My Learning About Facilitating Workplace Learning: A Critical Analysis

This essay offers a critical discussion of the author's learning experience in facilitating workplace learning. It begins by defining workplace learning and highlighting its significance in staff development. The paper delves into the cognitive and socio-cultural perspectives of learning, emphasizing the importance of multiple perspectives in understanding how individuals acquire knowledge. The essay explores adult learning principles, emphasizing the need for learners to understand the 'why' behind their learning and the role of facilitation in drawing upon learners' prior experiences. It discusses facilitation techniques, including group roles, conflict resolution, and information sharing. The author reflects on observed learning sessions, highlighting the importance of creating a supportive environment and the challenges faced in facilitating learning for diverse audiences. The essay also examines the integration of classroom and workplace learning, the role of modeling, and the influence of the learning environment on individual performance. Finally, it differentiates between formal and informal learning, providing a comprehensive overview of workplace learning concepts. The essay underscores the significance of reflection, practical application, and the dynamic nature of workplace learning.

A critical Discussion on My Learning About Facilitating Workplace Learning 1
A CRITICAL DISCUSSION ON MY LEARNING ABOUT FACILITATING
WORKPLACE LEARNING
by (Name)
The Name of the Class (Course)
Professor (Tutor)
The Name of the School (University)
The City and State where it is located
The Date

A critical Discussion on My Learning About Facilitating Workplace Learning 2
Workplace learning refers to the interconnection of learning in how skills are upgraded to
the absolute knowledge acquired from the workplace. However, it can also be defined as the
acquiring of skills or knowledge informally or formally commonly occurring at the place of
work. It is important since it has recently become widely used in the maintenance and
development of staff effectiveness as many employees take into a belief that the workplace is the
best area for them to learn. In the response to opportunities, it assists workers or employees
inefficiently do their jobs regardless of the training they went through their formal courses. This
paper discusses my critical learning about facilitating workplace learning in hand with a
reflection on the observed learning and session from the module.
As a research discipline, I have found out that the fields of learning in the workplace are
still taking a rather new formation, as it ties in together many diverse strands including;
continuing professional education, human resource development, workplace learning, and
organizational learning (Beattie, 2006). Besides, the most common denominator always seems
to be the interest of my learning in terms of a life context. Learning from my side of the view is
much like leadership as a theoretical construct as there are many different methods and
perspectives on the ways of learning and conceptualization.
From my research module, it's possible to discern two positions often being referred to in
the research on learning in my workplace (Watkins, 1991). One of them being cognitive
perspective versus the socio-cultural or situated perspective, it has become very recurrent in a
way of illustrating the opposition that is in between the notion which learning has to take place
and the way it's embedded in social, cultural, and historical contexts (Beattie, 2006). These
perspectives have taught me to have a more common approach as most of the perspectives don’t

A critical Discussion on My Learning About Facilitating Workplace Learning 3
appear to be mutually exclusive. From the majority of the arguments, I obtained from the module
its clear that we all need to transcend the dichotomous separation in the favor of multiple
perspectives approaches, making it possible to create the line of reasoning while I still
conceptualize my learning as it partly consists of a part of an interplay of processes in between
the context and the individual part contained in the internal process of my knowledge
acquisition.
Adult learning is considered to be the most basic principle-based type of learning. From
the first principle as a facilitator in workplace learning, there’s a need for the adults to know why
they are learning anything just in before they begin (Germain, 2015). Also, more principles
include the orientation used in learning, the availability and presence of external motivation, and
the readiness to learn. Facilitation takes part in the reliance on the belief that students have a pool
of experience and knowledge from the facilitator as I can draw and relate it from the
requirements during my learning (Smith, 2003). It occurred when a particular point of student
takes the direction they intend to go as their sources increase from their knowledge base. Proper
teaching is taking to have considered the involvement of a process of facilitation rather than
taking a simple transmission of knowledge.
Facilitation has greatly been used and also regarded as the method used in the guidance
of a group, through the use of their knowledge, potential, and skills in the achievement of goals.
Issues that take part include; group roles, dealing with conflict, decision making, problem-
solving, and the sharing of information (Morris, 2010). It is from this that majority of the
healthcare is all around the issues in the definition of the ‘best way’ of assisting the patient,
which are the key skills required by a facilitator due to the ability to take an earlier observation,

A critical Discussion on My Learning About Facilitating Workplace Learning 4
listening and finally taking an intervention on how the question creates new knowledge to
learners, finally giving back the feedback in hand with the feedback of the groups learning
(Beattie, 2006). Most of my research seems to show or indicate that individuals tend to take
part in the degree of variance to the point of the willingness of engagement and in that self-direct
learning cannot be compared with that of a more didactic approach.
Differences also occur concerning the number of learning outcomes, through a better
‘hands-on’ approach which works better compared to that learning of listening and reading
(Miller, 2003). I take into consideration that whenever facilitation of workplace learning takes
part in ay approach, it is not a free-for-all since it has to make sure that it meets the learning
requirements obtained from the course, organization, or any program being offered. Moreover,
taking into consideration all concepts that surround the learning environment, an increased
emphasis during the integration of both classroom and workplace learning, takes the most and
best factor in both academic and mentoring of staff (Beattie, 2006). It comes into my mind that
facilitation is how one helps learners to achieve their self-growth through self-cooperation,
evaluation, and growth with others.
Descriptors of facilitation also include empowering, guiding, aiding, freeing, and
assisting learners during the learning process (Smith, 2003). It comes out clearly that it’s the
means or process of helping adults learn. The most common primary role of educating adults as a
process of empowering takes the assumption that many adults tend to take the setting in which
they have obliged responsibility for redirecting their learning. The outmost best skills that are
vital in the empowerment of effective facilitation include; understanding, responding, and
attending. Details understanding involves how the sensitive use of self-disclosure, immediacy,

A critical Discussion on My Learning About Facilitating Workplace Learning 5
and confrontation to the learners (Miller, 2003). Attending refers to the development of a
physiological interrelationship in where full attention of the facilitator is given to the learner.
Finally responding refers to how concreteness, genuine, respect, and empathy assists in all the
needs of the learner.
Observed facilitated learning session, suggest the majority of how I did as an adult
facilitator or instructor built the foundation for meaningful and useful learning. Additional
reasons I used during the emphasis of adult facilitation learning, as evident in the LSM,
characterize that all adults are special in learning, education, living, and life orientation (Smith,
2003). I considered it since they have a very rich reservoir of may experiences upon which good
characters can be drawn with different developmental roles and requirements than the younger
adolescents and children. Besides, the varying amount of stress is also taken into account. They
are the best and the actual most characteristics in providing an instructor with some optimum
conditions that are used in suggesting and learning a facilitating role.
Perfect practice and commitment helped me during the facilitation through effective
teaching and understanding of the importance of facilitation during the involvement of action in
reflection on achievement and learning. My work provided students with the encouragement and
the opportunity to support the move all around the cycle repeatedly to make positive progress in
their studies (Varlejs, 1997). I pushed myself to emphasize all the goals put forward by the
student's work, taking into discussion the piece of work they intend to achieve as their final result
by judging it by the length and form of content (Smith, 2003). I always had to push my learners
to review the success of their good work, then merely emphasizing the strongly more important
identification of the work they failed on.

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Challenges have also affected me in the field of facilitation, as they ad become fine
having considered taught experienced learners but fall far short of what’s required for the
inexperienced learners having more higher education. Structure and direction assisted in the
accessibility of the expertness and clarification of information from my students (Noe, 2014).
In class, discussions use of readily available resources projected the learner's scores soon
degenerating into an idle chat ‘if’ the experts took a back seat, refraining others not to take part
(Watkins, 1991). Besides, in my associations with the higher levels of learning, facilitation has
put forwards the bigger part than didactic teaching because of the average knowledgebase used
in more traditional methods. Rewards and learning, made learners value facilitation more than
any profound classes.
Methods that I used in facilitating learning include, the combination of the learning
situation that gave a wider range of similar information delivery (Beattie, 2006). Also, by use
of the structuring method, I did tailor individual learners' needs. A single vital way I encouraged
is by copying what I as a facilitator did. As a qualified professional, the model used to follow
made them learn passively. It's known as vicarious learning, as the learner needs to act in a good
behavior to model attention (Miller, 2003). There was also an implication that each member I
mentored has to ask themselves as staff if their form of the model is something that learners
would also like to copy; this makes learners become part of the group through value sharing.
The capability of the facilitation of workplace learning was influenced by how the current
capability had led to the influence of the learning abilities. In the context of the module, the
capability has become a requirement in the required job performance as an individual tend to
work and learn how the different influences are perceived (Varlejs, 1997). The performance of

A critical Discussion on My Learning About Facilitating Workplace Learning 7
a learner at both levels can be highly effective from one setting to another, as individuals have
nowadays been considered to be the most dynamic in the interrelationship of how they work out
the settings which are influenced by being part of it. The entire learning system of facilitating
workplace learning is dynamic throughout time and therefore there is the need to take
responsibility for the changing needs of the organizations and aspirations of changes of
individuals inside the labor market obtained from the education system.
Most people in different organizations are engaged in different ways of learning, being
made in simpler contexts. However, they are not meant to be recognized through much of the
learning without been prompted to take the reflection on different particular types of specific
experience changes inside their potential capabilities. As a method of learning attributions,
different experiences often become more unreliable unless a change accompanied by more
detailed narratives is taken before the learning remains (Noe, 2014). An example is when a
learner or a student I have taught remembers the most recent episode of having been taught to
read and attribute their contacts in relation with the text in their hometown environment,
immersing progress in their reading.
The evidence of personal knowledge obtained by a facilitator comes from main
observations of performance, making an implication that the act is holistic rather than in a
fragmented approach towards knowledge. It is considered to be used during the integration form
and ready for action (Beattie, 2006). Besides, the progression from a novice to an expert is
problematic as one single type of expert is highly specialized and often caricatured by a
facilitator who knows about the ways to communicate their advice to learners requiring them to
be as explicit as possible. Informal and formal learning as one of the concepts of workplace

A critical Discussion on My Learning About Facilitating Workplace Learning 8
learning gets a broad array of meaning, as it supports different major ways of approach which
can be referred to. Formal learning refers to the way structured learning takes place off the job
and becomes available in all outside working environments (Noe, 2014). It portrays
characteristics such as; external specification of the outcome, the award of credit or quality, the
presence of a designated trainer or teacher, and a prescribed learning framework.
Informal learning referred to the relation where it's not normal and in parallel with word
bases about workplace learning. Furthermore, the term informal learning can be able to be
conceptualized to four principles which include; relationship, experimental, cognizance, and
context (Beattie, 2006). Organizational learning is important for many companies as it assists
in the transfer and retention of knowledge within the organization premises, strengthening the
organization as a whole. Main actors include; Reflect, Act and Conceive (Watkins, 1991).
Organizational learning is important as it helps in the development of leaders at all levels,
increased productivity, efficiency, and profits, lower turnover rates, and increased employee job
satisfaction especially in the field of healthcare.
The connection between learning and leadership in the workplace is rather more and
more scarce in contemporary leadership research (Beattie, 2006). My analysis of Moodle,
analysis suggests that facilitators provide a wide variety of types of support activities which take
a range from hands in support to coaching and advice on learning opportunities. Also, the
perception of novices in the workplace mid-career and experienced professionals are compared
and contrasted in a manner that patterns are created and identified (Germain, 2015). Results
suggest to enable facilitators to facilitate the workplace and learn effectively, a border range of
skills and competencies need to be considered when training learners.

A critical Discussion on My Learning About Facilitating Workplace Learning 9
Strategies that are required during the facilitation of learning sessions include; resources
where learners need to have access to a lot than those of the previous generations (Smith,
2003). The real challenge in the resources section is training them on how to acquire materials
of high validity and quality of the information they find. Learners need to be provided with
resources which they can entrust and gather tools that can gauge trustworthiness. Conversation
helps learners to understand the different ways used in solving problems since it’s just as
important as knowing the answer (Germain, 2015). They require time to talk through a
problem in a class or either a small group to enhance understanding of the question.
The connection might vary as a majority of the activities carries out between facilitators
and learners give students a moment to shine while trying out the different available learning
styles (Varlejs, 1997). The last strategy is the choice of the multiple options that the facilitator
needs to equip the learner with, it assists in showing some respect for a unique learning style way
as it shows how more interesting and facilitating the studies are thus making the learners be able
to exercise their authority (Watkins, 1991). Facilitated learning has been considered as a
rededicated on the idea that most of the learners need to perform better in a learning environment
as per when they are empowered to make their own decision of choice.
Healthcare facilities must operate and equip at their peak performance to ensure patient
and staff comfort. FWL increases the life and reliability of numerous assets in health care
facilities (Varlejs, 1997). All the health care industries indeed need to provide all the noble
services by not changing their facts to make a profit like any other industry (Smith, 2003). The
relevancy and importance of FWL in healthcare relate to my organization in such a way that I am
required to facilitate workplace learning of the practicals that will sometimes be required in the

A critical Discussion on My Learning About Facilitating Workplace Learning 10
medical field. One needs to work at maximum efficiency to stay competitive and compliant
(Miller, 2003). With these tools’ healthcare facilities will benefit from, liabilities, saved time
keeping the legal issues, enhanced patient experience, increased operations, and streamlined
operations.
According to the module, four components constitute transformational leadership, for a
facilitator; individualized consideration, intellectual stimulation, inspirational motivation, and
idealized influence obtained from the facilitating workplace module. These behaviors try acting
similarly as the leader (Miller, 2003). The inspirational motivation of a facilitator goes beyond
expectations as it implies that behaving in a way that tries to motivate all the surrounding
learners to provide challenge and meaning to the work. Moreover, intellectual stimulation helps
to support the available efforts and creativity so as learners and their leaders can be able to
become innovative by approaching old situations in a manner that question the assumptions
taken. It also arouses team spirit at large, enthusiasm, and optimism.
Learning in the workplace has proved to become a beneficiary to both facilitators and
learners in the organization. Most successful organizations have recognized high skilled workers
to be invaluable, and that keeping employees up-to-date will assist them and the business
productively and competitively (Miller, 2003). Through the use of strategic learning methods,
they can provide the best edge business in the market that needs to succeed where others are
considered to have failed, it makes sure that the alignment of the learners are facilitated in a
proper manner such that the needs of the company/organization can work in hand to assist the
promotion of a supportive and positive working environment making the employees feel
valuable.

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In conclusion, it all depends on the market and learning method used as from my
perspective, several ways can promote learning in the workplace (Morris, 2010). Most people
and facilitators are advocating for financial incentives to encourage the act of learning while
other organizations are placing more focus on intrinsic rewards in the motivation of employees
as learners. . As a method of learning attributions, different experiences often become more
unreliable unless a change accompanied by more detailed narratives is taken before the learning
remains. An example is when a learner or a student I have taught remembers the most recent
episode of having been taught to read and attribute their contacts in relation with the text in their
hometown environment, immersing progress in their reading.
References
Beattie, R.S., 2006. Line managers and workplace learning: Learning from the voluntary
sector. Human Resource Development International, 9(1), pp.99-119.
Germain, M.L. and Grenier, R.S., 2015. Facilitating workplace learning and change: Lessons
learned from the lectures in pre-war cigar factories. Journal of Workplace Learning.
Morris, C., 2010. Facilitating learning in the workplace. British Journal of Hospital Medicine
(2005), 71(1), pp.48-50.
Miller, P., 2003. Workplace learning by action learning: a practical example. Journal of
Workplace Learning.

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(Noe, 2014), R.A., Clarke, A.D. and Klein, H.J., 2014. Learning in the twenty-first-century
workplace. Annu. Rev. Organ. Psychol. Organ. Behav., 1(1), pp.245-275.
Smith, P.J., 2003. Workplace learning and flexible delivery. Review of educational
research, 73(1), pp.53-88.
Varlejs, J., 1997. Facilitating workplace learning. IFLA publications, 80, pp.98-104.
Watkins, K., 1991. Facilitating Learning in the Workplace. EEE700 Adults Learning: The
Changing Workplace A. Adult and Workplace Education, Faculty of Education, Deakin
University, Geelong, Victoria, Australia 3217.