Group A

Understanding roles, responsibilities and relationships in education and

training Zena Betts

1.1 Explain the teaching role and responsibilities in education and training.

My work is within the care industry for a large UK based domiciliary care provider. I am,
responsible for the training management of 25 Learner members. This includes their initial
induction training, and regular on-going training, including quarterly supervisions and annual
appraisals.

The training is based on core competencies, and includes Common Induction Standards (CIS)
for care, in a classroom setting, over a five day period. All care provided in the UK is regulated
by The Care Quality Commission (CQC) and all care Learner must undertake this training by
law.

To ensure I am meeting the company requirements and the needs of the Learner attending. I
prepare beforehand to ensure all necessary materials are available. Health and Safety
requirements in the work place must be met, I explain these to the Learner attending, and invite
the Learner to establish ground rules for the day, this ensures appropriate behaviour and respect
for others.

Different learning styles are incorporated, visual, auditory, visual, kinaesthetic, logical and social.
Assessments are in the form of ice breakers, debate, professional discussion, quizzes and a
workbook completed by Learner is retained as evidence for Learner files as documented
evidence.

I use an initial assessment to identify the level of support required at the start of training,
formative assessment throughout the training so that achievement or performance can be
improved and a summative assessment at the end.

Feedback for Learner is given using Petty’s model ‘Medal and Mission’, this works well as it is
praise for the work accomplished and encouragement to develop further.
When the training is complete, I invite the attendees to complete an evaluation form, this is part
of quality assurance and enables me to make improvements in the future. Commented [DH1]: Good use of current practise and
relation to own specialism

1.2 Summarise key aspects of legislation, regulatory requirements and codes

of practice relating to own role and responsibilities

There are a number of legislation to abide by. These legislations include the Equality Act
(2010), Health and Safety at Work Act (1974), Data Protection Act (2003). The Equality Act
(2010) of England, Scotland and Wales requires that the rights of individuals are met in relation
to several protected characteristics such as gender and race (EA, 2010).

The Health and Safety at Work Act (1974) outlines obligations of those that work within an
organisation which are commensurate with their role and their responsibilities. This may mean
that a risk assessment must be undertaken to enable an activity to take place, so as to ensure
the safety of those taking part in it (HSWA, 1974).

The Data Protection Act (2003) made provision for the regulation of the use of individuals’
personal information and was amended from the Act of 1998 to include electronic data.

In addition, the care environment has extra legislation, Safeguarding Vulnerable Groups Act
(2006) introduced a vetting and barring scheme to protect vulnerable groups, this also included a
Criminal Records Check (CRB).

1
Group A
Understanding roles, responsibilities and relationships in education and
training Zena Betts

The Control of Substances Hazardous to Health (COSHH) which applies when working with
hazardous materials. Manual Handling Operation Regulations (1992) relates to the hazards of
manual handling and the risks of injury.

There are also organisational Policies and Procedures to follow, these include behaviour, dress,
time keeping, acceptable use of I.T. There is also a specific Code of Conduct for Carers produced
by The Department of Health and Skills for Care. Commented [DH2]: Competent use of legislation and
relevant codes of practise

1.3 Explain ways to promote equality and diversity

Equality is ensuring individuals or groups of individuals are treated fairly and equally and no less
favourably, specific to their needs, including areas of race, gender, disability, religion or belief,
sexual orientation and age.

Promoting equality should remove discrimination in all of the aforementioned areas. Bullying,
harassment or victimisation are also considered as equality and diversity issues.
Diversity aims to recognise, respect and value people’s differences to contribute and realise
their full potential by promoting an inclusive culture for all Learner. Commented [DH3]: Very Good definitions of Equality
and Diversity

We can promote equality and diversity by treating all Learner fairly. Creating an inclusive culture
for all Learner. Ensuring equal access to opportunities to enable all Learner to fully participate in
the learning process.

Enabling all Learner to develop to their full potential (Maslow), equipping Learner with the skills
to challenge inequality and discrimination in their work/study environment.
Making certain that any learning materials do not discriminate against any individuals or groups
and ensuring policies, procedures and processes don't discriminate. Commented [DH4]: You could have mentioned how ‘Ice Breakers’
is a tool that encourages inclusivity, gives learners a voice.

1.4 Explain why it is important to identify and meet individual learner needs

The learner must be assessed as an individual from the onset, in doing this you will become
aware of any special learning needs. If the Learner member has any of these needs, You will
require assistance and may need the support of others from a specialist field.

There may be Learner who have visual impairments or problems with hearing or mobility.
Cultural issues may affect the learning experience. A Learner member may be fasting for
religious reasons and this may affect their concentration.

There may be other Learners that require support, Dyslexics for instance that may require
handouts on coloured paper, those with English as a second language may require help from a
second person and may require longer to complete the tasks set. There may be financial or
health issues to take into account also.

The learners will also have their own learning style and this must be taken into account when
delivering the teaching. The terms 'activist', 'reflector', 'theorist', and 'pragmatist' are from Honey
and Mumford’s model, which is based on Kolb's work.

Activist – Activists are those people who learn by doing. Hands on, role play, brainstorming,
puzzles.

Reflector – Reflectors are those that learn by observation of activities, collecting data and
thinking about what happened, using questionnaires and paired discussions.

2
 It is important to foster a learning
environment in which Learners feel
safe and secure. This is especially
important for learners that may have
had negative experiences in
traditional classroom environments.
Group A Maslow (1970) states:
Understanding roles, responsibilities and relationships in education and
training Zena Betts ‘That we must satisfy each
need in turn, starting with the
Theorist – Theorists like to understand the theory behind the actions, using statistics and first, which deals with the most
background information. obvious needs for survival itself’

Pragmatist –pragmatists have to find a way of putting ideas into action, using discussion, In order to achieve this theory, firstly I
problem solving and case studies. ensure the Learners have
refreshments and a safe environment.
Equipment should be safe to use
(PAT tested), Health and Safety taken
into account at the start of the class,
this will include keeping a register for
fire safety. The Learner must also feel
safe to express their opinions without
fear of ridicule. Agreeing ground rules
will provide a supportive environment.

Kolb’s Experiential Learning Cycle

2.1 Explain ways to maintain a safe and supportive learning environment

I believe that the learning environment should always be safe and

supportive in order to achieve the best out of the session of lecturing.
There are basically two occasions where I ensure safety and
supportive environment while teaching. The first instance is when
teaching in a class room. I would usually attend the place in advance
and check all the appliances and would evaluate all the safety
concerns in the class room and the hallways. Further I would check
for the cleanliness and quiet and peaceful environment of the class
room (Hodgson, May and Marks-Maran, 2008). Also I would ensure
that my lectures would have sufficient breaks in between and that
students are safe during their activities in the breaks as well. The
other instance is when I take the students on field visits or to religious
functions or in organising one. Here I would ensure that all the
necessary safety issues are met and would also make it certain that
students would have the knowledge to act accordingly in terms of
emergency situations. Further in both situations I would consider
supporting material and assistance for differently – able students to
carry out their work as other students at a maximum possible level
(Thompson and Wheeler, 2010).
Commented [DH5]: Good use of Secondary Research

Commented [DH6]: Good point

Group A
Understanding roles, responsibilities and relationships in education and
training Zena Betts

Using pair work, small-group and whole-group activities, beginning on day one, I help Learner’s
get acquainted, and provide ongoing opportunities for Learner’s to form connections as they
share details about their backgrounds and cultures.

The learning aims and objectives should be clear along with the support provided to achieve the Commented [DH7]: Good use of theory and
practise
course outcomes.

2.2. Explain why it is important to promote appropriate behaviour and respect

for others

Ground rules are boundaries that help keep a safe environment in which the Learner can safely
work and learn. Ground rules should be discussed and agreed with the Learner’s, not forced
upon them and should encompass Negotiable rules such as eating or drinking at agreed times,
mobile phones being switched off, breaks at a set time and Non-negotiable rules such as no anti-
social behaviour, respecting the views and beliefs of others.

4
Group A
Understanding roles, responsibilities and relationships in education and
training Zena Betts

As the instructor, I must lead by example i.e. not being judgemental, treating everyone as an
individual, listen to others point of view, and show consideration towards others.

If there is a disruption, it must be handled immediately and in a professional manner to minimise

the effect and safety aspects it may have on the other Learner’s. Commented [DH8]: Competent explanation of how to
promote appropriate behaviour and respect for others

3.1 Explain how the teaching role involves working with other professionals

Although I deliver the training for Learner’s, I am not a qualified electrician or an IT technician!
There are times when I need the assistance of other professionals. When seeking their assistance
it pays to always be polite and professional. Forward planning will eliminate the need to call on
them in an emergency situation. Having a set maintenance schedule helps.

Business Support Staff communicate with Learner’s to ensure they are invited to attend and
arrive on the right day and for the correct course. They also send out joining instructions for the
day.

In my situation, there is an electronic diary that must be checked before training can be booked,
the room must be reserved well in advance as the training room is shared by other tenants using
the building.

The care manager has direct access to funding. The cost of the training, resources, heating,
room hire (if necessary) and refreshments must be approved before the course can be delivered.
It may mean that a report must be produced to justify the costs of training or to show that training
is meeting the desired outcomes.

The Staff supervisor should be consulted to organise cover in order for Learner’s to attend the
training.

Learning support– should be arranged to help with special educational needs if they are
required (preceding Learner assessment should have flagged this up).

3.2 Explain the boundaries between the teaching role and other professional roles

My job description sets out my role within the company. As the Learner trainer, I must work
within the limits of my role.

It is also important to realise the dangers of using social media such as Twitter or Facebook as
boundaries can easily be crossed and could be construed as inappropriate behaviour or over-
familiarity. Using in-appropriate language or letting personal judgements affect your decisions
must be realised before boundaries are crossed.

Recently, my manager asked me to fit in additional training days when I already had a busy
schedule, in trying to do that I risked accepting Learner members for training that were not ready
for further progression and not providing the quality of training that was required, this would have
had an adverse effect on the Learner members which could jeopardise their future promotion.

5
Group A
Understanding roles, responsibilities and relationships in education and
training Zena Betts

3.3 Describe points of referral to meet the individual needs of learners

As a senior Staff member I have a duty of care towards the Learner attending training. If a
Learner member were to share a problem with me I would assess the situation, if the problem
were out of my remit I would pass the Learner member onto the relevant internal or external
service.

There are many external services that could be sourced i.e. transport issues – suggest using bus
timetables or local websites, family bereavement – bereavement agency or counselling service,
housing issues – suggest local property websites, local council or housing association. Internal
services could include payroll department or Human Resources.

If the problem involved the training being delivered or attendance problems I would deal with this
directly by suggesting additional support for the training or attending on a different day if this
resolved the problem. Commented [DH9]: Competent explanation of points of
referral

6
Group A
Understanding roles, responsibilities and relationships in education and
training Zena Betts

References:

Gravells, A. (2014) The Award in Education and Training (1st Edition). London: Learning
Matters.

Petty, G. (2014) Teaching Today (4th Edition). Cheltenham: Nelson Thornes Ltd.

Honey, P. & Mumford, A. (1982) Manual of Learning Styles. London: Peter Honey Publications.

Website

McLeod, S. A. (2010). Kolb - Learning Styles. http://www.simplypsychology.org/learning-

kolb.html [Last accessed 05/11/[email protected]]

Equality Act (2010) https://www.gov.uk/equality-act-2010-guidance[Last accessed

05/11/[email protected]]

Health & Safety at Work Act (1974) http://www.hse.gov.uk/ [Last accessed 06/11/[email protected]]

Data Protection Act (2003) https://www.gov.uk/data-protection [Last accessed

07/11/[email protected]]

Safeguarding Vulnerable Groups Act (2006)

http://www.legislation.gov.uk/ukpga/2006/47/contents[Last accessed 08/11/[email protected]]

The Control of Substances Hazardous to Health (COSHH) http://www.hse.gov.uk/coshh/ [Last

accessed 09/11/[email protected]]

Manual Handling Operation Regulations (1992)

http://www.hse.gov.uk/msd/pushpull/regulations.htm [Last accessed 09/11/[email protected]]

The Department for Health and Skills for Care - Code of Conduct for Carers
http://www.skillsforcare.org.uk/Standards/National-minimum-training-standards/National-
minimum-training-standards.aspx[Last accessed 10/11/[email protected]]

McLeod, S. A. (2007). Maslow's Hierarchy of Needs.

http://www.simplypsychology.org/maslow.html[Last accessed 10/11/[email protected]]