Blended off-the-job and on-the-job module structure for supervisor training¶

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 design), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The package organises learning as six free-standing modules sequenced so learning integrates with the workplace. Each module pairs classroom instruction with workplace application: "the first 3 hours is 'off the job' followed by practical workplace activities to be undertaken during 2 hours 'on the job'". On-the-job tasks (interviewing an NESB worker, collecting workplace documents, building festival calendars) feed into the next session.

Design Implications¶

Context¶

Requirements¶

Access to a workplace with non-English-speaking background workers for the on-the-job activities
Two to three hours of workplace time per module

Constraints¶

Delivery can be spread over time or run as a block session depending on industry requirements

Target Learners¶

Employed workplace supervisors

Target Goals¶

Integrating communication and cultural knowledge with actual workplace practice

Claims¶

The package claims minimal technical English limits workplace training through comprehension, confidence and written-form difficulties [+W]

Six-part section structure for FEA-based experiential learning modules

Examples¶

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Key Sources¶

Dyer, Penny. (1992). Training a Multicultural Workforce. Hobart Institute of Technical and Further Education. https://eric.ed.gov/?id=ED378844

Page metadata

Field	Value
`type`	`design`
`id`	`off-job-on-job-module-blend`
`title`	`Blended off-the-job and on-the-job module structure for supervisor training`
`description`	`The package organises learning as six free-standing modules sequenced so learning integrates with the workplace.`
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-09-27`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `dyer-1992`

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