Support materials Ch 4

Chapter review and discussion questions: Guidelines

Please note that the answers provided here are guidelines only and not full answers.

1. What are the benefits of adopting a learner-centred approach to occupational/work-based

learning design?

See Stage 7

A learner-centred approach generally leads to a more positive attitude towards what is being
learnt, which improves learners’ motivation to learn. It also leads to understanding at a deeper
level and, therefore, new knowledge is retained better.

2. Why is it important to formulate accurate and appropriate learning outcomes? What are the
characteristics of well-formulated learning outcomes?

See the relevant section in the chapter

Formulating the learning outcomes is based on the identified needs and required knowledge,
skills and work experience for performing the occupational or job tasks and responsibilities
competently at a particular educational/cognitive (NQF level). Learning outcomes form the basis
of the design of the learning programme, learning activities and assessments.

3. Explain the ten stages of outcomes-based work-based learning design.

See the relevant section in the chapter

Students should be able to name and briefly describe each step as indicated below.

Outcomes-based work-based learning design can be differentiated in terms of ten important

stages which are discussed in this chapter:

Stage 1: Identifying job/occupational requirements and stakeholder expectations

Stage 2: Reviewing the L&D needs analysis versus the job/occupational tasks

Stage 3: Analysing the job/occupational purpose and tasks in terms of knowledge, practical skills and
work experience

Stage 4: Analysing the learners’ profile

Stage 5: Defining the learning programme objective and outcomes

Stage 6: Determining, sourcing and sequencing the learning content

Stage 7: Designing learning activities

Stage 8: Developing a learning delivery and assessment strategy

Stage 9: Choosing training and learning methods

Stage 10: Designing learning support materials

4. Why is it important to align learning outcomes of a work-based learning programme to the NQF
levels? What is the purpose of the LARF tool?

See Table 4.1.

The NQF level of an occupation/job is related to competent performance of the tasks associated
with an occupation/job. The skills level of an occupation/job is a function of the field of
knowledge required, the tools and equipment used, the materials worked on and the products
or services provided in relation to the tasks performed. The LARF (Level, Activities, Role and
Focus, and Time span of Discretion) tool (see Table 4.1) is used to align occupational/job tasks to
an NQF level.

5. What are the characteristics of well-designed learning activities?

See stage 7 and Table 4.12

Well-designed activities can help learners to remember information for later recall and use,
practise new skills, and provide feedback on their mastery of the information and skills. Learning
activities must do the following:

• Allow the learner to take information (descriptions, rules, guidelines, advantages and
disadvantages, definitions and so on) and apply it to practical situations;

• Help learners to practise what they have learnt;

• Allow learners to make mistakes, and guide them to deal with or correct them;

• Refine knowledge and skills so that learning outcomes can be achieved;

• Allow learners the opportunity to practise new knowledge, skills and attitudes in a safe, non-
threatening environment and in different contexts and situations.

6. Which aspects do L&D professionals need to consider when they choose training methods for
their learning programmes?
See Stage 9 and Table 4.16

The learners • Characteristics • Learning styles

• Differences • Generational preferences

The facilitator • Strengths and • L&D philosophy

weaknesses
• Facilitation style

The content • Nature of the content • Resources that will be needed

The situation • One-to-one • Group work

• Classroom-based • Computer-based or online, mobile
• Mobile, social media or social learning
technology
• Web-based, online
technology

Other • How much time and • Can I create an appropriate

considerations for money do I have? learning environment?
L&D • Will I have adequate • Am I using the appropriate design,
professionals equipment and materials given the learning content and the
for development? learners?
• Do I possess the required • How easy will it be to update the
skills? material?

7. What is the purpose and benefit of the L&D facilitator guide?

See the relevant section in the chapter

The L&D facilitator guide is part of the evidence that the learning programme is aligned with the
QCTO’s requirements for NQF-aligned outcomes-based/work-based learning programmes. It
facilitates quality assurance in respect of learning delivery, and facilitates the evaluation of
programme effectiveness. The L&D facilitator guide is a complete package containing written
 descriptions of the learning delivery and assessment strategy, the learning facilitation process
and quality assurance aspects related to the programme design and delivery.

Multiple choice questions

1 Which one of the following is an appropriate learning outcome for a course on practically
dealing with conflict?

(a) The participants will be able to identify the causes of conflict.

(b) The participants will be able to defuse a conflict situation.

(c) The participants will be able to recite the five conflict handling strategies.

(d) The participants will be able to define the concept of conflict.

The correct option is (b). A learning outcome for a course on practically dealing with conflict
should focus on competencies (knowledge and skills) and not only on knowledge. Option (b) is
the only learning outcome that focuses on competence and not only on knowledge.

2 Which one of the following is an appropriate learning activity for the learning outcome
identified above?

(a) A role play demonstrating ability to handle conflict.

(b) A multiple choice questionnaire or test.

(c) Describe the concept of conflict.

(d) Listing the conflict handling strategies.

The correct option is (a). Option (a) is the only learning activity that focuses on practicing the
competence indicated in the learning outcome in question 1.

3 On which level of Bloom’s cognitive domain is the learning outcome in question 1 based?

(a) Knowledge

(b) Comprehension
(c) Application

(d) Analysis

The correct option is (c). Any learning outcome that focuses on developing competence will be
on the level of application in Bloom’s taxonomy.

4 What is the L&D professional’s role in the learner-centered approach?

(a) Develop critical thinking, problem solving and decision making skills.

(b) Work effectively with others in teams and organise themselves effectively.

(c) Collect, analyse, organise and evaluate information.

(d) Understand that the world is a set of related systems.

The correct option is (a). The L&D professional’s role in a learner-centered approach to learning
is to facilitate learning so that participants develop critical thinking, problem solving and
decision making skills.

5 Why is on-the-job-learning usually more effective than classroom-based learning?

(a) People learn more easily by watching others.

(b) It develops participants’ knowledge and theory, practical skills and work experience.

(c) It enhances organisational productivity by enabling participants to transfer their learning to the
workplace.

(d) It is less expensive to plan and implement than on-the-job-learning.

The correct option is (c). Research has shown that on-the-job-learning enhances organisational
productivity by enabling participants to transfer their learning to the workplace.