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This report was commissioned by the National Staff Development Committee for Vocational Education and Training (NSDC). It proposes a framework for management development which is a part of the Committee’s strategy for assisting the reform of management development processes and practices in the national vocational education and training system. The framework nominates eight key elements relevant to planning and implementing organisation, team and individual development needs. The report contains an implementation strategy for the framework. Show less

This project was commissioned by the National Staff Development Committee (NSDC) in collaboration with the National Federation of Aboriginal Education Consultative Groups (NFAECG). The research aimed to provide information to guide recognition of prior learning (RPL) staff development for Aboriginal and Torres Strait Islander peoples and others working in the National Vocational Education and Training System (NVETS). The objectives of this project were to: document good practice in RPL assessment; provide information on culturally appropriate RPL processes; advise the NSDC on an approach for RPL training for Aboriginal and Torres Strait Islander peoples and others working in the NVET system. The project addresses the fact that RPL processes must be flexible in order to accommodate cultural differences and promote equity. Some approaches to equity identified by the project included: training of Aboriginal and Torres Strait Islander peoples as RPL facilitators and assessors in education and the workplace; adequate and appropriate cultural support for RPL applicants (for example, it may be necessary for Elders from the applicant's community to provide this support); providing the RPL applicant with clear and culturally appropriate explanations of the benchmarks to be used for RPL assessment, including considerations of language requirements. Show less

This resource contains the following items: Volume 1: Theoretical background (v, 39 p.); Volume 2: Action learning as a process: theoretical foundations (vi, 15 p.); Volume 3: Applied principles (xvi, 134 p.); Volume 4: Annotated bibliography (ii, 75 p.); and seven CBT in action case studies: (1) Bringing competencies to Cascade; (2) Measuring migrant language skills; (3) CBT at the Outer Eastern College of TAFE; (4) Where the rubber meets the road!: a management plan for implementing CBT at the Hobart Institute of TAFE; (5) Managing competency based assessment at Central Metropolitan College of TAFE; (6) Central NSW SkillShares take on action learning; (7) Bring your boots!: processing and engineering technology training project. Show less

This paper was prepared by the National Staff Development Committee (NSDC), a Committee of the Australian National Training Authority (ANTA). It provides advice to the Aboriginal and Torres Strait Islander Peoples Training Advisory Forum on three major staff development initiatives of TNSDC which are related to improving vocational education training and support services to Aboriginal and Torres Strait Islander peoples. Show less

The National Staff Development Committee (NSDC) is a committee of the Australian National Training Authority (ANTA) and is responsible for the development of national policy and managing national projects in relation to staff development within the National, Vocational Education and Training System (NVETS). This kit is designed to help facilitate a range of staff development sessions about action learning. Each volume in the kit presents case studies around a theme and focuses on staff development experience within a range of organisations. This kit contains four volumes, a workbook and a video: An introduction to action learning (videocassette); An introduction to action learning workbook: a guide to staff development activities / Josephine Murray; Case studies of action learning groups: volume one: assessment, recognition, evaluation; Volume two: curriculum and learning resources development; Volume three: flexible delivery; Volume four: workplace competencies and competency based training (CBT) implementation. Show less

This course develops or broadens vocational knowledge and skills of learners, either already gained in an undergraduate program such as a Bachelor of Education or a Diploma in Teaching or in a new professional area. The course will allow learners to gain skills in professional staff development in the field of Action Learning. The course is intended for first line managers, human resource development practitioners, vocational education and training sector teachers and industry trainers. The course produces outcomes which are consistent with Level 6 of the Australian Standards Framework. Show less

This booklet is intended to provide an overview of the concept and implementation possibilities of project based learning. The author defines project based learning as maximising the individual's opportunities to learn from tackling real challenges in their workplaces. He points out that project based learning is different from action learning in that the focus of action learning is usually on group processes of problem solving. Show less

This course will enable you to plan, deliver and evaluate training sessions in the workplace on a one-to-one or small group basis. It is designed for those who provide training in the workplace, but not as a major part of their job. It is expected that your training will be informal, but structured. The learning materials present information, activities and assessments which permit the development and achievement of the learning outcomes. Case studies and examples are also presented to illustrate and reinforce the ideas being presented. Show less

This training kit is designed for trainers in the vocational education sector of Workplace Trainer Category 2 standard. The kit provides basic information and strategies designed to encourage gender inclusive practices by trainers. Its objective is to assist trainers in developing informed judgement on gender issues in the training environment. The kit recognises that an ability to train in a gender inclusive way is a significant factor in ensuring quality of delivery, effective training outcomes and continuous improvement in training skills. Show less

The author of this paper suggests that to offer successful training programs we need to do three things: base it on adult learning principles; understand different work based learning environments; and employ different learning styles.

Understanding how people learn and their different preferences allows us to plan and develop programs that will meet their needs. If we understand the needs of the organisation, the needs of the work team and the needs and personalities of each individual, we can offer a work based learning program that benefits everyone.

This booklet also includes case studies, examples of different models and other information on implementating a successful program using different learning styles. Show less