1. What documents make up the learning program documentation?
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

2. Who sets the objectives in a work-based learning program?
The organisation
The manager/ supervisor
The trainer
Industry requirements

3. What effects can work-based training have in the workplace?
Employee remains available and productive to the employer
Provides professional development of employees for the employer for minimal disruption/ cost
Learners use the equipment and processes as will be required for the actual task
Employers do not need to provide temporary staff to fill positions
Learners engage in real-time activities and events, not simulated or out of date
Learners can relate new functions and skills to their existing task knowledge and experience
Support is available for learners through work colleagues and supervisors/ managers

4. What information and documentation can be used to find out about the needs of your learners?
Enrolment information, such as enrolment forms and student information sheets
Employee or personnel records (confidentiality protected)
Results of task analyses and organisational training needs analyses
Outcomes of recognition of current competency (RCC) or recognition of prior learning (RPL) assessment
Communication with individual learners

5. Why is it important to know about current work procedures when planning training?
Work schedules
Work timelines
Work performance expectations
Work organisation/ organisational change
Work models/ multiskilling
Work structures and systems
WHS guidelines, systems and safeguards
LLN requirements

6. 12 factors to consider to cater to learner needs?
Avoid using terminology the learners may not understand
Use short and simple sentences in their training material
Provide lots of bullet points to keep it simple
Include headings and sub headings
Include tables and lots of white space
Make sure paragraphs are short
Stay on track
Explain the learning as often as needed
Explain the learning in simple terms initially to gauge knowledge
Avoid using too many formatting concepts such as capital letters and underlining
Provide simple and familiar wording to explain what they expect the learners to do
Provide a clear order of instructions and chunking or segmented information

7. Training needs
Specific skills required to operate a certain piece of machinery or equipment
Gaining new qualifications
Needs relating to language, literacy and numeracy skills
Developing learners who are mutli-skilled
The need to expand or develop generic skills and knowledge
The need for more general life skills
Personal development skills such as Continuing Professional Education, relevant study for work-based application or other personal development courses
The need to fill legislative requirements such as WHS and EEO

8. Areas that can influence session delivery
Access restrictions:
Insufficient access for physically impaired or vision-impaired learners
Access only available during specific hours
Access only available to specified persons with appropriate authority
Hazardous entry or exit conditions
Cost restrictions, which may include:
Budget restraints on materials
Restrictions on learner access to pay-per-use resources
Insufficient samples or examples for all learners
Inability to purchase extra stationery
Time restrictions:
Limits on access to facilities, equipment or specialist facilitators
Limits to the amount of time that can be spent on learners with difficulties
Completion times set in stone to meet other organisational requirements
Restrictions due to compliance requirements

9. Legislation, regulations, codes and procedures
Work Health and Safety Act 2011 and Work Health and Safety Regulations 2011
Privacy Act 1988
Equal Opportunity Act 2010 (Vic)
Charter of Human Rights and Responsibilities Act (Vic)
Racial and Religious Tolerance Act 2001 (Vic)
Racial Discrimination Act 1975 (Commonwealth)
Sex Discrimination Act 1984 (Commonwealth)
Disability Discrimination Act (Commonwealth)
Age Discrimination Act 2004 (Commonwealth)

10. What information does the learner need to know
When training & assessment
Where training & assessment
How training & assessment
What training & assessment
Why training & assessment

11. 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

12. Sequencing
Sequencing is about making the program progress in a smooth, logical order where skills and knowledge are practised and then built upon in successive sessions- it’s about planning and timing.
Your sequencing should present a logical progression of tasks: for example, tasks to develop underlying knowledge are scheduled prior to those requiring practical application.

13. Teaching Learning Cycle

14. Aspects of a session plan
Timing
Learning objectives
Sequencing
Resources
Equipment

15. Learning materials Handouts Worksheets Workbooks Procedures Role plays
Activities
Demonstrations
Realia

16. Learning objectives What is to be learnt?
Elements/Performance Criteria
Context
Marking Criteria
Collection of evidence

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

18. Feedback from learners
Can be gained by:
Formal discussion
Information discussion
Written questionnaire

19. Feedback because…? 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

20. Reflection How did you go? What worked? What didn’t work? Why?
How can it be improved?
How can I improve?

21. For Wednesday