1. “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.”

2. 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

3. VET Vocational Education and Training
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

4. ASQA
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.

5. 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.

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

7. 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.

8. 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.

9. 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.

10. AQF Levels

11. Training Packages Structure of 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

12. 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

13. 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).

14. 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.

15. 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)

16. Training Stakeholders
Learners
Trainers/RTO
Managers/supervisors
Governments

17. 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

18. 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

19. 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

20. 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

21. Teaching & Learning Cycle

22. Learning Objectives The learner will be able to ….

23. 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

24. 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

25. 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

26. 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

27. 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

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

29. 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

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

31. 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

32. 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?