Pedagogical Strategies In The Workplace

Workplace Pedagogies
Workplace pedagogy (Bound & Lin, 2011b) is the method and practice of teaching at workplace. It is when learners encounter a new activity, they experience learning when they engage the various new form of knowledge, usually during a grouping of the social processes. According to Billet (2001) (Billett, 2001a) refers it to the science and art of teaching. It can be an approach for how learning can advance to its appropriate learning outcome.
What types of pedagogical opportunities are available to you and the distinct ways in which they contribute to your learning? Give examples. (approx. 600 – 700 words) [10 marks]
Criteria: Extremely thorough and comprehensive account of the types of pedagogical opportunities available

Figure 1: Interdependencies of knowledge (Billett, 2001a)
Individual engagement in routine and non-routine problem-solving
Having understood the type of knowledge that a learner learns, the other workplace pedagogies is problem solving. Problem-solving (Billett, 1996) is central to thinking, acting and learning. However, reference to problem-solving includes responses to both routine and non-routine problems set in social circumstances.
Problem-solving requires the learner to categorize their existing knowledge, whether it is propositional, procedural and dispositional, to direct a response to secure a solution to an existing problem situation. This process will not only generate new knowledge, but reinforces existing ones. This process of solving problems in the workplace will result in having a cognitive consequence to the learners.
An illustration of the types of routine and non-routine problem-solving in BCM is the decision about what is the appropriate procedures to be documented versus what is to be executed during a disaster to be contained in a business continuity plan procedures are problem solving activities.
Routine problem

Formal learning takes place during planned, structured, instructor-led courses and programmes that are often institutionally based. It is often related to some form of education and training. The participation in a publicly organised BCM or an in-house BCM training course is such examples.
Comparing to formal learning (Hicks et al., 2007), informal learning allows learners to have better control of their learning. This form of learning usually happens outside the classroom. If the expected learning outside of the classroom is not make known prior to learning, the learners will complete their task and are unaware that learning had taken place. In reality, informal learning in the BCM industry is generally unplanned and unexamined.
These are the basic approach (Siadaty et al., 2012) that are appropriate for workplace learning for BCM