Table 3: Continuing education and training models and ways of supporting learning (from Phase 1) Preferred models of continuing Preferred ways of supporting learning in continuing education and training education and training Work-based experiences with direct 1. Individuals working alone (e.g., engaging with resources; guidance (e.g. shadowing, individual projects; tertiary/higher education studies) mentoring) 2. Dyads (e.g., expert—novice; peer-sharing; joint project; Opportunity-based learning mentoring; coaching; guided learning in the workplace) experiences (i.e. as work events 3. Facilitated/expert guided group processes, and as in teaching permit) (e.g., action learning; group facilitated discussion; learning Work-based experiences with circles) educational interventions (e.g. 4. Integration of the experiences delivered in practice and training + work-based practice) education settings (e.g., support provided before, during, and after educational and practice experiences) The four models (from Phase 2) Model 1: Wholly work-based experiences Learning in work, through the course of everyday work activities and interactions, is and can be a most effective form of responding to and generating the new experiences that underpin successful competence and skills development for work. Authenticity and self reliance are the central features of this form of learning that is about being fully immersed in the enactment of the practices of work. It does not presuppose status or expertise development, it does not preclude learning assistance and structured engagement and it does not limit to trial and error. Rather, learning through wholly work-based experiences is about being open to what is necessary and ‘doing’ what is enabled by the circumstances that define the work being undertaken. Such learning has immediate and ‘hands on’ qualities that can support enquiry of self, task and conditions and enable the kinds of feedback that support reflection and experimentation – none of which is assured outside the nature of the context and practices enacted. Such learning is based in the intentions of the worker as they ‘meet’ the changing opportunities and constraints of their practice. Brianna, an aged care worker, stated; “For this particular job, everything changes every day so … unless you're doing it on the job, there's no way of learning this position.” This ‘meeting’ may be of many kinds and qualities but it will take place and it will be the most common of the many activities and transactions that constitute the routine practice of work.
Table 3: Continuing education and training models and ways of supporting learning (from Phase 1) Preferred models of continuing education and training Preferred ways of supporting learning in continuing education and training Work-based experiences with direct guidance (e.g. shadowing, mentoring) Opportunity-based learning experiences (i.e. as work events permit) Work-based experiences with educational interventions (e.g. training + work-based practice) 1. Individuals working alone (e.g., engaging with resources; individual projects; tertiary/higher education studies) 2. Dyads (e.g., expert—novice; peer-sharing; joint project; mentoring; coaching; guided learning in the workplace) 3. Facilitated/expert guided group processes, and as in teaching (e.g., action learning; group facilitated discussion; learning circles) 4. Integration of the experiences delivered in practice and education settings (e.g., support provided before, during, and after educational and practice experiences) The four models (from Phase 2) Model 1: Wholly work-based experiences Learning in work, through the course of everyday work activities and interactions, is and can be a most effective form of responding to and generating the new experiences that underpin successful competence and skills development for work. Authenticity and self reliance are the central features of this form of learning that is about being fully immersed in the enactment of the practices of work. It does not presuppose status or expertise development, it does not preclude learning assistance and structured engagement and it does not limit to trial and error. Rather, learning through wholly work-based experiences is about being open to what is necessary and ‘doing’ what is enabled by the circumstances that define the work being undertaken. Such learning has immediate and ‘hands on’ qualities that can support enquiry of self, task and conditions and enable the kinds of feedback that support reflection and experimentation – none of which is assured outside the nature of the context and practices enacted. Such learning is based in the intentions of the worker as they ‘meet’ the changing opportunities and constraints of their practice. Brianna, an aged care worker, stated; “For this particular job, everything changes every day so … unless you're doing it on the job, there's no way of learning this position.” This ‘meeting’ may be of many kinds and qualities but it will take place and it will be the most common of the many activities and transactions that constitute the routine practice of work.