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