VETTER E learning course (EN)

Figure 2 - Employer Engagement for VET Training Design

Planning and implementation phases of a training design

To successfully ideate and implement the placement, VET providers should adopt an organisational strategic approach[1]. It is suggested to set up in advance each stage of the process, from planning and implementation to monitoring and evaluation.

During the initial phase, from 12 months to 6 months before the starting date of the placement, VET providers should complete the following to ensure adequate planning and implementation of a training design:

1)     Identify relevant training courses and structure a curriculum

2)     Build a functional and competent staff to redistribute tasks

3)     Consider legal and administrative aspects

4)     Launch an effective employer engagement strategy

5)     Set up accreditation procedures for companies

6)     Plan the timing and duration of each placement

7)     Reach out target learners

8)     Establish internal policy, methodologies and processes for data collection and assessment

VET centres should offer activities to prepare young people with expectation management and skills required for writing effective CVs and conducting job interviews. These activities can help learners to identify “SMART” goals – or setting learning objectives that are Specific, Measurable, Achievable, Relevant, and Time-Bound.

Training design also refers to timing and duration models of industry placement. Industry must guarantee a sufficient number of hours to provide learners with the chance to learn technical skills. This can be achieved in partnership with another employer, as long as learning objectives are common. With respect to the timing, it is important to consider the number of hours of placement required for each occupation and the industry specific peak times. The placement period can be implemented in blocks or in “day release”, or a mixture of both. Examples are one single long block (for instance, spring or summer block) or multiple short blocks throughout the academic year. Alternatively, the training can be carried out in “day release” – that could mean half-days per week.

Each duration model has its pros and cons. For instance, industry – especially large organisations – often prefers single long blocks as they give learners more chance to work on continuative projects and to develop technical skills, hence to be an added value to the business. On the other hand, single long blocks could be harder to manage for VET providers. Learners might also prefer “day release” as this option allows them to complement the placement period with ongoing learning or part time jobs; however, this could decrease motivation in the long term⁶.

From 3 to 6 months before the starting date of placement, VET providers are expected to support learners’ skills development through preparatory activities. With respect to technical skills, providers should identify the basic skills that are needed to be delivered prior to the start of the industry placement. From 1 to 2 months before placement, learners should discuss their skills, interests and barriers (e.g., part-time jobs, special needs, etc.). Industry placements should be advertised, for example, through launch events or job fairs. Together with VET providers, companies should set occupational standards and requirements, identify the key characteristics of their ideal candidates, provide a clear description of their organisation and workplace, the role offered in terms of tasks and responsibilities, and any training allowance. After the process of selection through matching activities (e.g., CV screenings, interviews), written learning agreements are filled and signed among the three parties.

Companies are responsible to offer inclusive and equal opportunities to learners, leading to a more productive and competent workforce. A diversified workforce helps in better understanding customers while enhancing innovation and creativity. Corporate Social Responsibility (CSR) also helps companies to build a strong reputation as well as to successfully meet the inclusion/diversity tender requirements when bidding for public contracts⁶.

Close to the start date of the placement, checks should be carried out on the working environment to ensure compliance with national regulations in terms of health and safety standards, liability insurance, risk assessments and appropriate training. While VET providers should conduct regular checks on the working environment, the duty of care rests primarily with the employer. Companies should also identity a line manager and create a support network to help, supervise and mentor the learner. Companies should provide the learner with practical information (e.g., how to get to the workplace, working hours, lunch arrangements) and with induction in situ (e.g., tour of the workplace, introductions to relevant staff).[2]

Evaluation and review phases of a training design

During the evaluation phase, VET providers are expected to regularly measure learners’ attendance and progress towards learning outcomes – as well as to monitor other aspects such as learners’ satisfaction, motivation, initiative, appropriate behaviour and communication at work, active participation and teamwork. This can help in addressing any issues that may occur, also through conflict resolution. This evaluation phase must be implemented through the adoption of a defined methodology, which includes measurements using techniques such as interviews and questionnaires. The information and data collected should be stored, accessible, updated and monitored by VET coordinators/tutors. The assessment must be conducted in close cooperation with companies. VET providers should have a transparent dialogue with employers to discuss positive achievements and potential challenges. The ultimate objective of this assessment process is quality improvement of VET training design.

Through regular meetings and calls, VET centres also need to monitor employers’ engagement and commitment to the programme. Some useful tools that VET providers can use are Customer Relationship Management (CRM) software, apps or spreadsheets. At the conclusive review phase, VET centres must gather feedback from learners and companies as part of a strategic learning process. Feedback helps providers to establish best practices, hence to improve the quality of future VET placements. Finally, employers must provide learners with professional certificates and reference.