Self-assessment

Identify own knowledge and competence gaps and learning needs

An in-company tutor should be able to identify potential gaps in his/her competences that may affect his/her ability to teach the apprentice. A useful tool for the in’-company tutor’s self-assessment is the 4Export tool that allows to identify the competences that the in-company tutors need to develop efficient training material.

After completing the self-assessment, the tutor should understand the reasons behind the gap that will facilitate the search for a way to fill the gap. For example, the tutor may lack in knowledge of innovative teaching and training methodologies or the ability to deal with apprentices with special needs.

In order to ensure the tutor’s effective performance, key performance indicators should be identified, taking into consideration the established objectives and the desired outputs and outcomes of the apprenticeship.

For an in-company tutor to evaluate his/her own performance, it is necessary that s/he considers the following indicators:

• Student satisfaction rate
• Company satisfaction rate
• Attendance rate
• Increase in the number of the company’s internationalization activities
• Increased motivation and self-esteem among apprentices
• Improved performance of apprentices in evaluation tests
• Number of apprentices who improved their grades since entering the program
• Number of apprentices whose managers and colleagues reported improved attitudes and motivation since entering the program
• Number of apprentices who showed improved self-esteem
• Number of apprentices who complete the apprenticeship programme

The in-company tutor can assess his/her performance through self-reflection, observation and by collecting data from external sources (e.g. apprentices and company managers).

Below you can find two questionnaires that you can submit to the apprentice and company’s representatives to assess their overall satisfaction with the apprenticeship programme and the in-company tutor’s performance.

Questionnaire for apprentices

Please indicate for each statement if you strongly disagree (1), disagree (2), are unable to judge (3), agree (4), strongly agree (5)

	1	2	3	4		5
The tutor was able to understand my needs and competence gaps and tailor the training on these gaps	☐	☐	☐		☐	☐
The trainer assists me in applying what I studied in theory	☐	☐	☐		☐	☐
The methodologies and content were appropriate to my needs	☐	☐	☐		☐	☐
The tutor created an environment where I felt confident to express my opinion.	☐	☐	☐		☐	☐
I felt accepted and respected	☐	☐	☐		☐	☐
The tutor provided regular feedback that helped me improving and achieving the training objectives	☐	☐	☐		☐	☐
The tutor conducted regular meetings and evaluations	☐	☐	☐		☐	☐
In case of poor evaluation outcomes, the tutor was available to provide guidance and adjust the training content and methodologies to my needs	☐	☐	☐		☐	☐
The tutor was always available to listen and provide feedback and support in case of problems	☐	☐	☐		☐	☐
The tutor contributed to find solutions to problems and ensure the smooth implementation of the apprenticeship	☐	☐	☐		☐	☐
I felt motivated and supported by the in-company tutor	☐	☐	☐		☐	☐
Rate your overall satisfaction with the apprenticeship programme on a scale from 1 (very dissatisfied) to 5 (highly satisfied)
Give the tutor tips for improvement (formulate shortly)

 

 

 

Questionnaire for company representatives

Please indicate for each statement if you strongly disagree (1), disagree (2), are unable to judge (3), agree (4), strongly agree (5)

	1	2	3	4		5
I am satisfied with the way the apprenticeship programme has been designed and implemented	☐	☐	☐		☐	☐
The apprenticeship contributed to train staff that will support the increased company’s internationalization and productivity	☐	☐	☐		☐	☐
The methodologies and content of the apprenticeship were appropriate to the company’s needs	☐	☐	☐		☐	☐
The tutor ensured effective communication and collaboration among employees and apprentices	☐	☐	☐		☐	☐
The tutor monitored apprentices constantly and ensured the effectiveness and success of the apprenticeship programme	☐	☐	☐		☐	☐
The tutor conducted regular meetings and evaluations of apprentices	☐	☐	☐		☐	☐
In case of poor evaluation outcomes, the tutor was available to provide guidance and adjust the training content and methodologies to apprentices’ needs	☐	☐	☐		☐	☐
The tutor was always available to listen and provide feedback and support in case of problems	☐	☐	☐		☐	☐
The tutor contributed to find solutions to problems and ensure the smooth implementation of the apprenticeship	☐	☐	☐		☐	☐
Since the beginning of the apprenticeship programme apprentices’ self-esteem and motivation has increased	☐	☐	☐		☐	☐
Since the beginning of the apprenticeship programme apprentices’ performance has improved
Rate your overall satisfaction with the apprenticeship programme on a scale from 1 (very dissatisfied) to 5 (highly satisfied)
Give the tutor tips for improvement (formulate shortly)

Scenario exercise

Scenario: you are acting as in-company tutor of an apprentice who is working in a factory producing shoes. You are trying to assess your performance as in-company tutor. Explain the steps that you take to do it and the indicators you are going to evaluate

Based on the results of the questionnaires submitted you found out that:

• the apprentices’ satisfaction rate with the apprenticeship programme amounts to 3 on average
• the company’s satisfaction rate with the apprenticeship programme amounts to 2 on average
• most apprentices believe that the content of the training is not appropriate to their needs
• most apprentices believe that training methodologies are not appropriate to their needs
• 2/4 apprentices have not improved their grades since entering the programme

Discuss in groups the following questions:

• How do you think you can help increase the apprentices and company’s satisfaction rate?
• How can you make sure that the content of the training is appropriate to the apprentices’ needs?
• How can you make sure that the methodologies of the training are appropriate to the apprentices’ needs?
• Which are the training gaps that you need to fill in order to increase the apprentices and company’s satisfaction rate?

Discussion topic

Discuss about the answers provided by each group and analyse similarities and differences. Then consider the tools provided for the in-company tutor’s self-assessment and discuss whether they are suitable and enough for a thorough assessment of their performance

 

 

 

Identify relevant training options for improving skills and competences

There are various training options for in-company tutors: informal learning activities directly embedded in or closely linked to their professional work – namely learning from colleagues, learning from supervisors or senior professionals, learning by doing on the basis of one’s own professional tasks, and self-directed learning – and relatively formal or organised activities such as training courses, workshops, guided on-the-job learning, and formal education or studying for a formal qualification. In-company trainers, according to research, tend to engage more in informal learning activities.

Various training courses and programmes for in-company tutors are available across partner countries and offer actual and potential in-company tutors the possibility to develop their skills and also provide recognised certifications.

In Ireland, the Irish Institute of Training and Development (IITD) organizes courses in co-operation with several Institutes of Technology. Since 2006, the IITD, in association with the National College of Ireland, has offered a part-time three-year BA Degree in Training and Development, aimed at human resource experts working in small, medium and large enterprises. The degree aims at training experts in fields such as training design and delivery.

Check their website and learn about available training opportunities.

Training courses in Poland mainly focus on human resources management. These courses allow future in-company trainers to develop relevant communication and pedagogical competences. Participation in such courses usually involves the acquisition of a certificate confirming the acquired knowledge.

In Italy, the Italian Association of Trainers (AIF) offers specific courses, certified by MIUR (Ministry of Education, University and Research), aimed at training new professional trainers. The main themes of the AIF trainers training course are:

• dialogue: the ability to dialogue with customers, on non-linear themes, to intercept the weak signals of personal and organizational improvement
• design: basic skills necessary to process the data and basic requirements detected during the analysis phase and transform them into a training course capable of supporting the organization in its improvement process
• provision: ability to sequentially assemble teaching methodologies and classroom management tools which are consistent with the objective of continuous improvement agreed with the client
• customer satisfaction: capacity to transform the training evaluation process into data collection, processing, and analysis system in order to produce useful information to increase individual and widespread well-being (AIF).

In addition to the courses provided by the AIF, there are several training opportunities offered by VET institutions, with the award of a recognised certification.

As far as Spain is concerned, there are no development and training options for in-company tutors. Moreover, in order to become an in-company tutor there are no specific requirements, except for the “hard skills” and expertise in the company’s field of activity. In some regions, there have been initiatives to help in-company trainers understand their role in apprenticeship, such as the “Manual for in-company tutors in apprenticeship” made in Catalonia and available online at this link, which focus on the concept and aims of apprenticeship, and the in-company tutor’s main skills and responsibilities. Other examples include the “Tutor Training Program” from Andalusia, available at this link, or the training programme available in Castilla-la-Mancha.

Other relevant opportunities

In-company tutors can choose from a huge variety of online courses available on e-learning platforms to improve their professional and generic competences, including active listening, communication and problem-solving skills.

Specific courses have been designed for in-company tutors within the framework of EU-funded projects and offer actual and potential in-company trainers a comprehensive set of tools for managing and delivering successful and high-quality performances through WBL activities.

An example of educational path specifically designed for in-company tutors is the WBL GUARANTEE – Public-Private Alliance to GUARANTEE quality of Work Based Learning, no. 2017-1-IT01-KA202-006161. The project developed a MOOC for in-company tutors providing information and practical tools to:

– develop new pedagogical skills, to ensure a more fruitful relationship between tutor and user, based on the use of mentoring techniques and on an increase in the ability to enhance training skills and competences;

– strengthen the ability to identify training needs and design training pathways that are tailored on the specific needs of the apprentices and allow the development of non-formal and informal skills on-the-job that can be validated and recognized for the purpose of certification;

– support the creation of a more solid relationship with the tutor in the training body, in charge of planning and monitoring the learning acquired by the WBL user.

The WBL Guarantee MOOC can be followed in just three hours and will consist of a series of lessons relating to the following topics:

• The role of the mentor within the company and its relationship with the mentee
• Responsibilities of the company tutor
• The toolbox of the company tutor
• How to plan, manage and evaluate a training course

To access the MOOC, follow the link https://wbl.erasmus.site/mooc/login/index.php and create an account; you will then be able to access the course.

The INCLUVET in-company Mentors Vademecum is a very practical tool for in-company tutors dealing with learners with learning disabilities during WBL experiences, both at NA and EU level. The Vademecum effectively supports mentors during the overall WBL process. It also provides examples of resource materials available to the target group for the good WBL governance in the work place context.

The Vademecum is organised in the following 6 thematic areas:

1) Selection and proper matching procedures of the learner with the workplace;

2) Occupational health and safety requirements for the learner in the workplace;

3) Preparation of the learner before the starting of the WBL path in cooperation with the school teacher/trainer;

4) Design of the student’s Personal Learning Plan;

5) Debriefing tools and procedures to be used with learners during WBL to help them to reflect on what they have learned;

6) Ongoing and final evaluation of the learner.

The Vademecum is available on the INCLUVET website https://www.incluvet.eu/intellectual-outputs.html in English, German, French, Italian, Spanish and Polish.

Scenario exercise

You are an in-company trainer and would like to develop your knowledge and skills to increase the effectiveness of your apprenticeship programmes. In particular, you would like to strengthen your ability to deliver an effective training programme that meets the needs of the apprentices and those of the company, including the internationalization need.

What would you do?

Do some research and fill in the table with the most relevant training options available in your country and then choose the one you believe is most appropriate to your needs.

Physical training options
Online training options

Discussion topic

Discuss the quality of the training options available. Do you think they meet your needs? Do you have suggestions for potential training courses that will allow in-company trainers to develop their competences?

Search and learn new learning methodologies and tools

The kind of methodologies and tools that an actual or potential in-company tutor will select to develop their knowledge and skills will depend on their training needs.

According to a CEDEFOP survey there are no mandatory qualifications requirements to become an in-company trainer. The survey results pointed to the fact that, most often, employees are entrusted with training tasks or responsibilities based on their substantial experience in the field in which they train, and are less likely to have training-related certificates. Therefore, any employee working within a company can potentially take over this task with the authorization of his/her manager.

Learning methodologies for in-company tutors

Scenario exercise

Identify for each statement the most suitable learning tool/methodology that you would choose to develop specific skills as an in-company tutor. Do some research online and identify the most relevant training paths and tools offered in your country. You can also take into consideration the tools mentioned in the previous unit.

You would like to strengthen your ability to design and deliver training
You would like to increase your communication skills and improve your interaction with apprentices
You would like to strengthen your pedagogical skills
You would like to learn about effective training methodologies
You would like to undertake a formal training path and access a formal qualification as Trainer
You would like to learn about apprenticeship schemes and in-company tutors’ responsibilities within apprenticeship programmes
You would like to strengthen your ability to deal with apprentices with special needs

Discussion topic

Discuss about the results of the exercise and identify the most effective and suitable learning methodologies and tools for in-company tutors at national and EU level.