The document outlines key areas of consideration for developing and implementing effective work-based learning (WBL) programs, including: 1) institutional readiness, 2) faculty/department readiness, 3) program design, 4) program delivery and assessment, 5) partnership engagement, 6) the learner experience, and 7) supporting technologies. Effective WBL requires maturity across all of these areas to ensure alignment between learner and employer needs and a high quality experience for all involved parties.

1. 1.1. WBL strategy & plans
1.2. Organisation, resourcing and support for WBL
1.3. Innovation management
1.4. WBL Customer focus
1.5. External marketing and communications
1.6. Processes and procedures for staffing WBL programmes
Institutional
1.7. Staff development, recognition and reward
1. readiness
7.1. Systems to support employer engagement 1.8. WBL procedures and processes for programme validation
7.2. Tools to allow evidence collection, learner reflection and related dialogue 1.9. QA for WBL
7.3. Assessment and feedback tools 1.10. Systems to support WBL
7.4. Tools to support communication and knowledge-sharing Effective, usable,
1.11. Systems and processes to support registration and enrolment
accessible
7.5. Management and monitoring of work-based learner data 7. technologies 1.12. Business, commercial and financial approaches (include market research/market position)
7.6. Finance systems 1.13. Cross institutional communication and collaboration
7.7. Exchange of data between systems
7.8. Access to information, support, training and guidance 2.1. WBL strategy & implementation plan
2.2. Partnership working
6.1. Pre-Entry Faculty/school/department
2.3. Business and commercial approaches
2. readiness
6.2. Programme Induction What does maturity 2.4. Training and support for external staff and employers
6.3. Programme Design, Review and Quality Enhancement in WBL look like?
The Learner 2.5. Evaluation and review of programme and pedagogic research
6.4. Programme Delivery and Support 6. Experience
6.5. Assessment and Progressive Achievement 3.1. Alignment with employer and employee needs
6.6. Transition and Progression 3.2. Qualifications, pathways and credit
3.3. Development & planning for validation
5.1. Long-term sustainable and strategic partnerships 3.4. Alignment with professional standards
5.2. Strategic sector initiatives 3.5. APEL
5.3. Business-oriented ways of working Programme
Partnership 3.6. Curriculum design (structure)
3. design
5.4. Understanding employer and employee needs and readiness 5. engagement
3.7. Curriculum design (implications)
5.5. Appropriate resourcing for forming partnerships 3.8. Integration of ICT/e-learning into curriculum design
5.6. Co-ordinated approach to marketing and communications 3.9. Learning outcomes and progression
3.10. Commercial/business case
3.11. Learning materials and resources
4.1. Transition and induction
Programme delivery 4.2. Delivery
4. & assessment 4.3. Assessment and progressive achievement
4.4. Student training and support
Mapping V3.mmap - 26/06/2011 - Mindjet