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EMPLOYER TRAINING SCHEME GUIDELINES

EMPLOYER TRAINING SCHEME

GUIDELINES

www.step.org/ets

STEP Employer Training Scheme – Pilot 2015

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EMPLOYER TRAINING SCHEME GUIDELINES EMPLOYER TRAINING SCHEME GUIDELINES

LEARNING AND DEVELOPMENT STANDARDS BECOMING A TRAINING PARTNER

RECOGNITION KEY - STANDARDS TO ACHIEVE

Platinum Training PartnerAll 1-18 STEP standards needed for this level

Gold Training PartnerAll 1-9 STEP standards needed for this level

Training PartnerAll 1-3 STEP standards needed for this level

Training PartnerAll 1-3 STEP standards needed for this level

DOMAIN 1: INDIVIDUAL DEVELOPS PROFESSIONAL KNOWLEDGE

The organisation benefits from a strong

learning culture

18. L&D has senior management support and is linked to organisational performance

17. A positive work & learning environment exists

16. Performance success is recognised & measures are in place to retain effective staff

Individuals develop professional expertise

9. Professionals are given guidance & coaching

8. Senior staff support the application of learning to work

7. Opportunities exist to network and learn from a range of events

15. Challenge and breadth are built into the individual’s job

14. Professionals are encouraged to reflect, share knowledge and to learn from others

13. High expectations are delivered through annual appraisals

Individual develops professional knowledge

3. Financial and time support are provided for study

2. Students are guided throughout the study process

1. L&D policy outlines provisions and expectations

6. A comprehensive package of support is provided for study

5. Individual learning is linked to organisational objectives

4. Deep learning is enabled through the provision of extended learning resources

12. Reflection on learning and the application of learning to work are guided by a TEP or senior staff

11. Career conversations are held between employee and a senior member of staff

10. Line managers have an understanding of L&D practice

Domain 1

Domain 2

Domain 3

To achieve Training Partner status, you need to show how you support the individual in developing their professional

knowledge by demonstrating how you meet the following three STEP standards:

STEP STANDARDS

1. L&D POLICY OUTLINES PROVISIONS AND EXPECTATIONS

Commentary

Clear communications both on what learning and development provision is available and what

is expected by the sponsoring organisation in return, is good practice and aids motivation.

They should be enabled and encouraged to engage in open learning – discretionary study at

work – which allows them to explore knowledge areas beyond simply using the text book they

are using. This may take the form of conversations with senior personnel, recognised experts in

a field but will also include some freedom to explore published and internet-based resources.

Evidence

These provisions and expectations should be evident in the L&D/Training policy. Please refer

to the sample STEP Employer Training Scheme Study Policy for suggestions on how to apply

this in practice.

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2. STUDENTS ARE GUIDED THROUGHOUT THE STUDY PROCESS

Commentary

Pre training approach: Students need to know that if they are successful in their studies

that the outcome will be valued. So this is about the usefulness that the training is likely to

generate to the organisation (and the student too), as perceived by the student.

Learners should be prepared in advance of training with their objectives being set with the

support of a mentor or guide, including discussions about the relevance of study to their job.

Learning goals should be set in collaboration between the student and the designated guide

or mentor, taking into account the needs of both the individual and the organisation, with the

clear understanding that progress will be reviewed regularly along the way. This motivates

the student as they approach completion of their goals and will impact their study and

learning behaviour positively. It will also lessen the risk of exam deferral.

In-course approach: Students are given chances to practice what they have learnt and to

apply this, even in theory or simulation, to work situations. This may involve error based

examples where the student has to identify mistakes in either simulated or real-life examples.

The student should receive regular feedback on their progress, and should be encouraged to

use course self-assessment tools.

Evidence

Please refer to the relevant sample ETS Study Policy for more detail on how to apply this in

practice. Demonstrate through interview with organisation and student/s.

3. FINANCIAL AND TIME SUPPORT ARE PROVIDED FOR STUDY

Commentary

As far as is possible, and as fits with their work duties, students should be given clear guidelines

on when they can study at work, how they can use work equipment and what resources

are available.

General motivation predicts success in study and motivation can be increased through concrete

support and recognition. To this end, it is important that students are clear about what they can

expect in terms of financial assistance from the organisation and how much time they can take

off, either paid or unpaid, to complete their studies, as well as having a clear understanding of

how success in their examinations will impact positively upon their careers. This is outlined in

detail in our sample STEP Employer Training Scheme Study Policy (ETS Study Policy), currently

available for Training Partner level only. We recommend a minimum contribution of 75% of all

costs of preparing for and taking examinations to be borne by the employer at this level.

Evidence

The L&D/Training Policy should detail the financial and time support available and the terms

on which they are offered. Please refer to the relevant ETS Study Policy for further detail of

what STEP expects the organisational training policy to contain as a minimum – (currently

relevant for Training Partner level only).

BECOMING A GOLD TRAINING PARTNER


Achieving Gold Training Partner status is a sign that your organisation goes beyond providing practical support for your

students. It is evidence of the fact that you also pay attention to ensuring that individuals develop the professional expertise

that they need to become competent practitioners, adding real value to your organisation. In addition to achieving standards

1, 2 and 3, outlined above, you need to demonstrate how you meet the following six STEP standards:

Gold Training PartnerAll 1-9 STEP standards needed for this level

4. DEEP LEARNING IS ENABLED THROUGH PROVISION OF EXTENDED LEARNING RESOURCES

Commentary

Deep learning goes beyond the simple memorisation of material for exam passes (superficial

learning) to look at embedding the learning in a meaningful, and ultimately practical and

applicable, way. It is therefore essential that the organisation provides its students with a

variety of learning simulations and experiences which will help them to put their learning into

practice in a real life and relevant context.

Students exercise greater mental activity and a wider range of mental operations when

required to engage in material such as case studies and problem solving activities. This helps

students organise and sort concepts and retain key principles in their memory.

Action centred learning – consideration of a problem (real or simulated) problem,

recommended action with feedback and reflection - based upon practical examples,

encourages deep learning which in turn correlates with improved performance.

Cognitive strategies (rehearsal, organisation and elaboration); behavioural strategies (help-

seeking & practical application) and self-regulatory strategies (motivation, emotion control

& comprehension monitoring) – encourage learning confidence by ensuring foundation

knowledge is good. It may be helpful at the outset of the study programme to give students

access to training on ‘learning to learn’ – establishing clearly in their minds the importance of

putting learning into practice and the techniques necessary to achieve this.

Please refer to STEP’s CPD resources , a wide range of support tools which will help to

encourage deep learning approach by broadening knowledge and understanding.

The following are key to ensuring deep learning is facilitated:

• Training on ‘learning to learn’ this could be from courses attended, reading material, in-

house sessions or coaching interventions

• Ensure right level of qualification is being taken to ensure learners’ confidence is generated

Resources – time, money, materials - are there to help the individual to apply learning to work.

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Evidence

The qualitative submission indicates the range of resources available to learners.

Learning to learn programmes or support are evident in this area.

Demonstration would be through interview with organisation and student/s.

5. INDIVIDUAL LEARNING IS LINKED TO ORGANISATIONAL OBJECTIVES

Commentary

The individual knows and sees the relevance of their learning/training to the firm’s strategy,

goals and performance; a close link is made between the two, most probably through Personal

Development Plans and appraisal forms. STEP’s recommendation is that the student undergoes

a monthly review meeting with their mentor or line manager to check progress and discuss

any issues that may have arisen; also to clarify action points for the next month. The appraisal

process should be undertaken at least once, and preferably twice, throughout the year, with

attention paid to ensure that objectives set in the appraisals filter down the student’s Personal

Development Plan which is then reviewed monthly (as above).

Students need to be sure that the content of the study programme is seen as relevant to work

by senior people and it should be linked to organisational goals. This requires the alignment of

individual work objectives, their learning objectives and an understanding of how they relate

to the organisational objectives and business plan. This linking to performance increases the

individual’s motivation. As above, the student will need to set learning objectives in partnership

with their mentor or line manager; these must subsequently be reviewed and approved by a

member of the senior management team to ensure consistency with organisational objectives.

The perceived usefulness to work of successful study improves learning outcomes for the

individual and, consequently, for the organisation. Thus the line manager or mentor must be very

clear in discussing with the student the importance of setting goals that are in keeping with the

organisational strategy, clarifying the expectations and input of the senior management team

and ultimately ensuring that the student is aware of how their study contributes to their work

capability and performance, and how that, in turn, contributes to organisational performance.

Evidence

Personal Development Plans and appraisal documentation. These may be one form; however

STEP’s recommendation is that a separate PDP is created for each student, to be reviewed

monthly with the mentor or line manager. Ideally this will break down objectives into discrete

components against which progress may be measured from month to month and action

plans set for the following month.

6. A COMPREHENSIVE PACKAGE OF SUPPORT IS PROVIDED FOR STUDY

Commentary

Resources – time, money, materials - are available to help the individual to apply learning to work.

The course of study is completely funded by the organisation and study leave is given to

attend all workshops and exams. Additional study leave is provided during the course – a

minimum of one day per exam – to help support study.

Other materials are available, and time is allowed during work to use internet for coursework.

The policy on use of IT and work resources for study is made clear in the policy.

If possible, the student should be paired up with another student who is further along the

study route – or possibly a newly qualified TEP – to act as a peer mentor/’study buddy’. This

will ensure that input from peers is fresh and relevant to what the student is experiencing as

they go through the qualification process.

Evidence

The L&D/Training Policy should detail the financial and time support available and the terms

on which they are offered.

Please refer to the ETS Study Policy for suggestions on how to apply this in practice. The

ethos of the organisation and the level of motivation will be explored through interview.

7. OPPORTUNITIES EXIST TO NETWORK AND LEARN FROM A RANGE OF EVENTS

Commentary

The organisation, the L&D function and/or the senior managers facilitate or encourage

access to webs of relationships for learning.

Organisational culture encourages exchange of information, collaboration, mutual support

and help-seeking. Individuals are encouraged to network widely and are encouraged to leave

work on time to attend meetings, conferences and events as well as being given time off work

to attend the same, where appropriate.

Communities of practice, in some form, exist. This could involve groups wider than the single

organisation and may involve peer networking, benchmarking and sharing of good practice.

There is a culture of openness and accessibility.

Evidence

Demonstrated through interview. In particular, students and members are encouraged to

engage in STEP’s branch events and conferences and can provide evidence of attendance.

DOMAIN 2: INDIVIDUALS DEVELOP PROFESSIONAL EXPERTISE

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8. SENIOR STAFF SUPPORT THE APPLICATION OF LEARNING TO WORK

Commentary

There is a supportive learning environment where the line manager is involved in the

development process and demonstrates an interest in the progress of individuals and

encourages and rewards application of learned material on the job.

Individuals get regular feedback on how well they are applying their learning as well as

constructive advice and role modelling on how to improve performance.

Evidence

Demonstrate through interview with organisation and student/s.

9. PROFESSIONALS ARE GIVEN GUIDANCE & COACHING

Commentary

Good quality coaching with feedback at work has a range of positive effects:

• In a study situation it raises learning effectiveness

• It promotes self-efficacy – an individual’s belief in their ability to perform well

• Mindfulness and meta level awareness, enabling individuals to deal with negative feedback

• Performance standards and social expectations

• Provides clear and broad objectives for your employees

• Facilitates the break-down of complex tasks into components in order to help employees

achieve success

• Role-model and demonstrate and discuss overcoming challenges

• Express interest in learning processes of employees

• Public positive feedback

• Help individuals to feel supported when they make mistakes

Evidence

Integrated into organisation’s learning culture but may be made explicit in L&D policy.

Consider giving staff training in professional coaching techniques to ensure a positive and

productive approach.


BECOMING A PLATINUM TRAINING PARTNER


In your organisation, L&D is led and championed from the very top and the organisation benefits from a strong learning

culture. Success is recognised and rewarded, your staff are encouraged to reflect, share knowledge and learn from others and

opportunities are actively sought to provide challenge and breadth for the individual. So in addition to meeting all of the nine

standards that have been outlined previously, you will be able to demonstrate how you meet a further nine STEP standards to

demonstrate your organisation’s expertise and commitment to excellence in developing your STEP staff:

Platinum Training PartnerAll 1-18 STEP standards needed for this level

10. LINE MANAGERS HAVE AN UNDERSTANDING OF L&D PRACTICE

Commentary

Managers should understand how to support the learning of their staff and how to facilitate

informal learning in the workplace.

Individuals should be encouraged to become more capable learners, self-directed and

reflective, more pro-active and able to recognise learning opportunities; managers need to

be aware that allocation of work and variety of work tasks, their own behaviour as a model

and the micro-culture for learning that can be created are their responsibility, at least in part.

They need to offer employees problem solving tasks and the opportunity to tackle difficult

challenges to extend their capability (cognitive structure development).

Here are some of the actions that line managers who are committed to supporting their

staff’s learning will do:

• Relate study to prior experience

• Identify troublesome concepts using examples from the organisation to support learning

• Arouse interest in learning and integrate with work, outlining the relevance of the course

• Encourage self-regulation, autonomy, reflection

• Stretch and challenge students

A good level of self-awareness about how one learns (meta learning) is correlated with

facilitating exam success and so sessions on “learning to learn” are useful.

Whenever employees are planning on undertaking learning both L&D and managers should

have plans and processes in place to support the employee use their new knowledge and

skills in order to improve their performance.

Evidence

Evidence of the availability of line manager education in this area.

This could be through courses attended, reading material, in-house sessions or

coaching interventions.

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11. CAREER CONVERSATIONS ARE HELD BETWEEN EMPLOYEE AND A SENIOR MEMBER OF STAFF

Commentary

Career conversations may take many forms – it could be part of a mentoring relationship or

a performance appraisal meeting – but their feature is that they are longer term and “bigger

picture” than a brief appraisal discussion, they are future-focused and developmental (rather

than corrective of deficiencies) and they are likely to be on-going and comprise a number

of interactions.

Good quality career conversations enable the organisation to develop the skills required

moving forward and have a longer term focus than appraisals. They also facilitate better

workforce planning and deployment and affect the motivation of employees positively.

For the individual the benefits include:

• Increased knowledge of personal skills competencies

• Increased knowledge of jobs and career paths within the organisation

• Increased knowledge of professional development opportunities

• The ability to make a decision about participation in professional development opportunities

• The identification of career goals and the prioritization of goals

• Increased knowledge of how to enhance his or her reputation in the workplace through

better understanding of the employer’s norms and values

• Increased knowledge of career self-management strategies

• Increased commitment to change

• Increased personal responsibility for one’s career development

• Increased motivation and sense of being a valued member of the organisation from the

input and obvious support of a senior member of the organisation

For the organisation, the outcomes can include:

• Better communication between managers and employees

• Better achievement of performance standards

• Workers with the skills needed to complete the required work

• A suitable talent pool

• Increased productivity

• Increased workforce flexibility

• Effective employee job changes within the company

• Increased rate of employee retention

Evidence

Employees may wish to access STEP’s CareerZone in order to assist them with preparation for

such conversations.


12. REFLECTION ON LEARNING AND THE APPLICATION OF LEARNING TO WORK ARE GUIDED BY A TEP OR SENIOR STAFF

Commentary

The quality of guidance and support from senior members of the organisation will help form

a positive learning environment and this will encourage a deep approach to learning.

In a positive learning environment staff are encouraged and enabled to use new skills. The

application of training to the job is a motivator for staff too.

Active reflection - the encouragement to think ahead (to project), to reflect as an individual,

to learn from setbacks, to consider feedback and to self-manage - supports the acquisition of

structural learning.

Evidence

The policy may outline the existence of a study support relationship or such a relationship

may exist informally. The qualitative submission may indicate this or it could be demonstrated

through interview.

13. HIGH EXPECTATIONS ARE DELIVERED THROUGH ANNUAL APPRAISALS

Commentary

The goals set for individuals give a clear indication of expectations and pull the individual to

high performance levels.

The articulation of expectations through goal setting will motivate the individual provided

that regular feedback is received on progress towards goals. See above regarding STEP’s

recommendation for monthly meetings to be held between the student and their mentor or

line manager.

Evidence

Personal Development Plans and/or appraisal documentation.

DOMAIN 2: INDIVIDUALS DEVELOP PROFESSIONAL EXPERTISE

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14. PROFESSIONALS ARE ENCOURAGED TO REFLECT, SHARE KNOWLEDGE AND TO LEARN FROM OTHERS

Commentary

Reflective practice is engaged in as a group and team learning is encouraged.

Staff members are encouraged as a group to question, review, challenge and critique

strategic and operational decisions enacted on their behalf in a positive spirit of

organisational development.

Continuous learning is part of the learning climate with clear goals for teams, learning shared

and continuous improvement embraced. Success is celebrated.

Evidence

Meetings, both formal and informal, and at different levels (team and group) may

demonstrate that this standard is being met.

15. CHALLENGE AND BREADTH ARE BUILT INTO THE INDIVIDUAL’S JOB

Commentary

Job design implemented so that tasks and objectives are assigned which both challenge the

individual to develop their competence and benefit the organisation.

There is a breadth of activities and autonomy to the individual’s job and an ongoing

recognition of the need for “healthy stretch”.

Evidence

Personal Development Plans and/or appraisal documentation.

16. PERFORMANCE SUCCESS IS RECOGNISED & MEASURES ARE IN PLACE TO RETAIN EFFECTIVE STAFF

Commentary

Recognising and rewarding successful members sends a positive message to other staff (it

encourages vicarious learning) and helps to develop an individual’s self-efficacy, their belief

in their ability to perform well. Recognition means the benefits to career are made clear.

Reward can take different forms from financial reward for passing exams to celebratory social

events, internal newsletters and formal presentations.

It can take around 6 years to create a trusted advisor and for the organisation to reap the

rewards from client recognition. Long service is therefore an indicator. Measures are put in

place to encourage staff to remain with the organisation. Again their positive performance is

explicitly recognised.

Evidence

Through interview with examples of rewards and celebrations.

DOMAIN 3: THE ORGANISATION BENEFITS FROM A STRONG LEARNING CULTURE

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18. L&D HAS SENIOR MANAGEMENT SUPPORT AND IS LINKED TO ORGANISATIONAL PERFORMANCE

Commentary

Leaders sometimes lack guidance on how their actions facilitate or hinder learning.

A learning-committed leadership and management will:

• Create informal learning opportunities

• Serve as developers (coaches and mentors)

• Visibly support and make space for learning

• Encourage risk taking

• Promote the importance of sharing knowledge and developing others

• Give positive feedback and recognition

• Serve as role models

There is a shared and explicit vision for learning within the organisation and its importance

to organisational success; a sense of common purpose is created; the skills and knowledge

expected within the organisation are mapped in some way and made explicit. The team

understands its goals; individual learning is shared within the team/group; the group

expands its horizons beyond the day to day to question processes and seek continual

improvements; this learning of the team/group is facilitated in a structured way by

management and leadership.

The responsibility of embedding and reinforcing learning is shared between the employee,

manager and learning and development function.

Evidence

Qualitative written submission – descriptive with examples.

Some form of competences map.


The ethos of the organisation and the level of motivation will be explored through interview.


17. A POSITIVE WORK & LEARNING ENVIRONMENT EXISTS

Commentary

Work environment and ethos encourage continuous learning. The following are indicators:

• There are opportunities for individuals and small groups to convene to share and

collaborate internally

• Employees are encouraged to embrace change, take on work challenge and responsibilities

• Employees are able to engage in extensive professional contact

• Employees receive quality feedback

• Proficiency is recognised

• Success is celebrated

• Collaboration and cross-fertilisation of ideas is facilitated around processes and knowledge

rather than functions

The organisation’s training facilities can symbolise their attitude to staff development

and the quality of provision reinforces the importance of learning and the investment the

organisation is making in promoting learning.

Investment in formal learning supports better quality informal learning. Individuals are

encouraged to pass on learning from conferences and other sources of development. The

less experienced staff are able to watch and learn from the experienced. Building a climate of

collaboration and trust and communities of practice is an explicit objective of L&D.

Informal learning is enhanced by task variation, L&D practices (such as meetings, action

learning, coaching and mentoring systems), and incentives for knowledge-sharing.

Novices, beginners and the competent are afforded opportunities to learn from experts

through listening and observing and working alongside them. This may involve working with

clients in an appropriate capacity, or being privy to client cases, to learn about clients, their

problems and needs and how problems are solved.

Positive work environment is evidenced by:

• The nature of discussions about work issues and performance

• A climate in which there are regular opportunities to discuss with peers and managers

• Participation of individuals in determining their own goals

• Encouragement of employees to actively participate in decision-making and

problem solving

• Seeking input from staff before making significant changes affecting employees

• New knowledge and skills or newly generated ideas are discussed openly, tried

and evaluated, risks managed indicating the “enactment of learning”

• Peers are encouraged to support individual learners to use training

Evidence


“Standard Chartered Private Bank is delighted to be working

in partnership with STEP as a platinum member of the STEP

Employer Training Scheme. We share STEP’s commitment to

the highest standards in trusts and estate planning that brings

real benefits to our staff, our business and to the wider trusts

and estate planning community.”

Andrew Cleeton

Head of Trust and Fiduciary Services Switzerland,

Standard Chartered Private Bank

EMPLOYER TRAINING SCHEMEwww.step.org/ets

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