“biodiversity trainees” training plan skills for the ... plan 2013v2[14052013].pdf · aining...

“Biodiversity Trainees” Training Plan Skills for the future, SF-09-06965

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Table of Contents:

Section 1: Where are we now? ........................................................................ 4

1.1 Introduction and Summary ................................................................... 4

1.2 Current Training ................................................................................... 6

1.3 Skill Shortages ..................................................................................... 7

1.4 Available/Current Skills ........................................................................ 8

1.5 Challenges ........................................................................................... 8

1.6 Good Practice ...................................................................................... 9

1.7 Development: ....................................................................................... 9

Section 2: Biodiversity Trainees Project ...................................................... 12

2.1 Project Introduction and Summary ..................................................... 12

2.2 HLF Skills for the Future – Outcomes ................................................ 15

2.3 Work Based Training .......................................................................... 15

2.4 Trainee Support (post project) ............................................................ 22

2.5 Individual Learning Plan ..................................................................... 22

2.6 Trainee Contract/Agreement .............................................................. 23

2.7 Role Description – Biodiversity Trainee .............................................. 23

2.8 Skills Gap in Heritage Sector ............................................................. 25

2.9 Evaluation, Benefits and Dissemination ............................................. 27

2.10 Diversity ............................................................................................. 29

2.11 Recruitment ........................................................................................ 31

2.12 Project Management and Delivery ..................................................... 32

2.13 Project Budget .................................................................................... 43


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2.14 Risk Assessment ................................................................................ 46

Section 3: Appendix ....................................................................................... 49

3.1 Individual Learning Plan Template (ILP) 3.2 360 Appraisal Form 3.3 Time Sheet for Tracking Staff Time 3.4 Trainee Contract of Employment 3.5 Job Application and Equal Opportunities Monitoring Form 3.6 12 Month Training Programme 3.7 Mentor Informal 'Contract' for Trainees


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Section 1: Where are we now?

Training Plan: statement of the activities to be delivered in the project: Heritage Lottery Fund – Skills for the Future, “Biodiversity Trainees” 1.1 Introduction and Summary This training plan provides a statement of all activities to be delivered as part of the Heritage Lottery Fund – Skills for the Future grant scheme project, “Biodiversity Trainees.” This plan will detail the roles and responsibilities that each partner group will adhere to throughout the project and will examine the need for practical training opportunities within the heritage sector, specifically environmental conservation. This project has been made possible by support from the Heritage Lottery Fund. Heritage Lottery funding extends opportunities to acquire new skills and knowledge to those who deliver the project, to the selected trainees, and to the wider public. The project will provide practical training in the heritage sector to twelve individuals over roughly four years with a focus on specific skills, including biological recording and species identification. This project will be delivered via a partnership with a strong commitment to training. North of England Zoological Society (NEZS)/Chester Zoo:

• registered charity no. 306077 • registered company in England 287902 • established in 1934 • main responsibility for steering the project

Cheshire Wildlife Trust (CWT)

• registered charity no. 214927 • registered company in England 738693 • established in 1962 • partial responsibility for steering the project

Cheshire Wildlife Trust (CWT) and the North of England Zoological Society (NEZS) have been working on native species conservation projects together for more than 20 years. rECOrd

• registered charity no. 1095859 • registered company in England 4046886 • established in October 2000 • partial responsibility for delivery, especially in biological recording and

volunteer management rECOrd is the local biological records centre serving Cheshire, Halton, Warrington and the Wirral. It acts as a one-stop information resource for organisations and


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individuals alike by providing the Cheshire Region with a local facility for storage, validation and usage of Cheshire based biological data. NEZS and rECOrd have a close working relationship that is enhanced through rECOrd’s location on-site at Chester Zoo and also via working in partnership on a previous HLF funded project Count Me In. rECOrd has contributed to the development of this training plan and will be a training provider for Biodiversity Trainees, providing skills development training each year for all four years. NEZS, CWT and rECOrd are key partners in the Cheshire region Biodiversity Partnership (CrBP) working together to achieve a ‘Cheshire region rich in wildlife by 2020.’1 Partners are working under guidance from a document drawn up by NEZS’s Development Department, detailing the roles and responsibilities for each organisation involved. These roles and responsibilities have been discussed and agreed prior to developing this training plan. Other potential training providers with relevant courses to assist in project delivery: University of Chester

• established in 1839 and as such is one of the oldest English higher education establishments of any kind

• degrees make up just a small part of the 477 course combinations on offer • the University’s Graduate Head Start (GHS) programme is a unique

opportunity to provide employment skills to trainees • strong links existing with all project partners

AQA

• education charity • UK’s largest exam board • providing accreditations for trainees on certain skills

Reaseheath College

• UK’s leading land-based college • First land based college to receive Ofsted’s “Outstanding” grade • Awarded Beacon College status • First college in North West to receive the new Training Quality Standard in

recognition of excellent partnerships within the industry

North Wales Wildlife Trust • registered charity no. 230772 • has 650 hectares of nature reserves

Field Studies Council

• established 1943

1 For more information visit www.cheshire-biodiversity.org.uk


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• registered charity no. 313364 • registered company in England and Wales no. 412621 • pioneering education charity committed to bringing environmental

understanding to all • internationally respected for its national network of 17 education centres,

international outreach training projects, research programmes, information and publication services and wide range of professional training and leisure courses

1.2 Current Training The North of England Zoological Society (NEZS) is most widely known for operating Chester Zoo, the UK’s number one charity zoo with over 1.2 million annual visitors. Over the last 20 years the role of zoos as education providers has grown in prominence and the framework for delivery of education has developed from:

• Conservation education - endangered species and loss of biodiversity to:

• Environmental education - human interactions and impacts on the environment, both natural and man-made.

Modern zoos now see themselves as cultural institutions with a moral mission to educate and increasingly serve as a point of contact between urbanised communities and the natural world.

NEZS has direct experience of delivering formal education via:

• Teaching curriculum linked subjects such as life processes, evolution and biodiversity to around 30,000 school pupils per year

• Delivering on-site modules for Manchester Metropolitan University MSc courses in Zoo Conservation Biology and Conservation Biology with Zoo Studies

• The zoo lecture theatre that is regularly used by other universities in the region

Chester Zoo was the first UK zoo to achieve the environmental standard ISO 14001 and has received over 80 awards in conservation, research, education, horticulture, tourism and marketing in recent years. Chester Zoo achieved The Sandford Award for heritage education2 in 2009 and is a current holder of the The Learning Outside the Classroom quality badge.3

2 Sandford Awards are made annually. They are non-competitive, recognising quality and excellence in the educational services and facilities at a site, as specified in the criteria laid down by the Trust. For criteria or more information see: www.heritageeducationtrust.org.uk/ 3 The Learning Outside the Classroom (LOtC) Quality Badge provides a national accreditation combining the learning and safety into one easily recognisable and trusted Quality Badge for all types of Learning Outside the Classroom provider organisations. Widespread consultation with those involved with children and young people’s services revealed the need for a common scheme which could provide an assurance as to the quality of the educational experiences on offer. http://www.lotcqualitybadge.org.uk/home

http://www.heritageeducationtrust.org.uk/

http://www.lotcqualitybadge.org.uk/home


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The organisation also has experience in delivering training by providing paid and unpaid work experience and volunteer opportunities, although these are generally not formalised. NEZS has also worked in partnership with rECOrd in delivering HLF - Your Heritage grant scheme project, “Count Me In!,” which offers inclusive learning and training opportunities for volunteer wildlife recorders in a structured but informal way, through workshops and activity days, specifically targeting areas where there are gaps in biological recording. Cheshire Wildlife Trust (CWT) is widely known for providing opportunities to people of all ages to engage with the natural world around them through events, volunteering and outreach projects. CWT has been an independent wildlife and environment charity for over 50 years and at present manages over 45 nature reserves and currently delivers training via:

• Natural Know How, their annual programme of events which averages about 100 participants per year,

• Volunteer opportunities programme, • Working in partnership with Chester University, offering 5 week placements

to undergraduates each spring in order to enhance chances of employment following graduation,

• Working with Cheshire West and Chester Council to deliver Future Jobs Fund placements to provide paid work experience and training to long term unemployed 18-24 year olds,

• Providing unpaid placements for reserves trainees (currently this consists of 2 placements).

rECOrd provides volunteer and work experience opportunities and has a background and expertise in offering training in biological recording and species identification via:

• “Count Me In!” Heritage Lottery Fund – Your Heritage scheme (ref: YH-08-00326) project. This is a two year pilot project that is free of charge to the public and has the end date 01 December 2010. The project has proven to be a great and measurable success. The reception from the public was of very eager, enthusiastic and willing participants. Along with permanent rECOrd staff, a Count Me In! Project Coordinator was contracted as well as numerous specialists for training and recording event days.

The experience in operating and managing this project in partnership with NEZS demonstrates a successful working relationship between organisations which will be built upon and cultivated further throughout this four year programme. 1.3 Skill Shortages4 The development of this project has been driven by past experiences of NEZS and CWT. Both organisations have had difficulties in recruiting conservationists with relevant practical field experience. Even successful applicants often lack necessary practical skills, despite having degree level education. The result is an intensive

4 Skill Shortages – refers to the difficulties of recruiting staff with the right skills, and the existence of posts that are hard to fill. Whereby, skills gaps – refers to the lack of specific skills amongst staff within an organisation.


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induction and on the job training programme, requiring additional resources from the hiring organisation, which is likely to be already stretched to full capacity. 1.4 Available/Current Skills The industry employs a highly skilled and highly educated base of conservationists. The main recruitment base is of graduates. However, students have indicated that their particular degrees though academically relevant, are not practical enough, and did not enable them to achieve certificates of competence in practical skills (i.e. use of equipment, identification skills, monitoring techniques, etc). Dedicated graduate students who wish to progress in the industry do go on to gain such certificates, but do so in their own time and at their own expense. The time and cost associated with gaining practical qualifications presents additional challenges and a degree of discrimination to those entering the conservation industry. 5

1.5 Challenges Challenges our partnership will face in delivering this project include:

• Recruiting the right people who will benefit most from the opportunities this project is offering

• Maintaining clear communications • Ensuring funds are tracked and spent in line with HLF conditions • Ensuring that the trainees have the skills, knowledge, experience and contacts

to go on and gain employment in the industry • Providing consistent quality experiences and accreditations throughout the

projects four year duration o Specific accreditation routes have been identified during development

months prior to the projects launch. However, not all of the identified routes will continue to run throughout the life of this project, resulting in an additional challenge of ensuring that comparable accreditation options are available to all twelve trainees throughout the four year project.

o Although specific qualification(s) will likely come to an end before this project does, research shows that most qualifications that end are replaced by a similar qualification prior to the end date. This indicates that a similarly suited accreditation route will be available to trainees.

Barriers that individuals face when seeking a career in the Environmental and Land-based Sector include:

• Lack of coordination of volunteers or trainees. o There is substantial enthusiasm for voluntary posts within the sector.

However, volunteer management skills and employer’s capacity to accommodate volunteers or trainees, prevents many willing participants from having access to training opportunities.

• Cost of training

5 Source: Lantra – Skills Deficiencies in Environmental Conservation (October 2005), p. 30


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o Particularly given the aforementioned emphasis on volunteering, the costs associated with gaining qualifications are often unmanageable for individuals seeking a career in the sector

• Travel (accessibility) to remote locations can be limiting, especially for people who don’t have cars.

1.6 Good Practice In addition to the agreed partnership roles and responsibilities (outlined in section 2.12), we intend to share our experiences of the placement format/formula and the unique range of skills training it will provide. We will offer the training plan as a template for like-minded employers, such as other zoos and conservation organisations. We will communicate what we have learnt via specialist publications highlighting the project as a case study. This project will be promoted at various events and also through Cheshire region Biodiversity Partnership activities. Additionally, we will submit the project for relevant awards as and when appropriate. In addition, a copy of this Training Plan will be kept in the Chester Zoo Library, which is accessible and open to the public. 1.7 Development:

1.7.1 Training Plan This Training Plan has been developed by existing NEZS staff, detailed below, largely due to the specialist nature of the skills this programme encompasses. An outside consultant would likely be unfamiliar with main delivery organisations or the project at the level of detail that is required. The established partnerships, specialist knowledge and shared experiences between NEZS, CWT and rECOrd were also key factors when deciding to write the training plan with existing partnership staff.

• Lynsey Jones – Assistant Development Manager – Development

Department – North of England Zoological Society/Chester Zoo o Author of original HLF funding application and subsequent grant

increase request, also responsible for collating feedback from the project team to update the training plan.

• Sarah Bird – Biodiversity Officer – Field Conservation & Research

Department – North of England Zoological Society/Chester Zoo o Expert contribution in regards to essential skills for the sector as well as

organisational (NEZS) and industry past experiences o Biodiversity Trainees project manager and trainees’ line manager

• Sarah Bennett – Biodiversity Manager – Cheshire Wildlife Trust


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o Expert contribution in regards to essential skills for the sector as well as organisational (CWT) and industry past experiences

o Biodiversity Trainees project supervisor

• Charlotte Harris – Director of Conservation – Cheshire Wildlife Trust o Expert contribution in regards to essential skills and past experience

working in partnership with other industry organisations in the region

• Eric Fletcher – Manager – rECOrd o Expert contribution in regards to essential skills for the sector as well as

organisational and industry experience o Biodiversity Trainees project supervisor

• Karen Lawson – contractor – rECOrd

o Experienced project and event manager o Biodiversity Trainees project trainee mentor

• Wildlife Trust for Lancashire (various contacts), Manchester and North Merseyside o Advisory role in regards to experience developing and delivering

training, with particular emphasis on the AQA accreditation system

• David Tournay – Director – Evolution Partnership o Commissioned by HLF to act as a mentor providing support in

developing the original training plan. Additional Consultation in regards to Diversity and Recruitment elements of the training plan:

• David Littler – Head of Human Resources – Human Resources Department – North of England Zoological Society/Chester Zoo

• Zoe McEvoy – Human Resources Adviser – Human Resources

Department – North of England Zoological Society/Chester Zoo

1.7.2 Ideas The ideas behind this training plan have been developed fluidly throughout the application process leading up to the HLF award letter via a shared process consisting of a series of internal and partner meetings. Following the HLF hosted welcome event for new Skills for the Future funded projects, a full partner meeting was held. The project was summarised and actions were detailed to ensure appropriate documentation was completed to obtain Permission to Start. Following HLF granting Permission to Start, a series of meetings took place between NEZS Conservation Department, NEZS Development Department,


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NEZS Personnel Department, NEZS Finance Department, NEZS Payroll Department, CWT’s Director of Conservation and CWT’s Conservation Officer. Additional idea sharing and development has been possible via meetings and communications with other North West HLF Skills for the Future projects, with particular focus on diversity, recruitment and evaluation.

1.7.3 Lessons from Past Activities This project was developed as a result of organisational past experiences and challenges. Recruitment within these areas has been an on-going issue and has been identified as a significant hurdle for both NEZS and CWT. Other organisations in the sector that NEZS has worked with on past projects also consider recruitment to be a real issue. Often successful applicants lack any relevant practical skills, despite degree-level education. As a result they must undergo an intensive induction and on the job training. For the employer, the result is that they must invest significant resources where recruits are not able to carry out the full scope of the job for an initial period of time. Therefore, further resources are required placing an additional burden on departments which are typically already stretched to capacity. NEZS and rECOrd have successfully run another HLF supported project, “Count Me In!,” commencing in November 2008 and ending in Nov 2010. Throughout this project, NEZS and rECOrd have learned how to develop and deliver a strong project including communication, monitoring, providing feedback to the funders, organising and updating the budget, and working in partnership. Good practices of other organisations within the environmental conservation industry have been considered throughout the development of this project. NEZS’s Biodiversity Officer and CWT’s previous Conservation Officer arranged to visit Lancashire Wildlife Trust during the development of this Training Plan. The purpose of this visit was to gather information about the AQA scheme employed by Lancashire WT, as part of the process for identifying quality accreditation options for elements of the Biodiversity Trainees training programme. It was found that the AQA units developed and offered by Lancashire WT cover many of the valued skills identified within this project, and that costs for using this accreditation route are acceptable within the project budget. Lancashire WT is willing to provide advice on the scheme and the AQA monitoring process is also appropriate for Biodiversity Trainees project needs. Lancashire WT AQA training scheme is also supported by the Heritage Lottery Fund. Therefore, utilising this model as starting point for accreditation routes builds on good practice within the industry that has already been employed and approved by HLF.


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Section 2: Biodiversity Trainees Project

2.1 Project Introduction and Summary Biodiversity Trainees will provide practical training to twelve individuals over roughly four years. The project is designed to be flexible so trainees can focus elements of their placement training to their own specific interests, whilst all participants will obtain training and experience in essential skills. Each trainee will have shared and unique experiences throughout the placement duration. Biodiversity Trainees Heritage Lottery Fund approved purposes are:

• To provide high quality practical training within the natural heritage/wildlife sector to twelve people over four years.

• To make a difference in how training is delivered in the wider conservation/wildlife sector by sharing the training plan and lessons learned with other organisations.

• To plug identified gaps in practical skills training amongst science graduates including biological recording and species identification.

Purposes refer to the difference(s) this project will make for its beneficiaries, the community and/or the environment.

2.1.1 Project Aims Heritage Lottery Fund’s aims for the Skills for the Future grant scheme are, to: • Fund high quality work based training opportunities to equip people with the

skills to pursue a career in heritage; • Enhance capacity of the heritage sector to deliver sustainable training and

share good practice; and • Demonstrate the value of heritage skills to modern life.

The range of practical skills the placements will cover are vital for work in this sector, but can often only be gained once in employment. The aim of this project is in line with NEZS’s mission to be a major force in conserving biodiversity worldwide in that it is essential to provide biodiversity training to individuals in order to sustain the industry and ensure the mission can be achieved in the long term. Biodiversity Traineeships are also in line with CWT’s organisational objectives to: • Stand up for wildlife and the environment • Create and enhance wildlife havens • Inspire people about the natural world • Foster sustainable living

The North of England Zoological Society’s Strategy for 2007-2012 is a shared vision that is informed and guided by management in planning, achieving and developing the mission and supporting business activities. NEZS’s Overarching Strategic Statement is to develop a substantial, expanding role in conservation of global biodiversity and habitat enhancement; and to support this through


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sustainable commercial activities, including managing the Zoo as a world class visitor attraction. In order to achieve this NEZS has six strategic objectives:

1. Focus conservation activity to achieve greatest impact 2. Make clear, fundamental links between in-zoo activities and our field

programmes worldwide 3. Promote, support and sustain our conservation work 4. Make Chester Zoo the wildlife attraction of choice in the UK 5. Manage our people, work and activities to ensure long-term sustainability 6. Develop resource streams in support of our mission.

NEZS operates with six key conservation messages:

1. Interdependence: all living things depend on all other living things in order to survive (ecosystems).

2. Importance: all living things depend on the natural world to survive, have fun and find inspiration.

3. Destruction: human activities threaten our own survival as a species. 4. Partnerships: are essential in order to conserve nature and natural

resources; no one group can do it alone. 5. Chester Zoo: we are a charity whose mission is “to be a major force in

conserving biodiversity worldwide.” 6. You!: all individuals can make a difference; inform, inspire and empower.

2.1.2 Placements and Skills This project will provide a springboard for trainees to make decisions about their careers based on real first hand experience within a broad range of natural heritage areas. The skills this project will focus on include industry specific as well as more transferable generic skills. These have been identified via Lantra research and consultation within partner and other organisations. In addition to basic wildlife identification and monitoring skills we realise that skills in education and communication are essential, and that experience in areas such as fund raising is becoming more and more useful in conservation jobs especially working in conservation charities. This project will create 12 placements over the duration of four years, consisting of two trainees in the first two years and then four trainees in the final two years. Placements, which will last for the duration of one year, anticipated to run from March to March. The twelve month duration for placements was selected to allow enough time to cover the many diverse elements of training. As trainees will be based at three different organisations during the year long placement, it could be unsettling for training providers and trainees if placements were over a shorter timeframe. The trainees’ time will be split between locations at Chester Zoo, CWT and rECOrd. Trainees will receive on the job assessments from training providers including AQA units and discreet projects and presentations. A model depicting the placements


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throughout the calendar year is detailed in Appendix 3.6. This model is intended to be a basis for all trainees to ensure a consistent and high quality experience for all of the twelve trainees. The rationale behind this timing is the seasonality in aspects of the work and the operations of the partners. For example, much wildlife surveying can only be carried out at specific times of year, most habitat management work is best done in autumn and winter, and Chester Zoo has an intensive public education programme over the summer months. The trainees’ employability at the end of their placement will be key to the success of the project. We plan to address this by involving them in the recruitment process for the next intake of trainees whereby they can get an understanding of how candidates are assessed and things that employers are looking for. Through the trainee mentor Karen Lawson we have also secured places on the University of Chester’s Graduate Head Start (GHS) programme. GHS provides graduates with employment skills and professional development to give participants and head start on their chosen career path, so a great collaboration for our project and a valuable resource for trainees.

Training in the following skills will be available (those highlighted were additional skills that we added as part of our grant increase application):

Industry Specific Skills Generic/Transferable Skills Habitat management techniques ITC skills Site assessment and management planning Team working Species husbandry and population management for conservation (animals and plants)

Fundraising/Grant writing and Management (working within and monitoring budgets)

Standard Ecological techniques: Extended Phase 1 Habitat Survey, NVC, habitat mapping, etc.

Health and Safety (writing a risk assessment and manual handling)

Wildlife identification and recording Project/Time management UK Biodiversity Action Planning process (LBAP)

Communication (including environmental education/interpretation)

Digital technology as a conservation tool Volunteer management Access & Interpretation of local environment Event planning and management Delivering environmental education CV writing Use of equipment and machinery Interview techniques Invasive non-native species (ID, management, biosecurity etc)

First aid

Wildlife law Planning and policy consultation


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2.2 HLF Skills for the Future – Outcomes The outcomes6 for HLF - Skills for the Future grant scheme are to: • Increase the range and quality of work based training to develop skills in the

heritage sector; • Meet the identified skills gaps or shortages in the heritage sector; • Increase the capacity of the sector to deliver training and share good practice;

and • Increase the diversity of the heritage workforce.

To receive a grant a project must deliver all of the four outcomes Heritage Lottery Fund approved the following purposes for the Biodiversity Trainees project: • To provide high quality practical training within the natural heritage/wildlife

sector to twelve people over four years; • To make a difference in how training is delivered in the wider

conservation/wildlife sector by sharing the training plan and lessons learned with other organisations; and

• To plug identified gaps in practical skills training amongst science graduates including biological recording and species identification.

In addition to the Biodiversity Trainees approved purposes, this project aims to provide trainees with accreditation routes, share this training plan with the general public via the Chester Zoo library, and attract individuals outside the typical age range for the heritage sector. 2.3 Work Based Training The trainees programme timetable shown in appendix 3.6, demonstrates the detail of the work based training schedule. This approach will provide a diverse range of training to increase the potential employability of trainees. Each delivery organisation has been chosen for their expertise in certain areas and it is logical that the trainees should be based with that organisation whilst receiving the training that the organisation specialises in. For example, practical training around reserves management is best delivered at a CWT reserve.

2.3.1 Organisation and Mentoring Trainees will gain experience and achieve accreditations via placement blocks with three partner organisations and via separate courses. Trainees will also complete some form of project to demonstrate skill development, for example, to produce a piece of environmental interpretation. A mentoring system will be put in place for the duration of the trainees placements. The role of the mentor is to provide support, guidance and encouragement and be a general sounding board for any problems the trainees may have. Originally, we envisaged that each of the main contacts at NEZS and partner organisations would

6 See Section 2.3.8 for specific Biodiversity Trainees project outcomes


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fulfil this mentoring role. However, during the second year of the project it was apparent that it needed to be an independent person to give the trainees a different perspective than that of their supervisors. The project supervisors also had very little time to devote to the trainees in a mentoring capacity as well managing the trainees and running the project so it was agreed that the mentor role would be separated out. Having a dedicated mentor will help with:

• Identifying trainee strengths and areas for potential development • Creating new learning opportunities • Developing communication skills • Providing guidance to trainees on how to think reflectively and critically so

that they can get the most out of their reflective learning logs • Thinking about future employment options • Thinking ‘outside the box’ about transferrable skills gained

The mentor role is a position of trust where any issues can be covered confidentially and any insecurities or fears can be discussed. This will ensure trainees always have a point of contact to address any issues they are facing quickly, rather than waiting for their block appraisal to raise it. The mentor’s role is to provide guidance on issues and will encourage trainees to try to resolve problems directly with the training provider initially. Any serious issues that are raised with the mentor, even if it is requested by the trainee that they are kept confidential, must be passed on the trainee’s line manager so that NEZS can address it in line with their duty of care as an employer. Trainees will meet with the mentor once a month but will be able to contact their mentor via phone or email in the interim if required. To help build this trust the mentor has an informal contract outlining the mentor role and commitment (see Appendix 3.7). The mentoring process will also help the programme be flexible where adjustments can be made throughout placements where it is clear that things aren’t working. Trainees will be responsible for making suggested alterations or necessary changes they have identified. The mentor will also communicate regularly with the relevant training providers and provide a report after each session with the trainees. 2.3.2 Pay Trainees will be paid a bursary which will be incrementally increased year on year to take into account inflation to cover cost of living rises. Payments will be made on a monthly basis via NEZS Payroll Department through BACS. In addition to the bursary, employer’s national insurance will be paid via the project. Trainees will also be reimbursed for their travel expenses when it is to/from a place other than their normal place of work (which could be either NEZS, CWT or rECOrd, depending on their current placement block base). All costs of training and accreditations will be met by NEZS via the HLF funding for this project.


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2.3.3 Management/Status The overall management of the trainees will be the responsibility of NEZS Biodiversity Officer. There will be additional supervision from individuals in other NEZS departments (such as Education and Conservation Departments) and also from identified individuals at other training providers (i.e. the Manager at rECOrd). Trainees will enter into a contractual agreement lasting for the duration of one year and will be employed in a full time capacity through a fixed term contract issued by NEZS Human Resources Department (See Appendix 3.4 for specific terms and conditions). 2.3.4 Equipment/Resources Trainees will be supplied with the following equipment and resources required for their placement. This will include one off purchases to be used by all twelve trainees throughout the four year programme, as well as items to be purchased annually for each individual trainee.

One off purchases include: laptop, phone, chair, desk, GPS data loggers and various survey equipment .

Items to be purchased annually for each trainee include: personal protective equipment (PPE) such as waders, gloves, etc., and uniforms which include shirt, trousers, and fleece.

Trainees will have access to the valuable resource of the on-site Chester Zoo Library, situated within Cedar House Administrative Offices. The Library houses a fine collection of zoological, horticultural, conservational and veterinary material with books, journals, reports, student projects and conference proceedings. It is also the home of the Zoo archive collection, which covers the history of Chester Zoo from 1932 to the present day. 2.3.5 Delivery Training will be delivered in placement blocks, ranging from six weeks to three months at a time. Placement blocks have been detailed with seasonal considerations in order to provide the best possible experiences for the valued key skills this project encompasses. The three key host organisations for the placement blocks are NEZS, CWT and rECOrd. Within the three key hosts, training will be broken down departmentally to ensure trainees are provided with diverse, high quality practical experiences.

For example, during one of the placement blocks with NEZS, trainees will gain experience in delivering environmental education via Chester Zoo’s award winning Discovery and Learning Division. This is likely to involve shadowing one of the zoo’s education presenters on site, or the zoo’s Safari Ranger, an education officer who goes to schools to provide stimulating interactive teaching sessions. In addition time might be spent with the Interpretation Officer planning signage.


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2.3.6 Documentation Trainees will be expected to document their learning via a reflective learning logbook which will be updated throughout the duration of the year long placement. This will form part of their on-going assessment. The log will be the primary means for trainees to track and document their progress. This documentation method will benefit trainees in the long term. At the end of the year long placement, trainees will leave with tangible evidence to use in future job seeking - applicants in this sector are often asked to present a case study, portfolio or similar evidence as part of a recruitment process. Trainees may also choose to continue to use the Logbook to track their experiences and achievements beyond the duration of their placement as Biodiversity Trainees. Trainees will be allocated some time each week to complete their log. The logbook will give trainees the opportunity to reflect on experiences and skills learned and document what they have been doing in a flexible way, allowing for individual objectives and abilities. Although the log will provide structure to guide trainees, it is also open ended so that trainees can make additional comments and/or include resources they find of particular interest for their career aspirations. The logs should cover more than tasks completed and should also be reflective about learning experiences to include other transferrable skills (such as negotiating, team work, communication skills etc) so it doesn’t just read as a list of industry-specific skills gained, but gives a broader overview of all skills developed.

Trainees will also be encouraged to include photographs, other resources, materials or media they deem beneficial in their logs. An electronic format will be used during the placement but a printed version and PDF will be produced at the end of the placements by the trainees. Logbooks will be utilised in future in various ways by partners and trainees including for display, review, comparison and future job interviews. Placements will culminate with trainees giving a presentation about their experience during their year long placement, or a specific aspect of their experience should they find something in particular of special interest. This presentation is envisaged to occur towards the end of their placement (with new incoming trainees being able to listen to the presentation too) as one of a series of events which will collectively form the ‘wind up week’. Presentations are likely to occur on site at Chester Zoo. Trainees’ presentations will be open to all partners for them to also invite whomever they wish so as to promote the project and provide interested individuals with an accessible opportunity to learn more about the project specifically or conservation generally. There will be an overlap between the wind up week for those finishing a placement, and the induction week for those who are beginning their placement so all trainees can share their experiences and hand over.


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The Individual Learning Plan (ILP) is also a key piece of documentation which will act as a management tool for the project supervisors and be referenced by the mentor also. It will be developed with input from the trainee’s line manager and the trainees themselves at the beginning of each placement to provide trainees with a focused, structured and personalised plan setting out objectives for their placement. Accredited qualifications including AQAs will have their own associated documentation and certificates etc. Some on the job training will be assessed and documented through an appraisal7 scheme which will involve a meeting at the end of each placement block. This will follow a format similar to that used by project partners to ensure that it’s easy to use, consistent with other processes and builds on good practice. 2.3.7 Additional Training To ensure this project provides high quality training the following selection process was employed:

• The training providers selected to support this project are specialists in their respective fields and in some cases there are no alternative providers. Main training partners have had positive past experiences with the selected training providers. Additionally, these training providers maintain reputable standing within the local area due to the quality of their training course.

• Training providers maintain local knowledge which will help focus the project. This knowledge will benefit trainees by providing quality information otherwise difficult to obtain.

• The main training partners (NEZS, CWT and rECOrd) are providing substantial support and training as a core part of delivering the project.

• All training courses that are not supplied by partner groups are under the threshold value of £10k, and therefore do not merit the tendering process.

The effectiveness of the training will be measured through the implementation of a qualification or more likely a series of qualifications or certified courses. Qualifications/units will be selected on the basis of their suitability when compared with the practical skills and experiences the project seeks to focus on, the time and other resources available and in some circumstances, the interests of the trainees. In order to provide evidence of the skills developed and standards achieved, the reflective learning logs, ILPs and any certified or accredited training documents will demonstrate the quality of training delivered. Much of the material gained will be developed as part of their day to day work activities, with the qualifications and courses supporting this where possible. To support the implementation of the qualification(s), key project staff will take part in AQA assessor training in order to be able to assess trainees on site in the workplace. Working with support from AQA qualification system, assessors will

7 See appendix 3.2 for 360 Appraisal Form


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develop the required skills to make effective and reliable judgements as to the trainees’ capabilities against the qualification requirements. Trainees are likely to be graduates with relevant science degrees. Given the aim of Biodiversity Trainees, to provide practical training within the natural heritage/wildlife conservation sector, offering training at these levels will allow trainees to achieve numerous vocational qualifications. Providing a diverse experience may also aid trainees in focusing their career aspirations and interests. Opportunity to achieve accreditations will be provided via AQA units ranging from entry level up to level 2. Accounting for individual skill level, ambition and the time associated with achieving varying levels of accreditations, trainees are likely to primarily complete entry level and level 1 units. Entry level and level 1 qualifications will have an inherent value8 to the individuals within the target groups for this project. For individuals with relevant education but lacking practical experience, the value of the aforementioned qualification levels will aid them in gaining practical skills, confidence in the field and confidence in their ability to work with others in a real-life work situation. Level 2 qualifications will have a greater value for prospective employers because they demonstrate that an individual is capable of supervising them self. Individuals who achieve qualifications at this level are typically thought to be reliable and able to work without much supervision (although they will not typically be responsible for supervising others). This level qualification has value for employers, although the value is dependent on the level of the job which they are filling. The time required to achieve a qualification at level 3 is significantly greater than at entry level, level 1 and level 2. This project aims to offer a diverse experience by providing opportunity to achieve several qualifications. Bearing in mind the duration of trainee placements is just one year, the burden of time associated with achieving numerous qualifications at level 3 would be considerable. 9 In addition, there would be a high risk of trainees not completing qualifications within the timeframe of their placement. The substantial time associated with receiving a qualification at this level would impact both trainees and training providers. To achieve a level 3 qualification, individuals typically demonstrate their ability to formally supervise others, which would present a further challenge to this project given their time will be split in three different locations and trainees will not necessarily have any past experience which would qualify them to act in a supervisory role.

8 The ways in which this project will provide accreditations as well as the “value” of those qualifications at various levels has been established following input from HLF assigned mentor David Tournay, Director of Evolution Partnership, (July-October 2010, via phone and email). 9 In order to achieve a qualification at level 3 there is a significant increase in the time qualifications. Level 3 qualifications are generally aimed at more supervisory roles, of which Biodiversity Trainees are not. An individual who has achieved a level 3 qualification will have a high level of responsibility; they will work with very minimal supervision and will also be charged with supervising others within their team or associated group. This is high value to an employer, particularly if filling a supervisory job.


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Within the project, project supervisors will receive the following essential training to assess the trainees against the requirements of their qualifications:

• AQA assessor training (year 1 only) • Supervisory training (year 1 only) • Project management training (year 2 or 3 only)

Providing train-the-trainer opportunities for supervisors will have benefits for the confidence and quality of assessor support provided for trainees. Following trainee recruitment and hiring, there will be an induction week for the project team to welcome and help orient trainees. During this week there will be an overview of the types of experiences and training on offer, and examples from presentations by existing trainees. During their induction period, trainees will be given the opportunity to highlight their interests and career aspirations as they develop their Individual Learning Plan alongside their line manager. Any additional courses or licenses trainees wish to obtain, such as a chainsaw or endangered species licence, will be discussed at this point and there will be further opportunities via the appraisals. 2.3.8 Training Outcomes Outcomes refer to the changes and differences that will happen to people, communities, organisations and the environment as a result of this project; they are specific statements that can be measured and state exactly what is expected to be achieved. Partners recognise that each trainee will have different skills, knowledge, interests and goals. This is the rationale behind allowing this training plan and its outcomes to be as flexible as possible to help develop areas of interest within the broad spectrum of native heritage conservation. However, by the end of their placement all twelve trainees should have successfully achieved the following outcomes:

• To understand the importance of biological recording and be able to enter records of species sightings onto the online data system and be able to search and interrogate it

• Identify a number of key native species including mammals, insects, amphibians etc.

• Carry out a Phase 1 habitat survey • Use various tools/equipment in a safe manner in order to manage habitats • To interpret a certain subject by writing and delivering a presentation to a

target audience such as a school group • To complete an environmental education project as defined by the

Discovery and Learning Division • To be able to research and identify suitable sources of funding for a given

project


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The progress towards the above outcomes will be monitored and evaluated via the learning logs and appraisals. In addition, SMART outcomes will be included in trainees’ Individual Learning Plan (ILP), which will be developed by the trainee and line manager to suit individual interests and career aspirations.

2.4 Trainee Support (post project) Upon culmination of the year long placements, the Biodiversity Trainees will leave with a relevant skill set to aid them in their efforts to secure employment in the environment/conservation sector. Trainees will leave with the following resources –

• Learning log containing a body of work that tells the story of their individual placement and could include:

o case studies of their diverse work experiences o Feedback from supervisors and mentors o Photographs and any additional evidence or materials obtained

throughout the year o Presentations o Project reports

• List of contacts: o Training providers o Contacts in the local heritage sector – many may be personal

contacts they have made during their placement year o From networking events/showcases

• Certificates and qualifications from courses and training attended • A better knowledge of the UK wildlife sector

Although much of this post-project support is self-managed, the contacts that the trainees make during the placement will provide them with confidence and valuable networking opportunities in future. 2.5 Individual Learning Plan (ILP) Trainees will have an induction week in which they will visit all partner organisations. The induction week will provide trainees with the opportunity to familiarize themselves with the organisations, learn about the opportunities available to them, and provide input into their Individual Learning Plan (ILP). ILPs will be used as a management tool for supervisors and have been outlined to be flexible and to be personalised to each trainee’s particular interests or identified needs. The relevant skills and practical experiences trainees want to gain via their work placement blocks will be detailed in the ILP. Building on good practice, the ILP templates have been designed using the Future Jobs Fund “Action Plan” template as a reference. Future Jobs Fund is no longer active but was a nationally recognised scheme with an aim of providing training and work experience to long term unemployed young people who face disadvantage.


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Head of Field Conservation and Research

Senor Conservation Scientist

Biodiversity Officer

Conservation Officer

HWC Programme staff

Conservation Assistant

Assistant Conservation

Officer

Biodiversity Trainees

Conservation researcher

2.6 Trainee Contract/Agreement As was detailed in Section 2.3.3, trainees will be employed via a fixed term contract which will be issued by NEZS Human Resources Department. See Appendix 3.4 for a draft of the fixed term Trainee Contract of Employment and the specific terms it includes. 2.7 Role Description – Biodiversity Trainee Part of the development of this training plan has included writing a job description for use in recruitment and guidance for the trainees. It has been primarily developed by NEZS Biodiversity Officer and has been shared and approved by all partners. JOB DESCRIPTION

1. General Information Department: Field Conservation and Research Job Title: Biodiversity Trainee Reports to: Biodiversity Officer

2. Job Purpose

1. To contribute to the zoo’s UK biodiversity conservation work 2. To gain diverse work experience relevant to future employment in UK

wildlife heritage sector

3. Organisational Diagram/Structure


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4. Main Duties 1. To devise a personal training plan for the placement year, with agreed

learning and work experience objectives.

2. To engage in work experience placements to provide general assistance to the Conservation and Biodiversity teams at Chester Zoo, Cheshire Wildlife Trust and rECOrd as required.

3. To undertake training in the broad areas of:

a. Species identification and biodiversity recording b. Habitat and species conservation and management c. Environmental education and interpretation.

4. To complete assignments and projects set during placements.

5. To complete work required to obtain agreed recognised qualifications

during placement period.

6. To maintain a reflective learning log recording the activities undertaken during the placement year, and provide reports and presentations on activities when requested.

7. To represent Chester Zoo, Cheshire Wildlife Trust and rECOrd and

promote their work at biodiversity-related meetings and events e.g. through public engagement, displays, reports and presentations.

8. To assist with co-ordination of events.

9. To assist with co-ordination of volunteers.

10. To develop and manage relationships with various stakeholders.

5. Knowledge, Skills & Experience

• BSc in a conservation related science discipline, or equivalent • Some form of basic experience (voluntary or otherwise)

demonstrating an interest in one or more areas of training outlined in the duties section.

• Good standards of literacy and numeracy • Intermediate knowledge of computers and the Microsoft Office suite

including Word, Excel, Outlook and Powerpoint • Excellent research skills using multiple information sources • Ability to present information clearly

Person Specification & Other requirements

• Highly organised and able to manage self and workload effectively • Highly self motivated • Able to use own initiative


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• Team working skills • Communication skills • Full driving licence is essential, own vehicle is desirable • Able to work occasional evenings and weekends

2.8 Skills Gap in heritage sector Skills gaps have been evidenced by LANTRA, the skills council for the environment and land-based sector in England, Scotland, Wales and Northern Ireland. LANTRA’S latest skills assessment for the land-based environmental sector 2010/11 covers projected skills needs to 2017. 61% of organisations in the sector say they have difficulty recruiting staff with the required skills or experience. LANTRA research suggests that the industry is currently facing a skills deficiency. A common problem that has been reported is the lack of practical skills and experience of graduates. The industry has traditionally recruited from the graduate base. LANTRA’s research reflects NEZS, CWT, rECOrd and other organisations in the sector’s difficulties with recruiting candidates with the right level of practical experience. This has been the main driver for the project and why we are targeting graduates. In recent years there has been an increasing demand for highly skilled staff in the environmental conservation sector. There is evidence to suggest that if the current problems with recruitment and skills shortages are not addressed, then they are likely to develop into severe difficulties for the industry as a whole. Primary skills (within the project organisations’ areas of expertise) that have been identified as relevant to our industry based on research by LANTRA and confirmed by a review lead by Natural Environment Research Council (NERC) are:10 Conservation Skills –

• Animal husbandry/handling/management • Supervising volunteers • Practical estate skills • Habitat management • Survey and monitoring • Wildlife knowledge and identification of flora and fauna • Operating machinery • Community consultation and involvement techniques

Generic Skills –

• Project management • Health and safety • Literacy and numeracy • Communication • Information technology

10 Sources: LANTRA – Skills Deficiencies in Environmental Conservation (October 2005) LANTRA - UK Skills Assessment 2010/11


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• Interpersonal • Improving own learning and performance • Marketing or sales • Financial and budget management • Personal planning and organisation • Customer relations

Further evidence from LANTRA suggests that the most common skills shortages in the sector are:11 Conservation Skills –

• Fieldwork • Taxonomy and species identification • Data management • Heritage management • Chainsaw training • First aid

Generic Skills –

• Interpersonal • Coaching • Team Working • Communications • Numeracy

Additionally industry organisations report and increasing demand for:12

• Fundraising • Volunteer management • Technical/Job Specific such as: species identification,

environmental/habitat management, operating machinery, wider land based industry knowledge

• Essential skills such as: literacy, numeracy, basic ICT (including higher level Geographic Information Systems – GIS), communications and customer relations.

Skills in biological recording in particular are highly at risk of being lost in the long term. Throughout the 19th and 20th centuries there was a huge curiosity about the natural world. During this time there were many individuals with the skills to identify and keep record of species. This practice has now lost its popularity and the majority of biological recording is done primarily by older generations. It is vital that younger generations are encouraged to learn how to identify and record what they see in the natural world. Without providing training in biological recording there will no longer be a meaningful record of what is happening to our wildlife

11 Source: LANTRA – Environmental Conservation Factsheets 2009 and 2010-2011 12 Source: As above


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heritage, and without a comprehensive record of the natural world, the challenge of protecting it is even more difficult. Employers have reported difficulties in filling job vacancies in the environmental sector due to applicant’s lack of appropriate skills. This suggests that there needs to be better coordination between educational courses, training and skills requirements.13 This project will focus on primary skills identified, where there are gaps and where possible cover areas that are increasing in demand to make the trainees attractive to future employers. We will do this by including conservation skills such as habitat management, environmental interpretation, and species surveying, identification and recording. In addition to sector specific skills, the project will provide training in generic skills which are applicable to this sector but are additionally transferable. These skills include fundraising/grant writing, budget management, volunteer management and communication skills. This project will make a difference to the heritage sector by providing practical skills which are necessary for the conservationists of the future. Biodiversity Trainees will contribute to ensuring there are enough skilled individuals to sustain the sector and take care of our natural heritage.

2.9 Evaluation,14 Benefits and Dissemination Trainee Evaluation Each trainee will be assessed at the end of each placement block, resulting in appraisals being held roughly five times throughout the year. Appraisals will involve the trainee, supervisor from the organisation the training has just taken place in and the trainee’s overall line manager. There will be opportunity for the mentor to feed into this process. Appraisals will review performance using the ILP as a reference and identify any further training needs. Any issues the trainees might be facing, or any performance issues that management might want to raise, should be dealt with swiftly at the time of the issue and ideally not saved up until the appraisal. The appraisal should be a forum to summarise and recap the experience(s) of the trainee during each placement, and to plan and motivate for the next block. This incremental method of evaluation will provide trainees with guidance and opportunities to update their logbooks throughout the year, rather than find that eleven months have past and there is no record of their experiences and achievements. In addition, this project endeavours to incorporate an annual meeting upon the culmination of the placement. 13 Source: Institute of Ecology & Environmental Management, and the British Ecological Society: “Environmental Audit Committee: Inquiry into ‘Green Jobs and Skills,’” (May 2009), p. 3 14 See Appendix 3.2 for 360 Appraisal Form


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Benefits In the long term, this project will benefit the sector by providing a pool people who have relevant skills and experiences in order to maintain the environmental conservation industry. This is essential to account for the regular turnover due to retirement etc.

This project also builds in opportunities for self management, motivation and networking. In this way, it helps to provide trainees with increased confidence and knowledge of who and where to turn to for support throughout their career development.

The conclusion of the LANTRA report on skills deficiencies found that if problems with recruitment and skills shortages are not addressed then they could develop into sever difficulties for the industry as a whole15. Partners have shared this concern for industry recruitment in the long term and it was with this in mind that they have been pro-active in developing this project for the long term benefit of the industry as a whole. This project will provide further experience for NEZS, CWT and rECOrd in delivering training. All organisations involved in delivery will also benefit from shared lessons in delivering AQA units, nationally recognised qualifications designed to help volunteers to develop skills via practical experience. NEZS’s Biodiversity Officer and CWT’s Conservation Officer will gain AQA Assessor training in year one of the project. Having AQA Assessor training will have benefits to the individuals as well as the respective organisations in regards to future endeavours in providing accredited training. By using the AQA system that is currently employed by the Lancashire Wildlife Trust, this project could lead to further development of other certificates. Dissemination The Biodiversity Trainees will deliver presentations during the “wind up week” as their year long placement ends. These presentations will be a good tool for summarising their placements and will not only benefit the trainees by developing communications skills and focussing their thoughts on examples of work that will be useful for future job interviews within the industry, but will also have value for NEZS and partners. In addition, Trainees will produce a logbook throughout their placement documenting all experiences and assessments they undergo. Trainees will not only leave with a copy of their logbook for themselves, but they will also provide copy for NEZS, CWT and rECOrd to use as a record of training delivery and utilise as a tool for future training development. In terms of wider dissemination, project team members and trainees will be encouraged to give presentations about the project or mention it within other suitably related presentations. Where appropriate, the project will also be promoted via websites (in particular Chester Zoo’s Act for Wildlife website www.actforwildlife.org.uk which is particularly relevant) and via blogs. This training plan will also be shared with like-minded organisations and will be disseminated by the project team to other

15 p 30 (October 2005), Skills Deficiencies in Environmental Conservation

http://www.actforwildlife.org.uk/


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contacts and with other Skills for the Future-funded projects to share lessons learned. Project Evaluation The project team meets regularly to review the project’s progress and to monitor achievement of overall aims. We will ask each trainee to undertake a questionnaire/exit interview which will capture the following in order to feed into overall project evaluation:

• Further diversity monitoring information covering age, gender, ethnic background, disabilities and socio-economic group

• Feedback on actual on-the-job training received, courses attended (accredited and non-accredited) and other work-based learning achieved

• Current situation regarding employment at the end of placement • Contact details so we can monitor careers over the life of the project to see

what/how they are doing 6/12/18 months after their placements. This will help with measuring our outcomes and to gain an understanding of the impacts of the project. Our aim is that half of the trainees get full-time employment within the heritage sector within 6 months of completing their placement. For those trainees who have managed to secure a job in the sector on leaving their placement, we will ask for their new employer’s contact details so we contact them and ask them some brief questions. These will be:

1. Would you say that the skills, experience and qualifications that XXX gained during their placement significantly influenced your decision to hire them?

2. Was there any particular skill or qualification that stood out to you as important for the role you were recruiting for?

3. Was XXX a more suitable candidate compared to a graduate because of the practical experience gained during the placement?

This will help evaluate the effectiveness of the training to other organisations in the sector and will feed into the overall evaluation process.

2.10 Diversity The diversity baseline for this project has been established based on LANTRA research and partners’ past organisational experiences within the sector. LANTRA research shows that the sector’s workforce is dominated by 25-44 year olds with 64% falling within this age range. Only 6% of the workforce are aged between 16-24 and this could be due to difficulties in recruiting younger people/new entrants due to unclear career pathways. The same research also states that it is a male dominated industry with only 27% of women making up the workforce demographic. 16 Additional consultation with organisations in the sector indicates that the dominant age range for this region17 is a slightly higher; around late 20 to late 40 year olds. 16 Source: LANTRA – Environmental Conservation Factsheets 2010-2011 17 This region loosely refers to North England and North Wales. This is based on the bulk of consultation coming from Cheshire Wildlife Trust, North Wales Wildlife Trust and the Wildlife Trust for Lancashire, Manchester and North Merseyside.


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Both NEZS and CWT have also indicated that they have had greater success with recruiting women meaning that through this project, we could help to address the gender imbalance. NEZS maintains an equal opportunity in employment policy in relation to recruitment, employment, selection, promotion and training its staff. To assist in the implementation and monitoring of this policy, NEZS Human Resources Department will perform equal opportunity monitoring at recruitment stage and further data will be captured as trainees prepare to leave the organisation and complete their exit survey compiled by NEZS. This will allow partners to establish the characteristics of the trainees for this project and compare them against regional and industry wide workforce characteristics. Our target group for recruitment is science graduates broadly. Within that group we are also targeting individuals from outside the age range of 25-44 year olds. This is likely to include new science graduates between the ages of 21-24, seeking practical training and career opportunities following completion of their education. On the other end of the scale, is likely to be mature students (45+ year olds) who have potentially gone back into education seeking a career change. We will target science graduates via the existing contacts our Research Department has with many Universities throughout the region such as University of Chester, University of Manchester and Liverpool John Moores University. While employers in the sector are having trouble finding quality candidates with relevant practical experience, job seekers are having difficulties finding jobs which will provide them with aforementioned experience. Job seekers have found that there are few new positions being created to provide individuals with experience. For this reason, if they wish to gain experience they often find the only way to do so is to via voluntary work. This industry places a large burden on entry level positions, almost requiring people who are seeking experience to first work without pay before they can even be considered for a paid position. The expense associated with gaining experience via voluntary work is substantial and has real implications for individuals. The scale of this burden is dependent on individuals’ financial positions and for those individuals who are already in a position of financial disadvantage the substantial financial barrier associated with entering the sector can be a challenge which prevents them from gaining the necessary experience and/or entering the sector at all. Job seekers are finding that new positions are not being created to provide graduates with relevant training. Without practical experience, job seekers in this industry are unlikely to get an interview. While employer’s state they are not receiving quality candidates to fill vacancies, job seekers are finding there are very few feasible ways to gain relevant experience to be classified as a quality candidate. The Biodiversity Trainees project aims to address issues for both employers and job seekers by providing relevant experience and turning out quality candidates to fill vacancies in the sector.


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2.11 Recruitment Evidence of recruitment difficulties and skills shortages in the environmental sector have been established via research showing that there is:

• A low number of applicants with the required skills • A lack of the necessary previous work experience

In the last decade there has been a greater emphasis on academic qualifications (e.g. degrees) while qualifications with practical components (e.g. National Diplomas) have decreased. For this project the target group for recruitment is graduates with relevant academic qualifications (e.g. degrees) but who lack necessary skills and previous work experience. The North of England Zoological Society’s recruitment process is aligned with the Society’s Dignity at Work policy and procedure. This is to ensure fairness and consistency so that all employees and interviewees have equality of opportunity and protection from discrimination. Under discrimination legislation, all interview candidates have a right to request a copy of interview notes, therefore the recruitment and selection process is in place to ensure that all potential employees are treated fairly and professionally. Due to the likely high demand for the traineeships a two stage selection process is being proposed. This will help with short listing and, having recognised that for many of the candidates it will be their first job, will hopefully allow those who are not experienced with interviews to perform and demonstrate their potential. Step by step recruitment process:

1. Advertising of the positions (Oct/Nov) in following locations: a. Chester Zoo website b. Cheshire Wildlife Trust and rECOrd websites c. Countryside Jobs Service d. Various Universities e. Job Centres f. With established volunteer groups and contacts of partners

2. Candidates apply via an application form. 3. Short listing on ‘essentials’ and ‘desirables’ for the role based on job description

and person specification produced by NEZS Biodiversity Officer with assistance from project team.

4. NEZS Human Resources Department conduct equal opportunities monitoring for the role.

5. Selection stage 1 – Top 10-20 candidates are invited to an assessment day involving all project delivery partners which will span several hours. Activities that will form part of the assessment day include:

a. Practical tasks b. Group discussion/presentation c. Teamwork activities

6. Candidates unsuccessful at stage 1 will be notified and can request feedback 7. Selection stage 2 – Best (approx 6-10) candidates successful at stage 1 will be

invited back for an interview.


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8. Shortlisted candidates are interviewed by NEZS Biodiversity Officer and another member of the project team. Candidates are notified they must bring identification with them to prove they are legally able to work in the UK.

9. Candidates unsuccessful at stage 2 will be notified and can request feedback 10. Two candidates successful (in years 1 and 2) and four (in years 3 and 4) at

stage 2 will be made conditional offers of traineeships, subject to references, occupational health screening and CRB check.

11. Once all conditions have been met, contracts are issued, signed and returned. 12. Trainees commence their contracts (around March/April), starting with an

induction week which will cover: a. Organisational induction b. Orientation and meeting key colleagues c. Individual training planning

13. Iterative review of recruitment process to evaluate and make any improvements for next time.

14. Leaving trainees will form part of the next assessment day for potential trainees by giving presentations on their experiences, what they have learned etc.

2.12 Project Management and Delivery

NEZS is the lead partner for this project and the management responsibility will sit with NEZS Biodiversity Officer. See section 2.12.1 for the structure of how this project will be managed and overseen. The roles of all delivery stakeholders and their responsibilities within the project are outlined below. In order to provide clarity for the training partners and providers involved in delivering this project, NEZS Assistant Development Manager has drawn up a document to provide guidance. This document, titled Biodiversity Trainees - Partnership Roles and Responsibilities, has been circulated and approved by the training partners at the commencement of developing this training plan.

Biodiversity Trainees- Partnership Roles and Responsibilities Biodiversity Officer, North of England Zoological Society (NEZS)/Chester Zoo The Biodiversity Officer is the overall Project Manager for the Biodiversity Trainees programme and the responsibilities associated with this role are outlined below. • Overall responsibility for management and delivery of Biodiversity Trainees

programme • Achievement of project/HLF outcomes • Overall financial budgetary responsibility including

o income and expenditure monitoring and reconciliation o signatory to authorise project expenditure o assisting with providing information for payment requests

• Overall line management responsibility for trainees including o Recruitment of trainees o Trainee induction – in conjunction with NEZS Human Resources team,

Record and CWT


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o Carrying out probation reviews o Development of Individual Learning Plans (ILPs) o Direct supervision of trainees whilst on Chester Zoo site (or delegation

to other departments) o Ongoing review of trainee’s progress o Providing advice and support on career development for the trainees

• Monitoring of overall project progress against key milestones • Co-ordination of project partners • Partial responsibility for acknowledgement of HLF grant and general

promotion of the project • Partial responsibility for audit trail and up to date record keeping • Co-ordinating quality training within NEZS particularly in the areas of:

o Animal husbandry o Population management o Survey and monitoring of local sites o Use of digital technology in conservation o Botany and horticulture o Interpretation skills o IT/computer skills

Finance department, NEZS Chester Zoo

• Providing advice on financial, budgeting, cash flow and VAT matters • Process development for project invoicing • Providing advice on audit trail and record keeping • Review and sign-off of any information HLF require with an authorised

signatory Development department, NEZS Chester Zoo

• Main point of liaison with HLF including o Providing any requested information o Submission of progress reports o Submission of payment requests

• Overall responsibility for production of training plan document and sharing the plan and lessons learned with other organisations

• Monitoring of achievement of project and HLF outcomes • Acknowledgement of HLF grant and general promotion of project • Liaise with NEZS PR Manager to ensure maximum exposure for project • Liaise with Personnel and Payroll departments on trainee terms &

conditions, payments, overall budget etc. • Collate timesheets for project staff and provide labour transfer information to

Payroll department • Overall monitoring of grant compliance • Co-ordination of partners (on funding and relating to information required as

part of training plan development) and organise project planning meetings with partners


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Human Resources (HR) & Payroll departments, NEZS Chester Zoo

• Making monthly payments to trainees • Drawing up and issuing contracts to trainees • Co-ordination of references • Providing advice on recruitment and assisting with recruitment-related

administration • Providing advice on diversity • Posting in relevant publications trainee placement adverts • Providing information and advice to contribute to the training plan and on

training-related matters • Supporting Project Manager in reviewing trainees progress (and advising on

suitable management training for Project Manager) • Organise initial Chester Zoo induction

Biodiversity Manager, Cheshire Wildlife Trust (CWT)

• Project partner • Assisting NEZS Biodiversity Officer with decisions regarding Biodiversity

Trainees programme • Trainee Induction at CWT • Supervision of trainees when on CWT reserves/property (or delegation to

other departments) • Assistance in development of overall training plan and individual trainee

learning plans • Assistance in development of key milestones • Assistance in reviewing trainees progress • Assistance with co-ordinating trainee recruitment • Maintain accurate records of expenditure relating to the project, as well as

their own in-kind contribution via timesheets • Invoicing for services provided where appropriate (in a timely manner) • Liaise with NEZS regarding any project promotion activity before it takes

place • Liaise with NEZS before making any changes to the programme for delivery

of training • Providing quality training particularly in the areas of

o Habitat/reserves management (including meres, mosses, ponds and woodland

o Survey and monitoring of local sites o Delivering environmental education i.e. assisting with school groups

visiting a wildlife reserve o Event planning

Manager, RECORD

• Project partner • Assisting NEZS Biodiversity Officer with decisions regarding Biodiversity

Trainees programme • Supervision of trainees when working with RECORD


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• Assistance in reviewing trainees progress • Assistance in development of overall training plan and individual trainee

learning plans • Assistance in development of key milestones • Assistance in reviewing trainees progress • Assistance with co-ordinating trainee recruitment • Maintain accurate records of expenditure relating to the project, as well as

their own in-kind contribution via timesheets • Invoicing for services provided where appropriate • Liaise with NEZS regarding any project promotion activity before it takes

place • Liaise with NEZS before making any changes to the programme for delivery

of training • Providing quality training particularly in the areas of

o Biological recording o Volunteer management and co-ordination o Data capture and database skills o Event planning

Other training providers (Reaseheath College, North Wales Wildlife Trust, Field Studies Council)

• Providing quality, accredited training • Assessing trainees progress and providing certificates where appropriate

Additional training providers within NEZS include: • Discovery and Learning Department • Animal sections • Botany and Horticulture Department • Conservation Department • Development Department

2.12.1 Structure Chart The chart below depicts the leadership roles, management roles and delivery

providers for Biodiversity Trainees project.


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2.12.2 Job Descriptions This section contains job descriptions for key project staff who have been involved in the development and delivery of this project. JOB DESCRIPTION – NEZS Biodiversity Officer: 1. General Information

Department: Field Conservation and Research Job Title: Biodiversity Officer Reports To: Head of Field Conservation and Research

2. Job Purpose

1. To facilitate and develop the zoo’s roles/contributions to UK biodiversity conservation, and to plant conservation worldwide (ex-situ and in –situ).

2. To advise on native species issues within the zoo and wider estate, and promote sustainable practices.

3. To represent the zoo in UK conservation fora and promote the work of the zoo, maintaining its high reputation.

Project Manager: Biodiversity Officer

Chester Zoo

Main training partners: Biodiversity Manager

Cheshire Wildlife Trust and Manager, Record

Project Support: Chester Zoo Animal sections, Botany and Horticulture,

Development, Human Resources, Payroll, Finance, Discovery & Learning, Conservation

Project Support: Cheshire Wildlife Trust

Conservation, Estates and Land Management,

People and Wildlife


Other training confirmed and potential providers including: •Reaseheath College •North Wales Wildlife Trust •Field Studies Council


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4. Principal Accountabilities

1. Recommend and advise on improvements on the zoo site for native species conservation.

2. Advise zoo staff on environment and wildlife related legal compliance regarding protected species and habitats to avoid contraventions, penalties, and damage to reputation.

3. Assist and advise conservation team, animal division staff and other zoo staff on botanical and native species matters.

4. Liaise with education department staff over native species and plant related interpretation projects.

5. Assist in development of funding bids supporting conservation projects run by the zoo, or in partnership with other bodies.

6. Promote conservation work of the zoo to national, regional and local bodies (statutory, NGO, charitable etc) involved in biodiversity conservation and protection, to enhance the zoo’s reputation.

7. Represent the zoo and contribute to national, regional and local conservation planning and coordination, to achieve positive conservation impacts.

8. Investigate and identify useful roles for Chester Zoo in national, regional and local conservation initiatives, to achieve positive conservation impacts and efficient use of resources.

9. Implement and/or coordinate UK conservation projects both in and outside the zoo to achieve positive conservation impacts.

10. Provide or facilitate training in conservation related skills for zoo or project staff.

5. Planning & Organising

A high level of planning and organisation is required for this job. The jobholder works with a minimum of direct supervision and initiative is a key requirement. Planning tasks include:

Head of Field Conservation and Research

Senor Conservation Scientist

Biodiversity Officer

Conservation Officer

HWC Programme staff

Conservation Assistant

Assistant Conservation

Officer


Conservation researcher


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• Planning projects, events, field work – including management of project staff, students and volunteers.

• Financial planning and use of other resources for projects • Financial planning – best use of native species budget • Coordination of meetings and seminars • Planning workload and UK travel • Identifying and establishing useful partnerships • The jobholder is also responsible for staff training in specific areas –

wildlife survey and recording on zoo site, dormouse field work etc. • Input to local and regional biodiversity planning through the Cheshire

regional Biodiversity Partnership, its North Wales equivalent, and the BAP process.

6. Decision Making The role requires a high degree of initiative and decision making: • Best use of resources – budgets, staff, time and equipment • Identifying useful contacts and leads • Which meetings to attend • Which projects to encourage • Recruitment of project staff • Regional conservation decisions through input to groups including Cheshire

regional Biodiversity Partnership, N E Wales Biodiversity Partnership, Cheshire Wildlife Trust Conservation Committee.

Within the zoo the role is that of an expert advisor with responsibility for advising senior conservation & science staff on matters concerning plant conservation, native species programmes and environmental issues, and ensuring that decisions are based on sound scientific information and analysis.

7. Knowledge, Skills & Experience o MSc in conservation science discipline. o Good understanding of UK conservation delivery mechanisms including

UKBAP, and UK and EU legislation, and organisations involved in delivery. o Communication skills – from general public to high level experts, written and

spoken. o Strong knowledge of local wildlife, and survey techniques; and detailed

knowledge of the wildlife occurring on the zoo site. o Computer skills o Presentation skills o Project management skills and experience o Research and fieldwork skills and experience

JOB DESCRIPTION – CWT Biodiversity Manager: 1. General Information

Department: Conservation Team Job Title: Biodiversity Manager Reports To: Director of Conservation


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2. Job Purpose

The post holder will support the delivery of Biodiversity 2020 and CWT’s Business Plan by developing and delivering a portfolio of biodiversity projects in partnership with members of the Cheshire region Biodiversity Partnership (CrBP) and Local Nature Partnership (LNP). The post holder will provide coordination support for the CrBP and/or any associated working groups. The post holder will be an ambassador for CWT responsible for developing relationships with partner organisations, representing CWT at meetings and events and for enhancing the Trust’s reputation.


4. Principal Accountabilities/Main Responsibilities The Biodiversity Manager will carry out the following duties on behalf of CWT and the CrBP:

Develop and where appropriate provide administrative support to strategic

partnerships.

Director of Conservation

Head of Estates and Land Management

Conservation

Planning Officer

Nature Reserves Officer

Conservation Grazing Officer

Biodiversity Manager

Cheshire Water Vole Officer

Conservation Grazing Assistant

Living Landscapes Manager

Farm Assistant

Wildlife Sites Officer

Nature Reserves Officer

Invasive Species Officer

Gowy Connect Officer

Water Vole Assistant

Mapping and

information

Eastwood Assistant

WACM Project Officer

WACM Assistant

“Biodiversity Trainees”


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Maintain relationships with a wide range of stakeholders and partner organisations to facilitate project development and delivery.

Develop a portfolio of agreed prioritised projects and support implementation and monitoring of these.

Secure funding to support the delivery of priority projects. Deliver actions agreed with partners providing funding through Service Level

Agreements and other contracts. Manage and monitor project budgets and provide financial reports as required. Keep up to date with relevant emerging national, regional and local strategy

and policy documents and use these where appropriate to inform project and partnership working.

Engage with relevant local, regional and national partnerships and fora, using best practice approaches to influence local project delivery

Be an active member of the Operational Management Team and contribute to the strategic development of the Trust’s conservation work

5. Other Duties Represent Cheshire Wildlife Trust at local conservation group meetings

and feed back significant outcomes to the Director of Conservation and at team meetings.

Raise the profile CWT through the local media, presentations, newsletters and CWT membership magazine.

Contribute to other CWT activities when required. Adopt a flexible approach and be willing to attend occasional meetings

outside of normal working hours for which Time Off In Lieu (TOIL) will be available.

6. Knowledge, Skills & Experience (Person Specification) o A degree or equivalent in a conservation related subject or be working

towards an appropriate qualification o At least 2 years conservation experience working within a recognised

conservation agency in a professional or voluntary capacity o Experience of

Researching, evaluating and communicating environmental information Working on partnership projects Liaising with a wide variety of organisations Working with the media and production of communications materials Influencing environmental strategies and policies Facilitating meetings and events Effective line management and team management

o Knowledge of Wildlife habitats and their management Environmental issues, particularly as they relate to biodiversity Biodiversity strategies Policies, legislation and organisations affecting UK wildlife Networking and partnership working practices Wildlife survey and ecological evaluation techniques A thorough understanding of Health & Safety in the workplace

o Experience using Word, Excel and database packages (desirable)


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o Good communication skills both written and oral o Communicate effectively, both verbally and in writing, to a wide range of

audiences o Research, analyse and interpret information o Organise and prioritise work effectively, often to tight deadlines, and

monitor outcomes o Focus on tasks and take them through from conception to completion o Secure funding for projects o Provide adequate line management support to staff and volunteers o Report writing skills o Time management skills and ability to prioritise and work under pressure

and to deadlines o Ability to work independently o Strong interpersonal skills o A willingness to work evenings and weekends o A clean driving licence and own vehicle for business use.

JOB DESCRIPTION – NEZS Assistant Development Manger

1. General Information Department: Development Job Title: Assistant Development Manager Reports To: Development Manager

2. Job Purpose

To raise income from external funding sources to supplement visitor-related revenue for Chester Zoo’s activities. To assist the Development Manager with the day-to-day management of the department to enable effective delivery of the fundraising strategy.

3. Dimensions • Line management of 1 x Fundraising Research and Support Co-ordinator. • Oversee the management of circa 40 registered fundraising volunteers. • Shared responsibility for achieving departmental fundraising target. • Shared budgetary responsibility to ensure expenditure budgets are not

exceeded. • Individual income targets agreed jointly with line manager that contribute to

the overall departmental fundraising target.


Development Manager

Assistant Development Manager

Corporate & Events Fundraiser

Fundraising Research and Support Co-ordinator


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5. Principal Accountabilities • To assist in managing the Development team to maximise external funding

to contribute towards Chester Zoo in achieving its mission. • To research, develop and implement elements of the overall fundraising

strategy targetting external funding sources to achieve extra revenue for Chester Zoo’s activities.

• Communicate regularly internally and externally to give verbal and written progress reports on projects to ensure funders are kept updated and so internally everyone understands funders’ expectations.

• To maintain external relationships with current and potential supporters, suppliers and agencies to build Chester Zoo’s reputation and encourage donations. Also, to maintain internal relationships with Development team, project managers, Heads of Division and Directors to be able to plan and deliver funded projects.

• Coach and develop the Fundraising Research and Support Co-ordinator to ensure they are fully trained and motivated to deliver a high standard of performance.

• Manage fundraising database and related processes around storing gift and supporter data to ensure security and compliance with data protection legislation.

• Ensure Institute of Fundraising best practice, UK charity law and guidelines of government-regulated funding schemes such as Landfill Communities Fund are upheld to ensure activities within relevant fields of fundraising are compliant.

• To attend a variety of meetings such as internal project meetings and also to meet with, and give presentations to current and potential funders to ensure all stakeholders are updated.

6. Planning & Organising A high level of planning and organisation is required for this job. The jobholder works with a minimum of direct supervision and initiative is a key requirement. Planning tasks include: • Feeding into the fundraising strategy via grants and legacy fundraising

activity • Financial planning for the department’s income and expenditure • Organising own workload based on funding opportunities and around

various submission deadlines • Planning the workload of the Fundraising Research and Support Co-

ordinator assigning projects, tasks and deadlines where appropriate. • Feeding into regular meetings such as fortnightly team meetings and

contribute to written progress reports for Directors and Trustees. • Preparation of mid-grant and end-of-grant update reports for funders. • Co-ordination of meetings and events • Identifying and establishing useful partnerships

7. Decision Making

This role requires a high level of decision making such as:


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• Deciding which funding opportunities best fit the organisation/project to give greatest chance of success whilst considering the best use of resources.

• Advising project managers of the relevant funding options available for specific projects.

• Devising processes for the fundraising team that fit with Charity Commission and Institute of Fundraising best practice guidelines.

• Advising on responses to queries from supporters/donors regarding fundraising and volunteering.

8. Knowledge, Skills & Experience (Person Specification)

• Educated to degree level, or possess a relevant qualification or have a minimum of two years experience in fundraising

• Experience of fundraising from grants, trusts or statutory funding sources • Experience of researching information on funding and for projects from a

variety of sources • Experience with budget writing • Strong negotiation skills • Knowledge of fundraising best practice and charity law • Devise sub-strategies and deliver elements of the overall fundraising

strategy and linked funding targets • Supervisory skills such as knowledge and experience of recruitment,

coaching and performance management • Able to present information clearly and concisely both in written reports

and in verbal presentations • Strong communication skills with excellent literacy and numeracy • Able to use own initiative, be highly organised and able to self-manage in

order to meet funding deadlines • Able to demonstrate judgement on ‘best fit’ funding solutions for the

organisation/relevant projects • Experience of working with databases at an advanced level • Competent user of Microsoft Office software in particular Outlook, Word,

Excel and Powerpoint • Able to develop and manage effective relationships with internal and

external stakeholders.

2.13 Project Budget See the following pages for a detailed project budget for all development and delivery activities split by cost heading, from July 2010 to February 2015 including grant increase that was notified in June 2012. Budget includes income and expenditure.


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Expenditure Budget - Biodiversity Trainees

HLF costheadings Pre-trainee start (July 2010 - 28 Feb 2011)

Trainee Year 1

( 01 Mar 11 - 29 Feb 12) 2 Trnees

Trainee Year 2 (01

Mar 12 - 28 Feb 13)

2 Trnees

Trainee Year 3

(01 Mar 13 - 28 Feb 14) 4 Trnees

Trainee Year 4

(01 Mar 14 - 28 Feb 15) 4 Trnees

Project Total without VAT

VAT @ 17.5%

Project Total with VAT (to

date)

HLF Contribution

(inc VAT)

Non Cash Contributi

on

Costs of developing training plan

Development staff costs - Chester Zoo (A3) Chester Zoo - Biodiversity Officer £1,500.00 £1,500.00 £0.00 £1,500.00

Chester Zoo - Personnel & Development £1,500.00 £1,500.00 £0.00 £1,500.00

CWT - Conservation department £2,000.00 £2,000.00 £0.00 £2,000.00

£5,000.00 £5,000.00 £0.00 £5,000.00 £4,500.00 £500.00

Delivery Costs

Managing the Project (B1)

Project Manager (NEZS Biodiversity Officer - Sarah Bird - 1 day per week with 0.5 days between training plan being agreed and first traines starting i.e. between Nov 10 - Feb 11) £0.00 £6,217.00 £8,281.68 £9,729.50 £9,729.50 £33,957.00 £0.00 £33,957.00

£19,156.00 £14,801.00

Staff Costs (B3)

Delivery staff costs; CWT Biodiversity manager (1 day per week at £110 per day) £6,240.00 £7,245.00 £8,172.00 £7,902.00 £29,559.00 £792.00 £30,351.00

£20,561.00 £9,790.00

Manager - rECOrd (6 days at £115 per day) £690.00 £1,394.00 £3,018.00 £3,032.00 £8,134.00 £0.00 £8,134.00 £3,123.00 £5,011.00

Training for Project Staff (B4)

ACAS Supervisory training + AQA Assessor training (x 2 @ £165 in VAT each) £558.00 £0.00 £0.00 £0.00 £558.00 £98.00 £656.00Project management training £1,950.00 £0.00 £0.00 £1,950.00 £234.00 £2,184.00

Travel for Staff (B5) Chester Zoo Biodiversity Officer £447.00 £447.00 £447.00 £448.00 £1,789.00 £0.00 £1,789.00CWT Biodiversity Manager & Record Manager £447.00 £447.00 £447.00 £447.00 £1,788.00 £71.00 £1,859.00

Recruitment of Trainees (B7)

Countryside Job Service & Jobcentre Plus. CRB checks (£46 each) £384.00 £384.00 £384.00 £384.00 £1,536.00 £252.00 £1,788.00 £1,788.00

Trainee Payments (B8)Paying Trainees £12k per year (plus % increments each year thereafter) £24,000.00 £24,480.00 £49,940.00 £50,938.00 £149,358.00 £0.00 £149,358.00

Employers National Insurance @ 12.8% £3,072.00 £3,133.44 £6,642.11 £6,775.03 £19,622.58 £0.00 £19,622.58

Travel for Trainees (B9) 2600 miles per year @ 0.35p per trainee £920.00 £1,856.40 £3,788.00 £3,863.00 £10,427.40 £0.00 £10,427.40 £10,427.00

Expenses for Trainees (B10) Uniforms - £133 per trainee £266.00 £271.00 £576.00 £587.00 £1,700.00 £3,787.00

PPE such as waders and gloves 350 £356.00 £722.00 £736.00 £2,164.00 £2,164.00Courses such as chainsaw license, FSC, etc. 3210 £2,356.00 £4,806.00 £4,900.00 £15,272.00 £15,272.00Training Course offered by rECOrd - 6 days per year @ £115 per year 690 £703.00 £717.00 £732.00 £2,842.00 £2,842.00

Equipment and Materials (B11) Laptop/phone/desk/chair - one off cost £2,200.00 £2,200.00 £0.00 £0.00 £4,400.00 £1,103.00

1 x GPS data logger, pond net, digital camera 800 £1,000.00 £0.00 £0.00 £1,800.00 £0.00Reference set of books - one set for all trainees 100 £200.00 £0.00 £0.00 £300.00 £0.00

Promotion and Publicity (B12) Adverts (Grebe etc) £500.00 £510.00 £250.00 £780.00 £2,040.00 £458.00 £2,498.00 £2,498.00

Total Delivery Cost: £0.00 £51,091.00 £57,214.52 £89,638.61 £91,253.53 £289,196.98 £5,095.00 £294,291.98 £264,690.00 £29,602.00

TOTAL PROJECT COST: £5,000.00 £51,091.00 £57,214.52 £89,638.61 £91,253.53 £294,196.98 £5,095.00 £299,291.98 £269,190.00 £30,102.00

£500.00

£7,603.00

£24,065.00

£4,500.00

£168,981.00

£7,603.00

£3,648.00

£2,087.00

Total Cost of Delivering Training Plan:

£2,840.00

Income


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contributor description contribution -

cash HLF Quote/

Total difference

HLF (up to £269,100; 90% of total project cost of £299,287) To cover costs of developing training plan £4,500

To cover trainee & part of project delivery £264,600

Total cash contribution: £269,100

non-cash contributions (C2, also described as B15 and A6)

contribution - non cash

Chester Zoo (in kind) To cover costs of developing training plan £500To cover part of project management/delivery £14,801

Cheshire Wildlife Trust (in kind)

To cover part of project management/delivery £9,790

RECORD (in kind)To cover part of project management/delivery £5,011

Total non-cash contribution: £30,102

Total income: £299,202 £299,202 £0

Income Budget - Biodiversity Trainees

£30,102

£269,100 £0

£0


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2.14 Risk Assessment Building on the risk assessment submitted in the original application to HLF, partners have considers all things that might go wrong and the best way to deal with such risks should they arise.

Risk Likeliness of Event

How serious

would the effect be

Consequence Action you will take to help prevent the risk

Who is responsible for dealing

with the risk Retention of recruited trainees

Low

Medium

Dependant upon when the trainees left. We could potentially recruit another trainee for a shorter period.

Some accreditations take substantially longer than others. To account for trainee placements lasting just one year and the potential risk of trainees leaving during that year, a series of accreditations will be obtained throughout the programme duration. In this way, should there be unforeseen circumstances resulting in a trainee having to leave, they will have had the opportunity to gain some qualifications and experience whilst in the placement. In addition, this would allow a new trainee to join part way though the placement and still have opportunities to gain qualifications and experience in accordance with the remainder of the programme. Indeed, if trainees left for a job in the heritage sector then we would probably welcome it as it would mean the training has helped career development in the sector.

NEZS – Biodiversity Officer

Restricted access to the countryside due to disease such as Foot and Mouth Disease

Low

Medium

This would make habitat management/ surveying skills much more difficult to develop, depending on the spread of disease. We would need to adjust our training plan accordingly.

Prevention of this risk is not within our control, however we can monitor situations and adjust our plans accordingly and in a timely fashion should this risk become a reality.


External training providers don’t deliver their

Low

Medium

Would depend on which provider, but training plan would have to be adjusted and may

Partners have positive experiences working with the known selected training providers in the past. The selected



January 2013 of 72

elements of the project

limit opportunities for trainees.

training providers maintain reputable standing within the local area due to the quality of their accredited training course(s).

Loss or shift of key staff involved in delivering the project

Medium

Medium

This is dependant on which member of staff. The biggest risk would be if the Chester Zoo Biodiversity Officer was to leave the organisation; this would mean that no one would be coordinating the project or managing the trainees.

As a measure of good practice, we have developed and detailed partner roles in accordance with job titles, rather than individual’s names. This is to ensure that if staff come and go, their role in the project is detailed according to their job title and therefore the responsibilities of that title will continue to be filled as their successor(s) is/are appointed, which could be accounted for during the recruitment and hiring process. Additionally, we are building flexibility into the training plan so that trainees can be gaining experiences in other departments while replacements are being recruited.

NEZS as a whole (Development Department would co-ordinate in the interim)

Chosen accreditation (AQAs) are no longer available

Medium

Low

Alternative accreditation routes will be researched, or an alternative means of gaining skills or experience will be employed but may not be an accredited route.

On going monitoring of accreditation options.

NEZS Assistant Development Manager

Funds are misused or not spent in accordance with Lottery conditions

Low

High

Contract would breach conditions and could risk projects continuation

Clear budgets outline approved spend for NEZS and partners. NEZS Development Dept will monitor budgets as part of the reporting process.

NEZS as a whole

Complaints

Low

Medium

Dissatisfied Trainees

Mentors, ongoing monitoring and appraisal procedures outlined should handle issues before they become serious.

NEZS, CWT, Record and mentor

External training providers don’t deliver their

Low Medium This would depend on the provider as some are more specialised than

We have only selected training providers that the team has positive experiences with. The providers maintain reputable standing locally and regionally

NEZS, CWT and Record.


January 2013 of 72

elements of the project

others. Where there are no alternative providers, the consequences would be more serious.

due to the quality of their courses. If the worst-case scenario were to happen and no alternative training providers were available, we would have to look further afield (thus incurring additional travel costs) or the trainees would have to focus on other skills within their ILP instead.

Unable to recruit trainees

Low High If we were unable to recruit trainees, especially in years 3 and 4 where we are committed to taking on additional trainees due to the grant increase, this would be disastrous for the project. This would certainly affect project timescales whilst we re-advertised.

The adverts have been strategically placed and with hundreds of applications received for each recruitment round, this risk is highly unlikely.

NEZS as the recruiting organisation.


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Section 3: Appendices

Appendix 3.1 – Individual Learning Plan (ILP) Template

BIODIVERSITY TRAINEE: INDIVIDUAL LEARNING PLAN

Trainee Name:

Training Providers: Chester Zoo, Cheshire Wildlife Trust, RECORD

Placement Duration: 1 year

Ref Skill Area Where are you now?

Where would you like to be?

How can you get there? (eg. training course / work shadowing etc)

Priority H/M/L

Which placement block?

Date Achieved

A1

A2

A3

A4

A5

A6


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A7

A8

A9

A10

A11

A12

Specific Training Identified

Training Course Provider Type of Accreditation Date

(Add more rows if required)

Additional Comments:

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Appendix 3.2 – 3600 Appraisal Form

BIODIVERSITY TRAINEES 3600 APPRAISAL

This review should be completed at the end of each training block. Trainee Name

Placement #

Duration (dd/mm/yy)

to

Placement Organisation

Cheshire Wildlife Trust / Chester Zoo / RECORD

Placement Mentor

Sarah Bennett / Sarah Bird / Eric Fletcher

Brief summary of work undertaken during placement: Activity Supervisor(s) Section 1: Progress toward gaining skills identified in the ILP Skill Ref

Activity During This Placement Outcome Further Action


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Section 2:Trainee’s assessment of placement Was it clear what was expected of you? Did the activities undertaken help in acquiring the skills identified in your ILP? Were you adequately supported during the placement? What went well? What could have been improved? Were the aims you identified in your ILP for this placement met? What areas would you still like to develop further?

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Section 3: Supervisor’s assessment of placement This part of review process involves seeking feedback from the staff members you have worked with. This is a summary of comments from 5 or 6 people grouped together. The first two questions relate to the project itself and the next three to your own personal performance. Were expectations made clear by SFTF project staff? Were you clear about the project itself and what the trainees were here to achieve? Action for next block / year: Was adequate support provided to you so that you could in turn support the trainees? Action for next block / year: Did the trainee meet accepted standards of behaviour in terms of interaction with co-workers, health and safety regulations, workplace procedure, punctuality? What aspects of the trainee’s performance were particularly good? Are there areas for further development? Targets for next block

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Section 4: Specific training courses undertaken during this placement Training Provider Date Qualification How useful did you find these training courses and would you recommend them to trainees in future years? Feedback from training provider (where applicable) Did the trainee attend all sessions? Did he/she engage with trainers and other participants? Did the trainee successfully complete the course? Section 5: Mentor’s comments Things that went well: Areas for development: Summary and Additional Comments: Signatures Trainee: Date: Supervisor: Date: Mentor: Date:


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Appendix 3.3 – Time Sheet for Tracking Partner Staff Time

TIME SHEET - ID No._________ Purpose: As a matter of good practice, for use by partner organisations to track time associated with development and delivery of below listed project. This Time Sheet must be submitted along with an Invoice and if more than one invoice is submitted at a time, partners must also submit the Invoice Tracking Cover Sheet for prompt payments to be made.

Organisation (circle): CWT, rECOrd, ______Project Title: Biodiversity Trainees HLF Reference: SF-09-06965 NEZS Project Code: F792

Date

Name and/or Job Title

Task carried out

Hours*

Comment

Cost (to be completed by NEZS only)

Total Hours: Total Cost: (for NEZS use only)

Signed:________________________________Position:____________________________ Date (also use as Invoice Date)____/____/____ *Heritage Lottery Fund defines a full day as 7 hours; therefore half day is 3.5 hour


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Appendix 3.4 – Trainee Contract of Employment

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Appendix 3.5 – Job Application Form and Equal Opportunities Monitoring Form

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Appendix 3.6 – 12 Month Training Programme

Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar

BT: 1&2

EAST

ER

RECORD CWT

BIAZ

A BI

OBL

ITZ CWT

Discovery and

Learning CWT ZOO: Botanics / Research /

Fundraising CWT

Writ

e up

wee

k - w

ork

at h

ome?

Win

d up

/ove

rlap

wee

k

BT: 3&4 CWT RECO

RD RECOR

D CWT Discover

y and Learning

Botanics / Research / Fundraising

CWT ZOO

Start date: March Induction: 2 weeks

Likely to be id courses in this period

Chain saw and tractor driving possible here

Option for one trainee to spend at RECORD if appropropriate project

available?

Interview techniques and application form

training here

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Appendix 3.7 – Mentor Informal 'Contract' for Trainees

MENTOR CONTRACT MY ROLE AS A MENTOR IS TO OFFER YOU…

• Support

• Guidance

• Encouragement

• Trust

I’LL HELP YOU TO…

• Identify your strengths and areas for potential development.

• Create new learning opportunities.

• Develop your communication skills, e.g. listening, questioning and discussing.

• Think reflectively and critically (with particular reference to your learning logs).

• Think about future employment options.

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I’LL ENDEAVOUR TO ANSWER YOUR QUERIES… OR AT LEAST POINT YOU IN THE RIGHT DIRECTION. I CAN GUARANTEE COMPLETE CONFIDENTIALITY ON REQUEST SHOULD YOU, FOR EXAMPLE, WANT TO SHARE THOUGHTS AND IDEAS, HAVE INSECURITIES, FEARS OR NEED GUIDANCE ON PERSONAL MATTERS.

HOW DOES MENTORING BENEFIT ME…YOUR MENTOR?

• I make new friendships!

• I get a great sense of achievement from playing a part, however small, in your development.

• You help me in developing my own skills.

• I get to share some of my experience and knowledge with you and in return get to share some of your experience and

knowledge.

SO… IN A NUTSHELL… You can email me anytime and I will endeavour to get back to you within 24 hours. .. 24 minutes if possible! I’ll let you know if

I’m incommunicado for any significant length of time.

My mobile no. is 07923 458189

My email is [email protected]

mailto:[email protected]

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DEAL WITH ISSUES AT THE OUTSET…

MAKE USE OF ME… THAT’S WHAT I’M HERE FOR…

IT’S ALL ABOUT…

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LOG YOUR LEARNING

• Your log book should be accessible to your mentor (that’s me) online.

• You should reflect on both your new skills and your experience.

• Your log is designed to be flexible, allowing for additional comments and the potential inclusion of related resources,

photos or other materials.

• Remember… you have a presentation to produce at the end of your placement… here is my first significant piece of

advise… make your life easier… take time to reflect and get your thoughts down on paper… whilst they’re fresh!

• Remember… at the end of you placement your log books may be used by partners, future trainees, for display, review,

comparison and future job interviews.

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