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Professional Development
Workshops, Seminars, Summits Master Classes, Webinars and Network Oppurtunities for training and education professionals

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Professional Development

Workshops, Seminars, Summits Master Classes, Webinars and Network Oppurtunities for training and education professionals

Read more >

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Insources has more than 10 years' experience helping organisations, RTOs, and individuals to deliver quality, industry relevant training, and maintain compliance in a highly regulated environment.

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Our flexible training programs are designed to develop the capabilities of trainers, quality and compliance professionals, managers, and CEOs leading RTOs.

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We bring together the most Vocational Education and Training (VET) practitioners and decision makers from across Australia. Each relevant aspect of the VET sector is covered in our events every year.

VET News



Are we developing appropriate skills for the digital economy?

What skills will the Australian workforce require in the digital economy? Can the VET system and other industry training packages as they currently stand meet these needs?

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Australian Training Awards 2018 now open

Australian Training Awards 2018 now open

Commencing in 1994, the Australian Training Awards are the peak, national awards for the vocational education and training (VET) sector, recognising individuals, businesses and registered training organisations for their contribution to skilling Australia. Applications for 2018 awards are now open.

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Government announces review of VET legislation

Assistant Minister for Vocational Education and Skills Karen Andrews yesterday announced a major review of the legislative framework governing regulation of the vocational education and training (VET) sector.

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New Self- Assessment Tool published by ASQA

ASQA has developed an online self-assessment tool for RTOs to monitor compliance against the Standards for RTOs 2015, support continuous improvement, and prepare for audit.

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New Users’ Guide to the Standards for RTOs now available

ASQA has released a new version of the Standards Guide to assist RTOs to understand their obligations under the revised Standards for RTOs 2015, and in line with the new ASQA’s audit model.

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Updated National Code of Practice for Providers of Education and Training to Overseas Students

The National Code of Practice for Providers of Education and Training to Overseas Students 2017 came into effect on 10 April 2017. The new code is simply an administrative update which adopts terminology consistent with the Education Services for Overseas Students Act 2000 (ESOS Act) as amended in 2015.

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Latest Posts

Is VET Trapped in The Capabilities Vs Performance Issue? Is VET Trapped in The Capabilities Vs Performance Issue? 02 Nov 2017 - Frequently, I encounter VET practitioners whose actions and comments indicate an assumption that building capability and enhancing performance are the same thing. Learning alone will not yield performance... More detail
Can VET Match Micro-learning Solutions? Can VET Match Micro-learning Solutions? 31 Oct 2017 - Using Skill Sets to meet industry needs. Vocational Education and Training must provide solutions and support individuals and industry in Vocational Preparation and Vocational Development (Continuous ... More detail

Compliance trainingWe are in the training industry, yet many training programs, including some formal training programs, fail to have a positive effect on our RTO's performance.

In this article, I will analyse the top three reasons why RTO Compliance Training Fails.

Lack of Alignment with RTO's Needs
The payoff from a training program comes from the business measures that drive it. Simply put, if a training program is not aligned or connected to a business measure, no improvement can be linked to the program. Too often, training is implemented for the wrong reasons – a trend, to meet regulatory requirements, or perceived need that may not be connected to an RTO's measure.

Initial training needs may be linked to the objectives and evaluation by using a consistent four-level concept:

  1. Reaction (How we want students to perceive the program and its outcomes)
  2. Learning (What new skills and knowledge we want students to learn)
  3. Application (How we want students to use the new skills)
  4. Impact (What RTO performance metrics we want to change)

Without the business connection at Level 4, the program will have difficulty achieving any results.

One major RTO faced this problem directly as it reviewed its Trainers' Professional Development Plan. Several PD sessions were conducted to further develop trainers' skills and knowledge to assess students. The PD sessions were not connected to any RTO performance metric, such as number of non-compliances in clause 1.8, number of rectifications identified in validations, etc. The PD sessions were also not connected to the RTO's operations and participants couldn't use procedural skills back on the job, and therefore, the RTO didn't improve assessment practices.

Failure to Recognise Non-Training Solutions
If the wrong solution is implemented, little or no payoff will result. Too often, training is perceived as a solution for a variety of performance problems when training may not be an issue at all.

A recent evaluation of a community college illustrated this problem. In its training program, the college attempted to prepare career counsellors so they could provide advice to potential students about training products. The problem the college had was a significant number of students enrolled into inappropriate courses. This meant the training produced little change in the outcomes.

An impact study subsequently revealed that the culprit was the enrolment procedure that accepted enrolments prior to potential students' interviews with career advisers. When probed for a reason for the poor results, the college realised that unless its enrolment procedure changed to provide time for career advisers to interview potential students prior to enrolments being accepted, the results would not change.

Attempting to solve job performance issues with training will not work when factors such as systems, job design and motivation are the real issues. To overcome this problem, staff training must focus on methods to analyse performance rather than conduct traditional training needs assessments – a major shift in performance improvement that has been developing for many years.

Up-front analysis should be elevated from needs assessment, which is based on skills and knowledge deficiencies, to a process that begins with business needs and works through the learning needs.

Lack of Specific Direction and Focus
Training should be a focused process that allows stakeholders to concentrate on desired results. Training objectives should be developed at higher Kirkpatrick levels than traditional learning objectives. These objectives correspond with six measures that lead to a balanced approach to evaluating the success of training. Most training programs should contain objectives at multiple levels, ideally including those at Levels 3 and 4.

An RTO's internal training is often decided without consulting all stakeholders. What are the RTO's performance needs for the CEO, the Marketing Manager, the Training Manager, the Quality and Compliance Manager? When developed properly, and in consultation with all relevant stakeholders, these objectives provide important direction and focus.

Training designers and developers must focus on application and effect, not just learning. Facilitators need detailed objectives to prepare individuals for the ultimate outcomes of the learning experience: job performance change.

Participants need the direction provided by Level 3 and 4 objectives to clearly see how the training program's outcome will actually help the RTO.

Not all programs will need to undergo such detailed up-front analysis, but it is a critical issue that needs more attention, particularly when training is expected to have an effect on the RTO's performance.

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