REPORT NOS Learning and Development Guide

S4J Occupational Standards 23/3/06 16:26 Page 2
A Guide to the development of Education and

Training using National Occupational Standards
National
occupational
standards
Contents
1. Introduction 2
2. National occupational standards in the Justice sector 3
3. The purpose of these guidance notes 4
4. Using national occupational standards to support education

and training 5
4.1 Role Profiles 6
4.2 Training/development needs analysis (TNA) 7
4.3 Design of learning programmes 9
4.4 Evaluation of learning outcomes 12
4.5 Assessment for National/Scottish Vocational Qualification
and Awards 13
4.6 Mapping learning provision to national occupational
standards 13
5. Conclusion 15
6. Further information 16
7. Glossary 17
Appendix 1. Example Role Profile 19
Appendix 2. Example Training and Development Needs Analysis 20
Appendix 3. Example Learning Module/Programme 23
Appendix 4. Example Outline Teaching Plan 24
1 – A Guide to the development of Education and Training using National Occupational Standards
1. Introduction
The Justice sector, in common with many others, is undergoing

continuous and significant change. For example:
• modern technology is providing opportunities for new ways of
working
• there is greater emphasis on organisations working in partnership
• some services are subject to competitive tendering and contracting
• there is greater focus on human rights and anti-discriminatory
practice.
The demand for quality services and value for money requires everyone
in the sector to develop the skills and knowledge they need to do their
jobs effectively, now and in the future. Continuous Professional
Development is key to a robust and responsive sector.
Skills for Justice is working in partnership with employers and other key
agencies to ensure that all who work in the Justice sector are equipped
with the right skills, at the right levels, to enable them to be productive,
effective and efficient. Uniquely in the Justice sector, Skills for Justice
works across the whole of the sector and across the United Kingdom.
By providing a co-ordinated approach to skills issues, we are helping to
join up a number of diverse organisations and services and overcome
barriers that have hampered effective service in the past.
Skills for Justice has four main work programmes:
1. Engaging with and influencing employers, government departments,
devolved administrations and all key partners.
2. Understanding and articulating clearly the current and future skills
needs of those working in the Justice sector.
3. Developing tools and services to improve the skills of the workforce,
working with employers, learning providers and individuals.
4. Implementing practical solutions to improve the skills of the
workforce, working with employers, learning providers and
individuals.
One of the key activities within this programme of work is developing a
comprehensive framework of national occupational standards and
qualifications for those working in all parts of the Justice sector. Another
key activity is the development of Skillsmark. Skillsmark provides a
quality mark that recognises providers and endorses programmes and
courses of learning.
More information about Skillsmark can be found at www.skillsmark.co.uk.
2. National occupational standards in

the Justice sector
National occupational standards describe the standards of performance

that people are expected to achieve in their work and the knowledge
and skills they need to perform effectively. National occupational
standards have been developed to cover most occupational areas in
the UK. The national occupational standards specifically developed for
the Justice sector are:
• Community Justice
• Custodial Administration
• Custodial Care
• Custodial Healthcare
• Policing and Law Enforcement
• Youth Justice
These can be downloaded from the Skills for Justice website
www.skillsforjustice.com/nos.html
National occupational standards are periodically reviewed to ensure
they remain up-to-date and fit for purpose; this will result in changes to
existing units and the development of new ones.
The national occupational standards for all occupational areas are
available through a new national occupational standards directory
website at: www.ukstandards.org.uk
A Guide to the development of Education and Training using National Occupational Standards – 3
3. The purpose of these guidance notes
National occupational standards are increasingly used in the Justice

sector to support individual and organisational development and quality
assurance at all levels. They provide benchmarks of good practice
across the UK. For example:
• Skillsmark, the quality framework for education, training, education
and training1 in the Justice sector includes in its principles that;
“Programmes and courses of learning must be developed using the
relevant national occupational standards, where they exist, and there
must be evidence of employer involvement in their design”.
• Staff in the Justice sector are being encouraged to identify the
national occupational standards that apply to their own role, their
Role Profile (or Job Description), and to use this for a range of
purposes.
These guidance notes therefore aim to describe practical ways in which
national occupational standards can be used to support the effective
design and delivery of education and training programmes, in particular
to support:
• Development of role profiles
• Training/development needs analysis (TNA)
• Design of learning programmes
• Evaluation of learning outcomes
In addition, the mapping of existing education and training programmes
to national occupational standards is explored.
National
occupational
standards 1
Throughout the rest of the document the term “education and training” will be used
to mean, education, training, learning and development.
4. Using national occupational standards

to support education and training
National occupational standards should be regarded as a ‘tool’ or

‘resource’ which can be used to support education and training in the
workplace. The standards specify what is expected of a competent
performer – however, they do not specify how individuals should
develop their skills and knowledge.
Therefore, the trainer’s role is gradually changing from delivering a range
of courses to becoming a facilitator of learning tailored to the individual.
This is partly because of changes in technology but it also reflects the
growing recognition that, in order for learning to be effective, learners
have to take more ownership of their own learning. For trainers this
change means more than developing a repertoire of training methods
and approaches; it also means working closely with managers to help
them fulfil their staff development role. Using national occupational
standards develops that connection between learning and work
requirements – therefore performance management and development
are closely linked. This does not mean that existing education and
training provision has to be discarded but it may need some re-thinking.
Role Profiles:
Identify the key NOS relevant
to a job. Review and up-date
role profiles as individuals
develop in their job
Training/Performance
Needs Analysis:
Assess individuals National Use NOS to assess current
– for those working towards skills and knowledge and
qualifications based on NOS Occupational identify any gaps
(e.g. N/SVQs) or as part of
their Appraisal Standards
(NOS) Design/selection of
education and training
programmes:
Use NOS to develop
education and training
Evaluate learning: programmes to meet
Use NOS to evaluate the identified needs (or select
effectiveness of learning appropriate education and
training programmes that
have been mapped to NOS)
Deliver education and

training programmes
based on NOS
4.1 Role Profiles

National occupational standards are based on a framework of units –
each unit represents a function/activity in the workplace. Within each
unit the required standards of performance and related knowledge and
skills for that activity are described.
Therefore, the key activities relevant to the roles of individuals (and
teams) in the workplace can be defined by selecting the appropriate
units of national occupational standards:
• Role profile – lists the key units relevant to a particular job (often
incorporated into Job Descriptions)
• Team profile – lists the key units relevant to the activities carried out
by a team of people.
Development of role profiles using national occupational

standards
In order for a role profile to be useful, it needs to focus on those
activities which are key to the role. A long list of every unit which
seems to have some connection to the role will not be helpful.
A practical approach is to initially refer to unit titles and unit
summaries to select those units which appear to be most relevant to
the job. This should produce a shortlist of potentially relevant units.
Those units which have been ‘short-listed’ can then be reviewed in
more detail to confirm whether or not they cover the required
activities.
Ideally, a role profile should contain no more than about 10 units.
This provides a focus on the key aspects of the role. Other aspects
of the role can, if necessary, be described in the text of a Job
Description.
See Appendix 1: Example Role Profile.
4.2 Training/development needs analysis

Training/development needs analysis is the process by which training
and development needs are identified. A TNA seeks to identify the gap
between the current skills and knowledge of staff, and the skills and
knowledge required to achieve their objectives in the workplace.
Using national occupational standards to develop role (and team)
profiles supports the TNA process by providing a benchmark from
which to assess staff performance and plan the delivery of education
and training.
Therefore, reference to national occupational standards is increasingly
relevant to providers of education and training programmes. This
applies both to delivery of ‘open’ programmes and ‘bespoke’
programmes:
Open programmes – open to various employers/individuals
Before designing and delivering an open programme, the provider must
be confident that the programme will meet a need (whether for
employers or individuals). This usually requires some type of ‘market
research’ (e.g. identifying emerging skills needs, consulting with local
employers, consulting with the Sector Skills Council etc).
This process is supported when national occupational standards are
used as a benchmark to identify and describe the desired outcomes of
performance and the related knowledge and skills. In other words,
national occupational standards provide a consistent and objective
description of performance in the workplace, which supports effective
communication and understanding between providers of education and
training programmes and their clients. Through identifying the outcomes
of performance first, the learning outcomes, aims, content and
assessment of the education and training programme can then be
developed to ensure that workplace performance outcomes can be met
by individual learners.
Bespoke programmes – tailored specifically to the needs of an
employer/individual
Bespoke programmes may allow for a more structured process of
education and training needs analysis, in partnership with the employer
and/or individual:
Analysis of education and training needs requires the answer to two key
questions:
1. What skills and knowledge do people need in order to achieve their
objectives?
2. What skills and knowledge do people currently possess?
When these questions have been answered, it is possible to plan
education and training to fill any gaps between what people currently
know and can do, and what they need to know and do.
Because national occupational standards describe the standards of
performance that staff are expected to achieve in their work they can
effectively support this TNA process.
Conducting a TNA using national occupational standards

1. Identify the Units relevant to a job (i.e. develop or review the role
profile)
2. Assess the existing skills and knowledge of job holders against
the Units of the national occupational standards. This typically
involves the individual and their line manager reviewing the
requirements of each unit
3. Identify where job holders are
• fully competent
• require development in some aspects of each unit
• require development in most or all of each unit
In some cases, development needs may be identified which are
particularly focused on:
Standards of performance (e.g. skills)
and/or
Underpinning knowledge and understanding
Assessment against national occupational standards therefore supports

the identification of education and training needs. This process can also
be used in the context of appraisals, supervision in the workplace and
continuing professional development. Through identifying the education
and training needs of individuals, the outcomes of performance can be
specified and the aims, content and assessment of the education and
learning programme can then be developed to ensure these outcomes
can be met by individual learners.
See Appendix 2: Example Training and Development Needs Analysis.
4.3 Design of learning programmes

Setting the Aim and Learning Outcomes
It is accepted good practice that education and training activities should
have a clearly stated overall aim and specific outcomes to be achieved
i.e.
Aim – the overall purpose of the learning
Learning Outcomes – what participants should know, understand and
can do as a result of their learning.
Because national occupational standards describe the required
standards of performance and related knowledge and skills, they
provide a useful indication of aims and learning outcomes.
For example, if an education and training programme were required in
‘managing staff performance’, a good starting point would be to identify
the relevant national occupational standard.
The Unit “Manage the performance of teams and individuals” appears in
the national occupational standards for Policing and Law Enforcement
(Unit 4D2) and Youth Justice Services (Unit A806).
The unit title provides an overall aim, while the four elements describe
more specific learning outcomes.
Aim
To develop competence in managing the performance of teams and
individuals (derived from the unit title)
Learning Outcomes
By the end of the course, participants will know how to:
• allocate work to teams and individuals (Element 1)
• agree objectives and work plans with teams and individuals (Element 2)
• assess the performance of teams and individuals (Element 3)
• provide feedback to teams and individuals on their performance
(Element 4)
Clearly, the scope of education and training events will vary widely (e.g.
from short courses, to longer term activities). Therefore, the Aim and
Learning Outcomes may include part of a Unit – or many Units.
Nonetheless, the principle of using Unit and Element titles to structure
an education and training programme (e.g. to provide specific learning
outcomes) can be applied in many situations.
Also, each Unit usually provides a description of the “Target Group” i.e.
the people for whom this unit is likely to be relevant. This may also be
useful to include in the description of the education and training event.
See Appendix 3: Example Learning Module/Programme.
Education and training content
If the aim and learning outcomes are based on the Units and Elements
of national occupational standards, then it is a logical next step in
developing the education and training content to refer to the description
of required skills, knowledge and understanding within each Unit.
This provides a description of the knowledge and understanding that a
competent person would need in order to carry out the activities to the
national occupational standard.
Designers of education and training programmes can use this
description of the required knowledge and understanding as a
framework for the course content/syllabus.
From the example above, the Unit “Manage the performance of teams
and individuals” provides a detailed description of the required
knowledge and understanding in the following areas:
• communication
• delegation
• involvement and motivation
• organisational context
• planning
• continuous improvement
• information handling
• providing support.
Learning outcomes and methods of delivery

The national occupational standards do not specify a methodology to
be used by the trainer/facilitator – this would be designed according to
the usual considerations of the needs of the target group and good
practice in designing a varied and appropriate programme.
• Learning outcomes should specify what each learner is expected to
know, understand and can do at the end of the learning event and,
where appropriate, fit the local context (e.g. use of local terminology
and reference to local policy, procedures and activities etc).
• Learning methods should be appropriate to support learners in
achieving the learning outcomes e.g. if the learning outcome requires
the learner to demonstrate a skill the learning method should allow
the learner to practice the skill and acquire the knowledge necessary
to apply the skill in a range of circumstances.
It should also be remembered that the knowledge, understanding and
skills described in a number of Units are likely to overlap. In particular,
some of the more ‘generic’ aspects are likely to be repeated in a
number of units. Therefore, the designer of the education and training
event may need to recognise that the learning outcomes and methods
cover the required knowledge, understanding and skills for a number of
units.
In addition, where learners have already acquired knowledge and skills
in a previous education and training event, this can be reinforced in
another education and training event to show how the knowledge and
skills can be applied in a different context.
See Appendix 4: Example Outline Teaching Plan.
National
occupational
standards
4.4 Evaluation of learning outcomes

Effective evaluation relies on development activities having clear
objectives in the first place – ‘if you don’t know where you are going,
how will you know if you’ve arrived?’ As has already been illustrated,
national occupational standards can be used to assess whether the
learner has achieved the learning outcomes.
Evaluation Methods
Evaluation methods will tend to vary according to the type and duration
of the education and training event.
Most education and training events will include some immediate
evaluation, perhaps through completion of an evaluation form, or
discussion/feedback sessions at the end of an event. Such evaluation
processes should include reference to the original learning outcomes
(e.g. derived from national occupational standards) and whether they
have been fully or partly achieved. However, this type of evaluation
process only provides a rather subjective interpretation by the learners
of their learning experience. In fact, immediate post-event evaluations
often reveal more about whether participants have enjoyed the activity,
rather than focussing on how much they have learnt or how well their
learning will be applied in the workplace.
Therefore, at the conclusion of an education and training event, it may
also be appropriate to include some assessment of participants against
the knowledge and skills specified within the national occupational
standard (e.g. using oral questioning, written tests, skills tests,
simulated activities etc).
Some organisations will want to measure the effectiveness of education
and training activities by measuring how well learning has been
transferred to the workplace. If so, individuals should undergo an
‘impact evaluation’ in the workplace to indicate the extent to which new
skills and knowledge are being applied in the workplace. This review
would involve using the national occupational standard as an objective
measure to assess whether individuals are applying their learning and
performing to the required standard immediately after the education and
training event, and again some weeks or months later. This may take
place informally, but may also be included as part of an appraisal
process and/or regular supervision session.
4.5 Assessment for National/Scottish Vocational

Qualifications and other vocational Awards
If an individual is working towards a qualification based on national
occupational standards (such as a National/Scottish Vocational
Qualification or other Awards) then the process of assessment against
the national standard will be formalised through the collection,
presentation and assessment of evidence from the workplace.
The evidence must show that the candidate working towards the
qualification is able to meet the requirements of the national occupational
standard consistently and in a range of situations. Evidence is assessed
and verified through a formal process, leading to the award of the
qualification. For N/SVQs his process is conducted through organisations
which are Approved Assessment Centres of an awarding body.
4.6 Mapping education and training provision to

national occupational standards
Ideally, all learning programmes will use national occupational standards
as their starting point, although clearly, many existing education and
training programmes will not have been designed around them.
Existing programmes can however be cross-referenced, or ‘mapped’
to national occupational standards to show which Units (and parts of
Units) they relate to.
There will rarely be an exact fit between existing education and training
programmes and national occupational standards. Therefore, mapping
should make use of Unit and Element titles to identify broad areas of
correlation. The standards of performance, knowledge and
understanding within each Unit/Element can then be examined to clarify
whether the education and training provision covers the entire
Unit/Element, or whether coverage is only partial.
Mapping process
1. Review Unit and Element titles from national occupational
standards to identify those which closely relate to the education
and training provision.
2. Review the selected Units and Elements in detail to identify
whether they are fully or partially covered by the education and
training programme.
3. Where there is no fit, or a poor fit with the national occupational
standards, identify whether changes need to be made to align the
programme with the national benchmark.
When an education and training programme has been mapped to

national occupational standards (or developed from national
occupational standards), it is then possible to make a statement about
the training/learning provision, such as:
‘This training programme is designed to develop the knowledge,
understanding and/or skills specified by the following national
occupational standards:
Units # and # (fully)
Units # and # (partially)’
If an education and training programme covers only a small fraction of a
Unit or Element, then it should not be counted in the mapping. Mapping
is most useful when it highlights significant parts of Units or Elements
covered by the education and training provision.
The mapping process may itself provide an opportunity to review and
up-date existing education and training programmes. Where changes
are needed, these can be made with reference to the appropriate
national occupational standard.
NB Mapping education and training programmes to national
occupational standards tells people that you have identified the
Units/Elements covered by the education and training programmes. It
must never imply that all people who participate in the learning will be
competent in that activity or achieve a qualification related to the
Units/Elements.
Individuals will only be awarded Units or whole qualifications when they
have also successfully completed a formal assessment process in the
workplace following their learning (e.g. N/SVQ assessment).
5. Conclusion
In summary, national occupational standards support the effective

design and delivery of education and training because they:
• promote better understanding between education and training
providers and their customers regarding the outcomes and content
of education and training provision (i.e. based on a consistent,
nationally recognised framework)
• help education and training providers to address the specific needs
of employers – particularly where employers use national
occupational standards to structure their job descriptions,
performance management processes etc
• link education and training provision to nationally recognised
qualifications
• provide added credibility to education and training provision (i.e.
providing national as well as local recognition)
• provide a structure for the design of education and training
programmes
• provide an objective framework for assessment
• provide an objective framework for evaluation
6. Further information
For further information about national occupational standards, please

contact:
Skills for Justice
9-11 Riverside Court
Don Road
Sheffield
S9 2TJ
Tel: 0114 261 1499
www.skillsforjustice.com
7. Glossary
Appraisal An in-depth and recorded discussion of an individual’s

performance at work
Approved Assessment Centre An organisation approved to provide assessment of
N/SVQs and Awards
Assessment (of N/SVQs and The process of judging evidence produced by a
Awards) candidate for a qualification
Benchmark A standard or point of reference against which things
can be compared or assessed
Bespoke education and A education and training programme tailored specifically
training programme to the needs of an employer or individual
Competence The ability to perform to the standards required in the
workplace and shows what a person knows,
understands and can do.
The ability to use knowledge, understanding, practical
and thinking skills to perform effectively to the national
standards required in employment.
Demonstrated performance and application of
knowledge to perform a required skill or activity to a
specific, predetermined standard.
Continuing Professional The conscious updating of professional knowledge and
Development (CPD) the improvement of personal competence throughout
working life
Element A sub-section of a Unit in a national occupational
standard (which contains a detailed description of the
standards of performance required)
Evaluation (of learning) A review of whether the desired learning outcomes have
been achieved
Evidence Items presented to prove competence to a required
standard (e.g. records and products from the workplace)
Learning Aim The overall purpose of a learning programme
Learning Outcome Identifies the skills, knowledge and/or understanding that
each learner is expected to demonstrate at the end of a
specific learning event
Impact Evaluation (of learning) An evaluation of the extent to which new skills and
knowledge are being applied in the workplace
National Occupational The standards of performance that people are expected
Standard (NOS) to achieve in their work (including the knowledge and
skills they need to perform effectively)
N/SVQs National/Scottish Vocational Qualifications
Mapping of education and The cross-referencing of education and training
training to NOS programmes to national occupational standards
Open learning programmes An education and training programme open to various
employers/individuals
Performance Management A process through which individuals in an organisation
are monitored, motivated and supported, typically
through the processes of appraisal and supervision
Provider (of education and Any organisation providing education and training (e.g.
training programmes) Universities, Colleges, private training providers,
employers etc)
Training/Development Needs The process by which training and development needs
Analysis (TNA) are identified
Role profile A list of the key units relevant to a particular job (often
incorporated into Job Descriptions)
Supervision The process of managing and monitoring the
performance of individuals in the workplace, while
providing guidance and support
Sector Skills Council An organisation responsible for workforce development
(including the development of national occupational
standards) in a particular sector e.g. Skills for Justice
Skillsmark A quality framework for education and training in the
Justice sector that recognises providers and endorses
programmes and courses of learning
Team profile A list of the key units relevant to the activities carried out
by a team of people
Unit A distinct function performed in a particular occupation.
Units are the ‘building blocks’ of national occupational
standards.
Appendix 1. Example Role Profile
Role Profile: Middle Manager

Key relevant national occupational standards:
Unit No Unit Title
4C8 Contribute to the development of the knowledge and
practice of others
4D2 Manage the performance of teams and individuals
4A10 Contribute to improvements at work
4A7 Maintain activities to meet requirements
4A17 Use information to take critical decisions
4B3 Design, deliver and evaluate procedures to promote
equality of opportunity and diversity
C8 Select personnel for activities (Management Standards)
P38 Operate grievance, disciplinary and dismissal procedures
(empnto)
1A5 Promote people’s equality, diversity and rights
4H5 Develop productive working relationships
Note:
This Role Profile is presented as an illustrative example. The actual units
selected will always depend upon the role being described – the unit
numbers in this example have been derived from the Police national
occupational standards.
Appendix 2. Example Training and

Development Needs Analysis
Job Title: Middle Manager
Job Holder ###
This questionnaire is to help you reflect on your job role and to identify any areas where you
may benefit from further training and development. The more honest and accurate you are
with this, the more effective will be the resulting training and development plan.
You will be assessing yourself against units from the National Occupational Standards (NOS)
which are applicable to your job. To complete this questionnaire, you will need to refer to the
relevant units to confirm the standards of performance and the knowledge and skills
required.
Please put a tick in the appropriate box and make any notes in the right hand column.
1. = I am fully confident I already do this competently
2. = I require further training and development in some aspects of this area
3. = I require training and development in most or all of this area
N/A = Not applicable to my job.
Unit NOS (from Role Profile) 1. 2. 3. N/A Comment

4C8 Contribute to the development
of the knowledge and practice
of others
4D2 Manage the performance Recent difficulties

of teams and individuals experienced in
managing team
performance
4A10 Contribute to improvements

at work
4A7 Maintain activities to meet

requirements
4A17 Use information to take critical

decisions
4B3 Design, deliver and evaluate

procedures to promote equality
of opportunity and diversity
C8 Select personnel for activities Recruitment of new

(Management Standards) staff is due to start
in near future
P38 Operate grievance, disciplinary and

dismissal procedures (empnto)
1A5 Promote people’s equality,

diversity and rights
4H5 Develop productive working

relationships
Units Actions to be taken By when?

4D2 Attend short course on managing the performance April 200#
of teams and individuals
C8 Attend short course on recruitment and selection June 200#
P38 Research organisational policy and procedures for April 200#
1A5 • grievance, disciplinary and dismissal
4B3 • equal opportunities and diversity
## ##
## ##
Appendix 3. Example Learning Module/

Programme
Title Effective management of staff performance

Target Group Managers with responsibility for:
(derived from • allocating work to others
NOS Unit • achieving specific results by using resources effectively within a
summary) defined area of authority
• contributing to, or controlling substantial operational programmes
and budgets
Type of module Short course (2 days) + self study
Link to NOS Unit 4D2 (all elements)
Aim To develop competence in managing the performance of teams and
(derived from individuals
NOS Unit title)
Learning At the end of the course, participants will be able to demonstrate that
outcomes they can:
(derived from • allocate work to teams and individuals
NOS Element • agree objectives and work plans with teams and individuals
titles) • assess the performance of teams and individuals
• provide feedback to teams and individuals on their performance
Content/syllabus • communication
(derived from • delegation
NOS Knowledge • involvement and motivation
and • organisational context
Understanding) • planning
• continuous improvement
• information handling
• providing support
Learning strategy/ Training session led by facilitator and independent study
method
Learning support/ Armstrong M( 2001) A handbook of Human Resource Practice (8th
references edition) Kogan Page
Beadwell I and Holden L (2000) Human Resource Management.
Prentice Hall
Legge K (1995) Human Resource Management. Palgrave Macmillan.
Mullins L (2001) Management and organisational Behaviour. Prentice Hall.
Mitrani A, Dalziel M, Fitt D (1992) Competency based Human
Resource Management
Torrington D, Hall L and Taylor S (2001) Human Resource
Management. Prentice Hall
Etc
*
* Other categories may be required according to your organisation’s procedures (e.g. course code, level, credit rating,
pre-requisites etc)
Appendix 4. Example Outline

Teaching Plan
Session Learning outcomes Learning methods/ Resources Duration

activities required (approx)
1 Share a common • Small group • Flip chart and 20 mins
understanding of the brainstorm/discussion marker pens
importance of • Presentation by • Powerpoint or
‘performance facilitator OHTs
management’ in
organisations
2 Develop SMART • Review case studies • Case studies 90 mins
objectives (specific, in small groups and • Flip chart and
measurable, agreed, provide feedback marker pens
realistic and time- • Exercise to draft • Handouts
bound) SMART objectives
(in small groups) and
present these to the
main group
3 Know how to motivate • Presentation on • PowerPoint 60 mins
individuals and gain theories of motivation • Handouts
commitment to • Discussion of
objectives and work workplace experiences
plans
4 Communicate clearly • Presentation on • Role play 90 mins
with individuals or communication styles scenarios
teams and provide and methods
effective feedback on • Role play and
their performance feedback
5 Effectively allocate • Development of • Flip chart and 60 mins
work to individuals checklist for effective marker pens
and teams taking allocation of work
account of all the followed by feedback
relevant factors and discussion
etc ## • # • # # mins
Skills for Justice

9-11 Riverside Court
Don Road
Sheffield
S9 2TJ
Telephone: 0114 261 1499
Fax: 0114 261 8038
www.skillsforjustice.com

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S4J Occupational Standards 23/3/06 16:26 Page 2

A Guide to the development of Education and

2. National occupational standards in the Justice sector 3

3. The purpose of these guidance notes 4

4. Using national occupational standards to support education

Appendix 1. Example Role Profile 19

Appendix 2. Example Training and Development Needs Analysis 20

Appendix 3. Example Learning Module/Programme 23

Appendix 4. Example Outline Teaching Plan 24

The Justice sector, in common with many others, is undergoing

2. National occupational standards in

National occupational standards describe the standards of performance

3. The purpose of these guidance notes

National occupational standards are increasingly used in the Justice

4. Using national occupational standards

National occupational standards should be regarded as a ‘tool’ or

Deliver education and

4.1 Role Profiles

Development of role profiles using national occupational

See Appendix 1: Example Role Profile.

4.2 Training/development needs analysis

Conducting a TNA using national occupational standards

Assessment against national occupational standards therefore supports

4.3 Design of learning programmes

Learning outcomes and methods of delivery

4.4 Evaluation of learning outcomes

4.5 Assessment for National/Scottish Vocational

4.6 Mapping education and training provision to

When an education and training programme has been mapped to

In summary, national occupational standards support the effective

For further information about national occupational standards, please

Appraisal An in-depth and recorded discussion of an individual’s

Appendix 1. Example Role Profile

Role Profile: Middle Manager

Appendix 2. Example Training and

Job Title: Middle Manager

Job Holder ###

Unit NOS (from Role Profile) 1. 2. 3. N/A Comment

4D2 Manage the performance Recent difficulties

4A10 Contribute to improvements

4A7 Maintain activities to meet

4A17 Use information to take critical

4B3 Design, deliver and evaluate

C8 Select personnel for activities Recruitment of new

P38 Operate grievance, disciplinary and

1A5 Promote people’s equality,

4H5 Develop productive working

Units Actions to be taken By when?

Appendix 3. Example Learning Module/

Title Effective management of staff performance

Appendix 4. Example Outline

Session Learning outcomes Learning methods/ Resources Duration

Skills for Justice

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