Manage+a+workplace+learning+environment



=Manage a workplace learning environment=

Unit Purpose

This unit describes the performance outcomes, skills and knowledge required to encourage and support the development of a learning environment in which work and learning come together. Particular emphasis is on the development of strategies to facilitate and promote learning, and to monitor and improve learning performance.

On completion of this unit you should have the knowledge and skills to be able to:

1. Create learning opportunities 2. Facilitate and promote learning 3. Monitor and improve learning effectiveness

At this level work will normally be carried out within complex and diverse methods and procedures, which require the exercise of considerable discretion and judgement, using a range of problem solving and decision making strategies.

Reporting of assessment outcomes

Your result will be recorded and reported to you as Distinction or Credit or Competent or Not yet Competent.

If you are doing this unit in a course which is graded (Pass, Credit or Distinction) and this is one of the units which contribute to the course grade, your result in this unit will be assigned a nominal mark which will be used to calculate your course grade.

Requirements to successfully complete this unit of competency

You will receive a GRADED result for this unit.

To be deemed COMPETENT in this unit, you will need to provide the following evidence:

· methods for reviewing performance development needs and techniques for providing feedback on those needs · models for planning professional development · options available for professional development · knowledge of relationship management required to achieve a learning environment.

** To achieve a Credit grade you will need to demonstrate the performance requirements of a PASS grade and also: **

· Identify, describe and analyse learning opportunities and learning needs. · Develop detailed learning plans that show a step by step approach to linking the diversity of learning needs with learning opportunities. · Develop strategies that show various functions and roles required of management and other organisation members to encourage a learning culture within teams. · Describe detailed strategies that show the extent to which learning performance can be monitored and how improvements can be determined. · Describe processes that show various levels of maintaining the documentation of the learning process.

** To achieve a DISTINCTION grade you will need to demonstrate the performance requirements of a PASS and CREDIT grade and also: **

· Describe and analyse learning needs to align with relevant and appropriate learning opportunities. · Develop comprehensive learning plans that show the rationale, learning objectives, learning strategies and methodologies to meet the diversity of learning needs. · Analyse factors that affect learning within an organisation and develop strategies that optimise the development of a learning culture. · Describe detailed strategies that comprehensively show how various aspects of learning performance can be monitored and how such monitoring can lead to determining specific improvements required. · Describe processes for the maintenance of documentation of the learning process in terms of learning plans and realisation of individual and team capabilities and also for the management and distribution of information to inform future planning · Learning needs of individuals and groups aligned with organisational requirements and variation identified.

Your teacher will advise you of the assessment requirements for this unit. You will be required to complete an assessment entailing a Training Needs Analysis (TNA), Learning Plan and Report in the form of a Portfolio of Evidence. The next PowerPoint slide provides a general overview and of workpalce training Therefore any training can take place a training needs analysis (TNA) must be undertaken to determine what training should be delivered to match the organisations goals and objectives The next lesson discusses how we create learning opportunities in the workplace The next slide presentation provides an historical overview vocational education and training in Australia. Th next document provides the underlying knowledge and provides activities to reinforce the concepts of training needs analysis. The next document can be used as a template for your training needs analysis. You need to go to the following site []. Go to training packages, then select the training package that matches your emplyment area e.g. Business (select BSB07), go to 'units' and select the units that you need to determine the training need Please complete the activities in the next document. This document will provide the theoretical underpinnings for this units. Please read through before you start the assessment activities Please view the video below to gain a better understanding of TNA media type="youtube" key="Vvuc9nXPcFY" height="151" width="349" The next slide presentation explains about workplace competence. Adults learn differently to children ... the following slide presentation provides information how adults learn and suggests ways to be more effective as a adult trainer Writing your TNA report media type="youtube" key="-KYPaMiUIZI?fs=1" height="98" width="136" align="center"

The following Word document can be used as a TNA report (template)

After you have completed the TNA Report ( due on 18 October 2011 ) you can then start on the following activites from the booklet entitled:

Design and Develop a Learning Program (document as provided above)
Learning Topics:

This section includes the following topics containing information and activities: 1. Overview of the learning program design process 2. Defining the parameters of the learning program with the client 3. Generating options for designing the learning program 4. Developing the learning program content

5. Designing the learning program structure

6. Reviewing the learning program 7. Reflection. Speak to your teacher to determine which topics you need to complete. Many of the activities will generate evidence for assessment. The activities can be contextualised to suit your needs. Before you begin to design and develop a learning program, take the time to consider some of the following ideas about effective learning. You might also like to reflect on why you have become involved in the career of facilitating others’ learning and what first interested you about it. We could say that the aim of any learning program is to engage learners in meaningful and productive activity that results in the desired learning outcome. Now… let’s take a minute to analyse what this statement means. OK, we can easily see that engagement is critical to the learning process; if the content of the learning program doesn’t engage the learner, then all else fails. Disengaged learners will be thinking about other things—their home, their cat, their weekend—anything but learning. In order to be engaged, your learners need to be not only interested, but also //active//. However, activity in itself doesn’t guarantee effective learning; the activity needs to be //productive//. Does this mean that every activity in your learning program needs to be hands-on? No, not necessarily. Knowledge can also engage and excite learners.

You should now work through the first three topics highlighted in
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