2B: What is 'success' in teaching, training and learning?

On one jobsearch programme, the induction gives customers detailed information on what they can expect to achieve. Customers’ expectations are established at induction through a group activity, and information about the training provider is supplied in an accessible customer information pack.

On another jobsearch programme, customers are asked to complete a ‘Realistic Job Opportunity Form’. This is used throughout the programme to support the customer in making realistic job applications and to ensure that all tutors have a full understanding of that customer’s aspirations.

Training at one provider is comprehensive and is linked closely to customers’ specific needs. For example, a group of customers on an ESOL and Work Skills course will:

• learn the vocabulary and structures required to talk about likes, dislikes, strengths and weaknesses, their own job and training experience and essential details of job specifications
• acquire recognised certificates of achievement (for example Welcome Host, Welcome Line, first aid or a college certificate)
• gain valuable experience and confidence in dealing with work-related situations through simulation exercises, some of which will be video-recorded.

The customers will also work towards the following standards set out in the national curriculum at Entry Level 3:

• Speaking: Take part in more formal interaction (Sd/1b)
• Speaking: Give facts and personal information (Sc/4a and 4b)
• Listening: Listen for and understand relevant and new information in face-to-face situations or on the phone (Lr/3b)
• Reading: Recognise the different purposes of texts (Rt/2a)
• Reading: Identify the main points and ideas
• Writing: Plan and draft writing a curriculum vitae (Wt/1a)
• Writing: Complete forms with some complex features (Wt/5a).

With one provider, ground rules are negotiated and customers improve their interpersonal, teamworking and communication skills as well as timekeeping and organisational skills. Tutors use a variety of techniques, including demonstration, analysis of case studies, games and discussions. These are conducted for independent study and as pairwork and groupwork in the classroom to maintain interest and stimulate learning. Customers develop personally and speak positively about the contribution the programme has made to their employability.

On another programme, customers follow a structured programme in the mornings and a modular programme in the afternoon. The structured programme could focus on developing ICT or customer service skills. The modular programme includes workshops on communication skills, team work, application forms, interview techniques and how to be assertive or how to be an active listener.

Ranjini is the New Deal ESOL Curriculum Coordinator at a provider offering ESOL courses for Jobcentre Plus customers.

Ranjini says, ‘We always consult our customers about the kind of topics they want, and what would be helpful for them in achieving their goal of getting a job in the future. We have group discussions in the class that are followed by a class feedback. One member of each group records the ideas so we have a record of what they’d like to do. The tutors then look at that and use that to plan their schemes of work.

‘As a result of the last consultation that Carlos, our full-time New Deal tutor did, the customers said that they wanted to go to the V&A Museum. I contacted the museum’s education department and they told me they had an ESOL tutor to take the customers round. They also sent us pre-visit worksheets. We have planned a week-long programme around the visit.

‘We’ve also set up a jobsearch class, especially for the New Deal customers. Here they work on formal letters, reading job adverts, and they also get a session in the learning centre on how to use the Internet to look for suitable vacancies.

‘We’ve found that customers really enjoy different language games and these can cater to the different learning styles.

‘Using a video is also really useful for our customers. For example, we record debates on TV and then use them to analyse body language and the impact this has on people – then relate it to interview skills.’

One provider runs a briefing session for customers on what is on offer. Information is given on the proposed content of the programme, what customers can expect to achieve by attending and how the programme is taught (small groups, one-to-one and so on). This is followed by an individual interview with each prospective customer to establish previous work and educational experience, any support needs and personal ambitions. The result is a detailed assessment of skills, both those relating to work and those for literacy, numeracy and ESOL.

At one provider the initial assessment is carried out within a day of the welcome session. The process is customer-led and objective. A range of diagnostic tools is used, and each stage is led by the individual customer’s choice. The initial assessment includes an assessment of literacy, numeracy and language, and a discussion and evaluation of existing transferable skills. Options for employment or career changes are discussed, and appropriate training

 

A provider working with unemployed customers uses checklists and tracking sheets to record each customer’s activities and progress. For example, for a planned jobsearch, the system checks that the customer has taken part and has completed the full range of activities on offer. For literacy learning, it records the specific tasks the customer has successfully completed.

Customers are also offered unit accreditation for basic skills. The Move On approach is used to prepare them for the national tests. They can work towards certificates in first aid, health and safety and food hygiene, for example. The provider is developing a course to help customers access work in the health and social care sectors, since many customers have either informal experience of caring or have formal experience in another country.

‘My name is Mamta Rani. I am 21 years old. I come from the Punjab three years ago. Before am not speaking English very well, now I just speak little bit better.

‘I can now speak about my needs. I can now sort out my problems. I live in hostel and now they have given me temporary accommodation.

‘I learned lots of things. When I improve my English I would like to get job as hospital receptionist. I try to improve my English soon.’

‘I am Hysni Meta. I am 19. I come from Kosovo. When I came I didn’t speak nothing, I didn’t write nothing. Now I speak and write not very good.

‘It is difficult. Spelling is difficult. I want to get job. I now understand what other people say. I do boxing. I want to learn write and read. I think I try to write good. I would like to be a sport instructor.’

The tutors and guidance workers at one organisation have specialist knowledge and experience of working with people in particular groups. For example, specialisms include experience of working with people recovering from mental illness and of working with young parents. Other tutors have expertise in specific industries. All the tutors are working towards the new FENTO qualifications at Level 4.

Customers are shown how to use specialist websites for jobsearch activities. They have access to local and national newspapers, vacancy bulletins, trade journals, telephones, fax, e-mail, sample application forms, model CVs and so on. Specialist equipment is available for visually impaired customers. customers can also ask qualified IAG staff for help. The organisation arranges regular visits to employers. In another organisation, where staff do not have this specialist expertise, they have a database of organisations to which customers can be referred for help. Staff often also attend local network meetings.

Following an unsatisfactory inspection, one organisation increased the number of tutors working with customers on jobsearch activities from one to three. This means that customers now receive more individual attention and support in contacting employers about possible vacancies. Other decisions were made on how best to use the resources: one training room was specifically designated for motivational activities. This allows customers to move freely between the jobsearch area and the other support and training areas. The organisation also joined the local IAG network. This gives customers better access to independent information, advice and guidance on local career opportunities.

In one jobsearch suite, every customer has their own work station, Internet access and e-mail address. The provider has made sure there are staff on hand to offer technical support, advice and guidance for their particular needs. For example, one tutor was helping a customer research jobs in the specialist area of welding. The provider ensures that national daily and local weekly newspapers and trade magazines are available. Tutors also order specialist papers and magazines to meet individual requirements. In some cases this may include newspapers in the customers’ own language. The jobsearch suite is an attractive environment, with job advertisements and advice on display. All tutors are friendly and provide advice and support while controlling the correct use of the IT equipment.

A curriculum development officer at one provider says, ‘In the classroom, we’ve been using the DfES Skills for Life learning materials. The section on jobs is particularly useful because we can do role-plays of interviews customers can practise telephone conversations, work on formal letters and think about CV writing.’

One provider involves local Jobcentre Plus advisers in the training delivery. They help customers in jobsearch, but they also gain a better understanding of the training programme overall. Another provider who does initial assessments invites Jobcentre Plus advisers to visit these sessions. These closer collaborations result in increased referrals and a better understanding of the training programmes on the part of the Jobcentre Plus adviser.