The National Report of the United Kingdom

Part II: Commentary on the tool for analysing the learning potential at workplaces (Draft version 30.11.2006)

Commentary on tool for Learning Potential Analysis and proposal for a tool for Learning Achievement Review – UK case: performance improvement activities in automotive supply chains

Alan Brown, IER, University of Warwick

Note: refer to my earlier paper for full context: Brown, A. (2005) Workplace Learning Partnerships in automotive supply chains in England, Paper produced for Bremen start-up conference, Coventry: , IER, University of Warwick

Assessment of learning potential

In a network of companies based around a supply chain where the focus is upon improving performance (typically in relation to quality, cost and delivery) then, after training through appropriate workshop activities, multi-disciplinary teams drawn from a number of companies will visit each company in turn in order to carry out performance improvement activities. The key point here is that there will be significant opportunities to improve performance in all workplaces – indeed the less well organized the workplace the more opportunities there will be. Such activities also represent significant opportunities for learning. Note also that those involved in these activities also learn from applying these techniques in other contexts when they are involved in performance improvement analysis and implementation in other companies. There is therefore significant rotation of learners around the companies. The learners do not, however, need to be matched against the companies at the individual level, rather the teams decide collectively which companies to visit in which order.

A WLP tool is therefore not required in order to find an agreement among the different companies involved in a WLP. However, it might be helpful to use such a tool to reflect upon what has been learned in each company. Note it is not necessary to identify the collective learning opportunities prior to visiting each firm, precisely because identifying these once you get to the company is an essential part of the performance improvement process. Because each firm offers rich learning opportunities, it is not necessary to start with a formal curriculum – rather the context is the application of a more or less universal set of techniques in a way that is process-led. It involves experiential learning, collaborative learning, learning by interaction and the transfer of learning between contexts. There is a clear programme for work-based learning, but it is process-led and the general learning objectives relate to learning how to engage with the process, with the particular learning objectives being decided collectively in light of the particular context being investigated. Each firm is therefore a site for the development of expertise and training within the occupational field.

For the self-reflection, a form for the particular occupation can be adapted. This includes: - structure - assessment scale

Structure: In the following example, the extent to which learning opportunities are realised in a particular context are outlined. Almost all settings will generate a wide range of learning opportunities, but because the activities are team-based there might be some value in individual participants tracking their own involvement in different activities both within the particular context and over the range of contexts with which they are involved.

Assessment scale: The individual could base their assessment of the extent to which learning opportunities are realised on a three-point scale: Fully realised: The learning opportunities in relation to a particular area were fully realised when engaging in performance improvement activities in a particular company. Partly represented: The learning opportunities in relation to a particular area were partly realised when engaging in performance improvement activities in a particular company. Not realised: I was not involved in the learning opportunities in relation to a particular area when engaging in performance improvement activities in a particular company.

The following table shows the assessment of the individual regarding the learning opportunities in relation to a number of areas.

Reflection upon learning development Occupation Electrician Date: Firm Automotive Parts 220 Greaves Street Mackay Industrial Estate Tottenham London N17. Nr. Learning areas Learning Opportunities realised:

Fully realised Partly realised Not realised

5 Inter-company and technical communication X 6 Planning and organization of work, assessment of production results X 7 Analysis of systems functions X 8 Measurement and analysis of production and maintenance functions and systems X 9 Review of systems operation X 10 Installation and configuration of IT systems X 11 Consultation with operators, managers and technical staff X 12 Collaborative technical task analysis, solution development X 13... ...

The table makes it clear which learning opportunities were realised by the individual in different firm contexts. There will be a very wide range of learning opportunities on offer in each workplace, but because of the collective nature of the work it could be useful for the individual to keep track of his or her own learning development. If all of the firms in a network are taken into account in the analysis of learning opportunities realised, then the extent of individual development over time could be mapped. In this way, individuals can track their own development through high quality work-based learning.

The above is clearly possible, but the wider question is whether this type of recording is rather passive (compare the experience of ticking boxes for NVQ development) and whether it would be better to use more open, active and reflective means: for example, through reflective diaries or portfolios. This latter route was the one encouraged by the learning support tutors in the networks. Agreement on learning across and between firms

One of the key aspects of learning in a network is that learning takes place in a range of contexts. The chance is thus created, for learners to get to know other work tasks and to experience learning about and from other work processes by focusing upon performance improvement in different companies. This practice of learning across contexts also engenders a considerable amount of inter-firm learning capacity building through focusing upon improvement activities in the business activities and working processes existing in the different partner firms.

To successfully establish learning by interaction, collaborative working and experiential learning the partnership needs to agree upon the transfer of learning across the partnership building on the strengths the individual businesses bring into the partnership. This determination should be made by all of the firms participating in the partnership.

Carrying out common inter-organisational performance improvement activities that are rich in learning opportunities

One advantage of the collaborative focus upon performance improvement is that although this intertwines learning and working, it does not require detailed analysis of the occupational work tasks and common learning tasks. These activities are essential tasks to be performed collaboratively by the group. This means that production of detailed guides to the organization are not only not necessary they would be positively unhelpful, as one of the key initial processes is to ‘walk the process backwards without preconceptions.’ That is, starting from the final output that will be going to the customer the multi-disciplinary inter-organisational team proceed backwards looking at all the intermediate stages with a fresh perspective that challenges the ways things are conventionally done.

Identifying assessment processes that can support forms of work-related learning that can link individual development with a focus on improvements in organisational performance

Assessment of work-related learning typically tends to be driven by either or both the requirements of the educational system or of vocational qualifications system. The work of Bjornavold (2001) shows how the assessment of non-formal learning in most settings across Europe tends to be framed in such a way so that it can be fitted to the requirements of the formal education system. On the other hand, Grugulis (2000) shows how compiling evidence of achievements against detailed performance criteria for NVQs? can be antithetical to learning and development. On the other hand, insufficient attention is given to the identification of competences relevant to individual careers or improved performance in organisations and how these can be supported by programmes of learning and assessment that encourage individuals and organisations to continue learning.

Work-related qualifications typically portray learning progression as an individual going through a single hierarchy of 'levels'. In practice, as the experience of learning in supply chain networks has shown, for an individual her or his learning requirements vary between domains and contexts and an 'expert' in one area may be a 'novice' in another, even if it is closely related. Also individuals have to learn to make judgements in different spheres (for example, academic; cognitive; managerial; inter-personal; experiential) and again an individual may be at very different 'levels' in the different spheres.

Experience of the networks has shown that organised programmes of learning and development for organisational 'change agents' focused upon achieving demonstrable improvements in aspects of organisational and supply chain performance led to the achievement of significant learning outcomes for participants from a wide range of backgrounds. Achievements as 'change agents' could be recognised through either tailored NVQ units at levels 3 or 4 or in the form of 30 CATS points at undergraduate level 1, but only a few participants were interested in either form of summative assessment. On the other hand, most of those involved in the programme found the formative assessment processes (either reflections upon what they had learned and/or oral presentations of individual and organisational achievements and discussions of their future learning intentions) very valuable in bringing their learning together, achieving a sense of worthwhile 'closure' on their work-related improvement activities and in reflecting upon their future learning goals. It was striking that nearly all participants wanted to continue learning, but most were not interested in summative assessment at that particular time.

From the above it is possible to construct an outline of the type of assessment that could support work-related learning and leave them with a positive attitude towards learning for the future: • The assessment will contain a strong dialogical component: allowing reflection upon achievements, why certain actions were taken, what difficulties were encountered, what has been learned, how to build upon that learning • The assessment should be driven by the learning (not as so often the learning being driven by the assessment) • hence the assessment should map directly onto those characteristics that the learning is seeking to promote. So, for example, for employees learning to be change agents in supply chains, the assessment review may use the following criteria:  can the learner talk knowledgeably about key aspects of practice?  can the learner effectively engage a range of other people in talking about practice (operators, team leaders, suppliers, customers etc. as appropriate)?  can the learner influence changes in practice in the workplace?  can the learner reflect upon how to transform aspects of existing practice? • The assessment should be primarily formative, with the primary goal being encouraging learners to engage in further learning and skill development. • The assessment process should add value to the learning process in recognising the achievements of the learner and the context in which the learning took place. • The summative role of the assessment could be principally just an authentication of the role played by the learner and the significance of the learning. This authentication would for most learners be a worthwhile outcome in itself, and it would recognise that for most people most of the time they are not particularly interested in getting their work-related learning formally assessed. On the other hand, the authentication would also act as a potential component of a formal qualification. If used as part of a portfolio, or with a complementary assignment, or as part of a more formal assessment of experiential learning, it could be used to help gain access to further education and training and/or formal qualifications. The outcomes could also be used to inform the construction of a CV or help in making a case for promotion or employment selection. • Above all, learners would value the process and outcomes of assessment as supportive of their learning and further development.

Other types of learning upon which the assessment review could be focused: Managing change Coping with uncertainty Supporting learning of others Reviewing own learning and development Talking about future developments Thinking about how knowledge, skills and experience could be used in different contexts

Assessment outcomes: Rather than giving the individual learner a formal qualification one outcome would be a map of options in relation to continuing learning for: • Personal development • Improving aspects of organisational performance • Vocational qualifications (levels 2 to 4) • Academic qualifications (CATS level 1 through to Practitioner Doctorate) If the individual learner did want credit for their current learning, up to 30 level 1 CATS points could be made available through completion of assignments or a portfolio.

Assessment philosophy: The value of an assessment outcome can be judged in four ways: • Does it give accesss to further education and training? • Is it helpful in employment selection or promotion? • Does it encourage further learning and skill development? • Does it recognise achievement? Many formal qualifications are driven by the first two (and have an effect upon the external motivation to learn), whereas the approach outlined here focuses upon the latter two and the effect of these are far more likely to be felt upon intrinsic learner motivation, and as such provides a stronger platform for life-long learning. This approach to learning: • Is learner-centred • Supports self-steered and collaborative learning • Supports the knowledge development, application and transformation in a community of practice • Highlights the value of adaptability and the transfer of learning between contexts • Supports life-long learning through the application of a learner-centred approach to assessment.

Assessment outcomes: So far the emphasis has been upon the value of the assessment process. However, the project could also investigate the value of a 'soft qualification' that gives authenticated examples of experience and achievement in, for example: • Managing change • Supporting the learning of others • Reviewing own learning and development • Talking about future developments • Talking about how knowledge, skills and experience could be applied in different contexts.

Qualifications can supply information on knowledge, skills, aptitude or potential. The above 'soft qualification' deliberately does not resolve the issue with what type of formal qualification this approach should interface, because that this left to be determined by the individual at some time in the future or not, as appropriate. The 'soft qualification', however, does promote a personal synthesis of knowledge, skills and experience from different contexts.

Work-related qualifications may be assigned a level within the national vocational qualifications framework, and individual qualifications may use particular descriptors, but for the community of assessment, and often for those using qualifications as part of a selection process, it is the examples that most clearly illustrate the 'level' of the work. So having a 'soft qualification' that authenticates examples of achievement and experience can still be of use even in employment selection decisions.

Learning outcomes: Success in the approach outlined here is not measured by more people taking qualifications, but rather whether learners consider their learning worthwhile and whether the dialogical review process is viewed as useful in facilitating one or more of the outcomes mentioned above.

The approach to learning is grounded in seeking to make improvements in organisational (or occupational) practice. The learning will typically be based around mid-range improvement activities, such that the learning is neither too fragmented nor too large. This means that tangible outcomes can be realised within a time-frame of months, rather than days or years. The activities are chosen so as to have individual value to the learner and collective value to the team, organisation or occupation, as appropriate.

This approach to learning should have appeal to three groups with very different attitudes towards assessment when this learning takes place: • Those solely interested in learning to effect changes in organisational (or occupational) practice • Those interested in changes in practice, but who also welcome opportunities for 'soft assessment' consisting of review, reflection and dialogue • Those interested in changes in practice, but who would welcome the opportunity to gain formal qualifications.

Learning from involvement in performance improvement activities in the companies in the learning networks:

This approach worked well with learners whose learning is based upon structured performance improvement activities at work, but the key was to generate the exemplars of experience and achievement. One way to do this was through the use of reflective assignments or portfolios, but another was through the use of oral presentations. The details of the assessment strategies and processes (forms of reflection, review, accreditation; role for portfolios, assignments, oral questioning, learner support; constitution of assessment panels) are less important than the sense of direction, involving active reflection and review.

So, whatever the precise form assessment takes, for employees learning through involvement in performance improvement activities in supply chain networks, it is clear what type of criteria could be used in an assessment review:

• can the learner talk knowledgeably about key aspects of practice? • can the learner effectively engage a range of other people in talking about practice (operators, team leaders, suppliers, customers etc. as appropriate)? • can the learner influence changes in practice in the workplace? • can the learner reflect upon how to transform aspects of existing practice? • can the learner support the learning of others? • can the learner review his or her own learning development?

Conclusion: Learning Achievement Review

So it would appear that it is possible to use a tool for Learning Potential Analysis in order to guarantee a range of rich learning experiences where learning is primarily about individuals learning in a range of individual companies. However, where learning is collaborative, multi-disciplinary and inter-organisational and focuses upon performance improvement across a range of contexts then a range of rich learning experiences is already guaranteed. Here the focus needs to be upon a review of individual learning achievement. This could be accomplished in a variety of ways (portfolio, assignment or oral questioning), but for our purposes it is possible to incorporate the key purposes in a tool for Learning Achievement Review. This is outlined below:

Learning achievement review:

Reflection upon learning development Occupation Electrician Date: Name: Danny Blanchflower Firm: Automotive Parts 220 Greaves Street Mackay Industrial Estate Tottenham London N17. can the learner talk knowledgeably about key aspects of practice? Evidence: can the learner effectively engage a range of other people in talking about practice (operators, team leaders, suppliers, customers etc. as appropriate)? Evidence: can the learner influence changes in practice in the workplace? Evidence: can the learner reflect upon how to transform aspects of existing practice? Evidence: can the learner support the learning of others? Evidence: can the learner review his or her own learning development? Evidence: