Training Packages Session 3
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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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Training packages consist of three main components: competency standards, assessment guidelines, and a qualifications framework. Competency standards outline the skills required for a job. Assessment guidelines provide rules for evaluating skills. The qualifications framework lists nationally recognized qualifications and rules for obtaining them. Training packages can be customized for different purposes, such as career training, skill development, or compliance, but must adhere to packaging rules to maintain integrity. Contextualization involves adapting units to specific industries while maintaining competency standards. Customization allows clustering units from different qualifications to meet specific needs.
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A training package is a set of nationally endorsed standards and qualifications that describe the skills and knowledge required to perform effectively in a specific industry or sector. Training packages ensure consistency and relevance to industry needs but do not describe how training should be delivered. There are currently 86 training packages covering most industries and over 80% of the workforce. Accredited courses can be developed for skills needs not covered by existing training packages.
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This document discusses Training Packages, which are sets of nationally endorsed competency standards, assessment guidelines and qualifications developed by industry to meet training needs. It defines key components of Training Packages like qualifications, implementation guides and competency standards. It also discusses contextualizing and customizing Training Packages and unpacking units of competency to determine evidence requirements.
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orca_share_media1675039438879_7025624618650783493.ppt
#About customers satisfaction and_our_service_delivery
#About customers satisfaction and_our_service_delivery
COMPETENCY-BASED CURRICULUM DEVELOPMENT - Method & Teaching
COMPETENCY-BASED CURRICULUM DEVELOPMENT - Method & Teaching
Alternative Education National Skills Standards And Certification Program By ...
Alternative Education National Skills Standards And Certification Program By ...
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Assessment
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.
Communication
Communication involves sending and receiving messages through various channels. There are four main channels of communication: verbal spoken communication including listening; non-verbal visual communication such as signs and symbols; written communication; and body language. Effective communication occurs when the message is received as intended. In a salon, the key people an assistant needs to communicate with include clients, stylists, and other staff. The most commonly used channels are verbal spoken communication and non-verbal body language. Ensuring effective communication is important for providing good customer service in a salon.
Oh&S
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.
Intro To The Hairdressing Industry
The hairdressing industry is comprised mainly of small businesses, with over 21,000 locations nationwide employing around 53,000 people, most of whom are women. The key services hairdressers provide include haircutting, hair design, hair coloring, chemical treatments, and trichology.
Registered Training Organisations (Rtos)
Registered Training Organisations (RTOs) must meet certain quality standards including documenting business plans, policies and procedures. RTOs must have arrangements in place to support quality training and assessment for clients, including enrolment and induction, complaints handling, and providing support for learner needs. RTOs are also responsible for maintaining appropriate policies and procedures relating to areas such as risk management, continuous improvement, health and safety, staffing, records management and complying with relevant legislation.
Overview - The Training System
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.
Individual & Work Based Learning
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.
Facilitating Sessions
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.
Facilitation 2
This document outlines key planning considerations for learning programs including understanding the learning context, defining roles and responsibilities, determining if the program is standalone or part of a larger strategy, identifying learner needs and risks, and ensuring compliance with record keeping requirements. It stresses the importance of understanding the specific requirements of the learning context and clarifying what the planner will be responsible for in terms of program delivery, timelines, assessments, and relationships with other personnel. Record keeping is also identified as an area that must adhere to relevant regulations.
Facilitation Planning
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.
Generic Skills
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.
Learning Program Design2
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.
Darren Assessment Task 1 Power Point
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.
O H& S Presentation
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.
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https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
We know we want to create products which our customers find to be valuable. Whether we label it as customer-centric or product-led depends on how long we've been doing product management. There are three challenges we face when doing this. The obvious challenge is figuring out what our users need; the non-obvious challenges are in creating a shared understanding of those needs and in sensing if what we're doing is meeting those needs.
In this webinar, we won't focus on the research methods for discovering user-needs. We will focus on synthesis of the needs we discover, communication and alignment tools, and how we operationalize addressing those needs.
Industry expert Scott Sehlhorst will:
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• Highlight the crucial benchmarks, observable changes, in ensuring fulfillment of customer needs
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[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This PowerPoint compilation offers a comprehensive overview of 20 leading innovation management frameworks and methodologies, selected for their broad applicability across various industries and organizational contexts. These frameworks are valuable resources for a wide range of users, including business professionals, educators, and consultants.
Each framework is presented with visually engaging diagrams and templates, ensuring the content is both informative and appealing. While this compilation is thorough, please note that the slides are intended as supplementary resources and may not be sufficient for standalone instructional purposes.
This compilation is ideal for anyone looking to enhance their understanding of innovation management and drive meaningful change within their organization. Whether you aim to improve product development processes, enhance customer experiences, or drive digital transformation, these frameworks offer valuable insights and tools to help you achieve your goals.
INCLUDED FRAMEWORKS/MODELS:
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3. Strategyzer’s Business Model Innovation
4. Lean Startup Methodology
5. Agile Innovation Framework
6. Doblin’s Ten Types of Innovation
7. McKinsey’s Three Horizons of Growth
8. Customer Journey Map
9. Christensen’s Disruptive Innovation Theory
10. Blue Ocean Strategy
11. Strategyn’s Jobs-To-Be-Done (JTBD) Framework with Job Map
12. Design Sprint Framework
13. The Double Diamond
14. Lean Six Sigma DMAIC
15. TRIZ Problem-Solving Framework
16. Edward de Bono’s Six Thinking Hats
17. Stage-Gate Model
18. Toyota’s Six Steps of Kaizen
19. Microsoft’s Digital Transformation Framework
20. Design for Six Sigma (DFSS)
To download this presentation, visit:
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Capgemini’s Digital Transformation Framework
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Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
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