John leaves school with almost no qualifications. He has decided that he would like to work as electrician. He applies to a number of local firms for a job. However, he is not even invited to interview by any of them. After several frustrating months he decides to talk to a local training provider about how he should train himself for his chosen career, in order that he might get on the first rung of the ladder. The provider, by chance, is one that offers qualifications that involve an Individual Learning Plan, associated with an apprenticeship. This involves some classroom attendance, for learning of theory and practical skills, and some work-placement for on-the-job practice and experience. John is overjoyed to find that for his workplace practical experience he is placed in one of the organizations that he had previously applied to, and that some of the assessment is competency-based in the workplace as well as at the training provider. At his induction event, John is surprised to find an observer from an inspection agency. At the training provider a learning resource centre is available, which provides a wide range of facilities, freely available, including e-learning packages, books, journals, videos, practice tests, and other material – everything he needs to progress. As well as the written tests, his apprenticeship contains a vocationally based certificate, which confirms his competence in the basics of the job. Having successfully completed his training programme, John then accepts a paid secondment with the firm that he has been working with during his programme, to further his career, in the hope that if he is successful, it will eventually take him on, on a full-time basis. What are the key points about workplace learning that can be drawn from this case study? What problems might John experience if the resource centre was not available or so well equipped?
John leaves school with almost no qualifications. He has decided that he
would like to work as electrician. He applies to a number of local firms for a
job. However, he is not even invited to interview by any of them. After several
frustrating months he decides to talk to a local training provider about how he
should train himself for his chosen career, in order that he might get on the
first rung of the ladder. The provider, by chance, is one that offers
qualifications that involve an Individual Learning Plan, associated with an
apprenticeship. This involves some classroom attendance, for learning of
theory and practical skills, and some work-placement for on-the-job practice
and experience. John is overjoyed to find that for his workplace practical
experience he is placed in one of the organizations that he had previously
applied to, and that some of the assessment is competency-based in the
workplace as well as at the training provider. At his induction event, John is
surprised to find an observer from an inspection agency.
At the training provider a learning resource centre is available, which provides
a wide range of facilities, freely available, including e-learning packages,
books, journals, videos, practice tests, and other material – everything he
needs to progress. As well as the written tests, his apprenticeship contains a
vocationally based certificate, which confirms his competence in the basics of
the job. Having successfully completed his training programme, John then
accepts a paid secondment with the firm that he has been working with during
his programme, to further his career, in the hope that if he is successful, it will
eventually take him on, on a full-time basis.
What are the key points about workplace learning that can be drawn
from this case study?
What problems might John experience if the resource centre was not
available or so well equipped?
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