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

Irrespective of the type of organisation you work for, various stakeholders will always be involved in any training program you design and deliver. These stakeholders may be your clients, facilitators, administration staff and industry experts. You will need to discuss and confirm with them the requirements of the program. For example, these discussions could take place with the following: 

The person to be trained, so that you can get an idea of their: 

  • ♦ existing competency levels 
  • ♦ learning style, to tailor the program to their specific needs and requirements 
  • ♦ general attitude towards work and training 
  • ♦ any future aspirations they may have, so that these might be incorporated. 

The participant’s supervisor, so that you can: 

  • ♦ get their opinion on the participant’s current competency (which opinion might differ from the participant’s) 
  • ♦ get specific information on how things should be done in their department and the industry standards to which they expect work to be carried out 
  • ♦ determine what the workplace priorities are. 

The organisation’s management, so that you can: 

  • ♦ get a picture of where the training will fit in with the organisation’s overall staff policies 
  • ♦ learn about company standards, policies and procedures that may need to be included in the training 
  • ♦ determine the parameters of the training requirements, which could include discussions about: 
  1. a) timeframes for training 
  2. b) location of training 
  3. c) costs and other resources required 
  4. d) scale of the training—whether it will encompass an entire qualification, or only a few units from a qualification, and so on. 
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