Embedding LLN in an on-job work environment

Workshop outcomes• Increased awareness of what good practice

looks like when embedding LLN in on-job learning

• Identification of key guidelines to be followed when writing on-job modules

• Increased ability to identify different learning opportunities within a workplace environment

Step 1Step 2Step 3Step 4Step 5Step 6

The steps

Knowing the Trainee

Literacy Numeracy Writing0

1

2

3

4

5

6

Trainee Step Profile No. 1

Literacy Numeracy Writing0

1

2

3

4

5

6

Trainee Step Profile No. 2

Knowing the Trainee

Literacy Numeracy Writing0

1

2

3

4

5

6

Trainee Step Profile No. 3

Knowing the Trainee

The three knowings

Knowing the

trainee

Knowing the

demands

Knowing what to

do

Knowing the demands

• What literacy/numeracy skills do trainees need to complete a unit standard?

• What literacy/numeracy skills do trainees need to perform at work?

Reading With Understanding Progressions

• Decoding – Translating written words into the sounds of spoken words (often silently)

• Vocabulary – The meanings of the words

• Language and text features – Language features and grammar

• Comprehension– A range of comprehension strategies

• Read critically – Critical awareness of who wrote a text and for whom, why the text was written

and inferences

Questions

Candidate Name:

Date Completed:

Questions and Answers Record of Competence

Written by (circle): Candidate / Assessor

1. Who is responsible for providing and maintaining a safe working environment?

Employer OR Employee

2. Who is responsible for providing safe equipment and machinery?

Employer OR Employee

3. Who is responsible for reporting any hazards and unsafe equipment? (Tick only one box)

Employer OR Employee

Note: Employers are responsible for identifying hazards and advising staff of the hazard and control, plus reporting incidents / accidents to DoL (not Hazards).

4. Who is responsible for providing PPE?

Employer OR Employee

0

Decoding:Step 4

Vocabulary:Step 3

Language & text features:Step 2Comprehension:Step 2 (bordering 3)

Read critically:Step 3-4

Mapping text

Do they match?

Knowing the

learner

Knowing the

demands

Scaffolding• How can you lower the ln demands to make content more accessible?• How can you raise the ln demands to challenge learners?

Job task demands

Do they match?

Knowing the

learner

Knowing the

demands

Scaffolding and on-job learning• How can you lower the ln demands to make content more accessible?• How can you raise the ln demands to challenge learners?

Examples of embedded workplace resources

• Email template• Ratio conversion table• Hazard assessment dial

• 50/50 technical vs LN objectives• Reinforcing learning through acceptance of the resource in the workplace

environment• Buy in important from wider business (role models of the resource)

Checklist for embedded workplace resources

• Planning• Layout/accessibility• Workplace context

Descriptor bank:

http://elearning.workbase.org.nz/course/view.php?id=12username=guest

Resource layout = accessibility

Workplace guidelineswww.skillshighway.co.nz

ITO guidelineswww.itf.org.nz

On-job opportunities

Person Resources Workplace Community

Trainee

ITO Account Manager

Supervisor

Manager

Workplace Assessor

Trainer

Mentor

Review outcomesWorkshop 3: Embedding LLN in an on-jobwork environment

• Increased awareness of what good practice looks like when embedding LLN in on-job learning

• Identification of key guidelines to be followed when writing on-job modules

• Increased ability to identify different learning opportunities within a workplace environment