This document discusses facilitating work-based learning. It covers establishing effective work environments, developing and implementing work-based learning pathways, and monitoring learners. Key aspects of work-based learning include ensuring it is learner-centered, experiential, and reflective of individual circumstances. Supporting learners involves using coaches, mentors, and developing learning profiles to determine support needs. Implementing pathways requires addressing access and equity, observing learner performance, and providing constructive feedback.

1. Facilitate work-based learning

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

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