1. Delivering Learning
Programs
Facilitating work based learning

2. 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

3. 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

4. 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.

5. 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 components—Competency Standards, Qualifications Framework and Assessment Guidelines.
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 components—Competency Standards, Qualifications Framework and Assessment Guidelines.

6. 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
An analysis of the occupational and industrial training requirements both quantitatively and qualitatively in a particular cluster of occupations.

7. 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
Learning programs document a cohesive and integrated learning process for the learner.
learning outcomes or the learning objectives (derived from the competency standards or other criteria) and outline the content, sequence and structure of learning and the delivery and assessment method/s to be used.

8. 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

9. 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.
Learning through work is an ongoing and everyday reality of being in work. However, the effectiveness of that learning can be shaped by interventions and actions that modify, direct and provide support to the workplace learner. This guided learning ensures a planned approach to learning through work activities, effective strategies to support the learning and appropriate monitoring and safeguards.
Learning though work may contribute to an educational outcome, such as a qualification or Statement of Attainment; and/or a work outcome, such as learning how to use a new piece of equipment; and/or a personal outcome, such as extending an individual's self-esteem.
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.

10. 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
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 relationsimplications of using work as the basis for learning are identified and addressed

11. 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
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

12. 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
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

13. 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
Access and equity considerations are addressed, where appropriateThe 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 about work performance and success is communicated and acknowledged

14. 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

15. 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
Customer service - BSBCMM301A-Process customer complaints
Green skills - BSBSUS201A-Participate in environmentally sustainable work practices
In the 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
Customer service - BSBCMM301A-Process customer complaints
Green skills - BSBSUS201A-Participate in environmentally sustainable work practices
A learning program based around a TAFE Learning and Assessment Strategy has been developed and approved by the manager.

16. 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
In the 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
Customer service - BSBCMM301A-Process customer complaints
Green skills - BSBSUS201A-Participate in environmentally sustainable work practices
A learning program based around a TAFE Learning and Assessment Strategy has been developed and approved by the manager.

17. 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

18. 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
auditory
visual
kinaesthetic
left/right brain
global/analytical
theoretical
activist
pragmatist
reflective

19. 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
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
emphasis on experimental and participative learning
use of modelling
the learning process should reflect individual circumstances

20. Pedagogical approaches
Learning has moved for the theories of behaviourism to constructivism and connectivism
Facilitating the learning experience
Learning by doing

21. 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

22. 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

23. Resourcing a work based learning program
Operational
Learning materials
Need to be a aware of what is available
Available resources
Operational
staffing needs
guest speakers
technical and support staff
learning materials and learning resources
equipment and technology
Materials
handouts for learners
worksheets
workbooks
prepared case studies
prepared task sheets
prepared activity sheets
prepared topic/unit/subject information sheets
prepared role-plays
prepared presentations and overheads
prepared scenarios, projects, assignments
materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications
prepared research tasks

24. Work based assessment methods
Direct observation
Structured activities
Questioning
Recognition Portfolios
Product review
Third party feedback

25. Reviewing a work based learning progam
Questionnaire
Mapping tool
Checklist
Focus group
Structured interview
Who should be involved?

26. 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
Working as a team of two one will take the role of trainer and one will take the role of employee.
Your task is to develope a work-based learning pathway that integrates learning through work. This means that you will have to:
identify learning needs, analyse work practices, the environment and work tasks; organise and allocate work in a way that reflects the learning needs and provides effective learning opportunities, and monitor the effectiveness of the work-based learning pathway.
This might be accomplished by:
• redesigned individual/group work plans • documented individual work-based learning pathways • training gap identification materials • documented reviews of work-based learning pathways • performance management feedback
identifying learning needs • matching to work learning opportunities • organising/reorganising work to reflect learning needs • promoting learning

27. 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
Working as a team of two one will take the role of trainer and one will take the role of employee.
Your task is to develope a work-based learning pathway that integrates learning through work. This means that you will have to:
identify learning needs, analyse work practices, the environment and work tasks; organise and allocate work in a way that reflects the learning needs and provides effective learning opportunities, and monitor the effectiveness of the work-based learning pathway.
This might be accomplished by:
• redesigned individual/group work plans • documented individual work-based learning pathways • training gap identification materials • documented reviews of work-based learning pathways • performance management feedback
identifying learning needs • matching to work learning opportunities • organising/reorganising work to reflect learning needs • promoting learning