This learning tool was created in the framework of the Erasmus+ TOTVET project financed with the support from the European Commission.

1. Module 3: LEADERSHIP
PreparingTutorsfor
WorkBasedLearning
Developed in the framework of the Erasmus+ Project 2018-1-RO01-KA202-049191
TOTVET - Training of Tutors and VET professionals for high quality in Work
Based Learning and Dual Learning
This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.

2. Summary
In this Leaning Tool you, as company tutor, will:
 Learn to:
 list the tasks and functions of the job for which the
apprentice is being trained
 identify the learning objectives and the necessary
resources and time
 understand to be organized and careful and know how to
adapt to the needs of the work
 be able to plan, prioritize and organize not only your own
functions and tasks but those of the trainee who is under
your responsibility in order the trainee is able to carry out
them

3. Main issues:
INTRODUCTION
Efficiency
Time management skills
ORGANIZE AND PLAN
Learning resources: time management tips and resources
PLANNING THE TRAINING
Training programme
ORGANISING THE TRAINING
Four-step procedure
Case study: planning and organisation
FOSTER INDEPENDENCY AND CREATIVITY
The complete action model
Convey occupational competence
Ted Talk: How to gain control of your free time

4. INTRODUCTION
EFFICIENCY Why is it so relevant?
Efficiency is about using
the least amount of
input to achieve the
highest amount of output.
THERE’S NO TIME TO LOOSE.
As company tutor you should work
with efficiency because you should:
o Fulfill your own responsibilities as a
worker and company tutor
o Be in charge of the trainee and
distribute and manage his/her work

5. TIME MANAGEMENT
SKILLS
Why are they so important?
Time management is not
very difficult as a concept,
but it’s surprisingly hard to
do in practice. It requires the
investment of a little time
upfront to prioritise and
organise yourself. But once
done, you find that with
minor tweaks, you have time
enough for everything you
need to do.
These skills are really important when
giving instructions to the trainee. As
company tutor you should be aware of
the time the trainee is going to need to
carry out the tasks. You should organize
the trainee training, functions and tasks
and fit them in time.
Moreover, you should be efficient when
managing your time to get to all your
responsibilities.

6. ORGANIZE AND PLAN
 You, as a company tutor, have to plan, prioritise and organise both,
your own tasks and those of the trainees.
 There are 3 main questions and 3 main actions you have to think
about when organizing your tasks:
1) WHAT do I have to do?
 LIST the tasks.
2) WHEN do I have to do these tasks?
 Establish a DEADLINE or RUN DATE.
3) HOW are I going to organize these deadlines?
 Use different PLANNING TOOLS: a notebook, a calendar, an
agenda, outlook calendar, Wunderlist, google calendar…

7. In order to manage your tasks and your trainees’ tasks you should be
able to:
 Know the functions and tasks of the job for which the trainee is
being trained.
 Have clear the formative objectives, the technical resources and the
necessary time.
 Establish concrete goals, setting times and explaining the most
appropriate procedures, techniques or methods.
 Plan in advance the following actions to develop.
 Monitoring the work plan and proposing corrective actions in the
event of non-compliance.
 Detect obstacles to training, look for alternatives or modify
planning.
 Be orderly and careful, to transmit to the trainee the importance of
organization, order and planning at work.
 Adapt to the needs of your work, the trainee and possible
unforeseen. Original source, in Spanish: pg.96, Fundación Bertlesman

8. How can we not neglect our work
and responsibilities while managing
the learning of the trainee?
Visit these two websites to explore different tips and
resources to be more organised and manage time with
efficiency.
Click HERE to read: 20 Quick
Time Management Tips to
Super Boost Your Productivity,
by Celestine Chua, founder of
Personal Excellence where she
shares her best advice on how to
boost productivity and achieve
excellence in life.
Click HERE to read: How to
make the most of your
working day, by The New
York Times Business

9. PLANNING THE TRAINING
Dualvet training is distributed between:
 Company training in charge of the company tutor
 School training in charge of the school tutor
These two figures should meet before the beginning of the training
to see how the training is going to be distributed.
In order to do an efficient management of these meetings, you, as
company tutor, should describe in detail which are the working
areas of your company.
This description will allow you two to complete in a timely and
cost-effective way the planning of the training as a whole.

10. HOW TO DO THIS DETAILED DESCRIPTION?
1) Analyze WHAT is usually done in your company.
 Regarding your own job position and other
departments.
2) Break down daily FUNCTIONS.
 Describe the job position. What must be done and
how must be done. See step by step all the functions of
a job.
3) Compare your REQUIREMENTS with those of the
school tutor.
 See how “theory” and “practice” can be matched.

11. Once you know which are the functions and requirements that
your trainees must fulfil in their job position, you should meet
the school tutor to plan the whole learning.
Please, consult the applicable VET legislation of your
country or region and check if, in this regard, there is
any formal document to fulfill.
For example, the school and the company may have to sign an
agreement that, among others, covers the following aspects:
o The training programme
o How the learning will be assess
o A trainee follow-up plan
o The number of meetings to be held by the company and the school
o The regularity of these meetings
o The calendar, working day and schedule that the trainee must
follow

12. TRAINING PROGRAMME
 The training programme includes WHAT should be taught in the
company.
 Taking it as guidelines company tutors must to stablish a training
schedule to know when the contents are going to be taught in the
company.
In this sense it is really important to have a common schedule
or calendar with the school, it is important to follow a logic
training path.
 In case the company tutor is not the person in charge of the
training, it is important to coordinate and clarify the people
involved in the training WHAT and HOW must to be taught.

13. ORGANISING THE TRAINING
 Once we have the learning programme and we know who is going to
manage each part of it we have to focus on our part of the learning
programme.
 To be effective and make the most of the learning time we suggest to
follow the following four-step procedure:
1) Prepare 2)Demonstrate
3) Imitate 4)Practice
It is really important to ADAPT and MANAGE the training from
the beginning to the end. As the trainee gains knowledge and
experience we, as company tutors, can give them more
responsibilities and autonomy.
Throughout this topic, and in order to help you to organize
the training, we will give you several tips and processes.
Original source:. Dual VET system guide.

14. 1) PREPARE
 Firstly, you, as company tutor, should be ready to host and assist the
trainee during the placement.
 You should know how you are going to organize and carry out the
explanations.
 You should prepare the workspace for the trainee. He/she has to have
all the materials, tools, IT devices, passwords, company accounts…
needed to carry out his/her job.
2) DEMONSTRATE
 To show the trainee how something is done in a professional context,
first do it by your own while he/she is watching.
 Then, repeat the work while you explain each part, divide the task in
steps, leave space for the trainee to ask questions.
 Finally repeat the whole process again, you can do it smoothly, as
always, or step by step, in a didactic way.
Original source:. Dual VET system guide.

15. 3) IMITATE
 Following your previous instructions trainees have to imitate your
work and do the task by their own. If they don’t know how to proceed,
they can ask questions.
 Then, as you have done, they have to do a step-by-step explanation of
the work done. In this way, we will see if they have understand the
process.
 Finally, they have to try to do it smoothly, without any comment or
step-by step guide.
4) PRACTICE
 They have to practice by their own, asking questions if necessary.
 They will gain experience, routine and they will improve their way of
doing the tasks.
 Moreover, as time goes by, they will manage time better and will be
more efficient.
Original source:. Dual VET system guide.

16. CASE STUDY:
PLANNING AND
ORGANISATION
Original source, in Spanish: pg.97, Fundación Bertlesman
ACTION: The company tutor explains the trainee that before leaving the
workshop, he must review all the work orders to see what the performance
consists of, if it is a new installation, a breakdown, the description made by
the customer, etc…
The tutor points out that each order allows him to prepare all the
material he may need for each case, checking everything he carries in the van
and in the tool case.
He also explains the trainee that all this preliminary work will allow
him to waste as little time as possible when he already is at the customer's
premises, avoiding, in most cases, having to come back on another occasion
and saving costs, time and providing good customer service.
SITUATION: The trainee loses a lot of
time in the visits to the premises of the
clients, because he does not take the
material well prepared.

17. FOSTER INDEPENDENCY AND CREATIVITY
The main aim of the vocational training is
that trainees obtain occupational
competence. With priority it is a matter of
enabling the trainees to act proper,
independent and responsible in their
professional framework.
As trainees gain independency at
work company tutors will be able
to better organize time and tasks.

18. THE COMPLETE ACTION MODEL
HOW DOES IT WORK?
Trainees extensively work under the real conditions of the everyday
working life.
They contribute with it to the company result, they find out that
their work is “valuable”. This promotes the motivation and with it
the learning effect. And in the ideal case work is taken from you as
a responsible expert. The education relieves you and causes no
additional efforts.
This training model fosters trainee’s
independency and motivation.

19. Steps of the model of the complete action
1. Inform: The trainees make
themselves familiar with the setting of
tasks, they inform themselves what
they have to do.
3. Decide: The compiled planning is
discussed with the training expert and
the decision on the final procedure is
made.
Original source: pg 142. Dual VET system, Transfer of
successful structures and guidance for implementing
the dual VET system. Training company trainers
2. Plan: The trainees plan the course, the
material regulation, the expenditure of
time to the execution of the job.

20. 4. Realise: The trainees carry out the
setting of tasks according to the planning.
The task of the training expert is to observe
the working method of the trainees, to give
assistance and to pay attention to the
observance of the security regulations.
6. Evaluate: Finally the result of working
and also the approach are discussed with
the training expert.
Original source: pg 142. Dual VET system, Transfer of
successful structures and guidance for implementing
the dual VET system. Training company trainers
5. Control: The result of working first is
controlled from the trainees, if necessary with
the on basis of a controlling sheet.

21. Convey occupational competence
As an instructor you have the challenge to derive tasks and work for
trainees out of your scope of work and from activities resulting in the
working process. As we have said, when trainees gain experience and
knowledge we can leave more responsibilities for them.
In order to derive tasks you should be organized and master time
management.
WHICH TYPE OF TASKS CAN I DERIVE?
 These duties may neither not challenge enough nor demand too much.
 The tasks have to fit into the in-company training plan.
 Tasks should be part of the daily work and with usable results for the
company.
 It is not only about the fact that the trainees acquire new knowledge and
skills to become perfect. The tasks transferred to them should be likely to
convey occupational competence.

22. HOW TO DERIVE TASKS FOR YOUR TRAINEE FROM YOUR
OWN TASKS DURING THE WORKING DAY?
1. Have a look at your own work: How looks a “normal” or a
“typical” working day like? Which tasks occur daily? Which occur
occasionally?
2. Elaborate written documents, which give explanations about
your working duties: Is there a job description or a description of
the work place? Do you document your work in the form of work
proof? Are manuals available describing important working duties
or the handling of working devices, machines or tools? Is there a
quality management manual for your field of work?
Original source: pg 136. Dual VET system, Transfer of
successful structures and guidance for implementing
the dual VET system. Training company trainers

23. 3. Have a look in the in-company training plan: What is the
knowledge, skills and abilities, which should be acquired by your
trainees during the training period? Which skills do the trainees
already master if they come to your field of work / department?
4. Conduct a comparison of your working duties with the in-company
training plan: Where is something to do what your trainees have
already learnt? Where is your work corresponding with content and
skills the trainees should learn from you? And where is your work too
much demanding for the trainees?
5. As a result of this comparison you have now a list of subjects with
which your trainees should deal during the next days and weeks
Original source: pg 136. Dual VET system, Transfer of
successful structures and guidance for implementing
the dual VET system. Training company trainers

24. Watch the TedTalk “How to gain
control of your free time”.
 Think about Laura Vanderkam’s ideas.
 Laura Vanderkam shatters the myth that there just isn’t enough time in the
week for working professionals to live happy, balanced and productive
lives.
 There are 168 hours in each week. How do we find time for what matters
most? Time management expert Laura Vanderkam studies how busy
people spend their lives, and she's discovered that many of us drastically
overestimate our commitments each week, while underestimating the
time we have to ourselves. She offers a few practical strategies to help find
more time for what matters to us, so we can "build the lives we want in the
time we've got.“
CLICK HERE TO
WATCH THE
TED TALK