John Braithwaite, Registrar, School of Health, Community and Education

StudiesPaul Kelly, Academic Registrar

Give me CreditWork-Based Learning for Administrators

Images taken from: www.missouristate.edu; www.ibmecsp.edu.br; www.alleducationschools.com

John Braithwaite, Registrar, HCESPaul Kelly, Academic Registrar

Signposts

What’s Work Based Learning – what does it mean?

Case Studies

Competence Framework for Administrators

What skills do you need for your job?

Professional Practice Programme

What learning could be recognised? How could you apply your learning?

It’s an approach to workforce development with a focus on “learning which accredits or extends the workplace skills and abilities of employees” (Universities for the North East, 2007)

It’s about “Learning in and Through Work – supporting personal, professional and organisational development” (HCES Professional Practice Programme)

WBL - What is it?

WBL - What is it?

It’s about recognising experience and competence

It’s a way of incorporating practical knowledge and experience into an academic framework

It focuses on real work activities and allows learners to concentrate on issues and projects at work that are directly applicable to their role

Case Studies

The Linen Supervisor

The Care Worker

The Ward Manager

Case Studies – administration?

Data Quality Enhancement Project

GTP Administrator’s Handbook

Administering the Late Authorisation Process

What’s in a code? JACS’ Story

AUA Competence Framework

Your first task

List key skills/competences you need for your job

Write on tablecloth

Share with others at table.

Offer suggestions to others and add to your own list

Surprised by how many skills you need?

How has the list changed since starting job? Number and level of skills

Professional Practice ProgrammeNegotiated work-based learning in & from

workplace, work provides focus for learning Extend learner’s capability and individual

effectiveness Agent for change for workplace Negotiated flexible and bespoke programmes

of study

PPP Background @ Northumbria

Introduced September 2006 to address Workforce Development priorities across health, social care & education

Offered at FD, U/G & P/G levels.

Utilises Northumbria’s Work-Based Learning Framework

400 enrolled 09/06-09/08

144 awards to date from Certificate to Masters

Programme: Principles & StructureKey Principles:

Programme derives from needs of workplace & learner: work forms curriculum

Learners engage in recognition of current competencies prior to negotiation of programme of study

Assessed against a framework of standards and levels

Structure:Learning Contract – learning needs & programme planning

Managing Own Learning- study skills & underpinning knowledge to manage, reflect & evaluate learning

Academic Recognition of CPD - In-house or external CPD & reflection on how this is/to be applied to practice

Independent Study – workplace enquiry Work-based Project

Subject-specific modulesAP(E)L

 

Programme Pathways

Foundation Degree Route

BA/BSc Hons Named awards e.g.BA(Hons) Health Practice / BA(Hons) HE Administration

Staged Awards (60 credits) e.g.Diploma Social Care Practice / Diploma HE

Administration

MA/MSc Professional Practice (HE Administration)

*

Negotiating the ProgrammeReview past learning & work experience

Analyse: current competence, behaviour, values, interpersonal skills, strengths & weaknesses against appropriate occupational standards (e.g. HE Administrators’ Competence Framework) or organisational/job standards

Identify attitudes to learning (particularly HE study) & ascertain learning styles and needs

Ascertain current position with respect to organisational role; career progression, & aspirations

Develop action plan through Learning Contract

Learning Contract

Negotiated between learner, workplace adviser & university tutor

Programme, pathway & specific context of aims & learning outcomes unique to individual

Module menu agreed dependant upon individual vocational & academic need

Award Title- U/g title based on occupational role, field & focus of study.

*

Learner Support

Aims:

to make learning a positive experience

to guide learners through reflective journey.

to set out clear boundaries on issues of ethics and confidentiality

Who provides support? 

Workplace support by Workplace Advisors -identified by occupational competence and ability to support learners in the workplace.

Academic staff maintaining student contact through face-to-face and online seminars and tutorials.

Career Development at Northumbria

Administrator Career Pathway: apprenticeship programme, talent pool, ‘skills and attributes framework’

Professional Practice Programme for HE Administrators: How would it fit? Opportunity to demonstrate achievement against

recognised professional benchmarks, or against the University competence framework.

Help to fill the ‘skills and attributes’ gaps Could assist in application for career progression

Your last task

On your table: What do you like/dislike about the proposal? Would you use the programme? If not why not, if so:

How? What recent / new learning to be recognised? Link back to answers to the first task on skills needed

for the job Have you an idea for the work-based project, or is

there a burning issue in the Department/School which could from the basis for a project?

Complete the feedback sheet