Facilitating work based learning

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Delivering Learning Programs
Facilitating work based learning
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Work based learning

• A learning experience that connects knowledge and
  skills obtained in the classroom setting to those
  needed outside the classroom in the workplace
• comprises a range of activities and instructional
  strategies designed to assist workers in
  developing or fulfilling their personal learning
  plans

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Topics

• Providing workforce development services to
  enterprise
• Training Packages
• Training Needs Analysis organisational
  /individual/group
• Developing a learning program
• Work based learning
• Establishing an effective work environment for
  learning
• Developing a work based learning pathway
• Implementing a work based learning pathway
• Monitoring learning and addressing barriers to
  effective participation
• Review the effectiveness of the work based
  learning pathway

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Workforce development services

• The TAFE NSW Workforce Development Guarantee
  focuses on developing the critical capabilities
  need by TAFE staff to do business in the 21st
  Century.
• The ability to match training needs to
  appropriate competencies and provide
  recommendations for a work based learning
  pathway, will be very important when providing
  workforce development services to enterprises and
  assisting businesses to develop their workforce
  skills.

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Training package

• A Training Package in Australia is a set of
  nationally-endorsed standards, qualifications and
  guidelines used to recognise and assess the
  skills and knowledge people need to perform
  effectively in the workplace.
• Training packages are developed by industry
  through Industry Skills Councils or by
  enterprises to meet the training needs of an
  industry or group of industries.
• Training packages prescribe outcomes required by
  the workplace, not training or education.
• A Training Package contains three compulsory
  endorsed componentsCompetency Standards,
  Qualifications Framework and Assessment
  Guidelines.

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Training needs analysis

• Methods for collecting information and data
• Gathering information and data
• Analysing information and data
• Matching needs to Training Package units of
  competency

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Learning program

• Learning programs document a cohesive and
  integrated learning process for the learner.
• learning outcomes or the learning objectives
• outline the content,
• sequence and structure of learning and the
  delivery and assessment method/s

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Components of a learning program

• Purpose
• Competencies to be addressed
• Learning outcomes
• Content
• Learning resources and activities
• Number and duration of training sessions
• Delivery methods
• Assessment
• Program evaluation

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Work based learning

• Learning through work is an ongoing and everyday
  reality of being in work.
• Guided learning ensures a planned approach to
  learning through work activities
• Learning though work may contribute to an
  educational outcome, and/or a work outcome.
• Providing a guided approach to work-based
  learning is an essential component of any
  apprenticeship or traineeship arrangement and
  also has application in induction processes,
  change management processes and ongoing employee
  development.

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WBLP- Establish an effective work environment for
learning

• The purpose or objectives of the work- based
  learning are established and agreed with
  appropriate personnel
• The areas of work encompassed by the work-based
  learning are defined and documented
• Work practices and routines are analysed to
  determine their effectiveness in meeting the
  work-based learning objectives
• Changes are proposed to work practices, routines
  and the work environment to support more
  effective learning, where appropriate, and
  discussed with relevant persons
• Occupational health and safety (OHS) and
  industrial relations implications of using work
  as the basis for learning are identified and
  addressed

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WBLP- Develop a work based learning pathway

• The documented work areas are analysed to
  determine an effective work- based learning
  pathway
• Organisational strategies to support the
  work-based learning are proposed
• Any contractual requirements and responsibilities
  for learning at work are addressed
• Connections are made with the training and/or
  assessment organisation to integrate and monitor
  the external learningactivities with the
  work-based learning pathway where relevant
• The proposed work-based learning pathway is
  evaluated against appropriate criteria
• Agreement is obtained from relevant personnel to
  implement the work-based learning pathway

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WBLP- Implement the work based learning pathway

• The learners' profile and characteristics are
  evaluated to determine possible requirements for
  support
• The purposes/objectives for undertaking
  work-based learning and the processes involved
  are clearly explained to the learners
• The introduction of workplace tasks, activities
  and processes is sequenced to reflect the agreed
  work-based learning pathway
• Agreed organisational strategies are put into
  effect
• Relations with other work personnel affected by
  the work-based learning pathway are managed to
  ensure effective implementation
• Appropriate communication and interpersonal
  skills are used to develop a collaborative
  relationship with learners

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WBLP- Monitor learning and address barriers to
effective participation

• Access and equity considerations are addressed,
  where appropriate
• The purposes/objectives for undertaking
  work-based learning and the processes involved
  are clearly explained to the learners
• The readiness of the worker to participate in
  and/or take on new tasks and responsibilities is
  effectively monitored
• Agreed organisational strategies are put into
  effect
• Work performances are observed and alternative
  approaches suggested where needed
• Appropriate communication and interpersonal
  skills are used to develop a collaborative
  relationship with learners
• Learners are encouraged to take responsibility
  for learning and to self-reflect
• Techniques for learners to demonstrate
  transferability of skills and knowledge are
  developed
• OHS requirements are monitored to ensure health,
  safety and welfare
• Feedback is provided to learners

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WBLP- Review the effectiveness of the work based
learning pathway

• Work performance and learning achievement are
  documented and recorded in accordance with
  legal/organisational requirements
• Learners are encouraged to provide critical
  feedback on their learning experiences
• The effectiveness of the work-based pathway is
  evaluated against the objectives, processes and
  models used
• The effectiveness of any integration of
  work-based learning and external learning
  activities is assessed
• Improvements and changes to work-based practice
  are recommended in light of the review process

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Case Study

• A TAFE NSW Sydney Institute business services
  team has been approached by a small enterprise to
  provide a workforce development solution to its
  office administration staff. The three areas
  that need to be developed are
• Business computing - BSBITU203A - Communicate
  electronically http//www.ntis.gov.au/?/trainingpa
  ckage/BSB07/unit/BSBITU203A
• Customer service - BSBCMM301A-Process customer
  complaints http//www.ntis.gov.au/?/trainingpackag
  e/BSB07/unit/BSBCMM301A
• Green skills - BSBSUS201A-Participate in
  environmentally sustainable work practices
  http//www.ntis.gov.au/?/trainingpackage/BSB07/uni
  t/BSBSUS201A

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Case Study

• A learning program based around a TAFE Learning
  and Assessment Strategy has been developed and
  approved by the manager.
• The manager wants the learning to align with a
  training package unit of competency in this phase
  and maybe later would be interested in further
  training that might lead to a qualification.
• The business is busy so a work based learning
  approach has been agreed upon
• Individual staff need to have a personalised
  learning program developed

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Learning and assessment pathways

• the number of competencies to be achieved
• Professional conversation
• Existing qualifications
• Informal learning
• Individual Learning Plan
• Work based project
• Learning activities

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Learning Styles

• What are the different way people learn?
• Auditory
• visual
• kinaesthetic
• left/right brain
• global/analytical
• theoretical
• activist
• pragmatist
• Reflective
• Go to Learning Styles for more information

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Adult learning principles

• adults have a need to be self-directing
• adults have a range of life experience, so
  connecting learning to experience is meaningful
• adults have a need to know why they are learning
  something
• training needs to be learner-centred to engage
  learners
• the learning process needs to support increasing
  learner independence

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Pedagogical approaches

• Learning has moved for the theories of
  behaviourism to constructivism and connectivism
• Facilitating the learning experience
• Learning by doing

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Work based delivery strategies

• Focus eg group / individuals
• Context e.g. Workplace, Simulated,
• Mode e.g.Face-to-face, Online, blended
• Method eg work based, coaching, guided
  facilitation

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Work based learning design

• Sequence of collaborative of learning activities
• Can incorporate single learner content, but also
  collaborative tasks such as discussion, voting,
  small group debate, etc
• Can be stored, re-used, customised

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Resourcing a work based learning program

• Operational
• Learning materials
• Need to be a aware of what is available
• Available resources

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Work based assessment methods

• Direct observation
• Structured activities
• Questioning
• Recognition Portfolios
• Product review
• Third party feedback

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Reviewing a work based learning progam

• Questionnaire
• Mapping tool
• Checklist
• Focus group
• Structured interview
• Who should be involved?

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Activity 1 - Reflection on work based learning

• In this activity you will consider
• Establishing an effective work environment for
  learning
• Developing a work based learning pathway
• Implementing a work based learning pathway
• Monitoring learning and addressing barriers to
  effective participation
• Review the effectiveness of the work based
  learning pathway

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Activity 2 Case study

• Working in groups and using the templates
  provided develop
• A conversation guide around the evidence
  requirements of the learning program
• An individual training needs analysis
• A personal Learning Plan that outlines a work
  based learning/assessment pathway