Review of the delivery units

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Review of the delivery units

  1. 1. Review of the delivery unitsTAA40104<br />
  2. 2. Training in VET<br />Work based traineeship or apprenticeship<br />Skills gap training from industry<br />Compliance training- transport, construction, OH&S<br />Responsive to government quality assurance and standards eg. aged care, child care, food safety<br />Initiatives from government eg up-skilling, PETP, skills deepening, foundation<br />Other – TAFE courses<br />
  3. 3. Formalising existing employee skills<br />Providing Recognition of Prior Learning (RPL) for workers<br />Recognising current competencies procedures<br />Training needs analysis and provision of gap training<br />
  4. 4. Coaching and mentoring<br />Training in the workplace under the auspice of a RTO.<br />The RTO does the formal assessment and issues the qualification.<br />Some of the training may be provided by the RTO on site.<br />Apprentices/trainees assigned to a workplace supervisor/ coach<br />
  5. 5. Diverse Learners<br />apprentices and trainees & existing employees<br />school students undertaking VET in Schools programs<br />youth at risk of leaving school- VCAL<br />long-term unemployed<br />mature age workers returning to work after a long absence<br />Indigenous groups<br />those with special needs such as physical or intellectual disabilities. <br />
  6. 6. Teaching strategies<br />Self directed<br />Teacher centred<br />Learner centred<br />Individual one to one<br />Flexible learning<br />
  7. 7. Selecting the best method<br />Clear objectives<br />Time required vs time available<br />Environmental factors<br />Learners characteristics<br />Stages of group formation<br />Resources available<br />Size of group<br />
  8. 8. Part 2<br />Instructing and training in the workplace<br />TAADEL301C<br />
  9. 9. Learning environment<br />The learners<br />The Trainer<br />Content<br /> The training documents may already exist as part of quality assurance requirements by large companies<br />
  10. 10. Learning requires 3 inputs<br />Theoretical knowledge- facts, theory, comprehension<br />Procedure knowledge- practical application<br />Situational knowledge – how and when to use the knowledge<br />
  11. 11. Use of the coach in the workplace context<br />Job focused <br />Less formal<br />One to one basis with learners<br />
  12. 12. Skills demonstration<br />Demonstrate the skills at normal speed<br />Explain the work skill as go<br />Demonstrate at a slower speed- invite questions<br />Allow learners to imitate<br />Some complex tasks shown in lock and step<br />To be competent learners would need to show complete task<br />

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