Learning and Development Practitioner Level 3 Apprenticeship

Learning and Development Practitioners are typically involved with identifying learning/training needs, designing/sourcing training and learning solutions, delivering and evaluating training, and working with stakeholder/business area managers.  The role focus is often on the practical delivery of training. The L&D Practitioner will typically have expertise and competence in their specific field, whether it be technical, vocational or behavioural (e.g. use of software, food preparation, working in teams). They link the learning within their area of responsibility to business objectives and performance, understanding the learning cycle and working by it. The role can be more specialist, focusing on and requiring in-depth expertise in a specific area of L&D, such as learning design, e-learning or digital/blended learning. Whichever of these is an area of focus, the L&D Practitioner is future-focused, understands the business context/culture and has a good grounding across the training and learning cycles.

The Learning and Development Practitioner role typically exists in many private, public and third-sector organisations. The L&D Practitioner role supports the learning and development (L&D) function to contribute to, and influence improved performance in the workplace at an individual, team and organisation level.  Typically, the role would work alongside colleagues who specialise in Human Resources (i.e. employee relations, reward, recruitment), often supported by an L&D Administrator (more junior role) and report to an L&D Business Partner / Consultant / Manager. L&D Practitioners often work with Subject Matter Experts in different parts of the business.

The apprentice must receive off-the-job training for a minimum of 6 hours per week. The hours will be pro rata for part time learners. There are many activities that can be calculated towards the off-the-job training hours such as; Shadowing a colleague, Online Learning, Internal Training, Team Meetings and Appraisals/1-2-1 Visits.

Technical expertise
Foundation level theories and models that underpin effective adult learning and group behaviour. For example, training/learning cycle, group dynamics, continuing professional development, evaluation.

How different learning delivery channels – face-to-face, blended or digital – contribute to effective learning.

How to measure the impact of a learning intervention on delegates, eg L1/L2 Kirkpatrick, improvement in skills.

The latest learning practice.

How diversity and inclusion influences the planning and delivery of L&D interventions.

Business and commercial understanding
What their organisation does, its structure, values and its external market and sector.

The commercial context and drivers and process behind learning needs and solutions.

Learning and development function
The various L&D roles that may be required for effective learning and development in an organisation.

Their roles and responsibilities within the L&D structure.

The policies and processes required for effective organisation learning.

Management and information technology
The role of data to analyse learning needs and ensure effective delivery.

How internal information systems can support learning.

How technology supports learning, including understanding of digital platforms / delivery channels as relevant.

Identification of training/learning needs
Identify and analyse learning needs: establish team and individual capability and learning gaps, in line with organisational performance outcomes and to enable effective evaluation.

Use sound questioning and active listening skills to understand requirements and establish root causes i.e. establishing that it really is a learning/training need, before developing L&D solutions.

Consult with stakeholders to draw out relevant information and provide feedback to inform learning and training needs requirements.

Use effective analytical skills to seek out and analyse information.

Take ownership through to resolution, escalating complex situations as appropriate.

Training, learning design
Design, construct and structure training / learning resources to meet a variety of needs, which will include:

Research of delivery options and resources including digital / online / blended solutions (including identifying existing resources).

Planning programmes / sessions / modules.

Selecting appropriate delivery methods.

Designing creative, engaging, appropriate, and inclusive learning activities (could be e-learning, digital collaboration, group sessions, blended etc.)

Developing materials and resources to support learning.

Training/learning delivery
Confidently engage all learners in structured learner-centered training, primarily of ‘content-driven’ training resources.

Plan, organise and prepare for a training/learning event/intervention in a timely fashion.

Interact with learners of varying abilities, using a broad range of techniques and carefully planned and executed questioning techniques.

Facilitate and deliver learning in a face-to-face, blended and digital environment as appropriate.

Monitor a learner’s progress and deliver motivational and developmental feedback.
Manage participation, attitudes and behaviours to reach learning objectives.

Use effective coaching skills to enable learners to achieve learning objectives.

Evaluation
Evaluate the impact of learning solutions – measure and assess development initiatives for effectiveness, business relevance, efficiency, and continually seek ways to improve learning solutions.

Build evaluation mechanisms for learning outcomes including the use of quantitative and qualitative feedback where appropriate.

Apply techniques to analyse the impact of training from learners’ experience.

Communication and interpersonal
Communicate and influence through a range of media e.g. phone, face-to-face, email, online / virtual, adapting their style to their audience.

Build trust and sound relationships with customers/learners/colleagues.

Handle conflict and sensitive situations professionally and confidentially.

Teamwork and collaboration
Consistently support colleagues / collaborate within the team and L&D to achieve results.

Build and maintain strong working relationships with others in the L&D team, HR and the wider business as required.

Constant and curious learner
Proactively look, listen and question to understand and learn.

An interest in new ideas and techniques, seeking and taking on board feedback, identifying areas for self-development.

A willingness to explore and take risks to learn something new.

Collaborative Partner
Consideration of the needs of others alongside the needs of the business.

They act with integrity and demonstrate organisational values in the way they interact with others.

They deliver the outcomes of their work through co-design, with a willingness. to question and challenge as appropriate.

Passionate and Agile deliverer
An energy and enthusiasm for their work, ensuring the focus is always on delivering the best learning outcomes and impacts.

Responsiveness and flexibility to changing business and learner needs.

Personal resilience to manage competing priorities.

Confidence in delivery.

The End Point Assessment (EPA) will only commence once the Employer, Apprentice and Smart Training Advisor are confident that the apprentice has developed all the knowledge, skills and behaviours defined in the apprenticeship standard and that these are clearly evidenced through the progress review meetings and records. The independent end point assessment ensures that all Apprentices consistently achieve the industry set professional standard. The EPA can commence at any point once the apprentice is competent and after the twelve-month minimum period of learning and development. Prior to independent end point assessment the functional skills English and maths components of the apprenticeship must be
successfully completed.

Work based project with professional discussion
This method has two components.

First the apprentice completes a Work based Project before progressing onto a Professional Discussion (60 minutes) based on the project.

The work based project report should be submitted to the EPAO for remote marking a minimum of one month prior to end of the 5- month EPA period. This will allow grading and preparation ahead of the professional discussion.

Presentation and Q&A based on Learning Journal
20-minute presentation, presenting key points from the Learning Journal followed by a 25-minute Q&A.

The apprentice should be given at least 3-weeks’ notice of the date for their Professional Discussion and EPA 2.