Department for Innovation, Universities and Skills
Work-based Learning
How effective are teaching, training and learning?

EXAMPLE OF GUIDANCE NOTES FOR STAFF ON CONDUCTING REVIEWS

Ensure the review takes place in a suitable setting: somewhere comfortable, quiet and private. Reviews should be three-way, involving the learner, the workplace supervisor and the reviewer.

The Review: key areas to be explored

What progress has been made since the last review?

  • Have the targets set on ILP or at the last review been met?
  • Have actions agreed at the last review been carried out?
  • How has the job been going?
  • What new skills and knowledge have been gained at work?
  • How has off-the-job training been going?
  • What has been learned?
  • How has assessment been going?
  • Has it uncovered any learning needs?
  • What has been achieved since the last review?
An apprentice practising her skills

Stocktaking and stock ordering provide an ideal opportunity for this apprentice to practise her skills in calculating and manipulating whole numbers. The licensee checks her work and provides feedback.

What should happen next?

  • Are there areas where the learner needs to improve?
  • What skills and knowledge will be learned next?
  • How will this happen?
  • What needs to happen next in relation to assessment?
  • What will the provider and/or the employer do to ensure suitable learning and assessment opportunities are provided?
  • What targets should be set?
  • What actions are agreed?

Any barriers to progress?

  • Does the learner have any concerns about their programme?
  • Has the learner had any accidents or injuries?
  • Has the learner experienced any bullying or harassment?
  • Has the learner suffered any discrimination?
  • Has anything else been hindering progress?
  • What will the employer and/or provider do in order to remove barriers?

If the learner has a potential grievance or complaint, you should discuss this with xxx.

EXAMPLE OF TIPS AND TECHNIQUES FOR REVIEWERS

  • Do involve the workplace supervisor fully in the process.
  • Don’t rush reviews – they are a vital part of the training process.
  • Don’t talk NVQ-speak. It alienates the workplace supervisor and hinders their full participation. Talk about real work activities, rather than ‘4.3’, ‘2.1’ etc.
  • Don’t spend the whole time looking at the review documentation and writing things down.
  • Do use active listening. Ask open questions, listen carefully, use subsidiary questions to probe and summarise what you think the learner is saying. Then, at an appropriate point, stop and make notes on the review form.
  • Do encourage learners to draw their own conclusions about their progress and their needs, and to suggest targets and future actions. This enables them to develop key skills in improving their own learning.
  • Do make sure targets are SMART (specific, measurable, agreed, realistic, and timebound).
  • Do take action immediately if the learner has encountered problems.
  • Do update the ILP as a result of the review.

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