1. Session 1
April 2013
Improving
Operational
Performance

2. To introduce you to your learning programme, set goals and
targets and discuss employment rights and responsibilities.
Session Aims

3. By the end of the session participants will be able to:
Explain the components of the apprenticeship.
Set goals fro the coming year.
Describe possible progression routes.
Identify statutory rights and responsibilities of employers and
employees.
Explain agreed ways of working that protect your own
relationship with the employer.
Session Objectives

4. 4
Session Objectives
 Describe how your own role fits in with the wider context of
the sector.
 Identify career pathways available.

5. Your learning programme
 A knowledge based qualification.
 A competence based qualification.
 Functional skills
 Employment rights and responsibilities.
 Personal learning and thinking skills.

6. 6
 Knowledge based – sometimes known as a technical
certificate. Shows you have knowledge of your specialist
subject and is assessed by completing written and practical
tasks.
 Competence based – known as an NVQ. Shows you are
competent at carrying out your job role to national
occupation standards and are assessed through product
evidence, observation, question and answers, etc.

7. 7
 Functional Skills – essential skills in English, Maths and
ICT. Assessed by sitting either paper based or online
exams.
 Employment rights and responsibilities (ERR) – everybody
should understand the specific legislation designed to
protect them in the workplace. Assessed by completing
written tasks and researching information.

8.  Personal learning and thinking skills – essential skills to
have in order to be successful in learning, work and life.
Assed through completing practical and written tasks
embedded into the qualification.

9. The apprenticeship agreement
Under the Apprenticeships, Skills, Children and Learning Act
2009, the need for an apprenticeship agreement became a
legal requirement.

10. Setting goals
Being able to set goals, meet deadlines and create targets
for your own skills development will help you achieve all the
outcomes of your learning programme.
Organisational skills are very important in learning, work and
life, and good timekeeping is essential.
Being organised creates an excellent impression on others.

11. SMART
SMART is a well know model for setting clear goals for
yourself and others.
Specific – goal needs to be detailed, clear and to the point.
Measurable – goal needs a form of measurement.
Achievable – can the goal be achieved given the resources?
Realistic – can it be done, are the goals relevant to the task?
Time-bound – goals must have a timescale.

12. Motivation
Everyone has occasions where their motivation starts to
falter; if this does happen to you, speak to someone!
Your tutor, your employer, your colleagues or a family
member, these are your goals and aspirations and the
support you receive from others will help you to achieve
them.

13. Progression
When you complete your learning programme there will be
several options open to you.
Advanced or higher apprenticeships.
Other qualifications related to the sector.
Other academic qualifications.
Lifelong learning opportunities offer us all the chance to
achieve success in our professional and personal lives.

14. ERR
Everyone should be aware of the rules, principles and
regulations governing employment rights and responsibilities
to ensure they understand the conditions under which they
work.
This understanding protects both the employee and the
employer, ensuring that work place practice is undertaken in a
mutually respectful and safe environment.

15. Your contract of employment sets out the main terms and
conditions of the relationship between you and your employer.
By law, all employees are entitled to a written statement of the
key terms and conditions of there employment within two
months of starting work.
Changes to employment contracts must be made following set
procedures, termination of a contract is governed by various
rules which protect the rights of the employee and employer.

16. Employment Rights Act 1996
The Employment Rights Act 1996 deals with the rights that
most individuals are entitled to at work, including;
protection from unfair dismissal
reasonable notice before dismissal
time off rights for parenting
redundancy entitlement
the right not to suffer discrimination or inequality at work
the right to a written contract of employment, plus much
more.

17. The employer
Employers have rights and responsibilities as well as
employee’s.
Every employer has the right to ask an employee to;
Do the job they are employed to do.
Behave appropriately in the workplace.
Turn up for work when they are meant to.

18. The employer
Employers also have certain responsibilities that they must
adhere to by law. They are required to ensure that all
employees receive certain basic employment rights such as;
Providing a written statement of employment terms and
conditions.
A written statement of pay or payslip.
A minimum wage.
Unpaid breaks during work hours.
Annual leave from work plus much more.

19. Representative bodies
Within an industry there are a range of representative bodies
that promote the views of a group of people with common
interests.
Trade unions
Professional bodies
Regulatory bodies
Standard setting or sector bodies.

20. Sustainable Development
Sustainable development is based on production and
consumption. Every employer and employee has a duty to
preserve the environment.
Sustainable development encourages the conservation and
management of:
Natural resources and the environment.
Energy
Waste and transportation

21. By the end of the session participants will be able to:
Explain the components of the apprenticeship.
Set goals fro the coming year.
Describe possible progression routes.
Identify statutory rights and responsibilities of employers and
employees.
Explain agreed ways of working that protect your own
relationship with the employer.
Session Objectives

22. 22
Session Objectives
 Describe how your own role fits in with the wider context of
the sector.
 Identify career pathways available.