Review of the delivery unitsTAA40104

Training in VET

• Work based traineeship or apprenticeship• Skills gap training from industry• Compliance training- transport, construction,

OH&S• Responsive to government quality assurance

and standards eg. aged care, child care, food safety

• Initiatives from government eg up-skilling, PETP, skills deepening, foundation

• Other – TAFE courses

Formalising existing employee skills

• Providing Recognition of Prior Learning (RPL) for workers

• Recognising current competencies procedures

• Training needs analysis and provision of gap training

Coaching and mentoring

• Training in the workplace under the auspice of a RTO.

• The RTO does the formal assessment and issues the qualification.

• Some of the training may be provided by the RTO on site.

• Apprentices/trainees assigned to a workplace supervisor/ coach

Diverse Learners

• apprentices and trainees & existing employees• school students undertaking VET in Schools

programs• youth at risk of leaving school- VCAL• long-term unemployed• mature age workers returning to work after a long

absence• Indigenous groups• those with special needs such as physical or

intellectual disabilities.

Teaching strategies

• Self directed• Teacher centred• Learner centred• Individual one to one• Flexible learning

Selecting the best method

• Clear objectives• Time required vs time available• Environmental factors• Learners characteristics• Stages of group formation• Resources available• Size of group

Part 2

Instructing and training in the workplace

TAADEL301C

Learning environment

• The learners

• The Trainer

• Content

The training documents may already exist as part of quality assurance requirements by large companies

Learning requires 3 inputs

• Theoretical knowledge- facts, theory, comprehension

• Procedure knowledge- practical application

• Situational knowledge – how and when to use the knowledge

Use of the coach in the workplace context

• Job focused • Less formal• One to one basis with learners

Skills demonstration

• Demonstrate the skills at normal speed• Explain the work skill as go• Demonstrate at a slower speed- invite

questions• Allow learners to imitate• Some complex tasks shown in lock and step• To be competent learners would need to

show complete task