This document discusses planning and facilitating workplace learning. It defines various types of workplace learning and discusses how to develop learning pathways for employees. Key aspects of planning include identifying goals, sequencing tasks and activities, and determining support and resources needed. The objectives of workplace learning are to guide new employees, support changed roles, address organizational change, and develop new skills. Benchmarks and reviews are important to ensure learning goals are met and pathways are effective.

1. TAEDEL402A Plan, organise and
facilitate learning in the
workplace
Teresa O'Brien
Principal Lecturer
C.Y. O’Connor Institute
May 8 2012

2. Learning in the Workplace
Reflect for a moment on your own workplace?
What did you learn?
Why did you learn it
Where did you learn?
When did you learn?
How did you learn?
Image from http://ex.maqina.ro/creative-work-places/

3. Definitions of workplace learning
 Workplace learning
 Workplace training
 Workplace-based training
 On the job training
 On the job learning
Defined
… structured learning that is organisationally managed and
provided in association with paid or unpaid work. The
focus of work-based learning is learning through work and
its participants are the staff employed by an organisation.
<http://www.reframingthe future.net/docs/2003/Publications/OALL_WBL.pdf>

4. Learning pathways
… the process and the procedure to enable workers to learn
on the job with a clear beginning and end of the training.
Are determined by
•Identifying the goals
•Describing the tasks and activities required
•Sequencing the activities to meet the learners’ needs
•Deciding on the model of guidance or mentoring
•Deciding when and where the practice will take
The purpose?
•to ensure that the learners learn all they need to learn
efficiently and safely.

5. The objectives for workplace learning
• To guide new employees
• Support a changed job role
• Address organisational change
• Develop existing staff in new skills
• Provide work skills and practice opportunities in
apprenticeships, traineeships and other on the job
experiences
Learning Pathway scale
Easy to learn Difficult to learn
Few things to learn Lots of things to learn
Short time to implement Long time to implement

6. Planning for Workplace Learning
Trainers need to consider the following in a learning plan
•The goals for learning
•When the activities are presented
•Who will be involved
•Processes to teach or train (model, scaffold)
•Opportunities for practice
•Details of other support needed for complex tasks

7. Developing a learning pathway
• Allow for flexibility
• Detail any external training required and secure agreement
ahead of time
• Be developed in consultation with the learner
• Draw on learners’ experiences and encourage autonomy and
independence
• Allow for transfer to other contexts
• Sequence activities to allow skill to develop incrementally.
E.g. sweep a floor, replace spark plugs, recondition an engine

8. Establish goals
Facts, concepts the physical ability behaviour,
principles to perform beliefs, or
values
E.g.. dates, days, E.g. literacy, numeracy, E.g. punctuality
months technology, respect, honesty,
roads interpersonal, integrity
speed signs communication

9. Benchmarks
Definition- The description of knowledge, skill or attribute by
which performance can be measured
•Unit of competency-
•Criteria for performance
•Safety Criteria
•Compliance
•Position Description
•Induction

10. Reviewing the Learning Pathway
• to continue or not
• to improve planning, content, resources…
• to allow learners to reflect
• to self assess and reflect
• to ensure accountability, legitimacy and promotion
• to meet needs of external stakeholders
• to comply with legislative or regulatory requirements
Image adapted
http://blogs.adobe.com/captivate/2011/06/captivate-training-reviewing-elearning-courses-made-easy-with-adobe-captivate-5-5.html