Work Based Learning and Development Practitioner

Facilitate learning in an occupational context utilising adult learning principles and techniques.

• Planning of resources and logistics is conducive for efficient and effective learning.
• Preparations for the facilitation of learning is aligned to adult learning principles and techniques.
• Barriers to learning are dealt with, in the delivery of the learning intervention.
• Past experience and prior learning is recognised during the delivery of the learning intervention.
• Guidance and support of learners enables them to define outcomes, clarify issues, manage expectations and identify learning paths and opportunities.
• The facilitation plan and process are adapted to meet contextual and learning dynamics.
• Active learning is facilitated according to contexts and learning styles, by drawing on appropriate learning methodologies.
• Facilitation is conducted in an organised manner that ensures the physical and psycho-social safety of the learners.
• Learner progress and effectiveness of the intervention is measured continuously and feedback is provided.
• The dynamics of the learner group are managed in accordance with contextual requirements.
• Stakeholder feedback is reflected upon and is used to inform areas of continuous personal development and improvement. o Ethical and professional practice is displayed when organisational procedures are followed.

Plan, implement and evaluate work-based learning interventions in an occupational context.

• Work based learning opportunities in work processes, are identified and aligned with learning outcomes required from the learners (including, but not limited to interns, students, mentees, coaches, employees, and apprentices).
• Work based learning is integrated with work processes through collaboration with stakeholders, to ensure minimal disruption.
• Learning is formulated as specific learning activities and associated targets and standards through a facilitated, collaborative process.
• Learner performance is evaluated and decisions on further development are made in accordance with evaluation reports.
• Learning evidence collection methods, tools and instruments are selected to meet contextual requirements.
• Documentation and records are completed and maintained in accordance with quality management system requirements.
• Interactive coaching sessions are structured, the delivery monitored and feedback evaluated.
• Planning of resources and logistics is conducive to efficient and effective learning.
• Facilitation of learning is aligned to adult learning principles and techniques.
• Barriers to learning are dealt with, in the delivery of the learning intervention.