Training

1
Training Assessment

• Upgrade Sessions
• BSZ40198 Cert. IV Assessment Workplace Training
  
• to
• TAA04 Certificate IV Training and Assessment

2
Housekeeping

• You must have the current qualification already
  (BSZ40198 Cert. IV in Assessment Workplace
  Training).
• This course will fill in the gaps to enable you
  to obtain the new TAA04 qualification.
• There are 8 units to complete (7 if you already
  have a safety unit from another qualification).
• RPL Available

3
Housekeeping

• This course
• 1000 am. to 300 pm. today
• 1000 am. to 300 pm. tomorrow
• Lectures activities in class
• Assignments to complete
• Enrolment Form
• To be completed and returned now
• Old Qualification
• Please bring a copy of parchment or transcript
  tomorrow
• Introductions
• Ian Thomson Business Services Noarlunga
  Panorama
• Who are you?

4
New TAA Units

• Session 1
• Facilitate individual learning
• Facilitate work-based learning
• Work effectively in VET
• Foster promote an inclusive learning culture
• Session 2
• Use training packages to meet client needs
• Ensure a healthy safe learning environment
• Develop assessment tools
• Participate in assessment validation

5

• TAA DEL 403A
• Facilitate Individual Learning
• TAA DEL 404A
• Facilitate Work-Based Learning

6
Individual Learning

• What is Individual Learning Facilitation?

7
Individual Learning

• What is Individual Learning Facilitation?
• Facilitating individual learning involves the
  application of techniques that centre on the
  development of interpersonal relationships
  between the facilitator and the learner, focusing
  on the learners goals, their learning style and
  the learning context.

8
Individual Learning

• What is Individual Learning Facilitation?
• Facilitating individual learning involves the
  application of techniques that centre on the
  development of interpersonal relationships
  between the facilitator and the learner, focusing
  on the learners goals, their learning style and
  the learning context.
• Major techniques are
• Mentoring
• Coaching
• Tutoring

9
Individual Learning

• Mentoring
• Mentors, in either a formal or informal
  relationship, focus on the person and their
  career, and provide support for individual growth
  and maturity.
• Coaching
• A coach is job focused and performance oriented,
  attempting to direct a person to some end result.
• Tutoring
• A tutor is usually subject-centred and focuses
  quite clearly on helping improve specific
  knowledge or skills.

10
Activity

• (Individually) Identify a time in your life or
  career when you have been
• Mentored
• Coached
• Tutored
• (In Groups) Identify a situation where you could
  apply mentoring, coaching and tutoring in your
  current programs.
• Present back to the class

11
Work Based Learning

• What is facilitating work-based learning?

12
Work Based Learning

• What is facilitating work-based learning?
• Work-based learning is learning or training
  undertaken in the workplace that is on-the-job
  training under normal operational
  conditions.

13
Work Based Learning

• What is facilitating work-based learning?
• Work-based learning is learning or training
  undertaken in the workplace that is on-the-job
  training under normal operational conditions.
• Creating a pathway for the learner
• Structured learning that is organisationally
  managed
• Focused on workplace learning
• Staff rather than professional participants

14
Work Based Learning

• A work based learning pathway has details of
• What will be done (tasks)
• When these will be done (sequence)
• Who will be involved
• How will the goals be achieved
• It includes
• Specific goals for work-based learning
• Opportunities for practice
• Details of guided support available

15
Work Based Learning

• How do you ensure that the learning you have
  provided in the classroom is transferable,
  and supported, in the workplace?

16
Work Based Learning

• How do you ensure that the learning you have
  provided in the classroom is transferable, and
  supported, in the workplace?
• Written / formal agreement
• Workplace involvement in establishing the program
• Teaching is transferable/applicable to the
  workplace
• Learning is incremental (properly sequenced)
• Training leads to workplace achievement
• Training and assessment lead to workplace
  improvement.

17
Back to some basics

• The individuals preferred learning style
• Visual (learn best by seeing)
• Auditory (learn best by hearing)
• Kinaesthetic (learn best by doing)

18
Back to some basics

• The individuals preferred learning style
• Activists (I like to have a go and see what
  happens)
• Reflectors (I like to gather information and mull
  things over)
• Theorists (I like to tidy up and reach some
  conclusions)
• Pragmatists (I like tried and tested techniques
  that are relevant to my problems)
• (Honey Mumford, Experiental Learning, 1984)
• http//www.peterhoney.co.uk/ complete a
  questionnaire for yourself (fee applies)

19
Back to some basics

• Learner Characteristics
• Adult Learning Principles

20
Back to some basics

• DEDICT
• Demonstrate
• Explain
• Demonstrate slowly
• Imitate
• Coach
• Test or Trial

21
Assessment

• Review assessment handout
• Due 28th April 2008

22

• TAA ENV 401A
• Work Effectively in
• Vocational Education
• Training
• (VET)

23
VET

• What is VET?
• Whos who in VET?
• MINCO
• DEST (ANTA)
• STAs
• ISCs
• RTOs
• Putting it all together
• See page 26

24
Assessment

• Review assessment handout
• Due 28th April 2008

25

• TAA ENV 402A
• Foster Promote
• an Inclusive Learning
• Environment

26
An Inclusive Culture

• What is an inclusive learning culture?

27
An Inclusive Culture

• What is an inclusive learning culture?
• Values and respects difference
• Promotes learning
• Supports and advises participation
• Explores the benefits of learning
• Recognises and rewards competency achievement
• Provides opportunities to develop generic skills
• Offers multiple pathways to achieve current and
  future learnings

28
Incorporating Inclusivity

• Think about these questions
• Who are the learners?
• Do they have needs that affect their
  participation?
• What are they learning?
• Skill / attribute / knowledge / combination
• What is the benchmark they have to achieve?
• Unit of competency / work standard / legislation
• How can you tell what is being learnt?
• Reviews / feedback / tests / presentations
• Where and how are they learning?
• Group / coaching / face-to-face / on-the-job /
  distance
• Why are they learning?
• Personal reasons / force / technology /
  structural changes

29
Incorporating Inclusivity

• Individual differences may include
• Intellectual abilities
• Learning styles
• Literacy and numeracy
• Language backgrounds
• Cultural backgrounds
• Socioeconomic backgrounds
• Ages
• Gender
• Sexuality
• Religious practices

30
Activity

• Look at the photos provided
• (Individually) Write down one (1) word that
  describes the picture to you.
• (In Groups) Compare what you have written with
  the rest of the group.
• Present back to the class
• Why did you have different perceptions?
• What are the effects of having different /
  similar perceptions?
• Do your perceptions affect your understanding of
  a person, object or idea?

31
Incorporating Inclusivity

• Why practice inclusivity?
• Learner outcomes
• Better learning
• Better opportunities in workplace
• Organisational outcomes
• Better service
• Improved reputation
• Legislative obligations
• Morally right

32
Incorporating Inclusivity

• What should you do?
• Have a system of policies and procedures that
  meet your moral and legal obligations
• Have a system for identifying differences
• Ensure you have a range of methods for presenting
  information and teaching skills
• Have access to a range of learning materials
• Have flexibility in physical layout and task
  management
• Identify support mechanisms from outside your
  organisation
• Maintain communication, particularly listening

33
Equity and Access

• Equity covers
• Access to VET
• Participation in VET
• Achievement of outcomes in VET
• Equity issues include
• Providing a supportive learning environment
• Adjusting assessments
• Policies on fee reduction
• Development of inclusive learning materials

34
Equity and Access

• Access refers to the ability to enter training.
• Improving access might include
• Improving physical access to the training venue
• Ensuring that selection criteria do not
  discriminate against clients
• Adapting marketing activities to encourage all
  clients

35
Assessment

• Review assessment handout
• Due 28th April 2008

36

Thank You