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Learning Design Standard Reference Guide

a guide to using learning design standards to build digital capability in the Australian Public Service

Revision historyDate Version Contact Content4/10/2018 0.1 Grant Nicholson Initial draft24/10/2018 0.2 Grant Nicholson Exposure draft30/11/2018 1.0 Grant Nicholson Release version13/3/2019 1.1 Grant Nicholson Added Content Design capability description and &

updated Accessibility and Inclusion.17/5/2019 1.2 Grant Nicholson Added capability descriptions for Robotic Process

Automation, DevOps Engineering and AI Ethics. Updated figures 3 & 4.

Building Digital Capability Program – Learning Design Standard Reference Guide

Table of Contents

Revision history.....................................................................................................2Overview................................................................................................................4Guidance for learning solution providers...............................................................4Guidance for APS agencies...................................................................................5Context..................................................................................................................6Digital Capabilities...............................................................................................13

Digital Foundation...........................................................................................13

User Research................................................................................................13

Service Design................................................................................................13

Digital Performance Analysis..........................................................................14

Agile Delivery Management............................................................................14

Product Management......................................................................................15

Cyber Security.................................................................................................15

Interaction Design...........................................................................................15

Technology Lead.............................................................................................16

Cloud Service Management............................................................................16

Digital Service Management...........................................................................17

Digital Testing.................................................................................................17

Accessibility and Inclusion..............................................................................17

Content Strategy.............................................................................................18

Content Design...............................................................................................18

Robotic Process Automation...........................................................................18

DevOps Engineering.......................................................................................19

AI Ethics..........................................................................................................19

The components of a Learning Design Standard................................................20The process used to develop the Learning Design Standards............................21Range of applications..........................................................................................22Intellectual property and moral rights...................................................................23


OverviewWhat is this document and how is intended to be used?This guide provides context and guidance around the use of the digital learning design standards that were developed as part of the Australian Government Building Digital Capability program.

When reading and using the learning design standards, you should use this guide as a reference and explainer.

Who is it intended for?This guide contains specific guidance for learning solution providers who may be offering digital capability learning programs to agencies, and to agencies who are seeking to obtain digital capability improvement through training products and services.

Each learning design standard provides a detailed description of the knowledge and skills that learning programs should be imparting to learners in any programs that align with the standard. They also specify personal attributes that may indicate the suitability of candidates for the capability described in the standard.

Guidance for learning solution providersLearning solution providers may be invited to design customised learning solutions to build or improve digital capability, or they may offer pre-designed learning solutions, through the Digital Marketplace or other government procurement processes. The learning design standards provide a benchmark reference against which agency requirements and provider offerings can be measured.

If you wish to provide learning solutions or associated services to enable APS agencies to develop or improve their digital capabilities, you should:

1. Register on the Digital Training Marketplace2. Familiarise yourself with the learning design standards and this guide3. Decide which opportunities offered by agencies align with the learning solution design

capabilities of your organisation4. Consider the full range of learning delivery options that might meet agency requirements5. Design a solution that fully addresses all the learning objectives required by the agency6. Submit a proposal that outlines how your proposed learning solution delivers the outcome

sought by the agency (the actual outcome will be capability improvement, not the delivery of a learning program).


Learning design approach optionsYou may have considerable scope in how you meet the requirements of an agency, and you should consider all the options. You should not assume that agencies seek an instructor led training course, or an eLearning module.

Your considerations should include:

The Key learning principles (e.g. 70-20-10, experiential learning) Program architecture (e.g. contiguous course, pre-work, key activities) Delivery options (e.g. workshops, eLearning, on-the-job) The learning environment (e.g. culture, workloads, facilities, eLearning platform

requirements, geographical distribution, mix of participant capability) Assessment of learning (e.g. formative assessment, summative assessment) Certification, qualifications or micro credentials (or credit towards them)

Guidance for APS agenciesIf you are unfamiliar with digital transformation or specific digital capabilities, you should:

1. Familiarise yourself with the learning design standards and this guide2. Explore the Digital Service Standard and the multidisciplinary digital delivery team3. Explore the digital/ICT capability framework used in your agency

If you know the digital capability uplift you need, then you should:

1. Identify the capabilities you need from this guide2. Determine whether the relevant learning design standards adequately cover your needs3. Build a brief describing your requirements, referencing the relevant learning design

standards. You might wish to augment or adjust the content in the standards to suit your needs, or provide your own capability definitions.

4. Approach the market (through the Digital Training Marketplace, another panel or tender) or commission internal development of a learning solution based on your brief.

5. Evaluate offers from potential providers (if sought)6. Develop the learning solution (external or internal)7. Implement the learning solution8. Evaluate the capability uplift achieved9. Provide feedback to the APSC, DTA and/or the Digital Training Marketplace regarding the

usefulness of the learning design standards and this guide, and the outcome of your delivered learning solution (did it work?).


https://www.dta.gov.au/standard/design-guides/the-team/

https://www.dta.gov.au/standard/

Using the Digital Training MarketplaceThe Digital Marketplace simplifies the process of government procurement and makes it easier for businesses of all sizes to access government contracts. It has been expanded to include the procurement of training for digital skills. The Digital Training Marketplace enables agencies to use the learning design standards to approach the market and procure training that meets their needs. More information on the Digital Training Marketplace and support on how to use it can be found here:

https://marketplace.service.gov.au/buyers/frameworks/digital-marketplace/requirements/training

ContextWhat is ‘digital’?In the context we are using it, ‘digital’ is an approach to service delivery which is human centred and technology enabled. It is not about the technology itself – that is the domain of ICT (Information & Communications Technology). Instead, digital is about the use of technology to enable people to interact with government in an effective way that meets both their needs and the needs of government.




The government’s digital transformation agendaThe Australian Government has the following digital transformation vision:

It will be simple and fast to get things done with government, through any channel. Government resources will be deployed with agility and performance better measured.

To assist government agencies to deliver their parts of this, the government established the Digital Transformation Agency (the DTA). The DTA’s website describes the digital transformation agenda in greater detail.

One of the indicators of success for the digital transformation agenda is the level of compliance of government services with the Digital Service Standard. The digital service standard ensures digital teams build government services that are simple, clear and fast.

The logic connecting the learning design standards described in this guide to the digital transformation agenda is presented in the diagram below. In summary, the digital transformation agenda leads to the digital service standard which defines a multidisciplinary digital delivery team. Roles within that team require capabilities which are identified in the learning design standards.

Figure 1 - How Learning Design Standards support the Digital Transformation Agenda


https://www.dta.gov.au/what-we-do/transformation-agenda/

The digital service standard

As a component of the digital transformation agenda, the Digital Transformation Agency is guiding government service modernisation through the Digital Service Standard. The digital service standard defines the process steps and checkpoints required for effective digital service delivery. It ensures a human centred design approach is used to produce technology enabled services that are simple, fast and effective for users.

There are four phases of activity described by the digital service standard: Discovery, Alpha, Beta and Live. These are briefly described below.

Figure 2 - The Digital Service Standard Delivery Phases


The Multidisciplinary Digital Delivery Team

The digital service standard suggests the ideal multidisciplinary digital delivery team to design, build, operate and iterate (improve) a digital service. This team includes core/permanent roles as well as a set of extended roles that are incorporated into the team when needed.

People within the digital delivery team may perform one or many of the identified roles, depending on their capability and the workload demands.

Figure 3 - The Multidisciplinary Digital Delivery Team

For more information about the individual roles in the multidisciplinary team, please see the Digital Capabilities section from page 12.

Working with the DTA, the APSC has identified specialist digital capabilities that may be part of, or support, a multidisciplinary digital service delivery team, aligned with the digital service standard.

The capabilities defined by the collection of learning design standards should enable any agency to define and support a fully-effective multidisciplinary digital delivery team that meets their specific agency requirements for digital transformation.


The Digital Capability LandscapeThe multidisciplinary digital delivery team makes up just one part of the digital capability landscape. Many additional digital and traditional ICT roles support the activities of the multidisciplinary digital delivery team.

Figure 4 - The Digital Capability Landscape

While some digital roles are relatively new, many are an augmentation of traditional ICT roles. The above landscape map groups digital disciplines into themes based on their relationship to each other and the components of the environment they deal with. The core roles of the multidisciplinary digital delivery team is represented on the digital skills landscape map as the shaded ‘amoeba’.

Digital transformation is more focused on the application of technology to meet human needs than about the technology itself. This pushes the ‘centre of skills’ needed to deliver digital transformation away from operations and technology, which are the traditional ICT domains, and towards user-centred design (top right in the diagram).


The composition of jobs vs. roles & capabilitiesMultidisciplinary team members may perform many roles in the job they occupy, and each role will have expectations of technical skill, attributes and knowledge, which can be verified through relevant qualifications and certifications. The combination of all these things describes the ideal person for the job, and can be used to recruit, hire or develop the people that comprise the multidisciplinary team.

Individual agencies will define jobs according to their needs. It may be common for jobs to involve one role only, but it is becoming more and more common for multidisciplinary teams to have job fluidity where members perform many roles according to their capabilities and the needs of the team.

In the context of the learning design standards, we use the terms “capability” and “role” interchangeably to describe the combination of skill, attributes and knowledge needed for performing a certain set of related activities (a ‘discipline’).

The following model, which comes from the Skills Framework for the Information Age (SFIA), describes this approach to understanding the capabilities of people and the needs of the workplace:

Figure 5 - Role Composition

At the core of this model is experience, which is what an individual gets when they apply skills and knowledge to real-world activities. Experience and professional skills build on each other and generally take time and application to real work problems to develop. Attributes tend to be more innate and develop or evolve over longer timeframes. By comparison, knowledge can often be obtained relatively quickly through reference sources.


What is a Learning Design Standard?

Learning design standards describe learning outcomes covering professional skills and knowledge for the identified role. Relevant attributes are identified in each learning design standard, but are not included in the scope of the learning objectives. Learning programs may need to be augmented with personal development programs where the identified attributes are not already present in the learners.

In order to be fully effective in the role, an individual having completed the identified learning will need to put it into practice in order to gain experience. Individual agencies will determine how experience is managed. In some cases, opportunities to obtain experience may be included in the learning programs.

Figure 6 – Scope of Learning Design Standards

Why use learning design standards to define digital capabilities?Defining digital capabilities in the form of a learning design standard directly supports the design of learning programs that will build the defined capability without limiting other uses for a capability definition. Learning design standards are an established and understood way to convey learning needs to learning designers, who develop learning materials and design learning programs.

Digital capabilities can also be described in the form of role profiles or job documents, though generally such documents do not contain the level of specific detail that is contained in a learning design standard.


Digital Capabilities

Digital FoundationWhat is it?

Digital foundation is the core set of capabilities common to all personnel involved with delivering technology enabled government services. It focuses on understanding the government digital agenda, the agile methodology and the Digital Service Standard.

What does it provide to an agency?

Awareness of the rationale, methodologies and processes involved in digital service delivery.

Why do I need it?

All agency personnel involved in a digital transformation activity or who support a technology enabled service should be aware of the fundamentals involved in delivering modern government services. Digital foundation awareness can assist with cultural change and prevent friction in delivering a digital transformation activity.

User ResearchWhat is it?

User research focuses on the design and conduct of research with users to generate insights into user needs and behaviours in order to develop recommendations for service development and improvement.

What does a User Researcher do?

Design, organise, participate in and carry out user-centred research. Develop a deep understanding of the users and advocate for recommendations that improve the user’s experiences with the service. Use research findings to solve problems for the user and the team/Agency. May contribute to the creation of prototypes for user testing.

Why do I need it?

User research helps to ensure that services meet user needs and will therefore be used. Good user research prevents resources being wasted on services that have poor user uptake or require significant change to achieve service objectives.

Service DesignWhat is it?

Service design focuses on the human/user-centred design of solutions, services and/or policies (‘services’) that see the entire service journey as end users see it, in order to deliver fit for purpose designs.


What does a Service Designer do?

Researching, prototyping and testing service deigns, customer journey mapping, stakeholder management.

Why do I need it?

Service design helps to ensure that services are designed in a way that works for the user and the agency. Good service design results in much faster achievement of a good service, one that meets user needs and delivers the business value intended by the agency.

Digital Performance AnalysisWhat is it?

Digital performance analysis focuses on maintaining, managing and reviewing service performance data, identifying key trends and providing recommendations to inform the improvement of products and/or services.

What does a Digital Performance Analyst do?

Work with project teams to specify, collect, analyse, interpret and present the key performance data for their service. Provide recommendations that inform the iterative design of digital services so that interactions are increasingly seamless, quick and user-friendly.

Why do I need it?

Digital performance analysis aims to improve digital services so that interactions are increasingly seamless, quick and user-friendly. Good digital performance analysis, coupled with service improvement activities, will result in continual service improvement and ultimately optimisation (i.e. the best it can be).

Agile Delivery ManagementWhat is it?

Agile delivery management focuses on the use of agile methodologies to guide multidisciplinary teams to deliver high-quality services in short delivery cycles. Working with Product Managers, it defines the roadmap for products and services, removes blockers and supports the team so that they can maintain delivery. Agile delivery management creates a culture of innovation and gives people the space and tools to think creatively and do their best work.

What does an Agile Delivery Manager do?

Unblock issues, support the delivery team, and monitor and improve performance of the team. They use agile methodologies, learning and iterating the product and processes frequently to meet user needs. They work with Product Managers to define the roadmap for products and services, remove blockers and support the delivery team so that they can maintain delivery throughput.

Why do I need it?


Agile delivery management helps to manage the flow of work in a multidisciplinary digital delivery team so that the team is performing effectively and efficiently and regularly releases something useful. Good agile delivery management reduces risk by ensuring working services are delivered as soon as possible and then improved, providing earlier opportunities to change direction or end service development and thereby saving wasted effort.

Product ManagementWhat is it?

Product management focuses on the process of managing a product or service through its design and delivery phases.

What does a Product Manager do?

Work closely with User Researchers and the rest of the delivery team to create and improve a product or service, ensuring it meets user needs. They are responsible for prioritising product component delivery, according to greatest user needs.

Why do I need it?

Product management acknowledges that not everything can be delivered at once, and helps achieve highest user satisfaction by identifying and delivering service components in the order that delivers the greatest value (to users and the agency).

Cyber SecurityWhat is it?

Cyber security is the technologies, processes and practices that protect networked computer systems and devices from unauthorised use or harm.

What does it provide to an agency?

Awareness and specific knowledge about cyber security vulnerabilities and threats as well as approaches to address and/or mitigate them.

Why do I need it?

Our IT infrastructure is potentially vulnerable to a range of cyber threats which adversaries may exploit to steal information and/or money and attempt to disrupt, destroy or threaten the delivery of services. Cyber security awareness helps to identify and mitigate those threats to better protect agency data and services.

Interaction DesignWhat is it?

Interaction design focuses on designing and testing the entire user interface of user-focused and accessible services, using user research as the basis for design decisions.


What does an Interaction Designer do?

Researches, designs and tests the scenarios, interaction patterns and interface systems that make up an interaction with a service. Makes decisions based on the evidence of user needs in pursuit of the best service. Prototyping and testing products/services. User journey mapping. Assisting with and participating in user research. Collaboration and stakeholder management.

Why do I need it?

Interaction design helps to ensure that services are designed with an awareness of likely and actual user interaction patterns, to better align services with user needs and leading to positive user interactions.

Technology Lead What is it?

Technology lead focuses on producing a technically feasible, viable and practical solution for delivering a service design.

What does a Technology Lead do?

Consider the technical and commercial implications of the solution, ensuring it fits with the overall enterprise architecture of the agency. Guide and carry-out the implementation of technology, and maintain an awareness of current and emerging technologies.

Why do I need it?

Technology lead provides technology implementation leadership and helps ensure service implementation is practical, supportable, adaptable and well aligned. Good technology lead reduces service support and maintenance costs.

Cloud Service ManagementWhat is it?

Cloud service management focuses on optimising the utilisation of cloud services.

What does a Cloud Service Manager do?

Monitor cloud usage and work with Cloud Architects and cloud service consumers to ensure cloud service usage is meeting, and can be evolved to better meet, agency objectives. Maintain awareness of cloud service offerings as well as business and customer usage and demands, then advises on, plan and optimises the consumption of cloud services by the agency.

Why do I need it?

Cloud service management helps to ensure cloud services are utilised effectively and are meeting agency needs. Good cloud service management will enable early adoption of new services that may save time and money as well as prevent unnecessary expenditure on cloud services (bill shock).


Digital Service ManagementWhat is it?

Digital service management develops the vision for a service, and provides direction, funding and support for multidisciplinary teams who develop and improve the service.

What does a Digital Service Manager do?

Has responsibility for the successful operation and continuous improvement of the service. They own the budget and allocate funding to areas of the service based on their decisions about priorities.

Why do I need it?

Digital service management helps to ensure service delivery aligns with agency priorities, government policy and user needs. It is a senior executive role that has accountability for service outcomes.

Digital TestingWhat is it?

Digital testing is focused on the automation of testing to accelerate the product delivery timeframe and reduce the associated cost of implementing products and services in an agile delivery environment.

What does a Digital Tester do?

Construct automated tests which validate that the products produced by the multidisciplinary digital delivery team function appropriately in meeting the needs of the users and other stakeholders. Validates the environment in which products operate to make sure test results are valid.

Why do I need it?

Digital testing helps ensure that products which were designed to meet user needs achieve the intended outcomes. Good digital testing increases user and agency confidence in future product delivery and reduces the risk of reputational damage.

Accessibility and InclusionWhat is it?

Accessibility and inclusion focuses on ensuring all users can access the products and services they need, where and when they need them, in a way that meets their individual requirements.

What does an Accessibility Practitioner/Advisor do?

Identify all current and potential user groups and coordinate their participation in the design, development and testing process to ensure that the services created are inclusive.

Why do I need it?

Accessibility helps to ensure that all potential users are able to seamlessly interact with a service, fulfilling the government imperative to be accessible to all citizens.


Content StrategyWhat is it?

Content strategy focuses on developing a vision that guides content development for a service.

What does a Content Strategist do?

Develop a content strategy that steers the creation of unambiguous, meaningful, cohesive, engaging, and sustainable content. Content Strategists focus on the planning, structure, process, creation, delivery, and governance of content.

Why do I need it?

A content strategy helps to ensure that services meet their objectives by delivering coherent content that is meaningful to service users. A good content strategy will foster citizen engagement.

Content DesignWhat is it?

Content Design focuses on the design and creation of information for a digital service.

What does a Content Designer do?

Create, curate, organise, layout, evaluate, review and continuously improve the content of a digital service, designed around user needs.

Why do I need it?

Content design helps to create digital services that are easy to use and meet user needs.

Robotic Process AutomationWhat is it?

Robotic Process Automation (RPA) involves configuring software to perform the actions a person would perform using the same tools that the person would use. It may use Artificial Intelligence (AI) systems as part of the business rules, the same as an actual person would, but is not itself an AI system.

What does a Robotic Process Automation professional do?

Design, build, test, schedule, monitor and maintain the systems that automate business processes.

Why do I need it?

Process automation can produce efficiency gains and increase quality and consistency compared to a workforce of people exercising the same business processes. Skilled practitioners are required to design and develop process automation, as well as monitoring and tuning it to ensure expected business outcomes are achieved.


DevOps EngineeringWhat is it?

DevOps Engineering is the design, orchestration, automation and support of the environment that delivers a digital service. The environment is made of components that host services, software and data (including physical, virtual and cloud based platforms) as well as the processes and governance used to manage these.

What does a DevOps Engineer do?

DevOps Engineers work closely with development teams to provide (and support) the environment needed to deliver the organisation’s services quickly and efficiently, using automation and self-service.

Why do I need it?

DevOps Engineering speeds up the delivery of changes to the environment and the services supported by it.

AI EthicsWhat is it?

AI Ethics focuses on ensuring that Artificial Intelligence (AI) and Machine Learning (ML) systems deliver beneficial and equitable outcomes by guarding against unethical behaviours such as biases and unintended consequences.

What does an AI Ethics professional do?

Analyses, assesses and advises on the design and implementation of Artificial Intelligence (AI) and Machine Learning (ML) systems to reduce the risk of unethical behaviour occurring in those systems.

Why do I need it?

When ethics is properly considered in AI system design and implementation, the risk of unintended consequences and loss of trust is reduced.


The components of a Learning Design Standard The primary function of a learning design standard is to describe a digital capability in the form of learning objectives, which would need to be met by a training program that aims to develop a practitioner in the discipline to which it relates.

The learning design standards also contain supporting information relevant to understanding the discipline and which support other possible uses of the standards. The following describes the components you will find in each learning design standard and their relevance.

OverviewThe overview provides a high level description of the capability defined by the learning design standard.

Target learnersEach learning design standard was designed with certain types of potential candidates in mind. These are the people that the standard was designed to impart the capability to.

Pathways to the capability Potential candidates for a learning program may be identified through roles they have previously had or qualifications they have or are working towards. This section describes the roles and qualifications that may be relevant.

Knowledge, skills and attributesThe knowledge, skills and attributes tables describe the essential knowledge, professional/technical skills and personal attributes that a competent practitioner in the discipline would be expected to have.

The key content area describes in detail the knowledge and skills (except prerequisites) which would need to be addressed in any learning solution designed to impart this capability on candidates. The topic references indicate the source of learning for each knowledge and skill element.

Personal attributes are not described in the key content area because it is not expected that learning solutions would be aimed at this level of personal development. Personal attributes are included in the standard to enable other uses of the learning design standards, such as assessment of capability and aptitude.


Relevant SFIA skillsThe Skills Framework for the Information Age (SFIA) is the global standard for describing and managing digital, ICT and related skills. The capability described by each learning design standard is also described in the language of SFIA through the SFIA mapping.

ReferencesWhile researching the content of a learning design standard, the authors come across references that may further inform fellow learning designers, potential learning solution providers, agencies and other readers of the standards. These are provided for interest only. The APSC does not endorse the authors, their employers or any material associated with the references given.

Key content areasThis is the most critical content of the learning design standards. It comprises a number of units, each with a broad learning objective and a number of specific topics. The critical content for each topic describes the actual knowledge and skills that a practitioner in the discipline needs to have and that any learning solution should provide to them.

The process used to develop the Learning Design StandardsThe learning design standards were developed by the Australian Public Service Commission (APSC) in conjunction with the Digital Transformation Agency (DTA). Learning design standards were developed for disciplines that were identified as most requiring capability uplift, focusing primarily on the roles in the multidisciplinary digital delivery team.

Once identified, the process for developing each learning design standard was:

1. Conduct desktop research 2. Identify experienced practitioners in the discipline3. Conduct an experience group workshop with experienced practitioners4. Draft initial learning design standard5. Internal review of draft learning design standard (APSC, DTA & experience group

participants)6. Publish exposure draft learning design standard for public comment7. Final draft of learning design standard8. Publish learning design standard on the Digital Training Marketplace9. Periodic review of learning design standard (possibly triggered by feedback)


Range of applicationsLearning design standards may be used for a range of purposes, including but not limited to:

1. Identify capability requirementsThe learning design standards, together with this guide, can be used to understand and identify capabilities that an agency requires. Whether you are starting the digital transformation journey or well under way, this collection of standards can help identify your capability gaps and inform your workforce planning.

2. Source digital capability development or upliftThe learning design standards describe the learning outcomes needed to develop a practitioner in the discipline to which each relates.

Agencies can use the learning design standards as presented, or use them as a guide to design their own statements of learning requirements. These can then be used to design their own learning program or to approach learning solutions providers (through the Digital Training Marketplace or otherwise) who can construct a suitable learning program.

The learning design standards have been designed with this in mind as their primary use.

3. Acquire digital capabilityThe capability definition in each learning design standard can be used as the basis for a recruitment campaign job document (position description) or an approach to the contracting labour market.

4. Assess digital capability (of individuals and teams)The capability definition in each learning design standard can be used as the basis for assessing whether individuals have the capabilities (or aptitude) needed in a particular role. This could be done as part of workforce transition planning when restructuring or when establishing new digital service delivery teams, or when considering expansion opportunities for staff (such as talent and mobility programs)

Individuals may assess themselves against the capability definitions to determine career path options for themselves, and to get an idea of the capability gaps they need to address for their desired career progression.

5. Accredit training solutions The learning design standards can be used to assess learning solutions offered by providers. Where a provider’s solution addresses all the learning objectives in a learning design standard, it


is acceptable for a provider to claim compliance against that particular standard. The Australian Government may also provide an accreditation service which reviews provider solutions against a learning design standard and provides accreditation for solutions that addresses all the learning objectives of that standard.

Intellectual property and moral rightsThe learning design standards make reference to the Skills Framework for the Information Age (SFIA) and therefore intellectual property in parts of these materials may be owned by the SFIA Foundation.

The Australian Public Service Commission (APSC) holds an extended public sector licence on behalf of all Australian Public Service (APS) agencies covered by the Public Service Act 1999 (PS Act) for the use of SFIA materials. This licence permits certain uses of SFIA materials including the creation and internal distribution of products and services derived from or using significant extracts of SFIA materials. The licence does not extend to commercial use of the materials and does not cover Commonwealth bodies other than agencies covered under the PS Act.

SFIA related materials may only be used by APS agencies in accordance with the terms of the extended public sector licence granted to the APSC. No other uses of these materials are permitted. For more information see the APSC SFIA webpage or contact [email protected].

The Commonwealth of Australia owns the copyright to everything else in this guide and the individual learning design standards. Apart from any use as permitted under the Copyright Act, and those explicitly granted below, all other rights are reserved.

Potential learning services providers are permitted to create derivatives for the purpose of providing learning services to the Commonwealth and Australian State and Territory governments. Where derivative material is created, acknowledge of the following form must be used:

“This material is based wholly or in part on the <insert name of the specific LDS> learning design standard created by the Australian Public Service Commission.”


https://www.apsc.gov.au/skills-framework-information-age

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