Edf5040 Lifelong And Workplace Learning: Assessment Answers

Answer:

Précis: Introduction                        

Figure 1: Aims and objective of the education response and the product used for it

(Source: As created by author)

According to Tynjälä (2013), Workplace learning always promoted and conceptualized as advantageous for the employee as well as the employer. Workplace learning improves the performance and the productivity of the organization. As a result, this gives several opportunities for personal and professional development and promises better job satisfaction for the employees. This attracts the employees towards workplace learning and benefits the organization by workforce development (Manuti et al. 2015).

In the eighties, the two major changes were identified, firstly, huge budgets were allocated to the education domains and secondly, government overpowered the control on education. Education seem to reflect the several political and socio economic agendas of the country. These factors were responsible for the increase in standardization and centralization of the education system by the end of the decade. Furthermore, these factors lead to the raise of undemocratic education system in the western countries (Daal, Donche & Maeyer, 2014). The increase in the control of the government in the education sectors increased the value of primary education in those countries. Due to constant discrimination, it became necessary for the implication of workplace learning in the country.

Workplace learning always promoted and conceptualized as advantageous for the employee as well as the employer. Workplace learning improves the performance and the productivity of the organization. As a result, this gives several opportunities for personal and professional development and promises better job satisfaction for the employees. This attracts the employees towards workplace learning and benefits the organization by workforce development.

This report elaborates the main purpose of the workplace learning. It illustrates the major objective of workplace learning and the program and training method used for the effective use of workplace learning in higher secondary students.

Rationale

Workplace learning is all about having a great learning experience while they are in a workplace situation and not in a classroom. This procedure helps to learn about working cultures, plan work together and gives opportunity to work as a team. The involvement of the student and his proper plan to working will make the students customize to several opportunities. Workplace culture also helps the students to apply their theoretical knowledge in real practice situations. It helps to develop the practice capabilities of the student. The students learn to experience their roles as a professional by using their physical, emotional and cognitive abilities. Students realizes about their roles and actions involved to face their clients. They learn about handling a pressure situation in a professional organization. However, this enhances the student to develop their identity as a professional (Metso & Kianto, 2014). Therefore, the whole process of workplace learning increases the opportunity for finding a good job for the students.

Purpose and goals of Workplace Learning

The main purpose of workplace education is to learn collectively in an interpersonal context outline. It also facilitates learning from their experience gathered in the training period. The WPL raises questions to the students’ mind about self and their working patterns. It gives an opportunity to socializing in the community as a professional (Lam, Cheng & Kong, 2014). They develop the students to become an agented employee for the future organization. It raises awareness of work culture and actual work pressure in real situations. Therefore, these are the main aims of workplace learning.

Educational response outline

The proposal will include the outlining of the major purpose and objective of the training program, explaining the program in details and mentioning the proper outcomes of the training. The limitations and ranges of the program are important to identify.

The proposed training program is of two years that runs in the student during their higher secondary level of education (Kim & McLean, 2014). This program is conducted within the institution (generally the school) where the students are given the skill-based training. The student will have a counseling session twice a year where their actual in depth progress and self-evaluation is done. For this, the school needs to have a strong management that will look after the various facets of the training program (Hopwood, N. 2014).

Evaluation Framework

The above report suggests that there is a need of several methods for evaluating the effectiveness of the program. The evaluation by observing the rates of participants of the students, the rate of attendance of the students, data of self-evaluations of the students and from several feedbacks from career counselor on the responses given by the students. The evaluation surveys are also done based on the feedback from the trainers and the employers.

Product 

Program or module design

The basic design for training in the workplace learning is generally a three year foundation course that focuses to the introduction and development of the technical competencies of the students, instructional designs, evaluation and learner-centered training interventions.

Topic 

The importance of workplace learning programs for senior secondary students’futute transitions from school to work.

Lesson plan or student assignment

There is always a course content in any training procedure. Learning objectives are based on the structure of the training program. The lesson plan includes the major factors that are needed to be included in the training process. They are segregated in different modules with respective to the course duration (Williams, Ryan & Morgan, 2014). For this above report, the training of workplace learning has the duration of two years. The several modules and the topics involved in those modules are listed below.

Module 1

Module 1 deals with the several perspectives that are needed in workplace learning. They include the following topics

• The meaning of Workplace learning
• The importance of connection between the learning goals and the basic priorities of the business plans
• Difference between the several processes of training and learning
• The strategic planning used in the function of learning
• The establishment of professionalism within the students through the process of workplace learning program
• The several competencies to perform better in organizations  

Module 2

The module 2 includes the techniques to analyze the requirement of learning. They include the following topics

• The necessity of assessing the needs of the organizations
• Business strategies
• Satisfaction of job
• Learning methods
• Individual performances
• The importance of functions of training with respect to the needs of the organization
• Steps to conduct the a good training program
• The several gaps in performance levels and its measurements

Module 3

Module 3 focuses on the design and development of effective activities of learning. They include the following topics

• The models of instructional designing
• The major elements of matrix design
• Theories and principles of learning of adults
• Formulation of the objectives of learning
• Developing the methods of instructions
• Methods of instruction and media

Module 4

Module 4 includes the delivering of the learning platforms. They include the following topics

• Administering and operating the several aspects of learning
• Constructing the environment of learning
• Guidelines for facilitation and effective methods of presentation

Module 5

This module incorporates the evaluation and effectives methods of learning. They include the following topics

• The several processes of evaluation
• The categories of evaluation
• The conduction of the learning sessions
• Measuring the results of learning

Module 6

This module includes the process of integration. They include the following topics

• The plan for re-entry
• The wrap up activities

Intended target groups and users

The main objective of this program is to assess the training needs for the students and to develop a good strategic management skill of the students. The program will formulate several learning outcomes that will help the learning needs the students. It gives a systematic procedure for designing the outcomes of learning for the students who have just completed their secondary schooling. This program explains the students about the various principles of workplace learning. It also enlightens the students about the responsibilities and the roles of the employee in an organization (Gillespie, Farra & Gates, 2014).

The main target of the program is to measure and evaluate the technical competencies of the students. The program also develops the skills of the students through several learning interventions. It also targets the management techniques that are necessary for the students to recognize the various strategies of an organization (Gamrat, 2014). It also gives training raise the literacy of the several technologies used in organizations to increase the productivity.

In this above program, the participants that are targeted includes the trainers, educators, learning professionals who are novice in the roles of development and learning, and mainly includes students who have just completed their higher secondary education and are preparing themselves jobs in organizations.

Content or Subject matter of the training program

The governor board initiated the process of innovation to improve the educational practices of the students in the workplace, especially at the basic levels. The ambition of this innovation is to replace the traditional way of learning with profession with skilled-based training. The skill based training helped in knowing the process of work very challenging and gave the scope to explore the different work patterns that takes place in an organization. One of the important objectives of the process of innovation is to foster a better competency between the environment of vocational schools and the working condition of the organizations. In the process of innovation in the workplace includes vocational training and education. The students who have completed their primary and secondary schooling do not get proper guidance for selecting a proper job in their respective fields (Knowles, 2014). The innovation of curriculum makes the students aware about the several natty gritty about the workplace. The main problem of the theoretical teaching procedures in secondary schools is that they lack in motivating the students to choose a wise career option for them.

The process of innovation also require the complex multilevel transformation within the organization, that includes the change in the whole process of teaching within the institute and increases involvement to the student, trainers and staff  in the whole process of training (Knowles, 2014). The various training for discrete sectors of work is given in the training program. The different viewpoint makes the students approachable to different fields of work. The innovation of curriculum includes several project works, group discussions, self-directed learning procedures and skill based training.

The resource guide

It is important that the work placements be conducted with the permission of the schools. The head of the institutes should have a flexible notion about the workplace-learning program. The implementation of this program enables the students get trained for their future jobs. The staff, trenchers, board members and students of the institution should know the several advantages of the program (Hauer et al. 2016). The students are legally classified as workers and not as an employee. For any effective training, the resources and the learning methods are very important. It is very important for the students to start the process of training as early as possible. The information given in the training classes are to be recorded by the students in a note pad as the training are not theoretical and more practical approaches are used. The training program provides a Guide to Workplace Learning to the students for having a better knowledge and idea about the training program (Goh & Zukas, 2016). A booklet is provided to every student to be aware about the several pros of the training program. The training is based on skill-based approaches. Discussions are organized in several groups where the students can communicate with each other and discrete viewpoints about on a topic. There also several role-play sessions conducted where the students are given the opportunity to take up responsibilities in a workplace circumstances and they are evaluated based on their ability to handle a challenging situation (Dell, Newton & Petroff, 2016).

Assessment process

In this training program, informal assessment is used. Informal assessment is a procedure that is used to draw information that makes judgments about the students’ performance and behavior. Through this process of assessment, the evaluation of the training program of workplace learning is conducted.

Therefore, the above product report gives a discrete idea about the learning objectives and resources used for the training program.

References

Dell, A. G., Newton, D. A., & Petroff, J. G. (2016). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Pearson.

Doorman, M., Fechner, S., Jonker, V., & Wijers, M. (2014). Guidelines for Teachers for Developing IBST-oriented Classroom Materials for Science and Mathematics Using Workplace Contexts. Connecting Inquiry-based Learning (IBL) in Mathematics and Science to the World of Work (WoW). Translation to Czech version–M. Bilek. Project Mascil.

Gamrat, C., Zimmerman, H. T., Dudek, J., & Peck, K. (2014). Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program. British journal of educational technology, 45(6), 1136-1148.

Gamrat, C., Zimmerman, H. T., Dudek, J., & Peck, K. (2014). Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program. British journal of educational technology, 45(6), 1136-1148.

Gillespie, G. L., Farra, S. L., & Gates, D. M. (2014). A workplace violence educational program: a repeated measures study. Nurse education in practice, 14(5), 468-472.

Goh, A. Y. S., & Zukas, M. (2016). Student vocational teachers: the significance of individual positions in workplace learning. Journal of Vocational Education & Training, 68(2), 263-277.

Hauer, K. E., ten Cate, O., Boscardin, C., Irby, D. M., Iobst, W., & O’Sullivan, P. S. (2014). Understanding trust as an essential element of trainee supervision and learning in the workplace. Advances in Health Sciences Education, 19(3), 435-456.

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. Routledge.

McArdle, G. E. (2015). Training design and delivery: A guide for every trainer, training manager, and occasional trainer. Association for Talent Development.

Pimmer, C., & Pachler, N. (2014). Mobile learning in the workplace: Unlocking the value of mobile technology for work-based education. Increasing Access, 193.

Williams, J., Ryan, J., & Morgan, S. (2014). Lesson study in a performative culture. In Workplace Learning in Teacher Education (pp. 151-167). Springer Netherlands.

Zitter, I., Hoeve, A., & de Bruijn, E. (2016). A design perspective on the school-work boundary: a hybrid curriculum model. Vocations and Learning, 9(1), 111-131.