Facilitate work based learning


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  • 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
  • Facilitate work based learning

    1. 1. Facilitate work-based learning
    2. 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. 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. 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. 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. 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. 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. 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. 9. Discuss and agreeing on the purpose  Learners  Workplace supervisors  Training managers  Other trainers and assessors  Organisation personnel  Group training company personnel
    10. 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. 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. 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. 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. 14. 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
    15. 15. 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.
    16. 16. 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