TrainerBase is part of The Learning Practitioners Association:
representing all individuals substantially engaged in or actively working towards
consultancy, design, development and delivery of training interventions
whose recipients are outside statutory education.

Going independent

Glossary of terms

In the description of the accreditation process a number of terms have been used in a particular manner. These terms include:

CLP

A Certified Learning Practitioner is someone who has successfully met the Standard and is accredited by TrainerBase to be called as such.

Candidate

A member of TrainerBase who is ‘working towards’ CLP status. They have signed up to the accreditation and have signed the Code of Ethical Practice.

Validator

An individual who checks the validity of evidence put forward by a Candidate, prior to Assessment.

Assessment

A combined interview and learning delivery process where you as a Candidate demonstrate your ability to effectively conduct an appropriate learning activity.

Assessor

An individual, usually a CLP, who checks the competence of a Candidate within the Assessment process. There may be a number of Assessors present during this stage.

Advocate

An individual, usually a CLP, who is able to practically assist a Candidate with gathering evidence. A Candidate may decide to contract in an Advocate at the start of the evidence gathering process and compile the Candidate’s portfolio on their behalf.

APL

Accreditation of Prior Learning is the mapping of a Candidates existing/prior qualifications and accreditations. By doing this, a Candidate can reduce the level of documentary evidence needed.

PCS

Principle Case Scenario is a Candidate’s account of an event that has taken place where they are not in a position to provide any documentary evidence. This should be written in the first instance and may be elaborated upon during interview.

The Standard

Within the Standard and in the following documentation, there are a number of terms that are used to describe certain levels contained within the Standard. These levels are the:

• Standard

• Principles

• Elements and

• Components.

The Standard is singular; there is only one: it is a set of Principles to which a Learning Practitioner commits and by which their competence and behaviours are measured in respect to Personal, Operational and Commercial undertakings.

The Principles

There are 3 Principles:

• Personal

• Operational and

• Commercial

These define the undertakings of a Learning Practitioner; they represent their

• personal behaviours, learning and ethics,

• products and services for which they get remunerated and

• business model and processes they run to support their operational undertakings.

Elements

The Elements are the high level concepts within each of the Principles and describe in general terms the activities that the Learning Practitioner will engage in.

For example:

Within the Operational Principle, Element 2.2. states: ‘The Learning Practitioner is able to identify, prepare for, design and develop a learning activity/event/process suitable to the needs of the client.’

This has meaning within the understanding of what a Learning Practitioner will do in respect to setting up a potential programme. It does not however indicate how this will be done or the variety of specific identifiable actions that are involved in doing this task. This detail is included in the Components level of the Element.

Components

The Components are the details of specific actions taken by a Learning Practitioner that can be evidenced. When grouped together they form the building blocks of evidence that firstly; an Element can be satisfied and then; the Principle has been proven.

Expanding on the above Element 2.2., one of the Components is: 2.2.2. This states that Element 2.2. can be satisfied by the Learning Practitioner; ‘Drafting objectives and content that accurately reflect client needs and that can be evaluated to determine if the learning outcomes are being met.’ This is about: The process of developing a proposal based on a Candidate’s analysis of a client’s detailed needs. It is about putting together a document that illustrates what the Candidate has found out and how they or another practitioner will provide the learning to meet a set of identified and defined objectives.

Whilst the above set of definitions of the different levels within the Standard may seem complex, they provide a hierarchical rigour to a comprehensive set of requirements that will enable TrainerBase to recommend Learning Practitioners. In real terms these building block form a structure that can be quite simply stated as follows.

From the bottom up:

• Once all Components have been evidenced
  an Element will have been satisfied.

• Once all Elements have been satisfied
  the Principle will have been proven.

• When all Principles have being proven,
  the Standard will have been met.

From the top down

• The Standard is met when the 3 Principles have been proven.

• A Principle has been proven when its Elements are satisfied.

• An Element is satisfied when the Components have been evidenced.

Remembering this hierarch will make comprehension of the accreditation process straightforward.
 

If there is anything else you would like to know about what the Association is doing to benefit its members please feel free to contact us.

Peter Mayes
Chief Executive

The Learning Practitioners' Association
www.trainerbase.co.uk
E: peterm@trainerbase.co.uk
T: 01239 711544
F: 01239 711724
M: 07970 746077

Offices:
WALES:
The Copse, Carmarthen Road, Newcastle Emlyn, Wales, SA38 9DA
LONDON:
Gable House, 18-24 Turnham Green Terrace, Chiswick, London, W4 1QP
 

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