Develop Workplace Learning Environment

1. Develop Workplace Learning Environment BSBFLM511B WEEK 2

2. Topics for week 2: Assessment criteria: • Learning plans are developed and implemented as an integral part of individual and team performance plans. • Strategies are developed to ensure that learning plans reflect the diversity of needs • Organisational procedures maximise individual and team access to, and participation in, learning opportunities

3. What is a learning plan?. Formal and informal learning In the context of learning skills, formal training can be compared to the tip of an iceberg. According to scientists the tip of an iceberg is only 1/9 of its total size.

4. Needs analysis: what ‘learning’ is needed? A hypothetical look at student in the Certificate of Local Government, Colleen. Colleen has completed the following formal study which makes up the tip of the iceberg. Colleen has completed the following formal study which makes up the tip of the iceberg: • Year 10 School Certificate • Local Government Certificate 1 (currently doing level 2) • Current Driver's License

5. The hidden skills are all the workplace and other skills that Colleen has developed informally. She possesses basic computer and data entry skills and worked part-time while she was bringing up her children before applying for part-time work. Make a list of the skills Colleen might have developed in these roles: Make some suggestions for the types of jobs she could pursue:

6. Now consider your own iceberg: (refer to handout)

7. Learning On and Off the Job: Formal course, off the job • Structured, externally driven by a teacher and a training organisation e.g. TAFE • Usually accredited training which means you have to meet a set standard - often a national standard • Some form of assessment required to show you meet the standards of the course • You receive a record of having done that training e.g. Certificate or result that you can keep as a record for future reference • Usually in a formal setting e.g. a classroom or workshop room • Usually many skills being taught apart from the content e.g. writing skills, group skills, learning skills - all are a part of the formal learning process • Removed from the real context of the workplace in many, though not all, cases

8. Informal, on the job training • Unstructured, usually in response to some real workplace need • Often learn by trial and error and by practising in real workplace contexts • Errors while learning can have real consequences • Often learn with the support of peers, mentors, role models - often people who know more than you • Often there is group learning - e.g. a team tackling an issue in the workplace that leads to work-based learning, problem-solving • No formal accreditation of this learning • Can be backed up by books, manuals, other sources of information No formal assessment though there is often feedback in workplace contexts.  

9. Strategies for learning on the job • Formal learning strategies are usually relied on more e.g. reading, writing, organisational skills, speaking to groups, group skills, being able to do assessment tasks/tests • Have to deal with hypotheticals to create a sense of the real workplace e.g. case-studies, role-plays • Need to develop study skills such as time management, organisational skills, locating information skills, more efficient reading, numeracy skills • Need to know what the competencies and learning outcomes are so you can ensure you meet them through the assessment tasks that you do. • Need to learn about the formal learning environment e.g. TAFE, Learning Outcomes, what you are being taught, how you are being assessed.

10. Strategies for learning off the job • Informal learning strategies are usually relied on more e.g. talking with peers, asking specific questions about a real life problem • Deal with issues in real contexts - however, you need to be able to reflect on what you are learning and apply it the next time. • Can get by without formal study skills although you still develop skills such as reading, problem-solving, numeracy skills, locating information skills - these skills could then be transferred to a more formal learning situation • Much more trial and error learning, learning from mistakes, learning through the real experience • There may be gaps in knowledge because of informal learning e.g. with computing skills - without formal training, you tend to do what you've always done and not have such a broad range of skills

11. Learning skills: individual differences • Complete the Study Skills questionnaire

12. Different kinds of learners: Read the article ‘Learning Styles – from theory to practice’ by John Sleigh in preparation for week 3. A Survey :  Which kind of learner are you?

13. Learning with others/learning by yourself Just as with our learning styles - auditory, visual and kinaesthetic, we have different preferences for learning by ourselves and learning in a group. Some people enjoy the learning that takes place through discussion, interaction and learning as a team. Others prefer to learn in solitude through reflection and taking things in by themselves without interruption. There are advantages and disadvantages to both. Take a few minutes to jot down the advantages and disadvantages of both learning approaches.

14. There are many advantages and disadvantages of both learning by yourself and learning with others. Advantages of working by yourself • You can move at your own pace and time. • You don't have to wait for other people. • There are usually less distractions e.g. chatting to others in the group, so you can be more focussed • There's more time for personal reflection and thought. • You can do things your own way without having to compromise

15. Advantages of working in a group • You can learn from other people. • You can work together with the complementary skills of the group - others may have skills you don't have. • We learn through the social interaction of the group • We learn many other skills e.g. group problem-solving, team skill, interpersonal skills • A sense of responsibility to others can be motivating and help you achieve your goals

16. Disadvantages of working on your own   • It can be isolating and lonely • You can make mistakes or go off track if there is no-one to talk with to check. • You only have your ideas and skills and not the skills and ideas of others

17. Disadvantages of working on your own • You have to wait for others. • You have to compromise and reach a consensus about a way of doing things as a group. • You may not agree with the rest of the group. • The group can waste time talking about irrelevant information.

18. What resources are available? Who can help you? • supervisors, including performance appraisal interviews • potential employers • friends / contacts who work in the industry • training managers / officers • TAFE course information / counsellors • fellow employees • TAFE teachers

19. Goal Clarification • See handout

20. Training needs analysis continued Review: ‘Training Needs Analysis and Skills Audit’

21. Preparation for Week 3 The principles of learning. Read the article ‘Learning Styles – from theory to practice’ by John Sleigh in preparation for week 3.