Tandem Training for WBL Tutors ET 2020 Working

Tandem Training for WBL Tutors ET 2020 Working Group on VET 2016 -2018 Vita Žunda Board member, Baltic Bright WBL tutor trainer, Latvia February 2, 2018

TTT 4 WBL Project Testing New Approaches to Training VET and Workplace Tutors for WBL in Latvia, Estonia, Lithuania Vita Žunda, Baltic Bright, TTT 4 WBL Project

Why Tandem Training Double results: 1) Skills of tutors 2) Cooperation and communication between VET and Ent �S and C can communicate their expectations; �Personal contacts, continuous dialogue between S&C - curriculum, required skills - how to support and guide VET trainee - how to handle problems �Become a team in WBL �Learn from each other, see good cooperation examples �Develop communication and pedagogical skills �Improve schools’ methodological capacity to support workplace tutors Vita Žunda, Baltic Bright, TTT 4 WBL Project

Why Tandem Training Survey of VET schools and host enterprises in 4 countries about quality of apprenticeships and WBL: Schools believe that the quality of WBL or apprenticeships depends on companies. They expect more interested involvement and more ability to provide pedagogical support. Companies believe that schools do not show enough interest about what is going on during WBL, do not provide enough support. www. qualityplacements. eu Vita Žunda, Baltic Bright, TTT 4 WBL Project

Cooperation, Communication in WBL 3 stages: 3 key actors: • VET tutor VET Trainee ENT • VET trainee • Workplace tutor I II WBL Period Vita Žunda, Baltic Bright, TTT 4 WBL Project • Before • During • After

WBL Tutor Training programme Aims: - Knowledge of basic requirements, rules of WBL - Skills of planning, organizing WBL steps - Pedagogical skills - Communication and cooperation skills See Topics in printed programme (handout) Link with the “WBL Tutor Competence Profile” Vita Žunda, Baltic Bright, TTT 4 WBL Project

Program Structure General Before During After • Introduction, about WBL • Planning the process, role of tutor, WBL curricukum • Responsibilities of involved parties • How to perform the tasks: organizational, pedagogical, communication aspects through WBL experience Vita Žunda, Baltic Bright, TTT 4 WBL Project

Shaping a “Baltic Programme”? WBL Tutor training program from Latvia (developed 4 -5 years) – benchmark Tandem of Trainers Baltic Train-the-Trainer workshops: Result: teams of lead trainers in LV, EE, LT Tandem training programs and events in LV, EE, LT – adapted to national contexts Next step: Peer learning. Visiting and watching trainings of neighbours. Summarize best ideas Vita Žunda, Baltic Bright, TTT 4 WBL Project

Methods and tasks: �Group work and pair work, team-building elements �SWOT analysis, case studies �Simulations and role plays �Brainstorming and discussions �Peer learning (sharing experience, observations, etc. ) � Texts, e. g. , some pieces from “Practices and policy pointers” …. EXAMPLES of TASKS Vita Žunda, Baltic Bright, TTT 4 WBL Project

Company’s readiness for WBL After we have brainstormed WBL benefits and agreed on criteria for company’s suitability SWOT analysis of your company’s (partner company’s) readiness for WBL Strong points Weaknesses Company XY Opportunities Threats/risks Vita Žunda, Baltic Bright, TTT 4 WBL Project

Hairdresser Olga, Story in 3 parts; Part 1 May hairdresser is telling me news: we have 4 apprentices at our shop/salon Vita: How are they doing? Hairdresser: Well, quite all right. They have just arrived. But you know – there is this one girl…. She comes in the morning, sits down on the sofa, opens her i-pad, and spends the whole day! Vita: but what does her tutor say? Hairdresser: well, probably she will write something nasty at the end. Vita: … but it will be too late! The time here will be wasted! Vita Žunda, Baltic Bright, TTT 4 WBL Project

Simulation task: Company>School Your company wishes to get involved in WBL. Meet VET school and reach agreement Company: what you need to find out what are your selling points; what is your offer School: what you need to find out what can you offer what are your interests Preparation: 10 minutes; Conversation: 6 -8 minutes Vita Žunda, Baltic Bright, TTT 4 WBL Project

Simulation task: School > Company Calling a company to arrange an WBL place for the student. Role 1: VET representative Role 2: Company representative Role 3: Observer Preparation 10 minutes: VET thinks about how to get company interested will company be good for apprenticeship/learning Company thinks about offer why company wants to take the student, what it can what will be the requirements/demands Both think: what they need to agree on. Vita Žunda, Baltic Bright, TTT 4 WBL Project

Simulation task: Enterprise-VET Trainee Decide on the sector/type of enterprise VET Trainee applies for a job, 1 st meeting at the enterprise What info enterprise will provide, what do they want to find out? What does Trainee wish to find out? Roles: A. Enterprise representative B. Potential Trainee C. Observer (VET School) Preparation – 10 min Meeting – 6 min Vita Žunda, Baltic Bright, TTT 4 WBL Project

3 stages, 3 key actors VET Tutor VET Trainee Before WBL During WBL After WBL Vita Žunda, Baltic Bright, TTT 4 WBL Project Workplace Tutor

Presenting results: 3 actors in 3 stages

Olga, Hairdresser, part 2. After 3 rd week of WBL At my next meeting with my haidresser I enquire about Olga. It turns out that during the 1 st week of apprenticeship Olga’s tutor was not at work, whe was away on a trip. Later everybody learned that Olga is an excellent student at school, has very good marks (scores) She believes that she has practiced enough, and practicing more during WBL is not so important. When she was given a customer, and had to cut his hair, other haidressers felt they should interfere and help. Here, at the hairdresser’s shop, she performed what she was assigned, but without too much enthusiasm. Olga says that in the future she will not serve customers. She wants to set up her own hairdresser’s shop, and she will be the owner of the haidresser company. As a workplace tutor, how would you handle the situation? Do you see several options/strategies? Brainstorm scenarios! How could school tutor be involved? Vita Žunda, Baltic Bright, TTT 4 WBL Project

Handle the situation with Olga Task: Simulation of a dialogue Role 1 Workplace tutor Role 2 School tutor (otional) Role 3 VET Trainee Olga There is a problem (attitude, learning problem, performance? ). Workplace and school wish to help. Please meet with Olga and try to motivate her Preparation : 10 min. Conversation: 5 -8 min. Vita Žunda, Baltic Bright, TTT 4 WBL Project

Try out 4 -step method Steps: 1. Greet, prepare the Trainee: state the task, ask trainee’s experience; 2. Demonstrate and explain (2 or more times); 3. Let the Trainee try out several times. Guide, encourage questions. 4. The Trainee performs the task independently. Assess the performance/ provide feedback. Task: teach your collegue a simple action In pairs or in groups of 3: 1) VET Trainee 2) Workplace tutor 3) Observer (helping through the process) Vita Žunda, Baltic Bright, TTT 4 WBL Project

Use video �To reflect, review your performance �To comment and correct your mistakes Or about millenials (millenial job interview) �https: //www. youtube. com/watch? v=Uo 0 Kj d. DJr 1 c Vita Žunda, Baltic Bright, TTT 4 WBL Project

Hairdresser Olga, Part 3 After some time I decide to visit Olga’s tutor at VET school and find out about Olga’s background. Olga comes from a well-to-do family, owners of some small business. Olga’s parents have tried to persuade Olga that she should go to haidresser’s school, and after she graduates they plan to buy a haidressers’ shop for her. Olga was not very enthusiastic, she had thought – Ok, she will obey her mother, spend 1 -2 years at this haidresser’s school, because she does not have her own plans, but then she will do something else. Olga’s VET school tutor did not let her leave after the 1 st and 2 nd year. She kept persuading Olga that she should finish hairdresser’s school. I asked: why do you press her? She said: At the very beginning I noticed that Olga is very good with her hands, she can develop into a very good haidresser. She would be the right person for haidresser’s work. Vita Žunda, Baltic Bright, TTT 4 WBL Project

Vita Žunda, Baltic Bright, TTT 4 WBL Project

Why are WBL Tutors so important? Labour market, economy Qualified labour force Education system Quality of VET Economic growth Quality of WBL tutors Awareness and commitment Vita Žunda, Baltic Bright, TTT 4 WBL Project Pedagogical skills Cooperation skills

Some effects of Tandem approach �Establish personal contacts, arrange visits, etc. Cooperation not only at management level, but at human level, “transfer of skills” level �Change their wrong assumptions about WBL partner e. g. - schools see commitment of enterprise tutors, - enterprises learn that they can help update curricula � More discussions about VET and WBL system, and what should be improved/changed Vita Žunda, Baltic Bright, TTT 4 WBL Project

Demonstrate VET-Enterprise Cooperation examples Vita Žunda, Baltic Bright, TTT 4 WBL Project

Competence Mapping of WBL Tutor What competences, skills, knowledge does he/she need? �Write competences on post-it slips �Paste them on board �Let us classify them We get “qualification requirements” of WBL tutor Hand out: what we do in TTT 4 WBL Vita Žunda, Baltic Bright, TTT 4 WBL Project

Towards a «Baltic WBL Tutor Competence Profile» +Handout e. g. , patience, tolerance, etc. Personal features explain complicated things in simple way, able to motivate, understands young people Pedagogy, psycholog y Professional competence s Communication Managemen t skills Vita Žunda, Baltic Bright, TTT 4 WBL Project planning, organization skills cooperation

Thank you! Vita Žunda, Baltic Bright, TTT 4 WBL Project