Workplace Trainer's Guide - Australia

Source: Office of Training and Tertiary Education - Department of Education and Training of Victoria

• Identify Workplace Requirements
  • Develop Learner Support Mechanisms
  • Identify Workplace Learning Needs
  • Accommodate Industrial Relations Requirements
  • Determine Workplace Administrative Requirements
  • Design Program in Accordance with Workplace Policies
  • Determine the Required Resources
• Determine Scope of Workplace Online Learning Activity
  • Collect and Analyse Audience Data
  • Determine the Target Audience
  • Analyse Current Training Provision
  • Gather Industry and VET Information
• Develop Learning Materials
  • Develop the Learning Materials
  • Customise the Learning Materials
  • Contribute to the Design of the Online Program
• Develop Workplace Online Learning Activity
  • Develop Implementation Strategy
  • Manage Use of Physical Resources
  • Plan and Manage Use of Human Resources
  • Develop Maintenance Strategy
  • Develop Risk Management Plan
  • Develop Learning and Assessment Strategy
• Implement a Communications Strategy
  • Maintain Written Records
  • Inform Stakeholders and Team Members
  • Negotiate with Key People
• Secure Funding
  • Develop Program Budget
  • Monitor Compliance with Budget
  • Review Budget at the Project Close

Offering online learning for specific industries or in a workplace involves a range of tasks. A workplace trainer, for example, may be responsible for aspects of developing, managing and implementing training programs.

The Workplace Trainer's Guide provides a set of tools and resources organised according to functions or roles.

Identify Workplace Requirements

Ensuring that the online learning activity addresses workplace needs is essential if key stakeholders are to support the program.

The knowledge and skills needed to identify workplace requirements include:

• Communication;
• Negotiation;
• Project and research management; and
• Knowledge of relevant legislative and regulatory requirements.

The project manager/supervisor and all key stakeholders in the industry/enterprise are responsible for determining these online learning activity requirements.

When determining the type and level of support mechanisms required by the target audience, factors such as the following need to be considered:

• Their current numeracy and literacy skills;
• Their current computer and Internet literacy skills;
• Any language barriers, including English as a Second Language;
• Their motivational levels and the ability to undertake self-directed learning; and
• Additional training and development requirements of the target audience.

There will be a need to build development/support features into the online learning activity such as chat rooms, notice boards, email facilities to other learners/tutors, buddy systems between learners and mentoring systems.

Resources within the industry/enterprise will be able to provide further support and development to users. Consider where these resources are located within the industry/enterprise and how they can be obtained.

To determine stakeholder requirements it will be necessary to consult with them to determine the specific needs of key people, including objectives and desired outcomes of the online learning activity.

The following issues will need to be determined:

• What type/group of learners needs to be targeted?
• Which industry/enterprise needs to be targeted?
• What type/group of learners does the industry/enterprise want to target?
• What material needs to be included in the online learning activity?
• What industry/enterprise issues need to be addressed within the learning content?
• What budget needs to be allocated to the online learning activity? What industry/enterprise sources are available to provide financial assistance?
• Roles/responsibilities within the industry/enterprise need to be determined.
• What benefits will stakeholders receive from the online learning activity?
• What benefits will the industry/enterprise receive from the online learning activity?
• What benefits will learners receive from the online learning activity? and
• What are the desired outcomes and how will these outcomes be measured?

At this consultation stage ‘buy-in’ from the senior management and/or industry/enterprise bodies will be critical. Cultural leaders within the industry/enterprise need to be identified and involved in all aspects of the development and implementation.

To obtain commitment the following issues need to be considered:

• What benefits are there for senior management and the organisation?
• How is the concept of online learning going to be “sold” to senior management?
• How will resistance to the online learning activity be dealt with?
• How will senior management be involved in the development and implementation of the online learning activity?
• How will stakeholders be informed?
• How can commitment from all stakeholders be obtained?

Effective negotiation with stakeholders is vital to achieve consensus on the online learning activity deliverables.

Accommodate Industrial Relations Requirements

When determining the online learning activity requirements, legislative and regulatory requirements, and relevant awards and agreements within the industry/enterprise that will impact on the online learning activity will need to be examined.

These may include:

• Relevant Acts such as Occupational Health and Safety Act, Equal Employment Opportunity Act, Anti Discrimination Act, Industrial Relations Act, Trades Practices Act;
• Has training and development been aligned with industry award requirements? For example, what training requirements have been outlined in the Award and other employment agreements for permanent, part time and casual staff? Can these been complied with?
• How does the online learning activity align with provisions in the Workplace Relations Act?
• How does the online learning activity comply with access and equal opportunity issues?
• How will secondment issues be handled?
• Have technological requirements specified in the relevant Award/Enterprise Agreements/Australian Workplace Agreements been met by the industry/enterprise?

To obtain further information/expertise the relevant department within the industry/enterprise such as the Human Resources or Training Department, National Industry Training Advisory Body, WorkCover Authority or Industrial Relations Commission will need to be consulted.

This task refers to the need to ensure that quality assurance is maintained at the standard prescribed by the industry/enterprise, as well as adhering to administrative requirements such as reporting, recording and submission of information.

The following considerations need to be made when determining industry/enterprise administrative and quality requirements:

• What are the industry/enterprise reporting requirements?
• What are the Industrial Relations (IR) issues regarding administration and quality requirements?
• Are there any specific quality standards (eg. ISO standards) that must be complied with?
• How are these requirements going to be integrated into the online learning activity such as in recording of assessment results?
• What will be the procedure for scheduling enrolments for the online learning activity?
• How will compliance to quality and administrative standards be measured?
• Who will be responsible for managing compliance with administrative and quality requirements?
• Should there be an independent quality assurance process to ensure compliance with the industry/enterprise?

Design Program in Accordance with Workplace Policies

The overall objective of the online learning activity will depend upon the strategic direction of the industry or enterprise.

For example:

• What does the industry/enterprise want to achieve?
• What are the mission and goals of the industry or enterprise?
• What elements of the industry/enterprise will be contained in the online learning activity?

It will be necessary to determine how the online learning activity will facilitate this strategic direction and then align the learning goals and objectives accordingly.

The content of the online learning activity will be unique to the industry because of the specific knowledge and skills being targeted and the alignment of its strategic direction. Whilst there will be core elements between industries, such as occupational health and safety, communication and management skills, most elements will be specific to the industry. The learning content can include generic information as well as customised content for the specific industry.

To develop the online learning activity what resources will be required?

Resources may include:

• Physical resources (equipment, supplies, materials and services);
• Human resources;
• Information;
• Hardware/software;
• Materials to form content;
• Reference material
• Research data
• Existing/new graphics, audio and visual material to create media;
• Relevant policies and awards, and other employment agreements;
• Relevant competency standards/qualifications;
• Subject matter experts;
• Funding resources; and
• Industry/enterprise bodies.

It will be necessary to determine the resources already available, and the resources that will need to be acquired. Internal and external sources need to be utilised to obtain these resources.

Determine Scope of Workplace Online Learning Activity

This function is critical in the development and implementation of effective online learning strategies for an industry/enterprise.

To ensure the information about the online learning activity meets both the industry/enterprise and target audience requirements, it is important to:

• Use appropriate qualitative and quantitative data;
• Determine the parameters associated with the online learning activity;
• Identify and gather the relevant information from the identified sources;
• Sort, analyse and evaluate the information and make informed decisions; and
• Compile and present research results and recommendations/options.

Collect and Analyse Audience Data

The target audience refers to the learners who will use the online learning activity. It is necessary to find out who they are and examine the different learning styles, characteristics and learning needs within the target audience.

The typical types of data that need to be collected include:

• Knowledge level in relevant area;
• Skill level in relevant area;
• Computer skills;
• Language/literacy/numeracy skills;
• Demographic data;
• Characteristics such as age range, family, work and social contexts;
• Work patterns;
• Learning styles;
• Learning needs; and
• Attitude towards flexible delivery and online learning.

When examining the characteristics of the learners, questions to consider include:

• What is the likely age range of the potential audience? This information will assist in determining the type of interactions and interface design that best suits the audience;
• What are their family, work and social commitments? This information will assist in developing activity topics which learners can relate to, as well as determining how long the online learning activity should take to complete;
• Where are the learners located? Will they be near other learners? Will they be near the providing centre (if applicable)?
• What pre-requisite academic and other qualifications, skills, knowledge or experience are required prior to the commencement of the online learning activity?
• What study skills or methods have they previously experienced?
• What are their interests in and what are their expectations of the online learning activity?
• What difficulties and problems may they encounter?
• Do they have the capacity to be self-directed and learn on their own?
• What facilities, equipment and resources, including people, will they need?
• What characteristics do the learners share?
• What characteristics differentiate the target audience from other learners?
• Can the target audience afford the online learning activity (if applicable)?
• What is the employment status of the learners? This will assist in determining the scheduling and timeframes of the online learning activity; and
• What are the learners' attitudes to learning?

Conducting an Organisational Needs Analysis will assist in determining the need for online learning within the industry/enterprise.

This analysis may address the following:

• The flexible delivery strategy;
• The types of audience for the toolbox or other online learning activity;
• Audience demographics;
• Current and future requirements of the organisation; and
• The composition of the target audience.

The organisational needs analysis will provide information on:

• The current skill and knowledge levels of the audience;
• The needs and requirements of the audience;
• Individual needs v industry/workplace needs;
• Evaluation of motivational levels of the audience; and
• Current and future requirements of the organisation.

Typical sources of data include:

• Existing performance data and previous training evaluations; and
• Interviews, surveys, focus groups, testing and document reviews.

It is important that accurate information is gathered, especially on the target audience sub-groups and their learning styles, computer and language and literacy skills, and the levels of training and development required by different sub-groups.

The following factors are relevant when determining the target audience

• Workforce dispersal;
• Prior knowledge and skills;
• Hours/shifts worked;
• Attitude towards training and development;
• Resistance to change;
• Attitude towards computers;
• Computer literacy levels;
• Numeracy and language and literacy skills;
• Attitude towards work;
• Performance data, previous training evaluations; and
• Different learning styles - learning styles vary and so should the online learning activities.

Analyse Current Training Provision

An analysis of the training and development data provides information on training methods currently available within the industry/enterprise.

It could include:

• Identifying the appropriate national, industry, and enterprise based competencies and current skill level requirements of the industry/enterprise;
• Examining existing training and development materials and documents;
• Collecting information on training methods currently being used, such as computer assisted learning programs (CAL), Campus Online (TAFE, Universities), Just-in-time Training (enterprise based) and Internet learning;
• Collecting statistics from the industry/enterprise such as trends, market analyses and the economic environment; and
• Collecting statistics from the industry/enterprise such as current training statistics and schedules, strategic plans and reports.

Gather Industry and VET Information

To ensure that the online learning activity meets the requirements of the industry or enterprise, the following issues need to be addressed:

• What are the unique characteristics of the industry/enterprise?
• What are the current and future trends within the industry/enterprise? Examine market analyses, statistics on workforce, technological needs and advances and economic environment, for example;
• How do the Awards, individual contracts and Enterprise Agreements (EA's) affect and influence the delivery of online learning strategies?
• What are the relevant industry competencies/qualifications?
• What current issues are affecting the organisation?
• What current issues are affecting the market/industry?
• What are the sources of industry specific information?
• What barriers or constraints need to be removed before online learning can be implemented effectively into the industry/enterprise?
• What is the total cost of the implementation of the online learning activity? and
• What is the project timeline? How much time has been allocated for the collection of data?

Sources for industry/enterprise specific information may include:

• Organisational goals/objectives/strategy plans;
• Oorganisational mission/vision statements;
• Organisational policies and procedures;
• Industry/enterprise personnel such as managers, supervisors, team leaders and department heads;
• Technology infrastructure experts;
• The intended target audience;
• Skills audits;
• Training needs analysis;
• Subject or learning development experts;
• Legislation or industry/enterprise requirements;
• Industry/enterprise policy and procedures;
• Competency standards/national qualifications;
• Duty statements and internal documents;
• Standard operating procedures;
• Existing training and development programs and training materials; and
• Ttraining and development priorities.

Below is a suggested process for collection, analysis and synthesis of online learning activity related information.

• Identification and gathering of relevant information may include the following:
  • Characteristics of the target audience;
  • The types and range of information required;
  • Sources of information (internal and external to the industry/enterprise);
  • Various data collection techniques, their application, strengths and weaknesses such as reports, records, questionnaires, surveys, interviews, focus groups and electronic data;
  • Mechanisms for assembling and analysing the information; and
  • Constraints such as time, cost and location of sources.
• Procedures for analysing and synthesising the information include:
  • Sorting and classifying the information according to the requirements of the online learning activity;
  • Developing criteria to assess the suitability of the information for the online learning activity;
  • Selecting and evaluating the data.
• Compilation and presentation of research results and recommendations/options may include:
  • Evaluating research results and the solution;
  • Interpreting the existing state of affairs and constraints which impact on the solution;
  • Making recommendations or options to key personnel/stakeholders;
  • Selecting an appropriate format for the presentation;
  • Presenting research results and options to key personnel/stakeholders.

Develop Learning Materials

The ability to customise learning material is important when creating an online learning activity. This function incorporates the development and customisation of the learning materials and the development of the interface.

The underpinning knowledge required to do this includes an awareness of learning methodologies and issues affecting an organisation or industry/enterprise. Technical knowledge may also be required to customise the learning materials.

Learning content designers, graphic artists and other technical specialists involved in the creation of media are responsible for this function, as well as team members responsible for incorporating changes to the online learning activity.

Develop the Learning Materials

To develop the learning material, content requirements need to be identified such as:

• Learning content/activities required;
• Assessment activities required - the need to assess competency both on the job and off the job, the need to determine how many attempts a learner can have;
• Media clips required;
• Graphics required;
• Technical issues associated with content; and
• Structure or sequence required.

The following issues also need to be considered:

• Different learning styles need to be incorporated into the development of the learning material;
• Download time of highly interactive training/learning materials;
• Ensuring all team members developing the learning material understand and use the style manual;
• Using standard tools to ensure conformity in the development of the learning material such as spell check when developing learning content;
• Ensuring regular reviews with the development team; and
• Checking the application against the specification regularly

Customise the Learning Materials

Customising the learning material to meet industry/enterprise requirements may involve customisation of:

• Learning content;
• Learning activities;
• Assessment activities;
• Media content (graphics, audio, video); and
• Structure of learning content

Things to consider when cutomising learning materials include:

• Customising competency based learning programs in line with ANTA customisation requirements (link to ANTA website for requirements)
• Customising the content to meet special needs of the learners;
• Choosing industry/enterprise specific format, colours, logos when customising the design of the online learning activity;
• Selecting an interface that corresponds to industry/enterprise specifications;
• Incorporating industry/enterprise specific content into the learning material
• Customising content to suit the specific needs, missions, goals and policies of the organisation;
• Utilising suitable audio, visual material to emphasise specific industry/enterprise features;
• Selecting appropriate media to complement and support the customised content; and
• Customising content to meet the different needs of the target audience within different industries/enterprises.

Contribute to the Design of the Online Program

The interface design needs to match the content of the online learning activity and be consistent with the image that the industry/enterprise wants to project to its audience.

For example, are there specific features that need to be included in the design such as the industry/enterprise logo or a specific colour scheme?

This is the conceptual aspect of the interface design that needs to be determined.

Components of the interface

An interface is made up of the following components:

• Background– the wallpaper or backdrop of the screen which corresponds to the content of the online learning activity;
• Windows and panels– screen areas that contain media;
• Buttons and controls– these can be pictures, labels and other devices that represent topics or tools to navigate through the learning activity;
• Images– these can be photographs, graphics or illustrations;
• Text– text refers to the words or content that appear on the screen. With text, size, font, readability, colour and the amount of text to include on a page need to be taken into account;
• Video– digital movies with an accompanying soundtrack;
• Sound– music, narration and sound effects that deliver content, reinforce action and contribute to the overall style of the online learning activity; and
• Animation– moving texts, screen transitions and special effects.

The interface needs to be developed using a consultative approach. Customisation needs to be built into the interface design, as does the ability to test the interface.

Testing the interface

To test the interface a prototype can be developed. A prototype is a draft version of the online learning activity. The prototype might include:

• A main menu that shows all major topic areas to be covered in the online learning activity;
• fully implemented navigational path for each of the topics;
• Examples of different screens, covering different content features and media elements; and
• The complete interface design .

Evaluating the interface

When evaluating the interface, the following questions need to be considered by the testers:

• Is the user interface clear?
• Will learners stay attentive?
• Is the icon design effective?
• How will learners navigate through different screens?
• Is navigation easy?
• Which screen design would learners prefer?
• Are there any screens that may cause difficulty to learners with special needs?
• Do the screens flow in a logical order?
• Examine clutter, functionality, amount of text on the screen, colours, font size and suitability/adaptability for all learners.

Develop Workplace Online Learning Activity

This function is critical in the development phase of an online learning activity.

It requires individuals and/or teams to perform a number of tasks such as:

• Forecasting and formulating strategies for the online learning activity;
• Implementing and promoting the devised strategies;
• Organising and managing human and physical resources;
• Scoping and planning a maintenance strategy;
• Developing a risk management plan; and
• Developing a learning and assessment strategy.

To do this effectively a knowledge of various strategy formulation methodologies and learning design methodologies as well as current Human Resources/Industrial Relations knowledge will be needed.

Knowledge of the following skills are required:

• Strategy formulation methodologies;
• Learning design methodologies;
• Resource management;
• Industrial relations;
• Planning; and
• Writing.

Sometimes it may be necessary to bring in specialists.

Develop Implementation Strategy

It is important to consider how the online learning activity will be implemented into the organisation.

The following need to be considered:

• Rollout/launch of delivery platform to learners;
• Training and development for facilitators;
• Training and development for learners;
• Training and development for team members and other relevant people;
• Developing a promotional campaign to promote the online learning activity; and
• Ensuring technical processes are ready.

Manage Use of Physical Resources

Physical resources include equipment, supplies, materials and services.

To effectively plan the use of physical resources the following issues need to be considered:

• What physical resources are currently available from the organisation, department or industry?
• What physical resources can be used from other organisations or industry bodies?
• What physical resources need to be acquired?
• Where can these physical resources be acquired? and
• What is the cost of the physical resources?

To ensure the efficient use of the physical resources:

• Negotiate and consult with the relevant people about the types of physical resources required for the online learning activity;
• Take into account the trends and developments which are likely to affect the use of the physical resources by the learners;
• Devise and implement the plans for the acquisition and use of the physical resources;
• Consider the need to monitor the use and availability of physical resources at appropriate intervals;
• Incorporate the need to monitor the quality and availability of the physical resources
• Plan the type of corrective action needed to ensure consistency of the learning delivery;
• Communicate regularly and in a timely manner with the relevant key people in regard to the physical resources;
• Maintain accurate and complete records relating to the use of the physical resources.

Plan and Manage Use of Human Resources

To plan the use of human resources, the following issues should be considered:

• What human resources are currently available from within the organisation, department or industry?
• What human resources/skills can be utilised from other organisations or industry bodies?
• What are the main roles and responsibilities of the staff?
• How many staff members need to be employed and where can they be obtained?
• What skills and knowledge do the staff need and what types of staff development activities need to be provided?
• What is the cost of the human resources? and
• What support mechanisms do the staff need to effectively and efficiently achieve their assigned roles and responsibilities?

Other factors to consider when planning the use of human resources include:

• Budget and project timeline;
• Desired size of the team;
• Online learning activity roles and responsibilities;
• Making use of available resources and re-using existing skills;
• Skill sharing through liaison with other industries/organisations;
• Use of internal staff or external consultants to design, develop and deliver the online learning activity;
• Skills/qualifications required to develop the online learning activity;
• Dealing with changes to the traditional role of the teacher/trainer;
• Incorporating measures to ensure the training and professional development needs of human resources are met;

  The need to examine industrial relations issues such as:

  • Scheduling training/learning for the learners – considering shifts, normal working hours, contract specifications;
  • Multi-skilling staff or implementing job rotation to cover for learners undertaking training/learning (ensuring adequate resources in department/organisation);
  • New roles for trainers; and
  • Dealing with secondment issues

Develop Maintenance Strategy

It is important to develop a maintenance strategy to deal with any changes needing to be made to the online learning activity or the learning content.

The maintenance strategy should consider:

• The ability to update/customise content according to changes occurring within the industry/enterprise;
• The ability to incorporate legislative and regulatory changes into the learning content;
• The ability to incorporate changes made to the national qualifications;
• The ability to incorporate changes made to the industry standards;
• The ability to upgrade and monitor the system regularly;
• The cost and resources required to ensure maintenance; and
• Responsibilities for maintaining the online learning activity.

Develop Risk Management Plan

It is critical that a contingency plan is created to deal with any unexpected issues that may arise.

Potential risks need to be identified by considering the following issues:

• Financial resources– Are there adequate financial resources? Identify sources of financial assistance within the industry/enterprise.
• Human resources– Is there a possibility of losing key people? Do key people have the appropriate knowledge and skills required? Do they have adequate resources (physical and time) and support?
• Physical resources– Could the technology fail? Can the technology adequately deal with viruses and other setbacks?
• Schedule– has sufficient time been allocated develop the online learning activity?
• Resistance– Will learners be resistant to the online learning activity. If yes, how can this be minimised?
• Effective Learning– Will effective learning occur? What strategies can be put in place to ensure effective learning?
• What is the life span of the online learning activity? Consider the technology, the learning material, learners, industry/enterprise changes? and
• Does the online learning activity align with other industry/enterprise strategies?

To obtain accurate answers to these questions, analysis techniques can be used such as:

• SWOT analysis– strengths, weaknesses, opportunities and threats; or
• Matrix analysis– compare the risks associated with different delivery methods and approaches.

Once the analysis has taken place, a list of the risks associated with each approach can be drawn to assist in identifying the best solution and developing a risk management plan for the delivery option selected.

A strategy needs to be developed to deal with each potential risk.

Develop Learning and Assessment Strategy

The development of a learning and assessment strategy can occur after the goals and objectives have been identified and prioritised and the target audience needs have been determined.

When developing the learning content and the assessment activities the following questions need to be addressed:

• How are the learning content and assessment activities going to be presented to the learner in order to achieve the learning objectives?
• What methods will be used? and
• How will the learning material be sequenced or presented for selection by the learner?

Remember:

• Learning activities can include:
  • Case studies;
  • Discussions;
  • Simulations;
  • Multiple choice questions;
  • Readings;
  • Role plays;
  • Exercises;
  • Video/audio segments;
  • Problem solving;
  • Reviews; or
  • Work groups.
• Assessment activities can include:
  • Problem-solving scenarios;
  • Question and answers;
  • Oral tests;
  • Written assessments;
  • Multiple choice questions; or
  • True and false choices.

Formative and summative assessment

Formative assessment is an integral component of the delivery of online learning. It is designed to engage the learner in the learning materials and provide them with a form of feedback. These interactions may be activities, exercises and questions that review the learners understanding. Formative assessments can also include text and media.

Summative assessment refers to assessment activities conducted after the learning is completed. Summative assessment may comprise questions and/or evidence guides and will require learners to seek feedback from others who can assess their performance.

The learning and assessment activities need to be aligned with the online learning activity objectives as well as the strategic plan of the industry/enterprise.

To do this the following may need to be determined:

• What each learning objective is attempting to achieve;
• The most effective learning or assessment activity type for the target audience;
• The major learning style of the target audience group; and
• The knowledge, skill or attitude you are attempting to assess.

For more on assessment, go to the Job Aid Assessment in the Facilitators Study Guide.

Implement a Communications Strategy

Effective communication with key people in the industry/enterprise is essential during the development and implementation of online learning activities. In a team environment clear communication is particularly important.

Effective communicators:

• Are able to employ both written and verbal communication techniques;
• Can resolve conflict;
• Are decision-makers; and
• Are negotiators.

Everyone involved in the online learning activity should contribute to the efficient flow of information.

When developing the online learning activity, documentation will need to be prepared throughout the collection, development, implementation and evaluation stages:

This might include:

• Target audience profile;
• Training needs analysis report;
• Mission statement;
• Online learning activity plan;
• Detailed design report;
• Prototype/pilot review report;
• Online learning activity completion report;
• Training plan; and
• Evaluation report/checklist.

Remember to:

• Ensure that there is compliance with organisation/industry requirements in regards to documenting and reporting;
• Refer to relevant organisational policies and procedures in regard to writing documents;
• Ensure all stakeholders and key personnel receive copies of relevant reports; and
• Ensure reports are stored and maintained according to industry/enterprise requirements and procedures.

See Resources for some sample reports.

Inform Stakeholders and Team Members

It is important to keep stakeholders and team members informed and updated throughout all stages of the online learning activity. Ensure they are involved from the start and are an integral part of any decision making that takes place. A consultative process should be encouraged.

To achieve this:

• Circulate reports to stakeholders and team members;
• Provide regular updates to stakeholders and team members;
• Report on any issues/concerns/problems within the industry/enterprise;
• Ensure turnaround times on reviewing material are maintained;
• Develop focus groups to evaluate the online learning activity and provide feedback at different stages of the process; and
• Consider how this is going to be achieved when key stakeholders are dispersed throughout the industry/enterprise, for example by regular meetings, emails, teleconferences and focus group meetings.

Negotiate with Key People

There are often conflicting priorities and goals that influence the purpose and objective of the online learning activity. To ensure its success, there is a need to consult, collaborate and balance the conflicting priorities and goals of stakeholders, team members and other key people.

Negotiation with stakeholders needs to take place throughout all stages of development on such issues as:

• The online learning activity deliverables;
• Outcomes;
• Roles and responsibilities; and
• Decision making process.

Skills required to negotiate successfully with stakeholders, team members and other key people include:

• Conflict resolution skills;
• Decision making skills;
• Communication skills; and
• Negotiation skills.

To negotiate effectively, be aware of the different negotiation styles and tactics. These include:

• Accommodation where the focus is on building a compatible relationship in the hope that the negotiation will be successful;
• Collaboration where the main goal is a win-win outcome;
• Compromise, characterised by concession, meeting the other party halfway, looking for trade-offs, splitting the difference, and other halfway measures;
• Defeat, characterised by win-lose competition, pressure, intimidation, adversarial relationships; and
• Withdraw, characterised by feelings of powerlessness, indifference to the outcome, resignation, and surrender.

Negotiation tactics include:

• Persuasion;
• Compromise;
• Trade-offs/concessions;
• Collaboration/synergy; and
• Accommodation.

Manage Financial Activities

This function is critical to ensuring that there is sufficient funding for the development and delivery of the online learning activity.

It encompasses:

• Identifying funding sources;
• Securing funds; and
• Developing and monitoring a budget.

Managing financial activities involves:

• Financial planning;
• Forecasting;
• Budgeting;
• Estimating;
• Proposal writing; and
• Negotiating.

The project manager, stakeholders and key people are responsible for undertaking this function. The project manager and team members are also responsible for adhering to budget requirements.

Secure Funding

When seeking funding sources and devising proposals for expenditure, it is important to show how the online learning activity contributes to the organisations/industry’s objectives and strategies.

It will be necessary to determine the needs of relevant stakeholders and key people and justify the intended expenditure.

In the proposal to funding sources it is usual to specify target groups, goals, outcomes and monitoring activities that will be used during development and implementation of the online learning activity.

The funding proposal needs to be in line with organisational/industry objectives, policies and procedures as well as relevant legal requirements.

The proposals also need to take into account trends, developments and other factors likely to affect future expenditure such as changes in the market or organisation like new skills and working methods, new national qualifications, efficiency drives, development of new products and services, changes in customer requirements.

Funding sources for the development of the online learning activity may include:

• Organisational sources such as department funding, multi-departmental funding, special groups and organisational fundraising committees;
• Industry/enterprise sources such as industry groups and bodies, sponsors and National Industry Training Advisory Bodies;
• Government sources such as Australian National Training Authority (ANTA) and Office of Training and Further Education (OTFE); and
• Institutions such as financial authorities, religious organisations, educational institutions.

Develop Program Budget

A budget is a financial plan that sets out anticipated revenue/estimated expenditures over a forthcoming period of time, in this case the project timeline.

The budgeting process acts as a plan and assists the team to remain within the budget. It creates a framework for individuals, departments and the organisation to work within.

When developing the online learning activity budget, it is important to gather information, anticipate revenue and estimate expenditure. All the stakeholders need to be involved in the negotiations and provided with the relevant information. Possible risks need to be assessed and a balance maintained between the needs of the industry/organisation and the needs of the learners.

The industry’s/organisation’s budgeting policy needs to be referred to and standardised company procedures and forms used where available.

When expenditure is incurred across several departments and section of the industry/enterprise, how will the money be allocated? In practice an estimate will have to be made of costs incurred by each department.

Monitor Compliance with Budget

Monitoring the budget will involve monitoring the physical, human and information resources acquired and controlling expenditure against the allocated budget.

To help adhere to the budget, establish monitoring procedures which are:

• Easy to administer, where data needed to monitor finances is easily accessible;
• regular, where data is monitored consistently; and
• completed at the lowest level, where each member of the team is aware of their responsibilities.

It is important to:

• Give individuals responsibility for monitoring and controlling their own activities against the budget;
• Ensure the budget targets are being met and take corrective action when required; and
• Ensure that accurate records are kept and maintained of all activities and expenditure.

Review Budget at the Project Close

After the budget has been set, monitored and adhered to, it is advisable to look back over the budgeting activities and evaluate the effectiveness of the budget plans.

When reviewing the budget at project close, it may be useful to consider the following questions:

• Was the budget adhered to?
• Were there enough resources allocated?
• Was there a profit or loss?
• In what areas did overspending occur?
• Who/what was responsible for budget ‘blowout’?
• What lessons can be learnt?
• What can be done differently next time?
• What were the advantages/disadvantages of the budget plan? and
• What were the internal/external influences on the budget?

After reviewing the budget, you relevant stakeholders and key people will need to be informed of the results of the budget review.

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