TAADES402B: Design and develop learning programs

Descriptor: This unit specifies the competency required to conceptualise, design, develop and evaluate learning programs to meet an identified need for a group of learners, using appropriate criteria.
Criteria may include endorsed competency standards and other specifications such as organisational performance standards, product equipment specifications and workplace procedures.

Employability Skills: This unit contains Employability Skills

Application: Learning programs document a cohesive and integrated learning process for the learner. They include the learning outcomes or the learning objectives (derived from the competency standards or other criteria) and outline the content, sequence and structure of learning and the delivery and assessment method/s to be used.
This unit addresses the skills and knowledge needed to identify the parameters of a learning program, determine the design, outline the content and review its effectiveness.
The trainer/facilitator uses learning programs to develop more specific and detailed delivery plans which contextualise and individualise the learning for particular groups.
A learning program can be discrete, providing a planned learning approach, relating to specific learning/training needs, or it may form part of the learning design for a qualification. In the latter context, the learning program represents a subset of a learning strategy, adding detail to specified content areas outlined within the learning strategy. For each learning strategy a number of learning programs would need to be developed to guide implementation.
The competency requirements to develop a learning strategy are separately identified in TAADES501B Design and develop learning strategies.
Competency standards must be used as the basis for determining the learning program content in a learning and assessment pathway which leads to a recognised vocational qualification or Statement/s of Attainment under the Australian Qualifications Framework (AQF).
The competency of ‘unpacking’ and interpreting Training Packages is addressed separately in TAADES401B Use Training Packages to meet client needs
Where the learning program is designed to meet a general education need within vocational education and training or to meet specific organisational or business needs that do not lead to AQF certification, other criteria may form the basis for the learning outcomes.
Throughout this unit the ‘learner’ refers to the individual in the group being trained in any vocational area, not the person undertaking this unit.
The competency specified in this unit is typically required by trainers/facilitators, training coordinators, training consultants.

Competency Field: Learning Design

Element	Performance Criteria
Elements define the essential outcomes of a unit of competency.	The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement.
1. Define the parameters of the learning program in consultation with the client/s	1.1 The purpose and focus of the learning program is clarified 1.2 Competency standards or other relevant specifications on which to base the learning program are identified, accessed and confirmed 1.3 Competency standards/other relevant specifications are read, analysed and interpreted to determine specific learning objectives/outcomes/goals, and language, literacy and numeracy requirements 1.4 The scope and breadth of the learning program is discussed and interpreted 1.5 The target group learners and their characteristics are identified and considered 1.6 Other sources of information to support the learning program are identified and accessed 1.7 The learning environment, operational resource requirements and safety implications are identified
2. Generate options for designing the learning program	2.1 Relevant learning strategy documentation is accessed and used to guide the learning program development, where appropriate 2.2 The competency/educational profile and learning styles of the target group learners are investigated to inform the learning program design 2.3 Research is conducted to identify existing learning programs and/or learning resources and learning materials which could be used and/or customised 2.4 A range of options for the learning program content is generated in collaboration with other persons and based on research findings and application of learning principles 2.5 Broad time frames, possible costs and logistics of the learning program are considered 2.6 The information and ideas are evaluated and the most appropriate option/s selected
3. Develop the learning program content	3.1 The specific subject matter content is researched, developed and documented in accordance with agreed design option/s and based on application of learning principles 3.2 Existing learning resources, learning materials are accessed and evaluated for content relevance and quality 3.3 Selected learning resources, learning materials are customised, where appropriate, to suit the learning purposes and audience 3.4 New, relevant and engaging learning activities and related learning materials are developed and documented, based on application of learning principles 3.5 In a learning and assessment pathway, assessment requirements for the learning program are specified
4. Design the structure of the learning program	4.1 The learning content is broken into manageable chunks/segments of learning and sequenced appropriately to enhance and support effective learning and to enable achievement of identified criteria 4.2 The time frame for each segment is determined and the overall time frame is finalised 4.3 The delivery strategies and assessment methods and tools are determined/confirmed 4.4 *Organisational requirements* to implement the learning program are identified and documented 4.5 The learning program is finalised and documented, outlining each part of the program
5. Review the learning program	5.1 The learning program draft is reviewed in collaboration with key stakeholders using an appropriate evaluation tool 5.2 The evaluation feedback is gathered, summarised and analysed to enhance the quality of the content 5.3 The draft learning program is adjusted to reflect the review outcomes, where appropriate 5.4 Final approval is obtained from appropriate personnel 5.5 The learning program documentation is held in an accessible form and updated on a regular basis following implementation and feedback

Required Skills And Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit
These include knowledge of:

Training Package/s and/or relevant competency standards to be used as the basis of the learning program
other performance standards/criteria to be used as the basis of the learning program, where relevant
the distinction and relationship between a Training Package/accredited courses, learning strategy and learning program, where linked
different purposes and focus of learning programs
a sound knowledge of learning principles, including:
- training needs to be learner‑centred
- adults have a need to be self‑directing and decide for themselves what they want to learn
- adults have a range of life experience, so connecting learning to experience is meaningful
- adults have a need to know why they are learning something
an introductory knowledge of adult learning theory, including:
- behavioural learning theory
- cognitive learning theory
- information processing theory
- andragogy
industry content/subject matter knowledge specific to the area/s of the learning program
learners profile, learner target group characteristics
learning styles that best suit the learner profile/target group, for example:
- theorist
- pragmatist
- activist
- reflector
- kinaesthetic
- auditory
- visual
instructional design principles relating to different design options for learning program design/structure
availability and types of different relevant learning resources, learning materials and pre‑developed learning activities
how to develop and document new learning activities and related learning materials

different delivery modes and delivery methods for example:
- face‑to‑face
- work‑based
- online
- distance‑resource‑based
- individual facilitation techniques
- blended delivery
different assessment methods
how to prepare costings related to the development of the learning program
relevant policies, legal requirements, codes of practice and national standards including Commonwealth and state/territory legislation, for example:
- copyright and privacy laws in terms of electronic technology
- record keeping and security of information
- plagiarism
- competency standards
- licensing requirements
- OHS
- industry/workplace requirements
- duty of care under common law
- anti‑discrimination including equal opportunity, racial vilification and disability discrimination
- workplace relations
- industrial awards/enterprise agreements
relevant OHS knowledge relating to the work role, and OHS considerations which need to be included in the learning program, including:
- internal policies and procedures to meet OHS requirements
- hazards commonly found in the work environment to which learning is related
evaluation and feedback methods

Essential skills:

communication skills, for example:
- negotiation skills
- ability to elicit information
- questioning skills
- listening skills
- collaboration skills
design skills to:
- define the learning program structure and content
- develop learning activities
- design learning materials
analysis skills to:
- interpret information about learners’ needs from enrolment forms and other documentation
- interpret requirements of competency standards and workplaces, including language, literacy and numeracy
- develop the learning program content
organisational skills to:
- ensure resources are available
- manage other work
time management skills to:
- pace learning
- structure learning
- determine the time required for each learning segment and the overall timelines of the learning program
- design and develop the learning program in an appropriate timeframe
problem solving skills, to:
- organise information and content so that it is meaningful, accurate and logical
- negotiate with others for resources or budget
cognitive skills to:
- develop the learning program content
- design the structure of the learning program
- review the learning program
literacy and language skills to:
- use widely understood language and vocational education and training terminology
- write clearly and in plain English
read and interpret a range of documentation including:
- Training Packages
- accredited courses
- legislation
- codes of practice
- guidelines and regulations
- organisational documentation
- technical and subject matter documents
- references and texts

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Purpose of the learning program may include:	developing vocational competency/vocational skills developing generic skills developing language, literacy, numeracy developing general education fleshing out and adding content to part of a learning strategy achieving organisational change supporting organisational skill development for professional development purposes developing teams meeting new legislation, licensing or registration requirements meeting regulatory and occupational health and safety (OHS) requirements meeting funding body requirements
Focus of the learning program may be:	a subset of a learning strategy a short course/vocational program a professional development program a community education program a workplace learning program part of a VET in Schools program part of an apprenticeship/traineeship a short‑term development plan developed by a coach a short‑term induction program
Other relevant specifications may include:	curriculum specifications product specifications organisational work requirements/training needs induction needs language, literacy and numeracy development needs regulatory/licensing requirements
Scope and breadth may include:	the number of competencies to be achieved the vocational or generic skills to be developed the subject or technical knowledge and/or theory to be learned the work activities to be encompassed the specific organisational learning needs to be addressed
Target group learners may include:	existing industry/enterprise employees school leavers new entrants to the workforce apprentices/trainees individuals learning new skills/knowledge individuals seeking to upgrade skills/knowledge individuals changing careers unemployed learners who have a disability members of target groups such as Aboriginal and Torres Strait Islander communities overseas learners recent migrants individuals/groups meeting licensing or other regulatory requirements
Characteristics may include:	level and breadth of work experience level and previous experiences of formal education skill/competency profile socio‑economic background, age, gender, range of abilities (disabilities) cultural background and needs specific needs – physical or psychological motivation for learning language, literacy and numeracy needs of learners learning style and preferences
Sources of information may include:	job descriptions employee records performance appraisals registration or enrolment information surveys publications from government agencies including OHS and regulatory authorities’ supervisor reports industry bodies employment records company brochures and promotional materials
Learning environment may include:	operational workplace simulated workplace meeting room/tutorial room college/school classroom online community setting home
Operational resource requirements may include:	staffing needs guest speakers technical and support staff learning materials and learning resources equipment and technology
Learning strategy documentation includes:	learning strategies developed for qualifications in Training Packages Training Package endorsed components
Competency/educational profile may include:	previous qualifications highest level of qualification existing certified/uncertified competency human resource (HR) information job/work descriptions
Learning styles may include:	auditory visual kinaesthetic left/right brain global/analytical theoretical activist pragmatist reflective
Learning resources may include:	Training Package noted support materials such as: learner/user guides trainer/facilitator guides how to organise training guides example training programs specific case studies professional development materials assessment materials other published, commercially available support materials for Training Packages/courses organisational learning resources competency standards as a learning resource videos CDs and audio tapes references and texts manuals record/log books learning resources and learning materials developed under the Workplace English Language and Literacy (WELL) program learning resources produced in languages other than English as appropriate to target group learners and workplace
Learning materials may include:	handouts for learners worksheets workbooks prepared case studies prepared task sheets prepared activity sheets prepared topic/unit/subject information sheets prepared role-plays prepared presentations and overheads prepared scenarios, projects, assignments materials sourced from the workplace, e.g. workplace documentation, operating procedures, specifications prepared research tasks
Design options for the learning program content may include:	following the design approach of the learning strategy organising the learning program around discrete unit/criteria requirements integrating units/criteria within the learning program focusing the content on knowledge and/or skill acquisition focusing the content on activities/experiences as the focus of learning listing existing learning activities, learning materials, learning resources that could be used in developing content considering the most appropriate delivery and/or assessment methods
Other persons may include:	colleagues trainers/facilitators industry contacts vendors HR personnel marketing personnel end users subject or technical specialists, including OHS language, literacy and numeracy specialists
Learning principles include:	adults have a need to be self‑directing adults have a range of life experience, so connecting learning to experience is meaningful adults have a need to know why they are learning something training needs to be learner‑centred to engage learners the learning process needs to support increasing learner independence emphasis on experimental and participative learning use of modelling the learning process should reflect individual circumstances
Costs may include:	venue hire technology and equipment purchase of Training Packages purchase of learning resources/learning materials and related costs photocopying of materials/documents use of training and/or assessment personnel use of consultants and other support personnel cost benefit analysis of learning program to the client
Logistics may include:	when learning program is required/when to implement where learning program will be undertaken accessibility/availability of appropriate learning resources, learning materials and equipment needs to support the learning program communication/marketing needs availability of appropriate staff
Learning activities may include:	discussions role-plays written activities case studies simulation audio or visual activities demonstrations practice, e.g. practicum or supervised teaching/ facilitation individual activities/projects/assignments group activities/projects/assignments workplace practice research problem‑based tasks ‘thinking skills’ exercises question and answer self‑paced learning materials games
A learning and assessment pathway involves:	A combination of planned and sequenced learning experiences and assessment opportunities which enable an individual to develop and achieve the defined criteria/learning outcomes
Assessment requirements may include:	meeting the rules of evidence physical resource requirements specialist support (if required) reasonable adjustments to the assessment process assessment tools and methods formative assessment processes legislative requirements
Time frame for each segment may refer to:	the number and duration of training sessions/classes/periods suggested learning time time for practice/work experience
Delivery strategies may include:	the focus of delivery, for example: groups of varying sizes groups from single context/from multiple contexts groups of similar educational/competency levels/groups with divergent educational/competency backgrounds on individuals the context of delivery, for example: in the workplace – work in situ in a simulated work environments in the training room/classroom in specialist environments – e.g. laboratory/ computer room through the world wide web at home in a community setting the mode of delivery, for example: face‑to‑face technology‑based electronic/computer‑based/ online/audiovisual experiential distance resource‑based blended delivery methods, for example: lock step/learner-paced/mixed interactive/participative/collaborative trainer/facilitator‑centred/learner‑centred time and place dependent/independent demonstration instruction presentations guided facilitation guided activities/applications/experiences tutoring project‑based individual facilitation techniques – coaching/ mentoring blended delivery methods
Assessment methods may include:	direct observation of real work/real time activities or work activities in a simulated work environment structured activities (e.g. simulation exercises, projects, demonstration, activity sheets) questioning (e.g. computer, oral, written questions) portfolios (collections of evidence compiled by the candidate) product review third party feedback
Assessment tools may include:	templates/proformas a profile of acceptable performance and the decision making rules for the assessor oral or written questioning, including confirming, probing, reflective – interview, test, exam information and instructions to the candidate and/or assessor evidence/observation checklists checklists for the evaluation of work samples candidate self‑assessment materials project‑based activities workplace documents integrated competency assessment tool
Organisational requirements may include:	specific location/s for delivery ensuring learning program reflects industry/workplace/organisational culture coordinating locations special equipment or technology needs scheduling requirements providing for specific needs of the learners investigating the learning environment to identify, assess and control OHS risks allowable time for training management expectations people to be involved reporting requirements access issues, e.g. to the work practice environment
The learning program includes:	the competencies or other criteria to be achieved the specific learning outcomes derived from the criteria for each chunk or segment of the learning program
	an overview of the content to be covered in each chunk/segment of the learning program learning resources, learning materials and activities for each segment of the learning program number and duration of training sessions/classes required and overall timelines delivery methods for each chunk/segment of the learning program OHS issues to be addressed in delivery identification of assessment points to measure learner progress assessment modes and methods and tools to be used to collect evidence of competency, where assessment is required
Learning program draft is reviewed to ensure that:	the focus and purpose of the learning program is clear and appropriate content and structure address all aspects of required competencies/other relevant criteria learning sequence provides effective and manageable blocks of learning activities are interesting, relevant and appropriate to outcomes and learner characteristics assessment points, methods and tools are appropriate and effective, where assessment is required equity needs are effectively addressed risk areas and contingencies are identified
Stakeholders may include:	team leaders/supervisors/managers/employers participant/employee/learner technical and subject experts including language, literacy, numeracy and OHS specialists government regulatory bodies industry, union, employee representatives employer bodies training providers, human resource departments assessment and/or training partners trainers/facilitators/assessors
An evaluation tool may include:	an open‑ or closed‑ended questionnaire a mapping tool a checklist a focus group a structured interview
Appropriate personnel may include:	program manager head of department senior teacher apprenticeship/traineeship supervisor training coordinator/manager HR manager

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.