Individual Learning <ul><li>Facilitating individual learning involves the application of techniques that centre on the dev...
Mentoring <ul><li>‘ Mentoring Australia’ defines mentoring as a ‘ mutually beneficial relationship which involves a more e...
Coaching <ul><li>‘ Guidance and monitoring by a more experienced co-worker or expert of learners conducting work activitie...
Tutoring <ul><li>A tutor is similar to a coach, in that they work with an individual to develop particular skills and know...
Individual learning relationships may be: <ul><li>Ongoing or a one-off process </li></ul><ul><li>A specific circumstance o...
Considerations <ul><li>Evaluation processes </li></ul><ul><li>Supports </li></ul><ul><li>Learning styles </li></ul><ul><li...
Individualised learning plan <ul><li>Should include: </li></ul><ul><ul><li>The goals to be achieved </li></ul></ul><ul><ul...
Other considerations <ul><li>Communication skills </li></ul><ul><ul><li>Questioning </li></ul></ul><ul><ul><li>Active list...
Work-based learning <ul><li>‘learning or training undertaken in the workplace that is on-the-job training under normal ope...
Work-based learning considerations <ul><li>Change process </li></ul><ul><li>Training needs analysis </li></ul><ul><ul><li>...
Implications <ul><li>Schedules and timelines </li></ul><ul><li>Workplace procedures, routines and practices </li></ul><ul>...
Reviewing the learning pathway <ul><li>Kirkpatrick’s model of evaluation </li></ul><ul><ul><li>Level 1 – Reaction  </li></...
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Individual & Work Based Learning

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Individual & Work Based Learning

  1. 1. Individual Learning <ul><li>Facilitating individual learning involves the application of techniques that centre on the development of interpersonal relationships between the facilitator and the learner, focusing on the learner’s goals, their learning style and the learning context </li></ul>
  2. 2. Mentoring <ul><li>‘ Mentoring Australia’ defines mentoring as a ‘ mutually beneficial relationship which involves a more experienced person helping a less experienced person to achieve their goal’ . </li></ul><ul><li>They define effective mentoring as a relationship that: </li></ul><ul><ul><li>Focuses on the needs of the mentee (the person being mentored) </li></ul></ul><ul><ul><li>Fosters caring and supportive relationships </li></ul></ul><ul><ul><li>Encourages all mentees to develop their full potential </li></ul></ul>
  3. 3. Coaching <ul><li>‘ Guidance and monitoring by a more experienced co-worker or expert of learners conducting work activities. The provision of hints, feedback and clues, as well as demonstrating, modelling and explaining ‘tricks of the trade’ can assist the development of workplace procedures through coaching.’ </li></ul><ul><li>‘ Coaching is a process that unlocks your potential so you can achieve your goals. Coaching is a way to bridge any gap between where you are today and where you would like to be.’ </li></ul>
  4. 4. Tutoring <ul><li>A tutor is similar to a coach, in that they work with an individual to develop particular skills and knowledge. A learner will approach a tutor with some level of skill or knowledge in a particular area, and a tutor will work with the learner to solve a particular problem. If there are areas of misunderstanding, or any gaps between the required skills and knowledge and the learner’s actual skills and knowledge, the tutor will specifically address these. </li></ul>
  5. 5. Individual learning relationships may be: <ul><li>Ongoing or a one-off process </li></ul><ul><li>A specific circumstance or an integrated feature of the overall learning process </li></ul><ul><li>Single or double loop learning approaches </li></ul>
  6. 6. Considerations <ul><li>Evaluation processes </li></ul><ul><li>Supports </li></ul><ul><li>Learning styles </li></ul><ul><li>Learner characteristics </li></ul><ul><li>Difference </li></ul><ul><li>The context for learning </li></ul><ul><li>Boundaries and expectations </li></ul>
  7. 7. Individualised learning plan <ul><li>Should include: </li></ul><ul><ul><li>The goals to be achieved </li></ul></ul><ul><ul><li>Contingency plans (what you will do if things change or don’t go according to plan) </li></ul></ul><ul><ul><li>How the learning relationship will progress </li></ul></ul><ul><ul><li>The structure of the learning relationship </li></ul></ul><ul><ul><li>OHS considerations </li></ul></ul>
  8. 8. Other considerations <ul><li>Communication skills </li></ul><ul><ul><li>Questioning </li></ul></ul><ul><ul><li>Active listening </li></ul></ul><ul><ul><li>Vocal tone </li></ul></ul><ul><ul><li>Body language </li></ul></ul><ul><li>Handling conflict in your relationship </li></ul><ul><li>Motivation of the learner </li></ul><ul><li>Giving & receiving feedback </li></ul><ul><ul><li>Formal feedback </li></ul></ul><ul><ul><li>Informal feedback </li></ul></ul><ul><li>Separation and closure </li></ul><ul><li>Evaluation </li></ul>
  9. 9. Work-based learning <ul><li>‘learning or training undertaken in the workplace that is on-the-job training under normal operational conditions’ </li></ul><ul><li>It is not </li></ul><ul><ul><li>on site training which is conducted away from the work process (for example, in a training room) </li></ul></ul>
  10. 10. Work-based learning considerations <ul><li>Change process </li></ul><ul><li>Training needs analysis </li></ul><ul><ul><li>Strategic/business planning </li></ul></ul><ul><ul><li>Skills shortages </li></ul></ul><ul><ul><li>Contingency/succession planning </li></ul></ul><ul><ul><li>Performance reviews </li></ul></ul><ul><ul><li>Other models </li></ul></ul>
  11. 11. Implications <ul><li>Schedules and timelines </li></ul><ul><li>Workplace procedures, routines and practices </li></ul><ul><li>OHS </li></ul><ul><li>Industrial relations and demarcations </li></ul><ul><li>Licensing and accreditation </li></ul>
  12. 12. Reviewing the learning pathway <ul><li>Kirkpatrick’s model of evaluation </li></ul><ul><ul><li>Level 1 – Reaction </li></ul></ul><ul><ul><li>Level 2 – Learning </li></ul></ul><ul><ul><li>Level 3 – Behaviour </li></ul></ul><ul><ul><li>Level 4 – Results </li></ul></ul>

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