Design and develop learning strategies ... - IBSA's resources

M in PL in E g pu rp os es Participant Workbook

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TAEDES501 Design and develop learning strategies

Part of a suite of support materials for the

TAE Training and Education Training Package

1st Edition 2016

Acknowledgement Innovation and Business Industry Skills Council (IBSA) would like to acknowledge Precision Consultancy for their assistance with the original development of the resource for TAEDES501A. This resource has been updated for TAEDES501 by IBSA. Copyright and Trade Mark Statement © 2016 Innovation and Business Industry Skills Council Ltd All rights reserved. Apart from any use permitted under the Copyright Act 1968, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, or otherwise, without written permission from the publisher, Innovation and Business Industry Skills Council Ltd (‘IBSA’).

M in PL in E g pu rp os es

Use of this work for purposes other than those indicated above, requires the prior written permission of IBSA. Requests should be addressed to the Product Development Manager, IBSA, Level 11, 176 Wellington Pde, East Melbourne VIC 3002 or email [email protected].

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To the extent permitted by law, all implied terms are excluded from the arrangement under which this document is purchased from IBSA, and, if any term or condition that cannot lawfully be excluded is implied by law into, or deemed to apply to, that arrangement, then the liability of IBSA, and the purchaser’s sole remedy, for a breach of the term or condition is limited, at IBSA’s option, to any one of the following, as applicable: if the breach relates to goods: (i) repairing; (ii) replacing; or (iii) paying the cost of repairing or replacing, the goods; or

(b)

if the breach relates to services: (i) re-supplying; or (ii) paying the cost of re-supplying, the services.

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(a)

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Published by: Innovation and Business Industry Skills Council Ltd Level 11, 176 Wellington Pde East Melbourne VIC 3002 Phone: +61 3 9815 7000 Fax: +61 3 9815 7001 Email: [email protected]

www.ibsa.org.au

ISBN: 978-1-925379-99-0 Stock code: TAEDES5011W

First published: 2016 1st edition version: 1 Release date: 2016

Table of Contents Welcome Introduction......................................................................................................................1 Sections in this workbook ..........................................................................................1 Using this workbook ...................................................................................................2 Recommended reading..............................................................................................3 Undertaking assessment ...........................................................................................3 Learning


Topic 1: Overview of Learning Strategies .....................................................................7 What is a learning strategy? ......................................................................................7 VET Quality Framework ..............................................................................................9 Topic 2: Develop a Learning Strategy ........................................................................ 11

Identifying stakeholders.......................................................................................... 11 Identifying the purpose and outcomes of the training .......................................... 13 Defining the learner target group ........................................................................... 15

Identifying the target groups’ learning styles ........................................................ 17 Australian Qualifications Framework levels........................................................... 21

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Identifying the relevant course or qualification ..................................................... 21 Identifying trainers’ educational and vocational competencies .......................... 23

Selecting delivery methods..................................................................................... 25

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Identifying learning resources ................................................................................ 29

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Identifying assessment strategies ......................................................................... 32

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Identifying operating requirements ........................................................................ 34 Topic 3: Review a Learning Strategy .......................................................................... 37

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Pre-implementation review criteria ........................................................................ 38 Post-implementation review criteria ...................................................................... 39 Modifications ........................................................................................................... 40

Application

Activity 1: Research Existing Learning Strategies ...................................................... 45 Activity 2: Compliance Requirements ......................................................................... 47 Activity 3: Developing a Learning Strategy ................................................................. 49 Activity 4: Identifying Stakeholders............................................................................. 50 Activity 5: Stakeholder Interview Questions ............................................................... 51 Activity 6: Developing Learner Profiles ....................................................................... 53 Activity 7: Develop a Learner Questionnaire .............................................................. 55

Activity 8: AQF Levels ................................................................................................... 57 Activity 9: Recommending a Course or Qualification ................................................ 59 Activity 10: Mapping Trainer Qualifications................................................................ 60 Activity 11: Developing Delivery Methods .................................................................. 62 Activity 12: Content Headings and Resources ........................................................... 64 Activity 13: Assessment Strategies............................................................................. 65 Activity 14: Identify Operational Requirements ......................................................... 67 Activity 15: Reviewing a Learning Strategy Pre- and Post-implementation ............. 69 Activity 16: Documenting a Continuous Improvement Process ................................ 71 Appendices


Learning Strategy Template ................................................................ 75

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Appendix 1:

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Welcome

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Participant Workbook

Introduction This Participant Workbook supports TAEDES501 Design and develop learning strategies. This unit is a core unit in: ● TAE50116 Diploma of Vocational Education and Training ● TAE50216 Diploma of Training Design and Development.

It covers the development of learning strategies (which may be referred to as training and assessment strategies) that are relevant to both training package qualifications and course-based qualifications. This unit will help you develop skills and knowledge to enable you to:


● determine the parameters of the learning strategy ● develop the framework for the learning strategy

● devise the content and structure of the learning strategy ● review the learning strategy.

This workbook provides activities to help you work through the design, development and review of a learning strategy.

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Sections in this workbook

Learning

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This Participant Workbook consists of the following sections.

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This section provides background information to support this unit of competency, and where to go for further information. It also includes some case studies to illustrate the unit of competency in practice.

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Throughout this section, you will notice small text included at the sides of some pages. This side text provides definitions, notes, resources or it pinpoints the best time to carry out a learning activity. The activities referred to are included in the following section of the workbook, titled Application. Sometimes the side text refers to video clips to demonstrate information referred to in the workbook. The video clips can be downloaded from IBSA’s YouTube channel at .

Application This section provides activities to help you develop your skills. Your facilitator may also add some extra activities to support your learning as you are working through this unit. Some of the activities may contribute to assessment.

TAEDES501 Design and develop learning strategies © Innovation and Business Industry Skills Council Ltd

1st edition version: 1 Page 1 of 82

Topic 1: Overview of Learning Strategies

Appendices The Appendix section of the workbook may provide templates, examples or other sample documents to help illustrate some aspects of the unit of competency.

Using this workbook Templates Helpful templates from the appendices of your Participant Workbook are available in Word format online at .

References


Throughout the workbook you will be directed to websites for additional information. Given that web addresses can change, you may need to check the link and use search tools to find updated links.

Glossary

A glossary of terms is included on the Learner Resources website at . Use the glossary to clarify the meaning of terms used in this workbook.

Context

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To complete this unit you need a learning and assessment environment where you can access information and apply your skills. This environment is called the practice environment.

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If you are already employed in an organisation that delivers training and assessment, your workplace will most likely be your practice environment. If not, your facilitator can help to find you a suitable practice environment.

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If you do not have direct access to a practice environment, your facilitator may need to help you by providing simulations or case studies that meet the assessment requirements for this unit. For example, you could practice applying your competencies on fellow learners in the classroom, or your facilitator may set up a virtual learning community online. Throughout this workbook these environments will be referred to as your practice environment.




Recommended reading Some recommended reading for this unit includes:

Print resources ● Kirkpatrick, D. L. and Kirkpatrick, J. D., 2006, Evaluating training programs: the

four levels, 3rd edn, Berrett-Koehler Publishers, San Francisco.

Online resources ● Australian Copyright Council, . ● Australian Qualifications Framework (AQF), .


● Department of Education and Training, The Australian Core Skills Framework,

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● Department of Education and Training, Core Skills for Work Development

Framework, .

● Department of Industry, 2014, ‘Standards for Registered Training Organisations

(RTOs) 2015’, Federal Register of Legislation, .

● Government of Western Australia, Department of Training and Workforce

Development, .

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● Government of Western Australia, Standards for RTOs,

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● National Centre for Vocational Education Research, .

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Please note that any URLs contained in the recommended reading, learning content and learning activities of this publication were checked by IBSA and correct at the time of publication. Note, however, that IBSA cannot vouch for the ongoing currency of URLs.

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Every endeavour has been made to provide a full reference for all web links. Where URLs are not current, we recommend using the reference information provided to search for the source in your chosen search engine.

Undertaking assessment Assessment of this unit must demonstrate that you can design and develop learning programs within the VET context. You need to show that you have the skills and knowledge to: ● determine the parameters of the learning strategy ● develop the framework for the learning strategy ● devise the content and structure of the learning strategy ● review the learning strategy.



Topic 1: Overview of Learning Strategies You must provide evidence that you have: ● presented a minimum of two examples of learning strategies with differentiated

design structures in each that both: ○ reflect the specific requirements of the qualification or skill set ○ reflect client needs and contexts of application ● implemented at least one learning strategy ● documented a review which provides outcomes and evidence of continuous

improvement. This unit might be assessed individually or together with other units in the TAE Training and Education Training Package.


Much of the information and materials you gather while working through the Participant Workbook will help you for these assessments. Taking a portfolio approach to assessment can make the assessment process more valuable for you and will often better reflect processes in the workplace. Using a portfolio approach, you will gather your evidence together for this unit, and perhaps for other units, and submit it all together as a portfolio.

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Activities to be undertaken as assessment for this unit of competency are located in a separate document.



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Learning

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Topic 1: Overview of Learning Strategies The information in this resource will enable you to develop the skills to design and develop learning strategies. The introductory section, Topic 1, provides background to the learning strategy, including defining what learning strategies are and why they are needed. Topic 2 will address how to develop the structure and content of a learning strategy, and Topic 3 will cover how to review the learning strategy.


What is a learning strategy?

A learning strategy is an organising framework for the delivery and assessment of training. It is also known as a training and assessment strategy (TAS). It is the overview, macro-level document, which provides an outline of how a particular program will be delivered. A learning strategy must adhere to the requirements of either the VET Quality Framework or the Australian Quality Training Framework1 for accreditation and audit purposes, and is driven by principles of quality practice.

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The training qualification or course that is documented in a learning strategy may include one of the following: ● a nationally endorsed training package qualification

● a skill set

• learning and

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assessment strategy.

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● a course developed by a registered training organisation (RTO) that has

been accredited for delivery.

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The learning strategy provides an overview of the delivery of the training. Further detail regarding delivery is written into specific learning programs and session plans where content and detail are fleshed out. Developing learning programs is covered in the unit TAEDES401 Design and develop learning programs.

1 Note that in some jurisdictions, the AQTF has been replaced by the VET Quality Framework and regulation of these standards is performed by the Australian Skills Quality Authority (ASQA). While all the new standards and requirements under the VET Quality Framework are consistent with those that have previously existed, there are some small changes; for example, some new terminology is introduced. See .


assessment strategy (TAS)

• delivery and

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● a customised course

• training and

assessment strategy

● the basis of an apprenticeship or traineeship ● an accredited course

Different names are used to describe learning strategies. Some of the more common terms used are:


In this Participant Workbook it will be referred to as a ‘learning strategy’.

Topic 1: Overview of Learning Strategies Consultation with key stakeholders – such as clients, learners or industry representatives – is an integral part of creating a learning strategy. An effectively written learning strategy will address how standard training will be contextualised to meet the needs of these stakeholders and optimise the delivery capabilities of the RTO. In broad terms, the learning strategy will set out the details, such as: ● the learning outcomes that will be achieved


● entry requirements that may apply ● the vocational and educational qualifications required of the trainer

responsible for delivery of the training program. These concepts will be expanded upon in Topic 2.

An RTO will generally be required to develop a learning strategy for each qualification or accredited course on their scope of registration. However, for each planned delivery of a training program based on the strategy, the strategy or program may need to be modified or contextualised. Learning strategies will differ from delivery to delivery because: ● clients will vary – whether they are an organisation, industry or

individual students

● learning requirements of learners and industries will vary ● learners’ needs and characteristics will differ

● operating constraints will differ, including timelines and budget

constraints

● consultation with key stakeholders will provide different information ● a strategy designer’s own experience, skills, knowledge and

preferences will differ when constructing the strategy

● technological advancements will continually change how jobs are

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Adapted from IBSA VET Glossary 4th ed 2015 .

● resources that will be used

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A training program (also known as a learning program) is a document developed by an RTO that meets the training and assessment requirements of a qualification, unit of competency or accredited course. The training program may specify the essential and elective units for the program; the sequence and timing of training and assessment; and the resources required.

● how the training program will be delivered and assessed

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Australian Qualifications Framework, 2nd ed, p 97 .

● the broad-level content and the sequence of the learning

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are the expression of the set of knowledge, skills and the application of the knowledge and skills a person has acquired and is able to demonstrate as a result of learning.

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Learning outcomes

performed or how learning takes place, and strategies should change to take these into account

● RTOs’ processes and reporting procedures will vary, so templates or

formats used for learning strategies vary. A learning strategy enables an RTO to put their ‘stamp’, or unique blend of skills, knowledge and resources of the RTO and their client needs, on the delivery of the qualification or accredited course. For instance, the learning strategy for the Certificate IV in Hospitality will be different in an enterprise RTO where the enterprise is a five-star hotel chain, than it would be in a community-based RTO with a focus on pre-employment training.




Reflection point How do you put your unique ‘stamp’ on the delivery of a training program? Why would a potential learner come to your organisation for this training program? If you submitted a learning strategy to the VET governing body, could you see any benefit to including a brief statement describing this? What remains the same for all learning strategies is the systematic, documented approach to planning and guiding the provision of training and assessment services leading to a qualification.


Although learning strategy designers will be providing different solutions for a variety of learning need contexts, the theoretical approach and knowledge required to design and develop learning strategies remains consistent across the range of learning contexts. Learning designers use the following skills:

● communication and interpersonal skills ● writing skills

● planning and organising skills ● creativity ● problem-solving skills

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● the ability to interpret and analyse information and documents ● learning theory knowledge

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● delivery and assessment knowledge ● instructional learning design skills.

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A program coordinator or manager is often the designer of the learning strategy, in consultation with industry or organisational personnel, although a trainer or assessor should have a role in the design. Having a trainer or assessor’s input will ensure that the practicalities of delivery, in particular the timeframes required, are realistic from the deliverer’s point of view.

VET Quality Framework

Activity 1: Research existing learning strategies.

Now you’re ready to begin Activity 2.

One of the core conditions of registration for a training organisation is that RTOs comply with the requirements set out in the VET Quality Framework. The VET Quality Framework comprises the: ● Standards for Registered Training Organisations ● Fit and Proper Person Requirements ● Financial Viability Risk Assessment Requirements ● Data Provision Requirements ● Australian Qualifications Framework. TAEDES501 Design and develop learning strategies © Innovation and Business Industry Skills Council Ltd

Have a look at a range of learning strategies by completing


Compliance requirements. Identify

the relevant regulator and associated standards for your RTO. Refer to the sections relating to learning strategies and create a checklist that you will use to guide the development of a learning strategy.

Topic 1: Overview of Learning Strategies For further information on the VET Quality Framework, visit the ASQA website at . For RTOs that remain under a state jurisdiction, the Participant Workbook references the AQTF equivalent standards.

Standards that relate to a learning strategy


Before you begin to design a learning strategy, take time to consider why you need one. One reason is that a learning strategy is essential in order to plan approaches and allocate resources, so that quality training and assessment that meets the needs of an industry or organisation and learner target group can be provided. Another reason is that it is also a requirement of the VET Quality Framework. The resulting learning strategy is an umbrella document that provides the ‘big picture’ plan to show an external party, such as a regulatory body auditor, how these requirements will be met. According to standards under either the VET Quality Framework or the AQTF, providers must have strategies in place to provide quality training. This includes strategies that meet the requirements of the relevant training package.

Using the requirements of the standards mentioned above, a learning strategy may include the following specifications:

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Australian Qualifications Framework, 2nd edn p 98: .

Components of a learning strategy

● the target group and their characteristics, learning needs and support

requirements

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students to move through qualification levels with full or partial recognition for the qualification and/ or learning outcomes they already have.

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Pathways allow

Several sections in the Standards for RTOs and the AQTF relate to learning strategies – these are such things as the amount of training delivered; continuous improvement; industry consultation; ensuring the assessment meets all requirements and is systematically validated; and ensuring trainers and assessors have required competence.

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● the packaging rules set out by the training package ● outcomes to be achieved by the training ● purpose and description of the program

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Now you’re ready to begin Activity 3:

Developing a learning strategy. Select a training program for your learning strategy and answer some reflection questions. You will be returning to this activity at various times to develop the various aspects of the learning strategy.

● design structure, including broad content structure ● pathways for learners ● delivery approaches (on-the-job, off-the-job, blended) ● an overview of assessment strategies for delivery and validation ● delivery and assessment staffing requirements ● operational requirements.

Topic 2 of this workbook will address developing content for these.




Topic 2: Develop a Learning Strategy As discussed in the previous topic, the learning strategy will provide the framework for the delivery and assessment of training. The framework is structured around parameters such as the specific learning outcomes to be achieved, recognition of prior learning and entry requirements, the broad sequence of learning, the resources required, and the delivery and assessment methods to be used.


In order to determine the parameters of the learning strategy you are developing, a number of considerations need to be dealt with. The first of these considerations is to determine or confirm who the stakeholders are.

Identifying stakeholders

Consultation with stakeholders is a critical part of developing a learning strategy. It is necessary to identify all stakeholders to ensure the learning strategy is developed accordingly. For example you may need to consult: ● industry representatives ● trainers and assessors

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● target learners.

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Think for a moment about the practice environments you have worked in. Who were the stakeholders in these situations? Sometimes the stakeholders may be obvious, for example, a client or company who requests staff training. However, in a large public registered training organisation (RTO), where qualifications can be available for general access, the stakeholders who drive the process become more difficult to define.

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When working with a client organisation, the development of a learning strategy can be clearly driven by the needs of client because you can look at the requirements outlined in a contract. However, with a situation such as a large public RTO, it may be more difficult to ensure that the learning strategy meets the needs of learners and/ or the needs of the industry bodies that will be employing the learners. In this case it is important to identify and involve stakeholders who can provide input on what should be included in the learning strategy. The Standards for Registered Training Organisations (RTOs) 2015 (or AQTF Standards) address the need for effective consultation with industry. Development of a learning strategy is a collaborative process, and you must identify how consultation can be best used to contribute to designing a strategy which meets the needs of the target learner group.



Topic 2: Develop a Learning Strategy The consultation process you choose to adopt will be affected by the context of training; however, some people or groups you may need to consult are: ● enterprise or industry clients ● people working in the roles targeted by training ● industry associations and trade unions ● regulatory or licensing authorities ● subject or technical specialists and experts ● government departments ● Skills Service Organisation (SSO)


● trainers in your organisation.

Stakeholders may include the following:

Learners

A community or government organisation

An educational institution

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Stakeholders

An enterprise, department or division of an enterprise

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A professional association

Regulators

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An industry sector

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Building rapport and listening to the needs of these stakeholders in the early stages of strategy design will benefit the learning strategy development. Good communication skills are essential in order to tease out the specific issues that should be addressed. Do not assume that an already established strategy will suit your stakeholders’ needs.

Start identifying stakeholders in your practice environment by completing

Activity 4: Identifying stakeholders.

The communication style you use may need to vary depending on which audience you are addressing. In some instances you will need to use negotiation skills when negotiating the program with the client and articulating its benefits.



Participant Workbook You will need to be flexible in your approach when discussing a learning strategy solution, as what you present initially may not be ideal when viewed from the stakeholder’s point of view. The learning strategy will go through several phases of development, consultation and review, and will need to be discussed and subsequently modified from a variety of sources.

Identifying the purpose and outcomes of the training


Developing a learning strategy requires that you have a clear understanding of the purpose and outcomes of the strategy. If a client approaches you with a training need, or you develop a learning strategy for a perceived learning need in the community, the purpose of the strategy may be clear. However, some clients will have difficulty articulating their need. In this case, a client will require your professional guidance in finding a qualification, course, or training solution that best suits their needs. Consider the following scenario. Case study

André from PBQ Logistics, a large logistics company, made the following comment regarding training that his staff had recently received.

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We contacted several RTOs, both public and private, because we wanted a strategy to improve the skills of our first-line managers and supervisors. The RTO we chose convinced us that the Certificate IV in Frontline Management was the best program to meet our needs. The RTO contact talked to us about RPL and it seemed reasonable, as we wanted our experienced staff to have some of their relevant skills recognised. However, what actually happened was that all 16 of the supervisors were given all the units in the certificate. The individuals got the qualification but we got no skill improvement in the company. I had a bit of an argument with the RTO guy about it. He said that we contracted for 16 people to do the Cert IV and they had done that. I said we asked for skill improvement and we didn’t get that.

What happened here?

A client or a learner may decide training is required for a wide variety of reasons. Some examples may be: ● to develop particular skills needed in the workplace; for example, to

train new supervisors in management skills or to train production workers in new technology ● to provide an apprenticeship or traineeship qualification, using a

training package qualification; for example, a building apprenticeship

