This document summarizes training delivery units and strategies for vocational education and training. It discusses various types of training including work-based traineeships, skills gap training, compliance training, and initiatives from government. It also covers formalizing existing employee skills through recognition of prior learning and coaching/mentoring trainees in the workplace. Diverse learners are discussed including apprentices, existing employees, youth, and those with special needs. Teaching strategies like self-directed learning, teacher-centered, learner-centered, and flexible learning are presented. Factors to consider when selecting strategies include objectives, time, environment, and learner characteristics. Workplace training and instructing focuses on the learning environment, learners, trainer, content

1. Review of the delivery unitsTAA40104

2. 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

3. Formalising existing employee skills Providing Recognition of Prior Learning (RPL) for workers Recognising current competencies procedures Training needs analysis and provision of gap training

4. 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

5. 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.

6. Teaching strategies Self directed Teacher centred Learner centred Individual one to one Flexible learning

7. Selecting the best method Clear objectives Time required vs time available Environmental factors Learners characteristics Stages of group formation Resources available Size of group

8. Part 2 Instructing and training in the workplace TAADEL301C

9. Learning environment The learners The Trainer Content The training documents may already exist as part of quality assurance requirements by large companies

10. Learning requires 3 inputs Theoretical knowledge- facts, theory, comprehension Procedure knowledge- practical application Situational knowledge – how and when to use the knowledge

11. Use of the coach in the workplace context Job focused Less formal One to one basis with learners

12. 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