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As a concept, work-based learning has been around for the past few years and has
proven to be very effective for many industries. There are many benefits when it
comes to it and many people believe that work-based learning is the main reason
why businesses around Europe are able to move forward to fast.
But exactly what is work-based learning and why is it so important for today’s
business world? A large amount of people actually believes that work-based learning
is something like professional orientation. Although the two might be similar in many
cases, they are not the same thing.
Work-based learning as all about evolving your knowledge on your current field, and
making sure that you are going to learn every new thing there is to know, to make
your results better and your job more efficient. For example, a person who works as
a marketer and is about to transfer to another department will go through
professional orientation.
If a person works as a marketer and starts receiving lessons through the company
about the new trends, software and pretty much anything else they can use to make
their work better, that is work-based learning.
The benefits of work-based learning are not just about the results of the work itself.
Although people love to learn more and make their results better, no one is going to
do that at home. When you go through 8 hours of sitting in front of your computer
at the office, as soon as you arrive home, you will want to relax, not start studying
again.
The most important benefit of work-based learning is the fact that it gives employees
the opportunity to focus on their own professional evolution. It is important for every
company and every business to try and make their employees feel like they can
evolve while they work. They have the time to think about their options regarding
their professional choices, upgrade their work and take the next step towards a bright
career.
https://ied.eu/project-updates/what-is-work-based-learning-and-what-are-the-benefits/
The benefits of mentoring are almost immeasurable and it was difficult deciding how
to focus this article… I have a LOT of thoughts on the topic because of the difference
that mentors have made in both my professional and personal life. I’ve been lucky to
work with really amazing individuals, several in formal mentoring programs and
countless other people who took the role of mentor without ever using the label. My
career is what it is because of the incredible mentors who shared what they know
and encouraged me to grow. I am who I am because of my mentors. By numbers
alone, informal mentoring relationships had perhaps the greatest influence on my
development; however those instances of purposive pairing with mentors, definitely
had more specific outcomes that I can point to as having had significant impact on
my professional self.
Implementing a formal mentoring program is a great idea for any organization but
how it’s done will / should vary according to business needs and goals. The “why”
should decide what approach to take. The “why” determines who to include and what
the pairings should look like. The “why” drives what training may be needed, and
what support and follow up are required to ensure the participants get the most from
it. Analysis of that “why” involves understanding the current state and what the future
should look like (however simple or complex that vision might happen to be). Before
jumping into a formal mentoring program, an organization is wise to clearly define
expectations and then start with a project team including a small set of partner pairs
so that there are controls in place to ensure the initiative will achieve the
organizational goals. Knowing what the organization hopes will come from mentoring,
mentoring partner pairs can be matched based on experience, expertise, specific skill,
individual reasons and objectives for participating, and more personal characteristics
that may be meaningful to the pairs or to the big picture.
Programs are more or less formal based on what structure the organization uses to
define and frame the mentor-protégé relationships. When HR teams are developing
a program, we’re more likely to be talking about formal initiatives that require greater
planning and thought to ensure specific outcomes; depending on what the goals are,
and likely longevity of the program (potential participants, potential interest,
potential of finally exhausting the organization’s need and achieving the end-state
goal). When managers implement a mentoring program, it is likely to entail less
formal pairings that function as a buddy system that uses collaborative peer coaching
– there is a specific end, but in this case the partner pairs are more likely to be
determined by who has experience in a specific skill or which individual has detailed
knowledge and information that another team member needs. The scale of formality
shapes who sets what goals, how matches are made, and what additional supports
or measures will ensure the program’s success.
3. What are some of the challenges you may encounter in developing and
implementing a learning plan?
Organizational change is more common than ever. Dealing with changes due
to mergers, acquisitions, technology, budgets, and staffing is the top challenge
cited by Learning and Development (L&D) professionals.
Developing Leaders.
Traditional training methods may not work with Millennials. This generation
may be technologically proficient, but they also tend to lack important skills
such as communication, diplomacy, and relationship building. It can also be
difficult to provide training to multiple generations.
https://cmoe.com/blog/learning-development-challenges/
Teacher- trainers are the key to the success of any work-based learning program.
Effective teacher-trainers are self-starters able to plan their work, organize time,
evaluate outcomes, and manage resources. Through the successful operation of
a work-based learning program, teacher- trainers help students and employees
with varying occupational objectives to develop useful employment skills.
5. Outline 2 key factors that must be considered in setting up the work based
learning environment.
Just like adults, learners also have some psychological needs for order and
security, love and belonging, competence and personal power, novelty and
freedom and even fun. It is important to meet these needs at all times and to
help learners progress and be taught with a positive attitude.
There are more than 74,000 apprentices and trainees in Victoria, across a
broad range of industries. We want to make sure they all receive quality
training that leads to a nationally recognised qualification.
In Victoria, the Education and Training Reform Act 2006 also contains
legislative requirements for apprenticeships and traineeships.
9. In your job role and the section in which you work in (your practice
environment). Consider ideas for possible learning programs you may
choose to design. Write down any ideas about what you might like in it,
subjects, skills, knowledge, tasks or competencies that might need to be
included. Keep this information as a starting point for ideas of learning
programs.
Short courses
Professional development program
Community education program
Apprenticeship/traineeship component
Work-transition program
Perhaps there is a client request for a new learning program or a review and
update of an old program that is required. Is there a Learning and
Assessment already available that requires a learning program to be
developed? Or Is there a professional development need in your workplace?
Try to exploit opportunities to develop learning programs for actual
workplace learning needs.
12. A person's age may affect how they learn, and how they interact with
other learners. What are the effects of a person's age on how they learn?
13. What strategies could you employ to account for cultural differences in
learners?
There are many school factors that affect the success of culturally diverse
students
The school's atmosphere and overall attitudes toward diversity,
involvement of the community, and culturally responsive curriculum, to
name a few. Of all of these factors, the personal and academic relationships
between teachers and their students may be the most influential. This
relationship has been referred to as the "core relationship" of learning
The roles of teachers and students, the subject matter, and their interaction
in the classroom. Certain behaviors and instructional strategies enable
teachers to build a stronger teaching/learning relationship with their
culturally diverse students. Many of these behaviors and strategies
exemplify standard practices of good teaching, and others are specific to
working with students from diverse cultures.
14. How would you go about determining content for the learning program?
Be flexible
Some weeks will be busier than others, and unforeseen things happen.
Remember that a timetable is only a plan or a guide. Try to follow it as best
you can, but if you miss a planned study period, don't panic - look at the
schedule, rearrange your time and make it up next time.
Be realistic
A lot of time management is really about taking responsibility for your work -
therefore you need to be realistic about it. Be aware of how much time you
have and manage it effectively.
Be realistic about the amount of time to study and assignments will take to
complete. Different tasks require different amounts of preparation time. For
example, you might only need a few hours to prepare for a tutorial, but writing
an assignment will take significantly longer.
You can't produce well-researched and written work unless you give yourself
enough time to think, research and write. Brilliant assignments are not
produced the night before, so start them in good time.
16. How would you go about using the packaging rules to meet client needs?
Each qualification within a Training Package has been designed to align with
industry standards at a particular performance level. Careful consideration is
given to grouping competencies in a Training Package into combinations that
have meaning and purpose related to work functions and needs for the purpose
of creating qualifications. The Qualification Packaging Rules will tell you what,
if any, guidelines or restrictions apply to the way that you package individual
competencies from a Training Package into a course or learning program.
LECTURE METHOD
The lecture is best used for creating a general understanding of a topic.
Several variations in the lecture format allow it to be more or less formal
and/or interactive. In the pure lecture, communication is one way—from
trainer to trainees. It is an extensive oral presentation of material.
DISCUSSION METHOD
The discussion method uses two-way communication between the
lecturer and the trainees to increase learning opportunities. This method
uses a short lecture (20 minutes or less) to provide trainees with basic
information
E-LEARNING
Many companies have implemented e-learning, which encompasses
several different types of technology assisted training, such as distance
learning, computer-based training (CBT), or web-based training (WBT).
Distance learning occurs when trainers and trainees are in remote
locations; typically, technology is used to broadcast a trainer's lecture
to many trainees in many separate locations.
SIMULATIONS
Simulations are designed to mimic the processes, events, and
circumstances of the trainee's job. Equipment simulators, business
games, in-basket exercises, case studies, role playing, and behavior
modeling, are types of simulations
ROLE PLAY
The role play is a simulation of a single event or situation. Trainees who
are actors in the role play are provided with a general description of the
situation, a description of their roles (e.g., their objectives, emotions,
and concerns) and the problem they face.
ON-THE-JOB TRAINING
The most common method of training, on-the-job training (OJT) uses
more experienced and skilled employees to train less skilled and
experienced employees. OJT takes many forms and can be
supplemented with classroom training. Included within OJT are the job-
instruction technique, apprenticeships, coaching, and mentoring.
COACHING
Coaching is a process of providing one-on-one guidance and instruction
to improve the work performance of the person being coached in a
specific area. It differs from other OJT methods in that the trainee
already has been working at the job for some time. Usually, coaching is
directed at employees with performance deficiencies,
MENTORING
Parring is a form of coaching in which an ongoing relationship is
developed between a senior and junior employee. This technique
focuses on providing the junior employee with political guidance and a
clear understanding of how the organization goes about its business.
Mentoring is more concerned with improving the employee's fit within
the organization than improving technical aspects of performance, thus
differentiating it from coaching. Generally, though not always, mentors
are only provided for management-level employees.
Valid
- Address the elements and performance criteria
- Reflect the skills, knowledge and context described in the competency
standard
- Demonstrate the skills and knowledge are applied in real or simulated
workplace situations
Current
- Demonstrate the candidate's current skills and knowledge
- Comply with current standards
Sufficient
- Demonstrate competence over a period of time
- Demonstrate competence that is able to be repeated
- Comply with language, literacy and numeracy levels which match
- those required by the work task (not beyond)
Authentic
- Be the work of the candidate
- Be able to be verified as genuine
24. Provide example of each assessment method
Generic learning outcomes Assessment types that can align with the
skills sets of intended Learning Outcomes
Trialling your tools before they are used formally with candidates will enable
you to gauge the user friendliness of the format, the appropriateness of the
literacy and numeracy levels, the clarity of the instructions and the practicality
of the format for recording assessment evidence and judgements. It will also
enable you to evaluate the suitability of the times allowed for assessment
tasks, and the tool’s overall cost-effectiveness.
The quality of your assessment tools will have a major bearing on the accuracy
of the results. Outdated assessment tools are unlikely to produce an accurate
indication of the learner's competency.
Validation activities. Validation activities are created and managed in the Business
console, and are used to track and manage a test plan for the release and the results.
When all validation activities are completed, the release can be approved and
completed, at which point deployment can occur.