2. Topics
What you need to know about work
based learning
Establishing effective work
environments
Developing work based pathways
Implementing work based pathways
Monitoring work based pathways
Monitoring work based learning
Receiving work based learning
pathways
3. The learning environment
Formal learning involves a structured
program of instruction
Non-formal learning involves a
structured program of instruction but
doesn't lead to a qualification or award
Informal learning involves acquiring
skills through experience
4. Learning principles
Needs to be learner centred
Needs to support learner independence
Be experiential
Involves modelling
Reflects individual circumstances
Have ranges of life experiences to connect
Need to know why they are learning
Need to be self directing
5. Workplace organisation systems
Work organisation systems, processes, practices
within the organisation/enterprise where work
based learning is taking place operational
demands of the work.
Impact of changes on work roles organisational
work culture including industrial relations
environment systems for identifying skill needs for
example:
performance reviews
training needs analysis
identifying additional training needs of learners
6. Relevant industry sector
knowledge
industrial awards
enterprise bargaining agreements
licensing requirements
industry/workplace requirements
duty of care under common law
information and confidentiality requirements
anti-discrimination including equal opportunity,
racial vilification and disability discrimination
workplace relations
7. Relevant OHS knowledge relating to
the work role
Hazards within the industry and the specific
workplace
Reporting requirements for hazards and incidents
Specific procedures for work tasks
Safe use and maintenance of relevant equipment
Emergency procedures
Sources of OHS information
8. Establishing the purpose of the work-
based learning
New technology introduction
New product or service
New organisational direction or workplace change
Skills gap identified
New or additional OHS requirement
Employees need to achieve a specific
competency
Employees undertaking a traineeship or
apprenticeship
9. Discuss and agreeing on the
purpose
Learners
Workplace supervisors
Training managers
Other trainers and assessors
Organisation personnel
Group training company personnel
10. Analysing and identifying learning
pathways
Identify the learning objectives
What are the effective work based learning
pathways
Don’t forget training will be under normal
operational conditions
Consider sequencing
Guidance and modelling from experienced co-
workers
Opportunities for practice
11. Supporting work based learning
Appropriate supervision during learning
Use of co-workers (page 40) Use of mentors-
support learners individual growth, help learners
to manage their careers.
Use of coaches –guidance by more experienced
co-worker-can explain the ‘tricks of the trade’
Strength and weaknesses of work based
supports- see page 42
Training plans- see handout
12. Learning theories
shea p.27-28
Behavioural learning
Cognitive learning- brain based
Constructivist learning-use own experiences
Information processing-chunking and short term
memory
Situational learning—in the workplace
Problem based learning
Pedagogy-teachers direct the learning process
Andragogy-engaging adults in learning
13. Communication skills
communication skills to: identify needs
communicate suggestions
give feedback constructively
ask open-ended questions to tease out required
knowledge and information
evaluate learner profiles and characteristics
coach learners
14.
15. Establishing learner profile and
characteristics to determine support
needs p.47
Lit /num needs
Specific support needs
Past learning and work experiences
Learning styles
Level of maturity
Cultural background
What pre-train support is needed and In-training
support-p.48
16. Implement and monitor the work
based pathway
Address and access and equity considerations-
minimise physical barriers, build on learners
strengths, make referrals to relevant agencies-
see page 55
Observe the learners work performance
Consider task specific reflection sheets to
learners
Speaking to the supervisor-keeping the
communication lines open.
17. Providing feedback to learners
shea p. 57
Feedback is a critical component of a work based
learning pathway.
Must be constructive-negative or positive
When giving negative feedback sandwich
between positives
Focus on the performance not the learner
Choose appropriate time and place
Feedback keeps:
Keeps learners motivated
Supports their learning
Editor's Notes
Show handout on for trainer assessor position
Learning occurs in many ways. For a qualification or learnt through experience- social, family hobbies, leisure activities, or just learning to learn something new
Knowledge and experience,, problem centred, adults learn by doing, modelling –adults lean best when they observe, retain and replicate skills. Need to connect to the learning and understand the relevance. Need to know why they are learning before the learning process starts. Finally need to decide for selves what they want to learn.
Very important where any worktools are being used- see chart on page 33
Ask participants to brainstorm why work based learning is needed- looked briefly at this last week with Ruth Barnes
Handout on chunking and sequencing- mention primacy and recency- learners need time to practice new skills, to be deemed ‘competent’-some need more than others.
Reflection encourages learners to be autonomous and evaluate their own learning- keeping a diary