MENTOR GUIDELINES ISSUE: 15 DATE: 10/2015. I/P&P/MENFRONTPAGEOCT2015v15

Transcription

1 MENTOR GUIDELINES ISSUE: 15 DATE: 10/2015 I/P&P/MENFRONTPAGEOCT2015v15

2 PAGE CONTENTS 1 Introduction 2-3 What are Pre Apprenticeships / Apprenticeships& Your Role as a Mentor 4 Supporting your Learner 5 Induction Guidelines 6-7 Information Advice & Guidance, Schedules & Course Content 8 Individual Learning Plans & Work Study Plans 9 Assessment 10 Reviewing Learner Progress 11 Equal Opportunities Complaints Procedure 14 Employment Responsibilities & Rights Health & Safety & Safeguarding Maintaining & Improving Standards 19 Disability Statement Equal Opportunities Policy & Summary 22 Other Qualifications offered by Protocol 23 Feedback Form 24 Quick Quiz Equal Opportunity Legislation Notes I/P&P/MENFRONTPAGEOCT2015v15

3 INTRODUCTION What is work-based learning? Work based training is part of a national programme of government-funded provision to raise the skill levels of young people. It aims to develop an individual s knowledge and skills within the workplace environment and presents a real opportunity for young people who want to continue their learning outside full-time and further education. It provides support for young people to work towards the achievement of Apprenticeships including NVQs. How Can work based learning Help Your Business? We know that recruiting the right member if staff for your company and ensuring that they have the relevant skills and knowledge to do the job you require will be of paramount importance to you. We can help you in these activities through our work-based training programmes, which will provide you with a number of key benefits: Cost effective recruitment Development of well trained, well-motivated workforce Help meet the costs of training Increased productivity through better training staff Improved company performance Demonstrate your commitment to staff development What are National Vocational Qualifications? National Vocational Qualifications are designed around the skills people use at work and cover all types and levels of work. There are eight levels within the QCF system in different vocational areas. Protocol Group offers training from NVQ2 to NVQ5 specialising in Customer Services, Management, Business Administration, Contact Centre Operations, ITQ, IT Practitioner, Social Media and Hospitality and Catering. Each qualification is made up of a number of credits for an Award, Certificate or Diploma qualification. National standards are set by the sector lead bodies who state what skills are needed within the selected industry to do each job well. Each individual unit is assessed and accredited and a full qualification is usually awarded when all of the required units have been achieved. Assessment activities will take place within the work place by a qualified Protocol Group Assessor. Our staff will be on hand regularly to help you understand what the qualifications are and to ensure that training and assessment is delivered to national standards. Funding for Apprenticeships is available through the Skills Funding Agency/ESF via our direct contract with them. I/P&P/MENFRONTPAGESEPT2014V14 1

4 What are Apprenticeships? Whether a learner is enrolled on an Apprenticeship or Advanced or Higher Apprenticeship they will be working towards the achievement of a Diploma NVQ, Functional Skills, Employment Responsibilities and Rights (ERR), PLTS (Personal Learning and Thinking Skills) and the underpinning knowledge requirements (formally a Technical Certificate). The Apprenticeship programme enables your learner to acquire skills to level 2, which then leads to the Advanced Apprenticeship who will be developing skills as potential supervisors, working towards a level 3 and are looking for a challenging and rewarding career. What are Traineeships? Traineeships are for young people who want to work, but who need extra help to gain an apprenticeship or job. Traineeships will give these young people the opportunity to develop the skills and workplace experience that employers require. They also give these young people the opportunity to undertake a substantial work placement between 12 and 20 weeks (the full programme is a maximum of 6 months) and work skills training, alongside support to improve their English and Maths. Depending on the young person s needs, a range of other support and flexible training may be offered to help them develop their skills and confidence and progress quickly onto an apprenticeship or secure other employment. The core target group for traineeships are young people who are not currently in a job and have little work experience, but who are focused on work or the prospect of it; and providers and employers believe have a reasonable chance of being ready for employment or an apprenticeship within six months of engaging in a traineeship. Whatever the programme choice Protocol will help you to: Identify suitable candidates to undertake the pre and full apprenticeships Identify existing employees who may benefit from training. Plan and design training programmes to meet your needs and those of the learner. Provide off the job training to support the learning, which is taking place in the workplace. Monitor learner progress and provide help and support where necessary. Assess learner competence in the workplace. Work with the National Awarding Organisations, such as City and Guilds, Pearson & ILM to award nationally recognised qualifications to learners. Provide ongoing support and training to you as the employer in all aspects of the above. Provide additional support to learners who may have additional needs Funding for the programs is obtained from the Skills Funding Agency between 50 and 100% may be available depending on the age and I/P&P/MENFRONTPAGEOCT2015v15 3

5 you will be required to sign the appropriate paperwork to obtain the funding applicable to the Learner. YOUR ROLE AS A MENTOR Your role is vital to the success of the programme in ensuring that your new learner fits in with your team and acquires the necessary skills to become competent and professional within their chosen career It is a demanding role and if you have any queries or a situation develops that you need help with do not hesitate to contact the Protocol Team on: TEL: enquiries@protocolgroup.co.uk PLEASE ADVISE US OF ANY ACCIDENTS (RIDDOR) AT WORK OR IF YOUR LEARNER TAKES TIME OFF FOR ILLNESS. A COPY OF A SELF- CERTIFICATION FORM OR DOCTORS CERTIFICATE WILL BE NEEDED FOR OUR RECORDS. PLEASE ENSURE THAT YOU ARE AWARE OF ANY DATES PLANNED FOR THE OFF-THE-JOB TRAINING AND THAT YOU MAKE SURE YOUR LEARNER ATTENDS THEM. IF YOUR LEARNER IS UNDER 18 PLEASE DO NOT ALLOW THEM TO OPEN AND CLOSE THE OFFICE, BE LEFT FOR LONG PERIODS ON THEIR OWN AND TAKE CASH TO THE BANK UNESCORTED PLEASE NOTIFY US IMMEDIATELY IF YOUR LEARNER/EMPLOYEE HANDS IN THEIR NOTICE PLEASE NOTIFY US IF YOUR LEARNER/EMPLOYEE CHANGES JOB ROLE OR DEPARTMENT PLEASE ALLOW PROTOCOL ACCESS TO YOUR LEARNER FOR ASSESSMENT IN THE WORKPLACE WITH PRE-BOOKED APPOINTMENTS PLEASE ENSURE YOU AND YOUR LEARNER ARE AVAILABLE FOR AGREED PROGRESS REVIEWS WITH PROTOCOL, WHICH ARE ESSENTIAL TO MONITOR THE PROGRESS AND WELL BEING OF THE LEARNER THERE ARE CERTAIN OBLIGATIONS TO RECEIVING GOVERNMENT FUNDING FOR LEARNING SUCH AS:- I/P&P/MENFRONTPAGEOCT2015v15 4

6 SUPPORTING THE LEARNER IN THEIR WORK BASED TRAINING Following the investment that your company has made in recruiting the learner, you will want to ensure that they stay with you and complete their learning programme. Occasionally some learners, particularly those who come straight from school, will change their minds regarding their choice of career and their training programme, after they have joined the company. We will work closely with you to ensure that learners are given proper support and that any potential problems are identified and addressed as early as possible. Your role in supporting learners will be to: Help learners to understand the long-term benefits of training and qualifications. Ensure they have received the right initial advice and guidance. Provide opportunities for learners to practice their skills. Give learners time at work to develop their portfolio of evidence. Encourage learners to attend and show real interest in their off the job training. Be aware of any problems or difficulties that may be facing your learner. Share any concerns with the Protocol team. Give assistance with workbooks & assignments. Motivate your learner. Counsel your learner as necessary. Look after their best interests. Keep learners to target dates. Link the work-based learning to job role content and progression opportunities. Traineeship learners must make daily entries on their work placement record log, with the mentor leaving weekly feedback at the end of each week in the mentor comments box. The learner must then send the document to their assessor who will peruse before updating the learners ILP. I/P&P/MENFRONTPAGEOCT2015v15 5

7 INDUCTION GUIDELINES Please ensure that a full induction has been carried out within the workplace for your learner The induction training will help learners settle quickly into your company by helping them understand the environment in which they are based and the job which they are doing. Protocol will also carry out an induction to advise the learner about their learning programme. By the end of the induction programme your learner must: Understand and be trained in the organisations health and safety and safeguarding policies and procedures (including fire, accident and emergency) Have an awareness and understanding of equal opportunities and antidiscriminatory issues and knowledge of your policy and any associated policies Understand their own and the organisation s responsibility, including the procedure for making a complaint Understand their statutory right to sick pay, grievance and disciplinary procedures Have an overview of the organisation s business, the sector within which it operates, its structure, personnel, terms and conditions and training objectives. Be familiar and comfortable with the physical working environment Be introduced to the key people who will be involved in their training, assessment and supervision Have an awareness and understanding of the organisation s policies, procedures and values A written contract should be issued within 13 weeks of the learner being employed by you. To assist you in covering the necessary requirements an Employer Rights and Responsibilities, a member of the Protocol Team will complete the workbook with your learner. Your will be required to assist the learner with the completion of the workbook and to sign to confirm that all aspects have been covered if they are on an Apprenticeship programme. I/P&P/MENFRONTPAGEOCT2015v15 6

8 Information, Advice & Guidance (IAG) High quality information, advice and guidance is provided by the Protocol team and make a number of key contributions to meeting the vision, mission, aims, objectives, and targets of Protocol Consultancy Services and for individuals and employers: We focus on encouraging and raising participation by placing individual learners at the heart of the system. Learner and employer centered approaches are central to our high quality IAG practice including progression and career opportunities. As a minimum, IAG will be provided at the beginning, during the middle stage of learning and upon achievement of the identified outcome appropriate to the learner. Additional interventions and support will be available for each learner upon request throughout their learning programme. The employer will also be afforded impartial IAG by the Protocol team. COURSE SCHEDULES At the commencement of the apprenticeship your learner will be given a schedule showing the training dates and course content. Depending on the office location, type of business and prior learning, some individuals may progress faster and course schedules will be adapted to the individual learner. Functional Skills are a significant part of the qualification framework and these will be covered along with the NVQ qualification but certificated separately. Functional Skills address the personal development of an individual and cover: English reading, writing and speaking and listening, Maths and information technology, alongside working with others and improving own learning and performance. Functional Skills are considered to be an essential part of occupational competence. An external assessment of 3 of the Functional Skills, English, Maths and IT has been introduced; the dates of the external assessments will be on your learner s course schedule and attendance for these assessments and training is compulsory. A further addition to the framework is the underpinning knowledge (formally the Technical Certificates). These tests have been introduced to cover the learners knowledge and understanding in their vocational area and back up their knowledge and understanding gained during the completion of the NVQ. There is a mixture of written questions and tests that must be completed; any examination dates will be indicated on the course schedule if applicable. Your learner will have a portfolio of work related evidence to compile. As I/P&P/MENFRONTPAGEOCT2015v15 7

9 Mentor you will be asked by the Assessor to sign documentation to confirm that the work included in the portfolio is authentic and that of your learner. To ensure client confidentiality we advise that you ensure that the clients name and address are blacked out on the copy of evidence provided. The Assessor will undertake observations of your learner within the workplace to show that they are meeting the national standards and evidence of these observations will be included in the learner s portfolio. The Assessor will give feedback from the observation and any additional learning that has been identified will be discussed with you to ensure the best form of delivery. Professional discussions will also be used to provide varied forms of evidence including witness testimonies, paper based or on tape, usually in the middle and at the end of the learning programme. There is a choice of paper-based or e portfolio for the learner or a combination of both. 7 I/P&P/MENFRONTPAGESEPT2014v14

10 Quality: At Protocol we are constantly striving to improve our standards and quality. Your feedback as a mentor is vital to help us improve on our training. We hold quality forum meetings with learners and employers to discuss any improvements that we can make to our existing programme. Your input into these forums is of great importance to us. A quality questionnaire (Framework for Excellence) will also be issued to you and we would like you to complete and return to us, to help make further improvements. An ONA (Organisation and Needs Analysis) will be completed at the beginning of the learner s programme and reviewed to measure the objectives set at the start of the training and the impact on learning. Your learners will also be asked to attend and contribute to focus groups which are very useful in highlighting improvements and suggestions. INDIVIDUAL LEARNING PLANS & WORK / STUDY PLAN To help you to get the best from your learner and to develop their skills and knowledge, we have planned a learning programme that meets both their needs and your Company s needs. An individual learning plan will be developed for your learner to ensure that they achieve their qualifications with realistic target dates. We will obviously take into consideration their current knowledge, skills and experience when doing this. A copy of the individual learning plan is held by the learner and with the assessor and will be updated throughout their training programme. You will also be given a copy of the individual learning plan to keep on your Protocol file for your involvement so that you can agree and monitor your learners progress towards their targets. A work/study plan will also be drawn up for each individual. The aim of this is to connect the on/off the job training provided to the learner. As part of your role it will be your responsibility to ensure that this is updated on a monthly basis and the learner is receiving the relevant on-the-job training. Having planned the learner s training programme we will work with you to deliver the training that is required to develop the learner s skills and to help them achieve their qualification. Much of the training will take place within the workplace itself. This will typically involve the learners developing their skills through observing others perform activities, practising themselves and learning from their appointed supervisor/ mentor. I/P&P/MENFRONTPAGEOCT2015v15 8

11 Your main aims will be: To help learners develop their knowledge and skills by providing a wide range of learning and training opportunities Allow learners to attend off the job training sessions at the agreed times Help learners put into practice what they have learnt during off the job learning sessions Give learners time in the workplace to compile their evidence To advise us if you have any concerns about any aspect of the training delivery. Review the learners individual training plan To make time to participate in assessment and review meetings and offer improvement suggestions as necessary. ASSESSING LEARNER COMPETENCE The basis of the assessment system is the collection of evidence by participants to show that they can achieve the national standards outcomes. The Individual learning plan in the front of your learner s portfolio or on the e portfolio main view shows completion dates for this and should be looked at in conjunction with the course schedule and work/study plan issued to your learner. As a major part of the qualification is based on a learner s ability to perform tasks competently in the workplace, we shall be asking you to state that your learner can do just that. Assessments take place approximately every 6/8 weeks, the proposed dates for assessment are shown on the individual learning plan/course schedule. The assessor will notify you the actual date of the assessment a minimum of 7 days prior to the date or forward plan a visit after the current visit. If these visits are cancelled by the employer or learner for anything other than illness then the company may be liable for a cancellation charge if less than 48 hours notice is given. Ideally the learner will come to Protocol once a month and then the assessor will visit the workplace every 8/12 weeks. I/P&P/MENFRONTPAGEOCT2015v15 9

12 Assessment will be carried out by a qualified assessor. The assessor is responsible for judging whether or not the learner is competent by assessing the evidence presented. This may include observation of carrying out the task, oral and or written questions, professional discussions or other relevant evidence. Assessors will have occupational expertise directly relating to the qualification they are assessing and at least the same or higher level. The Assessor will give you feedback after the assessment has taken place. If the learner has not been successful during assessment and an on the job training requirement has been identified you will be made aware of this and asked to plan it into the learners on the job learning programme. You will be asked by the Assessor to read, authenticate and agree candidate statements, unit summaries and professional discussion that have been completed. Once the portfolio of evidence is complete, the Assessor will make a judgement. If the evidence is sufficient to convince the Assessor of competence, the appropriate assessment units will be signed off and forwarded for internal and external quality assurance and finally certification by the awarding organisation. You will also be asked to complete witness testimonies to enhance the evidence. REVIEWING L E ARNER S P ROGR ESS To ensure that the learner is getting the most out of their learning programme it is important to monitor their progress at regular intervals. This will ensure that any additional learning or support needs are identified properly and addressed. The formal reviews will be undertaken at a minimum every 8/12 weeks with yourself and your learner and the proposed dates can be found on your learner s individual learning plan. The actual date will be notified to you no less than 7 days prior to the actual review date or forward planned after the current visit. We reserve the right to apply a cancellation charge if notified less than 48 hours of the appointment and for reasons other than genuine illness. The review guidelines for the timing of the formal review visit are suggested as follows: - 20 minutes minimum with the learner 20 minutes with mentor 10 minutes or more with both together to go through the main aspects of the review and any agreed action points that apply. During these reviews we will be asking you about: I/P&P/MENFRONTPAGEOCT2015v15 10

13 How the learner is progressing in the workplace. The progress your learner is making towards their targets on the individual learning plan this includes Functional Skills and units and underpinning knowledge. Updates of work reviews or appraisals to help identify any additional learning needs. Any concerns which you may have regarding the learners progress. Any accidents or injuries whilst at work to the learner & equal opportunities issues. Training received inn Health & Safety, Safeguarding, Every Child Matters and Equal Opportunities and that the learner understands their responsibility. Reviewing the training programme and making recommendations as necessary to improve quality. The learners Continuous Personal Development log (CPD) as part of their on and off the job learning experiences. I/P&P/MENFRONTPAGEOCT2015v15 11

14 EQUAL OPPORTUNITIES WITHIN THE LEARNING PROGRAMME We operate and promote a policy of Equal Opportunities throughout the whole of the work based training process. This is reflected in our recruitment practices where we welcome applications from all persons regardless of sex, marital status, race, disability, colour, age, sexual orientation, nationality or ethnic origin. We aim to treat learners fairly and equally during their training programmes and ensure that they know what to do if they have a complaint. We trust that your commitment to ensuring equality of opportunity will be the same as ours. Your company should have an Equal Opportunities policy. If this is not the case we can provide you with a template. A copy of Protocol s Equal Opportunity & Diversity Policy can be found in the learner s handbook and on our virtual learning environment, Moodle. An explanation of the legislation that you should be aware of is given in the appendix. We also have a CD Rom entitled One World which we will be happy to loan to you, to improve your own company awareness of Equal Opportunities. We have an obligation under government funding requirements to monitor Equal Opportunities in the workplace. Wherever we have learners we will do this through an Equal Opportunities risk assessment and regular progress reviews, during which we monitor learner s understanding of their responsibilities. Please ask us for information regarding The Single Equality Act 2010 if you have not been updated in this respect. I/P&P/MENFRONTPAGEOCT2015v15 12

15 COMPLAINTS PROCEDURE Protocol's aim is to improve the quality of all that we do, by establishing effective systems for handling feedback and complaints. You, as a customer, are valued and considered in the right, no matter what the circumstances. Our main aim is to maintain our high quality image and reputation and to ensure that you are completely satisfied as one of our valued customers. Your complaint will be dealt with by a standard procedure that has been set up by the Protocol Group. If received, all complaints will be given equal status and will be dealt with promptly. All complaints will be recorded on a Confidential Record Form or complaints form. Once the facts have been established, we will put forward what action is to be taken which is suitable for you and us. This will be acted on immediately and you will be kept informed at all times as to what is happening to your complaint. We guarantee to acknowledge a written complaint within 5 working days of receipt and investigate and respond promptly. We will ensure you received a satisfactory conclusion within 10 working days. We are solution minded, and anxious in putting things right, especially if dissatisfaction or misunderstanding occur. If you have any views of our work, whether good or bad: - You can write to us You can telephone/fax us You can visit us You can us You could ask someone else to speak to us on your behalf, if you prefer. Contact details: The Old Guild House 1 Newmarket Street Birmingham B3 2NH Tel: suetipton@protocolgroup.co.uk I/P&P/MENFRONTPAGEOCT2015v15 13

16 EMPLOYMENT RESPONSIBILITIES & RIGHTS Employment Responsibilities and Rights (ERR) includes material covering: The rights and responsibilities of workers (including equal opportunities legislation) The organisation, disciplines and representative structures of the industries concerned The impact on the sector of public law and policies It is a requirement of the apprenticeship frameworks that all learners must undertake ERR. Learners are required to complete the Induction Pack which includes the following features: Statutory Responsibilities and Rights: Contracts of employment Anti-discrimination Working hours and holiday entitlements Sickness absence and sick pay Data protection Health & Safety Legislation and codes of practice for the sector Sources of information and advice About sector occupations: The employing organisation The sector Career pathways Representative bodes within the sector Sources of information and advice I/P&P/MENFRONTPAGESEPT

17 HEALTH AND SAFETY The staff at Protocol will complete a Health & Safety checklist on the initial visit to your workplace, to ensure that you meet the requirements of the Law regarding Health and Safety. We will review and update this health and safety checklist on an annual basis, but health and safety in the workplace will be reviewed with you every 12 weeks and we will apply a risk banding of high medium or low to your Company. We provide the learners with: Be Safe booklet Training at Induction Training through qualification content and also conduct monitoring of understanding Please remember the following for your part: Health and Safety Induction in the workplace - essential within the first week for any new employee Written statement of safety policy for the company. A copy of An Introduction to Health and Safety can be provided to your free of charge by Protocol. This leaflet will assist you in writing a written health and safety policy. Health and Safety Law poster should be on prominent display. If you experience difficulties in obtaining a copy then please notify us. The name and address of the local enforcing authority HSE or Local Authority and HSE Employment Medical Advisory Service should be noted. Registered Employers Liability and Public Liability Insurance, with a valid expiry date should be on display for all to see. A written Health & Safety Risk Assessment should be completed. Please review your Risk Assessment/Action Plan regularly and revise it if and when necessary (at least annually). We will ask to see this on our visit. A Fire Risk Assessment should include all of the following: I/P&P/MENFRONTPAGESEPT

18 - Identification of fire hazards. - All companies should comply with the four means within the Fire Protection Act 1971 which are: 1. Means of alarm 2. Means of equipment which should be checked regularly 3. Means of escape 4. Protecting means of escape (no blocked fire exits) First Aid Box adequately stocked for number of employees. There should be an appointed First Aider. Control of substances hazardous to health e.g. Tippex/glue/cleaning materials C.O.S.H.H. Accident Record book with all accidents being entered. Accident Report forms (F2508 form) It is essential that all relevant accidents are reported to Protocol no matter how trivial. (RIDDOR requirement). These also include assault, and those accidents that occur during meal breaks or during the journey to and from work. (The Protocol Notification of Accident/Illness form should be completed and forwarded to us immediately in the event of an accident.) You should also comply with the requirements of all current Health and Safety legislation, for example: The Management of Health and Safety at Work Regulations 1992 The Health and Safety at Work Act, 1974 The Health and Safety Young Persons Regulations 1997 The Manual Handling Operations Regulations 1992 The Control of Substances Hazardous to Health Regulations 1999 The Health and Safety (First Aid) Regulations 1981 The Noise at Work Regulations 1989 The Personal Protective Equipment Regulations 1992 R I D D O R 1995 Protocol accepts no responsibility for any liability, claims or proceedings, expenses and loss in respect of personal injury to, or death of any person, or damage to any property or negligence arising out of these arrangements. You must, therefore, ensure that your insurance arrangements provide adequate cover. For your information we detail: HSE Books information line Website: Please see our VLE - Moodle for our safeguarding policy which you should also comply with. Please advise us if Safeguarding is new to you. I/P&P/MENFRONTPAGESEPT

19 MAINTAINING AND IMPROVING STANDARDS External Inspections All work-based learning is subject to audits from Awarding Organisations, the SFA and external inspection by the government s body for maintaining standards OFSTED. Ofsted applies the Common Inspection Framework for education and training across various aspects as follows: Overall effectiveness The judgement on overall effectiveness is based on how effective and efficient the provider is in meeting the needs of learners and other users, and why. Inspectors will use all the available evidence and take into account judgements on: outcomes for learners the quality of teaching, learning and assessment the effectiveness of leadership and management. Outcomes for learners Inspectors will make a judgement on outcomes for learners by evaluating the extent to which: all learners achieve and make progress relative to their starting points and learning goals achievement gaps are narrowing between different groups of learners learners develop personal, social and employability skills learners progress to courses leading to higher-level qualifications and into jobs that meet local and national needs. Quality of teaching, learning and assessment Inspectors will make a judgement on the quality of teaching, learning and assessment by evaluating the extent to which: learners benefit from high expectations, engagement, care, support and motivation from staff staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learner s needs staff initially assess learners starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning teaching and learning develop English, mathematics and functional skills, and support the achievement of learning goals and career aims I/P&P/MENFRONTPAGESEPT

20 appropriate and timely information, advice and guidance support learning effectively equality and diversity are promoted through teaching and learning. Effectiveness of leadership and management Inspectors will make a judgement on the effectiveness of leadership and management by evaluating the extent to which leaders, managers and, where applicable, governors: demonstrate an ambitious vision, have high expectations for what all learners can achieve, and attain high standards of quality and performance improve teaching and learning through rigorous performance management and appropriate professional development evaluate the quality of the provision through robust self-assessment, taking account of users views, and use the findings to promote and develop capacity for sustainable improvement successfully plan, establish and manage the curriculum and learning programmes to meet the needs and interests of learners, employers and the local and national community actively promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap safeguard all learners. During an inspection you may be asked to participate as inspectors typically collect much of their evidence through discussions with learners, mentors, training providers and employers, and therefore your views and comments will form an important part of this process. Your role is to To take part in discussion with inspectors by pre-arranged appointment during inspections as required. To allow inspectors to take part in discussion with learners during the inspection process. Provide us with feedback on the quality of our training programmes on an ongoing basis and also on the Ofsted website. Quality Initiatives At Protocol we are constantly striving to improve our standards and quality. Your feedback as a mentor and your learner s feedback are vital to help us improve our training. We hold focus group meetings and a Quality Forum with learners and employers to discuss any improvements that we can make to our existing programme. If you are interested in being part of this group then please contact Sue Tipton at Protocol for further details. I/P&P/MENFRONTPAGESEPT

21 DISABILITY STATEMENT Protocol Group is committed to ensuring that disabled people, including those with learning difficulties are treated fairly. We welcome the Disability Discrimination Act (as amended by the special Educational Needs & Disability Act 2001), and all reasonable adjustments to provision will be made to ensure that learners with a disability and other people with disabilities are not substantially disadvantaged. If you are a person with a disability, please ensure that we know what you need, so that we can make all reasonable adjustments to help you succeed. Before you join your course we can: Provide an assessment of your requirements Arrange advice and guidance to suitability of the course Support learners at interview At enrolment and Induction we can: Provide an assessment of your requirements Support Learners with enrolment and induction Arrange separate enrolments at appropriate times and location On the Course: After assessments of your support requirements we can provide. Learning support in class and/or in learning Personal care support Communication support Adapted materials e.g. Braille, large print etc Specialists tutors e.g. Dyslexia tutor Note takers During exams or unit tests With examining body agreement we can provide: Extra time Communication support Readers Adapted exam papers e.g. Braille, large print etc Specialist equipment Separate invigilation At the end of the course we can: Offer specialist exit guidance Make contact with other agencies about suitable provision I/P&P/MENFRONTPAGESEPT

22 EQUAL OPPORTUNITIES POLICY EXAMPLE Is committed to a common policy on Equal Opportunities, irrespective of ethnic origin, gender, ability, age, sexuality, marital status, whether an offender, an employee or LEARNER by: a) Providing improved access through positive marketing strategy for the above mentioned groups (to allow them to compete on an equal basis for jobs.) b) Providing equality of opportunity through a positive recruitment strategy for all those leaving education and others, to enter training and employment opportunities within the sector in order that all individuals in the community are able to develop their skills to their full potential. c) Identifying clearly responsibilities of in order to implement the Equal Opportunities Policy. d) Provide access in all organisations to a named individual to whom reference may be made concerning Equal Opportunities. e) The ownership of and the principle responsibility for the Equal Opportunities Policy rests with f) They have responsibility for grievance, disciplinary, harassment and challenging discrimination procedures and will monitor and evaluate the Equal Opportunities Policy. g) The Company is aware of the following legislation: Equal Pay Act 1970 The Sex Discrimination Acts 1975 & 1986 European Community Equal Treatment Directive 1976 Race Relations Act 1976 (amendment) Regulations 2003 Employment Rights Acts 1974 Disability Discrimination Act 1996 Protection from Harassment Act 1997 Human Rights Act 1998 Treaty of Amsterdam 1997 The Rehabilitation of Offenders Act 1974 Race Relations Act 1976 Employment Acts Health and Safety at Work Act 1974 Employment Rights Act 1996 Public Interest Disclosures Act 1998 Data Protection Act 1998 Working Time Regulations 1998 Sex Discrimination (Gender Reassignment) Regulations 1999 Part Time Workers Regulations 2000 Race Relations (Amendment) Act 2000 Special Education Needs and Disability Act (SENDA) 2001 I/P&P/MENFRONTPAGESEPT

23 The Race Relations Act 1976 (Amendment) Regulations 2003 The Employment Equality (Religion or Belief) Regulations 03-Dec 03 The Employment Equality (Sexual Orientation) Regulations 03-Dec 03 The Disability Discrimination Act 95 (Amendment) Regulations 03-Oct 04 The Employment Act 2002 (Dispute Resolution) Regulations 04-Oct 04 The Employment Relations Act 2004 (Parts only) Oct 04 Children s Act 2004 Equality Act 2006 Age- Employment and Vocational training Law Oct 2006 Racial and Religious Hatred Act 2006 Race Employment Equality Code 2006 Disability Public Duty Code of Practice Dec 2006 The Single Equality Act 2010 As part of your induction you will receive further training on equal opportunities to help your understanding. PROTOCOL EQUAL OPPORTUNITIES POLICY SUMMARY The Protocol Group is committed to a common policy on Equal Opportunities, irrespective of ethnic origin, gender, ability, age, sexuality, marital status, for all of its learners by: (a) Providing improved access through positive marketing strategy for all learners to allow them to complete on an equal basis for jobs. (b) Providing equality of opportunity through a positive recruitment strategy for all those leaving education and others, to enter training and employment opportunities within the sector in order that all individuals in the community are able to develop their skills to their full potential. (c) Identifying clearly responsibilities of Susan Tipton (Director) in order to implement the Equal Opportunities Policy. (d) Provide access in all organisations to a named individual to whom reference may be made concerning Equal Opportunities. (e) The ownership of and the principle responsibility for the Equal Opportunities rests with Susan Tipton (Director) (f) She has the responsibility for grievance, disciplinary, harassment and challenging discrimination procedures and will monitor and evaluate the Equal Opportunities Policy. (g) Protocol is aware of all the legislation listed in section (g) in the sample equal opportunities policy on page 18 & 19. I/P&P/MENFRONTPAGESEPT

24 OTHER QUALIFICATIONS OFFERED BY PROTOCOL Intermediate Apprenticeships & Advanced Apprenticeships in:- Customer Services Team Leading Management Business Administration ECDL Microsoft European Computer Driving Licence ITQ and IT Practitioner Social Media Hospitality & Catering The above are offered as Awards, Certificates or Diplomas On completion of your learners present programme a Protocol assessor/tutor will discuss the next programme of learning to help your learner continue with their continuous personal development. We hold a progression advice and guidance interview/review with you and your learner. This is a useful tool to link with your company appraisal and CPD process. We will provide impartial advice on possible qualifications and funding available with us and other appropriate institutions. We will discuss internal development opportunities and timeframes and job role possibilities. Thank you for your time in reading this guideline booklet and being part of an effective team contributing to your learner development. We would just ask that you now complete the feedback form and quick quiz. I/P&P/MENFRONTPAGESEPT

25 Thank you for taking the time to read Protocol Mentor guidelines, we would appreciate if you would take the time to complete our feedback form. This can also be provided electronically. Name of mentor: Name of company: Name of learner: 1. Did you find the guide easy to use and locate information that you required? 2. Will you refer back to the guide throughout your learners training programme? 3. Is there any further information that needs to be included in the guide to assist you in your role as mentor? 4. What information did you find most useful to assist you in your role? 5. Is there any information that you feel is not relevant to your role as mentor? I would like more information on the following: Please delete not applicable: Protocol Information Pack Recruitment & Selection of Apprentices The Single Equality Act Information Advice & Guidance Safeguarding Health & Safety Training Skills Courses ECDL Modules TAQA (Assessor/IV qualifications) Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Please return this form by fax or post, e mail to Protocol. I/P&P/MENFRONTPAGESEPT2011V13 23

26 Thank you for taking the time to read Protocol Mentor guidelines, we would appreciate if you would take the time to complete our quiz. Name of mentor: Name of company: Name of learner: 1. What type of Apprenticeship is your learner working towards? 2. What is an Individual learning plan? 3. What is a work/study plan? 4. Where would you find a copy of Protocol s complaints procedure? 5. What version of the health and safety law poster is on display in your workplace? 6. What are the objectives for the company in completing Training/Qualifications? 7. What is your role in the assessment process? 8. What is your role in the review process? 9. What level of Functional Skills is your learner(s) working towards (if applicable)? 10. What is your understanding of the protection from harassment act? 11. What do the initials CPD stand for and how applied? 12. What do the initials IAG stand for and how applied? I/P&P/MENFRONTPAGESEPT2011V13 24

27 SOME KEY EQUAL OPPORTUNITY LEGISLATION Equal Pay Act 1970 The Equal Pay Act applies to pay and contracts for men and women. It applies where men and women are doing: 1. the same work 2. any work which has been rated or assessed formally as being equivalent 3. any work which is considered to be of equal value In these circumstances men and women must be paid equal amounts of pay Sex Discrimination Act 1975 This act makes it unlawful to discriminate on the grounds of sex or marital status. No sex discrimination may take place in any employment, education, advertising or when providing housing, goods, services or facilities. Both direct and indirect discrimination are considered. European Community Equal Treatment Directive This directive concerns pay and sex discrimination and equal treatment for men and women as regards access to employment, vocational training and promotion and working conditions. As European citizens, we are all bound by it. Disability Discrimination Act 1995 (Amendment) Regulations 2003 & 2005 (Public Duty) This act applies to employers and suppliers of goods and services and deems it unlawful to discriminate against disabled persons in connection with employment, the provision of goods, facilities and services or the disposal or management of premises. Duties of applicable organisations must include: 1. Not to refuse service to any person with disabilities 2. Not to provide service of a worse standard or in a worse manner to a person who is disabled than the service provided for a person without disabilities 3. Not to provide service to a person with disabilities on less favourable terms than those given to a person without disabilities. I/P&P/MENFRONTPAGESEPT2011V13 25

28 Race Relations Act 1976 (Amendment) Regulations 2003 This act applies when someone is treated less favourably because of their colour, race, nationality or ethnic origin and may involve: Direct racial discrimination: you have been treated differently because of your race or ethnic origin Indirect racial discrimination: when a condition is set which means that you have more difficulty in complying with it because of your race or ethnic origin than others would Victimisation: when you receive less favourable treatment because you have complained or intend to complain about racial discrimination or you are connected with someone else who has complained Vocational training providers are required and expected to take positive action: to ensure that people from previously underrepresented minority groups can compete on equal terms with other applicants to make up for the accumulated effects of past discrimination Protection from harassment Act 1997 This Act makes harassment a criminal and civil offence. Intentional harassment can be interpreted as 1. Threatening or abusive language 2. Insulting language or behaviour 3. Disorderly behaviour 4. To display any writing, sign or other visible representation which is threatening, abusive or insulting which causes another person harassment, alarm or distress and was intended to do so Human Rights Act 1998 This Act concerns everyone s entitlement to all rights and freedoms without distinctions of any kind, such as race, colour, sex, language, political, national or social origin, property, birth or other status. The Act states that all human beings are born free and equal in dignity and rights and are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. Employment Rights Act 1996 Unfair dismissal rights Rehabilitation of Offenders Act 1974 This Act is concerned with spent previous convictions of offenders. For example, you may have to consult your local police to do a compulsory police check, if learners are to have work experience with children I/P&P/MENFRONTPAGESEPT2011V13 26

29 Treaty of Amsterdam 1997 The Treaty came into effect 1 May 1997 and is concerned with the protection of fundamental rights such as equality between men and women, nondiscrimination and data privacy. As a result, there will be more effective action to combat discrimination based on nationality, sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation. Other key legislation includes the following:- Special Education Needs and Disability Act (SENDA) 2001 Children s Act 2004 Equality Act 2006 Age- Employment and Vocational training Law Oct 2006 Racial and Religious Hatred Act 2006 Race Employment Equality Code 2006 Disability Public Duty Code of Practice Dec 2006 In 2007 Gender Equality Act and Code The Single Equality Act As mentors we will ensure you are brought up to date on the above legislation through our workshops and review meetings. Please also view all our policy and procedures via the Virtual Learning Environment Moodle protocolconsultancyservices-online I/P&P/MENFRONTPAGESEPT2011V13 27