evaluate and improve learning and development provision · kirkpatrick, brookfield’s critical...

Learner name:

Learner number:

L/502/9553

VRQ

UV40796

Evaluate and improve learning and development provision

VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy and Sport and Active Leisure sectors, with over 45 years of experience.

VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DCELLS and CCEA.

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By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature Assessor initials

IV signature (if sampled)

Assessor name Assessor signature Assessors initials

Assessor number (optional)

Assessor tracking table

Statement of unit achievement

All assessors using this Record of Assessment book must complete this table. This is required for verification purposes.

UV40796Evaluate and improve learning and development provision

The aim of this unit is to enable you to evaluate learning and development provision. It will involve the identification of areas for improvement and the preparation and implementation of plans to facilitate improvement.

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GLH

Credit value

Level

Observation(s)

External paper(s)

25

6

4

0

0

On completion of this unit you will:

Learning outcomes Evidence requirements

Evaluate and improve learning and development provision

1. Be able to evaluate learning and development in accordance with organisational requirements

2. Be able to improve learning and development ensuring regulatory and organisational requirements are met

3. Understand contexts for evaluation and quality improvement of learning and development

4. Understand evaluation of learning and development

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1. Teaching practice There is no requirement for you to undertake teaching practice.

2. Working environment This unit assesses occupational competence. Outcomes 1 and 2 must be observed/assessed in a work environment. Simulations, projects or assignments are not allowed for these outcomes.

3. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.

4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence. N.B. This does not apply to outcomes that must be assessed in the working environment.

5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

6. External paper There is no external paper requirement for this unit.

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

Where possible your assessor will integrate knowledge outcomes into practical observations through oral questioning.

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Knowledge

Outcome 1

Be able to evaluate learning and development in accordance with organisational requirements

You can: Portfolio reference /Assessor initials*

a. Follow organisational procedures for recording and reporting evaluation outcomes

b. Analyse evidence of learning and development against organisational requirements

c. Analyse own contribution and that of colleagues to the evaluation of learning and development

d. Recommend quality improvements for learning and development

*Assessor initials to be inserted if orally questioned.

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Outcome 2

Be able to improve learning and development ensuring regulatory and organisational requirements are met


a. Prioritise and plan improvements to provision based on evaluation of learning and development

b. Identify ways to monitor the impact of planned improvements to learning and development on an ongoing basis


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Outcome 3

Understand contexts for evaluation and quality improvement of learning and development


a. Analyse the principles of quality improvement in learning and development provision

b. Explain current legislative and organisational quality improvement requirements for learning and development provision

c. Evaluate industry recognised standards for learning and development

d. Discuss methods to evaluate learning and development provision

e. Analyse processes to raise standards in own area of learning and development practice

f. Explain the role of learner involvement in evaluating and improving learning and development provision


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Knowledge

Outcome 4

Understand evaluation of learning and development


a. Evaluate the scope of evaluation for own area of learning and development

b. Identify performance indicators that apply to own area of learning and development

c. Discuss information and other evidence requirements including strengths and weaknesses of information available to evaluate learning and development


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Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

Outcome 1: Be able to evaluate learning and development in accordance with organisational requirements

Organisational procedures for recording and reporting evaluation outcomes: Organisational requirements for quality assurance (QA), existing procedures for systematic data collection (e.g. feedback, interviews, questionnaires etc.), written and verbal communication, systems of communication (e.g. team talks, meetings, newsletters, publications), methods of presentation (written reports, verbal presentation, presentation of data using graphs and charts).

Evidence of learning and development against organisational requirements: Links between organisational goals and learning and development, analytical methods (e.g. inspection, performance measurements, time, overall achievement).

Contribution of self and colleagues to the evaluation of learning and development: Self-reflection, communication with internal and external key stakeholders.

Recommended quality improvements for learning and development: Written and verbal communication, objective and subjective information, consultation skills, negotiation skills, re-prioritising, action planning, SMART targets (Specific, Measurable, Achievable, Realistic and Time-Based).

Outcome 2: Be able to improve learning and development ensuring regulatory and organisational requirements are met

Prioritise and plan improvements based on evaluation of learning and development: Action planning, SMART targets, prioritising, key performance indicators, schedule of review.

Identify ways to monitor the impact of planned improvements of learning and development on an ongoing basis: Key performance indicators, action planning, SMART targets, performance reviews, appraisal reviews, schedule of reviews/meetings, self assessment, benchmarking.

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Outcome 3: Understand contexts for evaluation and quality improvement of learning and development

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Principles of quality improvement in learning and development provision: Continuous quality improvement (TQM - total quality management), process lead from the top, rational information collection and analysis, identification of the cost of poor quality, involvement of people, teamwork, creative thinking, the learning organisation, evaluation theory (e.g. Kirkpatrick, Brookfield’s critical lenses), use of feedback from a range of qualitative and quantitative sources.

Current legislative and organisational quality improvement requirements for learning and development provision: Legislative requirements (e.g. health and safety, dual professionalism teaching qualifications), regulatory requirements (e.g. first aid, safeguarding, basic skills), organisational requirements (e.g. subject specialist training, up-skilling, forward planning, continuous professional development (CPD), current legislation and its impact on practice (e.g. equality), information on qualifications/training available and appropriateness of these.

Industry recognised standards for learning and development: Range of units available within the learning and development framework, how standards can improve practice, relationship to other qualifications/standards, QCF (Qualifications and Credit Framework), Sector Skills Councils, benchmarking, Ofsted, Ofqual.

Methods used to evaluate learning and development provision: Evaluation theory (e.g. Kirkpatrick, Brookfield’s critical lenses), feedback from a range of suitable sources (e.g. employers, learners, work based assessors, tutors), written, verbal

and non-verbal communication, systematic review of learning and development provision.

Processes to raise standards in own area of learning and development: Identify existing processes, formal and informal, analyse existing training, reflective practice, action planning, SMART targets, benchmarking, workforce data, (comparisons of position with similar programmes/organistions), national statistics.

The role of the learner in evaluating and improving learning and development provisions: Identify how learners are currently involved e.g. initial assessment, identifying optional learning and development opportunities, negotiation, in setting own targets, feedback on learning and development process (benefits to the learning and development), feedback from learners, constructive criticism.

Outcome 4: Understand evaluation of learning and development

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Evaluate the scope of evaluation for own area of learning and development: Remit of evaluation exercise (i.e. factors that can be influenced by feedback/factors outside control), definition of what will be evaluated, how, when and why.

Performance indicators that apply to own area of learning and development: Key performance indicators that contribute to achievement of organisational goals (i.e. measure of success).

Information and other evidence requirements including strengths and weaknesses of information available to evaluate learning and development: Types of information that will be collected, e.g. qualitative (feedback from a range of suitable sources, formal and informal feedback, observations, internal verifier (IV) records, external verifier (EV) reports, audit by external stakeholder agencies), quantitative (statistics relating to recruitment, retention, results, audit statistics), strengths and weakness of qualitative and quantitative data.

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Notes Use this area for making notes and drawing diagrams

evaluate and improve learning and development provision · kirkpatrick, brookfield’s critical...

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