Individual & Work Based Learning
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Individual learning involves developing relationships between the facilitator and learner focusing on the learner's goals, learning style, and context. Mentoring is a mutually beneficial relationship where an experienced person helps a less experienced person achieve their goals. Coaching unlocks a learner's potential through feedback and modeling to help them achieve their goals and bridge gaps. A tutor works with an individual to develop skills and knowledge by addressing areas of misunderstanding or gaps in required versus actual skills.
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5
1. Iron ore is mined, crushed, and rolled into balls or pellets which are then hardened in a kiln and shipped to steel mills.
2. At steel mills, iron ore pellets are melted in a blast furnace along with limestone and coke at extremely high temperatures to produce pig iron.
3. Pig iron is further processed by burning off carbon in a converter to produce steel, which is then cast into ingots or continuous pours.
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Coaching involves a more experienced colleague helping an individual develop their skills through focused one-on-one sessions. It is a style of developing employees that involves empowering them and providing guidance to achieve their aims, either for their current or future roles. Coaching differs from mentoring in that it focuses on specific tasks or skills that can be measured, while mentoring focuses on longer-term development. Effective coaching involves assessing skills constructively, providing tips and support, and helping the individual apply their learning.
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Training & development
This would be useful for the Undergraduates to get the idea about training & development. This PPT gives the basic information of T& D
Teaching Methodology
This document summarizes teaching methodology and provides guidance on effective teaching. It begins by defining teaching as a process of encouraging behavioral change in students. It then distinguishes teaching from training, noting that teaching focuses on imparting knowledge while training develops abilities. The document outlines the purpose and process of teaching, including common teaching methods. It provides qualities of good teaching and guidance on how to teach, including introducing topics, organizing lessons, and assessing students. Overall, the document serves as a guide for educators to understand different aspects of teaching methodology.
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Coaching and mentoring both involve helping individuals improve through sharing knowledge and experience. A coach focuses on helping a group achieve goals and objectives, while a mentor provides trusted guidance to help a mentee learn and develop skills. Effective coaching requires strong communication skills to provide feedback, ask questions, and help coachees improve performance through self-reflection and setting goals.
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The document outlines organisational requirements, quality assurance procedures, roles, and legal and ethical standards that assessors must follow when developing and implementing an assessment plan. It stresses communicating the plan to all involved parties, including briefing the candidate on what to expect and their role. Assessors must document the assessment, recording at minimum the candidate's name, assessor, date, location, benchmarks assessed, evidence, results, and any necessary follow-up actions.
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The document outlines key legislation and common law related to occupational health and safety (OHS) in Australia, including the Occupational Health & Safety Act of 2004. It defines hazards as anything with the potential to cause harm in the workplace and lists several physical, chemical, biological, ergonomic, and psychological hazards. The document also discusses key responsibilities for OHS, including assessing risks, reducing risks, and being prepared for emergencies. Finally, it provides examples of safety guidelines and procedures that may be included in a hair salon's OHS program.
Inclusive Learning
An inclusive learning culture values and respects differences, promotes learning for all, and provides opportunities for everyone to develop skills. It supports learners with a variety of needs through client-centered approaches, modified activities and assessments, and multiple pathways to goals. Practicing inclusivity helps training organizations meet legal obligations and better serve a diverse range of learners and communities.
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The document discusses training packages which are integrated sets of components used to specify training and assessment in the vocational education and training (VET) sector. They include competency standards, assessment guidelines, and a qualifications framework. Competency standards outline relevant workplace units, assessment guidelines set rules for assessment, and the qualifications framework provides nationally recognized qualification titles and codes. The document also discusses understanding client needs, how training packages can be customized or contextualized to meet client purposes, and priorities and constraints clients may have.
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The document provides an overview of Australia's national vocational education and training (VET) system, including its key components, governance structures, and national strategies. It describes the VET system as industry-led, nationally consistent, and focused on delivering high-quality skills training. Key elements of the system include training packages, accredited courses, the Australian Quality Training Framework, and Industry Skills Councils.
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The document outlines key considerations for effectively facilitating a training session, including:
1. Creating a detailed delivery/session plan that maps out timing, learning objectives, assessments, resources, and contingencies.
2. Establishing positive relationships with learners through clear communication, active listening, and demonstrating honesty and inclusiveness.
3. Effectively presenting content through demonstration of skills and techniques, setting tasks, and clarifying concepts while also facilitating the learning process through modeling behaviors and monitoring group dynamics.
4. Managing potential conflicts by addressing issues early, understanding different conflict management styles, and using resolution and negotiation skills.
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The document discusses different aspects of learning and teaching, including:
1) There are different ways people learn and different factors that influence the learning process. Learning styles can include visual, auditory, kinesthetic styles as well as different personality types.
2) Effective teaching involves understanding how people learn best and using varied approaches, activities, and presentation methods to engage all learners. It also requires preparation, planning, and getting feedback.
3) Learning theories provide frameworks for how learning occurs, such as behavioral, cognitive, and constructivist theories. Situational learning and problem-based learning are also discussed.
Assessment Validation
Assessment validation involves reviewing assessment processes, methods, tools and decisions to ensure they are valid and reliable. It assists assessors and organizations in ensuring consistent assessment standards. Assessment validation should be a planned, formalized, documented process focused on identified areas such as assessment methods and tools. It has several purposes, including demonstrating compliance with standards, improving assessment practices, and increasing assessor confidence.
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The document discusses the evolution of generic skills from Key Competencies to Employability Skills in Australia's vocational education and training system. It outlines the seven original Key Competencies established in 1992, and the eight Employability Skills that replaced them in 2007. The Employability Skills were developed in response to industry requests to emphasize non-technical skills for workplace participation, and were incorporated into training packages to help identify how these skills are developed and assessed.
Assessment Units
Assessment involves collecting evidence to determine if a person has achieved competency against industry standards or course outcomes. Any organization can conduct internal assessments, but only registered training organizations can issue nationally recognized qualifications. Competency-based assessment is work-focused, criterion-referenced, standards-based, and evidence-based. Candidates can be assessed through training or separately. Principles of assessment include validity, reliability, flexibility, and fairness. Evidence must prove competency, come from a variety of sources, and be authentic, valid, sufficient and current. The purpose of assessment includes recognition of prior learning, identifying training needs, and determining progress or formal qualifications. Formative assessment provides feedback, while summative assessment determines competence.
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Training packages provide guidance for trainers but do not prescribe how training should be delivered. A learning program is developed by trainers to meet learners' needs and circumstances. It identifies the purpose, target group, outcomes, learning activities, resources, and includes a plan for achieving objectives. Learning programs consider factors such as learners' characteristics, skills, environment, and costs of delivery.
Learning Program Design
The document discusses various learning style theories including Honey & Mumford's four learning styles, Gardner's theory of multiple intelligences, and left vs right brain theories. It notes that these learning style theories should not be seen as proven categories but as ways to think about individual differences in learning. Key principles of adult learning are also outlined, such as connecting learning to life experiences and making training learner-centered. An effective learning program engages learners through meaningful and productive activities that result in desired learning outcomes. Such a program should identify its purpose, target group, learning objectives, and assessment requirements.
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The Office of Training & Tertiary Education (OTTE) plans, regulates, and delivers education and training programs in Victoria. It is responsible for strategic leadership of the higher education and vocational education systems. OTTE oversees 19 TAFE institutions and over 1200 vocational education providers. It aims to increase education levels to support the Victorian government's goals of positioning the state as high-value, high-wage, and high-growth by ensuring a skilled workforce, including a target of 90% of youth completing Year 12 or equivalent by 2010.
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The document discusses occupational health and safety (OHS) legislation in Victoria, including the Occupational Health and Safety Act of 2004 and regulations. It outlines shared responsibilities for OHS in learning environments and defines key terms like hazards, risks, and duty of care. Control measures for risks include eliminating hazards, substituting less hazardous materials, and using personal protective equipment if other options are not practicable.
Inclusive Practices
The document discusses inclusive work practices and how to foster an inclusive learning culture. It outlines several key aspects of inclusivity including:
1) Enabling individual differences and needs, promoting equitable participation, and providing support for learners.
2) Modifying work practices at the organizational, team, and individual levels as needed to be more inclusive.
3) Having the facilitator, organization management, and support staff work together to model inclusiveness, provide flexible learning opportunities, and make reasonable adjustments for learners with disabilities.
Language, Literacy & Numeracy
The document discusses language, literacy, and numeracy (LLN) skills and their importance in vocational training and assessment. It notes that each vocational area requires unique reading, writing, communication and numeracy tasks. Trainers must understand required LLN skills, model them, evaluate training materials for appropriate LLN levels, and identify learners needing assistance. Assessment tasks also need to be at an appropriate LLN level.
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