Coaching and Assessment

Coaching sessions are group or one-to-one meetings during which you can ask questions about things you may be unsure about relating to topics covered in the classroom, work on your assessment tasks or application of learning to daily activities. This is where a lot of the key development can really take place with the coach.


We use either OneFile or, for a small number of programmes our detailed Project Tracker, to capture current status and agreed next steps and we also confirm overall status versus key milestones. If we feel you are not on target to complete your programme successfully, we will discuss this with you and we will use our escalation process to help ensure appropriate action is taken. 


Our primary aim is to ensure is to ensure learners are clear about their progress and next steps and are motivated and supported to successfully complete their programme on-time.


SMART targets ensure targets are clearly set, achievable and realistic. For all targets ask yourself these questions:


Specific Does it state exactly what you need to do?
Measurable Will you be able to prove when the target has been achieved,
has a measure been set?


(Must answer yes, if answer no, target is not realistic)

AchievableCan you achieve the target in the time given?
RealisticCan you really do something about it?
Time-boundHas a date been set for achieving your target?


Mid and Final Reviews

In all programmes we conduct a formal review at the mid and end point of the programme. This is where we review progress made, support required, next steps, and how to add value to the delegates progression.


In apprenticeship programmes, these reviews also conduct a mock examination and professional discussion to simulate End Point Assessment (EPA) and give a greater understanding of the EPA process.


End of Programme Reviews

A review is conducted on completion of training programmes in order to encourage reflection and to discuss progression possibilities on a one-to-one basis. This helps learners to recognise and understand the opportunities available, raising aspirations to undertake more learning and/ or to achieve promotion.


Individualised Learning Plans (Apprenticeships only)

An Individual Learning Plan (ILP) is used to:

  • Record initial assessment results (including any additional learner support),
  • recognition of prior learning (if applicable)
  • Plan the delivery of the whole training programme
  • Gain agreement to the plan and to capture support arrangements.


It is kept up to date throughout the programme from launch onwards.



Support for Delegates with Special Educational Needs and Disabilities

 

Capella encourages delegates to inform us, at the earliest opportunity, of any learning difficulty or disability that might require additional learning support. This allows us to assess whether adjustments to the programme need to be made and ensure that, if required, a comprehensive support plan is in place from the first day of learning.


A copy of Capella's Delegate Support Policy is available on Capella's website: https://capellaassociates.com/company/capella-policies 

 

Throughout the duration of the programme, delegates with a learning difficulty or disability will be in regular contact with the Delegate Support Specialist to ensure that the additional support provided is adding value to the learning, enabling progress to be made and is always tailored to support their individual need.

 

If a delegate does not identify a learning difficulty or disability at enrolment but later wishes to discuss their additional needs, they are encouraged to contact the Delegate Support Specialist to discuss support options.

 

Listed below are some examples (this list is by no means exhaustive) of conditions for which delegates may require learning support:

 

Capella Delegate Support Specialist

Alex Russell

alex.russell@capellaassociates.com


If you would rather discuss additional learning support needs with a male contact, please let us know and we can arrange this for you.