The VAK Learning Theory And Australian Labor Laws

Chosen theory

Visual, Auditory, Kinesthetic (VAK Learning Theory)

In the educational field, the model of visual, auditory and kinesthetic learning is well known, which maintains that we all have a preferred sensory modality and that we can improve learning if we teach and attend to sensorial preferences (Decker, 2009). Thus, for example, visual learners will learn better with diagrams or maps, the auditory will do so through verbal descriptions, while kinesthetic will do so by manipulating objects.

Examples of VAK / List of different categories of learning

When teachers from five different countries were asked what they thought about the validity of the previous assumption, the affirmative answers were overwhelming:

The scientific evidence

This research coincides with a review of previous studies  in which no evidence was found that tailored teaching to dominant sensory modalities outside which are more effective than using other strategies related to the contents taught (Martin, 2016). Other researchers concluded that learning styles are a minor factor compared to other, more important contextual or cultural issues in a recent research that determined what kind of conditions an effective study should meet in order to test the validity of learning styles, no empirical evidence was found that children who Were taught according to their preferred style of learning to obtain better results than if they were taught in one that was not. These authors also suggested the need to incorporate different pedagogical strategies to address diversity in the classroom.

Generalities

This model, also called visual-auditory-kinesthetic (VAK), takes into account the neurolinguistic criterion, which considers that the entrance way of information (eye, ear, body) -or, if desired, the representation system Visual, auditory, kinesthetic) - is fundamental in the preferences of those who learn or teach (Office, 2008). For example, when you are introduced to someone, what is easier for you to remember? The face (visual), the name (hearing), or the impression (kinesthetic) that the person produced. 

The agreement between parties (i.e employer and employee) relationship arises after the two parties have finalized a contract under the Australian labor laws in writing or verbally (Office, 2008).  These are the responsibilities and obligations that the employer has towards the employee according to the Australian laws.Regardless of whether there are general patterns in learning and whether there are specific brain regions involved in it, each brain is unique and different. Each student has his or her own strengths and personalities and it is natural that, for example, some learn to read faster, others are able to solve mathematical problems more easily, while others are better at playing football. Likewise, students have their own interests which, although they do not always coincide with the areas in which they perform better, do affect learning. Some love to read, others math and others play football. However, prior knowledge about the subjects in question will also affect learning (Ohlsson & Borg, 2010).

We also find differences among students, for example, when storing visual and sound memories and as with any other person there will be some who have a visual or auditory memory more accurate than others. From this perspective it is reasonable to categorize the students in visual or auditory, but another question is related to learning.

Examples of VAK / List of different categories of learning

Under the Australian law, the following are the legal responsibilities and obligations towards you in the work place. The employer has the right to: Employ the worker. Direct the work and give the corresponding instructions and directives. Second,  the employer can rescind the contract within the limitations established by law.

The employer has the obligation to the employee: Comply with current legislation and agreements in force (Worth, 2004). Treat the worker equally, regardless of origin, beliefs, gender, age or political ascription of the latter. Ensure the safety and occupational health of the worker. Provide the worker with written information on the fundamental conditions of work. To favor a good work atmosphere and the achievement of the tasks of the worker, as well as his professional development.

Collective agreement

The employer must comply with the provisions of the collective agreement. He cannot, for example, pay a salary lower than stipulated in that one (Turner, 2007). 

Work certificate

When the worker's employment relationship ends, the worker has the right to receive a written certificate from his employer.

Accident Coverage

The employer must have an accident insurance for the coverage of his workers. It should always be contracted at the beginning of the employment relationship. The worker can receive the corresponding coverage in case of accident (Olson & Hergenhahn, 2016). This cover may consist of an economic benefit to compensate for health expenses and loss of income, an accident pension, a disability benefit due to accident, rehabilitation or (in case of death) a family pension for The people around them. In addition to compulsory statutory insurance, the employer may extend the worker's coverage through special voluntary insurance.

The groups that protect the workers from any violation by their employers include the trade union organizations, constitutional bodies that are mandated to protect the rights of employers, the government through the ministry of labor and many other stake holders such as some nongovernmental organizations  (Ohlsson & Borg, 2010).

On the other hand, the responsibilities and obligations of an employee to his employers are; that he must be honest, not to take part in any industrial action that may disrupt the business and carry out orders from the employer, not to disclose confidential information and work with reasonable care and skill.

Key employability skills

Employers in Australia are looking for the following skills when recruiting. First, is the interpersonal skill that are important to the employer  (Ohlsson & Borg, 2010). As a graduate, one has to be able to interact with other people and effectively satisfy both team member and clients expectations. Second, is communication skill that is very important this is  because with good communication skills one can progress very fast in their career. Critical thinking skills are also very important as they enable the young graduate to make decisions and solve problems which is a huge asset to the employer. Presentation and leadership skills are also vital if a graduate is to have a fast progress in their career.

Plan of action

The students development should follow the 70-20-10 rule where 70% development should come from activities in the job and action learning. The graduate should undertake new tasks and learn from other employee through job rotation. 20% of the graduates development should be from interaction from other employees for example being mentored, serving as a leader and coaching  (Olson & Hergenhahn, 2016). The 10% of development comes from seminars, conferences and classes. All these is a development plan that ensures that the graduate is well conversant with his roles in the company and fast track his career.

Applying this personally

The whole experience has enabled me to be more aware of my potential in other fields in life other than during working. All these skills that have been developed throughout my life all the way from when I was in university to now when I am starting a career, I have realized that these skill for example listening skill, leadership skills, communications skills e.t.c all very essential in all aspects of life (Olson & Hergenhahn, 2016). 

References

Decker, B. (2009). Communication skills for leaders. [United States]: Axzo Press.

Eliason, G., & Patrick, J. (2008). Career development in the schools. Charlotte, NC: IAP.

Martin, T. (2016). Career Development. Hauppauge: Nova Science Publishers, Inc.

Office, I. (2008). Combating Forced Labour. Geneva: International Labour Office.

Office, I. (2008). Combating Forced Labour. Geneva: International Labour Office.

Ohlsson, H., & Borg, H. (2010). Career development. New York: Nova Science Publishers.

Olson, M., & Hergenhahn, B. (2016). An introduction to theories of learning. New York: Psychology Press.

Turner, S. (2007). Learning theories. Chandni Chowk, Delhi: Global Media.

Worth, R. (2004). Communication skills. New York: Ferguson.