The training and delivery model we adopted for the 26 learners at Oracle Reading was developed against one of Jigsaw Trainings strengths, balancing the needs of the learner, the expectations of MITIE and the demands of the client.
Having made initial contact with MITIE Management on site, we arranged a suitable date and time for the parties concerned to meet. Ensuring that the meeting was timed early in the day, it afforded the opportunity to start signing up the officers in the afternoon, keeping up the momentum.
The only stipulation from The Client, Oracle, was that all the staff on site would have to participate with no exception. This has now been extended to all Oracle sites within The UK. In addition the remit from MITIE, having looked at the competency range, was to leave out Unit 28, and direct the learner to a more challenging unit.
We met with the Security Supervisor, and established a working schedule for the training programme. We agreed that we would attend site once a month until the qualification was completed and that in the interim between visits we would e mail work to him to disseminate to the learners. In order to achieve the learning outcomes, we allocated a maximum of one hour per officer, agreed with The Security Manager, during my monthly visits. The rationale was that we wanted to balance delivery against the needs of Oracle. If the learner is taken away from his/her core role too long it begins to affect day to day security business. We worked hard to stay within the time allocation realising that if I kept one learner over their time.
In essence the one hour allocation worked well. The needs of the learner drove the allocated time, some students would grasp the topic in 20 minutes and others needed the full time slot. Thus at the end of every monthly visit we knew that the students were all at the same level of training.
We had decided from the outset that the first visits would cover the PD range and the literacy and numeracy test with the last two visits focussing solely on observation. We think to attempt to achieve this in any other fashion would have proven somewhat confusing and cumbersome.
Emailing work to the learners was a great asset. It allowed them the support reading and also kept them focussed on the course. With the absence of this methodology a couple of them would have left everything to the last minute.
This structure enabled the learner to complete 10 questions from The ERR document between visits, which we would check and discuss.
In addition, to underpin their knowledge base we gave them all a copy of The SPQ question bank from which they had to complete a number of questions between visits. This process worked well. The peer group drove the momentum ensuring that no one ever failed to complete a task they were set, with all the work being submitted on time.most important point in the whole of this process was to develop a good working relationship with the supervisor, who made life so much easier. As the single point of contact, he was a great conduit for transferring information and enforcing the course requirements.