Post-course practical assignments and assessments are valuable aspects of training, but many learners are not given work time, nor mentoring assistance, to complete such assignments.
Some courses already include a practical element. Knowing the difficulties of work pressures, and the lack of mentors at most employers, we should make practical scenario assignments, as well as assessment of learners, part of their courses.
Among the advantages of public courses, where employees from various industries learn together, is the exchange of divergent experience. Another advantage is being off site, and temporarily free from work pressure, allowing knowledge and skills transfer within the context of a focus on new theoretical material and practical approaches.
Public courses present an ideal opportunity to assess learners on theoretical and team work skills, at the start and at the end of courses. Most learners, up to 40%, do not complete assignments, or receive no support in doing so, resulting in incomplete learning.
SETAS already know that the assignment system is failing. Instead, we now send learners pre-course material on some courses, and presenters assess learners by practical and formal testing to assign a ‘competent’ or ‘not yet competent’ grading.