Project 2: COACH A COLLEAGUE - PLANNED LEARNING AT WORK

Project 2: COACH A COLLEAGUE - PLANNED LEARNING AT WORK Cover Sheet for Projects

TAE40110 Certificate IV in Training and Assessment

Unit Code / Unit Title / Core or Elective
TAEDES402A / Use training packages and accredited courses to meet client needs / C
TAEDES401A / Design and develop learning programs / C
TAEDEL401A / Plan, organise and deliver group-based learning / C
TAEDEL402A / Plan, organise and facilitate learning in the workplace / C
TAEDEL301A / Provide work skill instruction / E
BSBCMM401A / Make a presentation / E
TAEASS401A / Plan assessment activities and processes / C
TAEASS402A / Assess competence / C
TAEASS403A / Participate in assessment validation / C
TAETAS401A / Maintain training and assessment information / E
Student’s name:
Telephone: (BH) (AH) Mobile
Email:
“I understand the plagiarism policy and declare that this is my own work.”
Due date: / Signed:
Project Number

Submit by either:

Posting to: / Teacher Name
Victoria University Whitehall Campus
PO Box 14428 MELBOURNE VIC 8001
Emailing to: /

Please Note:

·  Always keep a copy of the work you submit – including all attachments. Do not send your only copy

·  Name, number and date all pages

Project 2: COACH A COLLEAGUE - PLANNED LEARNING AT WORK / Documents to hand in
A.  Write a work-based learning plan for one of your colleagues in this program and include a one-on-one skill based coaching session into the plan.
To do the coaching session you will work in a small group where you are the coach, a colleague is your learner and another colleague observes the session and writes feedback for you. After the session each small group will review the session from the different perspectives.
You will need to:
i.  discuss the learning needs with your colleague so you can plan specifically for their needs
ii.  identify one or more achievable outcomes for the session
and prepare:
i.  an instructional design
ii.  a coaching plan
iii.  resources, as relevant to your session
iv.  an activity to check learning
v.  your work space on the day
B.  Coach your colleague on the skill you have identified from the needs analysis and plan, above.
You will need to ensure your session includes:
×  demonstration and instruction on the skill
×  learner practice with your guidance and support
×  demonstration of your effective interpersonal and communication skills / A. Work-based learning plan template (similar in construct to Instructional design so some repeating will occur)
Coaching plan
Resources (as applicable)
Some form of assessment
Record(s) of the result
B. Checklist from your observer
C.  In a group of three, write a work-based learning plan for a ‘typical’ learner or small group that you are likely to need to train on-the-job in the future. / Work-based learning plan template 2 (one per group)

Enclosed below are

1.  WORK-BASED LEARNING PLAN TEMPLATE 1 PART A

2.  COACHING PLAN template PART A

3.  COACHING SESSION – Observation checklist PART B

4.  COACHING SESSION – Fast Four Feedback Protocol PART B

5.  Develop a workplace learning pathway PART C

6.  COACHING SESSION – Record keeping (For Project 8 )

WORK-BASED LEARNING PLAN TEMPLATE 1 ~ W W W W W H

Criteria / Write your information here
Learner's name(s) and summary of their learning characteristics
What do they need to learn? What is the learning goal? (Use SMART to guide you to write a goal).
What are the learning outcomes? [use SMART to guide you to write 2-3 outcomes
What activities will you include in the learning process? Ensure you include at least one coaching session.
What organisational considerations are there? (e.g. OHS, .equipment, permission, time off work, other)
Why do they need to learn this? How will they use the new skills / knowledge? [Summary analysis of their work practices).
When is the timeline for this plan? i.e. start/finish
How will you teach them
How and when will you monitor your learner's progress?
How will you evaluate the effectiveness of your approaches? Assessment?
Any others you choose to add

COACHING PLAN template

COACH: . LEARNER: .

DATE:

Fill in TEMPLATE with as much detail as you can to describe the lesson

Summarise (eg. bullet point) what you will say and do AND what the learner will be doing / Resources
Introduction / GLOSSS
Get the learners attention, interest and involvement
Link with things the learners may already know or have experienced
Outcomes of the session. Describe the learning outcomes.
Structure of the Lesson is outlined to participants
Safety issues identified and strategies in place; housekeeping.
Stimulate motivation
(Note Safety Housekeeping may be addressed first) / e.g. List of topics
Body / EAST
Explain –what the learner will do
Activity – let the learner do the activity/task
Summarise what they have learned /done
Test – their knowledge /skill etc / e.g. YouTube video
Handout sheet
Conclusion / OFF
Outcomes are reviewed. Summarise how the Lesson delivered the learning outcomes
Feedback: Provide to your learners to encourage & motivate (positive & constructive)
Receive feedback (verbally and written format)
Future outcomes and links to future sessions / e.g. Question and answer sheet

COACHING SESSION – Observation checklist (return to COACH once filled in)

COACH: LEARNER:

Examples – tick as observed/heard. Write comment(s) as applicable / ü
Introduction / ×  Overview of what’s going to happen
×  Aim/goal/outcome expressed
×  Establish relationship
-  voice tone, body language, eye contact / × 
Body / Coaching
×  instruction and demonstration
×  maintain relationship
-  voice tone, body language, eye contact, welcoming, encouraging
Checking learner progress through practice
×  observing
×  feedback acknowledgements and encouragement
Responding to learner needs...
×  correcting
×  change coaching approach
×  change communication and interpersonal skills
-  tone, body language, questioning
×  change pace
×  increase or decrease difficulty
Conclusion / Summarise learning
×  recap
×  wrap up/close the session
×  follow up (if relevant) / × 
Constructive feedback:
I liked the way you...
I Learned
I learned (from your lesson) about ...
I’d Change
(Suggestion for improvement) I suggest that ...
OBSERVER: DATE:

COACHING SESSION – Fast Four Feedback Protocol

Four steps in Four minutes

1: Coach self assesses (1 min)

Observer and Learner listen only

What are two things you did well? How could you tell?

What, if anything would you do differently? Why?

2: Learner gives feedback (1 min)

Observer and Coach listen only

What did the coach do/say that helped? Why?

What change, if any, would have helped? Why?

If the coach said something they did wasn’t good, is that right?

What is your perspective?

Offer one tip for improvement, if relevant.

3: Observer gives feedback (1 min)

Learner and Coach listen only

Refer to the observation checklist to offer one or two

specific items of positive feedback that may match or

differ from the coach’s perspective.

If the coach said something they did wasn’t good,

what is your perspective on that?

Offer one tip for improvement, if relevant.

4: Coach’s last words (30 secs)

Observer and Learner listen only

What did you learn from the feedback?

What improvement(s), if any,
would you make in the future? Why?

Project 2 A&B&C Coach a Colleague WkplceLearnPath(your name).docx Page 6 of 8

Activity: Develop a workplace learning pathway

Part C DEVELOP A WORKPLACE LEARNING PATHWAY

.

Introduction

The aim of this activity is to develop a workplace learning pathway for an individual. In a group of three, write a work-based learning plan for a ‘typical’ learner or small group that you are likely to need to train on-the-job in the future NOTE this can be for an actual training situation in your workplace or your colleague in the classroom

Instructions

1. Identify the context (the workplace) and the person to be trained (may be real or fictional).

2. Identify the task(s) to be trained (see ideas below).

3. Consider issues associated with workplace learning (it will help if you base this activity on a real workplace—e.g. the workplace of one member of your group).

4. Develop a simple workplace learning pathway for your target learner. Document your learning pathway using the space provided below.

Ideas for workplace tasks to be trained

● How to perform particular functions using a particular computer software (e.g. Microsoft Word, PowerPoint, Access or Excel)

● How to deliver a presentation or lesson pitch to a class, student or other

● How to handle students, work with a group / individuals

● how to operate a particular piece of equipment (e.g. A data show, electronic whiteboard, visualiser, flip chart, Handouts-activity sheets, Pictorial Case study)

● how to produce a lesson plan, learning program or demonstration

● how to use the internet in your teaching

● how to .

continued

Workplace learning pathway
Type of workplace
(e.g. factory, corporation, etc)
Learner
(position held and presumed existing skills/knowledge)
Workplace Learning Pathway
Stage / Activities / Location / Personnel
What will happen?
1:1 coaching, self-paced learning, on-the-job practice, etc. / Where will this stage of learning take place? / Who is involved?

Adapted from from Version 2.0 © 2010 Blackwater Projects · www.blackwaterprojects.com.au Page 8 of 8