Key Findings

Key findings from the project include:

• What Learning Reps do: Learning Reps primarily work as encouragers and advocates for fellow-workers. They encourage co-workers to learn and support them through the learning process; and they also act as advocates and guides for co-workers.
• Developing new knowledge and skills: Learning Reps thought the new knowledge and skills would help them perform their Learning Rep role better as well as keep them motivated. In addition to the training programme there were a number of things they thought would help them to achieve this, including, continued support from management, in-work time to support/talk to people, and having people in other roles at their workplace know about the Learning Rep training. The formation of a network of support between the Learning Reps was also seen as being important.
• Workplace processes and systems to support the Learning Reps’ role: There were a number of factors the Learning Reps thought helped them to perform their role. These included the support of managers, knowledge about policies and procedures, time to perform the role, co-workers who were interested in learning, and having more than one Learning Rep at a facility.
• Benefits of the Learning Reps’ peer support on trainees and the organisation: The evidence gathered before and after the training programme indicates the work of the Learning Reps does make a difference to their co-workers and subsequently the organisation. They encourage trainees to start qualifications, help to keep them on track while they are undergoing training and support them to complete workbooks.
• What helps the Learning Reps: There is a range of factors that help the work of the Learning Reps including: personal attributes of the Learning Reps and the relationships they have or are able to build with co-workers; their own knowledge about the job, qualifications and Careerforce workbooks/assessments; a connectedness and team approach where support comes from the organisation and Careerforce; job roles and shifts they have which enable them to access co-workers; workplace affordances; support from management; resources/activities to support their work; and time to do the job.

Key Recommendations

The key recommendations from the project are:

Support for the work of Learning Reps needs to come from management | This support includes a culture of learning and development that incorporates active promotion of qualifications; active promotion of the Learning Rep as a ‘go-to’ person for support for co-workers; and provision of time for Learning Reps to promote qualifications and encourage and support co-workers.

Learning Reps’ ability to perform their role | Learning Reps were better able to perform their role when they worked alongside others involved with training, had resources / activities to support their work, knew about Careerforce qualifications, and knew where to access support for co-workers who had learning.

The ‘right’ person as the Learning Rep is important | Personal attributes or ways of working that meant Learning Reps were approachable and trustworthy and had the ability to build relationships with co-workers were seen as crucial by the managers and Learning Reps themselves.

Benefits of Learning Reps | Learning Reps benefited their organisations through role modelling, providing specific coaching support, and encouraging reluctant learners to attend training and keep at their studies. This support relieves pressures on potentially higher qualified staff who might otherwise be required to provide learning support. There were also benefits to Careerforce from having a Learning Reps programme to complement the formalised structures of ITO training and assessment.

Training important for Learning Reps | Training that provides both information on Careerforce qualifications and how to mentor and support co-workers through qualifications is required. The training needs to include follow-up resources and support with a view to developing a community of practice led and supported by Careerforce. Information sessions for facility managers needs to be included as part of the package for Learning Rep training.

Clarify Learning Rep’s role | Most Learning Reps are very motivated to provide assistance and have a clear understanding of their role, its limits and opportunities. However, there is a need to clarify exactly what is required from the Learning Rep role and where they are best placed in the organisation. This evaluation found Learning Reps best placed working alongside the training co-ordinators.