Facilitating Workplace Learning Delivery - My ACLP Module 3 Study Notes

 Facilitate workplace learning delivery. 

• Objectives.  

• Meet business goals.  

• Profitability

• Expansion

• Transformation

• Reduce performance gaps. 

• Benefits. 

• Established organization standards. 

• Access to colleagues and resources. 

• An authentic setting for practice and application. 

• BPLL Framework by Tobey(2005). 

• Business. 

• Strategic business imperatives. 

• Key products and services. 

• Current issues. 

• Key focus areas. 

• Competitive needs. 

• Current obstacles. 

• Performance. 

• Human performance systems. 

• Current performance issues. 

• Required support resources. 

• Learner. 

• Individual characteristics profile. 

• Knowledge and skills gaps. 

• Current required skills and knowledge. 

• Current skills and knowledge level. 

• People's mindset. 

• Current training priorities. 

• Target stakeholders. 

• Possible career paths. 

• Learning. 

• Types of support available. 

• Learning support gaps. 

• Types of training provided. 

• Current training satisfaction. 

• Important future skills and knowledge. 

• Availability of quick learning process. 

• Current learning obstacles. 

• Critical areas to think of. 

• Purpose, scope, and objectives of the training needs analysis. 

• Information needed. 

• Business level. 

• Performance level. 

• Learning level. 

• Learner level

•  Role

• Internal

• External

• Team 

• Deliverable

• Training needs analysis

• Roadmap

• Courseware

• Client involvement

• Process and timeline 

• Confidentiality requirement 

• Feedback mechanism to the client 

• 70-20-10 model. 

• McCall, Lombardo, and Eichinger’s (1996) 

• 70% on-the-job experiences

• 20% from others

• 10% formal learning




• Three areas of consideration - OIL
• OIL - ORGANIZATION INDUSTRY AND LEARNERS REQUIREMENTS.



• Organization. 

• Policies and regulations

• Resources available

• What environment

• Industry. 

• Established industry practices and benchmarks

• ISO, biz safe, food hygiene

• Learner
• Refer to modules 1 and 2 for more details.
• Learners Profile
• Demographics - edu, age, experience
• Cognitive Level - language, conceptualization
• Affective Level - motivation, anxiety
• Social Level - ability to work with others
• Learning Styles
• Visual - see, poster, diagram, models, videos, infographics
• Auditory - listen, audio clips, audiobooks
• Tactile - touch, handouts, guides, notes
• Kinaesthetic - do, hands-on, practice, move
• How do OIL considerations impact my facilitation of workplace learning?
• Specifies
• Boundaries and scope
• levels of access,
• training tasks steps,
• the performance level of the learner required.
• Aids
• Logistics planning and preparation
• training venue booking
• handouts, stationery, gear
• off peak scheduling
• Informs
• design, development, and facilitation
• learning guide
• training flow
• learning pace

This is what I have been doing so far since I was hired to conduct training at clients' offices, but this is like the official checklist.

Now on to Page 20 Unit 4.5 of the Learners Guide...

Engaging and Managing Stakeholders  (I call them customers)

• The flow: Identify Stakeholders > Establish the Engagement Plan > Keep to the plan > Include Checkpoints and Endpoints
• Identify Stakeholders

• Internal Stakeholders - The organization I work for.
• External Stakeholders - Clients and vendors. 
• HR Manager, Training Manager, Supervisor, Domain Experts, and workplace trainers. 
• Understand the environment and context. 
• Define their roles and responsibilities in the project. 
• Key information they require from me. 

• Establish the Engagement Plan 
• Determine the model of maintaining communications (can use multiple methods of communicating, for me it's mostly WhatsApp and email)
• How often
• personnel involved
• Expectations
• Updates
• Keep to the Plan
• Keep track of commitments. 
• Update even if there is nothing to update. 
• Have a rhythm of communication.  
• Two-way - report and ask for feedback
• Include Checkpoints and Endpoints (for long-running projects)
• Plan major checkpoints for reporting (KPIs). 
• Plan Endpoints of project stages. 

Note to self: Wow! Now I know what I have been doing so far is correct, but never knew it could be broken down to so many steps. They left out the quotation and invoicing steps though. 

Next, let's go to the Learners Guide page 22 of 74, number 4.6...

• Challenges to implementation of Workplace Learning
• Business Priorities
• Manpower Constraints
• Cost and availability of resources
• Availability of experienced personnel 
• Relationships at the workplace
• Attitudes towards learning
• Personal assumptions and preferences
• How to identify the pitfalls, obstacles, and challenges
• Conduct interviews with stakeholders
• Talk with the working personnel or supervisor
• Conduct surveys
• Analyze and Triangulate the information gathered above.  
• Resolve potential pitfalls, obstacles, and challenges

All that is good information, but I need a comprehensive checklist with all the questions inside ready for me to ask. 

Now, to page 27 number 4.7 in the learners guide.  

• Data Gathering Methods (see page 27 for details)
• Document review
• Interviews
• Focus Groups
• Surveys
• On-site observation 
• Choose a method based on the following...
• Level of Access to Controlled Documents
• Availability of resources, such as place, people, and time
• Participant understanding of the Profile data required
• Document all the information gathered in the Data Gathering Plan. 

OK. So what does a Data Gathering Plan look like? 

That's on page 32 number 4.8... 

Sample Data Gathering Plan.

Part 1: Organization Information and Learners Profile. 

Part 2:  List of Interview Questions for Supervisors. 

Part 3: Onsite Observation Checklist. 

Next is 4.9... 

Workplace Learning Methods

Out of several methods, we will focus on 2.

- Demonstration

- Coaching

More notes coming soon...