20% off-the-job training
The rules on 20% off-the-job training (OTJT) are there to ensure that every apprentice has enough time to learn and develop the knowledge, skills and behaviours (KSBs) set out in their Apprenticeship Standard. This means the equivalent of typically 7 hours a week on average over the duration of the apprenticeship should be spent gaining new KSBs. The location can vary and the type of activity is flexible. A simple overview is provided in this document.
Apprenticeship Progress Reviews and 20% OTJT
At the start of every apprenticeship there is a three-way Commitment Statement in place. The Commitment Statement includes a series of obligations, commitment and expectations between the Apprentice, their employer and the apprentice training provider (Sheffield Hallam University). This includes a summary of how the 20% OTJT is planned. The University’s Work-based Learning Coach organises Apprenticeship Progress Reviews (tripartite, every 12 weeks). Part of the review is to monitor and action plan the achievement of 20% OTJT with the Apprentice and their mentor in the workplace.
All learners should be logging the hours and activities regularly, ideally using the 20% log in MAYTAS Hub. Guidance for that is on the AIIR Homepage.
A work-based curriculum helps to build up the 20% off-the-job training
Reflective modules for personal and professional development are a great vehicle for reviewing knowledge skills and behaviours with the module leader and your peers, then putting actions in place, potentially within assessment activities. In addition project-based modules require purposeful and impactful project learning in the workplace, which counts as 20% OTJT.
Work-based projects are part of our apprenticeship curriculum and should include the following
- agree a proposal and objectives with the University and your employer, to meet the brief
- carry out the project at work, e.g. investigate a sector challenge, drive organisational change
- submit the project impact evaluation to the University as part of the module assessment
- record the work-place activities as 20% OTJT
- reflect on your personal development
- upload evidence of knowledge skills and behaviours to your E-portfolio
See your Onboarding section for more information about
- making the most of your Skills Scan
- developing a Workplace Training Plan that integrates with your university assignments
- activity around identifying and starting to plan work-based projects
Take the 20% OTJT test
Which of the following examples of learning related activities could be included within your log of 20% OTJT? Read the examples, consider the possible implications for recording 20% OTJT then click on each box to reveal the answer.
Scenario 1
Following a lecture several learners held an informal meeting over coffee to talk about a group project the tutor had just explained in the lecture. Later in the working week, the apprentice was allowed 2 hours on Thursday afternoon to draw up the assignment structure and then later that evening he engaged in a collaborative on-line session with peers for an hour.
Scenario 2
A construction apprentice is carrying out an assessed project to evaluate the impact of a new process in the workplace – designed to engage subcontractors in a considerate construction scheme. During the week the apprentice conducts the project work in the porter cabin on the construction site to meet his employer’s project deadline. She reviews responses to a consultation survey. These will have an impact on the employer’s process to manage site activities. The overall task of analysis takes her about ten hours.
Scenario 3
A health-care worker (apprentice) takes time out from his duties to observe a medical procedure and the way in which colleagues are able to use skills and behaviours to support health and safety objectives and a successful outcome in terms of patient care. He spends two hours observing and doing no productive work towards his working targets and duties for the week.
Scenario 4
An engineering apprentice has been struggling to evidence skills and behavioural development in relation to stakeholder management. The workplace mentor discusses the situation with the line manager and plant manager. The apprentice is offered the chance to handle a delay to a component manufacturing process, which is affecting the relationship with a key client, whose order is delayed. The apprentice develops an account management plan for the customer and takes the opportunity to meet his developmental targets through clear communication in a difficult situation.
Scenario 5
A quantity surveying apprentice conducts financial analysis of the impact of a contract dispute and the impact of project delay. The apprentice has done this activity several times before as it is part of a specialist element of his job role, so he does not feel that much is being learned during this activity. Then, his manager spontaneously invites the apprentice to join her at a senior management team where the financial impact will be reported and discussed. It is not necessary to attend, but he goes along with his boss. The meeting lasts 2 hours.