Delivering Learning Programs Facilitating work based learning

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

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

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.

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.

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.

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.

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

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.

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

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

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

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

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

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/?/trainingpackage/BSB07/unit/BSBITU203A Customer service - BSBCMM301A-Process customer complaints http://www.ntis.gov.au/?/trainingpackage/BSB07/unit/BSBCMM301A Green skills - BSBSUS201A-Participate in environmentally sustainable work practices http://www.ntis.gov.au/?/trainingpackage/BSB07/unit/BSBSUS201A 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 http://www.ntis.gov.au/?/trainingpackage/BSB07/unit/BSBITU203A Customer service - BSBCMM301A-Process customer complaints http://www.ntis.gov.au/?/trainingpackage/BSB07/unit/BSBCMM301A Green skills - BSBSUS201A-Participate in environmentally sustainable work practices http://www.ntis.gov.au/?/trainingpackage/BSB07/unit/BSBSUS201A A learning program based around a TAFE Learning and Assessment Strategy has been developed and approved by the manager.

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 http://www.ntis.gov.au/?/trainingpackage/BSB07/unit/BSBITU203A Customer service - BSBCMM301A-Process customer complaints http://www.ntis.gov.au/?/trainingpackage/BSB07/unit/BSBCMM301A Green skills - BSBSUS201A-Participate in environmentally sustainable work practices http://www.ntis.gov.au/?/trainingpackage/BSB07/unit/BSBSUS201A A learning program based around a TAFE Learning and Assessment Strategy has been developed and approved by the manager.

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

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

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

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

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

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

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

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

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

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

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