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.
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:
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.
TAE40122 Design Cluster
About Lesson

Confirming competency standards can mean:

1. determining what competence looks like for each unit of competency proposed for the program
2. looking at the organisation’s own internal or legislative standards or requirements, and using a combination of both.

So you’d look at the competency standards required of a specific workplace task, including the foundation skills. These are the generic skills that people need to work effectively in a modern workplace. Then the workplace competency standards are aligned with qualifications or skill sets on This requires you to search tga for particular skills and finding units that best align with those skills. Thankfully, most qualifications are designed to meet workplace roles. For example, the Certificate IV in project management practice aligns with people who work within project teams. These workplace definitions can be viewed by accessing the qualifications on tga. As they outline who the qualification is aimed at.

The last piece of the puzzle is to review any benchmarks required by things such as industry codes of conduct, workplace policies and procedures and specific operating processes.

If you can imagine, while the competency standards on represent a generic industry skill level, it’s these specific benchmarks that will make the training more applicable to the individual students or industry clients.

What we can then do, is create our training program to meet both levels of performance so that the learner competes their training ready for the workplace that they want.