Helping other people to learn is a challenge we continually face in RTO’s. During your TAE training you would (well should) have learned many theories and ideas around getting the message across.  There is an art form in helping people to learn. Yet not many of us are taught to do it in a way that relates to the person you are teaching. Pooja Agarwal the co-author of a book called Powerful Teaching says there are three stages to learning. The three stages of the learning process are encoding, storage, and retrieval. Encoding is when we get information in and absorb knowledge, almost like a sponge. Storage is where we hope that once we encode information, our knowledge sticks around. Retrieval is when we reach back and bring something we previously learned into mind. We tend to think that most learning occurs during the encoding stage, but a wealth of research demonstrates that learning is strengthened during retrieval. We tend to focus too much on getting information into peoples’ heads (encoding) and not enough on getting it out (retrieval). Encoding means inputting information into our heads via a podcast, reading a book, or face to face training course. Retrieval Retrieval is the end process where we pull information out of our brain. You might be thinking, of this is the formative assessment part.  It isn’t. I am referring to the learning process, and how the person can recall that information at any given stage after they have been in the training. Retrieval in this context is actually about the learning process. We are wanting to know if the student learned something and did it stick. What Pooja says is we learn when we retrieve. I totally get this as I know that I learn most when I teach others, or tell a story about what I’ve learned. Pooja says the act of retrieving helps us to put the information into the future. She says “We learn when we use stuff.” The act of practice makes it more permanent. Key ways to get it to stick are: Get curious. This is what I love about this process is the fact of using coaching skills in the role of training. For me this being curious. Asking questions. This is when we consult our memory and consider what we know. As a trainer your role is to ask questions of your students so that they recall the information, share it and then they are more likely to remember it. Practicing retrieval has shown to boost learning by pulling information out of students’ heads (e.g., quizzes and flashcards), rather than cramming information into students heads (e.g., lectures). I know from my own facilitation of qualifications is the best reviews of my sessions is when I’ve really asked them to think about what has been said. Whilst initially people resist, in the end they love it, and really get value from the training. Brain Dumps. Pause your lesson, lecture, or activity. Ask students to write down everything they can remember. Continue with the learning activity.   Ask – get them talking in pairs or individually – tell me what you remember from this conversation? Get them to write a brain dump – What are the key things that you remember from this project that are deliverable? Write 3 points that stood out for you from the information so far. When we read books sometimes we highlight, write notes. What pays off in the long term, is to close the book and write down the top 3 points you’ve just read. You might feel this takes time, but you will benefit from this time of retrieving information so much more. Retrieval practice is a learning strategy, not an assessment strategy. Consider ways to incorporate retrieval practices into your training delivery. Conversations and sharing stories are a form of retrieval. As a trainer or coach you want others to do the work. You ask the questions, they unlock their own potential by responding with what they have learned. This way you’re helping them to learn, rather than teaching them. Short term learning doesn’t help us to learn that for the long term. As a leader you want to embrace long term learning. An example is cramming for exams. Cramming works, but only in the short-term. Spacing For things that really matter in our business consider ways to have a long-term retention, incorporating spacing is very effective. Spacing boosts learning, and is based on research. This rather than cramming information into a three hour lecture, try giving information over three one hour lessons over a period of time. Incorporate retrieval opportunities into the time frames. In a meeting ask someone to recall what they have done, or learned. Silence is a measure of success. Allowing the silence, allows the thinking to take place. This brings the neural connections and they are increasing their capacity. As an introvert this is a common practice, we need the time to process the information in our brain. So often people are uncomfortable with silence, and they jump in before we’ve had time to process. When we have silence, it gives us the right to measure out our answer. Metacognition Metacognition is thinking about our own learning. The awareness of our own learning. When someone is comfortable with their own metacognition, they ask for feedback and then become aware of what they know and don’t know. Let people be uncomfortable and find out if they know or not. This allows you to become more aware of your own learning. As a leader you can help raise their (the student) awareness of whether they have it or not. You can do this by being curious. Encourage an environment of people retrieving and making mistakes and be comfortable in making the mistakes. Ask questions that have no right or wrong answer to encourage your learners to realise they will not be told off or get it wrong. For example what is your least favourite

Quality reviews conducted by humans can ensure that the training remains relevant and aligned with industry requirements. This in itself is a huge advantage to your RTO as it can enhance an RTO’s reputation among employers and industry partners.

n the past few months, I’ve embarked on a remarkable journey, completing a contract writing project for a client, and today, in I’m in project reflection mode.

RTO Leadership is changing.  RTO leadership is needing to undergo significant changes as vocational education and training continues to change. I’ve been writing about this for years, and finally we have it written in the RTO Standards. , Today’s RTO leaders are expected to adapt their strategies, moving beyond a sole focus on compliance to cultivate a culture of excellence and innovation. This shift means so much more than what ahs happened in the past with many RTO. It means prioritising a student-centric approach that meets regulatory standards and enhances the overall learning experience.  https://www.youtube.com/watch?v=cfr0fQdGYq8 With the recent updates to the RTO Standards, the role of RTO leaders is evolving, and we’re here to talk about what that means. What’s New?The new standards emphasise integrity, accountability, and a commitment to quality outcomes for students. As an RTO leader, you’re not just overseeing operations; you’re shaping a culture of excellence and continuous improvement. Key Responsibilities:   Why It Matters: Effective leadership is critical for delivering high-quality vocational education. By taking on these changes, you can empower your team and provide exceptional support for your students. Here’s why: Quality Assurance: With the increased focus on quality outcomes, your leadership directly impacts the standard of education your RTO provides. By embracing these changes, you’re ensuring that your students receive the training that truly prepares them for their careers. By focusing on risk management and continuous improvement, you’re building an RTO that’s surviving, and  thriving in a continuously changing sector. This resilience is key to long-term success. Industry Relevance: Your ability to create strong industry connections means your RTO can deliver training that’s compliant, AND genuinely valuable in the real world. This makes your graduates more employable and your RTO more reputable. As you navigate these changes successfully, you’re not just leading your RTO – you’re helping to elevate the entire VET sector. Your innovations and best practices can inspire others and contribute to the overall quality of vocational education in Australia. Student Success: The emphasis on student wellbeing and support means you have the power to create an environment where every student can thrive. Your leadership in this area can dramatically improve completion rates and student satisfaction. By championing these changes, you’re creating a culture of excellence that motivates and empowers your staff to deliver their best. Effective leadership in this new landscape isn’t just about ticking boxes – it’s about seizing the opportunity to redefine what quality vocational education looks like. By looking at these standards proactively, you’re positioning your RTO as a trusted, compliant organisation. This can lead to smoother audits and a stronger reputation with regulators. Win!  You have the chance to make a real difference in the lives of your students and the strength of your industry. This is your moment to shape the future of vocational education, creating a legacy of excellence that extends far beyond your own RTO. By welcoming these changes and leading with vision and purpose, you’re going to ensure meeting standards and you’re setting new benchmarks for what vocational education can achieve. Your leadership can transform lives, boost industries, and contribute to a more skilled and prosperous Australia. I challenge you to rise together and make a lasting impact on the VET sector!