Individual Learning

• Facilitating individual learning involves the application of techniques that centre on the development of interpersonal relationships between the facilitator and the learner, focusing on the learner’s goals, their learning style and the learning context

Mentoring

• ‘Mentoring Australia’ defines mentoring as a ‘mutually beneficial relationship which involves a more experienced person helping a less experienced person to achieve their goal’.

• They define effective mentoring as a relationship that:– Focuses on the needs of the mentee (the person being

mentored)– Fosters caring and supportive relationships – Encourages all mentees to develop their full potential

Coaching• ‘Guidance and monitoring by a more experienced

co-worker or expert of learners conducting work activities. The provision of hints, feedback and clues, as well as demonstrating, modelling and explaining ‘tricks of the trade’ can assist the development of workplace procedures through coaching.’

• ‘Coaching is a process that unlocks your potential so you can achieve your goals. Coaching is a way to bridge any gap between where you are today and where you would like to be.’

Tutoring

• A tutor is similar to a coach, in that they work with an individual to develop particular skills and knowledge. A learner will approach a tutor with some level of skill or knowledge in a particular area, and a tutor will work with the learner to solve a particular problem. If there are areas of misunderstanding, or any gaps between the required skills and knowledge and the learner’s actual skills and knowledge, the tutor will specifically address these.

Individual learning relationships may be:

• Ongoing or a one-off process

• A specific circumstance or an integrated feature of the overall learning process

• Single or double loop learning approaches

Considerations

• Evaluation processes

• Supports

• Learning styles

• Learner characteristics

• Difference

• The context for learning

• Boundaries and expectations

Individualised learning plan

• Should include:– The goals to be achieved– Contingency plans (what you will do if things

change or don’t go according to plan)– How the learning relationship will progress– The structure of the learning relationship– OHS considerations

Other considerations• Communication skills

– Questioning– Active listening– Vocal tone– Body language

• Handling conflict in your relationship• Motivation of the learner• Giving & receiving feedback

– Formal feedback– Informal feedback

• Separation and closure• Evaluation

Work-based learning

• ‘learning or training undertaken in the workplace that is on-the-job training under normal operational conditions’

• It is not– on site training which is conducted away from

the work process (for example, in a training room)

Work-based learning considerations

• Change process

• Training needs analysis– Strategic/business planning– Skills shortages– Contingency/succession planning– Performance reviews– Other models

Implications

• Schedules and timelines

• Workplace procedures, routines and practices

• OHS

• Industrial relations and demarcations

• Licensing and accreditation

Reviewing the learning pathway

• Kirkpatrick’s model of evaluation– Level 1 – Reaction – Level 2 – Learning – Level 3 – Behaviour – Level 4 – Results