Staff Development
A. Analysis and understanding of staff development needs
Example 1 - East Riding of Yorkshire Adult Education Service
The East Riding of Yorkshire Council Adult Education Service has an Information and Technology (ICT) sub-group consisting of a variety of staff from across the service representing senior managers, teaching staff, Management Information Systems (MIS) officer, and clerical staff. This group provides reports to the senior management team and these also feed into the Learning and Skills Council (LSC) planning cycle, service planning, etc. This provides a ‘bottom up – top down’ approach as Information and Learning Technology (ILT) is seen as a whole service issue. This eventually feeds into the Council’s corporate ICT Group, and so provides access to additional funds, as well as helping to progress projects such as an extranet for tutors, email addresses for all students, on-line booking, etc. Staff development is regarded as a key issue, and a clear programme has been developed based on an audit of staff skills. Information Technology (IT) skills of staff and the embedding of ILT have been identified as one of the major areas for development in the service. Staff members are paid to attend courses, and programmes range across the curriculum areas based at various levels from beginners to advanced.
How you might use this
Having a cross-service group that reports to the senior management team on ICT/ILT/e-learning is an important way of ensuring that vision and strategic planning are shared and embedded in reality. Placing high importance on staff development in ILT/e-learning is probably the best way of ensuring successful uptake across the service.
Example 2 - Devon Adult and Community Learning Service
Devon Adult and Community Learning Service (DACLS) has 4 key members of staff who ensure that all members of staff undertake a self-assessment activity which informs staff development and training needs. Many of Devon ACLS staff is geographically dispersed and they have found that, because it is difficult to find convenient times for training sessions, there was a demonstrable need for alternative and electronic methods of staff training.
Further Information
Example 3 - Leicestershire County Council
Listen to Phil Hardcastle, former Information and Learning Technology (ILT) Strategy Officer for Leicestershire County Council Adult Learning Service, as he describes how they carried out a skills analysis and developed the enthusiasm of a few tutors to enthuse other staff.
Further Information
Example 4 - HMP North Sea Camp
Her Majesty's Prison (HMP) North Sea Camp is an open Category D male prison. They have set up a network of 30 computers to create a simulated Internet environment for prisoners to undertake e-learning opportunities to help prisoners reintegrate back into society and find employment.
The 145-strong prison staff members will also have access to the facility to improve their own Information Technology (IT) skills and job role needs. Certain staff members at Lincoln College, based in the Education Department at HMP North Sea Camp, are attending the E-Guides staff development programme to develop their own skills and to be able to cascade e-learning to the forefront of learning experiences at the prison.
Image taken from www.hmprisonservice.gov.uk.© Crown copyright 2004.
Further Information
NIACE E-Guides Staff Development Training Programme
B. Staff development programme and delivery
Example 1 - East Riding of Yorkshire Adult Education Service
The East Riding of Yorkshire Council Adult Education Service has an Information and Communication Technology (ICT) sub-group consisting of a variety of staff from across the service representing senior managers, teaching staff, Management Information Systems (MIS) officer, and clerical staff. This group provides reports to the senior management team and these also feed into the Learning and Skills Council (LSC) planning cycle, service planning, etc. This provides a ‘bottom up – top down’ approach as Information and Learning Technology (ILT) is seen as a whole service issue. This eventually feeds into the Council’s corporate ICT Group, and so provides access to additional funds, as well as helping to progress projects such as an extranet for tutors, email addresses for all students, on-line booking, etc. Staff development is regarded as a key issue, and a clear programme has been developed based on an audit of staff skills. Information Technology (IT) skills of staff and the embedding of ILT have been identified as one of the major areas for development in the service. Staff members are paid to attend courses, and programmes range across the curriculum areas based at various levels from beginners to advanced levels.
How you might use this
Having a cross-service group that reports to the senior management team on ICT/ILT/e-learning is an important way of ensuring that vision and strategic planning are shared and embedded in reality. Placing high importance on staff development in ILT/e-learning is probably the best way of ensuring successful uptake across the service.
Example 2 - Doncaster Metropolitan Borough Council
Doncaster Metropolitan Borough Council has been including National Learning Network (NLN) materials during staff development sessions introducing the Family Learning Service tutors to the web-based e-learning materials and with the intention to 'brush up their Information Technology (IT) skills' at the same time.
The family e-learning course leaders have gained confidence and even though the NLN materials weren't always easy to use, many found that they liked 'Baby babble', 'Learning and Playing Games', 'Learning with TV' and 'Positive Praise' very valuable content to use in their sessions.
Doncaster use a 'drip feed' approach to coerce the staff less keen to get involved with using Information and Communication Technology (ICT) and e-learning. They intend to use more 1:1 support and provide a mentor to sit and support the family learning tutors throughout the course sessions. They have found in the past that an intervention, such as Inspection, has acted as a strong driver for tutors to get involved in the application and use of e-learning, although the organisation would prefer to encourage tutors using a more gentle approach.
How you might use this
Reluctant or disinterested staff can make other staff feel disenchanted and can affect the successful implementation of your E-Strategy. Funding to provide 1:1 tuition or mentor support is well spent and could result, not only in developing the Information and Communication Technology (ICT) skills of the staff member/s, but also it might enthuse someone sufficiently to engage in active experimentation of new skills and lead onto training others who might listen to a newly converted and enthusiastic tutor.
Further Information
Why not have a look at the NLN materials to see how they can be blended into staff development programmes?
Example 3 - Blackpool Council Adult and Community Learning
Using non-techie e-champions has been identified as being critical to the success of a Learning and Skills funded 'E-Shift' pr
oject in Blackpool Council's Adult and Community Learning. They were able to convince the more reluctant and unconvinced tutors to engage in 'e' and, by taking things one step at a time and without rushing in with technology, they found that tutors were keen to have a go. For example, an Art tutor is using Apple Macs to demonstrate Recognising and Recording Progression and Achievement (RARPA) techniques with another tutor (working in a drug rehabilitation programme) to record learner voices. The e-Champions receive regular training in content creation, general e-learning and e-learning tools such as Blogs, Webcasts and Webquests.
How you might use this
Many organisations find that it's relatively easy to convince IT literate tutors, or those who are enthusiastic generally to embrace new ideas for delivery, to engage with e-learning. What is more difficult is to convert the tutors who are reluctant or who are not convinced that e-learning is for them or their learners.
By using non-techie tutors, who are keen, see the advantages and who can relate to the issues and concerns of the other staff, the message they convey is likely to be heard and received more readily.
Further Information
Example 4 - Leicestershire County Council
Listen to Phil Hardcastle, the Information and Learning Technology (ILT) Strategy Officer in Leicestershire County Council Adult Learning Service, as he describes how they analysed staff development needs and engaged enthusiastic tutors to motivate other staff.
Further Information
Example 5 - Medway Adult and Community Learning Service
Listen to Julie Fullman, from Medway Adult and Community Learning Service, who describes how the Service used the opportunity that NIACE provided by attending the blended E-Guides Accredited Providers programme.This enabled them to develop new E-Guides within the service. She also describes the current training opportunities for management.
Further Information
NIACE E-Guides Staff Development Training Programme
Example 6 - Isle of Wight Council Adult and Community Learning Service
Isle of Wight Council Adult and Community Learning Service use Moodle as their main staff 
development resource and hope that, once tutors become confident users of the Moodle, they in turn will start to use it with their learners.
During 2007 the Service plans to give bursaries to tutors of around £150 for them to attend e-learning training sessions. In return, they are expected to produce some e-learning content and this will be shared on a website of best practice across Hampshire.
How you might use this
Relatively small amounts of staff development money can often be used very effectively by encouraging staff to attend training sessions that can be hands-on and practical to allow time to create real resources that can be shared with others.
A website or virtual learning environment, such as Moodle, can be an ideal place to store the resources but also the place for staff to receive support after a training session. This type of practical session can be linked and referenced to the e-CPD framework.
Further Information
C. Making best use of enthusiasts
Example 1 - Medway Adult and Community Learning Service
Medway Adult and Community Learning Services (MACLS) has arranged for one of its trained E-Guides, who works as an Information and Learning Technology (ILT) Technician, to be timetabled in such a way so that,whenever possible, they can be onsite when a tutor uses equipment for the first time with a class. This has helped considerably in developing staff confidence in using e-learning equipment.
How you might use this
Many organisations provide courses in e-learning for their staff but fail to appreciate the importance of ongoing support. This can often be provided in a fairly informal way through timetabled ‘drop-in’ sessions or through the sort of ‘help is at hand’ principle used in Medway. The same informal approach could be extended to support both tutors and support staff in using a wide range of applications of technology.
Further Information
NIACE E-Guides Staff Development Training Programme
Example 2 - Plymouth Adult Learning Service and Devon Adult and Community Learning
Plymouth Adult Learning Service is making good use of their enthusiasts by cascading the E-Guide programme in such a way to develop 'mini E-Guides'. Three curriculum managers cover all areas of learning and take on a delivery role. Plymouth feels that it has established a keenness amongst its enthusiasts and additional groups of enthusiasts are eager to take up this 'mini E-Guide' training.
In a similar way, Devon Adult and Community Learning Service (DACLS) has developed 'MOLES' - the Moving On - Learning Electronically Supporters. The staff, or MOLES, are either trained E-Guides who have taken on this new supportive role, or they are staff who have received E-Guide cascade training and are keen to develop their own skills by supporting others in the organisation in relation to e-learning and the use of Information and Learning Technology (ILT). Devon ACLS identified the need to develop key e-learning specialists in 4 areas - Family Learning, Modern Foreign Languages, English for Speakers of Other Languages (ESOL) and Independent Living and Leisure Skills (ILLS).
The 4 'MOLES' successfully achieved a recognised E-Mentoring course and now undertake the support of tutors. One of the 'MOLES' key roles is to encourage the tutors to carry out self-assessments of their skills and knowledge in relation to e-learning. The results of which inform the future workforce development activities.
How you might use this
As a result of a well designed and received E-Guide cascade plan, members of staff could be well-equiped to cascade skills and knowledge to other staff and carry on the cascade as mini E-Guides. Recognition of these skills and attributes is encouraged and could form part of any required Continuing Professional Development (CPD) activities.
Further Information
NIACE E-Guides Staff Development Training Programme
Example 3 - HMP Swinfen Hall
Her Majesty's Prison (HMP) and Youth Offender Institute (YOI) Swinfen Hall are aiming to improve the skills and knowledge of an identified group of delivery staff by being involved with a joint enterprise with peers at Derby College. Staff who go through the training become 'e-learning champions' who can support staff in embracing the technology and applying it to their delivery.
Image taken from www.hmprisonservice.gov.uk.© Crown copyright 2004.
Example 4 - HMP Rochester
Her Majesty's Prison (HMP) Rochester is looking to increase self-confidence and encourage further learning amongst the prisoners at the institution. It has an innovative approach to using peer support by developing the use of a suitable Category D offender, from either Her Majesty's Youth Offender Insitute (HMYOI) Blantyre House or Standford Hill, to act as a peer tutor and role model to the young offenders.
The first peer tutor from Blantyre House gained the High Sheriff of Kent Award for an offender who contributed most to reducing re-offending. He is now working for St Giles Trust on a 2-year project to facilitate the transition between prison and release for offenders from the London Borough of Southwark.
How you might use this
Identify your enthusiast because, by engaging and providing training to enthusiasts, you will be better able to cascade e-learning knowledge and skills as well as helping your enthusiasts to gain in self-esteem and confidence. HMP Rochester’s approach of training a prisoner to become a peer tutor, has two main benefits: first, the peer tutors are able to enhance the work of support tutors, and second, young offenders are more likely to respond positively to an individual that has experienced the same difficulties and barriers.
Further Information
D. Competence and confidence of teaching staff
Example 1 - Medway Adult and Community Learning Service
Medway Adult and Community Learning Services (MACLS) has arranged for one of its trained E-Guides, who works as an Information and Learning Technology (ILT) Technician, to be timetabled in n such a way so that, whenever possible, they can be onsite when a tutor uses equipment for the first time with a class. This has helped considerably in developing staff confidence in using e-learning equipment.
How you might use this
Many organisations provide courses in e-learning for their staff but fail to appreciate the importance of ongoing support. This can often be provided in a fairly informal way through timetabled ‘drop-in’ sessions or through the sort of ‘help is at hand’ principle used in Medway. The same informal approach could be extended to support both tutors and support staff in using a wide range of applications of technology.
Further Information
NIACE E-Guides Staff Development Training Programme
Example 2 - Derby Adult Learning Service
Derby Adult Learning Service has developed an ‘e-mentoring’ scheme that involves a tutor who is experienced and confident in using technology providing peer support on a one-to-one basis to less experienced colleagues. There is also a team dimension, with mentees working together in groups as well as receiving individual support. This initiative is having a cascade effect, and only a few months after the start of the scheme one of the initial mentees has already become a mentor. In another related development, Derby Adult Learning Service is developing a video podcasting system that will enable single click access to video clips. So it will be very easy for staff to use the learning platform to access staff development material in video format. The video podcasting will also, of course, be used to make resources available direct to learners.
How you might use this
It is all too easy to think of staff development just in terms of putting on conventional face-to-face courses, but other means can often be just as effective, if not more so. One-to-one support has been shown to be successful in bringing about lasting change; and the use of video clips can be very useful to reinforce learning or as an alternative to face-to-face learning when this is not practical.
Further Information
Example 3 - Lewisham Community Education
Community Education Lewisham's E-shift project,funded by the Learning and Skills Council and managed by NIACE, aimed to develop a certificated Information and Technology Qualification (ITQ) e-learning unit and pilot it with three groups of staff so as to develop a new and effective generation of 'e-leaders' and create a framework for e-learning training and development for all staff. In profile interviews, which were carried out early in the learning process, most of the participants said their main aim was to gain confidence and/or skills to support others in e-learning development, and all considered that the format of the project met their needs at this stage.
Due to the project's time constraints, it was not possible to develop a bespoke ITQ Unit. Therefore, Lewisham identified a National Open College Network (NOCN) Unit that was suitable and appropriate as an e-learning Unit.
Project success were:
- 3 programme managers putting content on OWLE, (the Centre for Excellence in Leadership’s learning platform) and ecnouarged tutors to register and then provided tutor support. One of these tutors was engaging in e-learning for the first time.
- 1 training co-ordinator using Gallery - audio,film and video creation software.
- Professional Development Learning Unit (PDLU) staff using Captivate (Adobe's simulation and multimedia creator software)to create online learning resources for the Borough.
- 1 member of support staff creating PowerPoint materials to assist with student induction.
Further Information
E. Competence and confidence of support staff
Example 1 - Medway Adult and Community Learning Service
Medway Adult and Community Learning Services (MACLS) has arranged for one of its trained E-Guides, who works as an information and learning technology (ILT) Technician, to be timetabled in such a way so that, whenever possible, they can be onsite when a tutor uses equipment for the first time with a class. This has helped considerably in developing staff confidence in using e-learning equipment.
How you might use this
Many organisations provide courses in e-learning for their staff but fail to appreciate the importance of ongoing support. This can often be provided in a fairly informal way through timetabled ‘drop-in’ sessions or through the sort of ‘help is at hand’ principle used in Medway. The same informal approach could be extended to support both tutors and support staff in using a wide range of applications of technology.
Further Information
Example 2 - Isle of Wight Adult Learning Service (ALS)
All the Family Learning tutors, in the Isle of Wight Adult Learning Service, have laptops and use 
digital photography for both evaluation and evidence for portfolios. Tutors are able to telephone an E-Guide and obtain help in the classroom, for example, request a teaching assistant or a training session to become familiar with equipment (such as the interactive whiteboards or putting together a PowerPoint presentation).
The Service is building up a bank of resources that tutors can borrow. Digital cameras are a favourite amongst tutors.
How you might use this
A ‘phone tree’, where E-Guides advertise their availability to provide support either physically within a class situation or at the end of a telephone, could provide a useful method of support for tutors who need help at the ‘chalk face’. Tutors can instantly see who is available for contact and when on a weekly basis.
Example 3 - Northamptonshire Probation Area
Learners within the Northamptonshire Probation Area talk about their experience of the e-learning sessions, and how they have developed their skills,with the help and support from staff. They realise that the use of computers and Internet access has helped them gain new and transferable skills that are providing opportunities to gain work.
Listen and watch learners talk about the benefits of the e-learning centre.
Listen to volunteer and support staff at Northamptonshire Probation Area
Further Information
F. Impact of staff development on the organisation
Example 1 - Derby Adult Learning Service
Derby Adult Learning Service has developed an ‘e-mentoring’ scheme that involves a tutor who is experienced and confident in using technology providing peer support on a one-to-one basis to less experienced colleagues. There is also a team dimension, with mentees working together in groups as well as receiving individual support. This initiative is having a cascade effect, and only a few months after the start of the scheme one of the initial mentees has already become a mentor. In another related development, Derby Adult Learning Service is developing a video podcasting system that will enable single click access to video clips. Therefore it will be very easy for staff to use the learning platform to access staff development material in video format. The video podcasting will also, of course, be used to make resources available direct to learners.
How you might use this
It is all too easy to think of staff development just in terms of putting on conventional face-to-face courses, but other means can often be just as effective, if not more so. One-to-one support has been shown to be successful in bringing about lasting change; and the use of video clips can be very useful to reinforce learning or as an alternative to face-to-face learning when this is not practical.
Further Information
Example 2 - Cheshire County Council
Listen to Paul Kelly, Lifelong Development Officer in Cheshire County Council, as he describes how the staff training has had to deal with the 'fear of failure' and help tutors overcome anxieties about using new technologies. He also describes how they measure the impact through observation.
Further Information
Example 3 - Southampton City Council
Southampton City Council has noted the impact of E-Guide training. One of their E-Guides has developed a ‘Tutor Support’ CD-ROM to help other tutors understand the administrative requirements of the role, as well as offer an online version of tutor (schemes of work, lesson plans and registers) and learner administrative documents (Individual Learner Profiles (ILPs) and Learner Journals).
Another E-Guide has attended an online course to learn more about the tools available to support learners and to explore the use of e-portfolios.
Further Information
NIACE E-Guides Staff Development Training Programme
NIACE online staff development opportunities
