your own list Surprised by how many skills you need? How has the list changed since starting job? Number and level of skills

9. Professional Practice Programme Negotiated work-based learning in & from workplace, work provides focus for learning Extend learner’s capability and individual effectiveness Agent for change for workplace Negotiated flexible and bespoke programmes of study

10. PPP Background @ Northumbria Introduced September 2006 to address Workforce Development priorities across health, social care & education Offered at FD, U/G & P/G levels. Utilises Northumbria’s Work-Based Learning Framework 400 enrolled 09/06-09/08 144 awards to date from Certificate to Masters

11. Programme: Principles & Structure Structure: Learning Contract– learning needs & programme planning Managing Own Learning- study skills & underpinning knowledge to manage, reflect & evaluate learning Academic Recognition of CPD - In-house or external CPD & reflection on how this is/to be applied to practice Independent Study – workplace enquiry Work-based Project Subject-specific modules AP(E)L Key Principles: • Programme derives from needs of workplace & learner: work forms curriculum • Learners engage in recognition of current competencies prior to negotiation of programme of study • Assessed against a framework of standards and levels

12. Programme Pathways • Foundation Degree Route • BA/BSc Hons Named awards e.g. • BA(Hons) Health Practice / BA(Hons) HE Administration • Staged Awards (60 credits) e.g. • Diploma Social Care Practice / Diploma HE Administration • MA/MSc Professional Practice (HE Administration) *

14. Negotiating the Programme • Reviewpast learning & work experience • Analyse: current competence, behaviour, values, interpersonal skills, strengths & weaknesses against appropriate occupational standards(e.g. HE Administrators’ Competence Framework) or organisational/job standards • Identify attitudes to learning (particularly HE study) & ascertain learning styles and needs • Ascertain current position with respect to organisational role; career progression, & aspirations • Develop action plan through Learning Contract

15. Learning Contract • Negotiated between learner, workplace adviser & university tutor • Programme, pathway & specific context of aims & learning outcomes unique to individual • Module menu agreed dependant upon individual vocational & academic need • Award Title- U/g title based on occupational role, field & focus of study. *

16. Learner Support Aims: • to make learning a positive experience • to guide learners through reflective journey. • to set out clear boundaries on issues of ethics and confidentiality Who provides support? • Workplace support by Workplace Advisors -identified by occupational competence and ability to support learners in the workplace. • Academic staff maintaining student contact through face-to-face and online seminars and tutorials.

17. Career Development at Northumbria • Administrator Career Pathway: apprenticeship programme, talent pool, ‘skills and attributes framework’ • Professional Practice Programme for HE Administrators: How would it fit? • Opportunity to demonstrate achievement against recognised professional benchmarks, or against the University competence framework. • Help to fill the ‘skills and attributes’ gaps • Could assist in application for career progression

18. Your last task • On your table: • What do you like/dislike about the proposal? • Would you use the programme? If not why not, if so: • How? What recent / new learning to be recognised? • Link back to answers to the first task on skills needed for the job • Have you an idea for the work-based project, or is there a burning issue in the Department/School which could from the basis for a project? • Complete the feedback sheet