TAELLN411 Address adult language, literacy and numeracy needs
gkdat513
TAE40116DesignParticipantManual.pdf
Swinburne Professional
Education for Working Professionals
PO Box 218, H69
Hawthorn VIC 3122
P 1800 633 560
W www.swinburne.edu.au/professional/
TAE40116 TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses
to meet client needs
Participant Manual
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 2
Copyright
© 2018 Blackwater Projects.
All rights reserved.
This document was developed by Blackwater Projects learning and development
consultancy and is used under license. It may only be reproduced or copied strictly in
accordance with the terms of that license.
PO Box 4253
Balgowlah Heights NSW 2093
Australia
p +(61) 409 910 002
w blackwaterprojects.com.au
These materials have been developed by Blackwater Projects learning and
development consultancy and is used under license by Swinburne University of
Technology.
The materials may not be duplicated without the written agreement of Swinburne
Professional, Swinburne University of Technology, PO Box 218, H69, Hawthorn 3122 –
Phone 1800 633 560 – Email [email protected]
Version 1 – 12/3/2018
© March 2018 – All Rights Reserved
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 3
Contents
Program introduction ....................................................................................... 5
Program focus and outcomes ................................................................................. 6
Use training packages and accredited courses to meet client needs ......... 7
Introduction to this section ...................................................................................... 8
Introduction to vocational education and training (VET) .......................................... 9
VET Quality Framework ....................................................................................... 16
‘Major players’ in VET ........................................................................................... 25
Training packages vs. accredited courses ............................................................ 37
How and by whom are training packages developed? .......................................... 40
How are training packages structured?................................................................. 42
Use training packages to meet client needs ......................................................... 47
Recap: Use training packages & accredited courses to meet client needs—a ‘to-do’ list ............................................................................................................................. 55
Summary of this section ....................................................................................... 56
Design and develop learning programs ....................................................... 57
Introduction to this section .................................................................................... 58
Design and develop a learning program: the need for collaboration ..................... 59
Design and develop a learning program: a step-by-step process.......................... 63
Step 1: Determine parameters .............................................................................. 64
Step 2: Design the learning program .................................................................... 98
Step 3: Develop learning program content and structure .................................... 114
Step 4: Review the learning program plan .......................................................... 163
Recap: Design & develop learning programs—a ‘to-do’ list .................................... 172
Summary of this section ..................................................................................... 173
Program Summary ....................................................................................... 175
References .................................................................................................... 176
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 4
Notes
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 5
Program introduction
This program will help you learn about Australia’s
VET sector and how to design and develop VET-
compliant learning programs that work
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 6
Program focus and outcomes
Competency standards
This participant manual covers the following units of competency:
● TAEDES401 Design and develop learning programs
● TAEDES402 Use training packages and accredited courses to meet client needs.
Program outcomes
By the end of this program, participants should be able to:
● explain what a training package and what an accredited course is, and identify the
similarities and differences between each
● analyse and interpret training packages for client applications
● do the following within the vocational education and training (VET) policy
framework:
– define parameters of a learning program
– design the structure of a learning program
– develop learning program content
– review the learning program.
Your personal objective—
Write your personal objective for this program below:
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 7
Use training packages and accredited courses to meet
client needs
A training package is a set of publications that
describe performance standards for various
occupations within one industry
Writers’ explanation
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 8
Introduction to this section
Use training packages and accredited courses to meet client
needs
Training packages contain the competency standards (known as ‘units’ of competency)
that form the benchmarks for training and assessment in the vocational education and
training (VET) sector.
Accredited courses are courses that address a specific industry need that is not
covered by a training package. Like training packages, they are the ‘national
benchmarks’ for training and assessment of the specific industry area they address.
After reading this section of the manual and participating in the related learning
activities, you should be able to:
● describe key features, frameworks and stakeholders in Australia’s vocational
education and training system
● explain what a training package and what an accredited course is, and identify the
similarities and differences between each
● analyse and interpret the qualifications framework of a training package for client
applications
● explain the purpose and structure of:
– a unit of competency and
– the assessment requirements for each unit.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 9
Introduction to vocational education and training (VET)
What is VET?
Training packages and accredited courses play key roles in Australia’s vocational
education and training (VET) system.
Objectives of Australia’s VET system
Australia’s VET system aims to help people:
● develop the skills and knowledge needed to perform their work role as per industry
and workplace expectations, and
● be formally acknowledged for their skills and knowledge throughout Australia,
regardless of whether they learned:
– without formal training—e.g. on the job or through informal learning
experiences,
or
– by participating in quality training and assessment provided by approved
(‘registered’) training organisations operating within Australia’s VET Quality
Framework.
VET stands for vocational education and training
Vocational education and training refers to training that helps a person
develop skills and knowledge needed for a specific workplace role.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 10
Key features of VET in Australia
The Australian vocational education and training (VET) system is:
● industry led
● national
● client-focused.
Figure: Key features of Australia’s VET system
More detail about each key feature follows:
Industry-led
Employers and industry representatives define VET outcomes for their industry. VET
therefore addresses ‘real life’ workplace expectations.
National
The VET system in Australia is jointly managed by state, territory and Australian
governments.
A national VET system means that a person’s abilities will be easily understood and
formally acknowledged throughout Australia.
e x
a m
p le
National Recognition
A person who is assessed as ‘competent’ in a particular task in Townsville
can move to Perth and receive ‘National Recognition’ for the competency
achieved in Townsville.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 11
Client-focussed
The national VET system emphasises the need for a client-focussed approach to
training and assessment.
Australia’s VET system is flexible and responsive to client needs. Here’s how:
1. Australia’s VET system is a flexible system
A competency-based system focuses on what a person can do, not on what
training they have undertaken. Participating in training isn’t the only way to get a
qualification.
e x
a m
p le
Flexible pathways
A person may be deemed competent based on the skills and knowledge that they can
demonstrate—how they acquired these skills and knowledge is not important. They may
have acquired the relevant skills and knowledge in any or all of the following ways:
● through participation in a formal learning program (face-to-face, online, blended,
group or individual learning)
● through ‘on the job’ experience
● through personal experience, research, reflection and/or observation.
2. Australia’s VET system is responsive to client needs
A fundamental principle of the Australian VET system is that all vocational
education and training must be tailored to reflect the learners’ needs and context.
In other words, training and assessment services delivered must:
● address the specific needs of the clients (participants, plus other client
stakeholders)
● be relevant to the real-life workplaces of the participants.
A client-focussed approach—a ‘plain English’ definition
A client-focussed approach means that training and assessment services
offered by an RTO are provided with the needs of the client in mind.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 12
Competency-based training and assessment
What does it mean to be competent?
In the Standards for Registered Training Organisations (RTOs) 2015, ‘competency’ is
defined as:
… 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.
Standards for Registered Training Organisations (RTOs) 2015, Glossary
What are competency standards?
In Australia’s VET system, each competency standard has two parts:
1. Unit of competency—
Describes competent performance—gives a ‘picture’ of competence
A unit of competency is a document that describes the requirements for how a
particular workplace task or activity is to be performed.
2. Assessment requirements for the unit—
Lists requirements for assessing competence in the unit
Each unit comes with accompanying assessment requirements. These list the
evidence individuals must provide to be deemed competent in the unit.
Australia’s VET system uses a competency-based approach
to training and assessment
Competency standards: a ‘plain English’ definition
Competency standards are documents
that define performance requirements for workers.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 13
Characteristics of competency-based training and assessment
(CBT)
Competency-based training (CBT) is different from more traditional formats of training.
Below are some key characteristics of CBT.
1. CBT focuses on what a person can do, not how they learned how to do it
In a CBT system, a person earns a statement of attainment or qualification when
they demonstrate their ability to perform task/s to a competent standard. How they
learned—from a family member, from workplace experience, from a formal or
informal course of study—is irrelevant.
2. Criteria-referenced assessment
Competency-based assessment aims to be an objective process in which
candidates are evaluated according to the criteria outlined in the relevant
competency standards. Therefore, everyone is trained and assessed against a
consistent standard that is nationally-recognised.
3. Recognition assessment
Also known as recognition of prior learning (RPL) or recognition of current competence (RCC)
Recognition assessment is an important characteristic of CBT. It is an assessment
process whereby people are assessed and given formal recognition for
competence they already have, regardless of how it was learned. Recognition
assessment means that people may be assessed without having to be trained first.
4. Flexible and personalised delivery
CBT is client-focussed, meaning that training and assessment approaches must be
appropriate and relevant for the client.
Therefore, whereas two different registered training organisations (RTOs) may
offer the same nationally-recognised qualification, the training and assessment
approach offered by the two RTOs will likely be different, since each must deliver
the qualification in a way that meets the needs and contexts of their own clients.
CBT is therefore flexible in the way it may be delivered. Flexible training delivery
does not mean that CBT is haphazard or ad-hoc. RTOs must go through an audit
process in which they produce a training and assessment strategy for each
nationally-recognised qualification they want to offer, and demonstrate how this
strategy addresses competency requirements, in a way that is appropriate for their
target client/s.
5. Immediate application
In CBT, emphasis is placed on training only skills which are needed, and can be
applied immediately in the workplace.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 14
What may VET students enrol in?
VET students may enrol in and attain any of the following:
Qualification
A qualification is awarded when an individual demonstrates competence in all units of
competency that make up the qualification.
People who attain a qualification receive:
● testamur that names the qualification awarded (e.g. Certificate, Diploma, etc.),
plus
● record of results that lists the units completed towards the qualification.
Skill Set
Skill set means a single unit of competency or a combination of units of
competency from a training package which link to a licensing or
regulatory requirement, or a defined industry need.
Standards for Registered Training Organisations (RTOs) 2015, Glossary
People who attain a skill set receive a statement of attainment that names the skill
set and lists the units of competence that make up the skill set.
Unit of Competence
A person may demonstrate competence in a single workplace task as reflected in a unit
of competency.
People who attain a unit of competence receive a statement of attainment which
names the unit attained.
Accredited Course
An accredited course is a nationally-recognised course that reflects a community,
industry, or workplace need that isn’t addressed by an existing qualification or skill set.
People who attain an accredited course receive either a statement of attainment that
names the accredited course attained.
You’ll find more detailed information about accredited courses starting on page 38.
The figure on the next page illustrates the differences between a qualification, a skill
set, and a unit of competence.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 15
Figure: Qualifications vs Skill Sets vs Units of Competence
Qualification Skill set Unit of competence
Focus Qualifications are based on a typical ‘job’ in a particular
industry
Skill sets are a group of units that reflect
a specific—sometimes specialised—
workplace function
A unit of competence reflects one job
function or work activity
Examples TAE40116
Certificate IV in Training and Assessment
TAESS00014
Enterprise Trainer-Presenting Skill Set
TAEDEL301
Provide work skill instruction
Suitable for Trainers and assessors working for a registered training
organisation
Individuals who deliver presentations and
non-accredited training to groups
Someone who may occasionally be asked to
help an employee learn to perform a
particular work activity
Unit/s required
10 units total (9 core plus 1 elective)
9 core units:
TAEDES401 Design and develop learning programs
TAEDES402 Use training packages and accredited courses to
meet client needs
TAELLN411 Address adult language, literacy & numeracy skills
TAEDEL401 Plan, organise and deliver group-based learning
TAEDEL402 Plan, organise and facilitate workplace learning
TAEASS401 Plan assessment activities and processes
TAEASS402 Assess competence
TAEASS403 Participate in assessment validation
TAEASS502 Design and develop assessment tools
1 elective unit—for example:
BSBCMM401 Make a presentation
2 units required:
TAEDEL301 Provide work skill instruction
BSBCMM401 Make a presentation
TAEDEL301 Provide work skill instruction
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 16
VET Quality Framework
Introduction to the VET Quality Framework
About the VET Quality Framework
The term ‘VET Quality Framework’ first appeared in the National Vocational Education
and Training Regulator Act 2011. This Act defines the regulatory powers of Australia’s
National VET Regulator, the Australian Skills Quality Authority (ASQA)1.
The VET Quality Framework is a collection of (5) documents
These are:
1. Standards for Registered Training Organisations (RTOs) 2015
2. Australian Qualifications Framework (AQF for short)
3. Fit and Proper Person Requirements
4. Financial Viability Risk Assessment Requirements
5. Data Provision Requirements.
For more information about the VET Quality Framework
Visit the ASQA website: <asqa.gov.au/about-asqa/national-vet-
regulation/vet-quality-framework.html> (accessed 04.01.2018)
This manual discusses the two components of the VET Quality Framework that trainers
and assessors use most often—the Australian Qualifications Framework and the
Standards for Registered Training Organisations.
1 For more information about ASQA, see the section of this manual called, ‘Major Players’ in the National
VET System.
The VET Quality Framework is aimed at
Registered Training Organisations (RTOs)
‘VET Quality Framework’ is the term given to the group of key documented
systems and frameworks that collectively define how RTOs must operate
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 17
Australian Qualifications Framework (AQF)
What is the Australian Qualifications Framework?
The AQF website offers the following explanation of the AQF:
The Australian Qualifications Framework (AQF) is the policy for regulated
qualifications in the Australian education and training system. 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. The AQF is the agreed policy of Commonwealth, State and
Territory ministers.
<https://www.aqf.edu.au/what-is-the-aqf> (accessed 04.01.2018)
How is the AQF structured?
The AQF features:
● ten (10) levels
of nationally-recognised qualifications
● from all educational sectors
in Australia. These are:
1. The school sector
2. The tertiary sector, including:
– vocational education and training (VET)
– higher education.
Fit &
Proper
Person Requirements
AQF
VET Quality Framework
Data
Provision Requirements
Financial
Viability Risk
Assessment
Requirements
Standards
for RTOs
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 18
Table: Australian Qualifications Framework
The table below lists the qualifications that make up each of the 10 AQF levels, and
summarises requirements for graduates of each qualification level.
Level AQF Qualifications
at this level Graduates at this level will have…
10 Doctoral Degree … systematic and critical understanding of a complex field of learning and specialised research skills for the advancement of learning and/or for professional practice.
9 Masters’ Degree … specialised knowledge and skills for research, and/or professional practice and/or further learning.
8
Graduate Diploma
Graduate Certificate
Bachelor Honours Degree
… advanced knowledge and skills for professional highly skilled work and/or further learning.
7 Bachelor Degree … broad and coherent knowledge and skills for professional work and/or further learning.
6 Associate Degree
Advanced Diploma
… broad knowledge and skills for paraprofessional/highly skilled work and/or further learning.
5 Diploma … specialised knowledge and skills for skilled/paraprofessional work and/or further learning.
4 Certificate IV … theoretical and practical knowledge and skills for specialised and/or skilled work and/or further learning.
3 Certificate III … theoretical and practical knowledge and skills for work and/or further learning.
2 Certificate II … knowledge and skills for work in a defined context and/or further learning.
1 Certificate I … knowledge and skills for initial work, community involvement and/or further learning.
Senior Secondary Certificate of Education
qualifications are not located
at a particular level of the AQF
… knowledge, skills and values for diverse pathways to further learning, work and effective participation in civic life. (AQF 2nd Edition, p.24)
Adapted from the Australian Quality Framework Second Edition 2013, p. 18
Reproduced with permission
L e
a s
t c
o m
p le
x
M
o s
t c
o m
p le
x
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 19
How the AQF works across different educational sectors
The table below gives an overview of the three educational sectors and shows levels of
qualification that are available from each sector:
Figure: AQF across sectors
Using the AQF
RTOs and their staff must ensure a ‘client-focussed’ approach to training and
assessment. This means that:
● RTOs must identify the AQF level of qualification, skill set or unit/s of competence
that is appropriate for their clients
● designers of competency-based learning programs must pitch the content and
structure of learning programs at the correct AQF level
● learning resources must reflect the AQF level addressed
● assessments must be appropriate for the AQF level addressed
● training delivery must reflect the AQF level addressed.
Australian Qualifications Framework Second Edition 2013
The Australian Qualifications Framework 2nd Edition 2013 explains the complexity—the
‘level’—of skills, knowledge and application required for each AQF level. It is an
essential reference for any trainer or assessor who will be planning, designing,
developing or delivering nationally-recognised training.
For more information or to download the AQF
Visit the AQF website <aqf.edu.au> (accessed 04.01.2018)
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 20
Standards for Registered Training Organisations
(RTOs) 2015
What are the Standards for RTOs?
RTOs must:
● devise operational policies and procedures that meet requirements of the
Standards for RTOs
● consistently operate according to the Standards for RTOs
● show evidence that they consistently operate according to the Standards for RTOs.
Must all RTOs comply with the Standards for RTOs?
No. RTOs based in Victoria—and whose clients are also based only in Victoria—must
comply with a different set of standards called the Australian Quality Training
Framework (AQTF).
What is the difference between the Standards for RTOs and the Australian
Quality Training Framework (AQTF)?
The structure and layout of the two sets of publications are different, but the essence of
each is the same—both documents define how RTOs must operate on a day-to-day
basis. Whilst most RTOs in Australia must follow the Standards for RTOs (introduced
in January 2015), some RTOs in Victoria are still subject to the older, AQTF standards.
Fit &
Proper
Person Requirements
AQF
VET Quality Framework
Data
Provision Requirements
Financial
Viability Risk
Assessment
Requirements
Standards
for RTOs
The Standards for RTOs define how
registered training organisations (RTOs) must operate day-by-day
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 21
Why must trainers and assessors understand the Standards for RTOs?
Trainers and assessors are the ‘face’ of the RTO. They represent the RTO when
training and assessing RTO clients. Trainers and assessors must:
● familiarise themselves with the Standards for RTOs (or AQTF as applicable) and
the relevant RTO policies and procedures established by the RTO to ensure that
their performance complies with these Standards
● consistently carry out their job duties in accordance with these Standards and
relevant RTO policies and procedures.
What do the Standards for RTOs say?
The Standards for Registered Training Organisations (2015) comprise eight (8)
standards that define quality RTO operation. The table below lists these.
Table: Standards for Registered Training Organisations (RTOs) 2015
Standard
Training and assessment
1 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
2 The operations of the RTO are quality assured
3 The RTO issues, maintains and accepts AQF certification documentation in accordance with these
Standards and provides access to learner records
Obligations to learners and clients
4 Accurate and accessible information about an RTO, its services and performance is available to
inform prospective and current learners and clients.
5 Each learner is properly informed and protected
6 Complaints and appeals are recorded, acknowledged and dealt with fairly, efficiently and
effectively
RTO governance and administration
7 The RTO has effective governance and administration arrangements in place.
8 The RTO cooperates with the VET Regulator and is legally compliant at all times.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 22
Frequently-asked questions about the
Standards for RTOs and about RTOs
Why would a training organisation want to become ‘registered’?
A training organisation may not offer a nationally-recognised AQF qualification unless it
is registered to do so. Clients often want to attain a nationally-recognised qualification
or statement of attainment from their training. To meet this demand, training
organisations apply for registration.
Who monitors and audits RTOs?
The National VET Regulator (ASQA) monitors—‘regulates’—most RTOs. Some RTOs
in Victoria and Western Australia are regulated by state-based authorities. See page
30 for more information.
How does an organisation become registered for the first time?
An organisation that wants to become an RTO for the first time must go through an
application process and meet requirements of the VET Quality Framework. For details,
see the website of the VET Regulator. For most would-be RTOs, the appropriate VET
Regulator is ASQA: <asqa.gov.au> (accessed 04.01.2018).
What is a scope of registration?
A scope of registration is the term given to the list of qualifications, skill sets, units of
competency or accredited courses an RTO is registered to deliver and/or assess.
RTOs may only offer qualifications, skill sets, units of competency or accredited
courses that are listed on their scope of registration.
Can an RTO add to its scope of registration?
Yes. At any time, an RTO may apply to ASQA, to extend its scope of registration.
Are existing RTOs monitored?
Yes they are. ASQA infrequently audits RTOs to ensure they continue to operate
according to the Standards for RTOs and other VET Quality Framework requirements.
If ASQA receives a complaint about an RTO, ASQA will investigate.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 23
For more information about the Standards for Registered
Training Organisations (RTOs) 2015
Visit the ASQA website <asqa.gov.au> (accessed 04.01.2018).
From this site you can:
● link to the Federal Register of Legislation and download the
Standards for RTOs and other VET Quality Framework
documents (or see direct link below)
● read the Users’ Guide to the Standards for RTOs:
<https://www.asqa.gov.au/standards> (accessed 04.01.2018)
● read about the registration process for new and existing RTOs
● learn the cost of RTO registration
● lodge your RTO application.
Download the Standards for Registered Training
Organisations (RTOs) 2015
Visit the Federal Register of Legislation
<https://www.legislation.gov.au/Details/F2014L01377/Download>
(accessed 04.01.2018)
Download the Australian Quality Training Framework
(AQTF) – essential standards for initial registration
Download all AQTF documents from the website of the Victorian
Registration and Qualifications Authority. The link below will take
you to the AQTF Essential Standards for Initial Registration:
<http://www.vrqa.vic.gov.au/Documents/VETEssecondstandrdsinit.pdf>
(accessed 04.01.2018)
These standards apply only if you work for a RTO that is based in
Victoria, and whose clients are also based only in Victoria.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 24
Training packages
What is a training package?
In addition to the five VET Quality Framework documents, training packages are
critically important publications in the Australian VET system.
More detailed information about training packages begins on page 37.
In summary:
Key documents that define quality VET practice
The VET Quality Framework, plus training packages, make up the core collection of
documents that define ‘best practice’ in VET. This includes documents that explain:
WHAT we train HOW we train (and operate, in general) TO WHAT LEVEL we train
Training packages:
• Qualifications
• Skill Sets
• Units of competence
• Standards for RTOs (2015)
• Fit and Proper Person Requirements
• Financial Viability Risk Assessment
• Data provision requirements
Australian Qualifications Framework
Figure: Key documents that define quality VET practice in Australia
The next section of this manual discusses key VET stakeholders—the ‘major players’
in Australia’s VET system.
Training Packages—a ‘plain-English’ definition
A training package is a set of publications that describe performance standards
for various occupations within one industry
VET Quality Framework
Standards
for
RTOs
AQF +
Trainers and assessors must understand these documents in
particular, if they are to work effectively in VET
Fit & Proper
Person Requirements
Data
Provision
Requirements
Financial
Viability Risk
Assessment
Requirements Training Packages
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 25
‘Major players’ in VET
Thousands of organisations and individuals throughout Australia have some part to
play in Australia’s VET system. Some of these include:
● Commonwealth, State and local government agencies and regulatory bodies
● industry groups
● public and private training organisations
● unions
● trainers and assessors
● training and assessment clients
● and many more!
In this section of the manual we will discuss the ‘major players’ of the VET system. As
a trainer or assessor it is important to understand the role of each ‘major player’, so you
understand the system within which you work.
We will discuss the following ‘major players’:
● Department of Education and Training
● ‘Voices of industry’:
– Australian Industry and Skills Committee
– Industry Reference Committees
– Skills Service Organisations
● VET Regulators
● Registered Training Organisations (RTOs)
● Trainers and assessors
● RTO clients.
In addition to these ‘major players’, you no doubt already know—or will learn—of
additional organisations that impact on your particular industry and on your role as a
trainer or assessor in your industry.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 26
Department of Education and Training
What is the Department of Education and Training?
The Department of Education and Training is the Australian Government Department
responsible for education and training throughout Australia. Here’s the ‘about us’
description on the Department of Education and Training’s website:
The Department of Education and Training is responsible for national policies
and programs that help Australians access quality and affordable early child
care and childhood education, school education, higher education, vocational
education and training, international education and research.
<education.gov.au/about-department> (accessed 04.01.2018)
What is the Department of Education and Training’s role in VET?
Author’s interpretation of information provided on the website of the Department of Education and Training
<education.gov.au> (accessed 04.01.2018)
For more information about the Department of Education
and Training and its work in the VET sector
Visit: <education.gov.au> (accessed 04.01.2018)
The Department of Education and Training works with key VET stakeholders to
decide the ‘big picture’ of how the national VET system should work
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 27
Voices of industry
Three of VET’s major players collectively form the ‘voice of industry’ in Australia’s
VET system. These are:
1. Australian Industry Skills Committee
2. Industry Reference Committees
3. Skills Service Organisations.
More information about each follows:
1. Australian Industry Skills Committee
On 08 May 2015, the Department of Education and Training announced formation of
the Australian Industry and Skills Committee (AISC). The AISC:
● acts as the ‘voice of industry’ to the government—
AISC works closely with key industry groups (see below) and represents industry
interests concerning vocational education and training to the Department of
Education and Training and other government departments as needed
● is a key player in training package development and endorsement—
AISC approves training package development or reform projects. It also
endorses—approves for use—new or updated training packages.
The Australian Industry and Skills Committee (AISC):
● advises governments on VET policy—represents industry interests
● endorses training packages (publications that contain nationally-
recognised qualifications and skill sets for each industry)
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 28
2. Industry Reference Committees (IRCs)
For each training package in Australia’s VET system, there is an IRC. IRCs are:
… alliances of eminent persons with demonstrated experience, skills and
knowledge to represent the issues of their sector.
Department of Education and Training, 2015,
Fact Sheet: New Arrangements for Training Product Development for Australian Industry, p.2
IRC members act as ‘conduits for industry intelligence’ (Ibid, 2015, p.1). Each IRC
uses its ‘industry intelligence’ to inform the content of the training package/s it is
responsible for. When industry intelligence suggests a need to create or update a
training package, the IRC will work with an SSO (see below) to obtain project approval
and engage suitable writers to complete the work. Once complete, the IRC/SSO
submit the new or updated training package to the AISC for review and endorsement.
How to contact your IRC
We suggest monitoring the AISC website for information about IRCs and
how to contact them: <aisc.net.au/ircs> (accessed 04.01.2018).
3. Skills Service Organisations (SSOs)
Each SSO supports a number of IRCs. SSOs:
● provide administrative and operational support to IRCs
● help IRCs initiate and maintain engagement with the industries they represent
● help IRCs develop training packages and training package support materials
● assist with the formation of IRC members.
IRCs inform the content of training packages
SSOs support the IRCs
SSOs and IRCs work together
to ensure that training packages and training package support materials
reflect current industry practice, trends and workplace reality.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 29
An industry-led VET system—how industry’s voice is heard
The figure below shows the communication channels in place so that IRCs—with
support from SSOs and through the AISC—ensure that government hears industry’s
voice.
With these communication channels, the hope is that training packages, plus
government decisions concerning VET policy and practice, will reflect industry needs.
Figure: The ‘Voices of Industry’ – communication channels
‘Industry’ may include anyone with a stake or
interest in the industry qualifications—e.g.
● Trainers and assessors
● Registered training organisations
● Employers and their representatives / unions
● State and Territory Governments
● Students
● The general public
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 30
VET Regulators
Who are VET Regulators?
There are two types of VET Regulators:
● The National VET Regulator (ASQA)
The National VET Regular is the Australian Skills Quality Authority (ASQA). Most
RTOs in Australia are regulated by ASQA.
● State Training Authorities (STAs)
Before 01 July 2011, when ASQA started operation, each state had a State
Training Authority that regulated RTOs in their state. Today, State Training
Authorities continue to exist in two states—Victoria and Western Australia. Those
states haven’t yet transferred all regulatory powers to ASQA. Therefore, some
RTOs based in Victoria and Western Australia continue to be regulated by their
State Training Authority while others are regulated by ASQA.
What do VET Regulators do?
VET Regulators are responsible for regulating vocational education and training
provided by RTOs in their jurisdiction. This means that, among other things, they:
● review and approve (or not) applications from organisations wanting to become an
RTO for the first time
● monitor and audit existing RTOs—in this sense the VET Regulators act as the
‘police’ of registered training organisations
● accredit courses—VET Regulators review applications made by organisations to
have a course they have developed, accredited.
For more information about VET Regulators
● National VET Regulator:
Visit the ASQA website: <asqa.gov.au>
(accessed 04.01.2018).
● State Training Authorities in Victoria and Western Australia
Visit the National Register (TGA)
<training.gov.au> (accessed 04.01.2018).
From the home page, click on ‘links’ and find details of the State
Training Authorities in Victoria and Western Australia.
VET Regulators are the people who monitor the operation of RTOs
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 31
Registered Training Organisations (RTOs)
Who are RTOs?
RTOs may be public or private organisations. An RTO may be:
● an individual (i.e. a one-person ‘organisation’)
● an organisation whose main business is ‘training and assessment’
● an organisation whose main business is not training and assessment, but which
decides to become an RTO so it can issue nationally recognised qualifications or
statements of attainment to its employees
● enterprise-based (i.e. it trains and assesses its own employees)
● a private, government, or community-based organisation.
What services do RTOs provide?
RTOs may train and assess (or just assess) nationally recognised qualifications, skill
sets, units of competence and/or accredited courses listed on their scope of
registration.
RTO responsibilities
RTOs have a responsibility to deliver quality training and assessment services to their
clients. This means that RTOs must consistently operate in accordance with the
Standards for Registered Training Organisations (RTOs) 2015.
Among their many responsibilities, RTOs must:
● offer training and assessment services that fully address the requirements of the
qualification, skill set, unit/s of competency or accredited course
● engage suitably experienced and qualified trainers and assessors
● offer flexible training and assessment services that are responsive to the diverse
needs of their clients
● offer ongoing support to trainers and assessors, clients, and RTO staff
● monitor and adapt training and assessment services provided, to ensure ongoing
quality and currency.
Registered training organisations (RTOs) are training organisations
that offer nationally recognised training and assessment
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 32
For more information about RTOs
Visit the National Register (TGA):
<training.gov.au> (accessed 04.01.2018)
From this website, look up the details of any RTO in Australia.
Trainers and assessors
Who are trainers and assessors?
Trainers and assessors may be:
● self-employed consultants
● RTO staff members
● volunteers.
Trainer and assessor responsibilities
Trainers and assessors who deliver or assess nationally recognised qualifications have
clearly-defined responsibilities. They must:
● comply with the processes, policies and procedures of the RTO they work for
● be suitably qualified and keep their knowledge and skills up-to-date (see below).
Trainers and assessors are the people—like you—who work on behalf of
an RTO to deliver training and assessment services.
As a trainer / assessor, you are the ‘face’ of the RTO.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 33
Competencies trainers and assessors must hold
To work for a registered training organisation, trainers and assessors must have the
qualifications and experience listed in the extract below, from the Standards for
Registered Training Organisations:
1.13 In addition to the requirements specified in Clause 1.14 and Clause 1.15,
the RTO’s training and assessment is delivered only by persons who have:
a) vocational competencies at least to the level being delivered and
assessed;
b) current industry skills directly relevant to the training and assessment
being provided; and
c) current knowledge and skills in vocational training and learning that
informs their training and assessment
1.14 The RTO’s training and assessment is delivered only by persons who have:
a) Prior to 1 January 2016, the training and assessment qualification …
or demonstrated equivalence of competencies
b) from 1 January 2016, the training and assessment qualification …
Standards for Registered Training Organisations (RTOs) 2015, Standard 1, clauses 1.13 and 1.14
The figure below illustrates the requirements described above.
Figure: Competencies required by trainers and assessors
Training and assessment
competence and industry skills
Vocational competence and
industry skills
Get the required vocational
and industry qualifications
and experience
Requirements may be defined in
the industry training package
Get qualified as a trainer
and/or assessor
Requirements defined in the
Standards for RTOs
(see above)
Maintain current
training / assessing skills
through ongoing work and
professional development in
training/assessing
Maintain current knowledge
and skills relevant to:
● industry
● vocational training and
learning
through ongoing work and
professional development in the
industry you are training in.
+
Stay current
+
Get the right
qualifications
and
experience
1
2
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 34
RTO clients
Who are RTO clients?
RTO clients may be:
● internal—they work within the RTO
(e.g. learners are employees of an organisation that is an RTO; the RTO can
therefore offer in-house training and assessment and issue AQF statements of
attainment and/or qualifications)
and/or
● external—they come from outside the RTO
(e.g. learners are members of the public or people from external client
organisations who enrol in training with the RTO).
RTO clients may include but are not limited to:
● participants—learners and/or assessment candidates
● supervisors or managers of participants
● owners or senior management of a client organisation.
What do RTO clients do?
RTO clients receive vocational education and training provided by RTOs. To ensure a
‘client-focussed’ approach to services provided, RTOs consult with clients to identify
their particular needs. As part of this process, clients should give RTOs:
● (before and/or at the start of a training or assessment event)
information about the learning context and specific needs of the learners—RTOs
just need to ask the right questions!
● (before, during and/or after a training or assessment event)
feedback to ensure continuous improvement of the RTO’s training and/or
assessment services.
Clients are the recipients of vocational education and training
provided by RTOs. Clients are the focus of VET.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 35
Summarising who’s who and what’s what in VET
The figure below shows key VET stakeholders—key documents and key people (‘major
players’)—and illustrates the relationships between them.
Figure: Who’s who and what’s what in VET
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 36
For resources and more information about the vocational
education and training system, see:
● Department of Education and Training
Visit this site regularly to stay up-to-date with latest VET
information.
<education.gov.au> (accessed 04.01.2018)
● National VET Register—training.gov.au (TGA)
The National Register is a website that offers a ‘database’ of VET
qualifications, RTOs and other stakeholders.
TGA is aimed at VET practitioners. From this site you can
(among other things):
– View and download training packages and competency
standards
– Research RTOs and obtain their contact details
– Research RTOs that are able to provide a qualification you
want.
– Link to other VET stakeholder websites.
TGA should be on every VET practitioner’s ‘favourites’ list.
Web address: <training.gov.au> (accessed 04.01.2018)
● Skills @ Work newsletter
This popular eNewsletter (formerly known as Training Packages
@ Work) is like a ‘one stop shop’ source of latest news from all
VET sector stakeholders.
To subscribe visit:
<education.gov.au/publications-and-resources>
(accessed 04.01.2018)
● Subscribe to eNewsletters
We recommend that you subscribe to other online newsletters to
stay up-to-date with latest VET initiatives. Most of the VET
Stakeholder websites shown on previous pages (or available
through the TGA website) offer eNewsletters.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 37
Training packages vs. accredited courses
Previous sections of this manual provided a ‘big picture’ of Australia’s VET system and
showed how training packages are an important part of VET in Australia. Now we will
take a closer look at training packages and accredited courses.
Training packages
What is a training package?
The National Centre for Vocational Education and Research produces a Glossary of
VET terms. In this glossary, training packages are defined as follows:
Training packages define the competencies required by different occupations
and industries and describe how these competencies may be packaged into
nationally recognised and portable qualifications that comply with the
Australian Qualifications Framework.
VET Glossary: <voced.edu.au/glossary-vet> (accessed 04.01.2018)
How many training packages exist in total?
There are many training packages in Australia, one for each industry or industry sector.
As a trainer/assessor, you will specialise in the training package/s relevant to your
industry or area of expertise.
To research current training packages
Visit the National VET Register—TGA:
<training.gov.au> (accessed 04.01.2018)
Training Packages—a ‘plain-English’ definition
A training package is a set of publications that describe
workplace performance standards for various occupations within one industry
Each industry produces one training package
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 38
Accredited courses
What is an accredited course?
Are accredited courses nationally recognised?
Yes, accredited courses are nationally recognised. Once a course has been
accredited, details of the course and the course owner are added to the National
Register—TGA <training.gov.au> (accessed 04.01.2018).
How are accredited courses structured?
Like training package qualifications, accredited courses are competency-based. An
accredited course may include:
● a particular combination of units from existing training package/s not already
specified in a training package skill set, and/or
● units of competency written specifically for the accredited course.
Who owns and delivers accredited courses?
Accredited courses may be owned by a “legal entity or individual”. Although any
individual or legal entity may write or own an accredited course, only RTOs may deliver
them. Therefore, to deliver their course, an accredited course owner must either be an
RTO or they must have partnership arrangements in place with an RTO and deliver
their course on behalf of that RTO.
Source: Standards for VET Accredited Courses, 2012
<https://www.legislation.gov.au/Details/F2013L00177>
(accessed 04.01.2018)
Examples of accredited courses
Some examples of accredited courses include:
● 10427NAT - Certificate III in Aquaponics Organic Food Production
● 10072NAT - Advanced Diploma of Ministerial Leadership
● 10490NAT - Certificate II in La Moda Styling.
Accredited courses fill ‘gaps’ in training packages
An accredited course is a course that addresses an identified industry,
enterprise, educational, legislative or community need that is not already
addressed in a training package
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 39
Researching accredited courses
The National VET Register (TGA) is the best place to go to research
accredited courses. To do this:
1. In your internet browser, go to: <training.gov.au>
2. You will arrive at a landing page that asks if you are looking for:
● Apprenticeships and traineeships,
● Course and training providers, or
● The National VET Register.
Click on National VET Register. This will take you to the
training.gov.au site.
3. Click on the search tab.
4. Click on search for training components.
5. In the ‘title or code’ box, type what you know of the title or code of
the accredited course you are looking for
Hint: If you don’t know the exact title, type a key word (e.g. ‘safe’
if you are looking for accredited courses that focus on safe work
practices).
6. In the ‘type’ box, tick () accredited courses.
7. Hit enter.
Information accessed on 04.01.2018
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 40
How and by whom are training packages developed?
Who develops training packages?
See page 28 for more information about Skills Service Organisations (SSOs) and
Industry Reference Committees (IRCs).
Do trainers and assessors have input into training package
content?
Yes they do. Vocational trainers and assessors are members of the industry in which
they train. As such, they may provide feedback about training package content by
engaging with their Industry Reference Committee.
How are training packages developed?
The flow chart on the next page is the writer’s interpretation of information provided in
the Fact Sheet: New Arrangements for Training Product Development for Australian
Industry.
Skills Service Organisations and Industry Reference Committees
work together to develop training packages
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 41
Figure: How training packages are developed (a summary)
In the flow chart below, we’ve used the term, training products to refer to a training package,
competency standards within a training package, or training package support materials.
With help from the relevant Skills Service Organisation (SSO), the Industry Reference Committee (IRC) engages with industry and gathers ‘industry intelligence’ (feedback) about:
● recent developments in the industry
● the ongoing suitability of existing training products
Industry
Intelligence
When industry intelligence suggests a need to develop or update a training product, the IRC:
1. (with help from the SSO) prepares a business case for the proposed developments
2. (through the SSO) submits the business case to the Australian Industry and Skills Committee (AISC).
Business Case
The IRC—with support from the SSO—completes the work assigned by the AISC.
Writers of this manual anticipate that the IRC will continue to seek industry input as they draft and edit the new training products.
If the ‘product’ is a new or updated training package…
Training
Product
Development
The IRC (with help from the SSO) submits the new or updated training package to the AISC for endorsement.
If the AISC has endorses the training package, its contents are added to the National VET Register—the ‘training.gov’ website <training.gov.au> (accessed 04.01.2018)
VET practitioners can now access and download the training package from the National VET Register.
Endorsement
and Release
If the AISC approves the business case, they: “assign work to the
IRC with support from the SSO on a prioritised basis.”
(From: Department of Education and Training, 2015, Fact Sheet, p.2)
AISC Approval
If the new training product is a training package support material— the job is complete and the new product is released for use
If the new training product is a new or updated training package, it must be endorsed ▼
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 42
How are training packages structured?
Standards for Training Packages
The Standards for Training Packages2 is a document that describes how training
packages must be structured.
According to the Standards for Training Packages:
The table on the next page lists and describes:
● the four endorsed components of a training package
● non-endorsed components, including:
– the one mandatory non-endorsed component
– possibilities for other non-endorsed components that may also be available.
2 National Skills Standards Council, Standards for Training Packages, 2012. Available from
<https://docs.education.gov.au/documents/standards-training-packages-2012> (accessed 04.01.2018).
Training Packages have four endorsed components:
1. Qualifications framework 2. Units of competence 3. Assessment requirements 4. Credit arrangements
In addition, non-endorsed companion volume/s
must be written and made available for each training package.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 43
Table: Training package structure at a glance
Endorsed components
Download endorsed components from the National VET Register (training.gov.au)
Qualifications
framework
This part of the training package lists the Qualifications and Skill Sets available from
the training package
Units of
competence
Each unit lists the
requirements for performance
for one workplace task
VET practitioners must consider both:
● the unit of competence and
● the assessment requirements for the unit. Assessment
requirements
Assessment requirements are
provided for each unit
Credit
arrangements
This part of the training package lists credit arrangements in place that give
opportunities for people who attain a training package qualification to get credit towards
a higher education qualification.
Non-endorsed components (also known as ‘companion volumes’)
Download companion volumes from the link given in the relevant units
Implementation
Guide
(mandatory
companion volume)
Training package developers must produce an Implementation Guide for each
training package. The Implementation Guide provides useful information for people
wanting to use the training package with clients. It contains:
1. Overview Information about the training package, such as:
● Version control information
● Information about units in the training package and how they do or don’t
align to units in previous versions of the training package
2. Implementation information, such as:
● Information about key features of the training package
● Information about pre-requisites or entry requirements to qualifications
● Legal, safety, access and equity considerations
3. Links to other companion volumes, as applicable.
Other companion
volumes (optional)
Training Package developers may choose whether or not to produce additional
companion volumes to a training package. They may identify what additional
companion volumes—if any—they will produce.
Adapted from information found in the Standards for Training Packages, 2012, pp. 3 & 6, accessed from:
< https://docs.education.gov.au/documents/standards-training-packages-2012> (04.01.2018)
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 44
Training package support materials
The figure below shows some examples of available training package support
materials. This is not an exhaustive list.
Figure: Examples of training package support materials
Who writes training package support materials?
Training package support materials may be written by:
● Registered training organisations
Some RTOs choose to develop their own learning and assessment materials ‘in
house’
● Industry Reference Committees or Skills Service Organisations
The IRC and SSO responsible for a training package may produce learning or
assessment materials that RTOs may purchase
● Others
Anyone can develop training package support materials and offer them for sale (or
free of charge) to RTOs.
Training package support materials are
learning and assessment resources
RTOs need some form of support materials to deliver
nationally recognised qualifications, skill sets or units
Digital
‘toolbox’
Learner
Guides
Assessment
Tools
Facilitator
Guides
RPL Kits
PowerPoint
Presentation
@ Online
materials
(artefacts)
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 45
Research training packages, companion volumes and training
package support materials
Research training packages
Download training packages or parts of training packages from the
National VET Register (TGA): <training.gov.au> (accessed 04.01.2018)
From the National Register, you can register to receive automated
updates about changes made to training packages relevant to your
industry. This is important to make sure you’re delivering the most
current versions of training package qualifications. To do this:
When viewing a particular unit, qualification or skill set on training.gov.au,
look to the top right corner of your screen and click on: notify me of
changes (information accessed on 04.01.2018)
Research training package companion volumes
This is easy! Any part of a training package that you download from the
National VET Register includes a link to the Implementation Guide for the
training package, plus other companion volumes, if available.
Example
This link appears at the end of the unit, TAEASS402 Assess competence,
and again at the end of the assessment requirements for TAEASS402:
Research training package support materials
We suggest:
● Look within your own organisation
Designers within your organisation may have developed learning or
assessment materials that are tailored for your industry or
organisation.
● Research online
A range of individuals, publishers, registered training organisations,
VET resource developers, Government and private organisations
offer training package support materials. Search online to see what’s
available.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 46
Training package coding system
Training packages, qualifications, skill sets, and units of competency (including
assessment requirements for each unit) are each assigned a code. The table below
explains the training package coding system.
Table: Training package coding system
Training package codes
e.g. TAE Training and Education Training Package
TAE identifies the training package (Training and Education)
Qualification codes
e.g. TAE80113 Graduate Diploma of Adult Language, Literacy and Numeracy Practice
TAE identifies the training package (Training and Education)
8 tells us the AQF level of this qualification (Graduate Diploma, AQF level 8)
01 tells us that this is the 1st Graduate Diploma-level qualification in this training
package (‘01’ is a number in a series)
13 tells us the year the qualification was first endorsed (2013)
(Release 2 was endorsed in 2016)
Unit of competency codes
e.g. TAELLN801 Analyse and apply adult literacy teaching practices
TAE identifies the training package (Training and Education)
LLN tells us the competency field (focus) of the unit
(language, literacy and numeracy) Unit coding systems
vary between
training packages.
The example shown
here is a typical
coding system for a
unit.
8 tells us the AQF level of the qualification the unit was first
packaged in (Graduate Diploma, AQF level 8)
01 tells us that this is the 1st LLN-focussed unit pitched at
AQF level 8 in the TAE training package (‘01’ is a
number in a series).
Skill set codes
e.g. TAESS00011 - Assessor Skill Set
TAE identifies the training package (Training and Education)
SS tells us that this is a Skill Set
00011 gives us a ‘unique identifier’—a way of distinguishing this skill set from other skill
sets in the same training package
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 47
Use training packages to meet client needs
How can training packages be used?
VET practitioners most often use training packages:
● to design and develop:
– training and assessment strategies
– learning programs
– assessment tools
– learning and assessment resources
– a traineeship/apprenticeship learning program plan
● as the basis for assessment validation
● to determine training or assessment pathways—for example:
– how a learner might progress through a training package
– how a learner might progress from one qualification to another, across training
packages
– the approach the learner takes to achieve a qualification: training and
assessment or assessment-only
– an apprenticeship or traineeship arrangement.
Training packages may also be used:
● to support organisational change
● as a project tool
● to support human resource functions including recruitment, selection or
performance management.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 48
How to get started using training packages as the
basis for training and assessment
The figure on the next page shows how to get started using competency standards as
the basis for training and assessment, in a way that is relevant to the clients’ real-life
circumstances.
Learning and assessment plans must:
● meet competency requirements and
● reflect the clients’ real-life circumstances (i.e. their context)
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 49
Figure: Use a training package to meet client needs
Context
2. Consider context
Research and identify:
● an industry training package relevant to the client
● a qualification, skill set or unit of competency that reflects
the specific training or assessment need
Training package and competency standards
1. Identify
standards
1. If delivering a qualification, select elective units that are
most suitable for the target client group
2. Analyse (‘unpack’) and contextualise the competency
standard/s and build a picture of competence. To do this,
identify how the client/s should perform the unit/s of
competence at work, including:
Task Skills
Are there workplace policies or procedures for performing the workplace tasks described in the unit/s?
Task Management Skills
When must people perform the work activity? What deadlines exist? How efficiently must people perform the work activity? What other tasks must be completed at the same time?
Contingency Management Skills
What types of unexpected situations would a competent individual be expected to manage?
Job/Role Environment Skills
Who must they work with or report to?
Training and Assessment Strategy
Learning Plan Assessment Plan 3. Plan
Design training and assessment strategies and plans that
target competent performance ‘in context’.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 50
How to unpack competency standards
To use units of competency as the basis for training or assessment, we must first
understand what they—and their assessment requirements—tell us.
Focus of a unit
One unit of competency focuses on one workplace task
Each unit of competency describes the workplace performance requirements for one
workplace task or activity (e.g. TAEDEL301 Provide work skill instruction).
The figure below illustrates this.
Figure: Focus of a unit of competency
Structure of a unit and its assessment requirements
Units of competency have two parts:
1. The unit—
Describes competent performance—gives a ‘picture’ of competence
2. Assessment requirements for the unit—
Lists evidence people must provide to attain ‘competence’ in the unit.
The figure on the next pages shows the structure of a unit of competency and its
assessment requirements.
‘Unpacking’ a unit of competency—
a ‘plain-English’ definition
‘Unpacking’ means to analyse and contextualise a unit of competency
and its assessment requirements. Before we can plan our learning or
assessment, we must first ‘unpack’ the competency standards.
One unit of
competency
One workplace task or
activity
covers
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 51
Figure: Structure of a unit of competency and its assessment requirements
Title Names the work activity covered in the unit
Code Identifies the training package the unit comes from; the competency field; AQF level; version
Application Describes how the unit is applied in industry
Elements Name each step in performing the task or each component of the task
Performance Criteria Describe how or how well each element must be performed
Foundation skills Lists language, literacy, numeracy and employment skills (Core Skills for Work) needed to demonstrate competence in the workplace
Lists equivalent units (if any)
Lists link/s to the Implementation Guide relevant to the unit
Unit mapping info
Links
Assessment Requirements for the unit
Performance Evidence Lists what candidates must DO (tasks to ‘perform’) to attain competence in the unit
Knowledge Evidence Lists the knowledge candidates must demonstrate to attain competence in the unit
Assessment Conditions Lists mandatory conditions for assessment Lists assessor requirements
Links Lists link/s to the Implementation Guide
Introductory information
Steps or components of the task
Foundation skills needed
Other Information
U N
IT o
f C
O M
P E
T E
N C
Y
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 52
Guidelines for contextualisation
The Companion Volume Implementation Guide for the TAE Training Package offers
the following guidelines when unpacking and contextualising units of competency for
your clients:
Contextualisation of units of competency by RTOs
RTOs may contextualise units of competency to reflect local skill needs.
Contextualisation could involve additions or amendments to the unit of
competency to suit particular delivery methods, learner profiles, or specific
enterprise requirements. Any contextualisation must ensure the integrity of the
outcome of the unit of competency is maintained.
Industry requirements, as described in training or job specifications, can be
used to contextualise a unit of competency.
Companion Volume Implementation Guide for the TAE Training Package, v2.1, p.27
Guidelines for contextualisation answer the question,
“How far can I go when contextualising units of competency?”
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 53
Reasonable adjustment
A client-focussed approach sometimes means we must apply a reasonable adjustment.
Reasonable adjustments apply to how we assess candidates
Adjustments must be ‘reasonable’!
That is, they must maintain the integrity of the assessment.
Examples of reasonable adjustment include but are not limited to:
● providing support people—
e.g. scribe or support person for a candidate with an intellectual disability
● providing assistive technology—
e.g. to enhance vision or allow to for physical disability
● modifying format of assessment materials—e.g. braille assessment
● modifying assessment processes—
e.g. oral assessment for a candidate who has difficulty writing
● adjusting the physical environment—
e.g. providing venue access and physical layout that enables a candidate in a
wheelchair an opportunity to access and complete the assessment.
A ‘reasonable adjustment’ is…
an adjustment to the assessment process or materials that allows a
candidate with a disability fair access to the assessment,
and fair opportunity to successfully complete it.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 54
How do I research and locate training packages and
competency standards?
Researching training packages
You can download training packages or parts of training
packages from the National Register (TGA):
<training.gov.au> (accessed 04.01.2018)
Use the National Register to research competency standards
1. In your internet browser, go to: <training.gov.au>
2. You will arrive at a landing page that asks if you are looking for:
● Apprenticeships and traineeships,
● Course and training providers, or
● The National VET Register.
Click on National VET Register. This will take you to the training.gov.au site.
3. Click on the search tab.
4. Click on search for training components
5. In the ‘title or code’ box, type what you know of the title or code of the training
package or unit of competency you are looking for.
Hint: If you don’t know the exact title, type a key word (e.g. ‘safe’ if you are looking
for units of competency that focus on safe work practices)
6. In the ‘type’ box, tick () units of competency
7. Click on enter.
Based on information accessed on 04.01.2018
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 55
Recap: Use training packages & accredited courses to meet client needs—a ‘to-do’ list
Tick when complete
Using training packages to meet client needs
Step 1 Select the appropriate training package ............................................
● Confirm the client’s needs
● Research and identify a training package that meets the client’s needs
Step 2 Analyse and interpret the qualifications framework ..........................
● Identity a qualification, skill set or unit/s relevant to the client need
● (where applicable) Identify elective units relevant to the client need
Step 3 Analyse and interpret the unit/s of competency and its assessment
requirements ........................................................................................
● Analyse and contextualise the units to determine the learning or assessment
requirements, incorporating foundation and employability skill requirements as
appropriate
Step 4 Analyse and interpret the implementation guide ...............................
● Determine the need for special requirements or reasonable adjustments to meet
client needs
Using accredited courses to meet client needs
Step 1 Select the appropriate accredited course ..........................................
● Confirm the client’s needs
● Research and identify the accredited course that meets the client’s needs
Step 2 Analyse and interpret the accredited course .....................................
● Analyse and contextualise the requirements of the accredited course module and
ensure that training delivery addresses these requirements.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 56
Summary of this section
Use training packages and accredited courses to meet client
needs
This section of the manual and related training activities have focussed on the skills
and knowledge needed to use training package competency standards as the basis for
training or assessment.
With the skills and knowledge gained from having read this manual and participated in
the related training activities, you should be able to use training package competency
standards to:
● design and develop competency-based learning programs
● deliver competency-based training
● plan, organise and develop competency-based assessments
● conduct and validate competency-based assessments.
You should also be able to explain the difference between a training package and an
accredited course.
Essential website—training.gov.au
The National Register (TGA) is your gateway to the world of VET.
Go to this website to access information and resources needed
by VET practitioners.
<training.gov.au> (accessed 04.01.2018).
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 57
Design and develop learning programs
Design can be art. Design can be aesthetics.
Design is so simple, that's why it is so
complicated.
Paul Rand, 1997
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 58
Introduction to this section
Design and develop learning programs
A skilled designer of competency-based learning programs has a sound understanding
of competency standards and how we can use these to guide learning program
development. They also have strong instructional design skills—these are needed
when designing any type of learning program, competency-based or otherwise.
Skilled instructional designers are able to:
● identify learning topics that will address an identified need
● devise assessment strategies that will effectively measure learning against
identified program outcomes
● use their knowledge of adult learning theories, styles and principles to:
– select a delivery mode that is suitable for the target learners and the type of
learning
– select varied and appropriate learning activities
– sequence program activities to promote progressive learning
– create opportunities for learners to build skills, knowledge and confidence
needed to achieve program outcomes.
● identify learning materials and other resources that are appropriate for the type of
learning program developed and for the target learners.
After reading this section of the manual and participating in the related learning
activities, you should be able to:
● define learning program parameters in consultation with client/s
● generate options for designing a learning program
● develop learning program content and structure
● review a learning program.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 59
Design and develop a learning program: the need for collaboration
Collaborate with your client
It is essential to collaborate with your client throughout the entire design and
development process. This way, you:
● save time by not making unnecessary mistakes such selecting an on-line delivery
approach when the learner group isn’t accustomed to working with computers
● ensure that the final program content, structure and resources effectively meet the
client’s needs.
Who is your client?
Your ‘client’ will likely include a number of people, depending on the circumstances.
Some examples are below:
e x
a m
p le
1 You work for a registered training organisation (an RTO) and must design and develop a
learning program aimed at members of the public who enrol in learning programs offered
by your RTO.
In this case, your ‘clients’ are the target learners and possibly their employers.
e x
a m
p le
2
You are consultant and have been engaged to design and develop a learning program for
a group of learners within a client organisation.
In this case, your ‘client’ may include:
● the head of the organisation (e.g. the General Manager or owner)
● key contact people within that organisation (e.g. the Learning and Development manager,
a Human Resources representative, financial officer, etc.)
● the supervisor or manager of the target learner group
● the target learner group within that organisation.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 60
e x
a m
p le
3
The registered training organisation you work for offers Australian Apprenticeship
programs. You have been asked to design and develop an apprenticeship program.
In this case, your ‘client’ may include:
● Australian Apprenticeships personnel (learning programs that you develop must comply
with Australian Apprenticeship requirements)
● the apprentice learners’ host organisation—key personnel
● the apprentice learners.
e x
a m
p le
4
You are part of the learning and development department of an organisation and have
been asked to design and develop a learning program for a particular group of people
within your organisation.
In this case, your ‘client’ may include:
● the supervisor/manager or the target group of learners
● the target learner group
● HR or other departments within the organisation.
Collaborate with other stakeholders
Your client is not the only stakeholder in a program you design and develop. Other
stakeholders must also be consulted and collaborated with as needed throughout the
design and development process.
Some examples of other stakeholders include:
● your own supervisor or employer
● anyone within your RTO who is responsible for approving, budgeting,
administering, delivering, advertising, or assessing the program
● regulatory authorities such as:
– VET regulators
– other industry-specific regulatory bodies such as the Work Health and Safety
(WHS) authority in your state
● union or Industrial Relations personnel
● personnel responsible for training resources
● external training providers / guest speakers / content matter experts.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 61
Discussion or personal reflection in your own time—
Who should you collaborate with when designing and
developing a learning program?
Consider the types of learning programs you currently develop or hope to develop in
the future:
● Who are your clients?
● Who might other stakeholders be?
Use the space below to note your thoughts.
Plan for collaboration
It is often helpful to plan when and how you will collaborate with your client and other
stakeholders throughout the development process.
Questions to consider include:
● When will I collaborate? At what stages of the development process will I
collaborate with my client and/or other stakeholders?
● Why will I collaborate?
What is the purpose and desired outcome of each stage of collaboration?
● With whom will I collaborate at each stage?
● How will I collaborate? What methods will be used?
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 62
Collaboration Plan
Read the example of a collaboration plan below. Would a similar type of plan be
helpful to you?
Example: Collaboration plan
In this example, the client is an external organisation and target learners are
employees of that organisation.
When Purpose With whom? Method Desired outcome
1 Initially To determine
program purpose
/ focus and
competency
requirements
● Manager of
client
organisation
Face to face
meeting
Client confirms
purpose / focus and
gives approval to
proceed with program
development
2 Pre-
development
To conduct a
training and
learning needs
analysis
● Target learners
● Supervisor of
learner group
Interviews
Workplace
observation
Identify training and
learning needs
3 At start of
development
To determine
learning/
assessment
approach and
resources
● Client manager
● Supervisor or
learner group
Meeting Client approves
learning/assessment
approach and
resources
4 Throughout
development
To ensure
development
remains ‘on
track’
● Various
stakeholders as
needed
Emails /
telephone
Draft one of program
is completed and
related resources
developed/obtained.
5 Upon
completion of
draft 1 program
content
To review draft 1
of program and
related resources
● Manager of
client
organisation
● Supervisor of
learner group
● My own
employer
Email Client and my own
employer approve
draft 1 of program and
related resources or
identify points for
revision/ improvement
6 Further collaboration needed if changes are required to draft one.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 63
Design and develop a learning program: a step-by-step process
The flow chart on the next page illustrates a step-by-step process for designing and
developing a learning program. Order of information presented in this manual reflects
the step-by-step order noted in the flow chart.
Designing and developing a learning program is a creative process and therefore may
be approached in different ways. The step-by-step process described in this manual is
an effective design model, but it is not the only way to design a learning program.
As you develop your expertise and confidence as a designer, you will may devise your
own approach to learning design.
Start with the end in mind
The product that results from the design and development process is a learning
program plan.
An example of a completed learning program plan begins on page 155. We
suggest that you start by having a look at this example—this way you know what you
are working towards. Then return to this page to begin the step-by-step process of
designing and developing a learning program.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 64
Step 1: Determine parameters
The flow chart below illustrates the ‘big picture’ of designing and developing a learning
program. Pink shading indicates the step covered in this part of the manual.
1 Determine Parameters
Determine parameters of the learning program
● Confirm the design brief:
– Determine program aim and identify suitable benchmarks
– Gather information about the learners and their needs
– Identify other parameters
● Analyse program benchmarks
2 Design
Design the learning program
● (if applicable) Access & interpret the training and assessment strategy
● Determine delivery mode
● Clarify assessment requirements
● Identify resources to be used.
3 Develop
Develop learning program content and structure
● Develop program sessions:
– Confirm program content – Organise content into ‘chunks’ (sessions) – Sequence the sessions
● Check that you’ve covered all requirements— create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
4 Review
Review the learning program plan and approve for use
● Develop a review strategy
● Gather feedback on the learning program draft
● Analyse feedback and modify the learning program plan
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 65
Introducing this step
The world of learning design is littered with learning programs that do not meet
expectations. Often, this is because people design, without first pausing to get input
about program requirements (parameters) from all stakeholders. Such failures cost
time, money, and credibility.
There is a strong business case for pausing to ‘listen’
before you start designing
This part of the manual aims to help you find out everything you need to know about
the requirements (parameters) of a learning program before you start designing it. This
way, you increase the likelihood of meeting program requirements on your first attempt.
Haste makes waste
Benjamin Franklin
Determining program parameters means
finding out everything you need to know before you ‘jump in’
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 66
How do we determine program parameters?
What questions should I ask?
Below is a list of questions that make a useful starting-point when determining program
parameters.
We have presented the questions in questionnaire format so you can use it as a
template and note responses. You may want to add more questions that are relevant
to the types of programs you design.
How can I get answers to these questions?
● You may already know the answer (but it’s always good to check that other
stakeholders share your understanding)
● You may ask program stakeholders
● You may collect data to identify the answer.
T This template is available For your future use, you’ll find a blank template for a questionnaire to confirm the design brief in the Templates we provide to support this program.
To determine program parameters:
Ask questions, then listen to and clarify the responses
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 67
Questionnaire:
Confirm the design brief
Questionnaire—Confirm the design brief
Program aims and benchmarks
1 Why is this program needed? What does it
aim to achieve?
2 What benchmarks match the program aim?
Learner information
3 Who are the target learners and what are
their key characteristics?
4 Training needs:
What existing skills and knowledge do the
learners have (relevant to the benchmark)?
5 Learning needs:
How do learners prefer to learn?
6 Support needs:
What support might they need to successfully
complete the program?
Other parameters
What other expectations, parameters or constraints should I consider when designing—e.g.
● Deadlines
● Expected program schedule or time frames
● Learning or assessment materials already
purchased or developed?
● Expected number of learners per group
● Expected delivery mode
● Budget
● Availability of technology, equipment or other
resources
● Other?
Each question above is covered in more detail, starting on the next page.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 68
Determine program aim & identify suitable benchmarks
1 Determine
Parameters
Determine parameters of the learning program
● Confirm the design brief:
– Determine program aim and identify suitable benchmarks
– Gather information about the learners and their needs
– Identify other parameters
● Analyse program benchmarks
Determine program aim
A learning program may aim to:
● address an identified skill gap
● develop or extend skills and knowledge to manage ongoing changes to a job role—
e.g. learn to use new equipment
● build foundation skills, such as language, literacy and numeracy
● build ‘soft skills’ such as time management
● promote professional development
● meet legislation, licensing, registration or funding requirements
● build confidence
● get a job or a promotion
● improve organisational results—e.g. improve productivity, decrease staff turnover,
improve customer satisfaction ratings, reduce error rates
● get a qualification.
What type of program is needed?
A learning program may be:
● a short course or vocational program
● a professional development program
● a community education program
● a workplace learning program
● part of a VET in Schools program
● part of an apprenticeship or
traineeship
● a personal development plan
● an induction program.
To determine the program aim, identify:
1. What the program aims to achieve and
2. Why it is important to achieve this.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 69
What benchmarks reflect the program aim?
What are program benchmarks?
Examples of program benchmarks include:
● Training package competency standards
● Accredited course curricula
● Job description or duty statement
● Standard Operating Procedures (SOPs)
● Curriculum (e.g. schools)
● Skills audit
● Task analysis (task breakdown)
● Documented policies or procedures
● Work instruction sheet
● Program outcomes written by you.
How to research and identify program benchmarks
● you may be told what the benchmarks are—e.g. a client needs a particular
qualification. In this case the competency standards that make up the qualification
are the program benchmarks.
or
● you may need to research and identify suitable benchmarks—e.g. if the
program aims to improve customer satisfaction ratings in a retail industry, suitable
benchmarks may include:
– a Standard Operating Procedure (SOP) for customer service, or
– a training package unit of competency for customer service—e.g. BSBCUS301
Deliver and monitor a service to customers.
Use the National Register to research training package
competency standards that reflect program objectives
<training.gov.au> (accessed 04.01.2018)
1 This manual covers how to
use competency standards
from a nationally-recognised
training package as the
program benchmark.
You can apply the design
principles learned, to any type
of benchmark.
Program benchmarks are documents that describe
the desired (or required) performance in the workplace
We base learning program outcomes and content on these benchmarks
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 70
Gather information about the learners and their needs
1 Determine
Parameters
Determine parameters of the learning program
● Confirm the design brief:
– Determine program aim and identify suitable benchmarks
– Gather information about the learners and their needs
– Identify other parameters
● Analyse program benchmarks
Who are the target learners?
All learning programs should be developed with the characteristics, interests and needs
of the target learners in mind. Considerations include (but aren’t limited to):
● Number of people in the learner group. It’s useful to have an idea of the expected
size of each learner group; this may influence your program design
● Key defining features of the learner group—e.g.
– Are learners from the same organisation or industry, or different?
– Are all learners from the same team, or same level within an organisation?
– Are learners working?
– Do learners share a common cause or interest?
– Do learners share any key characteristics—e.g. age or gender
– How do learners feel about participating in this program? Will they participate
by choice, or is participation mandatory?
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 71
Training needs: what must learners learn?
The process of determining training needs is called a Training Needs Analysis (a TNA).
The figure below shows a basic model for a training needs analysis.
Figure: a training needs analysis model
The following table gives more information about each step of the TNA process.
The purpose of a training needs analysis (TNA)
is to determine the content of training:
What needs to be trained?
Identify
gap
Identify current
performance
Analyse the gap
and determine the best way to fill it
Identify desired
performance
Training Need
The gap can be filled by training and
becomes the basis for the training content
Non-training need
Maybe training isn’t what’s needed to
achieve the benchmarks
Combination of training and non-training needs
Both training and non-training interventions may be needed
e.g. To meet the performance benchmarks, participants may need training
and the organisation may need to purchase updated computer software.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 72
Training Needs Analysis (TNA) step 1: Determine the desired performance
The desired performance is documented in the program benchmarks.
TNA step 2: Determine current performance
The purpose of this step is to determine the learners’ current level of competence,
compared with the desired performance. Knowing the target learners’ current
performance helps you to design a program that is appropriate for the group. For
example:
● you may not have to include all aspects of the benchmark requirements in the
learning program
● some people may not have to attend all program sessions
● you could build peer training into the program
● you can depend on having knowledgeable group discussion leaders.
Adaptation of Workplace Trainer Category 2 module materials,
Preparing Training Programs, 1995, p.13
How to perform this step
The illustration below lists some ways to determine the current performance of the
learner group, ranging from very informal to very formal.
Figure: Determining the current performance of the target learner group
Informal Formal
You make assumptions based
on previous experience.
Comprehensive TNA—may include:
● Diagnostic assessment of skills and/or knowledge
● Performance review
● Feedback from supervisor; peers; clients
● Review of employment records
● Interview with target learners.
You happen to run into a
member of the target learner
group or a supervisor and ask
them what they think they
need.
You meet with the supervisor of
the learner group or other client
representative and ask specific,
prepared questions about the
training need.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 73
TNA step 3: Identify the gap
Performing this step is like basic math. The ‘gap’ is the difference between the desired
performance and the current performance.
GAP = desired performance – current performance
The figure below shows an example of how you could identify and document an
individual’s current performance and identify any gaps.
Figure: Training Needs Analysis—Current Performance
Learner name: Joe Bloggs
Training Needs Analysis—Analysis of current performance in the workplace
Benchmark used: Job description—sales representative
Job description: Sales representative
Data used to assess current performance
S NYS N/A
1. Create personal monthly schedule to ensure visits to at least 10 new clients and 15 existing clients per month.
Copy of personal schedules for 2 consecutive months. ✓
2. Execute personal monthly schedule— achieve target number of client visits
Copy of personal schedules showing visits completed.
Interview with Joe.
✓
3. Demonstrate product knowledge Training records: results of product knowledge tests.
✓
4. Communicate effectively in the workplace
Client satisfaction surveys.
Interviews with supervisor and colleagues.
Evidence of having maintained sales records.
✓
5. Achieve sales targets Comparison of target and actual sales for 2 consecutive months.
✓
Key
S: Satisfactory performance in the workplace
NYS: Task performed in the workplace, but not to a satisfactory standard
N/A: Task not relevant to the learner’s role.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 74
TNA step 4: Analyse the gap
This step is crucial. The purpose of this step is to work out why there is a gap between
the desired performance and the current performance.
We must not assume that the ‘gap’ between desired and current performance can be
trained. In fact, training isn’t always what is needed.
A person may not perform a task as expected in the workplace because:
● they don’t know how to perform the task
● they didn’t know they were supposed to
● they don’t have the time
● they don’t have the equipment they need
● performing the task as required is unsafe
● they say, ‘it’s not my job’ (they may be right or they may be wrong)
● expectations are excessive for the time frames given
● they say, ‘we don’t do it that way here’
● they lack confidence
● they lack the skills or confidence to manage problems or challenges that arise
● it’s against their religion
● they lack the language skills needed (remember that ‘language’ includes jargon)
● they lack the literacy skills needed
● they lack the numeracy skills needed (numeracy refers to the confident application
of mathematical skills in real situations)
● they don’t want to.
TNA step 5:
Determine whether the gap represents a training or a non-training need
Once you know why there is a gap between the desired and current performance, you
can decide whether or not training is the best way to ‘fill’ the gap.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 75
Discussion or personal reflection on your own time—
Training or non-training need?
Read the list on the previous page, of reasons why someone may not perform as
required. Consider which of these can be addressed with training.
You may find that:
● the gap reflects a training need
The learner lacks some or all of the required skills, knowledge, and/or attitudes
needed to achieve the program benchmarks
or
● the gap does not reflect a training need
For example, the gap may be filled simply by purchasing new equipment such as
faster computers
or
● the gap reflects both training and non-training needs
For example, the gap may be filled by a combination of training and purchasing
faster computers.
If the gap reflects a training need…
You are ready to continue designing and developing your program.
OR
If the gap does not reflect a training need…
You must consider alternatives to training.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 76
But what if I can’t conduct a comprehensive training needs
analysis?
There are a number of reasons why it may not be practical to conduct a comprehensive
training needs analysis. For example:
● you don’t have the time or the budget to do so
● you don’t have direct access to the learners—this may be because:
– you are designing and developing this program for members of the public,
hoping that they will choose to enrol in the program
– you are designing and developing the program for different groups of people in
your organisation; the program isn’t targeted at a particular learner group.
Perhaps you could:
● if learners come from within your organisation
go for coffee with a potential learner or supervisor of a group of potential learners
and discuss training needs
● if learners come from outside your organisation—e.g. your organisation
offers programs to members of the public
consider the broad profile of the current clients of your organisation, or consider the
profile of the type of client to whom you intend to target your program. What
reasonable estimates can you make about these learners, their current levels of
knowledge, skills and attitudes related to the program you are designing, and their
training needs?
If you can’t conduct a comprehensive training needs analysis, remember...
...something is better than nothing!
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 77
Learning needs: how do learners prefer to learn?
Training needs and learning needs are not the same thing:
● Training needs aim to identify what learners must learn—
We consider training needs to identify the program content
● Learning needs aim to identify how they prefer to learn—
We consider learning needs to identify how the content should be delivered. We
should take into account the learners’ key characteristics, learning preferences,
special needs, plus any other information about the learners that may influence the
selection of the delivery mode and assessment approach.
How do I identify learning needs?
The next page lists some questions to ask to help you identify learning needs and
preferences. Consider:
● which of these are particularly relevant for the types of programs that you design
and develop?
● what questions would you add?
Determine learning needs—questions to ask
Below are some questions you may want to ask about the target learners.
What else can you add to this list?
What is the learners’ professional background?—e.g.
● length of time in the workforce and in the industry
● specific work experience that may be relevant
● level of education
● Do the learners have similar or divergent professional backgrounds?
The purpose of this step…
…is to gather information that will help you select the most suitable
delivery mode and assessment approach
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 78
What delivery modes will work best with the learners? Do learners prefer:
● self-directed or facilitator-led training?
● online learning or face-to-face training?
● if face-to-face—in a classroom or on the job?
● if face-to-face—would learners prefer longer training if they complete more
activities during training time, or shorter training duration and complete more
activities between sessions or after training?
Why might the learners want this training?
● How will they benefit from this training?
● How do they feel about engaging in this training?
What is the preferred training schedule?
This is important for any form of ‘synchronous’ training—i.e. where learners come
together at the same time, as in face-to-face training or webinar-based learning:
● Do they prefer short (e.g. 1 hour) or long (e.g. full day) sessions?
● Do they prefer condensed training (e.g. consecutive days or condensed time
frames) or spaced out (e.g. one day per week)?
● What time of day or night is best for the learners?
● Do they prefer training on weekends or weekdays?
● Are there specific dates when learners are not available or times of year when
learners are typically busy and therefore not able to focus fully on learning?
Anything else?
What additional questions would you ask about target learners in your industry?
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 79
Support needs: what support might learners need to
successfully complete the program?
Emotional support
We provide emotional support to help build learner confidence. We can provide this
support by building into our program design, sufficient opportunities for practice,
feedback and guidance as learners work to master new concepts and skills.
Logistical support
Logistical support includes steps we take to make access to learning easier—e.g.
● if training takes place on weekends—you might offer child care
● if learners have excessive work demands that complete with training demands—
you could either organise reduced job duties throughout the duration of training, or
schedule your program as short sessions spread over a period of time, so that
learners don’t miss too much work at a time and can keep up with work demands.
Foundation skill support
Foundation skills are the core or essential skills adults need to engage and
participate successfully in work and life activities.
Sinson, Private Communication, 2016
Information derived from <governmentskills.com.au/foundation-skills> Site now de-commissioned
Foundation skills include:
● Language, literacy and numeracy skills
Learning, reading, writing, oral communication and numeracy, and
● Core Skills for Work
The ability to navigate the world of work, interact with others and get a job done.
Examples include organisational skills, communication skills, ability to manage time
and meet deadlines, willingness and ability to work as part of a team, initiative,
problem solving, and digital literacy skills, just to name a few.
When you identified training needs, you may have discovered learners who need
foundation skill support to successfully complete your program. In this case, your
program design must incorporate opportunities for foundation skill support and
development.
Support needs may include
emotional support, logistical support or foundation skill support
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 80
The table below lists some examples of how you could do this.
Table: Incorporate foundation skill support into learning program design
Number of learners
needing support Examples of how to incorporate support into program design
If few learners need
foundation skill
support
Design the program in a way that will enable learners to receive
foundation skill support—e.g. you may:
● schedule the program sessions to allow time between sessions for 1:1 or
small group foundation skill coaching or personal reflection
● identify and offer self-paced options to learners, to help them develop
foundation skills—e.g. provide links to self-paced, online activities that will
build foundation skills
● budget for a foundation skill specialist to work with learners needing
foundation skill support, either during training or between sessions
● for those individuals needing foundation skill support, apply reasonable
adjustments to the assessment process and timeframes. For example,
for these individuals you could:
– extend assessment deadlines to allow more time to complete
– break down the assessment tasks into manageable and progressive
‘chunks’ that will build both foundation and vocational skills until
learners are able to meet assessment requirements in full.
If most or all
learners need
foundation skill
support
Build foundation skill support and development into the learning
program activities—e.g.
● Schedule shorter sessions with breaks between sessions to allow for
reflection and practice
● Increase training duration and incorporate opportunities to build
foundation skills within training time
● Allow more time to be spent on training topics, so that both vocational
skills and foundation skills may be trained—e.g. If you must teach how to
write a report, allow time to teach the required report structure (the
vocational skill), and how to structure paragraphs, form sentences, and
spell correctly when writing the report (writing skills)
● Build into the learning program agenda, frequent, progressive
assessment activities that promote foundation skill development and help
learners progress to ultimately complete the assessment.
More information about foundation skills and LLN
See the participant manual covering TAELLN411 Address adult
language, literacy and numeracy skills, or Google ‘Foundation Skills’.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 81
Identify other parameters
1 Determine
Parameters
Determine parameters of the learning program
● Confirm the design brief:
– Determine program aim and identify suitable benchmarks
– Gather information about the learners and their needs
– Identify other parameters
● Analyse program benchmarks
‘Other’ parameters vary from program to program
Your client may give you other parameters that your program must meet. The table
below lists a few examples.
Table: Other program parameters
Parameter Notes
Deadlines Must the program be completed by a particular date?
Program delivery mode Is there already an expected program delivery mode—e.g. face-to-face or
online learning?
Program schedule or
time frames
Does the client already have a training schedule in mind—e.g. evening
classes vs full day classes?
Budget What is the budget for program design, development and delivery? Budget
will impact on your choice of program delivery methods and resources.
Learning or
assessment materials
Does the client already have particular learning or assessment materials
that they want used in the program?
Technology, equipment
and other resources
What venue, technology, equipment or other resources are available for
use?
Other What other parameters might you need to work to, when designing learning
programs for your industry?
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 82
Case study introduction—
Design and develop a learning program
ABC Training House: Workplace Training Basics program
ABC Training House—an RTO—has asked Suzy to design and develop a learning
program. In her initial brief, Suzy learns the following:
Reason for this program
ABC Training House (ABC) has TAE40116 Certificate IV in Training and Assessment
on its scope of registration. They have identified TAEDEL301 Provide work skill
instruction and one of the elective TAE40116 units they want to offer.
Program benchmarks
TAEDEL301 Provide work skill instruction.
Target learners
● Learners are members of the public who will enrol in this course.
● Learner characteristics will vary:
– they may be working but they may not be working
– they will come from a range of industries
– average age will vary
– language literacy and numeracy skills of each learner will also vary; some may
need support.
Training and assessment strategy (TAS)
ABC Training House’s RTO manager has developed a Training and Assessment
Strategy (TAS) for the Certificate IV in Training and Assessment. The TAS states that:
● this program will be the first module of training towards the Certificate IV in Training
and Assessment
● ABC Training House expects that about 50% of participants will complete only this
program; the other 50% will continue and complete the entire qualification
● training is face to face and will be scheduled as full days—9:00am-5:00pm; the
number of training days hasn’t yet been confirmed
● The TAS says that assessment tasks will include:
– Practical tasks completed during training time
– Practical tasks completed in the workplace after training concludes
– Questions.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 83
Example: confirm the design brief
Based on case study—see page 82 for an overview
Suzy documents the design brief by completing the questionnaire below. Before she
starts designing the program, she sends it to her RTO Manager and asks him to
confirm that she has completely and correctly understood the brief.
Program aims and benchmarks
1 Why is this program
needed? What does it
aim to achieve?
Learners need a statement of attainment.
Some learners will enrol for personal development purposes.
2 What benchmarks
match the program
aim?
TAEDEL301 Provide work skill instruction
Learner information
3 Who are the target
learners and what are
their key
characteristics?
Target learners are members of the public. They will:
● come from various industries
● have varying levels of skills and knowledge
● some may be working, but others may not be
● age, gender and other key characteristics will vary.
4 Training needs:
What existing skills
and knowledge do the
learners have (relevant
to the benchmark)
● We must assume that participants have limited
background coming into this program, so all aspects of
the unit must be covered in training.
● Program design must be flexible enough to allow
trainers to modify to reflect skills and needs of each
learner group.
5 Learning needs:
How do learners prefer
to learn?
Previous participant surveys indicate:
● most clients prefer face-to-face training
● only 62% of existing ABC Training House clients have
internet access in their homes.
6 Support needs:
What support might
they need to
successfully complete
the program?
Last year, 7% of ABC Training House clients needed mild
LLN support. Main skill gaps are in writing, and oral
communication.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 84
Other parameters
What other expectations, parameters or constraints should I consider when designing—e.g.
● Deadlines
● Expected program schedule or time frames
● Learning or assessment materials already
purchased or developed?
● Expected number of learners per group
● Expected delivery mode
● Budget
● Availability of technology, equipment or other
resources
● Other?
Program must be developed within 4 weeks. 5 working days of development time are
allocated for development.
Expectation is face to face delivery, but an online component may be introduced if
needed.
Training must be scheduled as full days (9:00am – 4:30pm). Total number of days TBC.
Retail cost of program must be competitive with other RTOs offering a similar product.
ABC Training House will purchase TAEDEL301 workbooks from GR8 Training Stuff P/L.
All training rooms have whiteboards and computer with internet access, plus data
projector. A computer lab is on site and may be booked for some sessions if needed.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 85
Analyse program benchmarks
1 Determine
Parameters
Determine parameters of the learning program
● Confirm the design brief:
– Determine program aim and identify suitable benchmarks
– Gather information about the learners and their needs
– Identify other parameters
● Analyse program benchmarks
First, Identify program outcomes
What is a program outcome?
A program outcome is a type of learning outcome:
When designing a learning program, there are two levels of learning outcomes:
● program outcomes, and
● session outcomes.
Table: Program outcomes vs. session outcomes
Type of learning
outcome Description When to develop
Program
outcomes…
...are outcome statements that describe
the tasks learners should be able to
perform in the workplace, as a result of
having completed the learning program.
Session
outcomes…
...are outcome statements that describe
the skills, knowledge and attitudes that
learners should be able to demonstrate
by the end of each session (topic) of
the learning program.
Achievement of the session outcomes should lead to achievement of the program
outcomes.
Identify now
Develop later, once
you have organised
program content into
topic (session) chunks
A learning outcome is a statement that describes what learners should be
able to do as a result of training
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 86
Characteristics of a well-written learning outcome
Well-written learning outcomes are SMART outcomes
The ‘SMART’ acronym is a popular model used to describe the characteristics of a
well-written goal. Since learning outcomes define the ‘goals’ of a training session or
program, ‘SMART’ can also be used to describe a well-written learning outcome.
Table: SMART Outcomes
SMART means the outcome should:
S Specific ● be written using specific, ‘doing’ verbs
M Measureable ● be observable or audible (we must be able ‘see it’ or ‘hear it’)
A Achievable ● be possible to attain—it must be realistic
R Relevant ● reflect a genuine need
T Time-referenced ● identify when it will be measured.
Three components of a well-written learning outcome
A well-written (SMART) learning outcome has three components:
● Performance
Do what?
What should the learner be able to do as a result of the training?
● Standards
How well?
How well should learners be able to do it? What level of performance is required?
● Conditions
Where and with what?
– Where should learners be able to demonstrate the required performance?
– What resources or support materials should/may learners use?
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 87
How to identify program outcomes
For example:
● when designing and developing competency-based learning, program outcomes
are derived from the relevant unit/s of competency
● when designing and developing a learning program where a standard operating
procedure (SOP) forms the benchmarks for the learning program, the program
outcomes are derived from the SOP.
What if relevant program benchmarks don’t exist?
If you are unable to identify suitable program benchmarks, you may:
● develop your own benchmark—e.g. write your own competency standard
or
● Write the program outcomes and use these as the program benchmarks—
Develop program outcomes that describe what learners should be able to do in the
workplace as a result of your program.
Examples
The following pages show two examples of how program outcomes may be developed:
1. Example one
Program outcomes where competency standards are the program benchmark.
2. Example two
Program outcomes developed from scratch.
We derive program outcomes from the program benchmarks
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 88
Example 1:
Determining program outcomes when competency standards
are the program benchmarks
When developing competency-based program outcomes, the same formula of
performance + standards + conditions applies, but in this case the unit/s of
competency gives us the information needed. Here’s how:
Performance
elements
Standards
performance
criteria
Conditions
assessment
conditions
e x
a m
p le
If the program benchmark is a unit of competency
BSBCMM401 Make a presentation
Performance What do we hope learners can do by the end of the program?
By the end of the program, learners should be able to:
1. Prepare a presentation
2. Deliver a presentation
3. Review the presentation
Source: outcomes above are the three elements of BSBCMM401
Standards How well?
to the standards described in the performance criteria for each element
Conditions Where & with what?
in a safe environment … consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to:
● equipment, materials and business software packages for making a presentation
● business technology
● interaction with others.
comes from
come from
come from
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 89
Example 2:
Developing program outcomes from scratch
e x
a m
p le
If the program benchmark doesn’t exist
A client has asked you to design and develop a learning program for employees of a
construction company. The program aims to reduce workplace accidents by using the forklift
safely when completing required duties.
Step 1: Identify performance, standards, and conditions
Performance
What do we hope
learners can do by the
end of the program?
Drive a forklift
Standards
How well?
● From the warehouse to the wharf and back again
● Within 20 minutes for each trip
● Maintaining safety of self and others
● Without damaging the load
● Delivering the load to the intended destination
● Observing speed limits and designed routes
● Within one week of completing training
Conditions
Where & with what?
● In the workplace, ‘on the job’
● Carrying a 200-300-kilogram load.
Step 2: Merge performance, standards and conditions into one outcome statement
Within one week of completing training, learners should be able to drive a forklift on the job,
carrying a 200-300-kilogram load from the warehouse to the intended destination on the wharf
and back again within 20 minutes, observing speed limits and designated routes, without
damaging the load and maintaining safety of self and others.
Standards & conditions
must reflect realistic
workplace expectations
Where suitable benchmarks don’t already exist,
you must write program outcomes yourself
Tip: Outcomes must reflect realistic workplace expectations
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 90
Example: identify program outcomes
Based on case study—see page 82 for an overview
Suzy has a look at the unit, TAEDEL301 Provide work skill instruction. By reading the
four elements of the unit, Suzy identifies the program outcomes as follows:
By the end of this program participants should be able to do the following,
as required in the workplace:
1. Organise instruction and demonstration
2. Conduct instruction and demonstration
3. Check training performance
4. Review personal training performance.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 91
Build a picture of competence
Once you have identified your program outcomes, you are ready to build your picture of
competence.
*This manual focuses on how to build a picture of competence when program
benchmarks are training package competency standards (i.e. units of competency).
Analysing and interpreting competency standards
Information provided in a unit of competency and its assessment requirements will help
us build our picture of competence. The table below explains how this is done.
Table: Units of competency and their assessment requirements—what they tell us
Component Evidence requirements
Unit
Elements
the procedure (the steps or components of the work task or activity described in the unit)
Performance criteria
how (or how well) each step or component (each element) must be perform
Foundation skills
the LLN and Core Skills for Work needed to perform the work task or activity as required
Assessment Requirements
Knowledge evidence
knowledge participants need to perform the task as required—people being assessed in the unit must demonstrate that they have this knowledge
Performance evidence
the observable skills and activities candidates must perform to achieve competence in the unit
Assessment conditions
the conditions in which the candidate must perform to achieve competence in the unit
tell us
tell us
tell us
tell us
tell us
tell us
To build your picture of competence:
1. analyse and interpret the program benchmarks*, then
2. ask yourself, “What does ‘competent performance’ look like” for the target learner/s?
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 92
Dimensions of competence
Let’s face it. In the real world, things are complicated. We have deadlines. We usually
must work with others. We must use particular equipment. Unexpected things
happen. Competent people are able to work in this ‘real world’.
Learning program designers must ensure that their programs prepare learners to
perform in realistic working conditions. The dimensions of competence help us
consider what these realistic working conditions may include.
What are the dimensions of competence?
The dimensions of competence are a list of workplace-related factors that trainers and
assessors must take into account when building a picture of competence, developing
and delivering training plans, and assessing competence.
The dimensions of competence are:
● Task skills
Involve the ability to perform individual tasks as per workplace expectations
● Task management skills
Involve the ability to manage a number of different tasks, operations, activities
within the job role or work environment and meet deadlines
● Contingency management skills
Involve the ability to respond to irregularities and breakdowns in routine
● Job/role environment skills
Involves the ability to deal with responsibilities and expectations of the workplace,
including working with others and meeting personal responsibilities to maintain a
healthy, safe and productive workplace.
Many people also consider the importance of transfer skills, defined as the ability to
perform the task consistently in the workplace, given the variety of situations in which
the task may need to be performed.
Our picture of competence must reflect performance
in realistic working conditions
To do this, consider the dimensions of competence
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 93
Table: Dimensions of competence applied
e x a
m p
le
Operate a forklift
Some examples of the dimensions of competence include:
Task skills ● Check forklift condition
● Drive the forklift—start, manoeuvre, steer, position, and stop
● Operate the forklift to handle loads
● Monitor site conditions
● Monitor and maintain forklift performance
Task management
skills
● Ability to perform the task by required deadlines; efficiently enough
to be able to complete other job duties as required
● Ability to monitor the site layout and obstacles while operating the
forklift
Contingency
management skills
● Ability to monitor and anticipate operational hazards and take
appropriate action
● Ability to follow required procedures in the event of an operational
emergency
● Prompt action is taken to report and/or rectify accidents, incidents
and any identified faults or malfunctions.
Job/role
environment skills
● Work effectively with colleagues
● Forklift records are maintained and updated in accordance with
workplace procedures and legislative requirements.
Transfer skills ● Operate different models of forklifts (if different models used in the
candidate’s workplace)
● Load and unload loads of different types and weights.
By analysing and interpreting the program benchmarks, you identify the skills,
knowledge, attitudes (behaviours), and workplace requirements needed to perform the
task/s to be trained as required in the workplace. This, in turn, helps you build your
‘picture of competence.’
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 94
Example: analyse program benchmarks (‘unpack’ the unit)
Based on case study—see page 82 for an overview
Suzy builds a picture of competence by analysing or ‘unpacking’ TAEDEL301
Provide work skill instruction
She starts by analysing the elements and performance criteria:
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 95
Suzy then looks at the foundation skills needed to attain TAEDEL301:
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 96
Finally, Suzy looks at the assessment requirements for TAEDEL301:
Now that Suzy has analysed the unit and its assessment requirements…
She has a built clear ‘picture of competence’ to keep in mind as she develops the
learning program content and structure.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 97
Summarising step one:
Determine parameters of the learning program
1 Determine
Parameters
Determine parameters of the learning program
● Confirm the design brief:
– Determine program aim and identify suitable benchmarks
– Gather information about the learners and their needs
– Identify other parameters
● Analyse program benchmarks
Having completed this step, you now have essential information that will increase the
likelihood that you ‘get it right the first time’ when you design and develop your learning
program. This information will help you design and develop a program:
● with a clear and relevant purpose and focus
● whose content reflects the training needs
● whose delivery approach reflects the learning needs of the target learner group
and effectively addresses LLN issues and requirements
● that addresses all other parameters of the learning program.
Now that you have determined the parameters of the learning program, you are ready
to move to the next step in the process—designing the learning program.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 98
Step 2: Design the learning program
The flow chart below illustrates the ‘big picture’ of designing and developing a learning
program. Pink shading indicates the step covered in this part of the manual.
1 Determine Parameters
Determine parameters of the learning program
● Confirm the design brief:
– Determine program aim and identify suitable benchmarks
– Gather information about the learners and their needs
– Identify other parameters
● Analyse program benchmarks
2 Design
Design the learning program
● (if applicable) Access & interpret the training and assessment strategy
● Determine delivery mode
● Clarify assessment requirements
● Identify resources to be used.
3 Develop
Develop learning program content and structure
● Develop program sessions:
– Confirm program content – Organise content into ‘chunks’ (sessions) – Sequence the sessions
● Check that you’ve covered all requirements— create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
4 Review
Review the learning program plan and approve for use
● Develop a review strategy
● Gather feedback on the learning program draft
● Analyse feedback and modify the learning program plan
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 99
Introducing this step
Factors that influence the selection of a particular design
approach
Your decision about which design approach/es to select will depend on a number of
factors. Just a few of these include:
● competency requirements
● available training environment/s
● resources
● deadlines for program completion
● imposed program timeframes
● the learners—
– profile (similar or divergent?)
– number of learners in the learner group
● company culture.
What else could you add to the above list?
The purpose of the ‘design’ step…
…is to develop a broad sense of the ‘shape’ of the program
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 100
Access and interpret the training and assessment
strategy
2 Design
Design the learning program
● (if applicable) Access & interpret the training and assessment strategy
● Determine delivery mode
● Clarify assessment requirements
● Identify resources to be used.
Sometimes a learning program is subset of a broader training and assessment
strategy:
Training and assessment strategies and practices are the approach of, and
method adopted by, an RTO with respect to training and assessment designed
to enable learners to meet the requirements of the training package or
accredited course.
Standards for Registered Training Organisations (RTOs) 2015, Glossary
Or to put it another way:
● a training and assessment strategy covers an entire qualification, skill set or
accredited course. It is a document that broadly describes how an RTO will
deliver, assess and continuously review its delivery of the qualification. It lists who
will train and assess the qualification and what venue, equipment and resources
will be needed.
● a learning program plan covers a unit or cluster of units from a qualification.
Learning program plans must reflect the relevant training and assessment strategy.
A learning program plan contains more detail than the TAS. It describes the
learning program content, timetable, assessment processes and resources needed
to deliver and assess the unit/s covered.
– a learning program plan may be developed for a stand-alone program, or
– one or more learning program plans may be developed to support a training
and assessment strategy for a qualification.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 101
The figure below shows the relationship between a training and assessment strategy
and learning program plans:
If a training and assessment strategy exists…
If the learning program you are developing is part of a qualification, and if a training and
assessment strategy exists for that qualification, then step 2 of the design process has
been completed for you.
Options for the design of the learning program have already been considered. The
best option has been selected and documented in the training and assessment
strategy (TAS). The TAS should document the:
● delivery mode
● total duration of the program
● assessment process and requirements
● resources needed, including venue, equipment and learning materials.
With this information you are ready to move to Step 3: Develop program content and
structure. Information about this step begins on page 114.
If there is no training and assessment strategy…
In the absence of a training and assessment strategy, you must consider your options
for delivery and assessment, and select the approach that best meets the client’s
needs. The next few pages discuss how to do this.
TRAINING AND ASSESSMENT STRATEGY—covers the entire qualification
Document that broadly describes how, when, where, with what and by whom
an RTO will deliver and assess an entire qualification.
LEARNING PROGRAM
PLAN
Covers selected unit/s
from the qualification
More detailed than TAS:
Describes training and
assessment content,
processes & timetable.
LEARNING PROGRAM
PLAN
Covers selected unit/s
from the qualification
More detailed than TAS:
Describes training and
assessment content,
processes & timetable.
Our focus at
Certificate IV level
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 102
Determine delivery mode
2 Design
Design the learning program
● (if applicable) Access & interpret the training and assessment strategy
● Determine delivery mode
● Clarify assessment requirements
● Identify resources to be used.
Delivery mode
A learning program may feature various delivery modes or just one. The mode/s
selected will determine the most suitable delivery environment/s. Some options to
consider include:
Delivery mode Learning environment
Face to face training:
● Group or
● Individual learning
● On-the-job (in the workplace)
● In a simulated work environment
● In a classroom
● In a specialist environment—e.g. computer room or workshop
● In a community setting.
Self-paced learning ● In the workplace (on-the-job)
● In a location of the learners’ choice—e.g. from home or office
On-line learning ● In a location of the learners’ choice—e.g. from home or office
Blended learning ● Combination of any of the above.
When considering options for the delivery mode
Ask yourself,
● What delivery modes are available to me?
● Which modes will the learners feel most comfortable with?
● Which modes will promote the most effective learning?
● Which environment/s is most conducive to safe and effective learning?
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 103
Clarify assessment requirements
2 Design
Design the learning program
● (if applicable) Access & interpret the training and assessment strategy
● Determine delivery mode
● Clarify assessment requirements
● Identify resources to be used.
Types of assessments
Learners may be assessed:
● before training—a diagnostic assessment
● throughout training—formative assessments
● at or after the conclusion of training—a summative assessment.
Diagnostic assessments help us
identify training needs
We use the results of a diagnostic assessment to help us
identify training content and activities that will bridge
performance gaps or extend workplace skills.
Formative assessments help us
measure learner progress
throughout the program
Formative assessments are usually (but not always) informal,
meaning that they not usually used to make a judgement
about competence. Trainers use formative assessments to
continuously adjust program delivery to meet learner needs.
Summative assessment is the
formal assessment of performance
at the end of training
Summative assessments ‘count for marks.’ RTOs issue
Statements of Attainment issued based on summative
assessments.
Figure: Types of assessments illustrated
✓
Diagnostic
assessment
✓
Formative assessments Summative assessment
✓ ✓ &/or
Timeline
Before
training
After training
in the workplace During training
✓ ✓ ✓
Learning programs should include a mix of formative and summative
assessments, even if assessment doesn’t lead to a formal qualification
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 104
Consider your assessment options
When considering your assessment options, ask yourself:
1. Will the summative assessment component of the learning program be formal or
informal?
2. What methods of assessment should be used?
3. When should assessment occur?
Each question is discussed in more detail below.
1. Will assessment be formal or informal?
Assessments in the context of a learning program may be:
● formal—the assessment leads to a statement of attainment, nationally recognised
qualification or enterprise qualification
or
● informal—the assessment does not lead to any form of qualification or statement
of attainment; assessment is for the purposes of measuring achievement of the
learning outcomes.
The focus given to assessment throughout the learning program may vary depending
on whether or not the assessment is formal.
2. What methods of assessment should be used?
When considering options for assessment methods, it is important to remember the
purpose of the assessment. For example, in competency-based training, the purpose
of the assessment is to determine whether or not learners have achieved
‘competence’.
In the Standards for Registered Training Organisations (RTOs) 2015, ‘competency’ is
defined as:
… 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.
Standards for Registered Training Organisations (RTOs) 2015, Glossary
The figure on the next page lists assessment methods you may consider. You’ll also
find more information about planning assessments in the Workplace Assessment
manual for this qualification.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 105
Figure: Assessment methods
SKILLS
Does the learner have the physical ability to complete or perform the task being assessed?
Assessment methods:
● Observation:
– in a simulated workplace (e.g. the training room or online)
– in the workplace
● Projects
● Work samples—product review
● Role plays
● Exercises
● Portfolio.
KNOWLEDGE
Does the learner have the knowledge need to perform the task being assessed consistently, as required in the workplace?
Assessment methods:
● Questions – verbal questions (e.g. interview) – written questions (e.g. test)
● Role plays
● Discussion groups
● Work samples—product review
● Exercises
● Portfolio.
ATTITUDES
Has the learner demonstrated the confidence and commitment needed to perform the task consistently, as required in the workplace?
Assessment methods:
● Questions:
– verbal questions (e.g. interview) – written questions (e.g. test)
● Third party report from peers or supervisor who can comment on consistency of performance at work
● Observation of consistent performance over time (during and/or after training)
● Work samples—product review
● Log book or journal.
Competent
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 106
3. When should assessment take place?
Once you’ve selected suitable methods for assessing whether or not learners have
achieved the learning outcomes and attained ‘competence’, you need to decide when
and where the assessment will take place.
Options to consider
Assessment may take place:
● during training sessions
● between training sessions
● in the last session of training
● after the conclusion of the learning program, or
● a combination of the above.
When considering assessment options
Ask yourself:
● What options are relevant for the task/s being trained and assessed?
● What options are effective, safe and cost-effective?
● What assessment methods will learners feel the most comfortable with?
● When is it best to assess learners?
● How will the assessment impact on the design of the program?
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 107
Identify resources to be used
2 Design
Design the learning program
● (if applicable) Access & interpret the training and assessment strategy
● Determine delivery mode
● Clarify assessment requirements
● Identify resources to be used.
Two categories of learning resources
Learning resources fall into two categories:
1. Learning materials—e.g. manual, workbook, software, etc.
2. Operational resources (equipment)—e.g. whiteboard, computers, etc.
Each of these questions is discussed in detail below.
When considering what learning resources you need for the program
Ask yourself:
1. What resources are most suitable for the type of learning and the learners?
2. What resources are available?
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 108
1. What resources are suitable for the type of learning and the learners?
The table below lists some common training delivery modes and suggests resources
that may be appropriate. These are examples only; you may need different resources.
Table: Matching resources to the delivery mode
Delivery mode Operational resources Learning materials
On-the-job in a
manufacturing
environment
● Workplace with opportunities
to practice both on-the-job
and off-the-job
● Specialised equipment
● Other workers—e.g. mentor
or role model
● Posters or charts
● Checklists
Online or distance-
based learning
● Computer with internet
access
● Equipment needed for
webinars or equivalent—e.g.
headphones
● Online program content
● Podcasts
● pdf or hard copies of materials for
reference
Face-to-Face,
Classroom
(training room)-
based learning
● Training room
● Whiteboard
● Flip chart paper
● Computer and data projector
● Participant manual
● PowerPoints
● Workbooks or handouts
● DVD or video
Learning materials should suit the learners
When deciding what learning materials to use, ask yourself which will be most effective
with the target learner group/s. Consider:
● the language, literacy and numeracy (LLN) level of the learners. The LLN demands
of reading and working with the materials must be the same as the LLN demands
of performing the workplace tasks being trained, in the workplace.
● materials that learners feel most comfortable with. For example:
– some learners may prefer whiteboards and practical activities
– some learners may prefer more detailed reference materials
– some learners may material formatted for online reading and use, whereas
other may be intimidated by such materials.
More information about learning materials follows.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 109
2. What resources are available?
Operational resources
If the learning program is being developed for a particular learning environment,
consider the operational resources (the equipment) available in that environment:
● Is it suitable for the type of learning?
● Do you need to obtain approval for additional equipment to be purchased?
● Is it possible to purchase additional equipment if needed, or do you need to ensure
that the program delivery and assessment approach requires only equipment that
is currently available?
Learning materials
Before you ‘reinvent the wheel’ and develop learning materials yourself, it’s worth
researching materials that are readily available. You may be able to source learning
materials that:
● you can use as-is
● you can modify to suit your particular learner group/s (modifying is better than
starting from scratch!).
Researching learning materials: where to look
Below are just a few places you can go to find out about learning and assessment
materials that are currently available:
● The Human Resources department of your organisation
● The Learning and Development department of your organisation
● Ask around your own network of professionals
● Research professional associations relevant to your industry
● Publishers of educational materials
● Search the internet.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 110
Purchasing learning materials
When purchasing learning materials, it’s buyer beware! Your challenge is to find
quality materials that are suitable for you and your clients. Remember that materials
must be good enough for an RTO auditor to approve.
If you want to buy learning materials—shop carefully!
The quality and format of available materials vary greatly.
Use the checklist below to evaluate the quality and suitability of learning materials you
are considering buying.
Checklist: Evaluating learning materials—questions to ask
Yes No
1 Are the materials relevant to the learning needs?
2 Have the learning materials undergone a systematic quality review process?
3 Is the format of the learning materials suitable for the type of program?
4 Are the learning materials well laid out and easy to use?
5 Are the learning materials written in plain English? Are they pitched at a
language, literacy and numeracy (LLN) levels that are suitable for your
learners and for the program content?
6 Do the learning materials have a wide ranging application—i.e. appropriate for
a variety of learner profiles, learner needs, and learning styles?
7 Can you seek clarification or get help if you have a problem?
8 What is included with your purchase? Will you need to develop
supplementary materials?
9 Are the materials up-to-date and regularly updated? Can you obtain the latest
versions of the materials for a reasonable cost?
10 Are you able to customise the materials for different target learner groups?
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 111
What if suitable learning materials are not available?
In this case, you will need to either:
● ask someone to develop learning materials, or
● develop them yourself.
Copyright ©
When selecting learning program materials, check copyright restrictions and make sure
you use the materials as permitted by the copyright owner.
The Copyright Act 1968 protects owners of copyrighted works if their work is used
inappropriately. If you are responsible for learning resources in your organisation, it is
worth finding out more about your rights and responsibilities relating to copyright.
The organisations below are good starting points to help you find out more about your
responsibilities when using copyrighted work for educational purposes.
Australian Copyright Council
The Australian Copyright Council is an independent non-profit organisation. They
provide information, advice and training about copyright in Australia.
Learn more about copyright in educational contexts
Visit <copyright.org.au> (accessed 04.01.2018).
To get started, search for, and download these publications:
● An introduction to Copyright in Australia
● Education: Copyright basics.
Copyright Agency Limited (CAL)
On the home page of the CAL website, you will find this explanation of CAL:
We’re a not-for-profit that provides simple licensing solutions to allow you to
use copyright-protected words and images. Fees from licences are paid to our
creator members.
<copyright.com.au> (accessed 04.01.2018)
You should obtain a CAL license if you or your organisation regularly uses copyrighted
materials in training. Contact Copyright Agency Limited for more information.
Information above provided with permission
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 112
When considering your options for learning resources
Ask yourself:
● What resources are most suitable for the type of learning?
● What resources are suitable for the learner group?
● Do the LLN demands of the resources match the LLN demands of doing
the job being trained, in the workplace?
● What resources are currently available?
● What is the most cost-effective resource option that addresses the
needs of the learning and the learners?
● What are the copyright implications?
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 113
Summarising step 2:
Design the learning program
2 Design
Design the learning program
● (if applicable) Access & interpret the training and assessment strategy
● Determine delivery mode
● Clarify assessment requirements
● Identify resources to be used.
Having completed this step, you have explored options and selected the most suitable:
● delivery approach
● assessment approach
● learning resources.
This information will guide the design (the overall ‘look and feel’) of your program.
Now that you have designed your program, you are ready to move to the next step in
the process—developing the learning program content and structure.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 114
Step 3: Develop learning program content and structure
The flow chart below illustrates the ‘big picture’ of designing and developing a learning
program. Pink shading indicates the step covered in this part of the manual.
1 Determine Parameters
Determine parameters of the learning program
● Confirm the design brief:
– Determine program aim and identify suitable benchmarks
– Gather information about the learners and their needs
– Identify other parameters
● Analyse program benchmarks.
2 Design
Design the learning program
● (if applicable) Access & interpret the training and assessment strategy
● Determine delivery mode
● Clarify assessment requirements
● Identify resources to be used.
3 Develop
Develop learning program content and structure
● Develop program sessions:
– Confirm program content – Organise content into ‘chunks’ (sessions) – Sequence the sessions
● Check that you’ve covered all requirements— create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
4 Review
Review the learning program plan and approve for use
● Develop a review strategy
● Gather feedback on the learning program draft
● Analyse feedback and modify the learning program plan
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 115
Introducing this step:
Principles of adult learning & instructional design
Design is not just what it looks like and feels like.
Design is how it works.
Steve Jobs
Before starting this stage of the learning program design and development process, it
is assumed that you have already:
● determined the parameters of the learning program and
● designed the learning program—considered your options and decided upon the
delivery approach, assessment approach and resources needed for the learning
program.
Having completed the two above steps you are now ready to develop the learning
program content and structure.
Anyone can develop a learning program plan. Not anyone can develop a learning
program plan that—when delivered—will result in safe, effective learning.
For a learning program to ‘work’...
...the content must be structured and sequenced
to promote effective learning.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 116
Develop learning program content and structure—
instructional design quality checklist
The quality checklist which follows is based on a range of adult learning theories and
principles.
This quality checklist features recommendations and guidelines for how sessions within
a learning program should be developed and organised to promote effective learning.
These guidelines may be applied to any type of learning program—face-to-face,
distance, blended, or e-learning.
How to use this quality checklist
● Before
Before you organise your learning program sessions, read the quality checklist
● During
When organising the learning program sessions, follow guidelines on the quality
checklist
● After
After you have organised your learning program sessions, review this quality
checklist and ensure that the program structure complies with these guidelines.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 117
Instructional design quality checklist Tick if your program has this feature ▼
Starting Points
1 Start with the end in sight
Build a clear picture of competence at the start. Then ask yourself, ‘What do learners need
to build the skills, knowledge, confidence and commitment needed to attain competence?
Select content and activities that cover what learners need—no more, no less!
2 Clear outcomes
● Program outcomes—what learners should be able to do in the workplace by the end
of the program, and
● Session outcomes—what learners should be able to do by the end of each session of
the program.
Outcomes must include the required performance, standards and conditions and should be
relevant, specific and measureable.
Ensure a strong learning progression
3 Include all stages of the learning cycle
For effective learning to occur, learners should progress through the entire learning cycle.
Ensure that your learning program design allows this progression. This means that
learners should have the opportunity to:
● Buy-In to the learning—allow time for learners to familiarise themselves with the
learning objectives, other learners, and to being a part of this process
● Take In new information or skills—e.g. engaging presentation, podcast, video, etc.
● Try It: Practice new information or skills in a safe, non-threatening environment—e.g.
discussions, role plays, case studies, practice run
● Use It: Use new information/skills in the workplace—e.g. time for personal reflection;
hypothetical questions about performance in the workplace; troubleshooting
discussions and activities; on-the-job training.
4 Address all three domains of learning: skills, knowledge and attitudes
For learning to be effective and for learners to ultimately be ‘competent’ at what they are
learning to do, all three domains of learning must be addressed. These are:
● Knowledge (cognitive domain)—what the learners must know to be able to perform a
task being learned, consistently in their workplace
● Skills (psychomotor domain)—physical aptitudes needed by the learners to be able to
perform the task
● Attitudes (affective domain)—the feelings/perceptions of the task needed by the
learners (e.g. confidence and commitment to completing the task as required).
Source: Benjamin Bloom
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 118
Instructional design quality checklist Tick if your program has this feature ▼
General
5 Build rewards into the learning program
Learners respond well to rewards in learning. Rewards may include:
● Informal acknowledgement of a job well done (e.g. verbal praise, participation
certificates)
● Formal acknowledgement of a job well done (e.g. a pay rise, a statement of
attainment).
6 Delivery mode and resources should cater to a variety sensory learning styles
Different learners rely on different senses to initially take in and process new information.
Plan to cater to a variety of appropriate sensory styles in your learning program. For
example:
● Visual (seeing): PowerPoints, photographs, posters, charts
● Auditory (hearing): Lecture or podcast, relevant sounds, relevant music
● Auditory digital (words): Lecture or podcast, reading material
● Kinaesthetic (touch): Props that people can touch and feel, some ‘learn by doing’
activities, interactive e-learning activities, etc.
● Taste and smell when appropriate: e.g. cooking class.
7 Small chunks of information at a time
Program content should be divided into small ‘chunks’ of information with opportunities to
apply / consolidate each ‘chunk’ before new information is presented. When chunking
sessions, remember general guidelines: adults can stay focussed for 7 – 20 minutes3
before needing some sort of state change or activity to consolidate or review.
8 Ensure appropriate Language, literacy and numeracy (LL&N) demands
Ensure that learning materials and activities are pitched at a LL&N level that is the same or
lower than those required to perform the tasks being trained.
Sequencing sessions (topics)
9 Start with the end in sight
Give learners an idea or example of where they are heading, then sequence content in a
step-by-step manner to get them there.
3 This figure is the author’s estimate based on anecdotal evidence suggesting outcomes of various
research projects focussing on the attention span of adults.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 119
Instructional design quality checklist Tick if your program has this feature ▼
10 Go from big picture to individual parts, and back to big picture again
Start by giving a big picture of what learners should be able to do by the end of training,
then focus on individual aspects of the task/s being trained, then return to the big picture
again.
11 Go from ‘known’ to ‘unknown’
Start with a concept that learners can relate to (e.g. something that is known) then move to
new material.
Incorporate a variety of learning activities (reflective, active, passive)
12 Ensure meaning and relevance
Adult learners learn best when the learning is applied to real-life issues/problems.
Incorporate learning activities, case studies and scenarios into the learning program that
are meaningful and relevant to the learners. If your program is targeted at different learner
groups, include a range of activities to choose from, where appropriate.
13 Adults learn by ‘doing’—experience leads to insight
Incorporate a variety of social and individual learning activities into your learning program.
Allow time for application and reflection.
14 Incorporate activities that allow learning through ‘discovery’
Many theories of learning suggest that adult learners learn best when allowed to explore an
issue and ‘discover’
15 Incorporate social learning activities
Social learning activities expose learners to different perspectives which help learners
develop new insights. Give learners opportunities to verbalise /share their perspectives
and negotiate understanding with other learners.
16 Build in opportunities for safe practice and feedback
Learners need to apply skills and knowledge in safe environment where making mistakes
doesn’t pose huge risks. Learners need feedback to know if they are on track or not. Build
into your learning program, time for both practice and feedback.
‘Top, tail and in-between’: We remember best what we heard first and last
17 Ensure that the learners’ first introduction to the program is engaging and sets
learners up for a positive experience
Remember that the purpose of the program introduction is to engage the learners and
warm them up to the learning experience.
● If your learning program is face-to-face, consider pre-program information the learners
should receive, and/or pre-work to be completed before the first face-to-face session.
Consider, also, the warm-up activities to be completed at the start of face-to-face
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 120
Instructional design quality checklist Tick if your program has this feature ▼
training. Allow time for the learners to get warmed up to the program content, to each
other, and to just ‘being there’.
● For e-learning, blended or self-paced learning programs, consider carefully the
preliminary information/activities the learner is exposed to. As in face-to-face learning,
preliminary information/activities should engage the learners, not put them off.
18 Ensure the program conclusion celebrates achievements and clarifies next steps
Allow enough time at the end of the learning program for achievements to be celebrated,
and next steps, clarified.
19 Allow time for a brief introduction and conclusion for each program session
The introduction should include a quick overview of the session and the conclusion should
include a re-cap.
20 Build in opportunities for review, reflection and consolidation
Human brains are not computers. For learning to occur, content must be reviewed and
consolidated at regular intervals throughout the learning program. Allow time for reflective
and review activities throughout the learning program (e.g. at the start of each new training
day if face-to-face training, or at the end of each session or topic in any type of program).
end of instructional design quality checklist
Source:
The above checklist was developed by the author. Information is founded on the basic principles of:
Domains of learning (Bloom) ●
Behaviourist learning theory ●
Cognitive learning theory ●
Right/left brain learning theory ●
Information processing theory (Miller) ●
Cognitive load theory ●
Action method learning ●
Learning styles (Honey & Mumford) ●
Sensory preferences (Neuro Linguistic Programming) ●
The learning cycle models (Kolb and McCarthy) ●
Adult learning principles ●
Apply the principles described in the instructional design checklist when you develop
the content and structure of each session of your learning program.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 121
Develop program sessions
3 Develop
Develop learning program content and structure
● Develop program sessions:
– Confirm program content – Organise content into ‘chunks’ (sessions) – Sequence the sessions
● Check that you’ve covered all requirements— create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
Remember that designing learning is a creative
process!
This manual features the step-by-step process noted above for
designing and developing learning program content and structure.
It works! You may complete these steps in a different order, or
you may use a different approach entirely.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 122
Confirm program content
To confirm the content of your program, try this step-by-step approach:
1. Brainstorm
List all the ideas you can think of for program content—to aid this process:
● review the results of the training needs analysis if you conducted one
● review the program benchmarks (e.g. unit/s of competency).
2. Review and prioritise
Review the ideas listed and identify:
● essential content — the ‘must knows’
● highly desirable content — the ‘should knows’
● ‘would be good if we have time’ content — the ‘could knows’
Figure: Prioritising program content
One of the first steps to take when organising program sessions is to
confirm the content of your learning program
Must
Knows
Should knows
Could knows
‘Must knows’
must be included
in program content.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 123
Example: confirm program content
Based on case study—see page 82 for an overview
Suzy lists her ideas for program content below (you may have worked out by now that
‘know’ below includes skills, knowledge and attitudes):
Must know ● How to set up and maintain a safe learning environment and identify
own responsibilities in ensuring healthy and safe learning
● Organisational policies and procedures relevant to providing work
skill instruction in the workplace—e.g. legislation like privacy, access
and equity, anti-discrimination, etc.
● Interpersonal skills and techniques needed to instruct, coach,
monitor, ask questions, provide feedback and pace learning
● Models for how to structure and sequence work skill instruction
● How to record information about work skill instruction provided
● How to reflect on own performance and identify areas for
improvement
● Where to find resources in the organisation (will vary with each
learner, but we should discuss possibilities)
● Learning principles
● Learning styles—visual-auditory-kinaesthetic
Should
know
● How to write a session plan—not strictly needed for this unit, but
learners may need to write a session plan if none are available
● How to write a task breakdown or procedure for the work skill
● Conflict resolution strategies to manage issues that may arise when
providing work skill instruction
● Learning styles—PART
● How to handle learner objections
Could
know
● How to set up a pre-training questionnaire to gather information
about learner characteristics
● How to use PowerPoint in work skill instruction
● How to prepare great handouts
● Conscious competence model of learning
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 124
Organise program content into ‘chunks’ (sessions)
Now that you have confirmed the content of the learning program, you are ready to
organise the content into topic ‘chunks’ or categories.
Each topic ‘chunk’ will usually become the basis for the content of one session of your
program.
Remember principles of instructional design
Bite-sized chunks of information are needed. If too much information fits
into one topic area, information presented within that session should be
broken up into smaller chunks.
This step is commonly referred to as ‘chunking’
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 125
Example: organise program content into chunks
Based on case study—see page 82 for an overview
Suzy organises the program content identified in her must-should-could know activity
into ‘chunks’ (topics) using post-it notes, as shown below.
Adult learning
PART
Domains
VAK
Principles
Conscious competence
Record and review
Evaluating
Records
Organise
Risk management
Safety info for learners
WHS legislation
Advise learners
Organise materials
Conduct & monitor
Instructing
Asking questions
Facilitating
Barriers
Active listening
Gather information
Identify helpful records
Questions to ask
Find useful resources
Legislation
Plan
Task breakdown
Structure session
Learning objectives
Write session notes
Intro & conclusion
Instruct: DEDICT
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 126
Sequence the sessions (the chunks)
Now that you have determined the sessions that will make up your learning program
you are ready to sequence the sessions.
Sequencing the sessions within a learning program is a two-part process:
1. Determine the sequence (the order) in which sessions will be delivered in the
learning program
2. Determine the order of skills/information to be presented within each session.
Tips for sequencing sessions for effective learning
● Go from known to unknown
Learning is usually most effective if content evolves from that which is ‘known’ or
familiar to the learners to that which is ‘unknown’ (new information)
● Start with the big picture
Learning is usually most effective if sessions that feature a global perspective on
the learning take place before sessions with a specific perspective.
For example: When designing and developing a program on operate a forklift,
sessions covering the parts of the forklift and safety issues relevant to operating
forklifts should take place before sessions that address how to load the forklift.
● (where applicable) Progress in chronological order
For example, if training a skill such as how to plan, organise and conduct
assessments, the program might begin with global (big picture) sessions such as,
‘What is a good assessment?’ and then progress to sessions whose content follow
the same chronological order as the tasks being trained are performed in the
workplace (e.g. Step 1, plan assessment; Step 2, conduct assessment; Step 3,
Give feedback to the person assessed).
● Sessions should build upon each other
Does the content for any session/s act as prerequisite knowledge or skills for
subsequent sessions? In this case, these sessions should take place first.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 127
Example: sequence the sessions
Based on case study—see page 82 for an overview
Suzy sequences program sessions as follows:
Organise
2 Risk management
3 Safety info for learners
1 WHS legislation
4 Advise learners
5 Organise materials
4
Gather information
1 Identify helpful records
2 Questions to ask
3 Find useful resources
4 Legislation
2
Plan
2 Task breakdown
3 Structure session
1 Learning objectives
4 Write session notes
5 Intro & conclusion
6 Instruct: DEDICT
3
Record & review
2 Evaluating
1 Records
6
Conduct & monitor
1 Instructing
2 Asking questions
4 Facilitating
5 Barriers
3 Active listening
5
Adult learning
4 PART
1 Domains
3 VAK
2 Principles
5 Conscious competence
1
These numbers show the
sequence of the sessions within
the learning program
These numbers show
the sequence of topics
within each session
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 128
Check that you’ve covered all requirements—create a
competency map (or matrix)
3 Develop
Develop learning program content and structure
● Develop program sessions
● Check that you’ve covered all requirements— create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
What is a competency map?
Why create a competency map?
A competency map (also known as a competency matrix) for a learning program:
1. helps you make sure the learning program covers all parts of the relevant unit/s of
competency and their assessment requirements
2. shows a program reviewer or auditor that the content of your learning program
covers all parts of the relevant unit/s of competency and their assessment
requirements.
A competency map for a learning program is...
… a matrix that shows the link
between learning program content and the unit/s of competency
covered in the program
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 129
Example:
Competency matrix (map) for a learning program plan
Based on case study—see page 82 for an overview
Suzy prepares the competency matrix (map) below to make sure that the proposed
content of her learning program plan will cover all parts of the unit, TAEDEL301
Provide work skill instruction, and its assessment requirements.
Program Name Workplace Training Basics
Units Covered TAEDEL301 Provide work skill instruction
Version Version number 1 Date Draft 1
Sessions
Key: WSI = work skill instruction
A du
lt le
ar ni
ng
G at
he r
in fo
rm at
io n
P la
n W
S I
O rg
an is
e W
S I
C on
du ct
& m
on ito
r W
S I
R ec
or d
& r
ev ie
w W
S I
s 1 2 3 4 5 6
Elements and performance criteria
1 Organise instruction and demonstration
1.1 Gather information about learner characteristics and learning needs
1.2 Confirm a safe learning environment
1.3 Gather and check instruction, demonstration objectives and seek assistance if required
1.4 Access and review relevant learning resources and learning materials for suitability and relevance, and seek assistance to interpret the contextual application
1.5 Organise access to necessary equipment or physical resources required for instruction and demonstration
1.6 Notify learners of details regarding the implementation of the learning program and/or delivery plan
2 Conduct instruction and demonstration
2.1 Use interpersonal skills with learners to establish a safe and comfortable learning environment
2.2 Follow the learning program and/or delivery plan to cover all learning objectives
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 130
Sessions
Key: WSI = work skill instruction
A du
lt le
ar ni
ng
G at
he r
in fo
rm at
io n
P la
n W
S I
O rg
an is
e W
S I
C on
du ct
& m
on ito
r W
S I
R ec
or d
& r
ev ie
w W
S I
s 1 2 3 4 5 6
2.3 Brief learners on any workplace health and safety (WHS) procedures and requirements prior to and during, training
2.4 Use delivery techniques to structure, pace and enhance learning
2.5 Apply coaching techniques to assist learning
2.6 Use communication skills to provide information, instruct learners and demonstrate relevant work skills
2.7 Provide opportunities for practice during instruction and through work activities
2.8 Provide and discuss feedback on learner performance to support learning
3 Check training performance
3.1 Use measures to ensure learners are acquiring, and can use, new technical and generic skills and knowledge
3.2 Monitor learner progress and outcomes in consultation with the learner
3.3 Review relationship between the trainer/coach and the learner, and adjust to suit learner needs
4 Review personal training performance
4.1 Reflect upon personal performance in providing instruction and demonstration, and document strategies for improvement
4.2 Maintain, store and secure learner records, according to organisational and legal requirements
Foundation Skills
Learning ● Reflects on practice to improve
Reading ● Sources and interprets processes and
procedures, learning resources and
information relevant to providing work
instruction and delivery
Writing ● Accurately maintains learner records and
documentation appropriate to the learning
context and audience
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 131
Sessions
Key: WSI = work skill instruction
A du
lt le
ar ni
ng
G at
he r
in fo
rm at
io n
P la
n W
S I
O rg
an is
e W
S I
C on
du ct
& m
on ito
r W
S I
R ec
or d
& r
ev ie
w W
S I
s 1 2 3 4 5 6
Oral
communication
● Uses appropriate communication strategies to
engage, build rapport, provide instruction,
monitor progress and provide feedback to
individuals or groups
Interact with
others
● Recognises the importance of consultation
and negotiation while collaborating to confirm
strategy and achieve required outcomes
● Asks questions in order to clarify
understanding, and to provide and seek
feedback
● Builds rapport to establish effective working
relationships and to achieve effective
outcomes
Get the work
done
● Organises and completes work according to
defined requirements, taking responsibility for
some decisions and sequencing tasks to
achieve efficient outcomes
● Identifies and responds to potential risks,
problems and opportunities for improvement
and considers options for different approaches
Performance evidence
The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
● carrying out a minimum of three training sessions, involving demonstrating and instructing particular work skills for at least two different individuals or small groups, with each session addressing:
– different learning objectives
– a range of delivery techniques and effective communication skills appropriate to the audience
1
Suzy will design the program so learners will be assessed conducting one of the 3 required sessions during training. They will conduct the other 2 sessions on their own time, after training concludes
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 132
Sessions
Key: WSI = work skill instruction
A du
lt le
ar ni
ng
G at
he r
in fo
rm at
io n
P la
n W
S I
O rg
an is
e W
S I
C on
du ct
& m
on ito
r W
S I
R ec
or d
& r
ev ie
w W
S I
s 1 2 3 4 5 6
Knowledge evidence
The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:
● Learner characteristics and needs
● The content and requirements of the relevant learning program, and/or the delivery plan
● The sources and availability of relevant learning resources and learning materials
● Training techniques that enhance learning, and when to use them
● Introductory knowledge of learning principles and learning styles
● Key workplace health and safety (WHS) issues in the learning environment, including:
– roles and responsibilities of key personnel
– responsibilities of learners
– relevant policies and procedures, including hazard identification, risk assessment, reporting requirements, safe use of equipment and emergency procedures
– risk controls for the specific learning environment.
Assessment conditions
● Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment and include access to any necessary workplace documents.
T This template is available For your future use, you’ll find a blank template for a competency matrix (map) for a learning program plan in the Templates we provide to support this program.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 133
Write the learning outcomes for each session
3 Develop
Develop learning program content and structure
● Develop program sessions
● Check that you’ve covered all requirements— create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
Quick reminders:
● Session outcomes describe what learners should be able to say or do by the end
of each session. Trainers use session outcomes to measure learners’ progress
towards the program outcomes.
● Program outcomes describe what learners should ultimately be able to do in the
workplace once they have completed the entire program.
For more information about how to write learning outcomes (program outcomes or
session outcomes), see page 87.
A reminder...
Program outcomes were established in
Step 1 of the design and development process in which
program parameters were determined
At this stage of the development process
we are ready to develop session outcomes
(learning outcomes for each session of the program).
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 134
Example: write the learning outcomes for each session
Based on case study—see page 82 for an overview
Session Learning outcome
By the end of the session, learners should be able to…
1 Adult learning
Define the following and explain how trainers may use each to provide effective work skill instruction:
● Domains of learning
● Principles of adult learning
● VAK and PART learning styles
● Stages of learning.
2
Gather information about work skill instruction
● Identify strategies to gather information about learner characteristics
● Discuss implications of the following when providing work skill instruction:
– Access and equity legislation
– Anti-discrimination legislation
– Other legislation as appropriate.
3 Plan work skill instruction
● Write or locate from available documents, SMART learning outcomes for work skill instruction
● Create or locate a task breakdown for a work skill.
● Prepare notes for delivery of work-skill instruction that:
– have an introduction, body and conclusion
– use the DEDICT model or equivalent to structure the body of the session.
4 Organise work skill instruction
● Summarise trainers’ duty of care
● Describe how to apply risk management when preparing for work skill instruction
● List steps to take to organise work skill instruction.
5
Conduct work skill instruction and monitor progress
● Explain concepts in plain English
● Demonstrate a work skill step-by-step, in order
● Ask open and closed questions to facilitate learning
● Use active listening and facilitation techniques
● Manage barriers to enable effective learning.
6 Record and review work skill instruction
● List information to record about work skill instruction provided
● Discuss ways to keep training records secure
● Identify strategies to gather feedback on training performance
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 135
Be specific!
Use specific, measureable verbs to state the required performance in a learning
outcome. For example, instead of ‘know’ or ‘understand’, try ‘recall’ or ‘list.’ The table
below lists more examples of measureable performance verbs.
Table: Learning outcomes—examples of performance verbs
Domain Examples
Skills (psychomotor) ● demonstrate
● fold (e.g. fold a napkin)
● tie (e.g. tie a tie; a knot)
● perform
● pot (e.g. pot a plant)
● wrap (e.g. wrap a present)
Knowledge (cognitive) ● define
● list
● name
● identify
● select
● explain
● classify
● predict
● choose
● use
● compute
● perform
● construct
● analyse
● differentiate
● contrast
● justify
● resolve
● combine
● summarise
● organise
● generalise
● evaluate
● defend
Attitudes (affective) ● state
● develop
● list
● record
● accept
● recognise
● participate
● influence
● relate
● organise
● judge
● correlate
● change
● revise
Based on Bloom, Taxonomy of Educational Objectives, 1956
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 136
Develop activities and allocate time frames for each session
3 Develop
Develop learning program content and structure
● Develop program sessions
● Check that you’ve covered all requirements— create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
To complete this step, do the following:
1. Confirm the delivery methods for the session
● Consider the amount of information to be presented or skill demonstrated
● Decide how the information/skill will be presented (lecture, DVD,
demonstration, etc.) and
● Determine how long it will take to do so.
2. Confirm how learning will be ‘applied’
● Decide what you will do to get learners to practice/apply the skills
demonstrated or the information presented
● Determine how long it will take to complete the activity—to do this, consider the
time it will take to introduce the activity, complete it and debrief it.
3. Consider how much additional time it will take to introduce and conclude
each session
4. Determine the total time to be allocated for that session by adding together the
time it will take to:
● introduce the session
● deliver information
● ‘practice’ learning
● conclude the session.
Add 5-10 minutes extra time to allow for contingencies (e.g. a late start to the
session).
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 137
Example:
Develop activities and allocate time frames for each session
Based on case study—see page 82 for an overview
The table below shows how Suzy estimates time frames for the Workplace Training
Basics program sessions.
Session (topic) Content and activities (and timing) Intro,
conclusion & contingencies
Total time
1 Adult
learning
● What is learning:
– Activity: Memorable learning experience (25 min)
– Discussion: Domains and definitions of learning (10 min)
● Principles of adult learning:
– Discussion: What are the principles? (5 min)
– Activity: Principles of adult learning (15 min)
● Learning styles:
– Discussion: VAK and PART learning styles (10 min)
– VAK activity (10 min)
– PART activity (15 min)
● Stages of learning: conscious competence model (5 min)
● Adult learning review quiz (15 min)
10 min 2 hrs
2 Gather
information
● Finding out learner information:
– Brainstorm: What information do we need about learners and how do we get it? (10 min)
– Activity: Create a list of questions (10 min)
● Legislation:
– Discussion: Legislation that impacts on training (5 min)
– Activity: Training case studies—identify applicable legislation (10 min)
5 min 40
min
3 Plan work
skill instruction
● Learning outcomes:
– Discussion: What is a learning outcome (5 min)
– Demonstration: How to write a learning outcome (10 min)
– Activity: Write a learning outcome (10 min)
● Task breakdowns or SOPs:
– Show examples (5 min)
– Practice writing a task breakdown (15 min)
● Session structure: Discussion: how to structure a WSI session (20 min)
5 min
90 min
plus home work
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 138
Session (topic) Content and activities (and timing) Intro,
conclusion & contingencies
Total time
● How to prepare for a session:
– Discussion: Where to find session plans in your workplace (10 min)
– Show examples of session plans or written notes in preparation for WSI (10 min)
– Prepare a session plan or personal notes (homework)
4 Organise work skill
instruction
● Organising WHS:
– Video: Safety in training (5 min)
– Discussion: legislation, risk management, safety information for learners (5 min)
– Activity: Conduct a risk assessment of a training venue (10 min)
● Organising WSI:
– Discussion: Pre-training information for the learner/s (10 min)
– Activity: Create a preparation checklist (10 min)
5 min 45
min
5
Conduct work skill
instruction and monitor
progress
● Instructing learners:
– Instructing activity (30 min)
– Key tips for clear instruction (10 min)
● Questioning skills:
– Discussion: Types of questions and when to use them (15 min)
– Questioning activity (20 min)
● Listening skills:
– Discussion: Active listening techniques (10 min)
– Activity: Listening (30 min)
● Barriers to learning:
– Discussion: Barriers to learning (15 min)
– Case study activities: How to manage barriers to learning (30 min)
● Monitoring progress: quick discussion (10 min)
10 min 180 min (3 h)
6
Record and review work
skill instruction
Brief group discussion:
● Records: What records to keep and how to keep them secure (9 min)
● Reviewing WSI: Gathering feedback and using feedback to improve performance (9 min)
2 min 20
min
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 139
Complete the learning program agenda
3 Develop
Develop learning program content and structure
● Develop program sessions
● Check that you’ve covered all requirements— create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
What needs to be added to the learning program agenda?
The bulk of your learning agenda consists of the program sessions themselves.
To complete the learning program agenda, you need to add time for the following:
● program introduction
● program conclusion
● assessment activities
● breaks, energisers and ‘catch up’ time
● time for consolidation and review.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 140
Program introduction and conclusion
All training should be structured as follows:
1. Introduction tell ‘em what you’re going to tell ‘em
2. Body tell ‘em
3. Conclusion. tell ‘em you told ‘em.
The above model may apply when structuring a training program, a stand-alone
training session, or a session within a program. The figure below shows how.
Figure: Structuring training
L e a rn
in g
p ro
g ra
m p
la n
Session 1 Introduction
Body
Conclusion
PROGRAM INTRODUCTION
Session 2 Introduction
Body
Conclusion
Session 3 Introduction
Body
Conclusion
PROGRAM CONCLUSION
P R
O G
R A
M B
O D
Y
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 141
Program introduction
Enough time needs to be allocated to the program introduction to allow learners to get
‘warmed up’:
● to the learning content and delivery approach
● to the trainer
● to each other
● to the learning environment
● to the learning resources
● to the assessment requirements.
Program conclusion
The program conclusion must allow time to:
● revisit the program outcomes
● consolidate, congratulate and celebrate learning
● discuss what happens next.
Assessment activities
If a formal assessment is to be conducted as part of the learning program, you must
add to your program agenda, time for assessment.
If assessment will occur during training:
● at the start of training
brief learners on the assessment process and requirements
● throughout training
allow time to prepare for the assessment (this includes time learners may need
between training sessions)
● close to the the end of training or when appropriate
allocate time to conduct the assessment—this includes time to:
– organise the assessment
– administer the assessment
– share results and feedback
– debrief the assessment and identify key learning.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 142
If assessment is to occur after the conclusion of training:
● at the start of training
brief learners on the assessment process and requirements
● throughout training
allow time to discuss and prepare for the assessment
● at the conclusion of training
allocate time to review assessment requirements at the conclusion of training.
Example:
Allocate time for assessment activities
Based on case study—see page 82 for an overview
The table below shows how Suzy intends to incorporate the following into the
Workplace Training Basics program agenda:
● Major formative assessment activity (‘dry run’ of assessment task 1 to consolidate
skills, build confidence, and ensure learners are prepared for assessment)
● Summative assessment task 1.
Type of activity Description (and timing) Intro, conclusion & contingencies Total time
Major formative assessment
activity: Provide WSI
● Practice activity: Conduct work skill instruction:
– Explain and set up activity (20 min)
– Activity: Conduct work skill instruction (in groups of 3; 30 mins per person = 90 mins total)
– Debrief activity: Reflect & identify key learning (30 min)
10 min 150 min
(2.5h)
Assessment Task 1:
Provide WSI and reflect on
performance
● Set up and answer questions (20 min)
● Complete task—participants take turns:
– set up WSI
– provide WSI (20-25 mins)
– Review performance
(40 min per person x 8 learners = 320 min, or 5 hrs 20 min)
● Debrief: Identify key learning (20 min)
10 min 370 min
(6h 10 m)
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 143
Time for consolidation and review
You must build consolidation and review activities into your program design—these are
essential for learning to ‘stick’. To do this, add opportunities for learners to:
● continuously review and reflect upon key learning points throughout training
● put key skills and concepts into practice, and receive regular, useful feedback.
You may add a consolidation or review activity:
● when training resumes after a tea or meal break—e.g. energiser and review activity
● when training resumes on another day—e.g. the start of day 2 of a 3-day program
● when a lot of theoretical material has been covered, and learners need a chance to
‘stop’ and consolidate before moving on.
Breaks, energisers and catch-up time
The learning program agenda must allow time for breaks, energisers and catch-up
time.
Breaks to incorporate may include:
● morning / afternoon tea breaks
● meal breaks (e.g. lunch)
● break in a webinar (e.g. allow a 5 minute break after one hour of a 2-hour webinar).
As a general rule, in face-to-face delivery mode, allow about 15 minutes of break time
for every 1.5 – 2 hours of training.
Energisers should be introduced when learners return after a break (e.g. after lunch).
Catch-up time may include the following (as relevant to the situation):
● Changeover time—time to stop and shift focus between sessions
● Reflection time—time to stop and reflect on progress at particular intervals
● Short energiser activities to resume training following a break.
All adult learners need a break from time to time...
we need a mental vacation!
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 144
Organise the learning and address safety requirements
3 Develop
Develop learning program content and structure
● Develop program sessions
● Check that you’ve covered all requirements— create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
What organisational arrangements must be made?
There are many organisational issues that must be considered when designing and
developing a learning program. Exactly what organisational arrangements must be
made will vary from situation to situation.
Some organisational issues to consider include:
● Pre-program information or pre-work
– What information to learners need prior to the start of the program? How far in
advance do they need this information?
– Is there any pre-work required? If so, what? How long will learners need to
complete pre-work?
● Who needs to be advised that the program is taking place? Consider:
– Human Resources—e.g. to organise replacement staff for learners
– Learning and Development department of your organisation
– supervisors/managers of the learners
– venue operations personnel
– relevant unions or industry bodies.
● What are the administrative requirements of this program? For example:
– what attendance or other forms must be completed?
– what resources are to be developed, purchased, and/or photocopied? Whose
job is it to do organise resources?
– is the learning environment accessible to all learners?
● Are there other organisational requirements for this program?
● What safety issues relate to this program? Work Health and Safety (WHS) is
so important, we have dedicated the next few pages to discussing this.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 145
Work health and safety (WHS): Ensure healthy and safe
learning
What safety issues should we consider?
Some of the safety issues to consider when designing learning include:
● Is the learning environment safe and accessible to all learners?
● What are the risks of participating in the training?
What is risk management?
Risk management is a step-by-step process of finding and fixing health and safety
problems. The figure below illustrates a four-step risk management process:
Figure: Risk management
To ensure healthy and safe learning, you must conduct a risk assessment, then develop and implement a risk control plan.
This process is called ‘risk management’
C o
n su
lt th ro
u g
h o
u t th
e p ro
cess
What aspects of the training or
assessment environment have
the potential to cause harm?
How much harm could each
hazard potentially cause?
● What can you do to eliminate
or control the risks?
● Make sure it’s done!
Identify hazards
Assess risks
Control risks
Monitor controls
Are they working?
Do we need to change
how we are controlling
the risks?
1
2
3
4
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 146
Duty to consult
This means that:
● everyone in a workplace must talk to each other (consult) about WHS issues
● people need to know who to consult with on WHS issues
● consultation must be multi-directional (not just one-way).
Figure: WHS Consultation
You have a duty to consult on WHS issues:
This means that to ensure healthy and safe learning,
you must communicate and collaborate with others.
You don’t work alone!
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 147
Summarising risk management: a process for trainers
1 Identify the
Hazard
● Physical hazards
● Chemical hazards
● Biological hazards
● Ergonomic hazards
● Psycho-social hazards
C O
N S
U L
T :
w it
h t
h e
o w
n er
o r
co n
tr o
lle r
o f
th e
p re
m is
es •
w it
h y
o u
r em
p lo
ye r •
w it
h t
h e
cl ie
n t •
w it
h p
ar ti
ci p
an ts
2 Assess the
risk
How severely could the hazard hurt someone
or
How ill could it make someone?
How likely is it to be that bad?
++ Very likely
could happen any
time
+ Likely could
happen some time
- Unlikely
could happen, but very rarely
-- Very
unlikely could
happen but probably never will
Kill or cause permanent disability or ill health
High High Medium Medium
!!! Long term illness or serious injury
High Medium Medium Medium
!! Medical attention and time off work
Medium Medium Medium Low
! First aid needed
Medium Medium Low Low
3 Control the
risk
Hierarchy of control Strategies (controls) to eliminate or reduce the hazard to an acceptable level:
Most preferred options
● Elimination
● Substitution
● Engineering
● Administration
● Personal protective equipment (PPE) Least preferred
options
4
Monitor and review Change controls as appropriate
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 148
How to manage risks associated with a learning program
Using the Risk Management: a process for trainers flowchart
Step More info & What to do Example
Step 1: Identify hazard/s
More info A hazard is anything that has the potential to cause harm. Types of hazards are listed in the flow chart.
What to do Look around your training venue and consider the learning program delivery. Identify the things that have the potential to cause harm.
Example 1 A power cord is running along the floor in an area where people will walk.
Example 2 You are catering the training.
Step 2: Assess risks
More info The purpose of this step is to work out how big the issue is. This helps you priorities which hazards you must take steps to control before training may begin.
What to do For each hazard identified, ask yourself:
1. (if the worst happened) How severely could
the hazard hurt someone, or how ill could it
make someone? Select the most
appropriate answer from the left column of
the table.
2. How likely is it that this will happen? Select
the most appropriate answer from the top row
of the table.
Locate the square where your two answers meet:
● High priority
You should do something to control the risk
NOW, before training may begin.
● Medium priority
You may start training and implement a short
term control, but it’s important to organise a
more permanent (and more effective) control
for future training.
● Low priority
As per medium priority items, but these are
less ‘urgent’ than items medium priority.
Example 1—Power cord This is a high priority:
1. If someone trips on the cord, it
could cause death
2. Since it is in a heavy traffic area,
it is likely that someone could
trip on it.
Example 2—Catering This is a high priority:
1. If someone eats something they
are allergic to, they could die
2. It is unlikely that someone will
do this, since most adults are
aware of what they can and
can’t eat. However, if they don’t
know that something they’re
allergic to is in food they eat,
they could have an allergic
reaction (e.g. traces of nuts).
continued
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 149
How to manage risks associated with a learning program, cont’d
Step More info & What to do Example
Step 3:
Control
the risks
More info
Controlling the risk means doing something to
make sure the hazards identified won’t cause
illness or harm.
What to do
Use the hierarchy of controls on the flow chart to
work out the most ‘reasonable’ (i.e. effective and
cost effective) control to implement.
Example 1—Power cord
You place a cover over the cord
(engineering control) and advise
people to avoid the area
(administrative control).
You report the issue to the WHS
team in your RTO and recommend
installing a data projector that hangs
from the ceiling, with power cords
piped along the inside of walls and
the ceiling (eliminates the hazard)
Example 2—Catering
You ask the chef for a list of
ingredients in all foods and ask
anyone with allergies to read the list
and avoid eating anything they are
allergic to (administrative control)
You report the issue to the WHS
team in your RTO and recommend
that information about allergies is
obtained prior to training. The chef
can prepare food that everyone can
eat (eliminates the hazard).
Step 4:
Monitor
More info
The purpose of this step is to check that the
controls you selected are working and are keeping
people safe.
What to do
● Throughout training, keep an eye on things to
make sure that the controls you implemented
are working.
● After training, follow up with WHS personnel
on recommended longer term (and more
effective) controls.
Example 1—Power cord
You ensure that people walk around
the area with the cord and that the
cover stays on.
Example 2—Catering
You remind people to check the
ingredient lists and ensure that
alternate food options are available
to those who need it.
Remember to consult with WHS personnel and other stakeholders!
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 150
Develop a risk control plan for your learning program
To exercise your duty of care as a learning program designer, you should collaborate
and communicate with others to:
● Identify potential hazards of the learning program
● Assess risks posed by these hazards
● Decide on controls that will be implemented to reduce or eliminate the likelihood of
a safety incident once training begins.
Document your risk control plan!
A simple example of a risk control plan is on the next page.
This example is not complete, but it gives you an idea of how risk control plans may be
documented.
T This template is available For your future use, you’ll find a blank template for a risk control plan in the Templates we provide to support this program.
Example: create a risk control plan
Based on case study—see page 82 for an overview
The next page shows the first part of Suzy’s risk control plan for the Workplace
Training Basics program.
You must consider safety when designing a learning program
By considering health and safety now, you can identify hazards posed
by delivery of the learning program and take steps to eliminate
or effectively control these hazards before training takes place.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 151
Name of learning program Workplace Training Basics
Delivery mode Face-to-face training Training environment Training room (classroom-style)
Hazard Assess risk and consult Control and consult Monitor and consult
Learners don’t know emergency evacuation procedures of the training environment
Risk assessment: High
Learners may not be able to escape the environment safely in the event of an emergency.
Control: Administrative
Trainer explains emergency evacuation procedures at the start of training and ensures learner understanding of these procedures.
Trainer reviews emergency evacuation procedures: ● explain again
● monitor understanding and compliance throughout training.
Learners may be anxious about the assessment on the final day.
Risk assessment: Medium
This is a psycho-social hazard that may cause severe distress in some learners.
Controls: Administrative
1. Trainer to discuss the day 3 assessment early and often throughout training
2. A formative assessment activity—‘dress rehearsal’ for assessment will be included in program, to boost skills and confidence.
Trainer must monitor learner reaction to the formative and summative assessment activities, and discuss in class as needed, to continuously reassure learners.
Learners will be sitting in chairs throughout most of the program
Risk assessment: Low
Learners—particularly those with back problems—may experience stiffness and discomfort sitting in the chairs all day.
Controls: Administrative & engineering
1. Introduce adjustable chairs to the training room.
2. At the start of training, the trainer explains how to adjust chairs.
Trainer should observe the comfort of learners throughout training and invite them to stand or move about at any time.
Trainer should introduce activities throughout training.
Unforeseen hazards may be present in the learning venue—e.g. faulty equipment.
Risk assessment: High
Someone could be seriously injured or killed if hazards are not identified and the risks posed by the hazards are not controlled.
Control: Venue Inspection Checklist
1. Develop venue inspection checklist.
2. Program trainers to inspect the training venue at the start of the training day and complete the venue inspection checklist as proof of having done this.
Trainer to: ● submit completed venue inspection checklist to
supervisor at the conclusion of each training day, unless…
● if a hazard is identified that poses a significant safety risk the trainer is to report this immediately to the WHS Supervisor and discontinue training.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 152
Group discussion or personal reflection on your own
time: Organise learning
What other organisational issues might you need to consider when designing and developing a learning program in your workplace? In particular, consider safety issues. Use the space below to note your thoughts.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 153
Document the learning program plan
3 Develop
Develop learning program content and structure
● Develop program sessions
● Check that you’ve covered all requirements— create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
What is a learning program plan?
A learning program plan should include the following information:
● The competencies or other criteria to be achieved
● Program outcomes
● Delivery mode
● Summary of assessment requirements
● Learning agenda (learning program outline showing the sequence of program
sessions and highlighting any pre-work required, if relevant)
● The following information about each session of the program:
– session outcome
– summary of content and activities for the session
– timing
● Formative and summative assessment points to measure learner progress
● Learning and assessment resources to be used
● WHS issues to be addressed in delivery
● Organisational requirements including learner support needs to be addressed
● Administrative requirements.
A learning program plan shows the end-result of the design and
development process—it is a document that provides ‘big picture’
information about a learning program
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 154
How are learning program plans used?
RTO management staff use the information provided in a learning program plan to:
● approve the program delivery
● allocate a budget for the program
● allocate and organise resources needed to deliver the program
● promote consistent program delivery among different trainers
Practitioners—program designers, trainers and assessors—use the information
provided in a learning program to:
● clarify the ‘big picture’ of how the program is to be delivered and assessed
● guide how they prepare detailed plans for each program session.
An example
An example of a documented learning program plan begins on the next page.
Important note about the learning program plan template
The learning program plan template has two parts:
● Part 1: General program information
● Part 2: Program outline.
Both parts are needed to form a complete learning program plan.
T This template is available For your future use, you’ll find a blank template for a learning program plan in the Templates we provide to support this program.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 155
Example: document the learning program plan
Based on case study—see page 82 for an overview
Learning program plan part 1: General Program Information
General information
Program name Workplace Training Basics
RTO ABC Training House
Client Members of the public who enrol with ABC Training House
Program aim Learners need a Statement of Attainment for TAEDEL301
Qualification TAE40116 Certificate IV in Training and Assessment
Competency standards TAEDEL301 Provide work skill instruction
Program outcomes By the end of this training program, learners should be able to do the following as required in realistic working conditions:
● organise instruction and demonstration
● conduct instruction and demonstration
● check training performance
● review personal training performance
Delivery and assessment information
Prerequisites To enrol, participants must be able to demonstrate vocational competency in their proposed teaching and assessing area.
Delivery mode Face-to-face
Program duration (total) 3 days total: 2 consecutive days plus 1 day one week later (9:00am – 4:30pm)
Assessment During training ● Task 1: Provide work skill instruction
In workplace (after training)
● Task 2: Provide work skill instruction on two occasions
● Task 3: Short answer questions.
Learner information
Number of learners 8 maximum
Target learner group (profile)
Members of the public with varied skills and knowledge, industry expertise, ages, genders, reasons for undertaking this program.
Special needs As part of the enrolment process, all learners will complete a simple LLN assessment before finalising enrolment:
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 156
● Learners identified with minor LLN gaps will be offered support throughout training.
● Learners identified with significant LLN gaps will be referred to the Foundation Skills unit.
Safety and other logistics
Venue and equipment required
● ABC Training House training room—book 6 weeks before training
● Computer (with internet) and data projector
● Whiteboard
Learning materials and other resources required
● WTB (Workplace Training Basics) Pre-program info—in X Drive
● TAEDEL301 Workbook—order from GR8 Training Stuff P/L
● WTB Program information handout—in X Drive
● WTB Assessment kit—in X Drive
● WTB PowerPoint presentation—in X Drive
● Video—How to provide work skill instruction—stored in media drive
Pre-program information or pre-work
● Email pre-program information to learners, two weeks before training begins
● No pre-work.
Program administration ABC Training House to organise:
● Attendance form—trainer to return completed form to ABC Training House RTO manager within 24 hours of program conclusion.
● Post-program email to learners with link to online feedback survey.
People to be informed ● Learners
● ABC Training House administration—create learner records
Safety issues Before training:
● Induct trainer to venue if needed
● Ensure emergency evacuation procedures are posted on training room door
WHS information for learners:
● Emergency evacuation procedures
● Where to go if first aid needed (reception)
● General room safety (e.g. store bags safely under desks)
See attached Risk Control Plan for details.
Other logistics ● Send learning materials to printer 2 weeks before training—one copy of each material per learner plus one for trainer
● ABC Training House to send reminder email to learners 3 days before training begins.
continued
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 157
Learning program plan example, cont’d
Learning program plan part 2: Program outline
Session Title Time Learning outcomes—By the end of the session, learners should be able to:
Content and activities Resources
DAY 1
Introduction 45 min Describe program structure and assessment requirements
● Welcome
● Housekeeping—WHS, venue information, session times, break and meal times, attendance form
● Warm-up activity and personal objectives
● Program agenda
● Questions as appropriate
● WTB Program Information Handout
● PowerPoint
● Assessment kit
● Attendance form
1 Adult learning
2 hrs Define the following and explain how trainers may use each to provide effective work skill instruction:
● Domains of learning
● Principles of adult learning
● VAK and PART learning styles
● Stages of learning.
● What is learning:
– Activity: Memorable learning experience (25 min)
– Discussion: Domains and definitions of learning (10 min)
● Principles of adult learning:
– Discussion: What are the principles? (5 min)
– Activity: Principles of adult learning (15 min)
● Learning styles:
– Discussion: VAK and PART learning styles (10 min)
– VAK activity (10 min)
– PART activity (15 min)
● Stages of learning: conscious competence model (5 min)
● Adult learning review quiz (15 min)
● WTB Workbook
● PowerPoint
15 min Break
Continued from above
60 min Meal break
15 min Energiser and review: Re-focus and recap key learning so far
2 Gather information about work
40 min ● Identify strategies to gather information about learner characteristics
● Finding out learner information:
– Brainstorm: What information do we need about learners and how do we get it? (10 min)
● WTB Workbook
● PowerPoint
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 158
Session Title Time Learning outcomes—By the end of the session, learners should be able to:
Content and activities Resources
skill instruction
● Discuss implications of the following when providing work skill instruction
– Access and equity legislation
– Anti-discrimination legislation
– Other legislation as appropriate.
– Activity: Create a list of questions (10 min)
● Legislation:
– Discussion: Legislation that impacts on training (5 min)
– Activity: Training case studies—identify applicable legislation (10 min)
3 Plan work skill instruction
90 min A. Write or locate from available documents, SMART learning outcomes for work skill instruction
B. Create or locate a task breakdown for a work skill
C. Prepare notes for delivery of work skill-instruction that:
– have an introduction, body and conclusion
– use the DEDICT model or equivalent to structure the body of the session
● Learning outcomes:
– Discussion: What is a learning outcome (5 min)
– Demonstration: How to write a learning outcome (10 min)
– Activity: Write a learning outcome (10 min)
● Task breakdowns or SOPs:
– Show examples (5 min)
– Practice writing a task breakdown (15 min)
● Session structure: Discussion: how to structure a WSI session (20 min)
● How to prepare for a session:
– Discussion: Where to find session plans in your workplace (10 min)
– Show examples of session plans or written notes in preparation for WSI (10 min)
– Prepare a session plan or personal notes (homework)
● WTB Workbook
● PowerPoint
15 min Break
Continued from above
4 Organise work skill instruction
45 min ● Summarise trainers’ duty of care
● Describe how to apply risk management when preparing for work skill instruction
● List steps to take to organise work skill instruction
● Organising WHS:
– Video: Safety in training (5 min)
– Discussion: legislation, risk management, safety information for learners (5 min)
– Activity: Conduct a risk assessment of a training venue (10 min)
● Organising WSI:
● WTB Workbook
● PowerPoint
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 159
Session Title Time Learning outcomes—By the end of the session, learners should be able to:
Content and activities Resources
– Discussion: Pre-training information for the learner/s (10 min)
– Activity: Create a preparation checklist (10 min)
Recap day 1 10 min Identify key learning from day 1
Homework: Prepare for practice activity on day 2 (they will provide work skill instruction for a group of 3 - topic of choice)
DAY 2
Welcome & review
30 min Review key learning from day 1 Review activity highlighting key content from day 1 ● Attendance form
5 Conduct work skill instruction
2 hrs ● Explain concepts in plain English
● Demonstrate a work skill step-by- step, in order
● Ask open and closed questions to facilitate learning
● Use active listening and facilitation techniques
● Manage barriers to enable effective learning
● Instructing learners:
– Instructing activity (30 min)
– Key tips for clear instruction (10 min)
● Questioning skills:
– Discussion: Types of questions and when to use them (15 min)
– Questioning activity (20 min)
● Listening skills:
– Discussion: Active listening techniques (10 min)
– Activity: Listening (30 min)
● Barriers to learning:
– Discussion: Barriers to learning (15 min)
– Case study activities: How to manage barriers to learning (30 min)
● Monitoring progress: quick discussion (10 min)
● WTB Workbook
● PowerPoint
15 min Break
Continued from above
60 min Meal break
Continued from above
Practice: Conduct
2.5 hrs Provide work skill instruction (WSI) to another program participant, using the
● Practice activity: Conduct work skill instruction:
– Explain and set up activity (20 min) Workbook
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 160
Session Title Time Learning outcomes—By the end of the session, learners should be able to:
Content and activities Resources
work skill instruction
model for session structure and the interpersonal skills covered in earlier sessions
– Activity: Conduct work skill instruction (in groups of 3; 30 mins per person = 90 mins)
– Debrief activity: Reflect & identify key learning (30 min)
6 Record and review work skill instruction
20 min ● List information to record about work skill instruction provided
● Discuss ways to keep training records secure
● Identify strategies to gather feedback on training performance
Brief group discussion:
● Records: What records to keep and how to keep them secure (9 min)
● Reviewing WSI: Gathering feedback and using feedback to improve performance (9 min)
● Workbook
● PowerPoint
Recap day 2 20 min ● Summarise key learning so far
● Describe day 3 assessment
● Recap day and invite key learning
● Go through Task 1 assessment on day 3
Assessment kit
Homework: Prepare for day 3 assessment—they provide 20-30 minute work skill instruction
DAY 3
Introduction to day 3
30 min Describe Task 1 activities and requirements
● Welcome and housekeeping (10 min)
● Set up task and answer questions (20 min)
● Attendance form
Assessment Task 1
5h, 20min
Provide work skill instruction ● Complete task—participants take turns:
– set up WSI
– provide WSI (20-25 mins)
– Review performance
(40 min per person x 8 learners = 320 min, or 5 hrs 20 min)
● Assessment kit
15 min Break
Complete task, cont’d
60 min Meal break
Complete task, cont’d
15 min Break
Complete task, cont’d
20 min. ● Debrief: Identify key learning
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 161
Session Title Time Learning outcomes—By the end of the session, learners should be able to:
Content and activities Resources
Program conclusion
20 min. ● Describe (and celebrate) key learning achieved in program
● Describe assessment requirements post training
● Review of program outcomes
● Feedback: acknowledge achievements & feedback forms
● Next steps:
– Assessment—discuss tasks and deadlines
– Future help—who to contact
● Feedback forms (online)
● Assessment kit
end of learning program plan example
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 162
Summarising step 3:
Develop the learning program content and structure
3 Develop
Develop learning program content and structure
● Develop program sessions
● Check that you’ve covered all requirements— create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
Having completed this step, you have now designed and developed draft one of your
learning program.
Now that you have a completed draft of your learning program, you are ready to move
to the final step in the process—reviewing the learning program plan.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 163
Step 4: Review the learning program plan
The flow chart below illustrates the ‘big picture’ of designing and developing a learning
program. Pink shading indicates the step covered in this part of the manual.
1 Determine Parameters
Determine parameters of the learning program
● Confirm the design brief:
– Determine program aim and identify suitable benchmarks
– Gather information about the learners and their needs
– Identify other parameters
● Analyse program benchmarks
2 Design
Design the learning program
● (if applicable) Access & interpret the training and assessment strategy
● Determine delivery mode
● Clarify assessment requirements
● Identify resources to be used.
3 Develop
Develop learning program content and structure
● Develop program sessions:
– Confirm program content – Organise content into ‘chunks’ (sessions) – Sequence the sessions
● Check that you’ve covered all requirements— create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
4 Review
Review the learning program plan and approve for use
● Develop a review strategy
● Gather feedback on the learning program draft
● Analyse feedback and modify the learning program plan
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 164
Introducing this step
Why review a learning program plan?
Who should be involved in the review?
All major stakeholders in the learning program should be involved in its review. These
may include:
● team leaders / supervisors / managers / employers
● members of the target learner group
● technical and subject experts including:
– language, literacy and numeracy specialists
– work health and safety (WHS) specialists
● government regulatory bodies
● industry, union, employee representatives
● employer bodies
● training providers
● human resource departments
● assessment and/or training partners
● trainers / assessors.
The aim of the review is to make sure the program works!
We review a learning program plan to ensure that the learning program fulfils all
requirements and meets the needs of all stakeholders.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 165
Develop a review strategy
4
Review
Review the learning program plan and approve for use
● Develop a review strategy
● Gather feedback on the learning program draft
● Analyse feedback and modify the learning program plan
When developing a review strategy, ask yourself:
1. What is the focus of the review? For example, is the focus to review:
● the learning and assessment approach?
● the resources selected?
● session content and structure?
● cost vs. benefit?
2. What data must be gathered? What is the review criteria?
3. How will feedback be gathered and documented? Some options include:
● face to face meeting attended by all program reviewers
● feedback via email
● feedback by completing a questionnaire (which may be emailed, faxed or
mailed to the person coordinating the review)
● feedback via a teleconference.
4. From whom will feedback be sought?
5. How and by whom will feedback be reviewed, collated, and recommendations
for improvement summarised and documented?
6. Who must approve recommended changes to the learning program plan?
Options include:
● program manager
● head of a department
● senior teacher
● apprenticeship / traineeship supervisor
● training coordinator / manager
● Human Resources manager.
7. How will version control be ensured throughout the review process?
8. What ongoing review strategy will be implemented?
The example on the next page shows how the questions above may be answered to
form the basis of a review strategy.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 166
Example: develop a review strategy
Based on case study—see page 82 for an overview
Name of learning program Workplace Training Basics
Principal developer/s Suzy Designer
Focus of the review ● Learning design
● Learning content
● Learning resources
Data to be collected See attachment 1—Learning Program Evaluation Tool
Method for gathering feedback
1. Developer to email Learning Program Evaluation Tool to stakeholders one week before review meeting
2. Before review meeting, stakeholders to complete Learning Program Evaluation tool and print two copies to bring along to review meeting
3. Review meeting—face-to-face (3 hours) on <date>.
Stakeholders who will provide feedback
● Clients: 2 current ABC Training House clients
● Subject matter expert: TAE trainer for ABC Training House
● ABC Training House staff:
– RTO Compliance Manager
– Financial Controller
– RTO administration staff
Method for reviewing, collating and summarising feedback
Feedback to be reviewed, collated and summarised at face-to-face meeting on <date>.
Meeting to be chaired by Suzy Designer.
Recommended improvements to be approved by
ABC Training House: Learning Programs Manager
Version control considerations
● Draft program—version 1 draft 1
● Final, approved program—version 1.
Ongoing review strategy ● Above process to be followed again after the first pilot program. Additional feedback to be gathered from pilot learner group.
● Subsequent reviews to be conducted annually.
T This template is available For your future use, you’ll find a blank template for a learning program review strategy in the Templates we provide to support this program.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 167
Gather feedback on the learning program draft
4
Review
Review the learning program plan and approve for use
● Develop a review strategy
● Gather feedback on the learning program draft
● Analyse feedback and modify the learning program plan
How do I capture feedback? Use an evaluation tool
Evaluation tools may include:
● an open or closed-ended questionnaire
● a mapping tool (such as the example shown on page 129)
● a checklist
● a focus group
● a structured interview.
An example of an evaluation tool for a learning program is on the next page.
T This template is available For your future use, you’ll find a blank template for the following learning program evaluation tool in the Templates we provide to support this program.
Use an evaluation tool
to review the first draft of the learning program
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 168
Example: Learning program evaluation tool
Based on case study—see page 82 for an overview
Name of program reviewed
Name of reviewer
Date completed
Instructions for the reviewer
Thank-you for helping to review this learning program!
1. Use the space provided to answer the questions below.
2. Email your completed evaluation to [email protected] by <date>.
1 Delivery mode: Is the delivery mode suitable for the target learner/s?
Strengths
Weaknesses
Recommendations
2 Competency requirements: Are all requirements of the unit/s of competency and related assessment requirements covered in both learning and assessment activities?
Strengths
Weaknesses
Recommendations
3
Learner-centric:
a. Does program content take into account, the existing skills, knowledge and experience of the target learner/s?
b. Are program examples and case studies un-biased and relevant to the target learners? c. Is the program content and structure flexible enough for facilitators to adapt and enhance
program delivery to reflect learners’ diverse context/s and needs?
Strengths
Weaknesses
Recommendations
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 169
4 Assessment: Are formative and summative assessment activities and tools appropriate and effective?
Strengths
Weaknesses
Recommendations
5 Chunking & sequencing: Is program content chunked and sequenced for effective & manageable blocks of learning?
Strengths
Weaknesses
Recommendations
6 Activities: Are activities interesting and relevant to outcomes? Do they address various learning styles?
Strengths
Weaknesses
Recommendations
7 Language, Literacy and Numeracy Do the LLN demands of the program and materials match the LLN demand of the workplace?
Strengths
Weaknesses
Recommendations
8 WHS: Does the program content and structure promote healthy and safe learning? Are risks effectively identified and managed?
Strengths
Weaknesses
Recommendations
9 Other comments
Thank-you!
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 170
Analyse feedback & modify the learning program plan
4
Review
Review the learning program plan and approve for use
● Develop a review strategy
● Gather feedback on the learning program draft
● Analyse feedback and modify the learning program plan
Once you have gathered feedback, you are ready to analyse that feedback and—in
collaboration with other stakeholders—identify improvements you will make to the draft
learning program plan.
Keep track of improvements made: version control
It is essential to plan how to keep track of improvements made to the learning program
plan, and devise a system to ensure that only the most recent versions of learning
program plans are used. This is known as a version control system.
To establish version control system, do two things:
1. Note the version of each document on all pages of the document—e.g.
– in the headers or footers of all pages of the document
– on the inside cover of the document.
e x a
m p
le s
How to show version control in your documents—some examples
● Version number—e.g. version 1, version 2, etc.
● Version letter—e.g. version A, version B, etc.
● Date of release—e.g. version dated 15/05/2015.
2. Establish and maintain a master version control record. Use this to record
ongoing improvements over time and to identify the most recent versions of
documents in use. Make sure the master version control record is easy-to-find by
all who may need to refer to it.
Version control means...
...keeping track of improvements made to learning programs and related
documentation to ensure that the most recent versions are used.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 171
Summarising step 4:
Review the learning program plan
4
Review
Review the learning program plan and approve for use
● Develop a review strategy
● Gather feedback on the learning program draft
● Analyse feedback and modify the learning program plan
Now that you have completed this step your learning program plan is complete. You
may now:
● submit your plan to ‘management’ for approval
● present this plan to an RTO auditor for compliance purposes
● develop detailed plans for each session of your program as you prepare for
delivery. We cover how to write session plans in the Delivering Training module of
your Certificate IV in Training and Assessment course.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 172
Recap: Design & develop learning programs—a ‘to-do’ list
Tick when complete
Design and develop learning programs
Step 1 Determine parameters of the learning program ............................
● Confirm the design brief:
– Determine program aim and identify suitable benchmarks
– Gather information about the learners and their needs
– Identify other parameters
● Analyse program benchmarks
Step 2 Design the learning program .........................................................
● (if applicable) Access & interpret the training and assessment strategy
● Determine delivery mode
● Clarify assessment requirements
● Identify resources to be used.
Step 3 Develop learning program content and structure ........................
● Develop program sessions
– Confirm program content
– Organise content into ‘chunks’ (sessions)
– Sequence the sessions
● Check that you’ve covered all requirements—create a competency map (matrix)
● Write learning outcomes for each session
● Develop activities and allocate time frames for each session
● Complete the learning program agenda
● Organise the learning and address safety requirements
● Document the learning program plan.
Step 4 Review the learning program plan .................................................
● Develop a review strategy
● Gather feedback on the learning program draft
● Analyse feedback and modify the learning program plan.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 173
Summary of this section
Design and develop learning programs
This section of the manual and related training activities have focussed on the skills
and knowledge required to design and develop learning programs.
While emphasis was placed on designing and developing learning programs based on
training package competency standards, the skills and knowledge gained from having
read this manual and participated in the related training activities should enable you to
design and develop learning programs based on any type of program benchmark.
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 174
Notes
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 175
Program Summary
Having read this manual and participated in related learning activities, you should now
have the skills and knowledge needed to:
● Design and develop learning programs
● Use training packages and accredited courses to meet client needs
Summary of key learning
This activity may be completed at the conclusion of training, or as an individual
reflective activity after training concludes
Use the space below to note three (3) key points you will take away from this program:
Participant Manual TAE40116 Design
SWINBURNE PROFESSIONAL PARTICIPANT MANUAL • 176
References
Most references
See website links throughout this manual.
More references
Australian National Training Authority (ANTA), 1998, Learners’ Pack BSZ40198 Certificate IV in
Assessment and Workplace Training, Australian National Training Authority, Australia.
Australian Qualifications Framework Council, 2013, Australian Qualifications Framework:
Second Edition, January 2013. SA, Australia.
Australian Skills Quality Authority, 2013, Users’ Guide to the Standards for VET Accredited
Courses, version 4.
Commonwealth of Australia, 2018, Companion Volume Implementation Guide for the TAE Training Package, v2.1
Commonwealth of Australia, 2018, TAE Training and Education Training Package, version 2.1.
Commonwealth of Australia, 2014, Standards for Registered Training Organisations (RTOs)
2015.
Commonwealth of Australia, 2012, Standards for Training Packages, version 1.0.
Commonwealth of Australia, 2012, Training Package Products Policy, version 1.0.
Commonwealth of Australia, 2012, Training Packages Development and Endorsement Process
Policy, version 1.0.
National Staff Development Committee for Vocational Education and Training (NSDC), 1995,
Workplace Training Category 2, Module Materials, Australia, NSDC Secretariat.
end of document
