Genius Advice

Roles
The role of participants
Schedule in a regular time to complete the course (participants now own their own schedule and do not work to that of a trainer)
Minimise distractions while you are completing the course (eg. turning off email, redirecting phone, closing door)
Be proactive and ask questions of your supervisor or the online mentor
Discuss the content with your supervisor and ask for support in transferring the learning to the workplace
Practice in the workplace what you have learned online
Consider enrolling for the face-to-face follow-up session to ‘The Performance Discussion’.

The role of supervisors
Answer relevant questions before they arise (eg. Why are we doing this? What benefits will there be for me/the work unit?)
Ensure access to appropriate space and equipment
Support staff members in minimising distractions (eg. turning off email, redirecting phone, shutting the door).
Encourage staff members to complete the course
Encourage staff members to include online learning courses as part of their professional development in the Performance Development Framework
Provide the time and space to learn on the department’s time
Assume the role of coach, encouraging staff members to complete the course/s
Create a learning culture that encourages and appreciates learning online
Develop an environment of peer support for online learning in the workplace
Make time to gain feedback from the staff member on what they have learned
Support the staff member to transfer learning to the workplace

The role of Equity and Organisational Development
Provide a mentoring function to support learning as required
Enrol staff in online courses available free to University staff
Provide ongoing support in encouraging staff to complete the course/s
Provide advice to supervisors in implementing learning online in their workplaces