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Student/Trainee Manual

FSK - Foundation Skills Training Package

FSK20113—Certificate 2 Skills for Work and Vocational Pathways

Unit

FSKLRG11 Use routine strategies for work-related learning

Passing Lane Pty Ltd PO Box 975 COWES VICTORIA 3922 Copyright2016 All rights reserved. All Passing Lane materials have been provided to an educational or training organisation under an institutional license agreement. An outline of this agreement can be viewed on the Passing Lane website at www.passinglane.com.au. The use of these materials without a valid and current licence agreement is strictly prohibited. Any requests for further information regards the Passing Lane licence agreement can be sought directly from Passing Lane Pty Ltd. MATERIALS PUBLISHED IN AUSTRALIA Disclaimer The information in this document has been developed using information and reference sources considered to be reliable. Passing Lane Pty Ltd, its employees and contracted content developers accept no responsibility as to any errors or omissions or any loss or damage of an kind caused by using this manual and no warranty is provided as to the reliability of any sources or correctness of the information within this document.

3 FSKLRG11 - Use routine strategies for work-related learning

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STUDENT/TRAINEE DETAILS

Student/Trainee Name

Student/Trainee Email

Teacher / Trainer Name

School / Ins tu on / Training Organisa on / Employer

TABLE OF CONTENTS Introduction Page 5 Unit of Competency Overview Page 8 Section One Prepare for learning Page 9

Section Two Use strategies for learning Page 25 Section Three Review own learning progress Page 39

Self Assessment 8


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INTRODUCTION This manual was developed to provide training content that addresses the specific ‘Unit of Competency’ as outlined in the following pages. We encourage you the student / trainee to take your time when reviewing this content and seek any assistance from your teacher/trainer should you have difficulty in understanding the information. LEARNING ACTIVITIES Also included in this Student / Trainee manual are a series of Learning Activities. The learning activities in the student and/or trainee manuals are ‘Form Enabled’ so that if the resources are delivered online, the activities can be entered in using the computer keyboard. Each learning activity is identified with the following icon. Learning activities come in the following forms.

Questions Research Tasks Interviews


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INTRODUCTION—CONT’D Questions Questions generally relate to the information presented on previous pages. Questions will also include multiple choice questions, ‘Yes’ and ‘No’ questions and/or ‘True’ and ‘False’ questions. Research This type of learning activity requires you to locate information by using research methods. The research methods could include:

Internet searches Reading textbooks and other reference sources Location visits

Tasks This learning activity type requires you to actually do something and some examples of tasks may include:

Creating reports Visiting locations such as workplaces Performing an activity in a workplace

Interviews This learning activity type would require you to interview person(s) in an actual workplace environment or a person(s) who are experienced in the industry sector which you currently are undergoing training. You will be made aware of the type of learning activity by noting the learning activity type displayed under the learning activity icon.


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INTRODUCTION—CONT’D USING THE FORM ENABLED FEATURE If you are using this manual online, you can fill in some of the answers using your computer keyboard. Your teacher or trainer will provide you with the information and instructions on how to use the ’Form Enabled’ feature in this manual. SELF ASSESSMENT At the end of each manual is a series of questions that you should review and answer either Yes or No. The term ‘Self Assessment’ means you will ask yourself these questions and therefore is no need to provide the answers to the self assessment questions to your teacher or trainer, unless they require you to do so. This self assessment is to ensure you have reviewed and understood the information that was presented in this manual. If you answered ‘No’ to any of these questions or are unsure of your understanding in any of the topics reviewed, you are encouraged to go back and review the information again and/or seek the assistance of your teacher or trainer.


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ELEMENT PERFORMANCE CRITERIA

1. Prepare for learning

1.1 Identify work-related learning goals 1.2 Investigate a range of formal and informal learning pathways 1.3 Investigate a range of approaches to achieve goal 2.4 Identify potential barriers to learning

2. Use strategies for learning

2.1 Identify a preferred approach to achieving work-related learning goals 2.2 Identify strategies to address barriers to achieving learning goals 2.3 Propose routine learning strategies to achieve learning goal 2.4 Create and use a learning plan to implement strategies

3. Review own learning progress

3.1 Monitor progress against the plan 3.2 Seek feedback from an appropriate person 3.3 Identify areas for further learning and training

UNIT OF COMPETENCY OVERVIEW The following pages are extracts from Training.gov.au website and outlines this specific ‘Unit of Competency’ including the ‘Elements’ and the ‘Performance Criteria’. The content within this manual has been developed to address this unit.

FSKLRG11 - USE ROUTINE STRATEGIES FOR WORK-RELATED LEARNING

Passing Lane acknowledges that the copyright ownership of the above information is the Commonwealth of Australia and this extract has been provided for reference purposes only.


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Section One

Prepare for Learning


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USE ROUTINE STRATEGIES FOR WORK-RELATED LEARNING SECTION ONE—PREPARE FOR LEARNING INTRODUCTION Work-related learning is one of the most effective ways of learning new skills and gaining work-related knowledge. There are numerous ways of accessing and doing work-related learning and in these training materials we discuss how this is done. SECTION LEARNING OBJECTIVES At the completion of this section you will learn information relating to:

Identifying work-related learning goals Investigating a range of formal and informal learning pathways Investigating a range of approaches to achieve goal Identifying potential barriers to learning


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IDENTIFY WORK-RELATED LEARNING GOALS As a school leaver about to enter the job market or one about to embark on a career path, there is the need for training and skill development. A person starting a new job or who has been working for awhile, will often have a goal of advancement in their job. This advancement could be to a better paying position, a desire to have a supervisory role, duties that are more challenging and interesting, even thinking about changing jobs. Those aspirations and goals will often require additional training and skill development. So, whether you are looking to start working or looking to better yourself at your current job, those training and skill development needs are often achievable in the workplace. This is called ‘work-related learning’. There is a simple process that should be followed in order to determine what type of work-related learning should be considered and that starts with setting learning goals. Setting learning goals will focus your efforts, while working toward achieving those goals. Work-related learning goals define behaviour, knowledge or understanding that you have identified as important to your own learning. They often relate to your work habits and how they can be focussed on building your capacity to learn. When you have work-related learning goals, you immediately become a far more active participant in the learning process. This allows you to become an independent learner and as a result you are far more motivated to achieve your work-related learning goals. Other benefits of setting your own work-related learning goals include:

You are more likely to achieve your own goals than those set by others You are more confident in taking on challenging tasks while learning You are motivated to keep improving and are not afraid to make mistakes You are not afraid to modify or change your own work-related learning goals if required

These training materials are to help you work through the process of developing and implementing strategies to achieve your work-related learning goals.


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SETTING GOALS Before we move on with our discussions on work-related learning, we should review the steps of setting goals. Whether it is work-related learning goals or other goals you may set in your life, there is a common and highly recommended goal setting process that you should consider. It is called the S.M.A.R.T. goal setting method. Each letter stands for a characteristic of your goals.

S.pecific M.easurable A.chievable R.elevant T.ime based

Let’s look at what each means and an example of each:

Specific—a goal that is specific tells others exactly what the goal is and not something general. A goal to learn a new software program is too general. A more specific goal is to learn to use ‘Photoshop’ at work.

Measurable—a measurable goal is one that you are able to see progress towards achieving the goal. A goal not measurable does not have milestones identified in the goal. A goal should have a starting point and a finish point and milestones in between. As each milestone is reached, you know you are progressing to achieving your goal; in other words you are measuring your progress. For example, every week I want to have become proficient in the use of a Photoshop tool or feature.

Achievable—if you do not make your goals achievable, your goal setting efforts are a waste of time. For example, if your goal is to master Photoshop in three days and you have never used it before, then it is quite likely you will never reach this goal. But if your goal was to master Photoshop in three months, this is far more achievable.

Relevant—if your work-related learning goal was to master Photoshop in three months, it may be achievable but not if you are working in a commercial kitchen. It would be far more relevant if you were working in a community centre and your newly acquired Photoshop skills would get you the job of producing the centre’s newsletter artwork, something that is of interest to you.

Time based—this is an important step. Having a defined deadline for achieving your work-related goals will motivate you to achieve your goal on or before that deadline. No deadlines often lead to a goal never really being achieved.


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LEARNING ACTIVITY ONE What were the six reasons and benefits to you when setting your own personal work-related learning goals?

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LEARNING ACTIVITY TWO As a review, tell us in the space provided what each of the letters stand for when setting S.M.A.R.T. goals.

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INVESTIGATE A RANGE OF FORMAL AND INFORMAL LEARNING PATHWAYS To start with, we need for you to understand the difference between learning and training. Learning is what an individual does; training is something they receive. Another key difference between training and learning is learning can occur anywhere at any time; while training is received at a specific place and time. The term ‘learning pathway’ is a concept that describes an extension of learning options outside of a classroom. The concept is most commonly applied to learning experiences, usually at the high-school level, that occur outside of the traditional classroom and includes things such as work experience, internships, apprenticeships, traineeships, online courses and volunteering. It also can include building skills and knowledge through personal experiences such as undertaking a hobby, travelling as well as taking courses on subjects not work related. Although the term is mainly used to describe the learning options of a school leaver, it also applies to those who may already be working at a job. Earlier we mentioned that these people may want to consider various learning pathways to better themselves at work or even get a better job. There are two types of learning pathways; formal and informal.

Formal learning that takes place through a structured program of instruction and which is linked to the attainment of a formal qualification or award. There is also non-formal which is learning that takes place through a structured program of instruction but does not lead to the attainment of a formal qualification or award. Formal learning is what a person is doing when being trained.

Informal learning is learning that results from experiences of daily work-related, social, family, hobby or

leisure activities. Informal learning often happens by chance, or through some planned activity or through ‘reflection’ of events.


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Formal type learning options include:

Courses in a learning environment, such as a classroom Learning opportunities at seminars or conferences Structured learning, through self-paced online courses

Informal types of learning options include:

Being coached or mentored at work and away from work Learning through personal research Observation (watching how things are done) Personal activities that align closely with work-related activities

On-the-job training can be both formal and informal. This training takes place at the employee’s workplace or workstation. It is generally focussed on skills required for a specific function or task. The employee is shown what to do as well as how to do it and the employee is left to perform the tasks or activities. Any problems are addressed as they arise, either through coaching or further detailed instruction. As we mentioned earlier, most formal learning pathways would lead to a recognised qualification. However, many formal learning pathways offer a ‘Certificate of Attainment’ or some valid evidence to show that you have undertaken the training courses or attended a seminar that has contributed to the development of your skills and knowledge. Lately there has been an addition to the definition of formal learning and that is the ’recognition of skills and knowledge’ gained outside the formal education and training system. The term ‘Recognised Prior Learning’, or RPLs, will be reviewed later in these materials.


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LEARNING ACTIVITY THREE There are two types of learning pathways—formal and informal. Tell us the definition of each? Formal

Informal

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LEARNING ACTIVITY FOUR What is the difference between learning and training?

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LEARNING ACTIVITY FIVE For each statement below, tell us whether it is describing a formal, or informal type of learning situation. Sally is shown by Glenda how to use the photocopier. ___________________ Craig has just completed a first aid course. ___________________ Sam and his brother Ted are being shown how to use new software by the neighbour. ___________________ Belinda attends a meeting at the local photography club every Sunday to learn new photo taking techniques. ___________________ George is attending Toastmasters sessions to strengthen his public speaking skills. ___________________ .

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INVESTIGATE A RANGE OF APPROACHES TO ACHIEVE GOAL Having set your work-related learning goals, it will soon be time to develop a learning plan regarding how to achieve those goals. We learn about the planning stages later. Before you start implementing your learning plan, you first need to work out how you approach those goals in order to achieve them in your learning plan. The term ‘approach’ means:

“A way of dealing with a situation; to begin to work on or start to address.” So before you can start progressing toward achieving your work-related learning goals, you need to define how you are going to do it. The way you approach your work-related learning goals will determine what your learning plan will look like. Different goals need different approaches. The two basic approaches are those we already reviewed, undertaking formal or information learning. A third of course, is using a combination of both formal as well as informal learning opportunities. If you are just leaving school and your goal is to become a tradesperson, then it is likely your approach to work-related learning will be towards a more formal learning pathway, through formal training and most likely an apprentice program. If you are just leaving school and your goal is to become a chef someday, then your approach to work-related learning may be through informal work experience and informal on-the-job-training to start and then undertake more formal work-related learning as your skills and knowledge increase. Also, is your approach to your work-related learning as long-term or short-term achievements? This will have a significant bearing on your learning plan, especially your timelines.


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LEARNING STYLES Everyone has a different personality and this personality will always affect the way you approach the learning process. Generally there are three learning styles that persons will unconsciously fall into. The three main learning styles are: 1. Visual 2. Auditory 3. Kinesthetic or kinaesthetic

Visual learners—Visual learners relate most effectively to written information, notes, diagrams and pictures. Typically visual learners struggle learning information unless they can write down what they are learning. This is why some visual learners will take notes, even when they have printed course notes on the desk in front of them.

Auditory learners—Auditory learners relate most effectively to the spoken word. They will tend to listen to a

lecture or presentation and then take notes afterwards, or rely on printed notes. Often information written down will have little meaning until it has been heard out loud.

Kinesthetic learners—Kinesthetic learners learn effectively through touch, movement and space, as well as

learn skills by imitation and practice. Predominantly kinaesthetic learners can appear slow, in that most information is normally not presented in a style that suits their learning methods.

No one uses one of the styles exclusively and there is usually significant overlap in learning styles. However, your learning style has a great effect on how you approach the learning process, as well as how you may approach your learning goals. You may be a better learner in a group environment or prefer learning in isolation. All these factors will affect your learning outcomes.


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LEARNING ACTIVITY SIX Accompanying these training materials is a questionnaire developed by Swinburne University that was given to their student to self assess their learning style. The questionnaire is called ‘VAK Assessment’ . In this activity we want you to print out the questionnaire and fill it out. Then calculate and tell us what type of learning style the questionnaire suggested you were. Also tell us if you agree with the questionnaire and if not, why? Learning Style

Agree or Disagree and if disagree, why?

Also, present the completed questionnaire to your teacher or trainer for review and discussion.

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IDENTIFY POTENTIAL BARRIERS TO LEARNING As with all goals there will be barriers that can affect the successful achievement of your work-related learning goals. Some of these barriers are real and others perceived. The common barriers include:

Social and cultural barriers—peer pressure and family background Practical and personal barriers—transport, time, disability, caring

responsibilities, childcare, finance, cost, age, language, lack of access to information, lack of tools such as computers or internet access.

Emotional barriers—lack of self-esteem or confidence due to low skills levels, negative personal experience of learning, previously undetected or unaddressed learning disabilities, social problems such as unemployment, abuse or bullying

Workplace—time off, access, discrimination, unsupportive managers, shift work, isolation

Whatever the potential barriers there are, once they have been identified, they can be addressed in your learning plan.


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LEARNING ACTIVITY SEVEN In this activity we want you to interview six people. Three are to be still in school (close to leaving high school) and three are to have jobs. Ask the ones in school what their work-related learning plans are for the future and what barriers do they think they need to address in order to achieve what they have planned. For the three already working, ask them if they have any work-related learning plans for the future. If YES, what are they and if NO, why not? Compile your results in a report form. Include each interviewee’s first name, age, gender and the suburb they live in. For those still in school, tell us the name of the school and for those working, tell us what their job is. Once completed, present your report to your teacher or trainer for review and discussion.

Interview


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Section Two

Use Strategies for Learning


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USE ROUTINE STRATEGIES FOR WORK-RELATED LEARNING SECTION TWO—USE STRATEGIES FOR LEARNING INTRODUCTION There are two types of training needs. One is to improve your skills to maintain a level of competency directly related to your potential job, or the one you already have. If you did not improve your skills you may not be able to achieve the performance levels and results expected by your employer. This type of training can be required early in your career when you start a new job which requires specific knowledge and skills are needed particular to the working environment and the company’s policies and procedures. It can also be required if there are technical or functional changes to your duties. New computer systems may be installed, including new software, or your tasks/duties may increase and many more examples that would require continued learning and training. The second training need as we mentioned earlier, is when you wish to advance your position or career. You may want a position with greater responsibilities, such as a supervisory or management role. This would require further learning and training in areas not already part of your skill set. SECTION LEARNING OBJECTIVES At the completion of this section you will learn information relating to:

Identifying a preferred approach to achieving work-related learning goals Identifying strategies to address barriers to achieving learning goals Proposing routine learning strategies to achieve learning goal Creating and using a learning plan to implement strategies


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IDENTIFY A PREFERRED APPROACH TO ACHIEVING WORK-RELATED LEARNING GOALS AND IDENTIFY STRATEGIES TO ADDRESS BARRIERS TO ACHIEVING LEARNING GOALS AND PROPOSE ROUTINE LEARNING STRATEGIES TO ACHIEVE LEARNING GOAL (Over the next few pages we cover three ‘Performance Criteria’ points at the same time to avoid repetition) In the first section we went through the need to investigate some approaches as to how to achieve your identified work-related learning goals in some detail . At this point you need to determine your preferred approach to achieving your work-related learning goals. Let’s quickly review those possible approaches:

Formal learning Informal learning Combination of both

In addition to the above, you may prefer to learn:

Using a mentor or coach In isolation such as using textbooks, online and other self learning methods with

available support if needed In a team at work or at school

Once all this has been identified, the next stage is to develop some strategies to overcome those identifiable learning barriers.


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OVERCOMING LEARNING BARRIERS The first step in overcoming learning barriers is looking at the barriers not as ‘problems’ but ‘challenges’. A ‘problem’ is an obstacle which makes it difficult to achieve a desired goal, objective or purpose. It refers to a situation, condition, or issue that is yet unresolved. Every problem asks for an answer or solution. A ‘challenge’ however is something that you desire so much, that you are motivated to meet the challenge, beat it, as well as overcome it. Both require the resolving of issues, but making a problem a challenge makes it feel like you are in control, rather than having the problem controlling you. With that mindset, next is to look at those potential barriers and come up with strategies that will overcome those barriers. List out the barriers and see what the most immediate solutions are that may come to mind, then write them down. They may not be the best or the actual solutions to overcoming the barriers, but it is a start. Seek assistance from others. Tell them your issues and what you think you could do to get over those potential learning barriers. If in school, talk with your career counsellor or VET Teacher. If at work speak with your supervisor, manager or human resources person (assuming they are not the actual barrier). Family members, mentors and others in your personal network should be considered. It will surprise you that when you take the time to analyse those barriers, seek some advise or assistance and firm up some strategies then those barriers to your learning goals will often disappear.


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DECIDING ON LEARNING STRATEGIES Fist let’s define what a strategy is:

“A strategy is a plan of action designed to achieve a long-term or overall aim.” Earlier we spoke about coming up with strategies to overcoming learning barriers. So this means that you would be developing plans to overcome learning barriers. This also means that when you are deciding on learning strategies, you are developing plans on how you will progress your work-related learning. There are many influences that need to be considered as you start formulating your work-related learning strategies. There are likely numerous people who need to be aware of and at times approve your work-related learning activities. Some of those people may include:

Parties or organisations funding the learning activities Persons that are assisting in the learning activities Persons or organisations that are providing the training Persons or organisations that are supporting your work-related learning goals

Your work-related learning activities may require reasonable resources such as personnel at work, tools, equipment, time off and so on. Those approving or providing those resources would need to be presented with your proposed work-related learning strategies; receiving their feedback and possibly adjusting your learning strategies before formalising your learning plan. Funding sources such as government agencies, employers and even family or friends would need to be presented with your proposed work-related learning strategies before formalising your learning plan. Those offering support at all stage of your work-related learning plan would need to be presented with your proposed work-related learning strategies before formalising your learning plan. Person such as career counsellors, mentors and others may be able to see areas of improvement in your strategies before formalising your learning plan.


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RECOGNISED PRIOR LEARNING (RPL) There will be times when you have done work experience, worked as a volunteer, have a hobby that requires skills and knowledge or have done some short courses. All these activities could all be analysed and the skills and knowledge gained from those activities used in your learning strategies as ’recognised prior learning’, ‘recognition of prior learning’, or commonly known as ‘RPLs’ . Using RPLs means you gain credit towards a vocational qualification - sometimes a full qualification - without undertaking a complete training program. RPLs are faster, cheaper and more efficient than putting yourself through learning and training in areas you already are competent in. It means less time not working and is more satisfying for you the learner. The best way of understanding what RPLs you may have is to speak with your careers counsellor or VET teacher at school and/or speak with the trainer or assessor associated with the training program you may be understanding or planning to enrol in. The sooner you identify your RPLs, the easier it is to include them into your learning plan.


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LEARNING ACTIVITY ONE Below are some examples of possible barriers to work-related learning opportunities. For each, tell us what the barrier is and how might it be overcome? Tim Ng is a high school student only recently from Vietnam and is about to leave high school for a job. He wants to become a chef and is looking for work experience in his local area. 1) Barriers

Possible solutions

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Fred has been taking has be taking a vocational education and training course in Horticulture at high school in a small town in central Queensland. He has been offered a job at a large landscape supply business in the next town around 40 kilometres away. He has three months of high school left and then his year 12 exams. 2) Barriers

Possible solutions

Sally has been working at a local motel and she has an interest in taking a course in Hospitality with the goal of being a manager in a hotel someday. The course she wants to take is three years long and costs around $3800. Her local TAFE offers the course. The course is full time, three days a week. 3) Barriers

Possible solutions


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LEARNING ACTIVITY TWO Why is it so important to propose your learning strategies to others before formalising a learning plan?

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LEARNING ACTIVITY THREE What are RPLs and why are they so important to identify before formalising your learning plan?

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CREATE AND USE A LEARNING PLAN TO IMPLEMENT STRATEGIES Having set your work-related learning goals, settles on your preferred approach to work-related learning, addressed all potential barriers and had all your learning strategy proposals reviewed, the next and very important step is to formalise your work related goals and strategies into a documented learning plan. We are saying ‘documented’ learning plan because anything written is considered to be far more tangible than just having it in your mind. Also when it comes to government funding assistance, training providers and others somehow involved in your learning strategies, would want to see a documented plan. The elements of a personal learning plan should include:

Work-related learning goals—in Section One we learned how to identify your learning goals. In the learning plan you would now need to document those goals in some detail.

An overview of current skills, knowledge and experience—this is where you list all your

education and training to date, any volunteering activities, work experience, part time work, hobbies/interests and other relevant experiences such as travel, sports and other recreational pursuits.

RPLs—an overview of potential RPLs and how these were identified. You would include notes of

discussions and correspondence you consulted with about RPLs and other supporting information that you have gathered to support your reasoning behind your RPLs validity.

Your learning steps and activities—this is where you breakdown your learning strategies into

relevant and sequential steps that would lead you to the achievement of your learning goals. This would include your chosen formal and informal learning options, as well as planned work experience as well as other learning tasks and activities.

Support network and organisations—this would be an outline of those who will help you in

various ways to ensure your learning plan has a successful outcome. It could include funding sources, employers, teachers/trainers, coaches/mentors, family and friends. It will detail what you are expecting from each and when this specific support or assistance would be required.


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Timelines—this is where you breakdown each goal and related task and activity into a timeline. It would include detailed start and finish dates of what is to be done. You would need to be aware of ‘dependencies’. This refers to an activity or task that needs to be completed first, before the next one is started. Understanding how each activity and task depends on each other helps you to schedule some ‘contingency’ time in case one activity runs over its expected completion date.

Milestones—these would be clearly defined. It will show what would have been achieved as well as when,

after various tasks and activities have been successfully completed in your plan, This is an essential part of your learning plan. It is how you track and measure your learning strategies and learning goals. Those who are supporting you in some ways may also want to see how your learning plan is going.

Evidence—you will want to include what evidence is required as you progress through your learning plan

and who provides this evidence and how it is provided. This could include certificates of completion in some training courses, RPL confirmations, work experience reports, letters of reference from employers, volunteer organisations and so on.

There are no prescribed formats of a personal work-related learning plan. It can be a hardcopy document in a folder, or files that include notes, learning documentation and evidence. It could be an electronic version. Whatever format it is created in, it should be readily accessible by yourself and others. It needs to be reviewed regularly and any hardcopy documentation received relating to your learning plan should be referenced in the learning plan when received and filed for future reference. It is often suggested that you speak to your career counsellor or VET teacher or trainer for advice and assistance about developing your work-related learning plan.


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LEARNING ACTIVITY FOUR What were the eight components of a personal work-related learning plan that we outlined in this Section?

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LEARNING ACTIVITY FIVE In this section, we have mentioned RPLs on a few occasions. In this activity we want you to do some basic self assessment and come up with anything you can think of that may be considered an RPL.

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Section Three

Review Own Learning Progress


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USE ROUTINE STRATEGIES FOR WORK-RELATED LEARNING SECTION THREE—REVIEW OWN LEARNING PROGRESS INTRODUCTION It is always important to monitor a plan that has been implemented and this is especially true with your work-related learning plan. This includes getting feedback, analysing the feedback and making any adjustments to your plan if needed. We look at these topics in this section. SECTION LEARNING OBJECTIVES At the completion of this section you will learn information relating to:

Monitoring progress against the plan Seeking feedback from an appropriate person Identifying areas for further learning and training


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MONITOR PROGRESS AGAINST THE PLAN AND SEEK FEEDBACK FROM AN APPROPRIATE PERSON AND IDENTIFY AREAS FOR FURTHER LEARNING AND TRAINING (Over the next few pages we cover three ‘Performance Criteria’ points at the same time to avoid repetition) Once your work-related learning plan has been implement, there should be regular monitoring of the progress of the plan.

Are you achieving what you expected from the plan? Is the plan on schedule? Should I be looking at some changes to the plan? Are there any other learning opportunities that should be included?

You personally should be reviewing the progress and take a seriously look at what areas need to be adjusted, modified or changed if required. If something is not going to plan it needs to be addressed, or the whole plan may be in jeopardy. You should also get some feedback on how others think your work-related learning plan is progressing. Feedback could be sought from:

Your careers counsellor, or VET teacher Other trainers Your employer, work colleagues or supervisors Your coach or mentor Friends and family


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TYPES OF FEEDBACK AND USING FEEDBACK You will need to remember that not all feedback will be positive. But also remember not all negative feedback is bad. Negative feedback can be someone's constructive criticism on what you may have done, or are doing and in most cases this type of feedback is good. Also, it is good to remember that it could be merely someone’s opinion and not based of any relevant facts or reasons, so this feedback can be dismissed. Always remember not to take negative feedback personally. Feedback can be asked for and should be requested on a regular basis. Feedback can also be given even when you have not asked for it. Request for and/or receiving feedback from others can happen in a few ways. The first and most informal way is to casually ask the appropriate persons about what they feel about the progress you are making with activities, tasks and goals related to your work-related learning plan. As mentioned earlier, another informal method of receiving participants' feedback is when they offer their feedback unsolicited, in other words, they were not asked for their feedback at the time. Again, this type of feedback is important and should be noted down as well. The more formal way is to provide or organise a meeting with others and have a serious performance assessment meeting. The information from the feedback, both formal as well as informal, is an important part of what should be used to evaluate your work-related learning plan. It is recommended that any feedback you get (good or bad), you acknowledge receiving it and thank the person providing the feedback for their time. What you want to look for is the feedback that seems to be consistent, in other words feedback that seems to be the same, but from several different people. This feedback is important to consider as it may lead to making some serious adjustments, modifications or changes to your learning plan.


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FURTHER LEARNING OPPORTUNITIES As you progress thorought your work-related learning plan, there will be times that further learning opportunities may present themselves or should be considered. Looking at other learning opportunities may be a result of some feedback. For example, you may be a part time kitchen hand in a commercial kitchen and the chef suggest you look at taking a patisserie course. His feedback to you was that you were a good worker in the kitchen and that he/she the chef was always on the lookout for a trainee pastry chef. Or, you may be working in a retail store and the store owner is always struggling with setting up effective merchandising displays, so you ask if the store owner would pay for a merchandising course for you. There are many, many examples of when further work-related learning opportunities may arise and in most cases, they should be seriously considered. Learning opportunities may be as simple as learning how to do another task at work, or as extensive as learning a formal skill to take you to a much higher level in your career. It is always good to remember the saying:

“You never stop learning.”


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LEARNING ACTIVITY ONE Who were the five suggested persons that you should seek feedback from regarding how they think you are progressing with your learning plan?

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LEARNING ACTIVITY TWO What type of feedback should you be on the look out for and why?

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LEARNING ACTIVITY THREE What is constructive criticism and why is it in most cases, good feedback?

Question


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LEARNING ACTIVITY FOUR Why do you think that everyone should be open to pursuing further learning opportunities?

Question


2016

SELF ASSESSMENT Self assessment is where you ask yourself certain questions to ensure you have understood what you have learned while reading this manual and completing the learning activities. This unit requires you the student or trainee at the completion of your training to have a certain level of ‘Required Knowledge’ in which you would be need to have acquired and in which you will be assessed on. This self assessment section reviews this required knowledge by way of questions and if you are able to say YES to all of them you can be confident your assessment will be satisfactory.

If asked, are you now able to start to identify your own work-related learning goals and then start to investigate a range of formal and informal learning pathways, as well as a range of approaches to achieve those goals?

Do you think you would be able to identify potential barriers to your own learning goals and then identify strategies to address barriers to achieving learning goals?

Do you see why you would need to identify a preferred approach to achieving work-related learning goals and match the approach with proposed routine learning strategies to achieve learning goals?

If asked, could you explain what a learning plan is, as well as how one could be created? Do you agree now that it is important not only to monitor your progress against the learning plan, but also seek

feedback from an appropriate person or persons relating to the learning plans? Did you understand the concept of identifying areas for further learning and training and the benefits of further

learning? If there were any questions that you were unable to confidently say YES to, we encourage you to review the information again in this manual and if needed seek the assistance of your teacher or trainer.


2016

NOTES

FSK20113—Certificate 2 Skills for Work ... - Step- Up -...

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