CHAPTER 1

TAEDES501
Design and
develop learning
strategies
Purpose of the program
Why is the learning program being developed?
• To address deficiencies in staff behaviour or
performance, or to multi-skill or up-skill staff
• To introduce new policies or procedures, to
promote opportunities in career planning and
succession or to take advantage of government
funding under the traineeship/apprenticeship
scheme
• To provide detailed training on new products or
services.

The purpose of the learning program will

determine the content and range of information to
be provided.
Target client group
Who is the learning program aimed at?
• On-the-job training for a group of existing workers
by way of refresher training in their roles
• Supervisors or managers who wish to formalise or
enhance their management skills, or people who
wish to change careers or improve their employment
prospects
• Experienced people with solid work histories,
school leavers with little work experience, people
wishing to get back in to the workforce after many
years away from it or people who wish to add to
their current skill levels.

The target audience will determine the level of

information delivered as part of the learning
program.
Considerations in developing the
strategy
• What are the organisation’s policies and
procedures?
• What legislative requirements must be met?
• What kind of learning program will be needed?
• Will there be any government funding?
• What resources will be required?
• What are the staffing needs?
• What is the timeframe for the program?
• What venue will be used?
Relevant stakeholders
• Client cohort
• Managers
• Supervisors
• Co-workers
• Participants themselves
• External consultants/experts
 Analysing
documentation
• Workplace policies and procedures
• Internal competency specifications
• Existing training records and
materials
• Industry codes of practice
• Job descriptions
• Regulatory requirements
• Training Needs Analysis documents
• Relevant training packages
Options for design of program
• Addressing units of competency separately
• Clustering units/holistic delivery
• Building in complexity
• Designing around work structures
• Using project-based learning models
• Synthesising knowledge and skill requirements
Learning theories
Behavioural Learning is based solely on an observable
learning change in a person’s behaviour. The emphasis
theory is on behaviour: the learner’s behaviour is
modified through instruction until they exhibit
the correct method of functioning in a given
situation.

Cognitive Mental capacity should be taken into account.

learning It is argued that learning occurs whether or not
theory there is an observable change in the learner’s
behaviour. They assess the learner’s ability to
retain, analyse, process and make use of new
information.
Learning theories
Social How people learn from each other and
learning encompasses observational learning,
theory imitation or mirroring, and modelling.
It rejects both behavioural and cognitive
learning theories as these do not take
environmental influences into
consideration. It states ‘learning is not a
simple matter of changing a person’s
behaviour, or of imposing knowledge on a
learner – rather, different learners can, in
conjunction with a formal learning process,
achieve different results based on the
environment in which they operate and the
people with whom they interact.’
Learning theories
Constructivism Constructivism holds that people
construct their own understanding and
knowledge of the world through
experiencing things and reflecting on
those experiences. When they encounter
something new, they have to reconcile it
with previous ideas and experiences, then
either change what they believe, or
discard the new information as irrelevant.
In any case, learners are active creators
of their own knowledge. To do this, they
must ask questions, explore, and assess
what they know.
Instructional design principles
• Adults need to know why they are learning
something.
• Adults need to be self-directed.
• Adults bring more work-related experiences into the
learning situation
• Adults enter into a learning experience with a
problem-centred approach to learning
• Adults are motivated to learn by both extrinsic and
intrinsic motivators.
Contents of a learning
strategy
• Target group
• Context of the strategy
• Contents of the learning program to be
delivered
• Structure of the program
• Assessment arrangements
• Pathways for students
• Feedback and evaluation mechanisms
Sequencing the strategy
• The information in a learning strategy should flow
logically. For example it makes sense to know who
the target audience is and what the context of the
learning program is before you discuss the
assessment arrangements or feedback
mechanisms.

• Equally, it is important to sequence the topics in the

actual learning program correctly. Some learning
programs can be very complex and will need step-
by-step instructions so that the learners understand
and grasp concepts before moving on to the next
task or concept.
Developing learning outcomes
Learning outcomes should be developed with skill and
knowledge levels in mind.
In the case of an individual topic, such as WHS in an
induction program at levels 1 and 2, the learning outcome
might read:
‘As a result of participation in this induction program, the
learner will be able to identify WHS hazards and describe
the procedures they need to follow in order to maintain
health, safety and security in their work area.’
Developing learning outcomes
The learning outcome must comprise of a:

•BEHAVIOUR – the learner must demonstrate

•CONDITION – in which the learner must complete the task
•STANDARD – to which they must perform the task
Elaborating on strategy headings
Target group
Ocean World is a water-based theme park with a large variety of
rides and activities that, if not managed effectively, can present a
danger and hazard to both staff and customers.

Clients and The organisation’s management has recently restructured its

environment human resource area and has given additional responsibilities to its
middle-level management staff to make the management of risk in
the park more hands-on at ground level.

In order to up-skill these staff members and to prepare them for

their new roles, Ocean World has decided to put 10 of its middle
managers through a Diploma of Management qualification, the
emphasis being on risk, safety and staff management.

Two of the staff that will be participating in the learning program

have special needs: one is a Chinese national who has been
employed to look after the emerging Chinese tourism Market and
whose English language abilities are limited. Another learner has
dyslexia and may have difficulty in reading workbooks and
assessments. Reasonable adjustments may need to be made for
these participants.
Elaborating on strategy headings
Context
Context Ocean World team leaders and middle managers will be responsible
for ensuring the safety of park guests and staff, as well as ensuring
that their work areas operate efficiently and effectively. These
employees have casual staff reporting to them and have small
budgets in order to fulfil their tasks according to organisational
procedures and standards.
As a result of undertaking this learning program staff will be expected
to undertake additional duties and responsibilities. They must be able
to:
manage safety and security concerns within their departments
analyse staff rostering requirements and set up work shifts
accordingly
demonstrate leadership abilities
prepare workplace health and safety reports with suggestions for
continuous improvement
and so on ...
Elaborating on strategy headings
Content
Code BSB07 Version 6.0
Learning Title Business Services Training Package
program
National qualification BSB51107
content
code
Title Diploma of Management
Packaging rules 8 units must be completed: 5 electives from Group A subjects
and 3 from Group A or B or units from BSB07 or other training
packages. One elective may be chosen from either a Certificate
IV or Advanced Diploma level.
See: http://training.gov.au/Training/Details/BSB51107
National code Title Core / Elective
BSBFIM501 Manage budgets and financial plans EA
BSBMGT502 Manage people performance EA
BSBMGT515 Manage operational plan EA
BSBMGT516 Facilitate continuous improvement EA
BSBOHS509 Ensure a safe workplace EA
BSBRSK501 Manage risk E
BSBWOR502 Ensure team effectiveness E

BSBPMG510 Manage projects E

 Elaborating on strategy headings
Structure

Duration and delivery methods

It is envisioned that this qualification will take no longer than 12 months to complete
Program
Structure on the job. Learners will be required to participate in one off-the-job workshop each
and Duration month.
Trainer will visit learner in the workplace at least once per month to deliver learning
sessions, discuss issues and make assessment observations.
Learners will be supervised by on-the-job mentors for the duration of the program.
Course structure
 For ease of training delivery and assessment, the qualification units have been
clustered into three main categories as follows:
Cluster Units of competency
Business Operations BSBMGT515 Manage operational plan
BSBMGT516 Facilitate continuous improvement
BSBWHS509 Ensure a safe workplace
BSBRKS501 Manage risk
BSBPMG510 Manage projects

Business Finance BSBFIM501 Manage budgets and financial plans

Human Resource Management BSBMGT502 Manage people performance

BSBWOR502 Ensure team effectiveness
Elaborating on strategy headings

Resources
Resources Resources required to deliver the training include access to:
workplace documents such as policies, procedures, wages and
awards information, industry association alerts
health and safety equipment
office equipment such as computers, printers, scanners,
photocopiers
meeting room/board room facilities for staff meetings and/or
training sessions
park operational equipment including rides, machinery rooms,
vehicles, animal enclosures
and so on ...
Elaborating on strategy headings
Staffing arrangements
Staffing Unit of Qualifications held by (trainer) Qualified Qualified
arrangements competency Assessor Trainer
BSBFIM501 All trainers hold: Terry Hill Terry Hill
BSBMGT502 Lee Perlitz Lee Perlitz
Certificate IV in Training and Assessment
BSBMGT515 Diploma of Business
Bachelor of Business
Dan Hill Dan Hill
BSBMGT516 Terry Hill holds Certification as a CPA Lee Perlitz Lee Perlitz
and has 10 years experience in
BSBOHS509 accountancy fields. Dan Hill Dan Hill
Dan Hill also holds a Diploma of
BSBRSK501 Management with 3 units of competency Lee Perlitz Lee Perlitz
in WHS subjects including WHS509A.
BSBWOR502 All trainers are currently working in Dan Hill Dan Hill
business operations to ensure their Dan Hill Dan Hill
currency in business related subjects
BSBPMG510
Elaborating on strategy headings
Assessment arrangements
Assessment Assessment techniques or tools used to gather evidence include:
arrangements
Key to techniques A — Observation with checklists
B — Projects/Portfolios
or tools used:
C — Questioning
D — Reports from workplace supervisor
Check (X) technique that
Units of applies
Unit name
competency
A B C D
BSBFIM501 Manage budgets and financial plans x x x

BSBMGT502 Manage people performance

x x x
BSBWOR502 Ensure team effectiveness

BSBMGT516 Facilitate continuous improvement

BSBOHS509 Ensure a safe workplace

BSBRSK501 Manage risk x x x
BSBMGT515 Manage operational plan

BSBPMG510 Manage projects

Elaborating on strategy headings

Pathways
Pathways Entry requirements: Ocean World has stipulated that
participants in this program must have either a Certificate IV
in Business or at least three years in a supervisory role. This
has been stipulated in order to ensure that all participants
are able to understand and cope with the course work
required at this level.

Exit: Upon completion of this program, learners may go on to

study at Advanced Diploma or Bachelor Degree level.
 Elaborating on strategy headings
Review process
Review Review of the learning and assessment programs will be undertaken with learners at two points during
Process each program; once at a midway point (in order to take any necessary corrective action) and once at the
end of the program for the continuous improvement program.

Assessors consulted as part of the moderation and validation process

Moderation Moderation is conducted bi-annually with other trainers and assessors. All assessment instruments are
and validation
reviewed and moderated to ensure they are appropriate for the units of competency and reflect
of assessment
information contained in the elements, performance criteria, range of variables and evidence guide as well
as include detail regarding how evidence is collected and the basis on which assessment decisions are
made.
Assessment is also moderated to ensure that assessment processes and tools are valid, reliable, flexible
and fair and that evidence is sufficient, valid, authentic and current (including clear information to the
assessor and the candidate about the conditions under which assessment is conducted and recorded).
A checklist is available and must be used to perform the moderation tasks.

Date of review RTO name Contact person Contact details

15/6/19 LP Training Lee Perlitz 0455 555 666
15/6/19 SpecTraining Dan Hill 0455 444 555
20/6/19 Ocean World Judy Dangerfield 0455 666 999

Continued
 Elaborating on strategy headings

Review process (continued)

Assessor feedback—summary of last consultation:

Moderation
and validation •All moderators agreed that the learning strategy document for Ocean World was compliant
of assessment and met organisational and AQTF/ASQA standards.
(continued)
•Improvement was suggested for BSBMGT502B and BSBWOR502B. It was felt that the
holistic assessment for these units could be improved by way of a workplace project rather
than a case study.

For full moderation comments see individual moderation forms.

Date of next moderation: 15 / 1/ 20 Date of last moderation: 15 / 1 / 19

Recommendations for
improvement
Continuous improvement programs are set in place
to ensure that strategies and learning programs are
not only always offering the latest and best
possible information, but also continuing to be
relevant to employees and learners alike.
Continuous improvement can only happen if
feedback is actively sought.
Using feedback can provide an organisation with
the information it needs to continually review and
improve its services and learning opportunities.