Understanding structured training - options
Understanding structured training options
Structured training options
When to consider training
Different types of structured training suit different learning needs and each approach has advantages and limitations. The following description will help you understand what to expect from structured training and what elements you will need to address in-house. In practice, structured training programs are likely to combine different types of training. For example, an on-line learning program could include a hands-on workshop. Section 3 of this guide provides advice about what to look for when selecting training.
Building knowledge: Structured training can be a good way to build the foundational knowledge needed to underpin practice. You will find lists of essential knowledge in the ‘what you know’ section for each set of capabilities in the Framework and in the ‘knowledge’ section for each skills descriptor in the NDIS Practice Standards: High intensity support skills descriptors.
If you are relying on training to build knowledge, consider how you will support the learner to apply their new knowledge in practice. For example, in the scenario on supporting Michael, Fred can learn the principles of risk enablement and management by attending training. He then needs support back in the workplace to understand how to apply this when supporting Michael and how the principles fit with the organisation’s policies.
Experiential learning: This type of training provides opportunities for ‘hands on’ practice. Experiential learning is especially relevant to develop practical abilities involving motor skills, such as how to use safe manual handling techniques when supporting transfers of participants with limited mobility. The best training solution for practical skills is one that provides workers with opportunities to directly observe and practice in a real or realistic simulated environment.
Not all experiential learning needs to be done face-to-face. For example, building relational capabilities such as how to have difficult conversations is ideally supported by opportunities for learners to interact with others, such as in role play situations, to test out different approaches. This could be delivered either face-to-face or by interactive online learning.
Prompting good practice and refreshing existing capabilities:
If a worker needs to refresh existing capability, they could review underpinning knowledge by accessing online resources, such as longer-form explanatory resources or micro-learning quizzes or tips. If they are confident about their knowledge but need practice, structured training may not be the best solution. It might be more useful to partner them up with an experienced worker to attend some buddy/shadow shifts.
Accredited and non-accredited training
There are two broad categories of structured training.
Accredited training refers to training that leads to a nationally recognised, vocational qualification and can only be delivered by a Registered Training Organisation (RTO). The most common qualifications for support workers are Certificate 3 in Individual Support and Certificate 4 in Disability.
Qualifications are designed to provide broad, foundational or entry level skills based on a minimum number and type of units of competency. They are based on a combination of core (compulsory) and elective units of competency. ‘Skill sets’ are a different type of accredited training, based on one or a small number of units of competency. Skill sets are typically designed to meet specific occupational needs and can be counted towards a full qualification. The infection control skill set is one example.
Advantages of accredited training:
You can use the National Register of Vocational Education and Training (VET) to:
You also can use the MySkills website to search for and compare nationally recognised training courses and providers.
Non-accredited training: In contrast to accredited training, which is based on competency standards, non-accredited training is not based on an agreed standard and there are no restrictions on who can provide it. It is up to the purchaser to check that it is fit for purpose and likely to meet their needs.
Non-accredited training is usually designed to address specific topics such as manual handling or communication skills. Within organisations, common examples include induction training or training developed by an in-house health practitioner for workers providing more intensive health-related supports.
Advantages of this type of training includes:
There is no single website you can use to search for non-accredited training. A good place to start is word-of-mouth. Peak bodies, communities of practice, online resource hubs and professional networks are a good way to find out what has worked well for other organisations with similar training needs. The other thing to consider is your relevant state and territory governments, as they are a good place to find out whether there are any free or subsidised non-accredited training available. Section 3 of this guide provides advice on questions to ask and factors to consider when looking for external training.
You can find more information about the difference between accredited and non-accredited training as well as a range of guidance on selecting and working with accredited training providers by visiting the About training and workforce development page on the Human Services Skills Organisation’s (HSSO) website.