1. The Development of an Online Distance Learning Diploma in Logistics using the WBL
Maturity Toolkit
Summary:
This planning document identifies the areas of the WBL Maturity Toolkit that will be used to develop
the new online distance learning version of the CILT(UK) Diploma in Logistics and Transport at
Swansea Metropolitan University.
Each of the relevant areas, taken from the current version of the Toolkit, is detailed below. It will be
noted that of the 12 criteria in the 4 areas of focus chosen, 4 of the criteria specifications in the
Toolkit are incomplete. It is anticipated, therefore, that the exercise will not only assist in the
development of the new course, it will also contribute to the development and completeness of the
WBL Maturity Toolkit itself.
WBL Maturity Toolkit Areas of Focus:
1 Institutional readiness
1-1 WBL strategy and plans
1-8 WBL procedures and processes for programme validation
1-9 QA for WBL
1-12 Business, commercial and financial approaches
Area of focus 1 Institutional readiness
Criterion 1-1 WBL strategy and plans
A WBL strategy/business plan is in place which aligns with the institutions overall
strategy/business plan and linked strategies and which provides for local customisation of
Main
faculty/school/department WBL implementation plans and is driven by a senior management
statement
team which regularly monitors and evaluates the strategy/plans at local and institutional
levels.
WBL is identified in the institution’s strategic and business plans as a key priority for
development.
The WBL strategy is aligned with other related strategies e.g. distance learning, e-learning,
ICT, teaching & learning, library and information services.
Self
The WBL strategy is regularly reviewed and updated by a senior managemen team.
assessment
An institutional WBL business plan is in place and provides a framework within which
guidelines
faculty/school/department plans are developed and monitored.
The strategy is coherent and allows customisation to local needs.
The strategy is made public.
The strategy has performance measures and is monitored at institutional and local levels.
Existence of a specific WBL strategic plan.
The WBL strategy is embedded in the institution’s strategy.
WBL embedded in other related strategy documents (e.g. e-learning, ICT, teaching and
learning, library and information services)
The institutional WBL strategy guides local customisations at Faculty/School and
programme level.
Evidence to
Performance monitoring and evaluation is undertaken and documented.
look for
The involvement of employers in WBL programme design is integral to the process.
A Professional Practice Accreditation “shell framework” provides a basis for the award of
credit for work-based projects, reflective accounts and research directly personal and
organisational improvement goals.
Processes for developing cohort/ individual WB learning action plans are in place and are
well understood.

2. The development of WB learning action plans is a rigorous process, worthy of academic
credit, which consolidates underpinning knowledge and expertise establishing a clear
baseline for further personal development.
APEL policies, strategies and practices reflect the need for WB learning action plans to be
grounded in existing learning and experience which may sometimes merit the award of
credit.
Programme approval & validation processes for assessing and accrediting learning
(including learning not provided by the organisation) focus on providing a fast-track and
lean process.
Criterion 1-8 WBL procedures and processes for programme validation
Main Procedures and processes for programme approval and validation accommodate the
statement particular needs and requirements of WBL programmes.
There is a programme approval & validation process for assessing and accrediting learning
(including learning not provided by the organisation) which focuses on providing a fast-
Self
track and lean process.
assessment
Processes provide flexibility for taking on part-time academic staff within a suitable
guidelines
timeframe.
Processes to support negotiated programmes with employers.
A Professional Practice Accreditation “shell framework” provides a basis for the
development/derivation of bespoke/personalised awards that can be fast-tracked for
approval while maintaining the essential rigour
Validation and accreditation processes reflect the needs of WBL courses.
Validation procedures allow for short courses and smaller modules
Evidence to
Timing of validation allows for validation of WBL courses at any time of the year
look for
Dedicated staff responsible for WBL validation centrally ad/or in faculties
Assessment procedures are timed to allow learning to be accredited at times appropriate
for WBL and there is provision for AP(E)L
Job descriptions for part-time staff working in WBL have been agreed.
(See Criteria 3 Programme Design)
Further info University of Bradford Professional Studies awards framework and shell frameworks at Derby,
and examples Plymouth
Criterion 1-9 QA for WBL
Main
Are there (Sufficient/necessary) Quality Assurance procedures are in place for WBL?
statement
Employers (& partner providers) fully understand the implications of academic quality and
standards.
The HE institution has full oversight of all assessment decisions and has a direct
relationship with any assessor.
Mechanisms are in place to profile and scope tutors, assessors and external examiners to
Self meet specific WBL methods and contexts and to ensure comparability of standards.
assessment Separate external examiners are engaged to focus on skills/competencies and on subject
guidelines matter.
The workplace is fit-for-purpose as a place of learning.
Procedures are in place for learner assessments and peer assessments.
Tutors, assessors and mentors have the relevant competencies at the appropriate level.
Procedures are in place for employers as mentors and assessors (& other third parties
such as partner providers).
Evidence to Employers are included in programme design and validation processes

3. look for There is a process for gathering feedback from Employers and mentors.
External examiners have relevant background and knowledge of WBL
There are sufficient support mechanisms in place for WBL e.g. mentoring, peer support.
There is a timley process to feedback quality issues to employers involved in WBL courses.
Criterion 1-12 Business, commercial and financial approaches
A business model and costing policy is in place which encompasses the provision of other
Main WBL services such as the development of bespoke programmes and APEL and recognises the
statement different resourcing model deployed when learning takes place on employer’s premises with
WB mentor support.
Self assessment
guidelines
Evidence to
look for
2. Faculty/school/department readiness
2-1 WBL strategy and implementation plan
2-4 Training and support for external staff and employers
Area of focus 2 Faculty/school/department readiness
Criterion 2-1 WBL strategy and implementation plan
A WBL strategy and implementation plan (incorporating measures of success) is in place
Main statement
which is regularly monitored and evaluated.
Self assessment
guidelines
Evidence to look
for
Criterion 2-4 Training and support for external staff and employers
Main statement Appropriate training and support for all external staff and employer staff is provided.
Appropriate training and support for mentors and assessors is provided.
Self assessment Appropriate training and induction for part-time staff is provided e.g. external
guidelines examiners.
Appropriate ICT training and support is provided (e.g. to use e-portfolio systems).
Evidence to look
for
3. Programme design for WBL
3-3 Development and planning for validation
3-4 Alignment with professional standards
3-8 IT Support
3-11 Learning materials and resources
Area of focus 3 Programme design
Criterion 3-3 Development and planning for validation

4. Validation procedures meet the needs of all stakeholders with sufficient
Main statement
contingency/flexibility to respond to change.
Process and procedure for planning and gaining validation within the institution.
Legislative and regulatory compliance issues are identified and planned for in advanced
e.g. IPR/ copyright etc.
There is flexibility to negotiate, modify and design bespoke learning programmes/
Self assessment
modules and award titles without going through a full validation process.
guidelines
Contingencies are in place to account for interruptions to learner progress e.g. for
learners who cease employment or the employer becomes bankrupt.
Approval and validation committees have flexible arrangements for meeting and are be
able to meet at short notice
Evidence to look Named staff to support employers and institution staff through validation process
for Processes are in place to enable validation within an appropriate timeframe
Criterion 3-4 Alignment with professional standards
Main statement Validation procedures take account of professional standards.
Qualifications are aligned with National Occupational Standards.
Where appropriate, qualifications and outcomes are integrated with professional
Self assessment
awards.
guidelines
“Sector” learning outcomes are incorporated, where appropriate, as well as those for
individual employers
Evidence to look Clear understanding of various accreditation / standards frameworks with clear links to
for how institutions own provision fits
Criterion 3-8 Integration of ICT/e-learning into curriculum design.
ICT and e-learning tools/applications are integrated into curriculum design and the
curriculum design processes to aid cost-effective and efficient learning, working,
Main statement
communications, knowledge-sharing and assessment and which meet employer/employee
needs.
E-Learning/blended learning strategies are fully integrated into the curriculum design
process e.g. E-Portfolios, e-PDPs and e-assessments.
Self assessment
ICT systems and policies ensure access and compliance with usability, accessibility and
guidelines
effectiveness standards for all learners.
Providers and employers collaborate to ensure mobility of learner e-portfolios.
Learners and employers can access learning systems from outside the institution and
Evidence to access if provided in time for course start date (which may be before the fees are paid
look for and full registration is complete)
Course design allows for flexible use fo e-learning to support WBL.
Criterion 3-10 Learning materials and resources
Learning materials and resources are fit-for-purpose and adhere to institutional
Main statement
guidelines in respect of design, usability, accessibility and access by employers.
Self assessment
guidelines
Evidence to look
for

5. 6. Quality of the learner experience
6-3 Programme Design, Review and Quality Enhancement
6-4 Programme Delivery and Support
Area of focus 6 The learner experience
Criterion 6-3 Programme Design, Review and Quality Enhancement
Work-based learning Programmes are designed to meet employer and industry needs.
Main Institutions have mechanisms in place to enable employers, industry bodies and employees
statement who have participated in the programme to contribute to the design, ongoing review and
quality assurance and enhancement of the programme.
Mechanisms are in place to enable Programme Teams to have meaningful dialogues with
employers, any relevant professional bodies and sector skills councils and employees
accessing work-based programmes to ensure WBL programmes continue to meet needs,
relevant occupational standards and facilitate workforce development and career
progression.
Mechanisms are in place to enable employers and industry representatives to input to
programme approval, validation and programme review and quality assurance processes.
Institutional Programme review processes offer flexibility to enable programme teams to
request amendments to programme structures, content and assessments methods to
satisfy employer needs.
Employers use company appraisal/professional development systems to capture views
about programmes and feedback comments to programme teams.
The Programme Design enables the attainment of learning outcomes to be personalised
to individual employees/employer needs.
Self The Programme Design enables learning outcomes to be achieved through activities that
assessment are based on the context of an individual’s work or workplace
guidelines The Programme Design is based on blended and flexible approaches that focus on
process-driven curriculum, self-directed learning, experiential learning and evidence-
based assessment.
The Programme Design enables learners flexibility to determine progression pathways
that meet individual or employer need.
The Programme Design offers a range of exit Qualifications and professional awards
informed by relevant occupational standards, employer needs, professional bodies and
career progression.
The Programme Design and any associated exit qualifications offers cross-border mobility
with consistency/portability of outputs and standards/learning outcomes, irrespective of
geography.
Programme monitoring and quality assurance processes are designed to engage and
actively seek feedback from work-based learners.
Institutional learner satisfaction tools are designed to actively seek feedback from work-
based learners and their employers.
Examples of Industry/Education Forums that provide an effective vehicle for ongoing
dialogue between employers, work-based learners, professional bodies and programme
teams.
Examples of Institutional quality assurance and enhancement policies, strategies and
procedures that insist on employer/ professional body input to Programme Design,
Evidence to Programme Approval and Validation and review.
look for Examples of where dialogue with employers/ WB Learners and/or professional bodies
have resulted in changes to programme designs, structures, delivery models and
assessment methods.
Examples of Programme Designs that have been influenced by employer/professional
body needs.
Examples of Programme Designs that offer work-based learners flexibility and choice

6. relating to satisfying learning outcomes, progression, exit qualifications relating to their
work and/or, professional development needs.
Feedback from work-based learners and/or employers to satisfaction surveys.
Work-based learning Programmes are delivered and supported in cost and time efficient
Main
ways that minimises loss of time and maximises efficiencies in cost and time both for the
statement
employer, provider and the individual work based learner.
Effective use of technologies is made to deliver and support work-based programmes to
maximise cost and time efficiencies for employers, individuals and providers.
Delivery makes full use of progression routes, recognition/accreditation of individuals
prior learning/qualifications to offer credit and exemptions to accelerate progress
through programme pathways.
Delivery enables the attainment of learning outcomes to be personalised to individual
employees/employer needs.
Delivery enables learning outcome assessments to be achieved through activities that
are based on the context of an individual’s work or workplace
Delivery is based on blended and flexible approaches that focus on process-driven
curriculum, self-directed learning, experiential learning and evidence-based assessment.
Delivery offers learners choice, control and flexibility to determine individual progression
pathways that meet individual or employer need.
Delivery and support encourages ongoing review of progress against Personal
Self assessment Development Plans and negotiated refinement of plans, learning milestones and
guidelines timescales with tutors and assessors in accordance with learner progress, preferences
and needs.
Delivery and support offers learners flexibility of when, where and how to engage with
their learning
Delivery and support provides both face-to-face and online opportunities for learners
isolated in small to medium companies to form peer groups with other work-based
learners.
Work-based Learners are supported by both an academic/tutor and work-based
mentor/assessor.
Support roles and responsibilities are clear to the Learner from the outset of the
programme.
Support structures and resources are accessible to Learners outside traditional academic
term times. Online support networks are provided, where appropriate, for learners and
other stakeholders such as mentors and assessors.
ICT Helplines and support is provided both during and outwith academic term times.
Examples of activities/decisions that have achieved costs and time efficiencies in
programme delivery and support through the introduction of ICT.
Examples from your WBL Programme that illustrate accelerated progression as a result of
accreditation/recognition of prior learning
Evidence to Examples from your WBL Programme that are designed to give module exemption for
look for pre-determined expertise and/or previously attained qualifications.
Examples of activities that have enhanced support using WB mentors/assessors
Examples that illustrate effective use of PDP to inform learner choices and negotiations
Sample work from WB learners that illustrate the assessment of learning outcomes
situated in the context of an individual’s work environment and/or role in a company.