In this article, we will outline the purpose of a training needs analysis, the different types and why you should consider implementing this tool in your workplace. We will also explain how to carry out a training needs analysis and provide you with a free downloadable template to use.

What is a Training Needs Analysis?

A training needs analysis (TNA) is an important step at the start of an organisation’s training lifecycle. It is used to determine what training is needed in order for tasks to be carried out effectively by identifying the skills and knowledge required and assessing any gaps between current and required capabilities. This type of analysis may look at training within a certain period, rather than focusing on an individual’s long-term training needs.

Types of Training Needs Analysis

It’s worth noting that a training needs analysis is a flexible tool that can be used in multiple ways to analyse the different aspects of training required. You can adapt the analysis to be suitable for your needs. Typically, a training needs analysis will focus on one of three levels – the organisation, the job role or task and the individual.

At an organisational level, a training needs analysis can be used to determine the capabilities of the organisation as a whole. It can assess whether issues that arise are currently managed well and whether the organisation is prepared for potential problems, such as certain skills gaps. The senior leadership team should be consulted about future predictions and the proactive measures in place to mitigate risk. For example, there may be gaps that need to be filled with training and resources to ensure the organisation operates as intended during an employee’s upcoming paternity leave.

The next level is an analysis of job roles and tasks to determine what skills and knowledge is required to bridge the gap between current capabilities and those that are required for a specific job role or task. You will also consider the specific team’s training requirements. Each position in your organisation should have clear skills, training requirements and expectations established. This must be communicated and understood by the employee. Due organisational direction, changes to a job role may be required to include new responsibilities. To meet these, additional skills may be needed which can be developed through training. Similarly, additional capabilities may be essential to complete a particular task. To ensure this, a training needs analysis may be used to determine the current position, where the organisation needs to be and what training is required to achieve this.

The third level of a training needs analysis that you can conduct is of an individual employee. Here, you would focus on their current performance and identify where there are any gaps in skills or their capabilities. You should then support the individual with their development by implementing a training programme to enable them to meet the desired performance standard.

Why Do a Training Needs Analysis?

Completing a training needs analysis allows you to closely examine the knowledge, abilities and skills of an organisation. Often, the results are used to improve the overall performance of an organisation through identifying gaps and implementing measures to solve these. In addition, these capabilities may be benchmarked against prospective employees, used for career progression and promotion purposes, or used to identify disparities between employees due to differences in work experience.

A lack of sufficient training can have numerous consequences. Employers have a legal duty to ensure employees receive the information, instruction and training required to ensure everyone is kept safe and well, so far as is reasonably practicable. If there are gaps in health and safety or other compliant-related training, your organisation may be at risk of breaking the law. You can learn more about the impacts of a lack of training in our article The Consequences of a Lack of Training in the Workplace.

Want to Learn More?

We offer a range of Online Training Courses which can help to train and upskill your workforce. This includes Communication Skills, Leadership & Management, Microsoft Excel and Google Sheets, PA & Secretarial Skills, Confidence Building and more.

It’s essential that businesses constantly assess the training needs of their workforce. By identifying where there are shortcomings, you can implement effective training solutions. From a business perspective, this ensures that the organisation functions well because measures can be introduced to enable growth. You will get the very best out of your employees who are engaged, motivated and, therefore, more productive.

Further benefits of a training needs analysis include:

• Gaps are identified and can be managed before they become problems. This provides a proactive approach, rather than a reactive one.
• Managers and other senior employees have greater insight into the current capabilities of employees. This prevents issues from occurring which the organisation is unaware of, such as due to limited supervision when working remotely.
• Training programmes can be created and set out in advance. This allows for more thorough planning of training which is suitable for the individual and planned around their usual work tasks. Those who plan the training have better oversight and can prioritise training needs.
• You can focus on the right areas and deliver the right training. It’s often not beneficial to administer identical training solutions to all employees. A TNA identifies areas for improvement that are more specific and therefore suitable for the person undergoing the training.

Employee satisfaction is an important factor in whether an employee stays working at an organisation. In acknowledging gaps and working to bridge these, employees will feel as though their professional development is supported. They will recognise that their employer is invested in learning and development strategies and keen for them to continue developing themselves both professionally and personally.

You can use the results of a training needs analysis to inform an individual’s personal development plan (PDP). This is a tool which can be used by an employee to establish achievable steps which will help them to reach a particular goal. Having identified gaps in their knowledge, skills and abilities through a TNA, these can be incorporated into a PDP with clear goals, actions and dates to achieve them by.

Resources for Personal Development

If you want to find out more about PDPs, take a look at our Personal Development Plan (PDP) Guide & Template and What are Personal Development Goals for Work? articles. For ideas on how to upskill the workforce, our 6 Ways to Upskill Your Employees contains practical suggestions.

How to Conduct a Training Needs Analysis

To conduct an impactful and effective training needs analysis you firstly need to understand what goals you want to achieve. Consider what direction and goals the organisation wants to follow in the longer term, rather than just the immediate future. This will then determine what type of TNA you carry out, such as if it’s looking at the organisation as a whole or a specific job role, task or individual.

You should then identify the specific knowledge, skills and abilities that are required, whether that be for a job role or a specific task. Does this need to be an awareness level? Or do they need to apply this and support the training of others? Remember to consider any training or qualifications that are legally required. You should also include a cost analysis and factor in the budget you are working with. Next, you need to decide how you are going to measure the current knowledge, skills and abilities of employees. There are numerous approaches you can take here, such as feedback from various sources or competency-based assessments. At this stage, you should communicate to and work with employees to understand their experiences and which areas they think they need to focus on improving in. You should then be able to identify why they currently can’t perform at their best. While carrying out the analysis, you should aim to focus on the organisation, or teams, as a whole. This means considering how the whole team can benefit from learning or developing new skills. However, remember that not everyone will need the same training and individuals may have specific needs.

Once you have made an assessment of current performance, the gaps in learning and development should be apparent. This analysis should also highlight people’s existing strengths and where there is potential to build on these to improve the organisation’s performance. You will then need to consider what training is required to close these gaps and how this will be implemented. At this stage, you should decide on priorities and establish clear timelines for completion. Remember that you will need to continuously review the success of different training programmes and gather feedback from those involved. To ensure the training determined by the TNA meets organisational goals, you should make use of the data that is available.

You should include those who will be affected by the TNA and any outcomes in the process, where appropriate. As well as keeping them informed of decisions that may impact them, this will give you greater results. Individuals will be able to identify any gaps they perceive, which you may not otherwise become aware of. Most employees want to feel involved in decision making processes and feel as though their voice is heard. If involved from the early stages of a TNA and any organisational changes, employees are more likely to engage positively with change.

Training Needs Analysis Template

We have created a training needs analysis template which may be suitable to use at your workplace. Remember that a training needs analysis is a flexible tool that can be used for numerous purposes, depending on what you are wanting to achieve.

Further Resources:

• 6 Ways to Upskill Your Employees
• The Consequences of a Lack of Training in the Workplace
• Online Training Courses

The post Training Needs Analysis: Free Template appeared first on The Hub | High Speed Training.

This article will explain what respite care and carers’ breaks are, including the different types of respite care available, the responsibilities of a respite carer and how to arrange respite care and take a break from being a caregiver.

What is Respite Care?

Carers look after someone regularly because they have a long term illness, are disabled or are an older person. This includes family members, who are most often unpaid.

For many, providing care can be exhausting, isolating and challenging at times. To enable caregivers to take a step back from their responsibilities, there is support available in the form of respite care to provide a carers’ break. Respite care can help ease the burden of caregiving and promote balance in the carer’s life. It is also beneficial for the person being cared for, as it gives them some variety, introduces them to new activities and environments and brings positive change to their routine.

Respite care refers to the services that can be accessed to allow a caregiver a break from their caring responsibilities. It is a service which is provided to the person being cared for to replace the care usually provided by their caregiver. Carers’ breaks refers to the break from caring that the caregiver is able to have as a result of the respite care provided.

Want to Learn More?

One of the main reasons to take a carers’ break is to take some time out and look after your own wellbeing. If you’re a caregiver and are struggling to look after yourself as well as the person you care for, you are not alone. We suggest ways in which you can manage and recover from stress and burnout in our article ‘Recovering from Caregiver Stress and Burnout’.

Types of Respite Care

If someone wants to take a carers’ break, there are many respite care options available. Which will be most suitable will depend on the needs of the caregiver and the person receiving the care. Respite care can be either a short term or long term arrangement. Short term respite care could be a one-off week long holiday. Or, the respite care may initially be intended as a one-off break but become a regular, long term occurrence. Types of respite care include the following:

Homecare

Homecare refers to the help at home provided by a paid carer which can be arranged through an agency or directly with the carer. The carer may visit on a regular, long term basis, such as once a week. Alternatively, they may provide temporary support during a carers’ break to allow the usual carer to have some time to themselves, such as for a holiday.

Homecare is a flexible form of respite care. Depending on the needs of the person being cared for, paid carers may provide live-in care and 24-hour supervision. Some paid carers offer specialist nursing care, such as if the person they are caring for has dementia.

Sitting Services

Sitting services are where a trained volunteer sits with someone who needs caring for and keeps them company. The volunteer is usually from, or trained by, a charity or carers’ organisations. The volunteer may stay for a few hours at a time and provide this service on a regular basis. Sitting services are often free of charge, or there may be a small fee.

Family and Friends

The friends and family of an unpaid carer or the person they are caring for may be able to help with respite care. They may be able to routinely spend a couple of hours with the person requiring care, or support a longer carers’ break by either moving into the home of the person being cared for or moving them into their home on a temporary basis.

Day Care Centres

Day care centres offer a supportive environment for people who struggle to socialise and participate in activities. They’re also referred to as day services. Different centres provide a range of opportunities such as arts and crafts, baking, dancing, singing, games, pottery, gardening, swimming and theatre trips. Alongside these activities, some day care centres offer personal care services including hairdressing and barbering.

A Short Stay in a Care Home or Nursing Home

Some care homes and nursing homes provide short term respite care. This arrangement would enable the caregiver to take a longer break, such as a holiday. Care providers would need to plan a stay well in advance, so this may not be an option if needed at short notice. Some care and nursing homes take bookings in advance which can help with forward planning.

If you want to arrange for the person you care for to temporarily stay in a care home or nursing home, you should reach out to those locally to find out if it’s a service they offer.

Respite Holidays

Respite holidays provide carers and the people they care for with a break from their every day routine. This gives caregivers and the person they care for the chance to relax and spend quality time together in a supportive environment. Some respite holidays are just for the person being cared for, where they will be looked after by other carers. Here, they have the opportunity to get involved in a range of activities alongside other people with a long term illness or disability.

Emergency Respite Care

If you are a caregiver, it’s important that there is someone nominated to contact if you are unable to get to the person needing care due to an accident or emergency. For example, if you suddenly need to receive medical attention. The person providing emergency respite care could be a relative, neighbour or friend. They would be responsible for looking after the person who is being cared for while alternative arrangements are made. 

The nominated person will need to be aware of key information including how to access the property and what type of care they will need to give. The NHS suggests keeping a clear written list of information about what care the person being looked after needs. This should include details on any mediation they will need to take and what assistance they will require.

Respite Caregiver Duties

The main goal of a respite caregiver is to temporarily relieve the responsibilities of the primary caregiver. The care they give will be similar to that given by the usual caregiver who is taking a break. As such, respite caregivers have a range of duties which will depend on the needs of the individual who needs to be cared for. Respite caregiver duties may include helping with: 

• Washing, getting dressed or using the toilet. 
• Cleaning, doing laundry or cooking.
• Shopping for food or other items.
• Administering medication.
• Leaving their home and accompanying them on journeys, such as to appointments.
• Providing emotional support, such as by keeping them company.

These are just some examples of the care which a respite caregiver may deliver. Some individuals will require more assistance and may need to be monitored at all times, while others may be able to carry out some tasks independently. This is why it is essential that the care and additional support provided is person-centred and tailored to meet the needs of the individual.

How to Arrange Respite Care

If you need a break from caring, there are different ways you can arrange this, depending on what type of respite care you want. You can access respite care by contacting the service to arrange directly, going through your local council or arranging care through a charity or organisation. We will discuss funding for respite care services later.

Visits to day care centres, for example, are usually run by councils or local charities. You can find out which day care centres are local to you by contacting your local council or charities, including Sense and Age UK. 

To arrange homecare from a paid carer, you should contact your local council for further information if you are eligible for funded support, or you can arrange your own homecare by finding a local agency. Information on homecare services and providers can be found on the NHS website, through your local authority, on the Care Quality Commision (CQC) website and on the Homecare Association members’ website. You can then contact those which interest you and get more information to find out if they will be suitable.

For a temporary stay in a care or nursing home, you can discuss your needs and arrange a stay directly with a home of your choice. Have a look at the NHS website to find local care homes with nursing and local care homes without nursing.

You can contact some charities and organisations directly to arrange respite holidays, or to get financial support for them. The NHS lists the following on their website: MindforYou (the dementia holiday charity), Revitalise (a provider of respite breaks and holidays for disabled people and their carers), Family Fund (a grant-making charity for families raising a disabled or seriously ill child, on low income) and Family Holiday Charity (a charity providing breaks at holiday sites or grants to help with the cost of a holiday, for low-income families).
Sitting services are offered by various organisations and can be arranged directly with them. This includes Carers Trust, Age UK and Royal Voluntary Service.

Who Pays for Respite Care?

Respite care can be very expensive for the carer to cover themselves. The UK Care Guide estimates that respite care costs £700 to £800 a week on average. For live-in care or stays at a care home, this cost can reach £1,500 a week.

To help with this, most respite care is funded by local councils who provide it to those who have been assessed as needing it. In order to be eligible for funded respite care, carers should undergo a carer’s assessment, while the person they care for should have a needs assessment. It’s important that you both are assessed because your eligibility for financial help with respite care may be determined by either assessment. The financial support you are eligible for will be means-tested, which means that you or the person you care for might need to contribute towards the cost of respite care. It’s recommended that the person looked after has a needs assessment, even if they don’t want council funding. This is because the results of the assessment will indicate which type of respite care will be most suitable for their needs.

If the outcome of the assessments shows that the caregiver or the person they care for is eligible for respite care, the local council will then carry out a financial assessment to determine if they will pay towards it. If so, the council can either arrange respite care on their behalf, or the caregiver has the option to arrange it themselves through a personal budget or direct payment, paid for by the local council.

You may be able to access charity funding to help with the cost of respite care. The Carers Trust has useful information on their website about grants that are available to carers who need respite. Similarly, Turn2us can help you if you have a financial need to access welfare benefits, charitable grants and other financial help. The charity Disability Grants lists information on charities and trusts which offer grants to disabled people and their families and carers.

Caregivers and the person being cared for also have the option to pay for respite care themselves but, as mentioned, this can be very costly and simply isn’t an option for many people. You may be able to raise some of the funds through savings, benefits and income.

Will a Carers’ Break Affect My Carer’s Allowance?

Caregivers are entitled to Carer’s Allowance as the main welfare benefit to financially support them and the person who they care for. If you take time away from your caring responsibilities, there are rules around the financial support you are entitled to. You can continue to receive your Carer’s Allowance for up to four weeks in any six-month period if you take a break from caring.

You are required to report certain changes to the care you give, including if you go on holiday, into hospital or stop providing at least 35 hours of care a week. You can do this online on the Carer’s Allowance Service, or by informing the Carer’s Allowance Unit by post or telephone. The Carers UK website provides useful information about your eligibility for Carer’s Allowance if you take a break from caring due to different circumstances.
The conditions of the Carer’s Allowance are complicated, so you should seek advice from the Carer’s Allowance Unit. They will be able to offer you advice based on your situation.

Though often rewarding, being a caregiver can be exhausting at times, particularly if you are unable to dedicate time to look after yourself. Carers’ breaks and respite care gives caregivers and the person they are looking after a much needed break and a chance to recharge. There are many different types of respite care available, with different ways to access these. When deciding which type, you must consider the needs of the person you care for as well as your own. Support is available to enable you to have some time to yourself and to return to your caregiving responsibilities feeling positive and refreshed.

Further Resources

• Health and Social Care Courses
• Recovering from Caregiver Stress and Burnout
• How to Promote Positive Mental Health for Healthcare Workers
• Safeguarding Adults at Risk: What is it and Who is it For?
• Person-Centred Care Quiz

The post Carers’ Breaks and Respite Care for Caregivers appeared first on The Hub | High Speed Training.

In this article, we will outline what role artificial intelligence can play in education with examples, explain some of its key benefits and disadvantages and discuss what the future of AI in education might look like.

What is Artificial Intelligence in Education?

The Cambridge Dictionary defines artificial intelligence as “the use or study of computer systems or machines that have some of the qualities that the human brain has”. Examples of these qualities include “the ability to interpret and produce language in a way that seems human, recognise or create images, solve problems and learn from data supplied to them”. Ultimately, the main objective of AI is to optimise routine processes by improving both the speed and efficiency at which they are usually done.

The Department for Education is keen to understand the views and experiences of generative artificial intelligence (GenAI) of those working in education and held a call for evidence in 2023. They are investigating how GenAI can be used in education to improve learning experiences for students and make teachers’ jobs easier. GenAI is defined as “an artificial intelligence system that generates text, images, audio, video or other media in response to user prompts” by the Alan Turing Institute. 

AI is already being used to reduce administrative tasks in some schools. Similarly, there are AI-generated tools available online which are intended to be used by those working in education. We will look into this in more detail throughout the article.

As AI is a relatively new technology, further research and development is required to understand how it can be best used in education. It’s important to note that the UK government is clear that AI will not be used to replace teachers, and students will not be taught by AI. Instead, the aim is to develop AI to serve teachers better. Any use of AI must be closely monitored and include expert human involvement to ensure the outcome is as intended.

Artificial Intelligence in Education Examples

Artificial intelligence has the potential to revolutionise teaching for the better. It can be used in education for many different purposes, with new capabilities continuing to be discovered as AI develops. It can be used for the benefit of both students and teachers. 

Examples of how AI can be applied to education include to: 

• Automate administrative tasks, such as the marking and grading of work.
• Provide personalised learning and support. Teachers could use AI to design personalised learning paths for each student, taking into consideration their learning preferences, strengths and weaknesses.
• Provide personalised feedback to students. Education professionals should provide students with explanations of how to improve their work, but this process can be time-consuming. Some students may find that the feedback they receive from their teacher or tutor can be critical and feel embarrassed by it. They may not make use of or engage with the feedback. Instead, AI-generated feedback is more efficient and can be an effective format for students who struggle with responding to constructive feedback.
• Expand online learning opportunities. For example, teachers could use AI to quickly create educational games, quizzes or other activities which assess and teach students. This virtual learning can create a personalised learning experience by monitoring the responses of the student and adapting the task to be easier or more challenging depending on whether they get something right or wrong.
• Create course and lesson plans. AI-generated plans can be created by inputting the information that needs to be covered during a course or lesson. These can be tailored specifically to a class, student or syllabus.
• Identify where students may need extra help. AI can analyse data including assessments and use this to identify gaps in knowledge and skill.
• Provide a chatbot to answer queries. Chatbots may be suitable at universities, where students can ask questions and immediately get the information they need. They may give information about student services, courses or admissions.
• Give education professionals a “virtual assistant” which can complete computer-based tasks and reduce their workload. 
• Give students their own “virtual tutor”. This would be personalised entirely to the needs of the individual and provide them with additional support alongside their teacher.

Advantages and Disadvantages of Artificial Intelligence in Education

The use of AI in education is still relatively new, and so a comprehensive picture of the advantages and disadvantages of using the software isn’t yet clear. However, there are some clear benefits and potential risks which need to be considered if AI is to be used in an education setting.

Benefits of AI in Education

To expand on some of the points already touched on, the benefits of artificial intelligence in education include: 

• It could massively reduce workloads by automating processes. Administrative tasks can be incredibly time-consuming, but AI can be used to complete them instead. This will allow education professionals the opportunity to focus and dedicate more of their time to delivering effective teaching and supporting their students. Automating administrative tasks can also reduce the time some teachers spend working out of hours, improving their work-life balance.
• Personalised education and support can be given to students. Unfortunately, there often aren’t enough hours in the day for every teacher to offer each of their students comprehensive support which is tailored to them. AI can be used to supplement the existing support teachers can give and provide individualised learning and support. Learning can also be self-directed, which can be empowering for students.
• Due to the personalisation of their learning experience, students are often more engaged. Tasks and explanations can be provided to them in a format that is most appropriate for their learning style and adapted to their level of understanding and skill.
• Teaching can be more creative, which also helps with student engagement. AI can provide new ideas, perspectives and ways of teaching a topic which a teacher may not think of themselves. This is more likely to be the case if someone has taught the same topic for numerous years and welcomes suggestions for alternative activities or teaching strategies.
• Equal access and opportunities are provided. AI can help to ensure that everyone is given the same opportunity to learn, regardless of their learning ability. For example, AI technology can quickly transcribe speech to text which can enable students with a hearing impairment to clearly understand. In particular, students with special educational needs and disabilities (SEND) and those for whom English is an additional language (EAL) will benefit from the capabilities of AI.
• Students are introduced to AI in the classroom which can greatly improve their understanding of the technology and allow them to adapt to its uses elsewhere, such as in the workplace. AI is a rapidly-evolving technology which is predicted to have a significant impact on workforce requirements in the near future. By teaching children how to use and interact with AI from a young age, they develop valuable skills that they can use later in life.

Disadvantages of AI in Education

The use of AI in education is not without risk. Where it is possible to manage this risk, education providers must have robust policies and procedures in place. Some of the potential disadvantages of AI include:

• A lack of understanding or inefficient training could result in education professionals misusing the tools. With any AI tool used, teachers must have oversight of what it is creating and how it is performing. There is a risk that some teachers won’t receive proper training and instruction in how to use this new technology, or those who are less tech-savvy may struggle to adapt their teaching to incorporate AI. As a result, some teachers may not appreciate that they need to be involved when AI is used and must ensure it is producing accurate, and the desired, results. For example, some teachers may assume that AI cannot get anything wrong and therefore may not review content which has had AI input. This could result in students accessing materials that aren’t correct.
• AI tools can be expensive to purchase and maintain. Schools and universities may not be able to afford costly AI technology which creates a barrier for some students. Access to the technology requires basic digital infrastructure, such as laptops, which may not be available to every student.
• Students could use AI to cheat in exams and to do their work. AI platforms such as ChatGPT can be used to answer questions and write content, amongst other uses. Students could use AI to formulate answers to assessment questions, and even to write an essay. We wanted to find out whether teachers could correctly identify when a student had used AI to write an answer to an exam question. We put this to the test and published our surprising findings here.
• AI-generated content and resources can contain biases and misinformation. AI learns from its source, which means that it can learn to be biased and unintentionally share inaccurate information.
• Students may receive less human contact and become too reliant on AI to educate them. With more opportunities and information available, students may develop concerning relationships with technology. There is a risk that someone might become overdependent on AI and retract from traditional methods of teaching in favour of using screen-based technology. Overuse of AI could also reduce students’ creativity, with the technology doing the work for them.
• There are concerns about how AI impacts privacy and security, with a risk that sensitive data could be shared. In order for AI to work effectively, information needs to be shared with it. Some of this data can be confidential and must be protected. Educational institutions will need to consider how they are going to use AI while protecting their students and staff.

Knowing that AI is used in their learning, students may try to use it for other purposes. There is a risk of young people accessing, or themselves creating, harmful or inappropriate online content through AI. For example, they may create or view deepfakes of their peers. Deepfakes are AI-generated fake videos which can include digitally manipulated content to make someone’s likeness replace that of another. Many deepfakes are pornographic.

Looking for a Course?

Teachers are already having to learn about the ways in which children are at risk due to their use of technology. To support those who work in education, we offer a range of CPD Courses for Teaching and Education. This includes Online Safety and Harms which explains the potential online risks and harms children face, how to recognise the signs that may indicate online harm or abuse and how schools can effectively address online safety.

Future of AI in Education

With AI already being introduced in many schools, colleges and universities, its use is only going to become more prevalent. Teaching students about digital life skills, including AI, allows them to enter the workforce and thrive, comfortable with how to use AI effectively and safely. The UK government is keen to focus on developing AI literacy in education and has invested up to £2 million in AI tools for Oak National Academy to develop free resources for teachers which use AI, such as quizzes and lesson planners.

For AI to be integrated and used successfully in education, experts and educators have highlighted the need for clear, best practice guidance. This should be provided by the government and tech industry and must be specific to the sector. It’s also essential that educators are able to keep up with the technology as it continues to evolve at pace, with new developments and updates required.

Alongside this guidance, teachers and other education professionals must have clear knowledge and understanding of the AI they use. Schools can prepare for the prominent future role AI is expected to play in education by ensuring that they deliver comprehensive training which explains to educators what AI is and teaches them how to use existing AI tools for education. 

At present, there are stark contrasts in the effective use of technology in schools, which was made even more apparent during the COVID-19 pandemic. Some schools may not be able to afford the resources required to implement and deliver AI-assisted teaching, particularly as for some uses every student would require their own device. Teachers have voiced concerns about poor digital skills and infrastructure at their schools, which can have a limiting effect.

School leaders are being warned against approaching AI by banning it in schools. Banning the use of AI will only serve to widen the gap between students who are able to access AI on personal devices and those who are dependent on school resources. AI literacy is inevitably going to be an essential skill for the near-future workforce and failing to utilise its potential in schools will be to the detriment of children. To avoid this, there must also be consistency with the use of AI in schools, to enable all children the same opportunities.

Artificial intelligence is predicted to play a key role in the education sector, transforming the delivery and experience of learning. AI technology is continuing to evolve, creating new opportunities to streamline teaching and enable personalised learning and development experiences. AI has the potential to make education more accessible, efficient and effective, but the potential risks must be considered when implementing an AI strategy in schools.

Further Resources:

• CPD Courses for Teaching and Education
• Could students really use AI to cheat in their exams? We put it to the test!
• Keeping Children Safe in Education: Key Changes

The post What is the Role of Artificial Intelligence in Education? appeared first on The Hub | High Speed Training.

In this article, we will outline what the phrase micromanagement refers to and the signs you should look out for. We will also provide you with guidance on what to do if you suspect micromanagement in the workplace.

What is Micromanagement in the Workplace?

Micromanagement in the workplace is a form of surveillance and control that is considered to be extreme. It tends to refer to the behaviours people exhibit to monitor and control aspects of team members’ work and decision making. Most often, micromanagement is attributed to those in managerial positions, but employees can also behave in a way that is considered to micromanage their colleagues. For example, if someone has been given leadership responsibilities on a project and hasn’t received training or guidance in how to do so effectively, they may unintentionally micromanage the team members working on the project.

Like the employee in the above scenario, many people who micromanage don’t start out with the intention of doing so. Most micromanagers don’t realise that they are in fact micromanaging. They often have good intentions and think they are behaving in a way that will deliver results, but their behaviours can have a significant, damaging impact on individuals and teams. This type of behaviour at work can prevent other employees from developing professionally, as they aren’t given the opportunity to experience having ownership of tasks or making decisions independently.

If you feel as though you are being micromanaged, you may experience a lack of morale, feel under pressure to perform and lose confidence in your abilities. Micromanagement in the workplace can be very frustrating, because you aren’t given opportunities to develop your own skills and develop. Often, tasks must be signed off by the person doing the micromanaging which can result in employees feeling as though they aren’t trusted to complete work.

Prolonged micromanagement in the workplace can lead to a decline in the creativity and confidence of team members. In some cases, employees may experience a decline in their mental health due to the stress and anxiety caused. Employees may feel as though they have no option but to leave the company to seek employment with more opportunities and autonomy elsewhere.

Did you know…

The Worker Protection Act 2023 changes came into effect for all businesses in October 2024. The Act places a new legal obligation on employers to take reasonable steps to prevent sexual harassment in the workplace. Our Sexual Harassment Training course helps businesses comply with their new responsibilities.

Signs of Micromanagement

Some of the signs that may indicate that you, or another employee, are being micromanaged in the workplace include the individual displaying the following behaviours:

• Heavily involved in the work of their employees or their team.
• Makes decisions themselves, with limited input or discussion with others, and prevents individuals from making their own decisions.
• Requests frequent updates on projects or tasks and wants to be kept constantly informed.
• Unwilling to delegate tasks and instead tries to complete them themselves.
• Adamant that their decisions and opinions are correct and unwilling to try to understand other peoples’ perspectives.
• Has high, and often unrealistic, expectations of employees and establishes unachievable deadlines.
• Critical of employees’ work and highlights small mistakes in a non-constructive manner.
• Detail-oriented.
• Oversteps boundaries.
• Instructs employees to complete a task in the way they want it to be done, stifling any creativity or independent thought.
• Excessively monitors employees to know what they are working on and their progress.
• Makes changes to the work of employees once it’s been completed, rather than raising and discussing it with the individual to then make the changes themselves.
• Retaining information that would be useful to others. This ensures that their employees and others have to rely on them to answer queries or solve problems.

Examples of Micromanagement

An example of someone overstepping boundaries and exhibiting signs of micromanagement in the workplace could be if a manager takes on some of the responsibilities of someone else who has been designated to lead the project. They may act as project manager when there is already someone assigned to this role for a task. Behaviours may include trying to make decisions about the direction of the project, checking what work has been completed and to what standard or suggesting changes and giving their input when this hasn’t been asked for.

Alternatively, someone who is micromanaging may display behaviours that indicate they want full control and everything to go through them. For example, they may require an employee to reach out to someone in another team or to an external stakeholder. Rather than delegate this responsibility and give them full control, a micromanager may expect to be overseeing all conversations that take place. They may request to be CC’d on every email exchange or to attend meetings where there is no need for them to also be present. These behaviours could indicate to the employee that they aren’t being trusted to carry out these tasks independently and they may feel as though they are constantly being supervised.

Is Micromanagement Bullying?

In some cases, micromanagement can be seen as a form of bullying, particularly if the individual is perceived to be using harassment and other techniques to control their employees. Micromanagement in the workplace can take many different forms, and can range from minor micromanagement tendencies to an extreme need for control and oversight over tasks and employees.

The effects of micromanagement can be akin to those experienced by someone being bullied, and so it should be avoided as a management strategy. A micromanaging employee can create a toxic work culture where others feel distrusted, disengaged and unhappy. You may feel stressed and anxious at work, which can have an impact on how you feel both at work and outside of it. If you are experiencing these emotions, you may find the guidance contained in our articles How to Manage Stress at Work and How to Deal with Anxiety at Work useful.

The person who is perceived to be micromanaging may not believe that their behaviours are such, but employees who are on the receiving end may feel differently. If someone is suspected of micromanaging, it’s important that their potentially damaging behaviours are brought to their attention.

Why Do Managers Micromanage?

As mentioned, some people who micromanage don’t realise that they are behaving in this way. They may not know that they are having a negative impact on employees or preventing them from developing their skills. Instead, they might assume that their keen eye for detail and willingness to take on tasks is positive for the business. These traits can, of course, be beneficial for individuals to possess, but when taken to the extreme they can have the opposite effect.

Another reason why someone may micromanage their team may be due to their own fears about losing control over projects. They may struggle with giving responsibilities to others, which may be due to past experiences of individuals failing to complete tasks to a high standard. Instead of approaching this problem by trying to do things themselves instead, they should look at why this individual didn’t perform as hoped. Perhaps they lacked clear instruction, or there are gaps in their learning that could be filled with training.

Managers may also have a poor self-esteem and feel as though they need to prove that they are good at their job. They may fear that allowing others more autonomy could lead to them being seen as inadequate when others succeed. These feelings may form part of the micromanager’s personality, or develop due to a poor work culture and competitiveness with an organisation. 

Finally, someone may micromanage because they are an inexperienced manager, or they haven’t had suitable training to be successful in their role. A manager may adopt a poor management style because they have copied the behaviours of another manager and think this style is effective. Organisations must support their employees by providing development opportunities for managers to improve their style. If employees are given management responsibilities and are not properly trained, they may develop poor behaviours that can lead to micromanagement in the workplace.

Want to Become an Effective Manager?

High Speed Training’s Business Essentials courses are designed to support and develop successful employees. Our catalogue of online training courses include Communication Skills, Workplace Bullying & Harassment, Leadership and Management, Effective Leadership and Performance Appraisal Training for Managers.

How to Stop Being Micromanaged

As an employee, you may experience micromanaging from your manager or from a colleague. If you are concerned about someone at work’s behaviour or think you might be being micromanaged, it’s important to speak up. Otherwise, their micromanaging will likely continue and you may find that you start to lose confidence in yourself and become unhappy at work. Your colleagues may also be experiencing similar effects as a result of micromanagement.

If you experience micromanaging you should remember that this is likely due to the individual’s own insecurities and style, rather than to do with you. It’s important to have a good relationship with your manager and colleagues and there may be some things you can change to improve this. For example, to build trust, you could consider why someone is observing you and exerting control. You may have previously missed deadlines or made numerous mistakes on a task. If this is the case, you may be able to alleviate some of the micromanaging you experience by improving your own behaviour. However, remember that it is not your responsibility to stop anyone from micromanaging.

Ultimately, organisations must prioritise creating a positive workplace culture which excludes micromanaging. Managers and those leading teams on tasks must be appropriately trained to carry out their work effectively, and this includes how they manage their colleagues.

How to Handle a Micromanaging Boss

If you believe that your manager is micromanaging you, or exhibiting behaviours which could lead to micromanagement, you may feel as though you can have an open conversation directly with them. In some cases, the micromanagement may not be severe and you may otherwise have a good relationship with your manager. If this is the case, you may feel comfortable raising your concerns with them during a one-to-one or catch up meeting. During this meeting, you should explain what behaviours and actions you are concerned about and how they make you feel on the receiving end. Many managers will be reasonable and understanding, and want to improve themselves to become the best manager possible for their team. If this approach doesn’t work, and your manager is resistant to change, you should then speak with the HR team.

In some situations, you may not feel as though you can approach your manager about their micromanaging behaviour. You might be worried that your manager won’t receive your concerns well and that it could make things worse. You should reach out to your organisation’s HR team for a confidential discussion about your situation. They will then respond to the matter sensitively and appropriately and support you throughout.

How to Deal with a Micromanager Co-worker

You should approach dealing with a micromanaging colleague in a similar way. If you feel comfortable talking to them about the impact of their behaviours, have a discussion in a non-confrontational manner. If this doesn’t result in a positive change in their behaviour, or you don’t want to discuss your concerns with them, you could approach your manager for advice. Alternatively, you could speak to your HR team about what you are experiencing and the impact it is having on you and your work.

Want to Learn More?

Micromanaging behaviours can have a detrimental effect on your self-confidence and how you feel about and approach your work. If you find yourself struggling to speak up in meetings or communicate confidently at work, take a look at How to Speak Up in Meetings for guidance. You may also find information on How to Develop a Growth Mindset in the Workplace useful to improve your resilience during difficult situations.

Micromanaging is typically not an effective style of managing employees. It can result in employees feeling as though they can’t be trusted and aren’t capable to complete tasks independently, disengaged from their work, distant from their team members and under pressure to meet unrealistic deadlines and goals. If you suspect that you are being micromanaged in the workplace, you should speak up and discuss what you are experiencing and how you feel with either your manager or the HR team.

Further Resources:

• What are Personal Development Goals for Work?
• How to Manage Stress at Work
• Business Essentials Courses

The post How to Deal with Micromanagement at Work appeared first on The Hub | High Speed Training.

In this article, we will outline what a pupil passport is and explain why they are important. We will also cover how you can use them in your school and provide you with a downloadable pupil passport template.

What is a Pupil Passport?

A pupil passport, also known as a one-page pupil profile, is a resource which puts the child at the very heart of their learning experience. It can be used for children at early years foundation stage (EYFS) through to school years, though must be tailored appropriately. Pupil passports enable children to express their individual preferences, such as what they enjoy and dislike doing, and their learning needs, such as where they may require extra support. The document should also highlight what the child finds difficult, when they may need further help and what form this should take.

This information is then shared with the child’s teachers, giving them an overview of how the child views themselves and their preferred approach to learning. Doing so allows teachers to ensure that the provision they provide is as child-centred as possible and meets the child’s individual needs.

A pupil passport is different to an IEP (individual education plan), though some schools are moving towards using pupil passports instead of an IEP. Pupil passports take a more child-centred approach, with the child working with teaching staff to create the resource themselves, rather than it being created for the child. IEPs are most often used by schools to plan, facilitate and review the additional needs of children with special educational needs (SEN). The child isn’t usually heavily involved in the creation of the IEP, but they should be aware of the information it contains.

Schools are not legally required to offer pupil passports. However, they are a valuable tool to improve classroom relationships and a child’s engagement and learning.

Why are Pupil Passports Important?

Pupil passports are important because they allow children the opportunity to identify their own learning needs. Involving children in decisions about their learning styles and how they would like their teachers to support them can be empowering. A child-centred approach in the classroom demonstrates to the children that they are trusted to make decisions about their learning and that their contributions are important.

Teachers should review the pupil passport for each child and dedicate time to understand what approach is suitable for them. You should work alongside your pupils to develop their pupil passport and use it to initiate conversations with them about their learning. You can then support your class by making the necessary adjustments for each pupil, where possible. For example, with the knowledge that a child finds it difficult to speak up in class, you can consider what strategies you could adopt to make it easier for them to contribute. Having this awareness of your class will allow you to get the best out of every child and promote their learning.

Pupil passports are also a useful tool to support children during transitions, such as from preschool to reception, or between school years. They can help enable a smooth move by creating a sense of familiarity and reassuring children that their teachers will understand their learning preferences. To find out more about school transitions, take a look at our article How to Support Children Through School Transitions.

Using Pupil Passports to Support SEN Pupils

Pupil passports are a particularly useful tool to support children with special educational needs (SEN). Some children with SEN may find it challenging to talk about themselves or to explain what support they need. Pupil passports can also be a valuable tool to encourage pupils to express themselves and communicate more effectively. This will ensure that their needs are fully understood and can be met in the classroom. 

If a child has been diagnosed with ADHD (attention deficit hyperactivity disorder), for example, any teacher or teaching assistant will be able to know this from their pupil passport. They will also be able to see key information such as what specific support would be beneficial for the child through the overview provided. In addition, knowing that teaching staff understand them and their preferences can be reassuring for SEN pupils.

We have a range of resources designed to help you support SEN pupils. This includes Supporting Pupils with SEN in the Classroom, 5 Ways to Maximise Pupil Voice and 7 Creative Classroom Exercises for Teaching SEN Children.

How to Use Pupil Passports in Schools

Pupil passports are a flexible resource that can be used in multiple ways, depending on what you want to achieve with the individual child and the approach your school takes. If your school has a policy of using pupil passports, they will often be introduced when a child joins the school, such as in reception. Each child should be supported by a member of the teaching staff to create their own pupil passport. Younger pupils and those with SEN will require more help with this. Often, parents are also involved in the creation of their child’s pupil passport. It’s important to work together and fully involve the child in putting together their pupil passport.

Typically, most pupil passports should contain the same key information, though additional content may be required for some pupils. You must also remember to tailor it to the child’s individual needs. Categories you may wish to include on your pupil passports include:

• The child’s full name.
• A picture of the child.
• Their age.
• Which class they are in.
• Whether the child has any special educational needs or disabilities.
• What they like.
• What they dislike.
• How they react when they’re upset and how to calm them down.
• What they find difficult.
• When they may need help.
• How teachers can support the child to learn.

You should aim to keep the pupil passport to one page of key points to provide a quick and simple overview of the child. The document should be regularly updated, with most schools updating the pupil passport annually or twice annually. You must also review and update it if there are changes or new challenges arise.

Looking for a Course?

At High Speed Training, we offer a range of CPD Courses for Teaching and Education that are designed to support and develop teachers, teaching assistants and education professionals. Our catalogue of online training courses includes Special Educational Needs and Disabilities (SEND) in the Classroom, Challenging Behaviour Training and ADHD Training.

One-Page Pupil Passport Template

We have created a one-page pupil passport template which you can download and use in your classroom. You can either digitally edit the template, or print it out. 

You should work alongside each child to create their own pupil passport. Information should be entered in each box about their likes, dislikes, how they behave when upset, what they find difficult, when they need help and how teachers can support them with their learning.

You can view and download the template by clicking the button below.

Adopting a child-centred approach to learning will help to ensure that the needs of each child are met. A pupil passport is a useful tool to engage children with their learning and to give teaching staff insight into how to best support the children in their classroom. You should work with each child and encourage them to fill in as much of the template as possible by themselves, where possible, before prompting them to address and fill any gaps.

Further Resources:

• Supporting Pupils with SEN in the Classroom: Guidance for Teachers
• ABC Chart for Challenging Behaviour: Free Template
• CPD Courses for Teaching and Education

The post Pupil Passport: Free Template appeared first on The Hub | High Speed Training.

Far too often, students struggle in silence and don’t access the support they need. Whether you are university staff, Students’ Union staff or a student, you should know how to recognise the signs of someone who may be struggling with their mental health and what you can do to help. Encouraging discussions and advocating for more support for students will help to break the ongoing stigma surrounding mental health.

What is Mental Health for Students?

Mental health issues are a widespread problem across all universities and all student bodies. The transition to university is often the first big change that students experience and can be challenging for individuals to adjust to. In 2022, 57% of respondents (students) self-reported a mental health issue during a survey by the mental health charity Student Minds. Of which, only 24% of students reported having a diagnosed mental health condition.

It’s important that you understand the difference between good or poor mental health and mental health conditions or problems, as the two are often confused. Everybody has mental health, whether it be good or bad, but not everyone has a mental health condition. The Mental Health Foundation defines mental health as “how we’re feeling inside, or how we are emotionally” and refers to it as our internal weather. Our mental health changes depending on what we experience and how we react to things. On the other hand, someone with a mental health condition, such as social anxiety, experiences symptoms of the condition in the longer term. This article covers supporting students who are struggling with their mental health, which may mean they are currently experiencing poor mental health or have a mental health condition.
If you want to learn more about mental health, take a look at our articles What are the Different Types of Mental Health? and Mental Health Myths vs Facts: What are the Realities?.

Causes of Mental Health Issues in Students

University students are at high risk of experiencing poor mental health. While university can be an incredibly rewarding and fun experience, it often comes with an extensive amount of stress, pressure and intrusive emotions. Additionally, these pressures come in many different forms, as we explain below.

Moving Away from Home

Whilst not all students move away from their family home for university, the majority move to different cities that can be miles away. For many, this will be their first time living away from home, which can bring a whole range of emotions such as homesickness and loneliness. Furthermore, students often move into accommodation with people they’ve never met before, which can carry a heightened feeling of worry. Students have to quickly learn how to live independently, make new friends and navigate university life.

Academic Pressure

When they start their degrees, students face the daunting prospect that they will be studying this subject for the next few years. Some students also find that their course is different from their expectations. Furthermore, although students are used to exams, deadlines and expectations, the intensity of university can still come as a shock. Students are asked to learn independently and think originally, which can differ from previous studies.

However, this isn’t only true for first year students. The building workload as students near the end of their studies further enhances feelings of stress and the pressure to perform well academically. Students also have to consider what they will do after graduation and begin applying for jobs, all in the midst of their final year studies.

Financial Pressure

With tuition fees, accommodation costs and the cost of living adding up, university can be very expensive. On top of academic and social pressures, trying to budget and arrange finances only adds to the growing amount of pressure. Some students may not be used to having to budget or live more frugally and find it difficult to know where to start. For some, the current cost of living crisis is making it challenging to manage and changing their university experience.

Social Pressure

Students are always being told that ‘university is the best time of your life’. For many people this will ring true, but for others it adds another level of pressure that they must enjoy themselves and have a great time. Moreover, students may feel pressured to attend all social events to try and make friends or because they feel pressured by their friends, even if these activities aren’t what they enjoy doing.

Making Friends

Often, students go to university not knowing anybody. This means that they have to juggle trying to make friends with other types of pressure. They may feel lonely and isolated as they try to settle in. 
For some, all this change can be difficult to adjust to. Some students may develop a lifestyle which isn’t good for their mental health, such as drinking alcohol more frequently or not eating a healthy, balanced diet. These factors, and others, can increase the risk of students developing poor mental health. An individual may experience a combination of signs and symptoms, or just one aspect can have a significant impact on their mental health.

The Effects of Poor Mental Health

Poor mental health and mental health conditions can be incredibly damaging, isolating and difficult to deal with. At university, the effects on a student may include:

• A disruption to their ability to live a normal life.
• An inability to make friends.
• Lower grades.
• Being left out of activities or not being invited.
• Difficulty concentrating.
• Sleeping problems.
• Missed lectures, seminars, tutorials, etc.
• Missing deadlines.
• Dropping out of university altogether.

The effects of mental health on student learning are profound, with a strong relationship between mental health and academic performance. Students who experience poor mental health, and particularly those with mental health conditions which aren’t managed, can suffer academically.

Spotting the Signs of Mental Health Issues

With over half of students self-reporting a mental health issue, it can be assumed that the majority of students will experience poor mental health at some point during their studies. We all have a responsibility to look out for the mental wellbeing of students. 

University staff must be able to recognise when students are displaying signs that they may be struggling, and know what support to give or signpost them towards. Meanwhile, students can be in a good position to identify if their friends or peers may be struggling with their mental health. They should understand what support to suggest and what else they can do to offer help.

The following are some of the signs and symptoms that a student struggling with their mental health may display: 

• A noticeable change in behaviour.
• Absence from or lateness to lectures, seminars, personal tutor meetings and other university sessions.
• A sudden drop in grades and/or the quality of work submitted, or missing deadlines to complete tasks.
• Seeming sad or having a persistent low mood.
• Irritability.
• Aggression.
• Forgetfulness and difficulty concentrating.
• Becoming withdrawn and isolated.
• Disengaging from seminar discussions.
• Neglect of personal care.
• Loss of interest and lack of enthusiasm for the day-to-day or things they previously enjoyed.
• Lacking energy, or displaying an excess of energy.
• Displaying feelings of low self-esteem.
• Eating too much or not enough.
• Sleeping too much or not enough.
• Drinking more.

Someone struggling with their mental health may exhibit other signs, including physical ones such as persistent headaches or digestive problems. The signs listed here may indicate something else and not result from poor mental health.

How to Improve & Support University Students’ Mental Health

As we’ve seen, mental health problems are widespread and can have many damaging effects on students. If you’re a personal tutor, or work directly with students, you play a vital role in supporting students with mental health problems. If you’re a student yourself, you can offer support to your friends, and know how to improve your own mental health or seek help if required.

Here, we explain how you can improve and support university students’ mental health. Their relevance will depend on whether you are university staff, Students’ Union staff or a student.

Encourage Conversations About Mental Health

Unfortunately, there remains a stigma around mental health, particularly when it comes to men. Annual figures released by NHS Digital show that only 26% of referrals to NHS talking therapies for conditions such as anxiety and depression were for men in 2020/21 (England). Student Minds found that male students reported finding it hard to open up about their mental health due to a lack of knowledge, feelings of isolation or the impact of gender stereotypes. This often means they are less likely to discuss or seek support for their mental health. Students should be encouraged to reach out if they are struggling with their mental health, knowing they will get the support and help they need by doing so. 

Students’ Unions should speak about the importance of recognising and managing mental health problems and encourage students to do the same. They should spread awareness about how to recognise when someone may be struggling with their mental health and give them the knowledge to understand what support students can access.

Personal tutors should arrange to meet up with their students at the start of a new semester and during it. That way, they can ask how things are going as the student’s studies progress.

Starting a conversation about someone’s mental health is a crucial first step to help them, but it can often be difficult to know what to say. If you have identified changes in a student and are concerned about their wellbeing it’s important to address this. 

Tutors must ensure that students know they can reach out to talk to them about any work and personal issues. Students should feel comfortable to do so and reassured that it’s part of their tutor’s role to offer this type of support. Tutors should enable this ease by establishing a clear and easy way for students to talk to them, such as having an open-door policy.

However, they must never push a student to talk to them or disclose more than they are comfortable with doing. Personal tutors must be appropriately training to recognise what they can offer their students in terms of guidance or signposting them to support.

If you are a member of university staff and need to initiate a conversation about your concerns for a student’s mental health, the Mental Health Foundation offer the following tips: 

• Set a space and time that has no distractions.
• Allow them to share as much or as little information as they want to. You shouldn’t push a student to talk about something they don’t want to discuss.
• Don’t try to diagnose them. Although you want to help, you aren’t a trained counsellor or medical expert. Don’t make assumptions or jump in with your own diagnosis.
• Keep your language neutral and ask open ended questions. For example ‘How are you feeling?’
• Discuss some activities that encourage positive wellbeing, such as taking a break, exercising and calming activities like meditation.
• Listen carefully to what they have to say. Show that you are understanding and let them know you respect their feelings.
• Ask if they want your support in getting help. For example, if they want you to discuss their situation with their parents.
• Know your limits. Whilst talking is a great way to help, there is only so much help you can offer. If you think they need help beyond your means, encourage them to seek professional help, such as from the university’s counselling service.

Whilst you should talk to students and offer your help, you may not be trained to deal with certain types of difficulties. In these situations, you should recommend that they speak to the university counselling service or other support that’s available at your university. Ensure that you offer your support throughout this process and, if appropriate, ask them how they’re getting on.

Students also play a key role in improving and supporting the mental health of students through open conversations. Talking about good and bad mental health and different mental health conditions will encourage others to do the same. This can make people feel as though they aren’t alone in their struggle and makes them aware that there is help available. It can also increase awareness of some of the risk factors for poor mental health and encourage people to acknowledge this and possibly make lifestyle changes to better their overall wellbeing.

Have a look at our article How to Talk About Mental Health for further advice about having a conversation with someone about their mental health.

Make Access to Resources and Support Easy

The Students’ Union staff team also plays an important part in supporting students experiencing poor mental health by signposting them towards services that are available. This includes ensuring that students and staff have an understanding of what help is available and how to access it. There must be clear processes in place to enable students to receive the support they require in a timely manner. The necessary people must understand what these processes are and know how to follow them; for example, personal tutors must know when to signpost students to alternative services and what form these take.

Examples of student mental health resources and services which may be available to support someone who is struggling include:

• A university-run disability service to give support to students to manage a physical or mental health problem.
• A free university-run counselling service. 
• Guidance from the Students’ Union’s welfare team.
• An academic contact to give support and advice about the student’s studies.
• Peer support groups on campus.
• Support to see a GP.
• External charities and organisations.

Mental health charities and organisations including the University Mental Health Advisers Network (UMHAN), Student Minds, Mind, Students Against Depression, Nightline, Young Minds and Samaritans have published useful guidance and resources which you can access. Many of these offer mental health support services for struggling students who reach out.

Be Open and Flexible

If you are an academic tutor, you must understand how you are expected to support your students with their mental health. It’s important that you are flexible, where appropriate. For example, if you are aware of a student who is struggling to manage their workload and their mental health, it may be appropriate to offer extensions on certain pieces of work or mitigating circumstances. Remember that every student is different and you must consider this on a student-by-student basis.

You should also offer as much academic support to students as possible. If students feel fully prepared to do their work, you will ease some of their academic pressure. Ensure that your students know they can come to you with queries and questions.

Promote Understanding of Mental Health

Finally, to improve and support university students’ mental health, there needs to be a clear understanding of mental health and what can make someone’s mental health worse. Students’ Unions in particular play an important part in ensuring there is knowledge of mental health university-wide. This means students and staff knowing what can improve poor mental health and what can help to prevent it. 

This must be delivered in a sensitive manner, acknowledging that many diagnosed mental health conditions can be managed rather than cured and can’t be avoided. However, there are strategies which can be implemented to help improve someone’s short-term poor mental health. It’s important to note that some of these strategies won’t be effective for some individuals, as what works well for one person may not for another.

Students’ Unions may choose to produce resources on how to improve mental health with the following suggestions: 

• Mindfulness. 
• Exercise, such as running, swimming or yoga.
• Breathing exercises.
• A balanced diet. 
• Seek support.

Want to Learn More?

We have created additional resources which you can use to help improve students’ mental health. Our Benefits of Exercise on Mental Health article explains how exercise can be used to improve mental health, while Reading and Mental Health: What are the Benefits? covers the positive impact reading can have on mental health. If stress is causing poor mental health, Stress Management Activities to Try at Home may help students to identify the causes of their stress and learn how to manage it.

Mental health problems can be isolating, damaging and incredibly difficult to deal with. At university, these problems can either begin or escalate. Universities have a responsibility to increase awareness and discussions of mental health and ensure students have access to the support and services they need. Whether you work as a university lecturer, personal tutor, at the Students’ Union or are a student yourself, you play an important role in supporting the mental health of university students.

What to Read Next:

• What are the Different Types of Mental Health?
• Mental Health Myths vs Facts: What are the Realities?
• How to Talk About Mental Health
• How to Talk to Someone Who is Suicidal: Raising Awareness Through Myths and Facts
• Reading and Mental Health: What are the Benefits?
• The Benefits of Exercise on Mental Health
• Stress Management Activities to Try at Home
• What is Exam Stress?: Tips for Parents and Teachers

The post How to Support University Students’ Mental Health appeared first on The Hub | High Speed Training.

In this article, we will explain what the single central record is, a checklist of what you must include in it, and provide you with guidance to ensure you meet legal requirements. This information will be particularly beneficial if you are involved in recruitment for schools or college or work within an educational setting.

What is the Single Central Record?

The single central record is evidence of the required pre-appointment checks that have been carried out on all staff at schools and colleges. This method of conducting checks and recording certain information is a legal requirement in the UK under the Keeping Children Safe in Education statutory guidance. It is referred to in the Regulations as “the register”, but is most commonly known as “the single central record”.

Want to Learn More About KCSIE?

The Keeping Children Safe in Education statutory guidance is updated annually. It is essential that you are aware of key changes which you must implement and follow at your school or college. To find out more about the guidance, take a look at our article Keeping Children Safe in Education: Key Changes.

Schools and colleges have a legal duty to safeguard children from harm. The background checks that make up the single central record are crucial to ensure children are protected. These checks confirm that the person being employed to work is who they say they are, along with being qualified to do the job. It also checks whether they have a history which could put children at risk. 

All staff in a school or college must be covered by the single central record. For schools, this also includes teacher trainees on salaried routes and agency and third-party staff, even if they only work for a day. Colleges must maintain details of all staff, including supply and agency staff who provide education to children under 18 years old. While independent schools must keep a single central record of all members of the proprietor body. For academies and free schools, this refers to all members and trustees of the academy trust.

Every school and college must maintain their single central record. You may be required to show it to Ofsted or ISI during routine inspections. The record can be in either paper form or held electronically. Often, records are held on a spreadsheet.

You may wish to create one for each individual, for each category of staff or for all records. You can create your own single central record template, or use one of the online platforms available instead.

Single Central Record Checklist

The single central record should state the staff member’s full name, job title and start date. You must include whether the required checks have been carried out or certificates obtained, including the date each check was completed or certificate received. Information on the following checks and certificates must be included in the single central record:

• An identity check. This verifies that the individual is who they claim to be and confirms that relevant documents have been reviewed and approved. For example, a physical copy of their passport and/or driving licence. See the GOV.UK website for further guidance.
• A check to confirm the individual’s right to work in the UK. For British and Irish citizens, you should check their original documents, such as passports, or use an identity service provider instead. If reviewing the applicant’s original documents, you must confirm they are valid with the applicant present and make and keep copies of the required documents. Other applicants may be able to provide you with an online share code which proves their right to work in the UK. You can find more information about checking an individual’s right to work in the UK, here.
• An enhanced DBS check (with children’s barred list check) requested or a certificate provided. A DBS check is carried out by the Disclosure and Barring Service (DBS) at various levels. The type required here is the highest level available and checks whether the individual has any spent or unspent convictions or adult cautions, if any information that’s relevant to the job role that is held by the police and checks the children’s barred list.
• A standalone children’s barred list check. This is a check of the databases that hold information about individuals who have been banned from working with children due to their past behaviour or offences. 
• A prohibition from teaching check. You can use GOV.UK’s Teacher Services platform to view their restrictions list and check whether someone is prohibited from teaching in England. This includes information on how this affects the type of work an individual can be employed to carry out. Note that colleges aren’t legally required to record this information, though they must have efficient record keeping processes in place as a requirement of the funding they receive. 
• Further checks on people who have lived or worked outside the UK. The KCSIE guidance contains specific information on the additional checks that are required for staff who have lived or worked outside of the UK. Any further checks that schools or colleges deem appropriate must be completed to ensure any other circumstances are considered.
• Where required, a check of professional qualifications. This may include qualified teacher status (QTS) or higher level teaching assistant (HLTA) qualifications.

This is the minimum information you are required to record of all staff members. GOV.UK provides useful guidance on teacher status checks, including a Teacher Services platform which is a free service to check the status of a teacher.

Additional Requirements

You may need to be aware of the additional requirements in certain circumstances and environments. For any agency and third party staff, you must include the following information:

• Whether written confirmation that the supply staff’s employer has completed the required checks and gathered the necessary certificates has been received. 
• The date this written confirmation was received. 
• Whether the supply staff has given details about any enhanced DBS certificate.

Colleges and independent schools (including academies and free schools) must include additional information in the single central record. For staff at colleges, you must record whether the individual’s role involves ‘relevant activity’. This means whether they will regularly care for, train, supervise or be solely in charge of those under the age of 18. At independent schools, you must record information on the section 128 checks that have been undertaken for those in management positions. These checks prevent unsuitable people from managing independent schools.
Multi Academy Trusts (MATS) must carry out the required checks and maintain the single central record for each academy within the MAT. There doesn’t need to be an individual record for every academy but the information must be recorded so that details for each one can be provided separately when required by inspectors or others.

Single Central Record Guidance

It’s important that the single central record is updated and maintained. You must retain copies used to verify a staff member’s identity, right to work and qualifications on their personal file. There is no requirement for schools or colleges to retain copies of DBS certificates. It’s important to note that copies of DBS certificates and records of criminal information which are disclosed by a candidate are covered by UK GDPR/DPA 2018 Article 10. This means that you must only retain a copy of such documents if you have a legitimate reason and must not keep them for longer than six months. Once this record has been destroyed, you may choose to keep a record of the fact that these checks were carried out and what the outcome was. 

It’s also essential that you do not overwrite any information about original checks that were carried out during a staff member’s recruitment. If you renew DBS checks for existing staff, you must make a new copy of this record and keep the evidence of their previous DBS check and certificate. This is because you will need to prove to inspectors that this information was provided before the staff member started working.

When a staff member stops working at a school or college, you must remove their details from the single central record.

The KCSIE guidance also lists examples of other information which you may wish to include within the single central record, though none of this is essential. Where relevant, you may want to include:

• Checks made on governors.
• Checks made on volunteers.
• The name of the person who carried out each check. 
• Whether the relevant staff have been informed of their duty to disclose certain information under the childcare disqualification arrangements.
• The dates on which safeguarding and safer recruitment training was undertaken.

Maintaining an up-to-date single central record containing all the legally required information is essential to ensure the safety and welfare of children in schools and colleges. If you are involved in carrying out these checks or updating the single central record, you must understand what you need to include and how to maintain the record. Remember that this evidence will need to be presented during routine Ofsted or ISI inspections of the educational institution.

Further Resources:

• Safeguarding Children Legislation: Guidance for Schools
• Keeping Children Safe in Education: Key Changes
• Safeguarding Children in Education Quiz
• Work Experience Guidance for Schools: Do I Need a Young Person’s Risk Assessment?
• Confidentiality in Childcare

The post Single Central Record: KCSIE Guidance for Schools appeared first on The Hub | High Speed Training.

This article will explain why a workplace drug and alcohol policy is essential and what you need to include in your policy. We have also created a drug and alcohol policy template which you can download and tailor to your workplace.

What is a Drug and Alcohol Policy?

The use of drugs or alcohol can seriously impact someone’s behaviour at work, putting themselves and others at risk of harm. In particular, there is a significant risk if safety-critical work is carried out, such as the use of machinery. Drugs and alcohol can have a strong effect on the brain and body, impairing concentration and judgement. If an individual is under the influence of drugs while at work, they may struggle to function normally which could cause them to make mistakes. An employee who misuses drugs or alcohol can also have a negative effect on other employees and damage the organisation’s reputation.

Every organisation will benefit from a drug and alcohol misuse policy. This may form a separate policy, or you may choose to include it within your organisation’s overall health and safety policy.  An effective policy must be clear and explain what action will be taken if someone is misusing drugs or alcohol. You should aim to help an employee who is misusing substances by offering them support in the first instance, rather than immediate dismissal. However, your policy must clearly outline when disciplinary action or other steps will be taken. For example, you must immediately report any instance of drug dealing at work to the police.

You should explain the policy to employees as part of their onboarding process and ensure that everyone is able to access a copy of it at any time. You may house the policy on the intranet and communicate this location company-wide. This will ensure that all employees understand the organisation’s position on drug and alcohol misuse and know what action will be taken. It will also outline what an employee should do if they are misusing drugs or alcohol or suspect a colleague of doing so and have concerns.

How to Write a Drug and Alcohol Policy

Every employer has a legal duty to protect the health, safety and wellbeing of their employees and others who work for them. Having an effective drug and alcohol policy forms one part of this duty. It is likely that your employer will delegate the task of producing a drug and alcohol policy to the HR department. They will be made responsible for ensuring all employees understand the policy and know who to go to with any concerns.

To be effective, your drug and alcohol policy must take into consideration your specific work environment and circumstances and be tailored accordingly. For most workplaces, there are some essential aspects that must be covered in all drug and alcohol policies, as explained below.

• Introduction. The policy should be introduced with information on who has responsibility for creating the policy and when it is due to be reviewed. You must clearly and concisely explain the organisation’s position on drug and alcohol use at work.
• Policy objectives. Here, you must set out what the policy aims to achieve. For example, to support early identification of substance misuse at work.
• Scope. You should briefly state who the policy applies to.
• Key definitions. You must explain what is meant by terminology used in the policy, such as what is included by the word ‘substances’.
• The law. This section should outline which laws and legislation relating to drug and alcohol misuse at work must be adhered to. You should also summarise these and make it clear how they relate to substance misuse.
• Drug and alcohol training. As part of the wider drug and alcohol policy, all employees may be required to undergo drug and alcohol awareness training. This can help employees to recognise potential signs of drug or alcohol misuse in themselves or their colleagues. Alongside this, this section of the policy should explain how information on substance misuse will be distributed by the organisation. 
• Identifying drug and alcohol misuse. You should summarise the main signs and symptoms that someone may be misusing drugs or alcohol here, while making it clear that these could also be signs of something else. This section should be expanded on during drug and alcohol training. 
• Reporting. This section must explain the process for reporting concerns or evidence that an employee is misusing drugs or alcohol at work. Employees must know who to speak to if a colleague confides in them about drug or alcohol misuse and understand that they must keep this information confidential beyond their manager and/or the HR department.
• Prohibited behaviour. You must make it clear what behaviours are prohibited while working for or representing the organisation. The rules concerning the use of legal drugs and the responsibilities employees have regarding this should also be explained.
• Special considerations. There may be some situations where the rules of the policy are amended. This will depend on what the organisation decides on but may include an acceptance of alcohol consumption at work-organised social events outside of work hours, such as at Christmas parties. You must ensure that any amendments are clearly explained and can’t be misinterpreted.
• Manager and supervisor responsibilities. Managers and supervisors have additional responsibilities concerning the misuse of drugs or alcohol at work. They must understand what is expected of them and what they must do if an employee tells them that they have a substance misuse problem. The HR department should support managerial employees to follow the organisation’s policy in these circumstances.
• Support and rehabilitation assistance. Organisations should try to support an employee who is misusing substances. The individual must also be willing to engage with support and work with their employer and others to get better. You should outline what position the organisation takes to drug or alcohol misuse in terms of supporting and rehabilitating the individual. You may help the employee to gain external support from their GP or other services. This section must explain what the absence policy is for employees receiving help for substance misuse and what arrangements could be put in place to support the employee at work.
• Relapse. The procedure for employees who experience a relapse must be explained. For example, is there a limit to how many instances of relapse the organisation will support an employee through? 
• Disciplinary action. You must make it clear when disciplinary action could be taken and what form this will take, depending on the circumstances. For example, the steps that will be taken if someone knowingly uses machinery while under the influence of drugs, as this will put them and their colleagues at serious risk of harm.
• Return to work. This section must explain how a return to work following treatment and support for drug or alcohol misuse will be managed by the organisation.
• Drug and alcohol testing. If your organisation chooses to screen and test employees for drug and alcohol use,you must clearly outline the process. Will you conduct random testing or have a policy whereby you can ask an employee to be tested if they are suspected to be under the influence at work? Drug and alcohol testing must be carried out lawfully and fairly. Note that testing for drugs can be more complex than for alcohol consumption. Drug and alcohol screening and testing is most commonly enforced if employees are carrying out safety-critical work. This is because if someone makes a mistake due to their substance use impacting their capabilities, this could result in a serious accident or incident. You must make it clear when and how testing will be conducted, and what will happen if someone refuses to undergo testing.
• Searches and confiscation. Part of your drug and alcohol policy must include details on searches and confiscation of substances. This should outline the rights of the business regarding their premises and the policy on searches of belongings.
• Review. You must review the drug and alcohol policy on a regular basis to ensure that it remains accurate and is amended when necessary. The frequency of review should be stated.
• Drug and alcohol policy certificate of receipt. The drug and alcohol policy should conclude with a signed certificate of receipt to demonstrate that the employee has read and understood the policy, and agreed to follow it.

Workplace Drug and Alcohol Policy Template

We have created a drug and alcohol policy template which you can use as an example when writing the policy for your business. Remember that this template is a guide and you will need to ensure that your policy considers the work activities and other circumstances specific to your organisation. You can download our drug and alcohol policy template below:

An effective drug and alcohol policy is an important part of an organisation’s wider health and safety policy. You should approach the issue of substance misuse at work with the aim of supporting and helping any employee who is misusing substances, provided they are willing to help themselves. Every employee must understand the organisation’s position on drug and alcohol misuse at work and know what to do if they, or a colleague, develop a problem.

Further Resources:

• Disciplinary Procedures in the Workplace: Guide for Employers
• Drug and Alcohol Awareness Quiz
• A Guide on Recognising the Signs of Drug and Alcohol Abuse

The post Drug and Alcohol Policy Template appeared first on The Hub | High Speed Training.

In this article, we will look at the link between food and mental health including the impact of what you eat and drink on your mental health. We will provide you with some practical tips to incorporate healthy eating into your daily routine and help to maintain good mental health. It can be challenging to maintain a healthy diet when struggling with mental wellbeing. As such, some of these suggestions may be useful during times when you need solutions which are simple and quick.

Food and Mental Health

Due to numerous factors, people may react differently to the same foods. However, evidence suggests that what you eat and drink can have a significant impact on how you feel and your overall mental wellbeing.

Different foods and drinks have varying impacts on mental wellbeing and it is important that you understand these effects and maintain a healthy, balanced diet when possible. If you were to consistently consume foods and drinks which are considered unhealthy, it is highly likely that you will experience a decline in your mental health.

If you are worried about the relationship you have with food and think you may have an eating problem, help is available. You can find out more information and access guidance on Mind’s dedicated webpage, here.

It’s important to note that someone may find it difficult to eat healthy foods when they are experiencing poor mental health. If you are struggling to eat well because of your current mental wellbeing, it’s ok to choose what is best for you. This might mean having some meals which are convenient and not necessarily highly nutritional during this time. We share some tips for eating healthy when you are struggling with your mental health later in this article.

How Does Eating Healthy Affect Your Mental Health?

Healthy eating can have a positive impact on your mental health. A healthy diet is one which is nutritionally balanced and includes a range of different foods and drinks which contribute to a good diet. You can find out more about what is meant by a healthy diet in our article ‘What is a Nutritionally Balanced Diet and Why is it Important?’. 

Evidence shows that various nutrients are essential for physical and mental health and that the consumption of healthy fats and protein enables the brain to function properly. Examples of how your diet affects your mental health include the following:

• If your blood sugar levels are low, you may experience feelings such as irritability or tiredness. To avoid this, you should eat regularly and prioritise foods which release energy slowly, maintaining steady blood sugar levels. Choose wholemeal carbohydrates such as brown pasta, rice and bread instead of white pasta, rice and bread. If your diet doesn’t regularly include foods which slowly release energy, you may find that you start to feel hungry, irritable and/or tired throughout the day. Over time, this can contribute to low mental wellbeing. If you have diabetes, you must not make any changes to your diet that may affect your blood sugar levels without talking to a healthcare professional.
• A high protein diet can help to regulate your thoughts and feelings. Protein contains amino acids which are needed by the brain to produce neurotransmitters to carry out this regulation.
• The NHS recommends eating at least five portions of different fruits and vegetables every day to ensure you get plenty of nutrients to keep you healthy, both physically and mentally.
• Fatty acids, including omega-3 and omega-6, are essential to keep the brain functioning well. These healthy fats are in foods including oily fish and nuts and seeds.
• You may feel bloated, constipated or don’t feel hungry when you experience stress or anxiety. This is because your gut can speed up or slow down when you are experiencing these feelings. To help with healthy digestion, it is recommended that you eat certain foods that are considered good for gut health. This includes fruits, vegetables, pulses, wholegrains and probiotics.
• Hydration plays an important role in concentration and thinking. If you don’t drink enough fluids, you may struggle with concentrating on tasks, lack energy and feel irritable. This can be particularly challenging in both work and social environments and could exacerbate existing mental health issues.
• Drinking too much caffeine can disrupt your sleep and cause feelings of anxiety and depression. Although caffeine initially gives you energy, once this sensation ceases you may experience symptoms of poor mental health. If you become reliant on caffeine and suddenly stop drinking it, you may get withdrawal symptoms such as irritability.
• Alcohol has a significant impact on almost every part of your body, including how you think and feel. It can disrupt the chemicals in your brain that are essential for good mental health. Drinking alcohol affects your brain and nervous system which can make you feel more relaxed and behave recklessly. This chemical change can lead to negative thoughts and feelings, including anxiety, depression and anger. Long-term and excessive alcohol consumption results in a reduction in the number of neurotransmitters in the brain, which are essential for preventing anxiety and impression.

Want to Learn More About Mental Health?

Our Mental Health Awareness Course aims to increase your understanding of common mental health conditions and of your own mental health, including how or when it might suffer, and what you can do about it.

How to Use Foods to Improve Mood and Energy

Whether you are currently experiencing poor mental wellbeing or consider yourself to have good mental health, there are ways in which you can use foods to improve and maintain your mood, energy and overall health. By making healthy eating a habit, you will help to improve your mental health. Here are some practical tips that you may want to adopt:

• Start small to establish a healthy routine that works for you. It takes time to build habits and so you should start by trying to incorporate small changes to your diet and build on these once you have established habits. Taking on too much and making numerous changes at once can be overwhelming regardless of your current mental health.
• Eat at regular intervals. This helps you to maintain your blood sugar levels while avoiding spikes and dips throughout the day. Low blood sugar levels can make you feel tired and irritable, while constant changes to the levels have been linked to anxiety and depression.
• Stay hydrated by drinking enough fluids. The NHS recommends that you aim for 6 to 8 cups or glasses of water, lower-fat milk and sugar-free drinks a day (including tea and coffee). This will help to prevent you from feeling irritable or lacking concentration.
• Aim to have five fruits and vegetables a day. You can find out what this includes on the NHS website, here. You may find it difficult to achieve this if you’re experiencing poor mental health, but remember that frozen and tinned fruit and vegetables count too. 
• Recognise the impact certain food and drinks have on your mental health. One way to do this is to keep a diary of what you eat and drink and record how you feel afterwards.
• Reduce your intake of stimulants such as caffeine, particularly in the hours leading up to your bedtime. Although it is a depressant, alcohol can have a stimulant effect initially and when consumed in small doses. Both caffeine and alcohol have been linked to low moods in some people.
• Plan in advance. For example, keep some batch made meals in your freezer for when you don’t feel able to cook something healthy from scratch. Many nutritional foods can be frozen or have a long shelf life, such as beans and legumes. Maintain a supply of these for when you need to put together a healthy, easy meal. You could also write a list of recipes that you have followed before to create a quick, easy and healthy meal, so you can refer to these when needed.
• Make cooking and eating an enjoyable experience. See this as an opportunity to explore new ingredients and foods which you haven’t had before, and to learn new culinary skills. Cook with your partner, friends or family or take it in turns cooking something for one another. Remember that your loved ones want to support you and that if you don’t have the energy or are unable to cook or purchase food, you can ask for help.
• If you need to keep things simple, try some one-pot meals or follow recipes that are intended to be quick and easy. Making a nutritional meal doesn’t have to require hours of time to prepare and cook. There are many cookbooks which specialise in meals that take less time, use fewer ingredients or can be made in one pot. You can also find recipes online that meet your specific criteria.
• If you’re an inexperienced cook, lack inspiration or are on a budget, there are plenty of free resources available online. BBC Good Food is a useful website with recipes, videos, guidance and information.

It can be difficult to keep to a healthy diet if you are experiencing poor mental health. Remember that it’s ok to eat and drink what feels manageable for you. While regularly consuming food and drink which is high in fat and/or sugar and has little nutritional value will impact your mental health and physical wellbeing, having it occasionally isn’t going to be detrimental to your long-term health and wellbeing.

Although people react differently to different foods, there is a clear link between diet and mental health. Eating a balanced diet ensures that you get all the nutrients you need to function and develop properly, including those required for the brain. In turn, this reduces the likelihood of you experiencing unwanted emotions such as irritability, tiredness and anxiety. To help you understand how the different foods you eat impact your mental wellbeing, consider what you feel after having consumed them.

Further Resources:

• Reading and Mental Health: What are the Benefits?
• The Benefits of Exercise on Mental Health
• The Healthy Eating Pyramid
• What is a Nutritionally Balanced Diet and Why is it Important?

The post The Link Between Food and Mental Health appeared first on The Hub | High Speed Training.

This article will explain the various responsibilities an electrician may have, how to become an electrician and the qualifications required, the skills you need to have and how to develop your career as an electrician.

What Does an Electrician Do?

Electricians work with any equipment, wire or machine that uses energy. They install, inspect, test and repair electrical equipment to ensure that it works correctly and safely. 

On a daily basis, and depending on what type of electrician you are, you may be responsible for:

• Installing wires, sockets and switches in properties.
• Carrying out the necessary checks of electrical systems to ensure they’re safe and working efficiently.
• Designing electrical and lighting plans for new properties.
• Installing, checking or repairing street lighting and traffic management systems.
• Rewiring residential buildings and other properties.
• Constructing and installing control panels. 
• Carrying out repairs to electric machines.

Depending on your specific duties, you may work at a client’s home, offices, schools, shops, other buildings, on a construction site or outside, if involved with traffic management systems or street lighting. You may work alongside others, carry out lone working, work in confined spaces or work at height. To ensure you are kept safe and healthy, you may need to wear personal protective equipment. The working hours can vary, but are typically between 30 and 40 hours a week. There are different types of electricians and so you need to understand which position you would like to pursue.

What Qualifications Does an Electrician Need?

To develop a career as an electrician, you can take several different routes. You may be eligible for courses at colleges or those offered by other training providers. Alternatively, you could learn on the job through an apprenticeship which combines practical work experience with classroom style learning. If you have transferable skills, such as experience working in construction and trades, you could retrain as an electrician. Note that if you want to become more specialised as an electrician, you will need to undergo additional training and, in some cases, gain further qualifications.

You will likely have better job and earning prospects if you follow an industry-approved training route to become a qualified electrician. As these courses are of a high standard, completing them shows that you meet these standards and are skilled. Examples of industry-improved training includes training courses offered by City & Guilds, EAL and apprenticeships. It’s important that you carry out your own research into which route is the best for you to take.

College

To provide you with an introductory level of understanding and practical skills for the role of an electrician, you may want to take a college course. Alongside this, you must undergo practical training in a workplace to become a fully qualified electrician. On completion of a college course, you may find it supports you to secure an apprenticeship or trainee position to further your career prospects.

Courses available at a college or other training provider may include the following, as listed on the National Careers Service and Go Construct websites:

• Level 2 Diploma in Access to Building Services Engineering (Electrical)
• City & Guilds Level 2 Diploma in Building Services (Electrical Installation route) or EAL Level 2 Intermediate Diploma in Electrical Installation
• City & Guilds Level 3 Diploma in Building Services (Electrical Installation route) or EAL Level 3 Advanced Diploma in Electrical Installation
• T Level in Building Services Engineering for Construction

You will need to check the entry requirements for the course you want to take. Usually, you need to have:

• For a Level 2 course, 2 or more GCSEs at grades 9 to 3 (A* to D), or equivalent.
• For a Level 3 course, 4 or 5 GCSEs at grades 9 to 4 (A* to C), or equivalent.
• For a T Level course, 4 or 5 GCSEs at grades 9 to 4 (A* to C), or equivalent, including English and Maths.

You can find out more about college courses and T Levels through the links below:

• Find a course | National Careers Service
• T Levels | The Next Level Qualification

On completion of a college course, you will need to work in the industry to become a fully qualified electrician. You will either need to find employment and join an apprenticeship programme, or find employment or become self-employed and take the City & Guilds or EAL’s Level 3 NVQ Diploma in Installing Electrotechnical Systems & Equipment (Buildings, Structures & the Environment). Whichever route you take, you must then pass the AM2 assessment to become fully qualified.

Apprenticeships

Electrician apprenticeships include a combination of on-the-job training and learning at a college or training provider, though they tend to involve more practical training than classroom-based learning. You will be fully employed by your company and work at least 30 hours per week.

Options include a domestic electrician advanced apprenticeship (level 3), an installation and maintenance electrician advanced apprenticeship (level 3) or an electrician apprenticeship with the armed forces. Both the domestic and the installation and maintenance apprenticeships are equivalent to A level and eligible for government funding. The domestic electrician apprenticeship will teach you how to install and maintain electrical services within a domestic setting, while the installation and maintenance electrician apprenticeship will teach you how to do so in industrial and commercial environments, as well as residential. 

If you want to join the British Army and train as an electrician, you can do so as a Royal Engineer soldier. You will firstly undergo initial military training as a Junior or Regular Soldier for either 14 or 23 weeks. Following this, you will attend the Royal School of Military Engineering Regiment for 12 weeks and then finish with a 33 week course at the Royal School of Military Engineering. Similarly, the Royal Air Force offers the Level 3 Engineering Technician – Mechatronics Maintenance Technician (Electrical) apprenticeship. This teaches you how to design, build, service and repair a range of engineering products and services.

You usually need to have 5 GCSEs at grades 9 to 4 (A* to C), or equivalent, including English and Maths, for an advanced apprenticeship. If you want to gain your training in the British Army, you need to have GCSE grade 9 to 5 (or A to C) in Maths, GCSE grade 9 to 4 (or A to C) in English Language and one other subject. For the RAF’s apprenticeship, you need to have GCSE grade C/4 in English Language, Maths and an approved Science/Technology-based subject. Both the Army and the RAF require applicants to meet additional criteria. You must pass the basic physical fitness assessment to be eligible for the British Army’s apprenticeship. The RAF also requires applicants to pass a fitness test and the Defence Aptitude Assessment in addition.

To find out more about apprenticeships that are available near you, follow the links below:

• Gov.uk: Become an apprentice
• Gov.uk: Find an apprenticeship
• Apprentice Training Course – Domestic Electrician
• Apprenticeship Training Course – Installation and Maintenance Electrician
• Electrician – Royal Engineers
• Electrician – Royal Air Force

Essential Qualifications

To fully qualify as an electrician, there are some essential qualifications which you must hold. You need to complete the Achievement Measurement 2 (AM2) assessment which is an industry-recognised competence which proves your practical electrical skills. The test is administered by the National Electrotechnical Training (NET) and is usually the final component of your electrical qualification. You can find out more about the assessment on the NET’s website.
In addition, there are some criteria which you need to meet depending on your circumstances. If you want to work with electrical wiring it is essential that you have normal colour vision. You will have to pass a colour vision assessment test to verify this. If you are going to be carrying out work on a construction site, you may need to hold an Electrotechnical Certification Scheme (ECS) card. The card accredits your electrotechnical qualifications and experience.

Awareness Training

Before you decide to pursue a career as an electrician, it’s important that you understand what the job can involve and know that it is the career path you want to take. During your training to become an electrician, you may want to take an awareness level course to build on your practical knowledge. Awareness courses are also useful if you want to learn more about an industry.

Looking for a Course?

Our Electrical Safety Training online course is designed to give you an understanding of the main risks and necessary controls for the safe use of electricity at work. If you will be working with portable appliances, you may also benefit from High Speed Training’s Portable Appliance Testing (PAT) course.

Alongside electrical safety and PAT awareness training, you may find general health and safety training to be useful. We offer a range of online training courses that may be suitable for an electrician to improve their knowledge and skills alongside their practical training. Courses include: 

• Health and Safety Training for Employees
• Working at Height
• Lone Working
• Working in Confined Spaces
• PUWER Training
• Lock Out/Tag Out
• Ladder Safety
• Manual Handling 
• Workplace First Aid

What Skills Do You Need to be an Electrician?

Before pursuing this career, you should consider whether you will be a good fit for a career which can involve manual, demanding work and long hours. You need to have a range of skills to be successful as an electrician, including hard skills which are specific to the job role and gained through training, and soft skills which are relevant to various industries.

Hard Skills for Electricians

You need to have or be working to develop the following technical skills to be an electrician:

• Ability to use, maintain and repair electrical equipment, machinery and tools.
• Knowledge of engineering science, technology, design, building and construction. 
• Specialist knowledge of your area of expertise. For example, understanding of specific equipment maintenance. 
• Strong maths skills.
• Ability to work well with your hands.
• Good levels of physical fitness.
• Ability to complete basic computer-based tasks and use software packages.

You will develop many of these skills during practical training. However, for some, you may find it useful to take additional training to supplement this. For example, depending on the type of electrician you are training as, you may find Working at Height or PUWER Training awareness courses beneficial.

Soft Skills for Electricians

Alongside your technical capabilities, you also need to have certain soft skills to be a successful electrician. Examples of soft skills that make a good electrician include:

• Excellent attention to detail and ability to be thorough.
• Strong initiative. 
• Analytical and problem-solving skills.
• Customer service skills.
• Strong verbal communication skills.
• Active listening.
• Confident working well independently and as part of a team.
• Adaptability to changes requested by clients or required by circumstances.
• Good time management.

Want to Learn More?

High Speed Training’s comprehensive catalogue of articles can help you to understand and develop your soft skills to become an effective electrician. You can learn about communicating effectively in What is Effective Communication in Construction? which is tailored to those working in the construction industry but will be useful for electricians in all sectors. Our How to Improve Active Listening in Communication article explains the benefits of listening with focused intent which can result in more effective interactions with colleagues and clients. You may also want to improve your time management skills with our One Week Time Management Plan: Three Famous Techniques article.

How to Get a Career as an Electrician

There are various routes that you can take to get a career as an electrician, including the options covered previously on apprenticeships, college courses and other qualifications. The route you take will depend on your circumstances and what will be best for you. 

If you are a school leaver and have no or limited work experience, you may want to start with taking a relevant course at a college or other training provider. In some circumstances, you may be able to get a job as an electrician’s mate, trainee or assistant without much prior experience. You will need to have GCSEs, including English and Maths, and be able to prove solid practical skills. If you take this route, your employer may then support you with training to become a fully qualified electrician.

If you are looking to change careers, you could retrain as an electrician if you have previously worked in a similar industry and have experience and relevant qualifications. For example, if you were employed as an engineer. If you have relevant experience, you may be accepted for an electrician role offered by an employer. The level you are able to enter the profession at will depend on your experience and background.

If you already work as an electrician and have done so for at least five years but don’t hold a Level 3 electrician qualification, you may be able to get your skills and experience formally recognised to the industry Level 3 benchmark through the Experienced Worker Assessment.

There are many opportunities for progression as an electrician or to use the transferable skills gained for a different job in the sector. You could become a site or project manager, or may choose to specialise in a particular area, such as training as an electrical designer. You may want to set up your own business or become self-employed as a subcontractor or as a tutor.
If you would like to work in the construction and trades industry and want to find out more about the other careers available, have a look at this guide to Careers in the Construction Industry.

Electricians are in high demand in the UK, making it a good time to consider this as a career to pursue. To meet this demand, there is a range of support available to help you understand which route is best for you to take to qualify as an electrician and the different specialisms you can follow. If you have the skills required, you can develop a fulfilling and flexible career as an electrician.

Further Resources:

• Electrical Safety Guidance for Working on Construction Sites
• Electrical Safety Quiz
• Electrical Safety Symbols & Signs – What Do They Mean?
• What is Asbestos?
• How to Find the Right Career for Me
• How to Become an Engineer

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