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FACILITATE INDIVIDUAL LEARNINGTAADEL403B,[object Object],Presenters:,[object Object],Julie Waldock,  Jess Westwick,[object Object],Sandra Love,[object Object]
DESCRIBE THE IDEAL WORKPLACE LEARNING ENVIRONMENT,[object Object],An ideal workplace learning environment contains three main components:,[object Object],The individual learner,[object Object],The content of learning,[object Object],The facilitator,[object Object],The ideal learning environment provides for:,[object Object],Organisational supports and values training and learning,[object Object],Training and learning  are an integral part of the strategic planning cycle,[object Object],Customised training to increase workforce capability, performance and productivity,[object Object],Individual customised training,[object Object],Training is facilitated through networks, partnerships and supply chains,[object Object]
HOW DO ENSURE THAT THE LEARNING/WORK ENVIRONMENT IS SAFE FOR YOUR LEARNERS,[object Object],The learning environment should comply with OHS regulations.  ,[object Object],Areas of importance are:,[object Object],    Individualised learning, anti discrimination, equal opportunity, racial diversity, duty of care, hazard reporting, emergency procedures, licensing requirements, workplace agreements and awards, privacy, safe use of equipment,[object Object]
IDENTIFY GOALS FOR INDIVIDUAL LEARNING,[object Object],Career advancement or redirection,[object Object],Change of life direction,[object Object],Increase workplace productivity,[object Object],Learning a new skill, area of knowledge or competency,[object Object],Relationship development,[object Object],Setting personal directions and achievements,[object Object]
WHAT’STHE DIFFERENCE BETWEEN COACHING AND MENTORING?,[object Object],Coaches are job focused and performance oriented directing learners to an end result,[object Object],Whereas -,[object Object],Mentors are career focused, supporting a learner individual growth and maturity,[object Object]
DESCRIBE THE IMPORTANCE OF CLARIFYING EXPECTATIONS OF THE LEARNING RELATIONSHIP,[object Object],It is important to clarify and agree on the boundaries and expectations of the relationship to ensure neither party becomes disappointed with the learning process,[object Object]
IDENTIFY EXAMPLES OF EQUITY AND ADDITIONAL SUPPORT NEEDS,[object Object],Aboriginal and Torres Strait Islanders support,[object Object],Community support,[object Object],English language, literacy and numeracy support,[object Object],Counselling services,[object Object],Ethnic support services,[object Object],Interpreting  services,[object Object]
WHAT IS THE POINT OF AN INDIVIDUALISED LEARNING PLAN,[object Object],To ensure learning goals are achieved,[object Object],To ensure contingency plans are met,[object Object],To ensure the logistics and structure of the learning relationship are understood,[object Object],To ensure OHS regulations are met,[object Object]
WHAT ARE THE CHARACTERISTICS OF A GOOD FACILITATOR?,[object Object],A good facilitator allows learners to discover solutions to problems, they don’t provide answers to problems,[object Object],They keep sight of the learning goals,[object Object],They encourage learners to share their expertise,[object Object],They initiate discussions and encourage autonomy,[object Object],They champion a learner centred approach to learning and avoid teacher centred models,[object Object],They have no need to expound their own expertise but they do highlight the expertise of learners,[object Object],They see diversity as an asset rather than a form of separation,[object Object],They create an environment free from discrimination and one in which the learner feels safe to express his/her uniqueness,[object Object]
WHAT CLUES WILL GIVE YOU INFORMATION ABOUT YOUR LEARNER’S PROGRESS,[object Object],Evidence of problems,[object Object],Evidence of frustration, distraction or stress,[object Object],Stagnation in the learning process,[object Object],The level of communication within the relationship,[object Object],The level of dependence/independence in the relationship,[object Object],Absences,[object Object],Ease of undertaking learning activities,[object Object],Engagement in the learning process,[object Object]

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