Competence Review

Assessment and training of manufacturing operators, higher apprentices and trainees. Education of these populations in the process elements of Energy systems/management, electrical and steam generation of the power plant, SHE and regulatory compliance for the area of work. Management of people skills for works area - succession planning, educational support, NVQ delivery, competence management of the shift operational teams, skills and gap analysis, delivery of training, and assessment activities. TAQA for control room and IQA for operations areas.

Electrical installation basics, chemical theory, thermodynamics and energy system management for distribution networks, electrical generation and boiler process. (formally measured via NVQ Electrical installation and NVQ Laboratory processes, ONC Higher Science, HNC Electrical) Communication, time management, teaching and assessment formal qualifications (Formally measured via TAQA, IQA, EATS) Understanding of working relationships, processes and practices, business strategy, economics, basic law and regulatory practices, financial management, talent management and performance management (Formally measured via BA Business)

It was varied and intensive. Loved the rotations between formal learning and workshop environments, meeting people of differing backgrounds and interests. The ability to learn in a kinaesthetic environment was new to me, and I found that I did enjoy being able to learn by doing and could still have the intellectual fulfilment of the formal qualification element of the course. I was able to experience electrical workshops, and mechanical workshops alongside laboratory work and lectures.

It was reasonably well managed, however, not enough training co-ordinators to cope with the number of apprentices in my year of commencement. lots of hangovers at end of year regarding submissions of completed portfolios etc.. The college was in control of the programme delivery and the set pieces to be submitted for the quals, but I found the NVQ body less organised and the assessors were (during my own personal apprenticeship) a bit erratic in that they were inconsistent in their visits and support was poor. I have seen a huge difference now that I assess and IQA with local college for NVQs. Processes are tight and controlled with lots of reinforcement from the college.

Employer support is excellent - treated as an employee from day 1 and expectation is that you act like one too - so huge focus on timekeeping, following accepted processes, passing exams/tests etc.. The employer pays good wages to apprentices in return. The contract between apprentice and employer is celebrated here - it is a key part of delivering quality for both sides. The employer has high expectations from the apprentices, and positions are hard fought for hence the apprentice must then maintain that high level of delivery. The apprentices are given huge amounts of support for both the education and workplace training. Trained apprentice masters are onsite to support the workplace training and assessment process which makes the NVQ delivery more robust

Local support form college was high - in terms of employer sets expectation, college support education. Colleges have been providing relevant and accepted qualifications with appropriate tutors - often these tutors have worked in the private sector in the profession they are now teaching in which makes their instruction extremely valuable to the apprentices.

There is a good relationship between learning provider and employer, and the college understands the business need rather well - and have been able to translate that into the content and delivery. This makes the links between the qual and the job clear, and allows the apprentice to understand how their education will support their day to day activities in the workplace.

Apprentices are regularly invited to sessions with senior teams as a touchpoint for network building. It is noted that some are better in those situations than others. Magnet - local professional network is more guided towards the graduate community, but does not exclude apprentices. Regular sessions include presentations to senior engineering/manufacturing teams, townhall meetings, and STEM activities in local school - visiting with senior staff. Also, there are departmental tournaments, often raising funds for charity, during the summer months and apprentices are encouraged to enter a team

Yes

I have been fortunate to have been given an excellent platform from which to build my career. I have had all my formal qualification fees paid for and have no student debt. I have been taught at an early age that wages are earned, and that work is more fulfilling if you are educationally prepared for it, and understand why you do things in a certain way..

Be prepared for a reasonably intense interview session! Research the business - find out what we do. Then, show off the technical knowledge in the field you are applying for. Prove you have a basic understanding already of engineering skills you intend to develop as an apprentice, i.e. electrical apprentices, show you understand basic theory, e.g. OHM's law. Willingness to learn, and engagement with the manufacturing processes along with a bit of enthusiasm will go along in an interview! Showcase who you are if you can - experiences of other jobs if you have had one, may be able to prove a transferable skill such as clear communication skills, active listening, or a level of trust in your reliability and timekeeping. there are a huge range of opportunities within Tata Steel -not just engineering and manufacturing. There are financial and procurement routes for those interested in accounts and purchasing, and technical routes for those who are interested in scientific development of products ranges, and confirmation of standards (e.g. in the labs and test house).