Flexibility is the Key

Structuring Training to meet Learner and Industry Needs

Besides providing training for existing workers in the industry, one of the key aims of the Alternative Pathways Upskilling Supply Chain Supervisors project has been to develop and enhance models of training and assessment that meet the needs of mature aged people working in responsible positions in the industry and models that work for employers. To this end regular discussions are held with current and prospective RTOs about training delivery and assessment models, including RPL.
The clear message to date is that RTOs need to be flexible in their delivery and assessment strategies if they are to meed learner and industry needs.
Block Training
Students have been attending four 4 day study blocks. These study blocks have been scheduled from Thursday to Sunday. This has a number of benefits:
  • It allows concentrated effort
  • It minimises off-the-job costs
  • Demonstrates student commitment to skill development to the employer (who is paying all direct costs)
  • It minimises unproductive “engagement” and “wind-down” time which happen each time students meet. As these processes happen each time a group meets; fewer blocks reduces this unproductive time.
Clustering of Units of Competency
Units of competency have been clustered under four themes:
  • Humanistic
  • Finance and Contracts
  • Warehousing and Safety
  • Transport
Circadian Rhythm
Fatigue management is an important issue for transport and logistics industry and mandatory training programs are in place. For block training days to be effective, the training day needs to take account of the circadian rhythm as it applies to students. Generally this means more of the theory in the mornings and more activities in the after lunch period. But by transparently structuring the training day to manage fatigue reinforces an important message for the industry.
Latus is currently offering scholarship opportunities for students. Prospective students can apply for a scholarship which waives enrolment fees. This has attracted interest from cost sensitive markets and has encouraged potential students to explore the benefits of training without the “sticker shock” barrier. While scholarships are limited, it is proving to be an effective addition to the recruitment process.
Small Groups
A feature of the program has been the willingness of Latus to work with small groups. The three intakes of five, four and six students are very small and few RTOs are willing to work with such small groups.
Rolling Enrolment Cycle

A further development of the clustering of Units of Competency, has been the decision by Latus to make these clusters discrete modules that are delivered as a rolling cycle. A student may enrol and commence study by joining with the next cluster. This allows for a move responsive engagement with students not having to wait for a whole new group to form before they can commence training.


  • Review Learning Application
  • Review assessment evidence
  • Identify opportunities to generate evidence
  • Identify and address issues impacting adversely on study and participation      
Recognising the informal, on-the-job and experiential learning and transferable skills of mature aged workers is an important means of helping “time poor” workers achieve competence. Students have options for up-front recognition before training commences, but also have options for demonstrating competence through workplace evidence (rather than by assignment) if during the course of the study blocks they realise that they do have skills and evidence that address a particular unit of competency.



Workplace Coaching and Assessment (Individual)
The Holmesglen model includes a series of one-on-one workplace coaching/RPL sessions.
These sessions allow student and trainer to:
  • Review Learning Application
  • Review assessment evidence
  • Identify opportunities to generate evidence