Facilitating Workplace Learning

1 Understand workplace learning

Experiential learning:

• Emphasis on learning through direct experience
• Actively engaging students in learning
• Applying learning to real-world contexts
• Reflection on learning
• Integrate learning into future actions
• Personalised learning: every experience is unique to the student
• Real-world relevance
• Benefits: enhanced engagement, improved retention, development of critical thinking skills, personal growth, collaborative skills
• Examples: internships, apprenticeships, service learning, simulations, roleplay, school trips, project-based learning

Applying learning theories to experiential learning

These are examples of learning theories that can be applied, not an exhaustive list

• Kolb’s (1984) experiential learning theory: concrete experience, reflective observations, abstract conceptualisation, active experimentation
  • Applying Kolb to experimental learning: activities with hands-on practice encourage reflection and provide opportunities to learn in real-world contexts
• Constructivism: active engagement, social interaction, contextual learning
  • Application of constructivism to experimental learning: encourage exploration and problem-solving, place learning in real-world examples
• Social learning theory: students learn through observation, students imitate what they see, teachers and instructors model actions
  • Applying social learning theory to experiential learning: roleplaying, demonstrations, encourage group work and peer learning, provide feedback and reinforcement

‍Examples of workplace learning include internships, co-ops (cooperative education, alternating between classroom learning and applying to the workplace), community projects, service learning, apprenticeships, simulations, roleplay, and strengths and weaknesses of each form.

Impact workplace learning can have on students

• Bridge gap between theory and practical
• Skill development
  • Technical skills: skills directly applicable to future career, application of technical knowledge, digital skills
  • Soft skills: communication, teamwork, problem-solving, time management etc
• Career readiness: practical experience, professionalism
• Enhanced learning: application of theory, critical thinking
• Networking opportunities
• Career exploration: understand roles, industry insights
• Increased confidence and motivation
• Feedback and improvement
• Enhanced employment prospects: competitive advantage, potential job opportunities

Factors that can prevent workplace learning

• Limited opportunity
• Reluctance from companies to take students on
• Funding (unpaid nature of some opportunities, cost of living, applying for funding)
• Location (lack of local opportunities, travel considerations)
• Incompatibility with the academic schedule
• Heavy course load
• Skill gap
• Confidence issues
• Misaligned expectations
• Labour laws
• Insurance
• Liability
• Health issue
• External responsibilities

The process of selecting an appropriate timeframe for a workplace learning placement or project: consider object of project, consider industry, consider expectations of role, consider requirements of course, consider length of course, consider availability of students.

2 Be able to facilitate workplace learning for existing students

Discuss workplace learning with a student: requirements and expectations, explain the benefits of workplace learning, discuss limitations, and agree on a plan for placement and assessment.

Assessing students’ workplace learning requirements: skills to be developed, priorities, accessibility, travel, funding, previous experience.

Identifying a suitable workplace for student’s needs: requirements, needs of student, practical considerations, internet research, existing contacts.

Communicating with a workplace to ascertain interest in students' presence for workplace learning: email communication, phone call, identifying appropriate individual within company, discussing expectations and requirements, follow-up communications, appropriate tone and language.

Supporting a student applying for workplace learning opportunities: identifying existing opportunities (job boards, existing connections), email, social media, phone calls, creating a CV, interview practice, completing applications, letters of intentions, and cover letters.

Identifying appropriate student for existing placement: needs of the student, needs of the organisation, evaluate student skills, match student skill to organisation needs, ensure placement will fulfil students' course requirements, practical considerations (travel, student availability, additional access requirements).

3 Be able to facilitate learning for students who are already in the workplace

Communicating with a workplace to ascertain needs of the student: current knowledge and skills, aim of the qualifications, previous qualifications (in the U.K., a student would need to study English and Maths throughout course if they do not already have a qualification in them).

Ensuring the qualification is appropriate for the student: entry requirements, student intentions, time commitment, funding, practical requirements of the course (ensure the student will be able to complete qualification requirements in the current workplace), ensure placement meets legal requirements, student work schedule matching teaching schedule.

4 Understand the responsibilities of a trainer or teacher facilitating workplace learning

Legislation impacting workplace learning:

Refer to local legislation and policy if available; otherwise, teach U.K. policy and legislation as listed here.

• Employment rights
• Apprenticeship legislation
• Health and safety legislation
• Education and training legislation
• Equality and discrimination laws
• Data protection

‍Circumstances or conditions within an organisation that would make it unsuitable for a workplace learning placement

• Unsafe workplace conditions: lack of health and safety compliance, high-risk environment
• Poor organisational culture: toxicity, lack of inclusivity
• Lack of structure or support
• Non-compliance with labour laws
• Inadequate learning opportunities
• Financial instability or uncertainty
• Lack of ethical standards
• Misalignments with educational objectives

‍Accessibility considerations for workplace learning: physical accessibility, technological accessibility, communication accessibility, policy and procedures, training and awareness, support and resources, legal compliance.

5 Be able to ensure workplace place learning is safe and beneficial to all involved

Conducting the initial visit to the location for workplace learning: plan the visit, communicate prior to the visit, timely arrival, appropriate dress, communication during the visit, ensure visit covers all required

Ensuring workplace safety for students: health and safety compliance, ensure appropriate policies in places, ensure student complies with policies, act on any concerns.

Designing a contract for a company in which students will be taking part in workplace learning: requirements from business or organisation, paid and unpaid opportunities, time requirements, assessment requirements, contacts within organisations, time scale, legal compliance, internet research for template and advice.

Discussing learning expectations and commitments with student prior to commencement of placement: expectations on students, appropriate behaviour at placement, what to expect from placement, assessment requirements, who to discuss any issues with.

Discussing learning expectations and commitment with the employer prior to commencement of placement: what should be accomplished by the student, employer expectations, expectations of employers, expectations of students, student's expectations, safeguarding concerns if relevant, required evidence of learning, required paperwork, communication channels, health and safety requirements.

Responding to a complaint regarding workplace learning from students: communication, recording communication, collecting evidence if needed, reporting issues to the organisation if needed, empathy, open communication, appropriate response to actions (cancellation of placement, report to organisations, report to educational leadership team, ask for guidance, consult with legal authorities).

Responding to a complaint regarding workplace learning from the location of workplace learning: open and honest communication, discussing with the student, collecting evidence if needed, an appropriate response to actions (cancellation of placement, discussion with the student, report to the educational leadership team, asking for guidance, consult with legal authorities).

6 Understand the assessment of workplace learning

Validity, reliability and accuracy in the assessment of workplace learning

• Validity
  • Content validity: all content is covered by the assessment, and the content of the assessment reflects learning outcomes
  • Construct validity: assessment measures what it is intending to measure
  • Criteria-related validity: correlation between the assessment results and external criteria or outcomes
• Reliability
  • o Internal consistency: the extent to which different items within the assessment tool produce similar results
• Test-retest reliability: consistency of results when the same assessment is administered to the same group of students at different points in time
  • Inter-rater reliability: consistency of results when different assessors or raters score the same assessment
• Accuracy: degree of correctness or truthfulness in assessment result
  • Ensuring accuracy: clear criteria and standards, objective assessment, multiple sources of evidence

Selecting tasks a student could be required to complete for workplace learning within a selected industry: selecting appropriate tasks, health and safety, expertise, reasonable adjustments, increase in difficulty with time, individual students, varying by sector.

Appropriate evidence of workplace learning: expert testimonies, photographs, videos, witness testimonies, observation notes, physical products, demonstrations, expert discussions, and portfolio.

7 Be able to assess workplace learning

Designing assessment criteria for a workplace learning observation: skills to be gained, knowledge to gain, reasonable expectations (timeframe, level of qualification, age of student, workplace), match expectations of qualification, practical considerations.

Observing a student within a workplace: professional distance, observing students, observing workplace, observing specific tasks, recording observations, when to become more involved.

Ensuring all required activities are taking place to complete requirements for workplace learning: discussion with student, monitoring progress, discussions with organisations, raising concerns about progress.

Assessing the suitability of evidence of workplace learning: validity, authenticity, accuracy, reliability.

Digitally documenting observations of workplace learning: online forms, word processing documents, saving in appropriate location, shared documents, secure transfer of documents, data security.

Feeding back to students following observation of workplace learning: what they are doing well, areas of improvement, written feedback, oral feedback, what they still need to complete, and any concerns raised from observations.