1. If you can stand on your feet and speak in front of a group, then you possess a very powerful skill, Winston Churchill
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 structuredprogram 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. 6. Work organisation systems, processes, practices within the organisation where work-based learning is taking place.
Keeping track of students course and results of competency
Process of enrolments
Process of tracking results
Putting learnt skills to practice
Recognising RPL(Recognising Prior Learning) outcomes
Available resources
7. 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
8. 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
9. 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
10. 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
11. Discuss and agreeing on the purpose
Learners
Workplace supervisors
Training managers
Other trainers and assessors
Organisation personnel
Group training company personnel
12. Analysing and identifying learning pathways
Identify the learning objectives
What are the effective work based learning pathways
Dont forget training will be under normal operational conditions
Consider sequencing
Guidance and modelling from experienced co-workers
Opportunities for practice
13. 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
14. Learning theoriesshea p.27-28
Behavioural learning
Cognitive learning- brain based
Constructivist learning-use own experiences
Information processing-chunking and short term memory
Situational learningin the workplace
Problem based learning
Pedagogy-teachers direct the learning process
Andragogy-engaging adults in learning
15. 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
16. 17. 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
18. 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.
19. Providing feedback to learnersshea 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