“The process of learning the skills you need to do a particular job.” What is training? “The process of learning the skills you need to do a particular job.”

What is learning? Formal learning is learning that takes place through a structured program of instruction and is linked to the attainment of a formal qualification or award (for example, a certificate, diploma or university degree). 
 Non-formal learning refers to learning that takes place through a structured program of instructions, but does not lead to the attainment of a formal qualification or award (for example, in- house professional development programs conducted by a business). 
 Informal learning refers to learning that results through experience of work- related, social, family, hobby or leisure activities (for example the acquisition of interpersonal skills developed through several years as a sales representative). 
 Standards for VET Accredited Courses 2012 p5

VET Vocational Education and Training https://www.asqa.gov.au/about VET Quality Framework The vocational education and training (VET) Quality Framework is aimed at achieving greater national consistency in the way RTOs are registered and monitored and in how standards in the vocational education and training (VET) sector are enforced. The VET Quality Framework comprises: the Standards for Registered Training Organisations (RTOs) 2015 the Australian Qualifications Framework https://www.asqa.gov.au/about/australias-vet-sector/vet-quality-framework

ASQA https://www.asqa.gov.au/about The Australian Skills Quality Authority promotes quality training so that students, employers, and industry have confidence in Australia's training sector. The RTO is responsible for developing, implementing, monitoring and evaluating quality training and assessment strategies and practices that meet training package and VET accredited course requirements.

Standard One The RTO’s training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses. Learners, employers and industry must have confidence in the integrity, currency and value of certification documents issued by RTOs, through high-quality training and assessment practices that: meet the requirements of training packages and VET accredited courses; is responsive to industry and learner needs; and is delivered by appropriately qualified trainers and assessors with the right support services, facilities and equipment.

Design and review structure Steps in Design Define parameters Design and review structure Develop content

TGA Training.gov.au http://training.gov.au/Home/Tga training.gov.au is the national register for training in Australia and contains the authoritative information about Registered Training Organisations (RTOs), Nationally Recognised Training (NRT), and the approved scope of each RTOs to deliver NRT as required in national and jurisdictional legislation within Australia.

AQF Australian Qualifactions Framework http://www.aqf.edu.au/ The AQF is the national policy for regulated qualifications in Australian education and training. It incorporates the qualifications from each education and training sector into a single comprehensive national qualifications framework. The AQF was first introduced in 1995 to underpin the national system of qualifications in Australia encompassing higher education, vocational education and training and schools.

AQF The AQF provides an integrated policy that comprises the learning outcomes for each AQF level and qualification type. One of the key objectives of the Australian Qualifications Framework is to facilitate pathways to, and through, formal qualifications. Supports individuals’ lifelong learning goals by providing the basis for individuals to progress through education and training and gain recognition for their prior learning and experiences Complements national regulatory and quality assurance arrangements for education and training Enables the alignment of the AQF with international qualifications frameworks.

AQF Levels http://www.aqf.edu.au/aqf/in-detail/aqf-levels/

Training Packages Structure of training packages https://www.serviceskills.com.au/about-training-packages Training packages contain nationally-recognised qualifications and units of competency. Units of competency define the particular skills and knowledge and the standard required to be competent in these. A qualification combines several units of competency that are required to work within a particular occupation or at a particular level within an industry. Structure of training packages All training packages contain three major components: Qualifications Units of competency Assessment guidelines https://www.aisc.net.au/content/skills-service-organisations

Training Programs The items found in a training program include: Packaging rules are meant to be simple and flexible enough to give you maximum choice but they also need to ensure that the integrity of the qualifications is retained. The items found in a training program include: Modification history Description Pathways Licensing Entry requirements Employability Skills/Foundation Skills Number of core units required How electives may be allocated

What is competency? Competency is the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments.   It also includes the following concepts: It comprises the application of specified skills and knowledge relevant to that occupation It makes appropriate reference to required generic and employability skills It covers all aspects of workplace performance It can be demonstrated consistently over time, and covers a sufficient range of experiences (including those in simulated or institutional environments). http://www.cpsisc.com.au/resource-centre/PSUG/VET/Units

UoC Units of Competency Units of competency are developed by industry to meet the identified skill needs of industry. Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency as well as language, literacy and numeracy and occupational health and safety requirements.   Broadly, each unit of competency describes: A specific work outcome The conditions under which it is conducted The knowledge and skills required to achieve the work outcome to the standard The evidence that may be gathered in order to determine whether the activity is being performed in a competent manner.

UoC Units of Competency Units of Competency include the following information: UoC code & title Unit Descriptor Application of the unit Elements & Performance Criteria Required skills & Knowledge Evidence Guide (assessment method & context)

Training Stakeholders Learners Trainers/RTO Managers/supervisors Governments

Characteristics of adult learners Previous experience in formal education Current skills Work experience Special needs Their reasons and motivations for participating in the learning The language, literacy and numeracy abilities of learners

Training Considerations Purpose Learner needs (qualifications, LLN, reasonable adjustment) Training needs (Organisational requirements) Method of delivery Environmental factors (WH&S) Documentation Time and duration Contextualisation Legal issues

Learning Pathway A learning pathway is the delivery methods used to achieve learning goals Identify specific goals for work-based learning Identify job tasks or activities to be included in the learning process Appropriate sequencing of job tasks/ activities to reflect learner development Direct guidance and modelling from experienced co-workers and experts Opportunities for learner practice

Training Documents Units of competency, or other benchmarks, such as standards or codes, that are to be achieved A learner guide A learner workbook Supporting resources Learning objectives Unit plan Session Plan Risk assessment

Teaching & Learning Cycle

Learning Objectives The learner will be able to ….

Session Planning A session plan must include: Learning objectives Time Description of activity Performance Criteria being addressed What the trainer is doing What the learner is doing Resources

Sample session plan Session date: Learner group: Trainer : Time : 40 minutes Room : Resources required: Performance Criteria addressed: Learning Objectives. By the end of this session learners will be able to: Time: Activity title Activity description Resources/Materials 5 m introduction Trainer introduces session Trainer hands out learning resources Learners follow trainer instructions Learning resource 10 m Modelling of task Trainer models task to be learnt Learning resources and equipment 20m Supported learning & assessment Learners perform task with support fro trainer Close Trainer leads review of session (questioning) Trainer leads reflection of session (questioning) Learners respond to review and reflection Trainer informs learners of next session

Learning Resources Documents or equipment that will be used in the learning process, for example: Workbooks Text books Handouts (procedural text) Workplace documents Workplace equipment

Learning Materials Learning materials are items/documents that give you evidence of the learning that has been achieved, for example: Handouts Worksheets Workbooks Procedures Role plays Activities Demonstrations Realia

Sequencing Logical flow Increase in complexity by developing required skills and knowledge Allow time for practise Allow time for resubmission of assessment if required Chunking Contextualisation

Trainer On time Prepared Professional Respectful Duty of care Fair Communication skills Flexible

Learners need to know … When training & assessment will occur Where training & assessment will occur How training & assessment will occur What training & assessment will occur Why training & assessment will occur

Effects on training outcomes Workplace restrictions Individual learner needs Access to training environment Equipment/resources WH&S Budgets Time Trainer/specialist availability Compliance

Reviewing Training Reviewing training with learners can be formal &/or informal and at various times throughout training. The content of the training sessions The resources used The timing of the program The assessment methods used The way in which the program was delivered The trainer

Trainer Reflection How did I go? What worked? What didn’t work? Why? How can I improve? What did the learner’s have to say?