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

When developing a training program, you should begin by understanding its intended purpose, and this will have formed part of your discussion with the various stakeholders. There are many reasons why a program may be necessary. For example: 

  • ■ To refresh or update current skills to ensure that existing staff continue to work to the desired standards. This may be a simple matter of highlighting information or reminding participants of policies, procedures, or product and service facts. 
  • ■ To develop a new skill or procedure, so as to improve employability skills or to enable staff to meet the required work standards. This may involve providing in-depth or complex information. 
  • ■ For professional development training as part of the organisation’s ongoing staff development and/or to comply with government legislation dealing with staff competency standards. 
  • ■ To develop vocational competency for people who wish to pursue a nationally recognised qualification in a trade or profession. 
  • ■ To develop foundation skills, such as LLN skills, to assist staff who may have difficulties for a variety of reasons. 
  • ■ To meet legislation, licensing or registration requirements, such as WHS requirements or any legal obligations expected of job roles in various industries. 
  • ■ To take corrective action where staff aren’t performing to the required standards and additional training is necessary. 

The purpose of a program may substantially influence the delivery and assessment methods to be used. For example, it may determine: 

■ what topics need to be included to achieve the expected outcome and, depending on participant experience levels, the range and depth of knowledge to be imparted 

  • ■ the best method of delivering the training according to the participant’s skills, venue, timeframes, and so on 
  • ■ what assessment methods will be used (unless the training is based on purely internal organisational procedures, rather than nationally recognised training) 
  • ■ what resources will be needed to deliver the program. 

What is the intended outcome of the program? 

Not all training programs will be the same in terms of expected outcome. As you have seen, people take part in training programs for a variety of reasons. When you are developing a program, it must therefore be very clear from the start what its intended outcome will be, as well as how that outcome might be measured. You will need to ask questions such as: 

  • ■ What must participants be able to do, as a minimum, as a result of the training? 
  • ■ How will participants be assessed as to whether they can now perform the new task/s to the required standards?
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