Supporting Learners in Work-based Learning Programs (AFL – CIO)

The Individual Support Model

In observing various work-based learning models in which our various affiliate unions participate, certain patterns emerge. One of the important lessons we have learned is that those work-based learning programs that take account of the individual learner’s situation and provide key supports throughout the process are those that experience the most success.

We cannot expect all learners in the workplace to thrive in a “one-size-fits-all” approach to work-based learning. Each learner has a different background and, therefore, a different starting point, based on his/her education, training, and language and literacy skills. Using good assessment mechanisms, we can determine different learning tracks for different learners. Although we may have the same end-goal in mind for all learners, we must allow different entry points and different schedules that recognize individual learner situations. Some may be on a short track, others on a longer track. The underlying goal, however, is that all should succeed.

Also, it is very clear that those work-based programs with the greatest success rates are those that provide for individual learner support and attention. This may be in the form of extra tutorials, peer support, test preparation sessions, or extra self-paced computer-assisted modules. Many unions have instituted Peer Learning Advocate programs whereby more experienced union members help their colleagues succeed. This helps build a level of comfort for the learner, a sense of teamwork and collegiality, and also provides the learner with mentor models.

A Supporting Business Culture is Also Required

Even the best designed work-based learning program will not have a positive affect on the workplace in question if there is not an underlying commitment among management, at all levels, to: 1) support such programs through release time for employees; 2) recognize increased skills with higher pay levels; and 3) allow employees to use newly acquired skills. In other words, management must not only talk the talk, they must walk the talk.

Laura Chenven
AFL – CIO Working for America Institute

http://www.workingforamerica.org

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