Course Content
Planning Vocational Training
The first two questions asked in the introduction to this chapter—Why is the training program necessary? Who is it for?—define the parameters of the program. They provide guidance on the type and range of topics to be covered, and on how these should be covered and assessed. Note that in this chapter we will be referring to areas of formal, nationally recognised training packages. The next topic covers these areas in detail. However, it is necessary to mention them briefly here, as they are inextricably linked with defining the parameters of a training program.
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An introduction to training design
03:44
Identifying and collaborating with stakeholders
01:40
Identifying objectives and outcomes
02:26
Identifying target learners and their characteristics
02:54
Developing your learner-centred approach
00:52
Confirming competency standards for training
01:47
Updates and pre-requisites to training packages
01:56
Designing a plan for vocational training
In Australia, we are able to offer nationally recognised training (NRT). We can do this because a Vocational Education and Training system has been developed and implemented that is comprised of standards and performance criteria that apply across the board to all registered training organisations and qualification courses around Australia. These standards and performance criteria have been researched, analysed and validated not only by government, but also by the relevant industry partners. This means that VET offers up-to-date, real-world training opportunities by way of training packages and accredited courses, which can be found on the National Register for Vocational Education and Training in Australia: https://training.gov.au.
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Creating the first learning program plan
42:29
Clustering units into program areas
02:38
Developing session plans for vocational training
Once you have chosen the program content, you will need to put it into a logical sequence. For example, there is no point in teaching participants about how to deal with conflict before you have covered effective communication skills. You will also need to conduct research on where you can find accurate and up-to-date information on these topics that you could use in addition to, and in support of, the formal training package requirements and organisational policies and procedures.
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How to develop a session plan – part 1
02:00
Session planning – part 2
04:50
Session planning – part 3
03:54
TAE40122 Design Cluster
About Lesson

Program areas help you to cluster two or more units into similar subjects – and provide them with a heading that then helps you and others define that segment of the training and assessment.

For example, you are currently studying the TAE, and you’re undertaking one of the design units. We know this because the unit code is TAE – DES – 412. And the DES tells us that it’s part of the design field of study.

Most units of competency have this code layout, so it’s easier for you to cluster them together. In this case, we’ve clustered the TAEDES411 and 412 units together and called the program area: Designing Training. But we could just as easily have called it, Learning Design, Designing learning programs or any other title we chose to give it. And that’s the idea here – the title you give the program area is totally up to you – and it’s whatever makes sense from a planning and implementation point of view.

Looking at the rest of the TAE as an example, we have a number of units that deal with the subject of training delivery – some of these start with TAEDEL – denoting that they are delivery units. But others include BSBHRM and BSBCMM units? So why have we clustered all these together and called them Delivering engaging training?

Well I think you’ve already picked up the fact that they will all have something to do with planning and delivering information – either to workplace teams, individuals, and other groups or via presentation formats. Therefore much of the content will overlap, such as the use of session plans, the skills required to deliver training or presentations and so on. Because these skills and knowledge areas overlap, we cluster the units together to create more efficient and effective training.

The last program area is the Assessing in VET cluster. And, just like before, it’s combined as both units deal with assessing training, and have multiple areas of overlap that make sense to deliver together.

Hopefully this has explained program areas and why we cluster training and assessment in VET. Apply this to your second training program plan and see how you go. Remember, you can always ask questions in the forum if you’d like other students’ opinions or feedback from trainers and assessors along the way.

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