What is Work-Applied Learning (WAL)

The Work-Applied Learning (WAL) model recognises the workplace as the crucible of learning for change. It has been specifically developed for managers to learn, reflect, introduce change and be effective in their organisations or communities.

Watch the videos below to hear a few examples of how Work-Applied Learning has been utilised and how it has positively impacted organisations and workplaces.

Work-Applied Learning is an extension of Work-Based Learning (WBL). Whereas WBL focuses on individual and team learning, WAL includes the features of WBL, as listed below, and goes further to enable organisational learning, resulting in the creation and management of organisational knowledge and change.

Work-Based Learning:

focuses on learning through work oriented projects
is often a collaborative activity
is often trans-disciplinary rather than based upon the traditional subject disciplines developed and taught
is a practical yet often higher level cognitive process
is primarily learnt by working, not just through reading or observing work
is essentially learner-centered where the leaders and managers lead the facilitation at the workplace in contrast to being lecturer-led and classroom based
involves the leaders and managers in learning teams and guidance from the facilitator
provides opportunities for critical analysis, reflective thinking and improving professional practice
involves knowledge creation and utilisation of collective activities where learning becomes everyone’s job
involves the integration of business and management concept and interpersonal and intergroup skills with practice
can lead to attainment of professional practice certifications

Diagram 1 shows a comparison between WBL and WAL. While learning in the WBL model almost exclusively occurs through work-based projects and reflective practice, the WAL model facilitates learning through action research and action learning, in addition to reflective practice. Both models enable individual effectiveness and departmental change.

It can be seen that:

Both WBL and WAL focus on learning and change.
In the case of individual learning, WBL uses Reflective Practice, whereas team learning involves Action Learning and Reflective Practice
WAL uses a fused Action Research Method and Action Learning process (ARAL). This leads to not only individual and team learning, but also to organisational learning, knowledge creation and change. These outcomes are achieved as the change practitioners and their teams plan, act, observe, reflect, evaluate, and validate work-based projects through the action research (AR) cycles of WAL.
Reflective Practice is an essential part of both WBL and WAL.

Diagram 2 shows the phases of WAL, depicting the four distinct stages in the process of creating organisational change through WAL.

Phase 1 is Individual Learning

Phase 2 is Team Learning

Phase 3 is Organisational Learning

Phase 4 is Organisational Knowledge Creation and Management

The process of creating change uses the fused action research (AR) method, action learning (AL) process and reflective practice (ARAL) (Abraham et al, 1996).

Diagram 3 illustrates the cyclical nature of the ARAL process in relation to the four phases of WAL model described above. While the first two cycles use WBL and depict the emergence of individual and team learning and knowledge creation, the later stages of the process utilise the extended WAL model and add organisational learning, organisational knowledge creation and knowledge management to the equation.

WAL is a change model, based on the premise that learning is the common denominator that enables individuals, teams and organisations to create organisational change. From the research and practice of the use of WAL and WBL, a learning formula and process for WAL has been developed, which is termed the “Work-Applied Learning (WAL) Formula”.

Diagram 4 shows how the leaders and managers will be guided by GCWAL Advisors and Facilitators as they go through a consultative WAL process as summarised in the WAL formula.

GCWAL Advisors and Facilitators will guide the leaders and managers as they:

Critically reflect on a project (P1) to address a problem or need in their organisation
Question (Q) how to solve a problem by searching for ideas to help plan a change project
Reflect and apply relevant knowledge (K) in the planning and implementation of a change project
Achieve performance outcomes (P2), including project outcomes, process outcomes, and learning outcomes.

For further details
on WAL, See the book

Work-Applied Learning for Change Leaders

by Selva Abraham

ABout THe book Read Chapter 1

About GCWAL