PwC's Academy - Standard operating procedures

Site: PwC's Academy Learning Management System
Course: PwC's Academy Learning Management System
Book: PwC's Academy - Standard operating procedures
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Date: Friday, 1 July 2022, 6:21 PM

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Access the Standard Operating Procedures_________________________________________________________________________________________________________________________________

1. The PwC's Academy Standard Operating Procedures

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Welcome to the PwC's Academy Standard Operating Procedures

LMS


The standard operating procedures SOPs define the processes in the form of step-by-step instructions to assist with routine operations. The scope of the SOPs is that to achieve efficiency, quality output and uniformity of performance, while reducing miscommunication and failure to comply with quality standards and industry best practice.



1.1. Roles and responsibilities


Academy roles and responsibilities.


The roles and responsibilities form the basis of the organisational arrangement within the Academy establishing the relationship of the various roles from managerial to the individuals engaged in the actual training setup and coordination.

The tasks, duties, and responsibilities of a specific role within the Academy support the integration of human resources with business strategic planning for the organisation to implement the vision, mission and its business goals.

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2. Handling Prospective Clients

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Handling Prospective Clients


- Generic mailboxes - follow up on all accounts

- Website chat functions

- Phone calls 



2.1. Marketing-related processes

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In May 2018, a review of the GDPR Academy process was held and the process is to be documented below.

(still to get ok from Nicolette re amendments relating to the LMS) (to include Andrew's DP document here)

In addition the Academy follows the firm's data retention policy which is documented in matrix 

#.#.# as part of the Data Retention policy (Standard 8)

2.2. The sales cycles | open sessions

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Step 1 | A costings sheet is prepared for the open session - Director of Studies.

Step 2 | A proposal is sent to the client via email (most of the time sending a link to the website for information).

Step 3:  A client confirms their interest in attending the open session  either to sales person or to the training coordinators.

Step 4 | The registration sheet / costings sheet is updated with the new sale/new participants - Training Coordinator / Sales person.

The sales sheet is updated with new sales (except for non-IT CPE).

Step 5 | If it  is an IT course a booking form is sent to the client and collected - Sales person / Training Coordinator.

If it is a non-IT course a client books either on-line or via an email to the training coordinator - Training Coordinator.

Prior to issuing an invoice, the training coordinators will open codes according to the instructions listed in the below attachment.

Step 6 |  If it is a non- CPE course an invoice is sent to the client prior to commencement of training (only when training will be certainly delivered) with the following statement written in the email" 50% of the total fee is to be paid upon receipt of this invoice and the remaining balance is to be settled on the first day of training" and invoice number updated on the sales sheet -  Training Coordinators.

If it is a CPE course an invoice is sent to the client to pay 100% in advance(as listed in email) and invoice number updated on the registration sheet (progress bill)- Training Coordinators.

Step 7 | Training coordinators mobilise logistics - rooms, trainers, attendance , evaluation , certificates,  update data sheets,  collect debtors.

Step 8 | The PL Analysis sheet  is updated with actual figures - Training Coordinator

Step 9 | At month end, sales sheet is checked to ensure that all clients have been invoiced . Final bills for open session are issued at this stage to clear WIP - Director of Studies.

Step 10 | No fiscal receipt  / or any other type of receipt (except for the invoice with Paid written on it) should be issued.

2.3. The sales cycle | client-specific

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A request for proposal can come in via telephone, email in mailbox or even from the firm.

Step 1 | A costings sheet /budget is prepared for the client request - DoS. The costing sheet is done after discussing the necessary input required by the expert/external trainer.

Step 2 | A proposal is sent to the client either via email or via an official letter - DoS

Step 3 | A client confirms their interest in engaging us to perform training services  (Risk Management procedures as per below trigger off) - Training Coordinator

Step 4 | Sales sheet updated with new sale - Sales person

Step 5 | LOE and terms of Business are sent to the client and signatures collected - Training Coordinator (Latest LoE and Terms of Business is found in the Matrix) LINK

Step 6 | Training coordinators mobilise logistics - rooms, food, trainers, attendance , evaluation , certificates,  update data sheets,  collect debtor - Training coordinator

Step 7 | Training coordinator issues bill to client - Training coordinator

Step 8 | The PL Analysis sheet  sheet  is updated with actual figures - Training Coordinator

Step 9 | At month end, sales sheet is checked to ensure that all clients have been invoiced - Direct of Studies check with Sales person

Step 10 | No fiscal receipt  / or any other type of receipt (except for the invoice with Paid written on it) should be issued

2.4. Academy Training Discounts

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Academy Training Discounts


To define the process on when discounts are applicable, when to offer discounts and for which kind of training.

To include the discounts table for 2021 in this SoP <>

3. Client onboarding

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Client onboarding processes


The client onboarding process is a firm wide ....


3.1. Risk management procedures

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Risk management procedures

For closed/client specific sessions, the following risk management procedures will come into effect at Step 3 as per above. The  training coordinator is responsible for triggering off the risk management procedures and for handling all the documentation except for the KYC which needs to be handled by SDC team

Client Acceptance Form - A specific Client Acceptance form for the Academy can be found on matrix and needs to be saved in Client folder drive under the client folder.

KYC | All courses with a course fee of Euro 15,000 or above will require a KYC .

AFS | If a client is listed on the CES, an electronic AFS has to be raised by clicking the button on CES system. For threats and safeguards for analysis go to matrisk and get recent client services training SOPS.

Also check tab of 'restrictions'. If it states ' EU non -audit services restrictions apply  or This entity is a downstream and controlled by a PIE audit client' or is a PIE, you need audit committee approval. This could take the shape of a pre-approved catalogue of services, email (copying in other members of the Audit Committee,evidence through AC meeting. This approval needs to be downloaded and attached within the AFS.

If a client is an audit client and not listed on CES, an email is sent to the audit partner (using the email template found on matrix)

LOE | A LoE together with the terms of business is sent in all circumstances and its signed copy saved in the Client folder

NB: Open courses (including e-learns) are exempt from providing for risk management procedures as follows:


Client Acceptance Form - n/a

KYC | All open courses with a course fee of Euro 15k or above will require a KYC (we currently have no courses being offered with such fees)

AFS | N/A based on the fact that training is being offered as a public nature and not client specific . This means there is no risk of a conflict of interest.

LoE | No LoE required

As at 13/9/2019 PwC Network is coming up with the KYC minimum requirements for all the territories. They are setting up the policies and procedures that every Firm needs to follow. The policy is still in the draft form and consultation is taking place. The policy shall be applicable to all PwC Network to all service offerings. However, we discussed that internally with Lucienne as well and we will try to opt for an exemption to carry out due diligence on the customers of PwC Academy and Tech - this is still not confirmed but that would be the goal. 

The initial feedback from the queries raised from the community was with regards to the Offering Definition and explanation and proposed amendments to be implemented by the Network are as follows:

With regards to the sale of apps or reference material-type products through some form of shop/store (e.g. a online sales portal or app store), the sale/purchase transaction is instantaneous, and the firm has little control on who the consumer may be. The relationship with the customer in these circumstances does not have an element of duration and therefore these may be considered to be out of scope for the MRs (KYC Minimum Requirements).

With regards the sale of other online products that do not have any element of service but that have a longer sales/contracting stage than store-type sales, then these may also be considered out of scope for the MRs. However, it is suggested that sanctions screening of the customer should be conducted as a minimum.

All other products and services should be subject to the Proposed KYC MRs.

It is expected that detailed additional guidance will be created to assist with the treatment of specific types of Offerings in line with the definition of a Business Relationship; however, we propose adding the following wording to the Business Relationship definition: 

Proposed  wording: "The sale of apps or reference material-type products through some form of shop/store (e.g. a online sales portal or app store) does not create a relationship with the customer that has any element of duration, and therefore may be considered to be out of scope of these KYC Minimum Requirements."

As mentioned, this requirements are not in place yet, this is still in the consultation form. From the regulatory (EU and Maltese legislation)  perspective, PwC Academy is out of scope when it comes to the KYC Regulation as it does not meet a definition of the subject person, to which such Regulation is applicable to.

4. Training Coordination

Training Coordination SOPs

4.1. Preparation

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Training coordination - Preparation


- Joining instructions

- Logistical coordination

- Trainers management

- Booking of resources

4.2. During event

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Training Coordination - During event


4.3. Expost

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Training Coordination - Expost


- Evaluation of feedback

4.4. Trainer feedback Loop

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Policy ID 6.1

Who: The Training Coordinator is responsible for this procedure.
When: After each course is delivered.

Step 1 | Download the course feedback report from the LMS course page and Google Forms (in the case of ACCA) once the training is finished.

Step 2.a | General courses - Forward the report to the trainer via email.

Step 2.b | ACCA courses - Forward the report to the trainer via email with the Academy manager responsible for the training in copy.

Step 3 | If there is any urgent issue or complaint to be addressed, the Academy manager responsible for the training schedules a call/chat with the trainer to discuss the points of improvement.

5. Training Development

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Training development 

5.1. Course design (classroom, blended, digital)

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Classroom & Blended courses 

The 4 phased approach is used to design and approve programmes/courses:

Clarify objectives & needs (stage 1)

Step 1 | Confirm the understanding and agree on the high-level structure for the training programme/course, such as the following: 

  • The target groups and key stakeholders;
  • Existing skills and knowledge and behaviour gaps.
Step 2 | Agree on the high-level content of each target group and the mix of learning experiences/delivery methods per audience to ensure the best learning outcome (e.g. media, gamification, experimentation, project, discussion, role-playing, etc.);
Step 3 | Define the training materials required before, during and after each of the events;
Step 4 | Define and agree on the schedule and timing of courses;
Step 5 | Define and agree on the assessment type;
Step 6 | Define and agree on the evaluation process.

Design and build (stage 2)

Step 7 | Design of the content of each of the programmes/courses 
Step 8 | Develop integrated materials, for example, exercises, case studies, etc.;
Step 9 | Develop reading lists if necessary;
Step 10 | Integrate, develop continuity, and sequence material;
Step 11 | Develop communication material regarding the training events, including the evaluation mechanism, and start communication;
Step 12 | Quality Assurance: review material content developed.

NB: In the case of accredited courses, once a programme is developed, it will undergo the scrutiny of internal and external approval processes of NCFHE before moving on to stage 3.

Implement (stage 3)

Step 13 | Run course pilot if needed;
Step 14 | Manage and deliver the training to the required audiences;
Step 15 | Review and update material content as feedback is received;
Step 16 | Provide logistical and administrative support;
Step 17 | Source, agree and book venues;
Step 18 | Liaise with you to agree on timetables and logistics, including issuing invitations and joining instructions;
Step 19 | Distribute training materials;
Step 20 | Record attendance;
Step 21 | Issue ‘attendance/award certificates’ as required.

Confirm and sustain benefits (Stage 4)

Step 22 | Develop assessments in each course;
Step 23 | Develop participants' evaluation of the programme/course to assess the quality of the course;
Step 24 | Develop trainers evaluation of the programme/course to include an overview of the training highlights, learning results and participants’ feedback;
Step 25 | Prepare progress reports templates to be applied after every training activity, to outline the number of participants that attended the training, as well as a compilation of data relating to the participants.


Digital Training / eLearnings

Preparation/Analysis stage
Step 1 | Analyse eLearn requirements and objectives with the client/SME.
  • Who: Project Manager; Instructional Designer; Designer.
  • How: Recorded meeting with the client/SME.
  • Output: Learning objectives and outcomes; general styling requirements; intended audience; overall elearn duration; learning method (storytelling, scenario-based, gamification, etc.); key elements; source of elearn content, understanding of the high-level outline/storyline.
Step 2 | Receive and analyse preliminary content.
  • Who: Instructional Designer; Designer.
  • How: Client/SME forward information and team determine adequacy after analysis.
  • Output: Understanding of the flow needed for the eLearn.
Step 3 | Design eLearn outline/storyline.
  • Who: Instructional Designer; Designer.
  • How: Internal meeting supported by Smart Screen tool, previously recorded meeting and preliminary content sent by the client/SME.
  • Output: Elearn logical flow with learning objectives and key elements addressed.
Step 4 | Review and confirm outline/storyline with the client/SME.
  • Who: Project Manager; Instructional Designer; Designer.
  • How: Recorded meeting with the client/SME.
  • Output: Vision, objectives and requirements confirmed; feedback from the client/SME; list of content needed from the client/SME on each scene/chapter and its deadlines.
Step 5 | Design eLearn storyboard.
  • Who: Instructional designer; Designers.
  • How: Internal meeting supported by the outline/storyline, Smart Screen tool and previously recorded meeting.
  • Output: Visual design concept is drafted (content, navigation, script, interaction); checklist with the content that is missing.
Step 6 | Review the storyboard and seek sign off from the client/SME.
  • Who: Project Manager; Instructional Designer; Designer.
  • How: Recorded meeting with the client/SME. Provide a general understanding of how the course will look and work.
  • Output: Feedback from the client/SME; alignment on what will be developed.
Step 7 | Sprint Planning - Refine product backlog and develop sprint backlog.
  • Who: Project Manager; Instructional Designer; Designer.
  • How: Internal meeting with Project Management tool.
  • Output: Sprints planned and agreed with the team; definition of ready for each sprint.
Design & Develop (Agile cycles) stage
Step 8 | 1-week Iteration (cycle)
- Analyse, Design, Implement and Test.
  • Who: Project Manager; Instructional Designer; Designer.
  • How: Daily stand-up meetings for the team to update on how the work is progressing. Each person on the team shares daily what was done the day before, what will be done on that day and if there is any impediment regarding the sprint goal. The tasks may vary depending on the project and product backlog.
  • Output: Sprints planned and agreed with the team; definition of ready for each sprint.
Step 9 | Sprint Review 1 - Review iteration released with the client/SME and validate the design. 
  • Who: Project Manager; Instructional Designer; Designer.
  • How: 2 hours of recorded meeting with the client/SME. Showcase the iteration released through the Storyboard and/or Articulate Preview - if possible. 
  • Output: Client/SME previewed the course; assumptions validated; feedback received from the client/SME. 
Step 10 | Backlog Refinement - Prepare the backlog for coming iterations to match the feedback and recommendations of the client/SME.
  • Who: Project Manager; Instructional Designer; Designer.
  • How: Internal meeting with Project Management tool.
  • Output: Final sprints refined considering the client/SME’s feedback and agreed with the team.

Step 11 | Sprint Review 2 - Review iteration released with the client/SME and validate the final design and narration script. 

  • Who: Project Manager; Instructional Designer; Designer.
  • How: 2 hours of recorded meeting with the client/SME. Showcase the iteration released through Articulate Preview or LMS - if possible. Every end of the sprint.
  • Output: Client/SME previewed the course; assumptions validated; feedback received from the client/SME. 

Implement & Evaluate stage
Step 12 | Request client/SME final approval to publish eLearn.
  • Who: Instructional Designer.
  • How: Forward link (test environment) to the client/SME for final review before publishing. 
  • Output: Elearn approved.
Step 13 | Develop marketing assets (course overview, promo video, LMS banner, website banner and website thumbnail) for the eLearn.
  • Who: Designer; Instructional Designer (course overview)
  • How: Develop assets and upload on the “eLearn website page - Promo” folder under the course folder on Google Drive
  • Output: Link to the folder sent to Training Coordinator and Sales Manager.
Step 14 | Draft the course page on LMS and upload the scorm package.
  • Who: Instructional Designer; Designer.
  • How: Create the Course page on the LMS live environment, under the appropriate category.
  • Output: eLearn course page drafted.
Step 15 | Review and test the course page on LMS and set up the certificate template.
  • Who: Training Coordinator.
  • How: Review and test the Course page on the LMS live environment, making sure all plugins are properly set up and working.
  • Output: Elearn published.
Step 16 | Update the website offerings with the new course (if it is a standalone generic elearn - not a bespoke elearn developed for a client).
  • Who: Training Coordinator.
  • How: Gather marketing assets shared and upload them on the website page accordingly.
  • Output: Elearn released to the market.

5.2. Course page creation on LMS

Create a course page within the LMS is the process whereby a particular learning event making use of a variety of learning resources come together.

Below is a list of elements (learning activities) that you need to consider when putting together a quality course page.

Step 1 |Go on the right course category, click "Manage Course" and Click "Add a new course". Click on 'Add a new course' on the LMS

Step 2 | Write the complete course name ensuring that it matches website, banner and other communication

Step 3 | Insert a short name for the course (this is used as a reference for other functions)

Step 4 | Select a start and end date of course (if required), consider the show/hide function

Step 5 | Consider which group mode is applicable for the course (no, visible, separate). Force group mode can be enabled

Step 6 | Determine the layout of the course page by selecting if it is a single activity format, social or weekly

Step 7 | Determine whether the whole course is displayed on one page or split over several pages

Step 8 | Force a theme (if required) and set the number of announcement forums required

Step 9 | Determine the largest size of file that can be uploaded to the course

Step 10 | Enable completion tracking

Step 11 | Rename the role from student to trainee/teacher to trainer/speaker/SME

Step 12 | Add tags to help users find the course faster 

Step 13 | Click on 'Save and display' to save the above details

(sub) SOP: How should a course page look

Step 14 | The first section of the course page needs to have a banner, course info, parking details (if required), link to website and an announcement activity

Step 15 | The course design needs to have a number of resources or activities (depending on the content)

Step 16 | A feedback form from the templates provided based on the course category; amend questions where needed

Step 17 | Add a certificate from the template, adjust the necessary fields

Step 18 | Set up attendance 

Step 19 | Set up the necessary restrictions for downloading the certificate (usually attendance and feedback)

Step 20 | At the lower end of the course page, the complaints and appeals forms are added

Step 21 | If it is a client course, establish the training requirements in advance as these might differ from firm courses



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5.3. Certification Creation, Approval and Issuance

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Policy ID 3.2.1
5.3.1 Certificate creation on LMS

Who: The Training Coordinator is the role responsible for the certificate creation on the LMS course page.
When: During the course design, and submitted with the application.
Step 1 | Go on the specific course page on LMS and turn editing on from the gear icon.
Step 2 | If a Certificate Topic (section) is not yet created, click on “Add Topic” from the very bottom of the page.
Step 3 | Once a Certificate Topic is created, go to “Add Activity or Resource”, then select “Custom Certificate” and “ADD”.
Step 4 | The fields that need to be edited are:
  • “Name”: Title of the certification within that course;
  • “Description”: Can be added explaining how a certificate is obtained (e.g. assuming conditions are met);
  • “Restrict Access”: Use the appropriate ones based on the restrictions decided during the course design (please refer to the Course Design SOPs).
Step 5 |
Click “Save and Return to Course”.


5.3.2 Editing the content of Certificate

Who: Training Coordinator 
When: During the course design.
Step 1 | Click “Edit Certificate” from the gear menu to be prompted with the actual design.
Step 2 | Scroll down to the section “Load Template” and select the applicable version for the course you are creating.
Step 3 | Confirm that this template is overwriting the previous elements.
Step 4 | Elements in the certificates will be populated. 
Some are static and do not need to be changed as they get automatically populated from the data within the LMS. The data (elements) that need to be included manually are: 

  • “Course Name”: if it is a long name you might need to do it in 2 lines therefore the next instance needs to be used also, otherwise delete the 2nd line.
  • “Course date”
  • “Duration”
  • “CPE competency”: Professional or Core.
Step 5 | To edit an element, click on the gear icon, edit the section of “Text”, then click on “Save Changes”.
Step 6 | To add a new element, at the bottom of the list, choose the new element from the drop-down list, then click on “Add element”.
Step 7 | Once all fields are updated, click “Save Changes & Preview”. This will prompt a window to download the certificate which is to be sent to MFHEA for approval at the application stage.


5.3.3 Certificate approval

Who:  Quality Manager 
When: During the course design.
Step 1 | Download the course certificate previously developed for a specific certification (“Editing the content of Certificate” procedure). 
Step 2 | Send the course certificate to MFHEA by email.
Step 3 | Await for MFHEA approval.
Step 4 | If not approved and issues are highlighted, it needs to go back to SOP 5.2.2 of the “Editing the content of Certificate” procedure and readjust the certificate.


5.3.4 Proactive Management of Certificate Templates

Who: Quality Manager and Learning Technology Specialist
When: Twice a year, every May and November
Step 1 | Go to the templates section 15 on QMS and access Certificate Template. 
Step 2 | Through the Managed Templates function review the certificate elements for their applicability and determine if any need to be updated. 
Step 3 | If there is a need for a template update, the Learning Technology Specialist applies the updates to the template.
Step 4 | Communicate the new templates to the Training Coordinators via the Announcements function within the QMS page.


5.3.5 Management of Certificate Template Issues
Who: Quality Manager and Learning Technology Specialist
When: Correction triggered by an individual
Step 1 | The individual from the Academy team that identifies or is notified about a certificate issue, informs the Quality Manager and Learning Technology Specialist.
Step 2 | Follow steps in SOP 5.2.4

Important: When there is a need for a change on the template by MFHEA request or due to a major change on the course/program that might need MFHEA approval, the Training Coordinator must inform the Quality Manager.


5.3.6 Supplementary document/transcript creation

For specific courses, on successful completion of training, trainees/students receive a transcript detailing the context of training, MQF level, the number of learning credit achieved as well as the status of the qualification gained, in accordance with MFHEA regulations.

Check the template here. > (to be developed with TC's help)


5.3.7 Certificate issuance

The certificate will be made available to the learner after s/he meets the necessary criteria (such as attendance, assessment and feedback) earmarked as necessary in terms of course completion and coded by the Training coordinator.

Step 1 | Training Coordinator is to ensure that the Certificate Issuance is based on the correct conditions relevant to the certification.
Step 2 | In the case of specific groups of trainees, the Training Coordinator needs to confirm that the Certificates are issued in line with relevant organisational criteria.

The certificate is automatically made available digitally for download by each trainee through the LMS.


5.4. Certification Administration

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[WIP]
Policy ID 5.1.4

5.4.1 Accessibility of certificates and transcript
The accessibility of certificates and transcripts:
  • will be made available after meeting the necessary criteria (such as attendance and assessment);
  • are generated via LMS and made available for download with the respective trainee digitally;
  • will remain directly accessible on LMS by the trainee for the term that the course is available online;
  • can be printed by the Academy upon request and subsequently picked up from the Hub or sent by registered post
In the case where an individual wants to revoke the data from LMS for GDPR purposes, the certificate can be collected in person or sent by email or post as mentioned above.
Step 1 | In the Certificate topic, click on the Certificate.
Step 2 | A list of people who downloaded it and when will be shown. This is also the page where the Training Coordinator can download the certificate to send to the learner.

ACCA: WIP


5.4.2 | Management of certificate registrar / annual reporting
Who: Head of Academy
When: Once a year in XXXX
Step 1 |  Fill in the template
Step 2 | Send it to MFHEA 

5.5. Certification Retention

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[WIP] 

Policy ID 8.1.2

5.5.1 | Keeping the records of certificates
Who: Training Coordinators to send reminder to trainees to download certificate
When: Two weeks before enrollment is finishing
Following this reminder, on the last day of enrollment, the below steps are to be taken by the Training Coordinator: 
Step 1 | Download certificates for all trainees
Step 2 | Download the full list of trainees, including which conditions they have met and the reason why a certificate was not issued
Step 3 | Put the above files in a zip file and upload it in the data repository - To be defined which one

For paying clients using the LMS as a platform, the zip file is to be sent to them and the responsibility of 40 years retention is passed onto the client.


5.5.2 | Disposal of printed and digital certificates SOP
Since 2018, the Academy adopted a paperless certificate and all certificates are available for download via the LMS. 
If anyone comes across a printed certificate, these are to be destroyed using a paper shredder. In the case of digital certificates, these will be appropriately disposed of by the data administrator after 40 years from issuance date. 





5.6. Feedback form creation on LMS

Who: The selection of relevant template and indicators to be evaluated will be made by the Training Coordinator, together with the Course Designer and Trainer.
When: During the course development phase, when creating the course page*.

*A Feedback form must be available on every course page on LMS.


Step 1 | Go on the specific course page on LMS and turn editing on from the gear icon.

Step 2 | If a Feedback Topic (section) is not yet created, click on “Add Topic” from the very bottom of the page.

Step 3 | Once a Feedback Topic is created, go to “Add Activity or Resource”, then select “Feedback” and “ADD”.

Step 4 | The fields that need to be edited are:

Name’: It should be ‘Please click here to provide your feedback’.


After submission - Completion message’:
Elearn: 
‘Thank you for submitting your feedback on the [NAME OF THE COURSE] eLearn.
We appreciate your assistance in making our products better!
PwC's Academy Team’

Firm events/training sessions/accredited courses: 

‘Thank you for submitting your feedback.
We appreciate your assistance in improving our sessions!
PwC's Academy Team’


Restrict access’: It must be set to students to complete the course to be able to submit the feedback. LMS settings:

Activity completion’: It must be set as below.


Step 5 | Click “Save and display”.

Step 6 | Go to the Template tab, then select ‘Use a template’, and choose the appropriate template from the dropdown list. 
Once chosen, the templates should be customised based on the topic/instance. The templates available are:

 eLearns

  1. How would you rate the quality of visuals (images, videos)?
  2. On a scale from 0-5, how easy was it to understand the concepts?
  3. How would you rate the course in terms of structure?
  4. How would you describe quizzes in terms of question variety and covered topics?
  5. What did you wish to see in the course (and it wasn’t there)?
  6. How confident are you in applying what you have learned?
  7. What was the most useful thing that you have learned?
  8. What is one thing that you enjoyed the most?
  9. Is there anything else you would like to add?

Accredited courses

  1. The information about the course prior to registration was clearly defined.
  2. The booking process was clearly outlined.
  3. Participants’ suitability for the course was clearly defined.
  4. The Pre-course administration (e.g. joining instructions, programme, directions to centre) was effective.
  5. The course administration was effective during the course.
  6. The pre-course learning materials/activities were helpful preparation for the course.
  7. The in-course learning materials supported the achievement of the learning outcomes.
  8. The facilities were suitable for achieving the course learning outcomes.
  9. The delivery methods were appropriate for achieving the learning outcomes.
  10. We were given appropriate time for discussion/questions to help achieve the learning outcomes.
  11. I received constructive feedback from the trainer.
  12. Assessments were carried out consistently.
  13. The trainer demonstrated the appropriate level of knowledge and skills to effectively deliver the learning outcomes. 
  14. The course gave good value for money.
  15. The length of the course was appropriate to enable the achievement of the learning outcomes.
  16. There was a sufficient number of breaks during the course.
  17. Overall I was satisfied with the course.
  18. Do you have any suggestions that would make this course better?
  19. Please provide any suggestions you have in relation to courses, topics or events which you would like PwC's Academy to organise in the future:

Classroom Training sessions 

  1. How would you rate the overall course content?
  2. The course content was relevant to my professional responsibilities.
  3. The content was organized and easy to follow.
  4. The instructional methods (e.g. lecture, case studies, role plays) helped me to learn.
  5. The physical environment was conducive to learning.
  6. The trainer demonstrated mastery of the subject matter.
  7. The trainer demonstrated strong facilitation skills.
  8. How did you learn about this course?
  9. Why did you choose PwC?
  10. Do you have any suggestions that would make this course better?
  11. Please provide any suggestions you have in relation to courses, topics or events which you would like PwC's Academy to organise in the future:

Online Training sessions 

  1. How would you rate the overall course content?
  2. The course content was relevant to my professional responsibilities.
  3. The content was organized and easy to follow.
  4. The instructional methods (e.g. lecture, case studies, role-plays, learning environment) helped me to learn.
  5. The virtual environment was conducive to learning.
  6. It was easy to get familiar with the learning platform.
  7. The trainer demonstrated mastery of the subject matter.
  8. Participation and interaction were encouraged by the trainer. 
  9. How did you learn about this course?
  10. Do you have any suggestions that would make this course better?
  11. Please provide any suggestions you have in relation to courses, topics or events which you would like PwC's Academy to organise in the future:

Firm Events

  1. Please rate your overall level of satisfaction with the event.
  2. My knowledge increased after attending this event.
  3. The examples and case studies discussed helped me gain a clearer understanding of the subject.
  4. The speakers demonstrated mastery of the subject matter.
  5. How do you rate the level of interaction and interactive tools (e.g. Slido, Jamboard, Q&A) used during the session? 
  6. How likely are you to recommend this event to a friend or colleague?
  7. How did you learn about this event?
  8. Do you have any suggestions on how we can improve for the next event?
  9. Now that the COVID cases are low, are you happy with the session being delivered online or would you prefer if it was in-person?
  10. Please provide any suggestions you have in relation to courses, topics or events which you would like PwC's Academy to organise in the future:

Step 7 | Select ‘Delete old items’ for the question ‘Are you sure you want to use this template?’ and press ‘Save Changes’.


5.7. Trainee assessment creation on LMS

To be developed

6. Quality work standards

Exit SOPs

The PwC's has established a set of training quality standards aimed at addressing the training business needs of corporate clients as well as individual trainees following short cycle or longer-term training programmes.


6.1. Complaints & Appeals

This process defines the outline and updating of the following the Complaints and Appeals Forms.


NB. 

1. If applicable, every training course page created needs to include both forms in the lower topic sections of each page (generally below the Certificate).

2. These forms need to be accessible by all trainees enrolled in the course.

3. Different templates are available for different types of training. 

4. Availability (through access restrictions) is presented by training type below:


Complaint Form
Made Available Anonymous Template Name
Training Type
1. ACCA TBC Y
2. Accredited Courses Y N Complaint Form - Accredited
3. CPE Training
     a) Digital Y N Complaint Form - CPE Digital
     b) Interactive / Blended Y N Complaint Form - CPE Blended
4. Non-CPE Training Y N Complaint Form - Non-CPE
5. Foreign Institutions' Training Y N Complaint Form - Foreign Training
6. eLEarns                                          Y                              N                       Complaint Form - eLearns                   

Appeals Form
Made Available Anonymous Template Name
Training Type
1. ACCATBC Y
2. Accredited Courses Y N Appeals Form
3. CPE Training
a) Digital Y N Appeals Form
b) Interactive / Blended Y N Appeals Form
4. Non-CPE Training Y N Appeals Form
5. Foreign Institutions' Training Y N Appeals Form

 

 * Complaints are to be made available on Day 1 of the training

** Appeals are to be made available 1 week after exam



How do we handle Complaints & Appeals

A Complaint Form must be available on LMS with every course whilst an Appeal Form is dependable on the training being provided (refer to above). The Training coordinator needs to add this when creating the course.

1. Below the Certificate, create a new topic and call it “Complaints & Appeals

2. Add the “Feedback” add- on

3. Adjust the settings: 

    • Question and submission settings > Record user names > Users’s name will be logged
    • Activity completion > Do not indicate activity completion
    • Restrict Access >  (refer to SOPs section 6.1 based on the course type)
4. Go to template > Use a template > Choose: Trainee Complaint Form (Trainee Complaint Form - eLearns if your training is an eLearn)

5. Repeat Step 2 and 3, then choose template > Trainee Appeal Form 

In the case of eLearns, the Complaint form must be set as below:

  • Name: Request support here and we will be in touch shortly!
  • Questions and submissions settings: Enable notification of submissions (YES)
  • After submission text: "Thank you for sending your request. We will be in touch shortly. PwC's Academy Team"
  • Restrict access: No
  • The Training Coordinator responsible for the course must be assigned as Teacher to receive notifications on the Complaints.

A complaint must be dealt within 5 days of receipt by a Training Coordinator / Trainer - once a resolution has been reached, a follow-up email needs to be sent to the individual concerned.

An appeal can be raised within 10 days from the issue’s occurrence. The TC will inform Appeals Board, and a formal acknowledgement needs to be provided by the Board to the trainee. The appeal should be reviewed and finalized within 30 days of acknowledgement. All communication should be done via email.

6.2. Trainer Appraisal - WIP

Exit SOPs

Policy ID 6.1 - WIP

Who: Training Coordinator and Academy Manager responsible for the course are responsible for this procedure.
When: At least once per year of delivering training course/programme, or after the training course/programme is delivered (and all feedback is gathered from the trainees).

Step 1 | The Training Coordinator compiles a summary report of the feedback received by the trainer within the period (including average scores and highlighting main comments received).
Step 2 | The Academy manager responsible for the training compiles the points of improvements, based on the performance objectives defined during the course design, to address any issues and/or complaints the trainer has received during the sessions delivered within the period.
Step 3 | The Training Coordinator schedules an appraisal meeting/call with the trainer.
Step 4 | The Academy manager responsible for the training, together with the Training Coordinator, runs the appraisal meeting/call with the trainer and agrees on an action plan to address the points of improvement. 
Step 5 | The Training Coordinator uploads the points of improvements and the plan agreed during the appraisal on the trainer profile on LMS, as it is part of the evidence that informs the IQA process.
Step 6 | The Training Coordinator, monitors the progress of the plan agreed with the Trainer.


For trainers that engage with training regularly/on a daily basis, the appraisal might occur more frequently; e.g. before the start of the next training round.

6.3. Investigating and applying penalties on plagiarism

Policy ID 4.2

Trainers that suspect any trainee’s work is plagiarised in the context of formal assessment should deal directly with the issue. 

Cases will be investigated and penalties may range from deduction of marks to more serious actions from the Academy, depending on the seriousness of the occurrence. Even if plagiarism is inadvertent, it can result in a penalty. 

Individual trainers will investigate the plagiarism further and act as per the disciplinary procedures below:

Step 1 | When a case of plagiarism is detected by the Plagiarism plug-in, the trainer will inform via email and request to meet with the trainee to discuss the findings.

Step 2A | If from the discussion it turns out that the plagiarism was done intentionally, the trainee will be penalised within the marking process leading to a certificate not being awarded.

Step 2B | If it is clear that the plagiarism was minor and did not constitute intentional cheating, then guidance and support should be provided to address any underlying issues. This might include revision of appropriate referencing practice and the trainee is allowed to resubmit their work.

Step 3 | The trainer should document via email the plagiarism identified and the decision made during the discussion with the trainee.

Step 4 | At the end of the course, the trainer should inform the Manager responsible for the course and the Partner about the plagiarism findings.

6.4. Course Feedback Handling

This SOP connects with Policy 10.1 | Programme/Course continuous improvement Policy

In order to sustain benefits, a closure meeting (debrief) is held between the SME and the Academy manager whereby feedback is taken into account to ensure improvements are done in the next wave of programmes. During this time adjustments to the teaching styles are also discussed and worked on.

Step 1 | Go to the course page on LMS and download the feedback.
Step 2 | Summarise data tables and charts for easy analysis.
Step 3 | If there is any urgent feedback to be addressed, Lisa and the PwC’s Academy manager responsible for the course should step in and solve the issue.
Step 4 | Organise a closure meeting (debrief session) with the trainer, training coordinator and PwC’s Academy manager responsible for the course to analyse the results and discuss further improvements.
Step 5 | Outline ideas for improving the learning experience in the course.
Step 6 | Together with the Trainer, create an estimated time frame of how long each change will take.
Step 7 | Kick off the reviewing tasks before the next course cycle. 

6.5. TTT Programme Delivery

This SOP ties to 6.1.1 | Trainer Preparation (TTT) Sub Policy

The programme is designed in a way that it has microlearning bites and attendees can follow for part of the training based on their subject areas and specific needs. 

The programme is held at least once a year (September/October) and it is reviewed on a yearly basis previously to its application to make sure it considers the most up to date training techniques and tools, any inputs from the organiser, and previous feedback.

Step 1 | Check any market update on training methodologies & techniques
Step 2 | Check any new tool provided by PwC’s Academy Malta for training delivery (e.g. chromebox, interactive screen, VR headsets, etc.)
Step 3 | Revise later TTT feedback report and gather any points of improvement
Step 4 | Ask the HC team to run a TNA through internal trainers
Step 5 | Revise Trainers attendance list in conjunction with HC team
Step 6 | Revise groups and needs per group (e.g. Internal Trainers, SMEs, external trainers, ACCA lectures, etc.)
Step 7 | Revise TTT programme agenda
Step 8 | Seek Lisa’s approval on the new TTT Programme proposal
Step 9 | Revise LMS page based on the new mapped needs and agenda
Step 10 | Distribute activities through the trainers (if any of the materials need to be updated)
Step 11 | Schedule sessions
Step 12 | Revise group access on LMS
Step 13 | Kickoff communications with Trainers
Step 14 | Schedule sessions & respective rooms in the Academy
Step 15 | Send out pre-work or communicate the aims or objectives for each session
Step 16 | Decide on the room layout (it needs to be comfortable and effective for each session)

7. Supporting activities & resources

Exit SOPs

- Asset register

- Train-the-trainer

- LMS cleanup routine

- Accreditation of training

- Agile methodology