The document discusses the development and application of Learn and Work Assignments (LWAs) as a method for fostering self-reliant learning and teamwork in the workplace. LWAs integrate learning with real workplace assignments, allowing apprentices to set their own goals, plan, execute tasks, and evaluate outcomes with the guidance of instructors or coaches. It details a structured approach to designing LWAs, emphasizing the importance of collaboration between workplace coaches and training instructors for effective implementation.

1. DEVELOPMENT AND APPLICATION OF LWAs
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DEVELOPMENT AND APPLICATION OF LEARN AND WORK ASSIGNMENTS (LWAs)
Self-Reliant Learning
The excessive pace of technology change and increasing complexity at the workplace
require that employees continuously learn new job skills. In today’s learning organizations,
work and learning are integrated. Large companies may afford to provide formal training to
their employees but the new competencies required at work are changing at a pace that
makes it difficult for conventional classroom training to keep up. Learning has to take place
when it is actually needed so that it can be applied immediately.
The use of self-reliant learning in organizations presents the potential of a more cost-
effective approach to training. Self-reliant learning has the potential to complement a great
deal of formal training, enabling organizations to stretch their training budgets to meet their
ever-growing training needs.
Self-reliant learning is learning that takes place, without a teacher or mentor, where
the learner performs his or her needs analysis, sets goals, identifies resources, plans and
executes the learning exercise and assesses the learning outcomes. In self-reliant learning,
the learners determine the objectives, select the means and evaluate the ends of their
learning experiences.
Learn and Work Assignments
Learn and Work assignments (LWAs) are instructional tools to foster self-reliant
learning and teamwork. They are closely related to assignments for workers at the
workplace or they are real assignments from a specific workplace. For example apprentices
produce real work pieces, design circuits that can be found in the company’s shop-floor or
perform standard service based on job card instructions. The activities carried out in
completing LWAs are those typical of an occupation, including social and organizational
aspects as well as the specialized technical skills. LWAs can be designed for individual work
In self-reliant learning, the learners
determine the objectives, select the means
and evaluate the ends of their learning
experiences.

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as well as teamwork.
The workplace assignments are adapted for the learning process by formulating
guiding questions, hints and instructions to guide the apprentices through each step of the
complete action cycle. These questions also provide a focus for the underpinning theories of
the practical work assignments. Thus theoretical knowledge of facts is covered when
required in the practical part of the work (on-demand learning).
Thus, as the name implies, LWAs combine and integrate the learning and working
environments.
The Complete Action Cycle
LWAs integrate the actual workplace related assignments with the steps of the
complete action cycle comprising of setting goal, planning, decision making, executing and
monitoring, and evaluating.
Apprentices are guided by the guiding questions and hints in the LWAs in going
through these steps while solving the assignments. They have to set specific objectives,
design their own work plan, decide on the best method, monitor their own progress and
evaluate the course of action and its results. Thus, they are practicing self-reliant learning
while solving the assignments.
The stages of the complete action cycle are shown in Table 1.

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TABLE 1: STAGES OF THE COMPLETE ACTION CYCLE IN LWA
Stage Apprentices’ Activities Objectives Types of guiding questions/hints
1. Setting Goal
Developing and setting out
objectives for the assignment.
Compiling information to resolve
the assignment
• Active participation in setting sub-
goals and specific objectives of a
problem or task rouses the interest
of the learners and makes them get
involved more.
• Fostering the ability to know where
and when to look for information.
What needs to be done?
What purpose does the assignment
serve?
2. Planning
Planning process for the work
plan. Tasks are assigned to
members of the group. The
group is fully responsible for all
activities.
• Fostering the ability to plan the
procedure autonomously with
respect to contents, the
methodology and division of labour.
How to go about it?
What operations or steps are required?
By what means can the task be carried
out?
Why does it have to be done in this way
and no other way?
Where can the task be carried out?
How long does it take to solve the task?
3. Decision Making
The group members develop
their own strategies for solving
the problem and make decisions
(almost always in prior
agreement with the instructor)
about which strategies to pursue.
• Fostering social competences
related to teamwork and negotiation
Specific procedure/solution of task
Justification for selecting method,
materials, etc.

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Stage Apprentices’ Activities Objectives Types of guiding questions/hints
4. Executing and
Monitoring
Each member implements his/her
task according to plan or work-
allocation schedule that is based
on partial results.
Self-control by apprentices.
Possibility of identifying one’s
own mistakes and, if possible, of
correcting such mistakes
• Allowing for actual autonomous,
creative and responsible action.
• Fostering technical,
methodological, learning, human
and social competences.
• Learning how to evaluate better the
quality of one’s own work.
• Fostering the ability for reflective
and critical self-assessment.
Is there a need to change plan?
What are the critical steps?
What safety/preventive measures are
taken?
What actions are taken to troubleshoot?
5. Evaluating
Combined monitoring
(coach/nstructor and
apprentices), discussion and
assessment of project results.
Theoretical consolidation of the
results
• Assessment of the learning
experience.
• Awareness for interdependencies
between specialized theory and
practice.
• Identification of intersections with
other learning contents.
Does the work fulfill quality
requirements and if so, up to what
point? (self-assessment/external
evaluation)
How can the work be improved?
What are the important learning
experiences?
Note: In all the stages in the complete action cycle, the role of the instructor or coach is as a facilitator. Activities of the instructor/coach
include giving mini lectures, short demonstrations, preparing tasks for reinforcement or improvement, advising, guiding, counseling,
providing references or be just a role model.

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Role of Coach or Instructor
In all stages of the complete action cycle, the role of the coach or instructor is as a
facilitator or an adviser. The apprentices process the entire LWAs, guided by the questions,
hints and instructions. Even the quality inspections of the product or work are carried out
independently by the apprentices during the working process. Discussion and evaluation by
the coach or instructor is done at progressive intervals to facilitate reflection on the learning
process and provide feedback to the apprentices. The coach or instructor steps down from
being a sage on the stage to become a guide by the side.
Levels of LWAs
LWAs are classified according to the complexity and difficulty level into three
categories, namely Closed LWAs, Open LWAs and Open, Innovative LWAs.
Closed LWAs consist of routine activities and the guiding questions and hints are
more specific to provide structured guidance to the apprentices. They are given at the early
stage of the training.
Open LWAs are more complex LWAs which may require apprentices to identify
alternative ways to solve their assignments. Apprentices are also provided with general and
less guiding questions and hints as compared to closed LWAs.
Open, innovative assignments require apprentices to do feasibility study, seek
alternative, innovative solutions often through a teamwork approach and to establish
decision-making and evaluation criteria by themselves.
Planning
Setting Goal
Decision MakingExecuting &
Monitoring
Evaluating
The coach or instructor steps down
from being a sage on the stage to
become a guide by the side.

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“OPEN, INNOVATIVE” Learn and Work Assignments
(OILWAs)
Organisation-based on-the-job training styled assignments
“OPEN” Learn and Work Assignments
(OLWAs)
OLWA have some general guiding questions & hints
“CLOSED” Learn and Work
Assignments (CLWAs)
CLWAs contain detailed guiding questions and hints
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Levels of Learn and Work Assignments
Collaboration between Coach (Workplace) and Instructors (Training Institute)
For successful implementation of the NDTS, close collaboration between the in-
company coaches and instructors of training institutes is necessary and very important.
Collaboration between the two parties can occur in many areas and the development of
LWAs is one of the most important one.
In-company coaches provide the inputs
regarding the actual workplace assignments
and together with the instructors can formulate
the guiding questions and hints for the LWAs.
The coaches can focus more on the practical and
workplace requirements while the instructors can
focus on the underpinning theories of the practical
work.
Some LWAs can be carried out completely
either at the workplace or at the training institutes.
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Coaches and instructors
collaborate to develop the
LWAs.

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Some LWAs can be designed in such a way that certain parts are completed at the
workplace and the other sections at the training institutes. For example, the apprentices
design their work plan at the training institute, execute the work plan at the workplace and
evaluate their results with both their coach and instructor.

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STEPS IN DESIGNING LWAs
1. Choose a suitable assignment in your particular specialization or a typical
work activity at the workplace. Write a clear description for the assignment.
Guidelines
• Identify work assignments or tasks that suit the abilities and level of the apprentices.
• Assignments at an early stage consist mainly of routine activities which occur in
almost all work orders. Assignments at a later stage include skills required at a
previous stage plus additional and new ones.
• The degree of difficulty gradually increases from one assignment to the next.
• Compare the assignments with the requirements of the NOCC, particularly the Core
Work Process, Core Competencies and Learning Objectives.
• Check whether the assignment requires the steps of the complete action cycle
(setting goal, planning, decision making, executing and monitoring and evaluating).
An assignment which does not have these five steps may be too simple.
• Include customers and manufacturer’s specifications. Specify regulations,
environmental requirements and other necessary information.
• Set an appropriate duration.
• State the type of learn and work organization (individual, partnership or team work).
• The description should be brief and clear. The full description may be written after
the whole assignment has been designed.
2. Set up a matrix consisting of four columns (the fourth column wider than the
others).
Guidelines
• LWAs can be developed individually or in a team.
• The purpose of the design matrix is to assist the coach or instructor in the formulation
of instructions, guiding questions and hints. By using this matrix, the coach or
instructor will be able to get an overview of the whole assignment as well as how the
work activities fit into the complete action cycle.
• Write the titles at the top of the columns as shown in the table below:

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Activities carried out
to complete the
assignment
(Steps done by a
skilled worker)
Learning
Objectives
Information
Source
Instructions, Guiding questions
and Hints
3. Fill in the first column by writing the steps that will be done by an expert
worker.
Guidelines
• Consider that the worker has to do the five steps of a complete action.
• Write the steps in details, including the contents of work, tools used, procedures and
requirements to be met by work performed.
• These steps are those which will be done by an expert worker and not the
apprentices. They are written down to assist the coach when he/she is writing the
questions and hints for the assignment.
4. Write down the learning objectives/outcomes to be achieved for each step.
Guidelines
• Consider the stage of the learning process and the performance level of the
apprentices.
• Ask yourselves: What do I intend to teach the apprentices? Which objectives should
they achieve with their learning and work activities? Refer to Training Contents
Outline of the NDTS curriculum.
• Write the objectives for each step if possible.
• Consider the taxonomy of educational objectives for the three domains: cognitive,
affective and psychomotor.
• You may also think in terms of knowledge, skill and attitude to be acquired or
developed.
• Since the NDTS aims at developing the k-worker competencies, consider technical
competencies, learning and methodological competencies, and human and social
competencies.

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• Apart from the technical competencies, the work process requires the ability of
working in teams, common planning, decision making, monitoring and evaluating,
effective communication skills, mutual responsibility and learning skills.
K-WORKER COMPETENCIES
Technical
Competence
Learning
Competence
Methodological
Competence
Social
Competence
• Assure quality
• Select
procedures, tools
or resources
• Apply rules and
procedures
• Apply appropriate
skills and
technology
• Conform to
standards and
regulations
•Differentiate
between important
and unimportant
things
•Transfer
knowledge and
methods
•Be motivated to
learn
•Transfer skills
already learnt to
new problems
•Apply learning
techniques
• Select work
procedures
• Work in a goal
oriented manner
• Determine time
frames for
executing tasks
• Find and
evaluate
alternatives
• Change plans
flexibly where
necessary
• Draw conclusions
• Adapt flexibly to
new situations
• Share
responsibility
• Recognise
problems and
contribute to their
solutions
• Accept different
view points
• Actively take part
in team work
• Proceed in a
manner based on
the division of
labour
• Exercise self
control
Source: P. Gerds, 2000
• Technical competence comprises of knowledge and skills regarding work techniques,
tools, materials, fault analysis, quality assurance, conformity to standards and
regulations.
• Social competence promotes development of character, social integration, awareness
of ecological and safety considerations, responsibility and accountability.
• Learning and methodological competences are linked with the other competences
regarding responsibility for further training (lifelong learning), ability to learn
independently and in a team, ability to solve complex problems, ability to plan,
execute and monitor activities by applying various techniques.

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5. Write down the information sources in the third column.
Guidelines
• In trainee centred teaching, the coach/instrucotr is no longer the master who gives all
the information.
• In modern teaching the idea is to allow the apprentices to learn as much as possible
by themselves.
• The coach/instructor gives hints and makes them aware of information sources.
• Information sources may include reference books, training manuals, tables, internet,
multi-media resources, reports, etc.
6. Formulate the guiding questions and hints.
Guidelines
• Put yourselves into the apprentices’ position or mindset. Go through the mental
processes which could take place in their mind. You may have to answer the
following questions:
What prerequisite knowledge do they need to complete the assignment?
What are the possible sources of information?
How can the guiding questions motivate the apprentices to think in advance
before making decisions or executing the actions?
How can the apprentices be guided towards obtaining the knowledge for the
execution of the assignment?
How can the apprentices be motivated to monitor themselves?
• The guiding questions or hints should always be clear and unambiguous, but not too
easy.
• It is pointless to set questions which only require the apprentices to copy what is
stated in their reference material.
• The questions should help them to understand the problems presented by the
assignment.
• Guiding questions can ask for acquired knowledge or information by asking the
apprentices to write in the spaces provided in the assignment sheet. This is give the
coach feedback on the learning stage of the apprentices.
• Guiding questions should not be confused with examination questions: they are not
supposed to test knowledge but instead ensure that the apprentices know or have
found out all they need to know in order to deal with the assignment professionally.

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• Guiding questions may include terms which are unfamiliar to the apprentices.
Additional questions and hints should be set to help the apprentices find out what
these new terms mean.
• The formulation of guiding questions or hints must be related to a certain step of the
action which was formulated in the first column and corresponds with the previously
determined learning objectives in the second column.
7. Prepare the assignment sheet.
Guidelines
• For the assignment sheet, extract the following information from the design matrix
(copy and paste):
Description of the task
Duration, level and type of collaboration
Guiding questions, Hints and Instructions of Column 4
Information sources from Column 3
• Read through the assignment sheet and modify the guiding questions, hints and
instructions if necessary.
8. Prepare the assessment sheet.
Guidelines
• The main function of the assessment sheets is to provide the opportunity for the
apprentices to judge and assess their activities (individual or team) and the results of
their learning and work processes.
• The apprentices use the assessment sheet to monitor their own work at every stage
of the complete action model. The coach and instructor will also assess the
apprentices. A discussion and feedback session is held after the completion of the
assignment.
• Assessment sheets cover technical competence, human and social competence,
learning and methodological competence.
• Assessment sheets can be designed using a combination of different assessment
instruments such as checklists, rating scales and rubrics with the predetermined
areas for assessment.
• Examples of assessment instruments are given below.
9. A complete set of LWA consists of the design matrix, assignment sheet and
assessment sheet. Apprentices will be given the assignment and assessment
sheets.

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EXAMPLES OF ASSESSMENT INSTRUMENTS
Checklist
Example 1
The checklist in this example contains criteria listed in order that it will be most
convenient to be checked. Essential criteria are denoted by squares and desirable
criteria by circles.
Assignment:
Make a 450g tankard with a satin finish using appropriate tools. The objective of this
assignment is to assess whether you have reached a basic standard in casting, soldering,
turning and fitting.
Duration: 2 hours
Marking scheme:
Each point below should be marked with a tick if it is satisfactory and a cross if it is not
satisfactory.
To pass, all the square boxes and 50% of the circles must be ticked.
Tankard finished in not more than two hours.
Weight of tankard 450g ± 7 g
Body of tankard and soldered seams free from any
holes
Working area neat and tidy
Used tools effectively
Etc

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Rating Scale
Example 2
In this assignment, the assessment criteria are clustered into a few main areas. Each area is
further detailed and weightage is allocated to each area depending on their relative
importance. One column is for the apprentice to assess his/her own work and another
column for the coach or instructor to assess the apprentice’s work.
Assignment:
You are given a vehicle with problem in the engine components/parts.
Carry out diagnostic procedures to identify repair work according to manufacturer’s
specifications and procedure.
Prepare a presentation and documentation on your assignment.
Rate the following areas on a scale of 10.
10 Excellent 8 Good 7 Satisfactory 5 Average 3 Below Average 0 Fail
Areas for
Assessment
Details
Weightage
(%)
Apprentice Coach/Instructor
Safety at workplace
Safety Adherence to safety rules
and regulations
Computer Skills (Software)
Application of vehicle circuit
diagram
Usage of Tools and
equipment
Diagnostic Skills
Technical
Competencies
(Practical)
Rectifying Skills
Computer Knowledge
Knowledge of Automotive
Fundamental related to
assignment
Knowledge of electrical
symbol and circuit diagram
Knowledge of vehicle
components layout
Technical
Competencies
(Theory)
Knowledge of special tools
and equipment handling

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Planning
Logical sequence of work
Time management
Housekeeping
Presentation Skills
Assignment
Administration
Documentation
Neatness
Accuracy
Completeness
Quality &
Functionality
Functionality
Rubrics
A rubric is a scoring guide that can be used to evaluate apprentices’ performance based on a
set of predetermined criteria. The sum of the points or marks given to the set of criteria will
be used as the overall mark. A rubric form is usually designed based on a matrix layout,
where there are rows and columns. These rows and columns represent the criteria and
description of the standard of achievement for each criterion.
Example 3
This example is part of a marking scheme of a presentation. One of the areas is
“Explanation” and this table shows the rubric of the rating scale for this area.
RATING SCALE WITH RUBRIC
2. EXPLANATION weightage
1
Apprentice Coach/Instructor
a. The explanations were well structured and clear
b. The explanations were adequately presented
c. The explanations were satisfactory
d. The explanations were not very clear
8 9 10
5 6 7
2 3 4
0 1
8 9 10
5 6 7
2 3 4
0 1

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Example 4
This rubric is used to assess students’ performance in designing a simple machine in a
physics class.
AREAS FOR
ASSESSMENT
DEVELOPING
1 -2
IN PROGRESS
3 -5
MEETS
EXPECTATIONS
6 - 8
EXCEEDS
EXPECTATIONS
9 - 10
Carried Out
Plan
Lacked a plan;
not complete
Completed with
frequent
assistance
Completed with
little help
Followed through
well; self-
motivated
Creativity
Used others
ideas
Typical looking
machine
Creative, added
more than the
typical looking
groups machine
Unique ideas;
novel; fresh
Effort/task
commitment
Resistant Inadequate for
task
Appropriate effort
and time on task
Extensive effort;
uses time well
Group
Cooperation
Inappropriate;
resistant
Appropriate
cooperation
Listens well; help
others; shares
Encourages and
redirects others
back to task
Integration of
knowledge of
Simple
Machines
Unable to apply
skills
Uses
information and
skills in only
one subject
area
Uses information
and skills in
several subject
areas
Consistently
integrates
information and
skills
Problem
Solving
Inappropriate
solution
Incomplete or
flawed
Appropriate
process
application, and
analysis
Higher level
solution;
innovative;
synthesizes
Time
Management
Did not
complete Task
Needed
frequent
assistance
Used Time
appropriately
Mature
management
Resources Inappropriate
A few resources
used
appropriately
Appropriate in
number, kind,
and use
Extensive and
varied; uses
technology

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SUMMARY OF THE STEPS FOR LWA DEVELOPMENT
STEP 8 Prepare the assessment sheet.
STEP 7
Prepare the assignment sheet. Include the description of the assignment, the
information sources and the guiding questions, instructions and hints from the
fourth column of the Design Matrix.
STEP 6
Write guiding questions, instructions and hints corresponding to the activities
in the first column and the learning objectives in the second column.
STEP 5 List information sources in the third column.
STEP 4
Write the learning objectives corresponding to the activities listed in the first
column. Refer to the NDTS curriculum for these objectives which cover the k-
worker competencies.
STEP 3
List the activities of the assignment in the first column by assigning them to
the complete action cycle (Setting Goal, Planning, Decision Making,
Executing and Monitoring, Evaluating)
STEP 2
Set up the LWA Design Matrix with the four columns: Activities carried out by
a skilled worker, Learning Objectives, Information Sources and Guiding
Questions, Instructions and Hints
STEP 1
Identify and describe a workplace assignment related to the NDTS curriculum.
For the training institute, the assignment is modified to suit the learning
environment. State the specifications, duration and type of collaboration
(individual, pair work or teamwork)

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USING LWAs IN TRAINING APPRENTICES
LWAs are used in training is to foster self-reliant learning and teamwork among the
apprentices. This, however, does not mean that training by other methods is obsolete. The
LWAs which are based on actual work assignments form the “anchor” for the teaching and
learning process. In order to solve these assignments, apprentices need to understand the
underpinning theories, acquire the relevant technical skills and apply problem solving skills.
Mastery of technical skills also requires practice. Thus, coaches and instructors will also
have to apply other appropriate methods and techniques in the teaching and learning
process. These methods and techniques include demonstration, simulation, workshop
practice, interactive lectures, discussion and problem-based learning. All these methods are
integrated into a teaching and learning process which is predominantly trainee-centred.
Guidelines for assisting the apprentices to become self-reliant include:
• Sequence the LWAs (activities follow a logical order) based on the developmental
and ability level of the apprentices (moving from simple to more complex tasks and
building on prior learning).
• Relate assignments to the other activities so that apprentices have a holistic
perspective of the assignment they are solving.
• Allow the apprentices to solve the assignments on their own as much as possible.
• Provide hints on effective problem solving techniques
• Provide guidance when apprentices request for assistance when they encounter
problems
• Review and confirm work results together with the apprentices
• Learning should occur in a way that encourages ongoing, self-organized learning and
includes a balance of action, reflection, and application
Thus, learning involves independent activities requiring apprentices’ initiative and
responsibility, as well as supportive coaching, advice, and demonstration by experienced
workers, coaches and instructors.
One important aspect of the LWAs is the practice of self and peer assessment.
Coaches and instructors should encourage the apprentices to monitor and assess their own
and peer’s work critically and honestly. Initially the apprentices may not be able to assess
their work objectively but with practice and guidance from the coaches and instructors, they
should eventually acquire the self-monitoring and assessing skills.
Coaches and instructors can use the Action Plan in Table 2 to assist them in planning
their training sessions using the LWAs. The Action Plan is a document that
• States the learning objectives of the LWA

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• Describes the apprentices’, instructor’s and coach’s activities
• Estimates the expected duration of each stage of the LWA
• Identifies appropriate training or teaching methods and techniques to complement the
LWA
• States follow-up activities of the LWA
INTEGRATION OF K-WORKER OCCUPATIONAL COMPETENCES
In solving the LWAs, apprentices do not only develop technical competence (skills
and knowledge) but also learning and methodological competence as well as social and
human competence.
The guiding questions, hints and instructions guide apprentices in problem solving,
searching and organizing information, planning workflow, setting timeline and delegating
workload.
Teamwork is an important part of LWAs. Apprentices will learn how to appreciate
each other’s strengths and ways of solving assignments. They must learn to accept different
viewpoints and solve conflicts professionally. To ensure efficient teamwork, a learning
contract or agreement can be drawn up before work commences. A learning contract states
the terms for working together in an assignment. These terms have to be agreed upon and
abide by all members of a team.
DESIGNING SPECIFIC LWAs FROM MASTER LWAs
The Master LWA of each Core Work Process (CWP) has been developed based on
the CWP as a whole. The assignments given cover all the core competencies (CC). Thus
these assignments have a wide scope and require apprentices to carry out complex work
processes.
Depending on the level of the apprentices, availability of work assignments and
resources, coaches and instructors can design a few specific LWAs based on the Master
LWA. These specific LWAs may only cover a limited number of core competencies.
Apprentices can start off with these simpler LWAs before carrying out the Master LWA.
The diagram below illustrates this point.

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Specific
Assignments
Sets of
Specific
Assignments
Master LWAWork Activities
Checking oil in the engine
Checking the quality and the tension
of the main belt
Checking the adjustment of the
headlights
Checking the lubrication of the wheel
suspension
Servicing the engine
Servicing the wheel suspension
Servicing the car

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TABLE 2: ACTION PLAN FOR LWA
TRAINING OCCUPATION
TYPE OF
COLLABORATION
SEMESTER VENUE
DURATION
ASSIGNMENT
REFERENCES
INTRODUCTION
LEARNING
OBJECTIVES
APPRENTICES’
ACTIVITIES
INSTRUCTOR/
COACH’S ACTIVITIES
DURATION
AVA/EQUIPMENT/
RESOURCES
DEVELOPMENT
LEARNING
OBJECTIVES
APPRENTICES‘ACTIVITIES
INSTRUCTOR/
COACH’S ACTIVITIES
DURATION
AVA/EQUIPMENT/
RESOURCES
SETTING GOAL
PLANNING
DECISION
MAKING
EXECUTING &
MONITORING
EVALUATING
CONCLUSION LEARNING
OBJECTIVES
APPRENTICES’
ACTIVITIES
INSTRUCTOR/
COACH’S ACTIVITIES
DURATION AVA/EQUIPMENT/
RESOURCES

22. DEVELOPMENT AND APPLICATION OF LWAs
NDTS
NDTS
22