development and application of learn and work assignments (lwas)

DEVELOPMENT AND APPLICATION OF LWAs

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DEVELOPMENT AND APPLICATION OF LEARN AND WORK ASSIGNMENTS (LWAs)

Self-Reliant Learning

The excessive pace of technology change and increasing complexity at the workplace

require that employees continuously learn new job skills. In today’s learning organizations,

work and learning are integrated. Large companies may afford to provide formal training to

their employees but the new competencies required at work are changing at a pace that

makes it difficult for conventional classroom training to keep up. Learning has to take place

when it is actually needed so that it can be applied immediately.

The use of self-reliant learning in organizations presents the potential of a more cost-

effective approach to training. Self-reliant learning has the potential to complement a great

deal of formal training, enabling organizations to stretch their training budgets to meet their

ever-growing training needs.

Self-reliant learning is learning that takes place, without a teacher or mentor, where

the learner performs his or her needs analysis, sets goals, identifies resources, plans and

executes the learning exercise and assesses the learning outcomes. In self-reliant learning,

the learners determine the objectives, select the means and evaluate the ends of their

learning experiences.

Learn and Work Assignments

Learn and Work assignments (LWAs) are instructional tools to foster self-reliant

learning and teamwork. They are closely related to assignments for workers at the

workplace or they are real assignments from a specific workplace. For example apprentices

produce real work pieces, design circuits that can be found in the company’s shop-floor or

perform standard service based on job card instructions. The activities carried out in

completing LWAs are those typical of an occupation, including social and organizational

aspects as well as the specialized technical skills. LWAs can be designed for individual work

In self-reliant learning, the learners determine the objectives, select the means and evaluate the ends of their learning experiences.


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The Steps of the

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as well as teamwork.

The workplace assignments are adapted for the learning process by formulating

guiding questions, hints and instructions to guide the apprentices through each step of the

complete action cycle. These questions also provide a focus for the underpinning theories of

the practical work assignments. Thus theoretical knowledge of facts is covered when

required in the practical part of the work (on-demand learning).

Thus, as the name implies, LWAs combine and integrate the learning and working

environments.

The Complete Action Cycle

LWAs integrate the actual workplace related assignments with the steps of the

complete action cycle comprising of setting goal, planning, decision making, executing and

monitoring, and evaluating.

Apprentices are guided by the guiding questions and hints in the LWAs in going

through these steps while solving the assignments. They have to set specific objectives,

design their own work plan, decide on the best method, monitor their own progress and

evaluate the course of action and its results. Thus, they are practicing self-reliant learning

while solving the assignments.

The stages of the complete action cycle are shown in Table 1.


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TABLE 1: STAGES OF THE COMPLETE ACTION CYCLE IN LWA

Stage Apprentices’ Activities Objectives Types of guiding questions/hints

1. Setting Goal

Developing and setting out objectives for the assignment. Compiling information to resolve the assignment

• Active participation in setting sub-goals and specific objectives of a problem or task rouses the interest of the learners and makes them get involved more.

• Fostering the ability to know where and when to look for information.

What needs to be done? What purpose does the assignment serve?

2. Planning

Planning process for the work plan. Tasks are assigned to members of the group. The group is fully responsible for all activities.

• Fostering the ability to plan the procedure autonomously with respect to contents, the methodology and division of labour.

How to go about it? What operations or steps are required? By what means can the task be carried out? Why does it have to be done in this way and no other way? Where can the task be carried out? How long does it take to solve the task?

3. Decision Making

The group members develop their own strategies for solving the problem and make decisions (almost always in prior agreement with the instructor) about which strategies to pursue.

• Fostering social competences related to teamwork and negotiation

Specific procedure/solution of task Justification for selecting method, materials, etc.


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Stage Apprentices’ Activities Objectives Types of guiding questions/hints

4. Executing and Monitoring

Each member implements his/her task according to plan or work-allocation schedule that is based on partial results. Self-control by apprentices. Possibility of identifying one’s own mistakes and, if possible, of correcting such mistakes

• Allowing for actual autonomous, creative and responsible action.

• Fostering technical, methodological, learning, human and social competences.

• Learning how to evaluate better the quality of one’s own work.

• Fostering the ability for reflective and critical self-assessment.

Is there a need to change plan? What are the critical steps? What safety/preventive measures are taken? What actions are taken to troubleshoot?

5. Evaluating

Combined monitoring (coach/nstructor and apprentices), discussion and assessment of project results. Theoretical consolidation of the results

• Assessment of the learning experience.

• Awareness for interdependencies between specialized theory and practice.

• Identification of intersections with other learning contents.

Does the work fulfill quality requirements and if so, up to what point? (self-assessment/external evaluation) How can the work be improved? What are the important learning experiences?

Note: In all the stages in the complete action cycle, the role of the instructor or coach is as a facilitator. Activities of the instructor/coach include giving mini lectures, short demonstrations, preparing tasks for reinforcement or improvement, advising, guiding, counseling, providing references or be just a role model.


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Role of Coach or Instructor

In all stages of the complete action cycle, the role of the coach or instructor is as a

facilitator or an adviser. The apprentices process the entire LWAs, guided by the questions,

hints and instructions. Even the quality inspections of the product or work are carried out

independently by the apprentices during the working process. Discussion and evaluation by

the coach or instructor is done at progressive intervals to facilitate reflection on the learning

process and provide feedback to the apprentices. The coach or instructor steps down from

being a sage on the stage to become a guide by the side.

Levels of LWAs

LWAs are classified according to the complexity and difficulty level into three

categories, namely Closed LWAs, Open LWAs and Open, Innovative LWAs.

Closed LWAs consist of routine activities and the guiding questions and hints are

more specific to provide structured guidance to the apprentices. They are given at the early

stage of the training.

Open LWAs are more complex LWAs which may require apprentices to identify

alternative ways to solve their assignments. Apprentices are also provided with general and

less guiding questions and hints as compared to closed LWAs.

Open, innovative assignments require apprentices to do feasibility study, seek

alternative, innovative solutions often through a teamwork approach and to establish

decision-making and evaluation criteria by themselves.

Planning

Setting Goal

Decision Making Executing & Monitoring

Evaluating

The coach or instructor steps down

from being a sage on the stage to

become a guide by the side.


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“OPEN, INNOVATIVE” Learn and Work Assignments (OILWAs) Organisation-based on-the-job training styled assignments

“OPEN” Learn and Work Assignments (OLWAs)

OLWA have some general guiding questions & hints

“CLOSED” Learn and Work Assignments (CLWAs) CLWAs contain detailed guiding questions and hints LL

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Levels of Learn and Work Assignments

Collaboration between Coach (Workplace) and Instructors (Training Institute)

For successful implementation of the NDTS, close collaboration between the in-

company coaches and instructors of training institutes is necessary and very important.

Collaboration between the two parties can occur in many areas and the development of

LWAs is one of the most important one.

In-company coaches provide the inputs

regarding the actual workplace assignments

and together with the instructors can formulate

the guiding questions and hints for the LWAs.

The coaches can focus more on the practical and

workplace requirements while the instructors can

focus on the underpinning theories of the practical

work.

Some LWAs can be carried out completely

either at the workplace or at the training institutes.

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Coaches and instructors collaborate to develop the LWAs.


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Some LWAs can be designed in such a way that certain parts are completed at the

workplace and the other sections at the training institutes. For example, the apprentices

design their work plan at the training institute, execute the work plan at the workplace and

evaluate their results with both their coach and instructor.


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STEPS IN DESIGNING LWAs

1. Choose a suitable assignment in your particular specialization or a typical

work activity at the workplace. Write a clear description for the assignment.

Guidelines

• Identify work assignments or tasks that suit the abilities and level of the apprentices.

• Assignments at an early stage consist mainly of routine activities which occur in

almost all work orders. Assignments at a later stage include skills required at a

previous stage plus additional and new ones.

• The degree of difficulty gradually increases from one assignment to the next.

• Compare the assignments with the requirements of the NOCC, particularly the Core

Work Process, Core Competencies and Learning Objectives.

• Check whether the assignment requires the steps of the complete action cycle

(setting goal, planning, decision making, executing and monitoring and evaluating).

An assignment which does not have these five steps may be too simple.

• Include customers and manufacturer’s specifications. Specify regulations,

environmental requirements and other necessary information.

• Set an appropriate duration.

• State the type of learn and work organization (individual, partnership or team work).

• The description should be brief and clear. The full description may be written after

the whole assignment has been designed.

2. Set up a matrix consisting of four columns (the fourth column wider than the

others).

Guidelines

• LWAs can be developed individually or in a team.

• The purpose of the design matrix is to assist the coach or instructor in the formulation

of instructions, guiding questions and hints. By using this matrix, the coach or

instructor will be able to get an overview of the whole assignment as well as how the

work activities fit into the complete action cycle.

• Write the titles at the top of the columns as shown in the table below:


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Activities carried out

to complete the

assignment

(Steps done by a

skilled worker)

Learning

Objectives

Information

Source

Instructions, Guiding questions

and Hints

3. Fill in the first column by writing the steps that will be done by an expert

worker.

Guidelines

• Consider that the worker has to do the five steps of a complete action.

• Write the steps in details, including the contents of work, tools used, procedures and

requirements to be met by work performed.

• These steps are those which will be done by an expert worker and not the

apprentices. They are written down to assist the coach when he/she is writing the

questions and hints for the assignment.

4. Write down the learning objectives/outcomes to be achieved for each step.

Guidelines

• Consider the stage of the learning process and the performance level of the

apprentices.

• Ask yourselves: What do I intend to teach the apprentices? Which objectives should

they achieve with their learning and work activities? Refer to Training Contents

Outline of the NDTS curriculum.

• Write the objectives for each step if possible.

• Consider the taxonomy of educational objectives for the three domains: cognitive,

affective and psychomotor.

• You may also think in terms of knowledge, skill and attitude to be acquired or

developed.

• Since the NDTS aims at developing the k-worker competencies, consider technical

competencies, learning and methodological competencies, and human and social

competencies.


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• Apart from the technical competencies, the work process requires the ability of

working in teams, common planning, decision making, monitoring and evaluating,

effective communication skills, mutual responsibility and learning skills.

K-WORKER COMPETENCIES

Technical Competence

Learning Competence

Methodological Competence

Social Competence

• Assure quality

• Select procedures, tools or resources

• Apply rules and procedures

• Apply appropriate skills and technology

• Conform to standards and regulations

• Differentiate between important and unimportant things

• Transfer knowledge and methods

• Be motivated to learn

• Transfer skills already learnt to new problems

• Apply learning techniques

• Select work procedures

• Work in a goal oriented manner

• Determine time frames for executing tasks

• Find and evaluate alternatives

• Change plans flexibly where necessary

• Draw conclusions

• Adapt flexibly to new situations

• Share responsibility

• Recognise problems and contribute to their solutions

• Accept different view points

• Actively take part in team work

• Proceed in a manner based on the division of labour

• Exercise self control

Source: P. Gerds, 2000

• Technical competence comprises of knowledge and skills regarding work techniques, tools, materials, fault analysis, quality assurance, conformity to standards and regulations.

• Social competence promotes development of character, social integration, awareness of ecological and safety considerations, responsibility and accountability.

• Learning and methodological competences are linked with the other competences regarding responsibility for further training (lifelong learning), ability to learn independently and in a team, ability to solve complex problems, ability to plan,

execute and monitor activities by applying various techniques.


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5. Write down the information sources in the third column.

Guidelines

• In trainee centred teaching, the coach/instrucotr is no longer the master who gives all

the information.

• In modern teaching the idea is to allow the apprentices to learn as much as possible

by themselves.

• The coach/instructor gives hints and makes them aware of information sources.

• Information sources may include reference books, training manuals, tables, internet,

multi-media resources, reports, etc.

6. Formulate the guiding questions and hints.

Guidelines

• Put yourselves into the apprentices’ position or mindset. Go through the mental

processes which could take place in their mind. You may have to answer the

following questions:

� What prerequisite knowledge do they need to complete the assignment?

� What are the possible sources of information?

� How can the guiding questions motivate the apprentices to think in advance

before making decisions or executing the actions?

� How can the apprentices be guided towards obtaining the knowledge for the

execution of the assignment?

� How can the apprentices be motivated to monitor themselves?

• The guiding questions or hints should always be clear and unambiguous, but not too

easy.

• It is pointless to set questions which only require the apprentices to copy what is

stated in their reference material.

• The questions should help them to understand the problems presented by the

assignment.

• Guiding questions can ask for acquired knowledge or information by asking the

apprentices to write in the spaces provided in the assignment sheet. This is give the

coach feedback on the learning stage of the apprentices.

• Guiding questions should not be confused with examination questions: they are not

supposed to test knowledge but instead ensure that the apprentices know or have

found out all they need to know in order to deal with the assignment professionally.


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• Guiding questions may include terms which are unfamiliar to the apprentices.

Additional questions and hints should be set to help the apprentices find out what

these new terms mean.

• The formulation of guiding questions or hints must be related to a certain step of the

action which was formulated in the first column and corresponds with the previously

determined learning objectives in the second column.

7. Prepare the assignment sheet.

Guidelines

• For the assignment sheet, extract the following information from the design matrix

(copy and paste):

� Description of the task

� Duration, level and type of collaboration

� Guiding questions, Hints and Instructions of Column 4

� Information sources from Column 3

• Read through the assignment sheet and modify the guiding questions, hints and

instructions if necessary.

8. Prepare the assessment sheet.

Guidelines

• The main function of the assessment sheets is to provide the opportunity for the

apprentices to judge and assess their activities (individual or team) and the results of

their learning and work processes.

• The apprentices use the assessment sheet to monitor their own work at every stage

of the complete action model. The coach and instructor will also assess the

apprentices. A discussion and feedback session is held after the completion of the

assignment.

• Assessment sheets cover technical competence, human and social competence,

learning and methodological competence.

• Assessment sheets can be designed using a combination of different assessment

instruments such as checklists, rating scales and rubrics with the predetermined

areas for assessment.

• Examples of assessment instruments are given below.

9. A complete set of LWA consists of the design matrix, assignment sheet and

assessment sheet. Apprentices will be given the assignment and assessment

sheets.


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EXAMPLES OF ASSESSMENT INSTRUMENTS

Checklist Example 1 The checklist in this example contains criteria listed in order that it will be most

convenient to be checked. Essential criteria are denoted by squares and desirable

criteria by circles.

Assignment:

Make a 450g tankard with a satin finish using appropriate tools. The objective of this

assignment is to assess whether you have reached a basic standard in casting, soldering,

turning and fitting.

Duration: 2 hours

Marking scheme:

Each point below should be marked with a tick if it is satisfactory and a cross if it is not

satisfactory.

To pass, all the square boxes and 50% of the circles must be ticked.

Tankard finished in not more than two hours.

Weight of tankard 450g ± 7 g

Body of tankard and soldered seams free from any

holes

Working area neat and tidy

Used tools effectively

Etc


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Rating Scale

Example 2 In this assignment, the assessment criteria are clustered into a few main areas. Each area is

further detailed and weightage is allocated to each area depending on their relative

importance. One column is for the apprentice to assess his/her own work and another

column for the coach or instructor to assess the apprentice’s work.

Assignment:

You are given a vehicle with problem in the engine components/parts.

Carry out diagnostic procedures to identify repair work according to manufacturer’s

specifications and procedure.

Prepare a presentation and documentation on your assignment.

Rate the following areas on a scale of 10. 10 Excellent 8 Good 7 Satisfactory 5 Average 3 Below Average 0 Fail

Areas for Assessment

Details Weightage

(%) Apprentice Coach/Instructor

Safety at workplace Safety Adherence to safety rules

and regulations

Computer Skills (Software)

Application of vehicle circuit diagram

Usage of Tools and equipment

Diagnostic Skills

Technical Competencies

(Practical)

Rectifying Skills

Computer Knowledge

Knowledge of Automotive Fundamental related to assignment

Knowledge of electrical symbol and circuit diagram

Knowledge of vehicle components layout

Technical Competencies

(Theory)

Knowledge of special tools and equipment handling


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Planning

Logical sequence of work

Time management

Housekeeping

Presentation Skills

Assignment Administration

Documentation

Neatness

Accuracy

Completeness

Quality & Functionality

Functionality

Rubrics

A rubric is a scoring guide that can be used to evaluate apprentices’ performance based on a

set of predetermined criteria. The sum of the points or marks given to the set of criteria will

be used as the overall mark. A rubric form is usually designed based on a matrix layout,

where there are rows and columns. These rows and columns represent the criteria and

description of the standard of achievement for each criterion.

Example 3

This example is part of a marking scheme of a presentation. One of the areas is

“Explanation” and this table shows the rubric of the rating scale for this area.

RATING SCALE WITH RUBRIC

2. EXPLANATION

weightage

1

Apprentice

Coach/Instructor

a. The explanations were well structured and clear b. The explanations were adequately presented c. The explanations were satisfactory d. The explanations were not very clear

8 9 10 5 6 7 2 3 4 0 1

8 9 10 5 6 7 2 3 4

0 1


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Example 4

This rubric is used to assess students’ performance in designing a simple machine in a

physics class.

AREAS FOR

ASSESSMENT

DEVELOPING

1 -2

IN PROGRESS

3 -5

MEETS EXPECTATIONS

6 - 8

EXCEEDS EXPECTATIONS

9 - 10

Carried Out Plan

Lacked a plan; not complete

Completed with frequent assistance

Completed with little help

Followed through well; self-motivated

Creativity

Used others ideas

Typical looking machine

Creative, added more than the typical looking groups machine

Unique ideas; novel; fresh

Effort/task commitment

Resistant

Inadequate for task

Appropriate effort and time on task

Extensive effort; uses time well

Group Cooperation

Inappropriate; resistant

Appropriate cooperation

Listens well; help others; shares

Encourages and redirects others back to task

Integration of knowledge of Simple Machines

Unable to apply skills

Uses information and skills in only one subject area

Uses information and skills in several subject areas

Consistently integrates information and skills

Problem Solving

Inappropriate solution

Incomplete or flawed

Appropriate process application, and analysis

Higher level solution; innovative; synthesizes

Time Management

Did not complete Task

Needed frequent assistance

Used Time appropriately

Mature management

Resources

Inappropriate

A few resources used appropriately

Appropriate in number, kind, and use

Extensive and varied; uses technology


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SUMMARY OF THE STEPS FOR LWA DEVELOPMENT

STEP 8 Prepare the assessment sheet.

STEP 7 Prepare the assignment sheet. Include the description of the assignment, the information sources and the guiding questions, instructions and hints from the fourth column of the Design Matrix.

STEP 6 Write guiding questions, instructions and hints corresponding to the activities in the first column and the learning objectives in the second column.

STEP 5 List information sources in the third column.

STEP 4 Write the learning objectives corresponding to the activities listed in the first column. Refer to the NDTS curriculum for these objectives which cover the k-worker competencies.

STEP 3 List the activities of the assignment in the first column by assigning them to the complete action cycle (Setting Goal, Planning, Decision Making, Executing and Monitoring, Evaluating)

STEP 2 Set up the LWA Design Matrix with the four columns: Activities carried out by a skilled worker, Learning Objectives, Information Sources and Guiding Questions, Instructions and Hints

STEP 1

Identify and describe a workplace assignment related to the NDTS curriculum. For the training institute, the assignment is modified to suit the learning environment. State the specifications, duration and type of collaboration (individual, pair work or teamwork)


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USING LWAs IN TRAINING APPRENTICES LWAs are used in training is to foster self-reliant learning and teamwork among the

apprentices. This, however, does not mean that training by other methods is obsolete. The

LWAs which are based on actual work assignments form the “anchor” for the teaching and

learning process. In order to solve these assignments, apprentices need to understand the

underpinning theories, acquire the relevant technical skills and apply problem solving skills.

Mastery of technical skills also requires practice. Thus, coaches and instructors will also

have to apply other appropriate methods and techniques in the teaching and learning

process. These methods and techniques include demonstration, simulation, workshop

practice, interactive lectures, discussion and problem-based learning. All these methods are

integrated into a teaching and learning process which is predominantly trainee-centred.

Guidelines for assisting the apprentices to become self-reliant include:

• Sequence the LWAs (activities follow a logical order) based on the developmental

and ability level of the apprentices (moving from simple to more complex tasks and

building on prior learning).

• Relate assignments to the other activities so that apprentices have a holistic

perspective of the assignment they are solving.

• Allow the apprentices to solve the assignments on their own as much as possible.

• Provide hints on effective problem solving techniques

• Provide guidance when apprentices request for assistance when they encounter

problems

• Review and confirm work results together with the apprentices

• Learning should occur in a way that encourages ongoing, self-organized learning and

includes a balance of action, reflection, and application

Thus, learning involves independent activities requiring apprentices’ initiative and

responsibility, as well as supportive coaching, advice, and demonstration by experienced

workers, coaches and instructors.

One important aspect of the LWAs is the practice of self and peer assessment.

Coaches and instructors should encourage the apprentices to monitor and assess their own

and peer’s work critically and honestly. Initially the apprentices may not be able to assess

their work objectively but with practice and guidance from the coaches and instructors, they

should eventually acquire the self-monitoring and assessing skills.

Coaches and instructors can use the Action Plan in Table 2 to assist them in planning

their training sessions using the LWAs. The Action Plan is a document that

• States the learning objectives of the LWA


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• Describes the apprentices’, instructor’s and coach’s activities

• Estimates the expected duration of each stage of the LWA

• Identifies appropriate training or teaching methods and techniques to complement the

LWA

• States follow-up activities of the LWA

INTEGRATION OF K-WORKER OCCUPATIONAL COMPETENCES

In solving the LWAs, apprentices do not only develop technical competence (skills

and knowledge) but also learning and methodological competence as well as social and

human competence.

The guiding questions, hints and instructions guide apprentices in problem solving,

searching and organizing information, planning workflow, setting timeline and delegating

workload.

Teamwork is an important part of LWAs. Apprentices will learn how to appreciate

each other’s strengths and ways of solving assignments. They must learn to accept different

viewpoints and solve conflicts professionally. To ensure efficient teamwork, a learning

contract or agreement can be drawn up before work commences. A learning contract states

the terms for working together in an assignment. These terms have to be agreed upon and

abide by all members of a team.

DESIGNING SPECIFIC LWAs FROM MASTER LWAs The Master LWA of each Core Work Process (CWP) has been developed based on

the CWP as a whole. The assignments given cover all the core competencies (CC). Thus

these assignments have a wide scope and require apprentices to carry out complex work

processes.

Depending on the level of the apprentices, availability of work assignments and

resources, coaches and instructors can design a few specific LWAs based on the Master

LWA. These specific LWAs may only cover a limited number of core competencies.

Apprentices can start off with these simpler LWAs before carrying out the Master LWA.

The diagram below illustrates this point.


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Specific

Assignments Sets of Specific

Assignments

Master LWA

Work Activities

Checking oil in the engine

Checking the quality and the tension of the main belt

Checking the adjustment of the headlights

Checking the lubrication of the wheel suspension

Servicing the engine

Servicing the wheel suspension

Servicing the car


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TABLE 2: ACTION PLAN FOR LWA

TRAINING OCCUPATION TYPE OF COLLABORATION

SEMESTER VENUE DURATION ASSIGNMENT

REFERENCES

INTRODUCTION LEARNING

OBJECTIVES APPRENTICES’

ACTIVITIES INSTRUCTOR/

COACH’S ACTIVITIES DURATION

AVA/EQUIPMENT/ RESOURCES

DEVELOPMENT LEARNING

OBJECTIVES APPRENTICES‘ACTIVITIES

INSTRUCTOR/ COACH’S ACTIVITIES

DURATION AVA/EQUIPMENT/

RESOURCES SETTING GOAL

PLANNING

DECISION MAKING

EXECUTING & MONITORING

EVALUATING

CONCLUSION LEARNING OBJECTIVES

APPRENTICES’ ACTIVITIES

INSTRUCTOR/ COACH’S ACTIVITIES

DURATION AVA/EQUIPMENT/ RESOURCES


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development and application of learn and work assignments (lwas)

Education

learning process

work assignments lwas

learning experiences

learning exercise

learning outcomes

demand learning

use of selfreliant learning

complete action cycle