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

You may know what topics must be covered in the training program, but who are the people who will benefit from these new skills and competencies? By finding out more about your participants, and the characteristics that help them learn, you should be able to design a training program that meets their needs. You may, for example, need to find out what similarities there might be between the groups of people who will be participating in the program, as well as what their current skill levels are. The choice of training package, venue, style of training, and so on, will depend on this. For example, are the participants: 

  • ■ people who are already in the workforce who might have constraints on their time? 
  • ■ school graduates who may have a limited knowledge of the working world? 
  • ■ special target groups who have very specific training needs? 
  • ■ people who are already experienced in their respective fields and who may only need a refresher course? 
  • ■ apprentices or trainees whose training program may be delivered on the job over a period of years? 
  • ■ individuals who wish to change their career path or prospects? 
  • ■ unemployed people who wish to improve their employability skills? 
  • Other aspects of a training participant that may influence the program design include: 

■ their foundation skills, such as: 

  • ♦ level and previous experiences of formal education 
  • ♦ level of their LLN skills 
  • ♦ ability to communicate in the workplace 
  • ♦ ability to solve problems 
  • ♦ initiative they have shown in completing work 
  • ♦ ability to plan and organise 

■ their current skill or competency levels in a work role 

■ the depth and breadth of their current and past work experience 

■ any special needs—physical or psychological—that may impact on their ability to learn. 

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