This work-based learning module is specifically designed to capture evidence of relevant work-based training and development that has been, or will, be successfully completed during the programme, but which is not assessed and does not lead to a formally accredited qualification.
Examples of such events include: company in-house training programmes (learning at work), work placement and work-shadowing (that can formally be recorded), continuing professional development (CPD) organised by professional bodies, seminars and courses offered by commercial training organisations (where participation can be evidenced), product-based and service-based training offered by vendors and suppliers of systems, components, hardware, software, materials and/or tools (where participation can be evidenced)
This module provides both a structure and an assessment regime to gain credit for such training and development within the context of a Foundation Degree programme. This will enhance the overall experiences of training and development and bring added benefit to the programme of study. It links closely with the Personal Development Plan.
The selection of training and development to be used in the evidence portfolio should be agreed with the tutor and the line manager/supervisor at work. The former can help with the interpretation of the learning outcomes implied by the training and development events. The latter acts as mentor and advisor and is well-placed to provide witness testimony regarding the actual work-based benefits to the learner and the organisation. The complete range of work which is undertaken or can be foreseen is suitable for inclusion but there may be a steer towards:
Personal goals: e.g. enhanced career opportunities, salary and job satisfaction; maintenance of up-to-date skills base; regular feedback on performance; opportunities for reflection, assumption of responsibility for own development
Organisational goals: e.g. improved staff knowledge, understanding and skills; increased staff motivation and retention; analysis of future needs, perception of company as `learning organisation', diagnosis of staff strengths and weaknesses; coherent policies on recruitment, selection, training and development of staff
Range of teaching and development opportunities: including personal development in terms of time management and self-management; higher-level skills; business skills in finance, marketing, teamwork and negotiation; technical skills including IT; training in new techniques, new procedures and new legislation; health, safety and welfare, environmental and sustainability issues
Outcomes: what the learner is able to do after training and development, an indication of the standard of evidential response required to achieve a given assessment grade
Content: the knowledge, understanding and skills required to achieve the outcomes of their programme (this may only focus on certain modules or parts of the programme relevant to the training and development)

Evidence: the essential aspects of performance that were assessed to decide whether the outcomes had been achieved.
Personal: e.g. improved knowledge and understanding; enhanced practical, cognitive, transferable and intellectual skills; higher level skills; increased confidence and job satisfaction; awareness of future training and development needs
Organisational: work-based evidence demonstrating how training and development has translated into improved performance at work, awareness of learner?s (employee?s) future training and development needs
Improvement in: e.g. personal development, career development, performance at work, skill development, breadth of learning strategies
Enhanced skills in: e.g. communication, IT, research, negotiation, supervision, management, self-appraisal
Techniques: e.g. target setting, action planning, progress monitoring, periodical reviews, portfolio building, evaluation, reflective practices, rescheduling, contingency planning

1 hour lecture to introduce the module. 11 hours of progress review meetings. There will be no new learning material, the learning process is about reflection on work practices and not merely about acquiring knowledge and understanding or skills. The student should look to identify the opportunities set out in the Indicative Content and include them in the portfolio together with a reflective analysis of the learning. Effectively the learning is through tutor- and mentor-supported independent study.

Primarily resources will be those available at the place of work, supplemented by the facilities available at the College in LRC's, libraries and internet including:
www.experienceworks.ncl.ac.uk www.prosper-group.ac.uk
www.graduatecareersonline.com/workexperience
www.feda.ac.uk/Pubssupport/LearningStyles.asp#Learningstyles
http://rapid.lboro.ac.uk

Swetnam, J (1999) Writing Your Dissertation 3rd Edition How to Books ISBN 1-85703662X
Fink, A and Kosecoff, J (1998) How to Conduct Surveys Sage ISBN 0761914099
Moon, J (2000) Reflection in Learning and Professional Environment: Theory and Practice Kogan Page ISBN 074943452X

A portfolio that identifies and captures appropriate evidence of achievements arising out of naturally occurring work based learning and assessment opportunities. (100% addressing all learning outcomes)
The details of the assessment brief contents will be agreed between the student, tutor and the student's workplace supervisor/mentor.