Tag: VET

What is the Australian Skills Classification? And how does it describe the tasks performed by a trainer working in the VET sector?

What is the Australian Skills Classification?

The Australian Skills Classification was announced and publicly released by the National Skills Commission on the 18th of March 2021. It includes skills profiles for 600 occupations. Each skill profile has three elements:

  • specialist tasks
  • core competencies
  • technology tools.

The announcement says that each skill profile clearly outlines what skills are required for a particular occupation. [1]

The Australian Skills Classification has 25 cluster families. [2]

How does the Australian Skills Classification describe the tasks performed by a trainer working in the VET sector?

The cluster family that covers a trainer working in the VET sector is ‘Teaching and education’. The following shows the details for the ‘Teaching and education’ cluster family. [3]

‘Teach tertiary and vocational courses’ seems to be the obvious place to look within the cluster family for the occupation of trainer in the VET sector. However, is being a lecturer or tutor at a university the same thing as being a trainer delivering a VET course? I think there is a difference. Many university lecturers and tutors are highly qualified academics. How do they feel being lumped together with their VET counterparts? And the qualification requirements are, and should, be different for a person who delivers VET training courses.

‘Teach tertiary and vocational courses’ gives a list of related occupations or roles. I am surprised that trainers working in the VET sector are classified with economists, geologists, biochemists, meteorologists, and historian. Are economists, geologists, biochemists, meteorologists, and historian happy being grouped with trainers? Has the National Skills Commission got their classifications right? I assume that many people with big brains have been paid big bucks to develop the Australian Skills Classifications. Could they have got it wrong?

Is teaching the same thing as training?

The National Skills Commission has created the occupation title of ‘Vocational Education Teacher’. The following is the description that is given for this occupation. [4]

I think there is a difference between teaching and training. And I think there is a difference between a teacher and a trainer. Teachers are degree qualified (AQF Level 7 or above). Trainers are Certificate IV qualified (AQF Level 4). Vocational training can, and should be, delivered by a person with the vocational competence and relevant work experience. For example:

  • Plumbers should be trained by a person who is a plumber
  • Hairdressers should be trained by a person who is a hairdresser
  • Prison guards should be trained by a person who is a prison guard
  • Sheep shearers should be trained by a person who can shear sheep
  • Cleaners should be trained by a person who has worked as a cleaner
  • Café workers should be trained by a person who has café experience
  • Aged care worker should be trained by an experienced aged care worker
  • Etc.

People training others to be a plumber, hairdresser, prison guard, sheep shearer, cleaner, café worker, or aged care worker do not need a degree. They do not need a teaching degree. They do need the vocational skills that they are helping others learn. They do need relevant and current workplace or industry experience relating to those vocational skills.

Will trainers of the future be called teachers? And will they need to be degree qualified? Will they need a teaching degree? Will part-time trainers, volunteer trainers, community trainers, workplace trainers, and industry trainers need a teaching degree? Or will there be first-rate teachers (those with a teaching degree and work in schools) and second-rate teachers (those without a teaching degree and work in VET)? When did a trainer and assessor become a teacher? Are teachers outraged that their profession is being undermined?

Also, the National Skills Commission has described the ‘Vocational Education Teacher’ occupation. The description does not cover all trainers and assessors in the current VET workforce. What about the trainers and assessors who do not work for TAFEs, polytechnics, and other training institutes? Many trainers and assessors work for small private RTOs, community-based RTOs, and enterprise RTOs. And there are many people who work in schools and organisations that have an auspice arrangement with an RTO to deliver training as an expert or experienced worker.

Did the National Skills Commission consult with VET before giving the occupation a new title and limiting the role description to institutional training? If there did consult, who did they consult? I can only assume they did consult with VET people. It seems that the consultation process got things wrong. Did the National Skills Commission consult with the wrong people? Or did the National Skills Commission ignore the information provided by VET people?

Occupation profile

The following is the occupation profile for Vocational Education Teachers. [5]

There are 21 tasks identified. The percentage (%) of time likely to be spent on the task by a person working in this occupation is given by ‘clicking’ on each box.

The following table lists the 21 tasks, the % of time on task given by the Australian Skills Classification, the % of time on task from my own experience as a trainer, and some additional comments.

I think the 21 tasks are unreal:

  • Much of the terminology used are not common VET terms
  • Some of the percentages of time spent performing tasks seem to be wrong
  • Some sub-tasks have been given the same status as tasks
  • Some uncommon tasks should not be on the list, for example, ‘Supervise laboratory work’
  • Tasks with 0% of time on task have been listed (this means that task not performed by a trainer have been listed as part of their occupation profile).

Here is my revised list consisting of 5 tasks. I have used the same terminology or task titles as used in the Australian Skills Classification.

And here is my revised occupation profile for a trainer and assessor working in the Australian VET sector, referred to as a Vocational Education Teacher by the Australian Skills Classification. In this example I have used terminology more commonly used in VET.

Limitations of the Australian Skills Classification

The Australian Skills Classification is said to offer a deeper understanding of the labour market. This may be true, but it is too shallow to be used for planning, designing, and delivering vocational training and skills development. The Australian Skills Classification identifies occupations and lists tasks performed by an occupation as represented by the following diagram.

The developers of the Australian Skills Classification seem to be fixated on labour market analysis and the transferability of skills across occupations. Some people may think the Australian Skills Classification has applications beyond its capability. It is limited. Should the Australian Skills Classification be renamed as the Australian Labour Market Classification to avoid misunderstand?

The following diagram represents the depth of the current VET system.

This is the depth of specification required for:

  • analysis of training needs
  • design of training and assessment programs
  • delivery of vocational training and skills development
  • assessment to determine if the specified outcomes have been achieved.

I hope our politicians and bureaucrats responsible for VET are smart enough to know they should not tamper with the current VET frameworks in an attempt to find alignment with the Australian Skills Classification. Alignment would be a disaster for VET.

In conclusion

The Australian Skills Classification can be thought of as the Australian Labour Market Classification. It has limitations and should not be used to change the current VET frameworks.

The Australian Skills Classification has used the Vocational Education Teacher as the occupation title for a trainer working in the VET sector. It seems to be a deliberate attempt to remove the words ‘training’ and ‘trainer’. A teacher is not the same as a trainer. And teaching is not the same as training.

It is unfortunate that the same acronym for vocational education and training (VET) can be used for the vocational education teacher (VET) occupation. Some people may get confused between VET (the system) and VET (the individual).

There are 21 tasks listed for the Vocational Education Teacher occupation. The tasks are poorly titled or use terminology that is foreign to VET. And there are unnecessary tasks listed. The percentage of time on tasks are not realistic. Are other occupations poorly described by the Australian Skills Classification?

Are we entering a new era? An era when there will be no ‘training’, only ‘vocational education’. And there will be no ‘trainers’, only ‘teachers’. I am proud to say that I am a ‘trainer’. I lament the demise of ‘vocational training’. Why have people pursued an agenda to remove the words ‘training’ and ‘trainer’ from our lexicon? How will the removal of these words change things? (Will industry start calling their trainers, teachers? I don’t think so. Why create a divide between VET and industry?)

Also, I have looked at the ‘core competencies’ found in the Australian Skills Classification . I’ve decided to reserve my comments because this article has gone on for long enough. I may decide to write an article dedicated to the ‘core competencies’.

The Australian Skills Classification may be useful for labour market analysis (assuming that something is wrong with the current way of doing it). It is not useful for VET (the system).

In closing, I should say something nice. The Australian Skills Classification has used a spectrum of pretty colours and an array of icons.

References

[1] https://www.dese.gov.au/newsroom/articles/australian-skills-classification-common-language-skills accessed 3 April 2021

[2] https://www.nationalskillscommission.gov.au/our-work/australian-skills-classification#clusters accessed 3 April 2021

[3] https://www.nationalskillscommission.gov.au/our-work/australian-skills-classification#clusters~2120 accessed 3 April 2021

[4] https://www.nationalskillscommission.gov.au/our-work/australian-skills-classification#occupations accessed 3 April 2021

[5] https://www.nationalskillscommission.gov.au/our-work/australian-skills-classification#occupations~2422 accessed 3 April 2021

Learning styles and the Australian VET system

This article was originally published in 2021.

Learning style theories have been criticised by many academics, researchers, and educationalists. The manta from these people sounds like:

“Numerous studies have debunked the concept of learning styles.”

The TAEDEL401 Plan, organise and deliver group-based learning and TAEDEL402 Plan, organise and facilitate learning in the workplace units of competency specify that a competent trainer or TAFE teacher must have some knowledge about learning styles. Therefore, learning styles must be covered during the TAE40116 Certificate IV in Training and Assessment qualification.

In this article, I want to explore:

  • Are learning styles a myth?
  • Should learners be treated as an individual?
  • Do people learn in different ways?

Are learning styles a myth?

Critics say there is no consistent evidence that identifying an individual student’s learning style and teaching for specific learning styles produces better student outcomes. [1] Most of this rhetoric refers to school systems. And most of the criticism seems to stem from an argument against ‘streaming school children’ based on their ‘learning style’. For example, offer ‘hands-on’ school subjects for ‘kinaesthetic learners’; compared with offering them ‘academic’ school subjects.

Learning styles may be a pseudoscience. Learning styles may be a myth. However, learning styles as a concept may be useful for trainers and TAFE teachers. I am not an academic. I am a person who likes good ideas that work, and I think the concept of learning styles can be useful. I shall explain myself soon.

Should learners be treated as an individual?

I believe that in the Australian VET sector there is a wide-spread agreement that learners should be treated as individuals. But it does not matter if people were to disagree with this because the Standards for RTOs demand that learners are to be treated as individuals.

Learners must be treated as individuals in the Australian VET system.

Do people learn in different ways?

Individuals are different. And individuals may prefer different approaches or methods to learning. Often the different preferred learning methods are referred to as learning styles.

Learning style models

There are many different learning styles models. I like to cover two models during the delivery of the TAE40116 Certificate IV in Training and Assessment qualification:

  • VAK or VARK models
  • Honey and Mumford’s model

VAK or VARK models

The five senses of sight, hearing, smell, taste, and touch collect information about our environment, and this information is interpreted by the brain. The VAK or VARK models is based on learning through our senses and the way that the brain processes information.

Walter Burke Barbe and colleagues proposed the VAK model:

  • Visual learning
  • Auditory learning
  • Kinaesthetic learning.

And Neil Fleming’s VARK model adds the possibility that some people may prefer to learn by reading/writing.

The VAK or VARK models promote the idea that people can have a preferred learning style and some people prefer to use a combination of learning styles. According to research conducted by Walter Burke Barbe and colleagues, the most common learning styles are visual or combination. [2]

It does not matter to me if the concept of learning styles have been debunked. I still believe that the following methods or learning styles are ways that people learn:

  • Learn by reading
  • Learn by writing
  • Learn by listening
  • Learn by watching
  • Learn by doing.

And I believe that trainers and TAFE teachers must address different learning styles by designing and implementing a range of strategies:

  • Reading textbooks and writing notes
  • Using visual aids, diagrams and charts
  • Explaining a topic aloud for auditory learners
  • Practical activities for the kinaesthetic learners.

The vocational education and training (VET) system is focused on helping people learn to perform work tasks and activities. All learners, regardless of their preferred learning styles, will need to perform tasks described by units of competency. They will need to learn by doing.

The following flow chart shows a typical VET training pathway and the corresponding learning style or method.

Note: In the above training pathway, I would suggest that using appropriate visual aids can greatly assist when we explain and clarify the task. For example, use task breakdowns, flow charts, cycle diagrams, photos, etc.

Honey and Mumford’s model

Peter Honey and Alan Mumford adapted David Kolb’s experiential learning model. Their model is based on a learning cycle: [3]

  • Doing something, having an experience
  • Reflecting on the experience
  • Concluding from the experience, developing a theory
  • Planning the next steps, to apply or test the theory.

Honey and Mumford gave names (also called learning styles) to the people who prefer to enter the cycle at different stages: [4]

  • Activist – prefers doing something
  • Reflector – prefers reflecting on the experience
  • Theorist – prefers developing a theory
  • Pragmatist – prefers planning to test the theory.

During my delivery of the TAE40116 Certificate IV in Training and Assessment qualification, I use the Honey and Mumford’s Learning Styles Questionnaire as a ‘learn by doing’ activity. My TAE Students learn that not everyone likes to learn the same way, and a group will consist of people with different preferred learning styles. At the end of this activity, I provide the following information about various training methods that may be liked or disliked by people with different learning styles.

As previously stated, I believe that trainers and TAFE teachers must cater for different learning styles by designing and implementing a range of strategies. I encourage my TAE Students to incorporate the above eight training methods when they deliver their training sessions.

Also, knowing that some people do not like to learn certain ways helps us to respond to situations when learners complain about having to do something during training. For example, most VET practitioners are likely to think that reflection is an important part of the learning process. But an ‘activist’ may not want to spend their time reviewing and reflecting.

All training methods will have some advantages and disadvantages. Therefore, another activity I facilitate during the TAE40116 Certificate IV in Training and Assessment qualification is based on the following table.

In conclusion

Trainers and TAFE teachers must expect to encounter a diversity of learners with different characteristics and needs. Different training methods will be needed to cater for a range of preferred learning styles or methods.

I believe that preferred learning styles can change over time. An individual’s may favour a learning method at the start of a training program that is different to what they would prefer at the end of a training program. And from my own experience, preferred learning styles or methods can change with age.

My most important insight is:

“Not every learner will like to learn the way we do.”

We need to design and implement a range of training methods to address different learning styles; not just use the training methods that we prefer.

Wikipedia’s Learning styles has been used as a reference for some content in this article marked as [1], [2], [3], and [4].

It does not matter to me if learning styles are based on science, pseudoscience, or folklore. I do find the concept of learning styles useful to introduce the need for VET practitioners to use a variety of training methods. However, I welcome your feedback and comments.

  • Do you like the concept of learning styles? Can you explain why?
  • Do you dislike the concept of learning styles? Can you explain why?
  • Do you have any experience with learners who have exhibited particular learning styles?

Australia’s VET system

Australia’s vocational education and training (VET) system is complex and forever changing. People studying for their TAE40122 Certificate IV in Training and Assessment qualification may find useful information on this website. Tap or click on the following ABC logo to find out more.

ABC logo

Contact now!

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Training trainers since 1986

How to determine the requirements for competency-based assessment

Quality assessment begins with a proper understanding of the assessment requirements. In theory, all qualified trainers and TAFE teachers should be able to analyse and interpret assessment requirements because it is covered during the TAE40116 Certificate IV in Training and Assessment qualification.

Element 5 from the TAEDES402 Use training packages and accredited courses to meet client needs unit of competency requires assessment information to be analysed and interpreted. The following are questions that need to be answered when we ‘unpack’ a competency standard to determine the requirements for assessment:

  • What are the tasks to be performed?
  • Is the location of assessment specified?
  • Is access to specified resources specified?
  • What knowledge must be demonstrated?
  • What is the volume or frequency of evidence required?

What are the tasks to be performed?

Generally, the assessment tasks used to gather performance evidence should be realistic tasks or activities that would be performed in a typical workplace. Each unit of competency provides a description of performance criteria that must be demonstrated before a candidate can be deemed competent. And there must be evidence for every performance criteria.

Performance evidence

The following is the Performance Evidence for the SITHCCC003 Prepare and present sandwiches unit of competency. This is an example showing that all the elements and performance criteria must be assessed.

Some Training Packages, such as the BSB Business Services, FNS Financial Services, and ICT Information and Communications Technology, have specified that the foundation skills must also be demonstrated before a candidate can be deemed competent. The following is the Performance Evidence for the ICTICT216 Design and create basic organisational documents unit of competency. This is an example showing that all the elements, performance criteria and foundations skills must be assessed.

If you would like more information about integrating foundation skills and performance criteria, please see my previous article titled, How to incorporate foundation skills in vocational education and training.

Elements and performance criteria

Some units of competency may describe one, and only one, work task or activity. The following are the elements and performance criteria for the ICTICT216 Design and create basic organisational documents unit of competency. This is an example showing that all elements flow together to describe one task:

  • Prepare to develop a document
  • Develop the document
  • Evaluate and finalise the document.

One assessment task could be used to gather the performance evidence for all the elements and performance criteria.

Some units of competency may describe more than one work task or activity. The following are the elements and performance criteria for the BSBWHS211 Contribute to the health and safety of self and others unit of competency.

In the above example, the range of tasks include:

  • Carry out pre-start checks
  • Identify, respond and report incidents (this implies that more than one or different incidents need to be covered)
  • Identify, record and report hazards (this may to part of a pre-start check or a workplace inspection)
  • Participate at a workplace safety meeting.

Therefore, three or four assessment tasks would be needed to gather the performance evidence for the different work tasks or activities covered by the BSBWHS211 unit.

Is the location of assessment specified?

Sometimes the assessment must be conducted in the workplace. For example, the TLIC3033 Drive an electric tram to operational requirements unit of competency states that the practical assessment must occur in the workplace.

The next example is for the CHCECE005 Provide care for babies and toddlers unit of competency. This unit specified that the assessment must be conducted in a workplace, and that workplace must be a registered childcare centre.

The SITHCCC003 Prepare and present sandwiches unit of competency requires the assessment to be conducted in an operational commercial kitchen. This location can be a workplace or a ‘fully-equipped training kitchen’. During the 1990s, many TAFEs established ‘training kitchens’ to serve ‘training restaurants’. These facilities operate exactly like any other operational commercial kitchen with paying customers.

It is common to find units that permit assessment to be conducted in a workplace or a simulated workplace. The following example is for the ICTICT216 Design and create basic organisational documents unit of competency. It clearly states that a simulated environment must replicate the conditions that would be found in a real workplace.

The above four examples illustrates the variation in assessment locations that have been specified by industry.

Is access to specified resources specified?

It is common for units to specify facilities, equipment, or materials that a candidate must have access to.Sometimes the list of resources required are short. For example, here are the two requirements (two bullet points) specified for the ICTICT216 Design and create basic organisational documents unit of competency.

Sometimes the list of resources required are extensive. For example, here are the requirements specified for the SITHCCC003 Prepare and present sandwiches unit of competency. There are many bullet points with most have many sub-bullet points (and some sub-bullet points have sub-bullet points).

An RTO needs a checklist to ensure all the specified resources are available at the time of assessment. The checklist would need to be signed and dated by the assessor for quality assurance purposes, with the date being the same date as the assessment.

What knowledge must be demonstrated?

Identifying the required knowledge evidence is reasonably straight forward. Some units of competency list a small number of knowledge evidence items. For example, the following short list (three bullet points) is for the ICTICT216 Design and create basic organisational documents unit of competency.

Some units of competency have a long list of knowledge evidence items. For example, the following is the list (many bullet points and sub-bullet points) for the SITHCCC003 Prepare and present sandwiches unit of competency.

What is the volume or frequency of evidence required?

Many units of competency specify a volume or frequency of evidence require. For example, the TAEDES402 Use training packages and accredited courses to meet client needs unit of competency requires a candidate to analyse training specifications at least twice.

Here is another example for the ICTICT216 Design and create basic organisational documents unit of competency. It requires a candidate to produce at least two documents. Also, it requires the candidate to edit documents according to at least two different feedback suggestions.

The performance evidence must be read carefully to understand the amount of evidence required or the number of times the work task needed to be performed by the candidate. In the next example for the SITHCCC003 Prepare and present sandwiches unit of competency specifies six types of sandwiches that must be prepared, and a specified variety of breads and fillings must be used to make those sandwiches. Also, the sandwiches must be prepared within commercial time constraints.

Sometimes the volume or frequency of performance evidence required can become complex.

Contextualisation

Units of competency and their assessment requirements are usually written in a vague or ambiguous way. This allows us to contextualise them to fit different workplaces, different work tasks and activities, different facilities, equipment and materials, etc.

The following are some examples of contextualisation.

If you would like more information about contextualisation, please see my previous article titled, Importance of interpretation and contextualisation in the Australian VET system.

Usually, contextualisation will be needed to clearly determine the assessment requirements for different situations and circumstances. This is one of the great features of Australia’s VET system.

In conclusion

How do we determine the requirements for competency-based assessment? We must read the entire unit of competency and its associated assessment requirements. Industry will have specified:

  • Knowledge evidence required
  • Performance evidence required
  • Assessment conditions.

Evidence for all elements and performance criteria must be gathered. And some Training Packages are mandating that the foundation skills must also be assessed.

Other assessment requirements need to be identified, such as:

  • Volume or frequency of evidence
  • Location and resource required.

Quality assessment begins with a proper understanding of the assessment requirements.

Australia’s VET system

Australia’s vocational education and training (VET) system is complex and forever changing. People studying for their TAE40122 Certificate IV in Training and Assessment qualification may find useful information on this website. Tap or click on the following ABC logo to find out more.

ABC logo

Contact now!

logo otws

Training trainers since 1986

Why does it cost $133,333 to train a sheep shearing teacher?

This morning I read a media release from the Victorian Minister for Training and Skills. It proudly announced that the Victorian Government spent $1.2m to train nine expert sheep shearers to be trainers. That works out at costing $133,333 to train each trainer.

The $1.2m was used to deliver the Certificate IV in Training and Assessment qualification. And some of the money was used for the development of an App with some videos. Did someone make a profit? Was this value for money? Should tax-payers be outraged?

I would have delivered the Certificate IV in Training and Assessment qualification and made some videos for half that price!!!

Is someone pulling the wool over our eyes?

The following is the media release.

Document design principles: A guide for trainers and TAFE teachers

Introduction

From my experience, many new and existing trainers and TAFE teachers struggle with the design and development of learning resources. And some struggle with the basics of using software applications and developing basic documents. Over a series of articles, I will explore how to design and create basic documents.

In my first article titled, A guide to designing and developing basic document for trainers and TAFE teachers, I introduced the following 9-step procedure based on the ICTICT216 Design and create basic organisational documents unit of competency.

Also, in my first article, I established the need for a person to understand document design principles and have the skills to use software applications.

In this article I shall begin to explore document design principles.

I suggest that there is an ‘art and science’ to designing and developing documents. I consider myself as an ‘artist’ rather than a ‘scientist’. The information I provide is based on more than three decades of experience. During this time, I am sure that some of what I have learnt has been based on science (and some based on pseudoscience).

Before we can design a document, we need some principles to help and guide us.

What are the principles of document design?

An internet search for ‘principles of document design’ will give you many results. I like the principles of document design described by Ricky Telg. In his introduction to the topic, he says:

“Good design does not call attention to itself, but good designers use the principles of document design to make sure their layouts look pleasing and attractive. The principles of document design are balance, proportion, order, contrast, similarity, and unity.” [1]

[1] https://edis.ifas.ufl.edu/wc128 accessed 9 March 2021

Ricky Telg’s article provides a clear and concise description for each of the six principles.

I have decided to create my own list of document design principles. My three principles are:

  • Easy to navigate
  • Easy to read and use
  • Looks good.

Easy to navigate

We want our readers and users to easily and quickly navigate their way through documents that we produce. The following are five suggestions for making our document easy to navigate.

  • Headings and sub-headings
  • Page numbers
  • Table of Contents
  • Page breaks
  • Decimal numbering.

Headings and sub-headings

In recent times, I still encounter documents being produced without a title. We should always tells our readers what they are looking at. Heading and sub-headings are essential for document navigation.

If you are using Microsoft Word, I recommend using heading styles, and I recommend using a maximum of three layers of headings: Heading 1, Heading 2, and Heading 3.

Page numbers

Add page numbers to your document. I like to use ‘Page X of Y’ format.

Table of Contents

It is a good idea to include a table of contents when a document has ten or more pages. However, documents with less pages may still benefit from having a table of contents if it would improve access of the information.

Microsoft Word makes it easy to insert a table of contents if you have used ‘heading styles’. Also, it would be important for you to have added page numbers to your document. If you are using Microsoft Word, go to [References] then select [Table of Content].

Access to information is quick and easy from the Table of Contents because each line item is a link. Ctrl + Click is used to follow the link to the place in the document where the heading is.

Page breaks

As an option, I sometimes insert page breaks so that every Heading 1 and Heading 2 will be at the top of a page. The aim is to make it easier for the reader to skim through the document.

Also, as an option, I sometimes insert page break so that paragraphs or blocks of associated information are not split over two pages.

Decimal numbering

Decimal numbering is another option. It does not always have to be used but is can be useful to help give clear sequence and hierarchy to your document. This is useful for long or complex documents with many headings and sub-headings. The following gives an example of decimal numbering.

As previously stated, I recommend a maximum of three layers of headings: Heading 1, Heading 2, and Heading 3. For example:

  • 2. [Heading 1]
  • 2.1 [Heading 2]
  • 2.1.1 [Heading 3]

Easy to read and use

Readability

The documents we produce should be easy to read. This includes being written in plain English, and written in a style that is clear and concise. Terminology, abbreviations and acronyms can make reading difficult. Therefore, these things will need to be explained.

Readability is also determined by the document’s style and format, such as:

  • Font type and size
  • Page width and alignment
  • Bullet points and numbered lists
  • Tables
  • Charts and graphic organisers.

These will be covered by the next article in this series.

Usability

If we produce documents that are to be used, such as forms or checklists, then they should be easy to use. Ask someone to use these types of documents before they are implemented. Seek feedback about the usability of the document and how the document could be improved.

Looks good

The principles of document design aim to ensure documents are attractive. The following are five suggestions for making our document look good.

  • Simple and consistent
  • Uncluttered and balanced
  • Images and visual style
  • Colour theme
  • White space

Simple and consistent

My one most important guiding principle is to keep our documents simple. Simple can be defined as ‘plain, basic, or uncomplicated in form, nature, or design; without much decoration or ornamentation‘.

In addition to keeping our documents simple, we should keep the style and layout consistent throughout the entire document:

  • Left alignment
  • Same heading and sub-heading structure
  • Same font type and size
  • Same colour theme
  • Same image styles.

We should always think about the readers or users of the documents that we produce. We want them to find our documents to be easy to read and easy to use. Keeping our documents simple and consistent will be greatly appreciated by them.

Uncluttered and balanced

Uncluttered means that we do not include unnecessary things. Do not decorate your documents. Decoration can be a distraction to the reader or user of your document. Avoid having ‘dense text’ by keeping paragraphs short and insert a line space between paragraphs.

Balanced means having different elements in the correct proportions. Microsoft PowerPoint has some standard features that can help in creating balance. Guidelines and grid lines assist with positioning blocks of information, such as; headings, images, text, etc.

If you are using Microsoft PowerPoint, go to [View] and select [Guidelines], [Grids], or both.

Another feature of Microsoft PowerPoint are Smart Guides. These are red, dotted lines that appear and then disappear when repositioning objects. Smart Guides will help position objects evenly and easily. For example:

  • Same width
  • Same height
  • Same space between objects
  • On the same level
  • Centred.

A method for creating a balanced document is to mock up some different versions of the same document, then compare which one looks best. The time to create a different version may range from a few seconds to a few minutes. Brochures, posters and PowerPoint slides are the types of documents that benefit from being balanced.

The following are some examples of different versions of the same document.

Example 1

Do you prefer the page to have portrait [A] or landscape [B] orientation?

Most documents will have a portrait orientation with the exception of presentation slides. However, a document may include a diagram or table that would require a landscape orientation. A document can have a mix of portrait and landscape pages.

Example 2

In the above example, do you prefer A, B, or C? Why?

Often, there is no right or wrong way of laying out your document. Usually, there is more than one way to present information. Your challenge is to quickly create a document that looks good and is effective.

Example 3

In the above example, do you prefer the logo on the left, centred, or on the right? Which looks more balanced?

My preference is to locate an organisation’s logo at the bottom right corner of a document. For me, the next best location is the top right corner. These locations are based on how we read English. We start at the top left corner and our eyes move to across to the right, and pause for a moment. Then our eyes repeat this movement from left to right until reaching the bottom right corner. And that is when we stop for a moment. I like to reserve the top left corner of the document for the heading or title.

Example 4

In above example, do you prefer A, B, or C?

I think [A] looks good for a document to be printed on paper. I think [B] makes the reader work too hard reading from one side to the other, then back again. And I think [C] works best if being read on screen because the text and photos are all left aligned making all elements of the document flow.

The qualities of uncluttered and balanced can be subjective. However, I believe we should invest a little time and effort to make our documents look good. An attractive document is more likely to read and used. And a good looking document says to a reader or user that the creator of the document cared about their reading or using experience.

Images and visual style

A picture is worth a thousand words. Most people will respond quickly to visual images compared to a block of text. And people will have better retention of an image. Images may include:

  • Charts and graphs
  • Pictures and icons
  • Diagrams.

These will be covered by the future articles in this series. However, there are two things I want to briefly raise in this article:

  • Consistent visual style
  • Copyright compliance.

I recommend using a limited and consistent visual style throughout an entire document. I prefer to keep the images plain and simple.

In the above example, which icon would be consistent with the picture?

Importantly, we should comply with copyright law. This will be covered by an article dedicated to copyright compliance.

Colour theme

The internet has a lot of information about colour theory – some theory is based on science, some pseudoscience, and some make-believe.

It is common for colours to be used to represent types of information, convey meanings, or evoke emotions. Hot colours may represent energy or action. Cool colours may represent calmness.

I recommend using a limited and consistent colour theme throughout an entire document. You can use a standard colour scheme or create your own. Microsoft PowerPoint has an’eyedropper’ tool that can help select colours that match of images or pictures. These can be used as the basis for a colour scheme.

If you are using Microsoft PowerPoint, go to [Home], then select [Shape Fill]. The following example shows how the ‘eyedropper’ tool can be used to create a small selection of greens from the photo of leaves.

The above greens can then be used for charts, graphs, tables, and diagrams to give a consistent colour theme throughout the document.

White space

‘White space’ is any part of a document that is unused or space around an object. It helps to separate headings, paragraphs of text, images, and other elements of a document. White space avoids having dense text that is difficult to read, and it helps a document from looking crowded or cluttered.

In the above example, do you prefer A, B, or C?

White space can be used to balance the various design elements and better organise content to improve the readers or users experience.

In conclusion

This article has explored some principles of document design. The following summaries my three principles and identifies five suggestions for applying each principle.

My one most important guiding principle is to keep our documents simple. We should always think about the readers or users of the documents that we produce. We want them to find our documents to be easy to read and easy to use.

The principles of document design are based on art and science. Good design can be subjective. And usually there is more than one way to design documents that can be effective. We want our documents to look good but they must be readable and usable. It is a good idea to collect samples of documents that you like and create a ‘scrapbook’. This can be used as a sources of reference or inspiration for the document you produce in the future.

This has been the second of a series of articles about how to design and develop basic documents. Future articles shall cover:

  • Copyright compliance
  • Document style and format
  • Screen-based document layout.

I hope you have liked this article. And I hope you will ‘like‘ it.

I welcome your feedback and comments. Also, it would be great to hear about your experience:

  • What are some examples of well designed documents?
  • What are some impacts of poorly designed documents?
  • Do you have other suggestions for good design?

Do you need help with your TAE studies?

Are you a doing the TAE40116 or TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?

Ring Alan Maguire on 0493 065 396 to discuss.

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