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Workbook

TAEDEL311 Provide work skill instruction (R1)

TAEASS412 Assess competence (R1)

Name: USI: Candidate Declaration

I declare that I have personally completed all activities included in this submission.

I understand that competency will not be granted if I do not meet the assessment evidence and activity requirements or if it is discovered that I have not undertaken all required tasks.

I understand that HBA reserves the right to immediately withdraw a qualification if it is found that I have provided false or misleading evidence, this includes any declaration, resource or tool I have submitted as being authored by me.

I further note this includes any statement, whether written or spoken, by any witness or other third party I have used to provide testimony, or any other evidence which serves to allow HBA assessors to make an assessment decision.

I understand that HBA may, at its own discretion and without notice, contact any third party I have used to provide testimony or other evidence to HBA assessors. If HBA forms a reasonable doubt as to the authenticity of such evidence, then HBA shall withdraw any issued qualification without notice.

I have been advised of the assessment requirements; I have been made aware of my rights and responsibilities as a candidate for assessment and choose to be assessed at this time.

Candidate signature

(Electronic signatures acceptable) Date

Table of Contents

TOC o "1-3" h z u Candidate Instructions PAGEREF _Toc159482761 h 4Important Notes PAGEREF _Toc159482762 h 4Resources & Support PAGEREF _Toc159482763 h 4Knowledge Questions PAGEREF _Toc159482764 h 5Section 1 - Vocational Education & Training PAGEREF _Toc159482765 h 5End of Section 1 PAGEREF _Toc159482766 h 7Section 2 - Core & Employability Skills (Foundation Skills) PAGEREF _Toc159482767 h 7End of Section 2 PAGEREF _Toc159482768 h 7Section 3 - Learning Design PAGEREF _Toc159482769 h 8End of Section 3 PAGEREF _Toc159482770 h 9Section 4 - Learning Delivery PAGEREF _Toc159482771 h 9End of Section 4 PAGEREF _Toc159482772 h 11Section 5 - Assessment PAGEREF _Toc159482773 h 11End of Section 5 PAGEREF _Toc159482774 h 14Section 6 - Administration PAGEREF _Toc159482775 h 14End of Section 6 PAGEREF _Toc159482776 h 15Section 7 - Work Health & Safety PAGEREF _Toc159482777 h 15End of Section 7 PAGEREF _Toc159482778 h 16End of Knowledge Questions PAGEREF _Toc159482779 h 16Practical Tasks PAGEREF _Toc159482780 h 17Task 1 Overview & Instructions PAGEREF _Toc159482781 h 17Task 1.1 Facilitate work skill instruction - Individual* PAGEREF _Toc159482782 h 17Task 1.2 - Facilitate work skill instruction - Individual* PAGEREF _Toc159482783 h 17Task 1.3 - Facilitate work skill instruction - Small Group* PAGEREF _Toc159482784 h 17Important Notes PAGEREF _Toc159482785 h 17Resources & Support PAGEREF _Toc159482786 h 18Task 1 Provide work skill instruction PAGEREF _Toc159482787 h 18Task 1.1a - Individual Facilitation Planning PAGEREF _Toc159482788 h 18Task 1.1b - Individual Facilitation Attendance Record PAGEREF _Toc159482789 h 19Task 1.1c - Session Resources PAGEREF _Toc159482790 h 19Task 1.1d - Individual Facilitation Participant feedback PAGEREF _Toc159482791 h 19Task 1.1e - Individual Facilitation Self-reflection PAGEREF _Toc159482792 h 21End of Task 1.1 PAGEREF _Toc159482793 h 21Task 1.2a - Individual Facilitation Planning PAGEREF _Toc159482794 h 21Task 1.2b - Individual Facilitation Attendance Record PAGEREF _Toc159482795 h 22Task 1.2c - Session Resources PAGEREF _Toc159482796 h 22Task 1.2d - Individual Facilitation Participant feedback PAGEREF _Toc159482797 h 22Task 1.2e - Individual Facilitation Self-reflection PAGEREF _Toc159482798 h 24End of Task 1.2 PAGEREF _Toc159482799 h 24Task 1.3a Small Group (min 2 learners) Facilitation Planning PAGEREF _Toc159482800 h 24Task 1.3b Small Group Facilitation Attendance Record PAGEREF _Toc159482801 h 25Task 1.3c - Session Resources PAGEREF _Toc159482802 h 25Task 1.3d Small Group Facilitation Participant feedback PAGEREF _Toc159482803 h 25Task 1.3e Small Group Facilitation Self-reflection PAGEREF _Toc159482804 h 28End of Task 1.3 PAGEREF _Toc159482805 h 28Task 1.4 - HBA Assessor Observation Checklist (Facilitation) PAGEREF _Toc159482806 h 28End of Task 1.4 PAGEREF _Toc159482807 h 29Task 2 Overview & Instructions PAGEREF _Toc159482808 h 30Task 2.1 - Assess Competence - RPL Pathway PAGEREF _Toc159482809 h 30Task 2.2 - Assess Competence - Training & Assessment Pathway* PAGEREF _Toc159482810 h 30Important Notes PAGEREF _Toc159482811 h 30Resources & Support PAGEREF _Toc159482812 h 30Task 2.1 - Assess Competence - RPL Pathway PAGEREF _Toc159482813 h 31Task 2.1a - Prepare for RPL Assessment PAGEREF _Toc159482814 h 31Task 2.1b - Gather Candidate RPL Evidence PAGEREF _Toc159482815 h 31Task 2.1c - Assess Competence - RPL PAGEREF _Toc159482816 h 31End of Task 2.1 PAGEREF _Toc159482817 h 31Task 2.2 - Assess Competence - Training & Assessment Pathway PAGEREF _Toc159482818 h 32Task 2.2a - Prepare for Assessment PAGEREF _Toc159482819 h 32Task 2.2b - Assess Competence PAGEREF _Toc159482820 h 32Task 2.2c - Candidate Feedback PAGEREF _Toc159482821 h 32Candidate #1 Feedback PAGEREF _Toc159482822 h 33Candidate #2 Feedback PAGEREF _Toc159482823 h 33Task 2.2d - HBA Assessor Observation Checklist (Assessment) PAGEREF _Toc159482824 h 34Task 2.2e - Assessor Self-reflection PAGEREF _Toc159482825 h 36End of Task 2.2 PAGEREF _Toc159482826 h 36End of Practical Tasks PAGEREF _Toc159482827 h 36Finalising and submitting evidence. PAGEREF _Toc159482828 h 36End of Document PAGEREF _Toc159482829 h 36

Candidate InstructionsThis Knowledge Question Workbook is designed to gather evidence of your understanding of the concepts and underpinning knowledge required to demonstrate competence in following units of competency. The workbook covers the knowledge requirements for both Units of Competency:

Units (2)

TAEDEL311 Provide work skill instruction (R1)

TAEASS412 Assess competence (R1)

The questions are not listed unit-by-unit. To reduce duplication the questions have been clustered into this single workbook.

Read each question carefully. Provide complete written responses for all parts of each question using your own words wherever possible. Use the TAE40122 Learner Guide and the results of any external research. List any external references where applicable. All questions and task must be satisfactorily completed to achieve a competent outcome for these units.

Important NotesAssessment submissions should be made electronically via email to assess@hba.edu.au

Label any file attachments clearly with your name, document title and version. Any attachments not clearly labelled or listed will not be assessed.

Complete all assessment tasks in this document prior to submitting your work, partial submissions are not acceptable.

A maximum of three (3) attempts of each assessment task is allowable. Candidates exceeding three (3) attempts may be required to undertake further training, additional assessment charges may apply.

External documents containing commercial branding, RTO logos and/or copyright information will require supporting third party confirmation and/or other evidence to verify that you were solely responsible for the design and development of those documents.

Each question references the unit/s which relate to the question.

Resources & SupportTAE40122 Learner Guide

HBA Learner Resources Folder

Additional external research will also be required

Direct support channels E-mail, online forums and telephone (1300 721 503)

Examples are provided in some instances. These are to be used as a guide only. The submission of any parts of the completed HBA examples as your own work is not acceptable.

For further information regarding learner support, appeals, reasonable adjustments, special needs, Recognition of Prior Learning (RPL) or Credit Transfer please refer to the HBA Learning Centres Learner Handbook, contact us via email to assess@hba.edu.au or by phone on 1300 721 503.

-952590170

Knowledge QuestionsSection 1 - Vocational Education & TrainingRead each question carefully. Provide complete written responses for all parts of each question using your own words wherever possible. Use the TAE40122 Learner Guide and the results of any external research. List any external references where applicable. All questions must be answered satisfactorily to achieve a satisfactory outcome for this task.

Knowledge Questions

1.1 Name and describe the purpose, structure, functions and content of each of the five (5) components of the VET Quality Framework.

DES411, DES412, PDD401, DEL412, ASS412, ASS413

a. b. c. d. e. 1.2 Define a group of adult learners in the workplace who require additional skills and knowledge. Research the National Register for VET for a relevant, current Training Package Qualification which would meet the needs of the group. Detail the findings of your research in the following table, copy and paste is acceptable.

DES411, ASS412

Learner Group/Characteristics Industry / Sector Work Role/s Training / Learning Needs Foundation Skill Needs Qualification (Code, Title & Release) Qualification Description Date endorsed for release Previous Qualification & Equivalency Job Roles (where listed) Pre-requisites (if any)? Entry Requirements (if any)? Licensing Requirements (if any)? Packaging Rules Core Units (Codes & Titles) Chosen Elective Units (Codes & Titles) NOTE: CHOSEN ELECTIVE UNITS MUST BE CONSISTENT WITH PACKAGING RULES

Opportunities to Integrate / Cluster / Units of Competency Suitable Mode of Delivery / Learning Environment 1.3 Select one (1) Unit of Competency from the response in 1.11 and undertake further research on the selected unit. Detail the findings of your research in the following table, copy and paste is acceptable.

DES411, DES412, LLN421, DEL411, ASS412, ASS413

Unit Code, Title and Release Date of Release / Previous Unit / Equivalency Application List the Elements List the Performance Criteria List the Foundation Skills List the Performance Evidence How could you assess the Performance Evidence? List the Knowledge Evidence How could you assess the Knowledge Evidence? List the Assessment Conditions Are there any pre-requisite units? How can you contextualise the content for your specific learner group defined in 1.11? Opportunity to scaffold learning components How can you ensure that the learner group meets the Foundation Skills requirement? 1.4 Define a group of adult learners in the workplace (different to the group in 1.11) who require additional skills and knowledge. Research the National Register for VET for a relevant, current Skill Set which would meet the needs of the group. Detail the findings of your research in the following table, copy and paste is acceptable.

DES411, DES412, DEL411, ASS412

Learner Group/Characteristics Industry / Sector Work Role/s Training / Learning Needs Foundation Skill Needs Skill Set (Code, Title & Release) Skill Set Description Date endorsed for release Previous Skill Set & Equivalency Pathways Information (where listed) Pre-requisites (if any)? Entry Requirements (if any)? Licensing Requirements (if any)? Target Group (Defined in skill set) Units of Competency (Codes & Titles) Opportunities to Integrate / Cluster / Scaffold learning components Assessment Methods to be used Suitable Mode of Delivery / Learning Environment 1.5 Describe four (4) legislative requirements (other than the VET Quality Framework) applicable to the design, delivery and assessment of nationally recognised training products and workplace learning in your industry/sector.

DES412, PDD401, DEL412, CMM411, ASS412, ASS413 , DEL414

a. b. c. d. 1.6 Define the following features of VET as a competency-based training and assessment system:

Industry alignment

National focus (recognition)

Based on published competency standards

Criterion-referenced (not norm-referenced)

Use of Competent and Not Yet Competent

PDD401, ASS412

a. b. c. d. e. 1.7 Detail the purpose and features of each of the following workplace learning pathways:

Training and Assessment Pathway / Learning and Assessment Pathway

Assessment Only Pathway (including RPL)

On-the-job Training

Apprenticeships & Traineeships

DEL412, ASS412

a. b. c. d. End of Section 1Section 2 - Core & Employability Skills (Foundation Skills)Read each question carefully. Provide complete written responses for all parts of each question using your own words wherever possible. Use the TAE40122 Learner Guide and the results of any external research. List any external references where applicable. All questions must be answered satisfactorily to achieve a satisfactory outcome for this task.

Knowledge Questions

2.1 Describe how foundation skills frameworks can be used to analyse the foundation (core + employability) skill abilities of learners and assessment candidates.

LLN421, LLN423, DEL411, DEL412, DEL311, ASS412, PDD401

2.2 Describe the responsibilities and limitations of a trainer and assessor in relation to providing employability and core skills support in training and assessment.

DES412, LLN421, LLN423, DEL411, DEL412, ASS412

2.3 Provide an example of a specific learner need, and an appropriate specialist support service, organisation or individual relevant to each of the following:

Learning support needs

Reading support needs

Writing support needs

Oral Communications support needs

Numeracy support needs

Digital literacy support needs

Employability skill needs

DES412, LLN421, LLN423, DEL411, DEL311, ASS412, DEL412

Example of specific learner needs Relevant specialist support

a. b. c. d. e. f. g. End of Section 2

Section 3 - Learning DesignRead each question carefully. Provide complete written responses for all parts of each question using your own words wherever possible. Use the TAE40122 Learner Guide and the results of any external research. List any external references where applicable. All questions must be answered satisfactorily to achieve a satisfactory outcome for this task.

Knowledge Questions

3.1 Describe how you can ensure that vocational training plans address each of the following:

Appropriate engagement and progression of learners

Providing a safe and inclusive learning environment

Covers all of the required skills and knowledge needed

Uses a range of appropriate resources which support and engage learners

DES412, ASS412, PDD401

a. b. c. d. 3.2 List five (5) different learner characteristics. Describe the implications of each on learning design and delivery:

DES411, DES412, DEL411, DEL311

Learner Characteristic Design Implications

a. b. c. d. e. 3.3 Describe each of the four (4) dimensions of competency, include how each is used to guide training and assessment practices.

DES412, DEL411, PDD401, DEL412, ASS412, ASS413

a. b. c. d. 3.4 Describe each of Malcom Knowles five assumptions of adult learners and how they can be used to design and deliver effective learning:

Self-concept

Learner Experience

Readiness to learn

Orientation to learning

Motivation to learn

DES412, DEL411, DEL311, DEL412

a. b. c. d. e. 3.5 Explain the application of adult learning principles in workplace learning.

DEL311

3.6 Describe three (3) support sources relevant to the contextualisation of learning support materials.

DES411, DEL411, DEL311

a. b. c. 3.7 Describe the guidelines for contextualisation / customisation of learning and assessment resources.

DEL411, ASS412

End of Section 3Section 4 - Learning DeliveryRead each question carefully. Provide complete written responses for all parts of each question using your own words wherever possible. Use the TAE40122 Learner Guide and the results of any external research. List any external references where applicable. All questions must be answered satisfactorily to achieve a satisfactory outcome for this task.

Knowledge Questions

4.1 Describe appropriate training practices, methods, and techniques that a facilitator can use to build a safe and inclusive learning environment and:

Promote learner engagement

Provide learners with relevant information

Using appropriate and inclusive language

Use diverse resources and delivery methods

Address cultural sensitivity, safety and equity

DEL411, PDD401, ASS412, DEL412, DEL414

a. b. c. d. e. 4.2 Describe three (3) methods that a trainer and assessor can use to review, reflect and evaluate their own practice:

DEL411, DEL311, DEL412, CMM411, DEL414, ASS413, ASS412, PDD401

a. b. c. 4.3 Describe three (3) methods that a facilitator can use to build skills in presenting and in applying presentation aids:

DEL411, DEL311

a. b. c. 4.4 Describe how a facilitator can develop or modify each of the following to suit learner characteristics and needs:

Session Plans

Learning Resources

DEL311, DEL411, DEL412

a. b. 4.5 Detail a procedure for gathering feedback from learners and other stakeholders after training and assessment activities.

DEL411, DEL311, DEL412, CMM411, ASS413, ASS412

4.6 Describe five (5) common workplace learning needs (reasons for learning).

DES411, DEL411, DEL311, PDD401

a. b. c. d. e. 4.7 Explain each of the following components of a session / learning plan:

Session Objectives

Content

Delivery Approach

Task Breakdown

Timings

Learning Activities

Required safety arrangements

DES412, DEL311, DEL411 DEL412, CMM411, DEL414

a. b. c. d. e. f. g. 4.8 Describe considerations about training and assessment support materials regarding:

Sources of support materials

Availability of support materials

Content of support materials

DES412, DEL411, DEL311, DEL412

a. b. c. 4.9 Describe three (3) training facilitation techniques appropriate to support adult learning. Provide an example of use for each technique.

DEL411, DEL311, CMM411, DEL412, DEL414

Facilitation Technique Example of Use

a. b. c. 4.10 Describe three (3) coaching techniques appropriate to support adult learning. Provide an example of use for each technique.

DEL311, DEL412, DEL414

Coaching Technique Example of Use

a. b. c. 4.11 Describe facilitation techniques and strategies which can be used to encourage, include and engage learners who learn in different ways, including:

Demonstration

Instruction

Questioning

Coaching

Supervised practice

Observation of learners completing learning activities

DEL411, DEL412, CMM411, DEL311

a. b. c. d. e. f. 4.12 Describe three (3) strategies and techniques for engaging and liaising with workplace training stakeholders.

DEL311, DEL412, DEL414

a. b. c. 4.13 Describe how a presenter can structure a session plan to address the intended outcomes of the presentation.

DEL311, DEL411, CMM411

4.14 Define the principles of effective communication, including:

Persuasive communication techniques

Verbal communication

Non-verbal communication

CMM411, ASS412, DEL311, DEL412, DEL414, ASS413

a. b. c. 4.15 List five (5) different presentation aids or materials which can be used to support presentations, the appropriate use/context for each and procedure to access.

CMM411, DEL411, DEL311

Presentation aid / material Use / context Procedure to access /location

a. b. c. d. e. 4.16 Describe how a session plans and support materials are reviewed to ensure all required knowledge and skill aspects have been addressed. Include details regarding documenting amendments.

DES412, DEL411, DEL311, DEL412

4.17 Describe the requirements to prepare the learning environment and check equipment prior to facilitation.

DES412, DEL411, DEL311, DEL412

End of Section 4Section 5 - AssessmentRead each question carefully. Provide complete written responses for all parts of each question using your own words wherever possible. Use the TAE40122 Learner Guide and the results of any external research. List any external references where applicable. All questions must be answered satisfactorily to achieve a satisfactory outcome for this task.

Knowledge Questions

5.1 Research the Standards for Registered Training Organisations (RTOs) 2015 and state the requirements relevant to:

Assessor requirements, including qualifications and currency

Principles of assessment

Rules of evidence

Recognition of Prior Learning (RPL)

Use of industry experts

Reasonable adjustment

Validation and moderation

ASS412, ASS413

a. b. c. d. e. f. g. 5.2 Summarise key assessment system policies and procedures relating to:

Planning and preparing for assessment

Preparing candidates for assessment

Customising assessment processes

Conducting recognition of Prior Learning (RPL) assessment

Making reasonable adjustments and recording of adjustments applied

Assessor ethics, ethical assessment practices

Privacy and confidentiality

Making, recording and moderation of assessment decisions

Communicating assessment decisions and feedback to candidates

ASS412, ASS413

a. b. c. d. e. f. g. h. i. 5.3 Provide a definition of competence in a VET context.

ASS412

5.4 Identify five (5) different purposes (reasons) for assessment. For each purpose, provide an example of a relevant context (environment) for implementation.

ASS412

Purpose / reason for assessment Relevant context

a. b. c. d. e. 5.5 Describe the nature and scope of evidence gathered using the following assessment methods:

Direct Observation

Questioning (Written or Verbal)

Structured Activities

Evidence Portfolios

3rd party feedback

Product-based tasks

ASS412, ASS413

a. b. c. d. e. f. 5.6 What is the difference between assessment instruments and assessment tools?

ASS412, ASS413

5.7 Describe the key structure, functions and content of the following components of assessment tools:

Instructions to candidates and assessors

Context and conditions of assessment

Tasks to be administered to candidate

Mapping against units of competency

ASS412, ASS413

Key Structure Functions Content

a. b. c. d. 5.8 For each of the assessment methods listed below, detail the methods:

Suitability for gathering evidence

Suitability for Nationally Recognised Training (NRT) content

Resource requirements

Associated assessment instruments

ASS412, ASS413

DIRECT OBSERVATION PRODUCT-BASED METHODS QUESTIONING THIRD PARTY EVIDENCE

a. b. c. d. 5.9 How can an assessor contextualise assessment processes whilst maintaining the integrity of the Unit of Competency?

ASS412

5.10 How can an assessor apply reasonable adjustments to assessment methods, processes or tools without compromising the competency standard? What makes an adjustment unreasonable?

ASS412

5.11 Provide three (3) examples of reasonable adjustments. For each example, describe:

Learner group and need for reasonable adjustment

Competency standard being assessed

Reasonable adjustment/s applied

Justification, how is the adjustment reasonable?

ASS412

LEARNER GROUP & NEED COMPETENCY STANDARD ADJUSTMENT APPLIED JUSTIFICATION

a. b. c. 5.12 Describe how assessment mapping documents can be used to check and maintain the rigour of the assessment process.

ASS412, ASS413

5.13 Describe how each of the principles of assessment guides assessment and validation processes.

ASS412, ASS413

a. b. c. d. 5.14 Describe how each of the rules of evidence guides assessment and validation processes.

ASS412, ASS413

a. b. c. d. 5.15 Describe how an assessor maintains objectivity and manages potential bias in the assessment process.

ASS412

5.16 Describe how an assessor can avoid conflicts of interest in the assessment process.

ASS412

5.17 Describe the range of stakeholders appropriate to conduct validation of nationally recognised training products.

ASS412, ASS413

5.18 Detail the information required for a candidate briefing prior to assessment. Include details regarding gaining agreement from candidates.

ASS412

5.19 Describe how a Not Yet Competent outcome and action plan should be documented.

ASS412

End of Section 5Section 6 - AdministrationRead each question carefully. Provide complete written responses for all parts of each question using your own words wherever possible. Use the TAE40122 Learner Guide and the results of any external research. List any external references where applicable. All questions must be answered satisfactorily to achieve a satisfactory outcome for this task.

Knowledge Questions

6.1 Summarise the key RTO organisational requirements, systems and procedures relating to:

Position descriptions

Induction

Code of Conduct / Working with Respect

Risk mitigation (all forms of risk)

Continuous improvement

Records management

Professional development / maintaining currency

Diversity and inclusion

Privacy and confidentiality

Anti-discrimination

Consumer protection requirements

Internal quality audits

Child safe standards

Equal Employment Opportunity (EEO)

Access & Equity considerations

Appeals, validation and moderation

Monitoring and documenting learner progress

DEL311, PDD401, DEL412, DEL411 DEL414, CMM411, ASS412, ASS413

a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. p. q. r. End of Section 6Section 7 - Work Health & SafetyRead each question carefully. Provide complete written responses for all parts of each question using your own words wherever possible. Use the TAE40122 Learner Guide and the results of any external research. List any external references where applicable. All questions must be answered satisfactorily to achieve a satisfactory outcome for this task.

Knowledge Questions

7.1 Describe five (5) hazards common to training delivery in a CLASSROOM environment and the associated risk/s of each hazard. Define suitable controls for each hazard. Consider the requirements of the hierarchy of controls.

DEL411, DEL311, DEL412, ASS412

Hazard Associated risk/s Control Measures

a. b. c. d. e. 7.2 Describe five (5) hazards common to training delivery in a PRACTICAL environment and the associated risk/s of each hazard. Define suitable controls for each hazard. Consider the requirements of the hierarchy of controls.

DEL411, DEL311, DEL412, ASS412

Hazard Associated risk/s Control Measures

a. b. c. d. e. 7.3 Describe the WHS roles and responsibilities (legal AND organisational) for each of the following stakeholders:

Employers / Venue Owners (PCBU)

Facilitators

Learners

DEL311, PDD401, DEL412

a. b. c. 7.4 List the WHS policies and procedures which need to be shared with learners when training and assessing.

DEL311, DEL411, DEL311, PDD401, DEL412, DEL414

7.5 Detail the content of a hazard / risk identification procedure related to provision training and assessment.

DEL311, PDD401, DEL411, DEL412, DEL414, DEL311

7.6 Describe the emergency procedures information related to provision of training and assessment.

DEL311, PDD401, DEL414

7.7 Describe five (5) items of equipment used when training and assessing. List the risks associated with each item and detail a procedure for the safe use of each item.

DEL411, DEL311, PDD401, DEL412

Equipment Associated risk/s Procedure for safe use

a. b. c. d. e. 7.8 Describe trainer and assessor requirements for monitoring WHS risks throughout training and assessment activities. Include information regarding implementation and adjustment of risk controls.

DEL311, DEL411, DEL412, ASS412

End of Section 7End of Knowledge Questions

Practical TasksFacilitate three (3) work skill instruction sessions.

Each session must be at least thirty (30) minutes duration.

A different work skill for each session.

At least 1 session to an individual learner.

At least 1 session to a small group of at least 2 learners.

All sessions must be observed by a HBA Assessor.

Task 1 Overview & InstructionsCandidates must complete all the following assessment tasks to the required standard:

Task 1.1 Facilitate work skill instruction - Individual*Conduct a 30-minute work skill instruction session to one (1) individual.

Task 1.2 - Facilitate work skill instruction - Individual*Conduct a 30-minute work skill instruction session to one (1) individual. The work skill instruction topic must be different to session 1.

Task 1.3 - Facilitate work skill instruction - Small Group*Conduct a 30-minute work skill instruction session to a small group of at least two (2) people. The work skill instruction topic must be different to sessions 1 & 2.

* Tasks Requiring Observation by a HBA Assessor

For the tasks listed above resources have been provided in your Learner Resource Folder.

There are two (2) options for all tasks requiring observation by an assessor:

Remote Observation - Record video and audio of your facilitation and send us a link to the recording. HBA recommends using a cloud service such as Dropbox, Google Drive (or similar) to share large video files. One of our TAE40122 assessors will view and assess the recording and send an outcome of either Satisfactory or Not Satisfactory for the practical task. You will also be provided with written feedback and a completed observation checklist. Candidates achieving a Satisfactory outcome must retain the observation checklist and submit the checklist with all other ASSESSMENT cluster tasks. Video must show interaction between the facilitator and all of the learners and must cover all parts of both sessions. Video may be submitted separately for assessment.

Direct Observation - If your facilitation is directly observed by a HBA Learning Centres assessor you will be provided with an outcome of either Satisfactory or Not Satisfactory for each practical task. You will also be provided with written feedback and a completed observation checklist. Candidates achieving a Satisfactory outcome must retain the observation checklist and submit the checklist with all other tasks. It is your responsibility to retain and submit copies of all relevant documents.

Important NotesAssessment submissions should be made electronically via email to assess@hba.edu.au

Label any file attachments clearly with your name, document title and version, list the filenames on the cover sheet. Any attachments not clearly labelled or listed will not be assessed.

Complete all assessment tasks in this document prior to submitting your work, partial submissions are not acceptable.

A maximum of three (3) attempts of each assessment task is allowable. Candidates exceeding three (3) attempts may be required to undertake further training, additional assessment charges may apply.

Resources & SupportTAE40122 Learner Guide

HBA Learner Resources Folder

Additional external research will also be required

Direct support channels E-mail, online forums and telephone (1300 721 503)

Examples are provided in some instances. These are to be used as a guide only. The submission of any parts of the completed HBA examples as your own work is not acceptable.

-952590170

Task 1 Provide work skill instructionFacilitate three (3) work skill instruction sessions.

Each session must be at least thirty (30) minutes duration.

A different work skill for each session.

At least 1 session to an individual learner.

At least 1 session to a small group of at least 2 learners.

All sessions must be observed by a HBA Assessor.

Select three (3) session topics. Facilitate the three (3) sessions to an adult learner. Consider the specific learning environment where the training will be delivered, any learner needs or characteristics and any other factors which may be require during the session. Document the information and amendments in the following tables:

Task 1.1a - Individual Facilitation PlanningTask 1.1a Session #1

SESSION PLAN Individual learner

Session Topic: Duration: 30 minutes

Session Objectives / Key Learning Outcomes:

(What the learner will be able to do by the end of the session) Presentation Audience & Characteristics: Support / Administration Personnel: Supporting Resources: Training Resource

Audience feedback forms

Review Methods: Audience feedback

HBA Assessor Observation

Self-reflection

Organisational Arrangements:

(Printing, venue, refreshments, WHS, etc.) SESSION SEQUENCE

Timing Topic Content / Delivery Method/s Resources

INTRO BODY CONCLUSION Task 1.1b - Individual Facilitation Attendance RecordRecord attendance for the sessions using the following template:

Task 1.1b Individual Facilitation Attendance Record

Session #1 of 3 (30 min, one-on-one)

Date / Times:

Venue / Location: Session Topic: Facilitator Name: Duration: 30 mins

Learner Sign-on

PRINT FULL NAME SIGNATURE

1 Facilitator Signature: Task 1.1c - Session ResourcesRetain and submit copies of any resources used to support the individual facilitation tasks. Clearly label all attachments and submit for assessment. List the filenames in the following table:

Task 1.1c Individual Facilitation Resources

Session #1

File Name Description of Resource

Task 1.1d - Individual Facilitation Participant feedbackTask 1.1d INDIVIDUAL FACILITATION PARTICIPANT FEEDBACK

Session #1

TAEDEL311 - Provide work skill instruction (R1)

Learner Name:

(Optional) Learner Contact Details:

(Phone or Email, Optional) Session Topic/s or Title/s: Venue / Location: Date: Facilitator / Presenter: 38944559398000Place a tick () in the appropriate column beside each statement as it applies to your learning experience. Very Dissatisfied Dissatisfied Neutral Satisfied Very Satisfied

Did the facilitator:

Use training facilitation techniques and activities that supported and engaged individual learners? Present information using appropriate presentation techniques and aids? Brief learners on work health and safety (WHS) procedures and requirements prior to, and during, training? Identify and monitor health and safety hazards and risks, and implement and adjust risk controls to address risks during training? Monitor individual learning to identify learner difficulties and training challenges? Adapt session plans and adjust training facilitation techniques to respond to diverse learner needs and maintain learner motivation, engagement and commitment? Follow plan for work skill instruction and cover all learning objectives? Use facilitation techniques to structure, pace and enhance learning, and explain and demonstrate work skills? Apply coaching techniques to assist learning? Use communication techniques to provide information, engage and instruct learners and demonstrate work skills? Monitor professional relationship with learner, and adjust to suit learner needs? Provide opportunities for learners to practise the work skill? Seek audience feedback? Provide feedback on learner performance to support learning? Facilitate learner acquisition of skills and knowledge and learner independence? Monitor learner engagement and participation? Identify and respond to foundation skill needs? Use at least one customised learning resource? Provide effective employability skills support? Provide effective core skills support? Presentation Venue:

The venue was suitable, set-up appropriately and safe Learners were briefed on WHS obligations and welfare facilities Required equipment was available and in working order OVERALL

Overall level of satisfaction with the individual facilitation sessions COMMENTS

Presentation Highlights: Areas for Improvement: Other Comments: Task 1.1e - Individual Facilitation Self-reflectionReflect on the three (3) work skill instruction sessions delivered using the feedback gathered and HBA Assessor Observation Checklist. Based on the feedback and your own recollection, describe at least one (1) change you would make.

Task 1.1e Work skill instruction Facilitation Self-reflection

Session 1 of 3, Individual learner

TAEDEL311 Provide work skill instruction (R1)

Date Sessions Delivered: Session Topics: Delivery Venue: Audience: Summarise the feedback provided by the audience:

(Positive AND constructive) Based on the feedback what changes could you make to improve the presentation:

(MUST IDENTIFY AT LEAST ONE) Where would you document any proposed changes to the session? End of Task 1.1Task 1.2a - Individual Facilitation PlanningTask 1.2a Session #2 of 3

SESSION PLAN Individual learner

Session Topic: Duration: 30 minutes

Session Objectives / Key Learning Outcomes:

(What the learner will be able to do by the end of the session) Presentation Audience & Characteristics: Support / Administration Personnel: Supporting Resources: Training Resource

Audience feedback forms

Review Methods: Audience feedback

HBA Assessor Observation

Self-reflection

Organisational Arrangements:

(Printing, venue, refreshments, WHS, etc.) SESSION SEQUENCE

Timing Topic Content / Delivery Method/s Resources

INTRO BODY CONCLUSION Task 1.2b - Individual Facilitation Attendance RecordRecord attendance for the sessions using the following template:

Task 1.2b Individual Facilitation Attendance Record

Session #2 of 3 (30 min, one-on-one)

Date / Times:

Venue / Location: Session Topic: Facilitator Name: Duration: 30 mins

Learner Sign-on

PRINT FULL NAME SIGNATURE

1 Facilitator Signature: Task 1.2c - Session ResourcesRetain and submit copies of any resources used to support the individual facilitation tasks. Clearly label all attachments and submit for assessment. List the filenames in the following table:

Task 1.2c Individual Facilitation Resources

Session #2 of 3

File Name Description of Resource

Task 1.2d - Individual Facilitation Participant feedbackTask 1.2d INDIVIDUAL FACILITATION PARTICIPANT FEEDBACK

Session #2 od 3

TAEDEL311 - Provide work skill instruction (R1)

Learner Name:

(Optional) Learner Contact Details:

Did the facilitator:

The venue was suitable, set-up appropriately and safe Learners were briefed on WHS obligations and welfare facilities Required equipment was available and in working order OVERALL

Overall level of satisfaction with the individual facilitation sessions COMMENTS

Presentation Highlights: Areas for Improvement: Other Comments: Task 1.2e - Individual Facilitation Self-reflectionReflect on the three (3) work skill instruction sessions delivered using the feedback gathered and HBA Assessor Observation Checklist. Based on the feedback and your own recollection, describe at least one (1) change you would make.

Task 1.2f Work skill instruction Facilitation Self-reflection

Session# 2 of 3 Individual

TAEDEL311 Provide work skill instruction (R1)

Date Sessions Delivered: Session Topics: Delivery Venue: Audience: Summarise the feedback provided by the audience:

(Positive AND constructive) Based on the feedback what changes could you make to improve the presentation:

(MUST IDENTIFY AT LEAST ONE) Where would you document any proposed changes to the session? End of Task 1.2Task 1.3a Small Group (min 2 learners) Facilitation PlanningTask 1.3a Session #3

SESSION PLAN Small Group

Session Topic: Duration: 30 minutes

Session Objectives / Key Learning Outcomes:

(What the learners will be able to do by the end of the session) Presentation Audience & Characteristics: Support / Administration Personnel: Supporting Resources: Training Resource

Audience feedback forms

Review Methods: Audience feedback

HBA Assessor Observation

Self-reflection

Organisational Arrangements:

(Printing, venue, refreshments, WHS, etc.) SESSION SEQUENCE

Timing Topic Content / Delivery Method/s Resources

INTRO BODY CONCLUSION Task 1.3b Small Group Facilitation Attendance RecordRecord attendance for the sessions using the following template:

Task 1.3b Small Group Facilitation Attendance Record

Session #3 of 3 (30 min, small group)

Date / Times:

Venue / Location: Session Topic: Facilitator Name: Duration: 30 mins

Learner Sign-on

PRINT FULL NAME SIGNATURE

1 2 Facilitator Signature: Task 1.3c - Session ResourcesRetain and submit copies of any resources used to support the individual facilitation tasks. Clearly label all attachments and submit for assessment. List the filenames in the following table:

Task 1.3c Small Group Facilitation Resources

Session #3

File Name Description of Resource

Task 1.3d Small Group Facilitation Participant feedbackTask 1.3d SMALL GROUP FACILITATION PARTICIPANT FEEDBACK

Session #3 (Learner 1)

TAEDEL311 - Provide work skill instruction (R1)

Learner Name:

(Optional) Learner Contact Details:

Did the facilitator:

The venue was suitable, set-up appropriately and safe Learners were briefed on WHS obligations and welfare facilities Required equipment was available and in working order OVERALL

Overall level of satisfaction with the individual facilitation sessions COMMENTS

Presentation Highlights: Areas for Improvement: Other Comments: Task 1.3d SMALL GROUP FACILITATION PARTICIPANT FEEDBACK

Session #3 (Learner 2)

TAEDEL311 - Provide work skill instruction (R1)

Learner Name:

(Optional) Learner Contact Details:

Did the facilitator:

The venue was suitable, set-up appropriately and safe Learners were briefed on WHS obligations and welfare facilities Required equipment was available and in working order OVERALL

Overall level of satisfaction with the individual facilitation sessions COMMENTS

Presentation Highlights: Areas for Improvement: Other Comments: Task 1.3e Small Group Facilitation Self-reflectionReflect on the session delivered using the feedback gathered and HBA Assessor Observation Checklist. Based on the feedback and your own recollection, describe at least one (1) change you would make.

Task 1.3e Work skill instruction Facilitation Self-reflection

Session # 3 of 3, small group

TAEDEL311 Provide work skill instruction (R1)

Date Sessions Delivered: Session Topics: Delivery Venue: Audience: Summarise the feedback provided by the audience:

(Positive AND constructive) Based on the feedback what changes could you make to improve the presentation:

(MUST IDENTIFY AT LEAST ONE) Where would you document any proposed changes to the session? End of Task 1.3Task 1.4 - HBA Assessor Observation Checklist (Facilitation)All three (3) individual & small group facilitations must by observed by a HBA assessor by direct or remote observation. The following checklist describes the requirements for a satisfactory outcome for the task:

Task 1.4 HBA ASSESSOR OBSERVATION CHECKLIST (INDIVIDUAL & SMALL GROUP FACILITATION)

3 x 30-minute individual and small group sessions

TAEDEL311 Provide work skill instruction (R1)

Candidate Name: Session 1 Topic (Ind): Session 2 Topic (Ind): Session 3 Topic (Grp): Venue / Location: Date / Times: Assessor Name: Assessor Contact:

Assessor Qualifications:

(Select all applicable) Diploma of Vocational Education & Training (VET)

TAE50111 or TAE50116, or successors

Diploma of Training Design & Development (TDD)

TAE50211 or TAE50216, or successors

Higher Level (Tertiary) Qualification in Adult Education

Describe: SESSION 1 SESSION 2 SESSION 3

Observation Criteria

Did the candidate: YES NO YES NO YES NO

Prepare learning environment and check equipment prior to use according to organisational requirements? Facilitate face-to-face training sessions according to session plans? Use training facilitation techniques and activities that support and engage individual learners? Present information to individuals using presentation techniques and aids? Identify and monitor health and safety hazards and risks, and implement and adjust risk controls to address risks during training? Maintain and store training records according to organisational requirements? Monitor and document learner progress according to organisational procedures? Monitor individual learning to identify learner difficulties and training challenges? Adapt session plans and adjust training facilitation techniques to respond to diverse learner needs and maintain learner motivation, engagement and commitment? Seek learner feedback according to organisational procedures? Facilitate learner acquisition of skills and knowledge and learner independence? Monitor and adjust training facilitation practices to support learner participation and progress? Identify and respond to foundation skill needs? Integrate and implement vocational and foundation skill development into training facilitation practices according to legislative and regulatory requirements? (at least two sessions) Customise at least one learning resource to address core skill gaps? Areas of strength

Opportunities for improvement

Practical Task Outcome: Satisfactory Not Satisfactory Assessor Feedback: Offer & Acceptance: The following section must be signed and dated by the Assessor and returned to the candidate for acceptance. The candidate must read the feedback provided above and sign below to confirm acceptance of this outcome & feedback.

Candidate Signature: Assessor Signature: Date: Date: End of Task 1.4Task 2 Overview & InstructionsCandidates must complete all the following assessment tasks to the required standard:

Task 2.1 - Assess Competence - RPL PathwayConduct Recognition of Prior Learning (RPL) assessment for one (1) candidate, addressing two (2) full Units of Competency (UoC).

Task 2.2 - Assess Competence - Training & Assessment Pathway*Conduct assessment for two (2) training and assessment pathway candidates, addressing two (2) full Units of Competency (UoC) for each candidate.

* Tasks Requiring Observation by a HBA Assessor

For the tasks listed above resources have been provided in your Learner Resource Folder.

There are two (2) options for all tasks requiring observation by an assessor:

Important NotesAssessment submissions should be made electronically via email to assess@hba.edu.au

Label any file attachments clearly with your name, document title and version, list the filenames on the cover sheet. Any attachments not clearly labelled or listed will not be assessed.

Complete all assessment tasks in this document prior to submitting your work, partial submissions are not acceptable.

A maximum of three (3) attempts of each assessment task is allowable. Candidates exceeding three (3) attempts may be required to undertake further training, additional assessment charges may apply.

Resources & SupportTAE40122 Learner Guide

HBA Learner Resources Folder

Additional external research will also be required

Direct support channels E-mail, online forums and telephone (1300 721 503)

Examples are provided in some instances. These are to be used as a guide only. The submission of any parts of the completed HBA examples as your own work is not acceptable.

-952590170

Task 2.1 - Assess Competence - RPL PathwayConduct Recognition of Prior Learning (RPL) assessment for one (1) candidate, addressing two (2) full Units of Competency (UoC):

TAEDEL311 - Provide work skill instruction (R1), AND

BSBCMM411 - Make presentations (R1)

Plan and prepare for the assessment

Conduct the RPL assessment

Provide feedback and outcome to candidate

Where the outcome is RPL Not Granted, provide additional guidance to assist the candidate regarding the pathway to close identified evidence gaps.

Assessment must be conducted with a real adult vocational learner

Task 2.1a - Prepare for RPL AssessmentComplete the RPL assessment plans in the documents TAEDEL311 - Task 2.1 RPL Kit - Bill McGuiness.docx & BSBCMM411 - Task 2.1 - RPL Kit - Bill McGuiness.docx located in the Task 2.1 RPL Assess Competence Learner Resource folder.

Task 2.1b - Gather Candidate RPL EvidenceUse the RPL Kits to document and map the provided candidate evidence to the requirements for TAEDEL311 & BSBCMM411.

Task 2.1c - Assess Competence - RPLDocument an appropriate outcome for the RPL candidate, where RPL is not granted, provide guidance for the candidate to assist them achieve competence.

End of Task 2.1Task 2.2 - Assess Competence - Training & Assessment PathwayConduct assessment for two (2) training and assessment pathway candidates, addressing two (2) full Units of Competency (UoC) for each candidate.

May be the same units for both assessment candidates

Assessment processes must provide integrated foundation (core and employability) skills support for at least one (1) assessment candidate.

Plan and prepare for the assessment

Brief the candidates

Conduct the assessment tasks

Provide feedback and outcome to candidates

Where the outcome is Not Yet Competent provide a documented action plan to assist the candidate regarding the pathway competence

Assess competence tasks must be observed by a HBA Assessor

Assessment must be conducted with a real adult vocational learner

Task 2.2a - Prepare for AssessmentSelect appropriate assessment tools from the range of validated tools in the <ASSESSMENT TOOLS FOR USE> sub-folder. Review the Training & Assessment Strategy (TAS) located in the Learner Resources folder <RTO POLICIES & PROCEDURES sub-folder> relevant to the selected tool.

Review the UoC content for the chosen units at training.gov.au.

Complete the assessment plan in the document Task 2.2 Assessment Tool (Units) (Version).docx located in the <LEARNER RESOURCES> folder.

Task 2.2b - Assess CompetenceAssess the two (2) candidates described in task 2.2a covering two (2) entire, current, nationally recognised units of competency using the tools selected from the range of provided assessment tools located in the <LEARNER RESOURCES> folder. Completion of this activity must be observed by a qualified HBA Learning Centres TAE40122 assessor. The following steps are required to demonstrate competence for this task:

Brief the two (2) assessment candidates

Offer and apply reasonable adjustment where required

Confirm understanding and obtain candidate agreement

Provide any pre-defined resources required

Use the agreed assessment methods

Conduct all parts of all assessment tasks for both candidates

Supervise the assessment and provide considered support throughout

Manage any WHS issues that arise in the assessment process

Mark the assessment documentation

Make an appropriate assessment decision based on the evidence gathered

Provide feedback and outcome to candidates

Develop and document action plans for any candidate found Not Yet Competent (NYC)

Fully and accurately finalising assessment documentation, recording the decision and storing assessment documentation as per organisational requirements.

Label completed assessments clearly and submit separately with all other evidence.

Task 2.2c - Candidate FeedbackGather feedback from both of the two (2) assessment candidates regarding the assessment processes, methods, tools, and your assessing skills using the following feedback forms (or using the print version located in the <LEARNER RESOURCES> folder).

Candidate #1 FeedbackTask 2.2c - Assess Competence - Candidate #1 Feedback

Candidate Name: Candidate Contact: Qualification Code, Title, Release: Unit Codes, Titles, Releases: Assessment Location: Assessment Date: Assessor Name: Instructions for the assessment candidate

350837531242000Place a in the appropriate column beside each statement as it applies to your assessment experience. Very Dissatisfied Dissatisfied Neutral Satisfied Very Satisfied

Preparation & Briefing: Prior to the assessment, did the assessor?

Prepare the assessment environment appropriately? Arrange identified material and physical resource requirements? Provide a safe assessment environment? Explain the assessment process clearly? Identify and provide specialist support (where required)? Answer candidate questions about the process? Conduct of Assessment: During the assessment, did the assessor?

Conduct the assessment as per the briefing? Treat you fairly? Provide consistent information and instructions? Provide you with an assessment outcome and constructive feedback? Provide you with an Action Plan (if the outcome was Not Sat) Venue: Was the venue?

Suitable and safe? Equipped appropriately and was all equipment in working order? OVERALL

Overall level of satisfaction with the assessment process Comments

What worked well: Opportunities for improvement: Other comments: Candidate #2 FeedbackTask 2.2c - Assess Competence - Candidate #2 Feedback

Candidate Name: Candidate Contact: Qualification Code, Title, Release: Unit Codes, Titles, Releases: Assessment Location: Assessment Date: Assessor Name: Instructions for the assessment candidate

350837531242000Place a in the appropriate column beside each statement as it applies to your assessment experience. Very Dissatisfied Dissatisfied Neutral Satisfied Very Satisfied

Preparation & Briefing: Prior to the assessment, did the assessor?

Suitable and safe? Equipped appropriately and was all equipment in working order? OVERALL

Overall level of satisfaction with the assessment process Comments

What worked well: Opportunities for improvement: Other comments: Task 2.2d - HBA Assessor Observation Checklist (Assessment)All assess competence tasks must by observed by a HBA assessor via direct or remote observation. The following checklist describes the requirements for a satisfactory outcome for the task:

Task 2.2d - HBA Assessor Observation Checklist - Assess Competence (Assessment)

TAEASS412 - Assess Competence (R1)

Candidate Name: Venue / Location: Date / Times: HBA Assessor Name: HBA Assessor Contact: Relevant Qualifications:

(Select all applicable) Diploma of Vocational Education & Training (VET)

TAE50111 or TAE50116, or successors

Diploma of Training Design & Development (TDD)

TAE50211 or TAE50216, or successors

Higher Level (Tertiary) Qualification in Adult Education

Describe: Assessment Candidate Details

(Candidates being assessed by the HBA TAE40122 enrolled learner, via training & assessment pathway)

Assessment Candidate Names Units of Competency assessed (two minimum)

1 2 Observation Criteria

(During the assessment process, did the candidate do the following?) CANDIDATE #1 CANDIDATE #2

YES NO YES NO

Interpret assessment planning documentation and applicable organisational, legal and ethical requirements for conducting the assessment and confirm with the relevant people? Access and interpret units of competency that are to be used as benchmarks for assessment, and the nominated assessment tools, to confirm the requirements for the evidence to be collected? Determine opportunities for integrated assessment activities and document any changes to the assessment instruments, where required? Determine opportunities for evidence-gathering in actual or simulated activities, through consultation with the candidate and relevant personnel? Conduct a candidate briefing and explain, discuss and agree on the details of the planned assessment? Arrange identified material and physical resource requirements? Identify any specialist support requirements for the assessment, and organise if necessary? Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable for determining competence? Apply the principles of assessment and rules of evidence in gathering quality evidence? Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback? Make decisions on reasonable adjustments with the candidate, based on the candidate s needs and characteristics? Access specialist support, if required, in accordance with the assessment plan? Address any workplace health and safety (WHS) risk to a person or equipment immediately? Assess the collected evidence, and to evaluate whether it reflects the evidence required to demonstrate competence? Use judgement to infer whether competence has been demonstrated, based on the available evidence? Make the assessment decision in line with agreed assessment procedures and according to the agreed assessment plan? Provide clear and constructive feedback to the candidate regarding the assessment decision, and clearly document follow-up, if required? Record assessment outcomes promptly and accurately? Complete and submit required assessment documentation, according to assessment procedures and confidentiality conventions? Inform other relevant parties of the assessment decision, according to confidentiality conventions? Integrate core skills support for at least one candidate? Integrate employability skills support for at least one candidate? Areas of strength

Opportunities for improvement

Task Outcome: Satisfactory Not Satisfactory Assessor Feedback: Offer & Acceptance: The following section must be signed and dated by the Assessor and returned to the candidate for acceptance. The candidate must read the feedback provided above and sign below to confirm acceptance of this outcome & feedback.

Candidate Signature: Assessor Signature: Date: Date: Task 2.2e - Assessor Self-reflectionComplete the self-reflection activity, based on your completion of Tasks 2.1 and 2.2:

Task 2.2e - Assessor Self-reflection

Candidate Name Unit/s of Competency Assessed Date Assessed

1 TAEDEL311 & BSBCMM411 (RPL) 2 3 What worked well during the assessment process?

What areas could be improved in the assessment process?

How could you implement the above recommendations for improvement?

End of Task 2.2End of Practical TasksFinalising and submitting evidence.Clearly label any attachments.

Compile your portfolio of additional documents.

Complete the cover sheet / learner declaration on Page 1.

Submit this document and all relevant attachments to HBA Learning Centres for assessment via email to assess@hba.edu.au.

Large files should be saved to a cloud storage service (OneDrive, Dropbox Google Drive etc.), email the file link/s with your other evidence.

Contact Customer Service on 1300 721 503 or via email to assess@hba.edu.au if you have any issues.

End of Document

TAE40122

Certificate IV in Training and Assessment

Learner Guide

Version 1.0 18 March 2023

Contents

TOC o "1-3" h z u Welcome PAGEREF _Toc128837710 h 8Chapter 1 - Vocational Education and Training PAGEREF _Toc128837711 h 91.1 - Education in Australia PAGEREF _Toc128837712 h 91.2 - Vocational Education and Training (VET) PAGEREF _Toc128837713 h 91.2.1 - Features of VET in Australia PAGEREF _Toc128837714 h 121.2.2 - Regulatory Frameworks PAGEREF _Toc128837715 h 121.2.3 - VET Quality Framework PAGEREF _Toc128837716 h 131.2.4 - VET Stakeholders PAGEREF _Toc128837717 h 171.2.5 - VET Student Loans PAGEREF _Toc128837718 h 271.3 Training Packages PAGEREF _Toc128837719 h 271.3.1 - Overview PAGEREF _Toc128837720 h 271.3.2 - Training Package Development & Endorsement PAGEREF _Toc128837721 h 281.3.3 - Training Package Components PAGEREF _Toc128837722 h 311.3.4 - Training Package Codes & Titles PAGEREF _Toc128837723 h 361.4 - Accredited Courses PAGEREF _Toc128837724 h 371.5 - Bibliography & Further Reading - VET PAGEREF _Toc128837725 h 42Chapter 2 - Work Health and Safety PAGEREF _Toc128837726 h 452.1 - Legal Obligations PAGEREF _Toc128837727 h 452.1.1 - Persons Conducting a Business or Undertaking (PCBU) PAGEREF _Toc128837728 h 452.1.2 - Workers PAGEREF _Toc128837729 h 472.1.3 - Other Persons at the Workplace PAGEREF _Toc128837730 h 482.1.4 - Work Health and Safety Regulators PAGEREF _Toc128837731 h 482.1.5 WHS Codes of Practice PAGEREF _Toc128837732 h 492.1.6 Standards (AS/NZS/ISO) PAGEREF _Toc128837733 h 492.2 - The Trainers Role PAGEREF _Toc128837734 h 502.4 - Risk Management PAGEREF _Toc128837735 h 52Step 1 Identify Hazards PAGEREF _Toc128837736 h 52Step 2 Assess Risks PAGEREF _Toc128837737 h 53Step 3 Control Risks PAGEREF _Toc128837738 h 54Step 4 Monitor & Review Controls PAGEREF _Toc128837739 h 542.5 - Risk Register PAGEREF _Toc128837740 h 552.6 - Delivering WHS Information to Learners PAGEREF _Toc128837741 h 562.7 - Bibliography & Further Reading - WHS PAGEREF _Toc128837742 h 57Chapter 3 - Language, Literacy & Numeracy Skills PAGEREF _Toc128837743 h 583.1 - LLN Overview PAGEREF _Toc128837744 h 58What is Language, Literacy and Numeracy (LLN)? PAGEREF _Toc128837745 h 58Vocational Literacy PAGEREF _Toc128837746 h 603.2 - Australian Core Skills Framework (ACSF) PAGEREF _Toc128837747 h 61The Australian Core Skills Framework (ACSF) PAGEREF _Toc128837748 h 613.3 - Identifying LLN Requirements of a Training Specification PAGEREF _Toc128837749 h 64Determine LLN Requirements of Training Specifications PAGEREF _Toc128837750 h 643.4 - Identifying LLN Requirements of a Work Role PAGEREF _Toc128837751 h 663.5 - Diagnosing LLN Levels of Learners PAGEREF _Toc128837752 h 663.6 - Language, Literacy & Numeracy Specialist Services PAGEREF _Toc128837753 h 68Access Specialist Learning Support PAGEREF _Toc128837754 h 683.7 - Trainer & Assessor LLN Support PAGEREF _Toc128837755 h 70Support Strategies PAGEREF _Toc128837756 h 703.8- Integrating LLN Support PAGEREF _Toc128837757 h 713.9 Cultural & Social Considerations PAGEREF _Toc128837758 h 723.10 - Reviewing Effectiveness of LLN Support PAGEREF _Toc128837759 h 75Evaluate and Monitor Approaches and Strategies. PAGEREF _Toc128837760 h 753.11 - Bibliography & Further Reading PAGEREF _Toc128837761 h 75Chapter 4 - Learning Design PAGEREF _Toc128837762 h 774.1 - Design Overview PAGEREF _Toc128837763 h 774.2 - Learning and Assessment Strategies (LAS) PAGEREF _Toc128837764 h 774.3 - Learning Programs PAGEREF _Toc128837765 h 784.4 - Instructional Design PAGEREF _Toc128837766 h 784.5 - Design Models PAGEREF _Toc128837767 h 794.5.1 - The ADDIE Model PAGEREF _Toc128837768 h 794.5.2 - Gagnes Nine Events of Instruction PAGEREF _Toc128837769 h 814.5.3 - Blooms (Revised) Taxonomy of Learning Domains PAGEREF _Toc128837770 h 834.6 - Learning Theories PAGEREF _Toc128837771 h 874.6.1 - Behaviourism PAGEREF _Toc128837772 h 874.6.2 - Cognitivism PAGEREF _Toc128837773 h 884.6.3 - Constructivism PAGEREF _Toc128837774 h 884.6.4 - 21st Century PAGEREF _Toc128837775 h 884.6.5 - Humanist PAGEREF _Toc128837776 h 894.6.6 - Social Learning PAGEREF _Toc128837777 h 894.7 - Adult Learning Principles PAGEREF _Toc128837778 h 894.8 - Learning Styles & Preferences PAGEREF _Toc128837779 h 914.9 - Learning Program Design PAGEREF _Toc128837780 h 934.10 - Version & Document Control PAGEREF _Toc128837781 h 944.11 - Bibliography & Further Reading PAGEREF _Toc128837782 h 97Chapter 5 - Delivery and Facilitation PAGEREF _Toc128837783 h 985.1 - Facilitation Overview PAGEREF _Toc128837784 h 985.2 - Delivering Group-based Learning PAGEREF _Toc128837785 h 103Overview PAGEREF _Toc128837786 h 103Your Session PAGEREF _Toc128837787 h 103Developing Learning Objectives PAGEREF _Toc128837788 h 103Delivery Modes PAGEREF _Toc128837789 h 103Delivery Methods PAGEREF _Toc128837790 h 104Resources PAGEREF _Toc128837791 h 105Timeframes PAGEREF _Toc128837792 h 106Session Structure PAGEREF _Toc128837793 h 1065.3 - Delivering Learning in the Workplace PAGEREF _Toc128837794 h 107What is Work-based Learning? PAGEREF _Toc128837795 h 107What is a Work-based Learning Pathway? PAGEREF _Toc128837796 h 108The Workplace Facilitator thats you! PAGEREF _Toc128837797 h 109Planning the Work-based Learning Pathway PAGEREF _Toc128837798 h 110Purpose and Objectives PAGEREF _Toc128837799 h 110Developing the Work-based Learning Pathway PAGEREF _Toc128837800 h 115Implementing and Monitoring the Work-based Learning Pathway PAGEREF _Toc128837801 h 116Introduction PAGEREF _Toc128837802 h 116Establishing a Learner Facilitator Relationship PAGEREF _Toc128837803 h 117Providing Practice Opportunities PAGEREF _Toc128837804 h 117Providing Feedback PAGEREF _Toc128837805 h 118Receiving Feedback PAGEREF _Toc128837806 h 118Acting Ethically PAGEREF _Toc128837807 h 118When the Learning Pathway Will End PAGEREF _Toc128837808 h 118Reviewing and Evaluating the Effectiveness of the Pathway PAGEREF _Toc128837809 h 1195.4 Delivery & Facilitation Examples PAGEREF _Toc128837810 h 1215.4.1 - Session Plans Group Facilitation PAGEREF _Toc128837811 h 121Session Structure Introduction PAGEREF _Toc128837812 h 121Session Structure Central Theme PAGEREF _Toc128837813 h 1225.4.2 - Example Work-based Learning Pathway PAGEREF _Toc128837814 h 1285.5 - Bibliography & Further Reading PAGEREF _Toc128837815 h 130Chapter 6 - Assessment PAGEREF _Toc128837816 h 1316.1 - Assessment Overview PAGEREF _Toc128837817 h 1316.2 - Assessment Pathways PAGEREF _Toc128837818 h 1316.3 - Planning for Assessment PAGEREF _Toc128837819 h 136Assessment The Process PAGEREF _Toc128837820 h 136Determining Assessment Approach PAGEREF _Toc128837821 h 137Clustering Assessments PAGEREF _Toc128837822 h 138Identifying and Determining Evidence Requirements PAGEREF _Toc128837823 h 139Selecting Assessment Methods PAGEREF _Toc128837824 h 140Confirming the Assessment Methods PAGEREF _Toc128837825 h 145Determining Required Instruments PAGEREF _Toc128837826 h 145Documenting Your Assessment Plan(s) PAGEREF _Toc128837827 h 1466.4 - Developing Assessment Tools PAGEREF _Toc128837828 h 147Assessment Tools PAGEREF _Toc128837829 h 147Part 1 - Design Assessment Tools PAGEREF _Toc128837830 h 1516.5 - Validation of Assessment Tools & Processes PAGEREF _Toc128837831 h 158Ensuring Quality in Assessment PAGEREF _Toc128837832 h 158Analysing Existing Assessment Instruments PAGEREF _Toc128837833 h 160Assessment Mapping PAGEREF _Toc128837834 h 161Documentation and Record Keeping PAGEREF _Toc128837835 h 1616.6 - Assessing Competence PAGEREF _Toc128837836 h 164Competency-Based Assessment PAGEREF _Toc128837837 h 164Ensuring Your Candidate is Ready PAGEREF _Toc128837838 h 165WHS in Assessment PAGEREF _Toc128837839 h 166Arranging Specialist Support PAGEREF _Toc128837840 h 166Recognition of Prior Learning (RPL) Overview PAGEREF _Toc128837841 h 167RPL Process PAGEREF _Toc128837842 h 167Dimensions of Competence PAGEREF _Toc128837843 h 167Differences and Commonalities PAGEREF _Toc128837844 h 169Methods of RPL Assessment PAGEREF _Toc128837845 h 169Supporting the Applicant PAGEREF _Toc128837846 h 169Making Your Decision PAGEREF _Toc128837847 h 170Validation and Moderation PAGEREF _Toc128837848 h 171Introduction PAGEREF _Toc128837849 h 171Quality Assurance, Quality Control, and Continuous Improvement PAGEREF _Toc128837850 h 171Validation vs Moderation PAGEREF _Toc128837851 h 171Preparing for Validation PAGEREF _Toc128837852 h 172Why Validate Assessment? PAGEREF _Toc128837853 h 175Purposes of Validation PAGEREF _Toc128837854 h 175When Does Validation Occur? PAGEREF _Toc128837855 h 176Validation Approaches PAGEREF _Toc128837856 h 176Validation Targets PAGEREF _Toc128837857 h 177Contributing to Validation Processes PAGEREF _Toc128837858 h 178Version Control and Accuracy of Documents PAGEREF _Toc128837859 h 179Validation Processes PAGEREF _Toc128837860 h 179Outcomes of Validation PAGEREF _Toc128837861 h 181Record Keeping PAGEREF _Toc128837862 h 1816.7 - Assessment Moderation PAGEREF _Toc128837863 h 182Your Role as an Assessor PAGEREF _Toc128837864 h 182Planning for Reasonable Adjustments PAGEREF _Toc128837865 h 182Organisational or Legislative Requirements PAGEREF _Toc128837866 h 1836.8 - Assessment Tools PAGEREF _Toc128837867 h 185Making a Decision PAGEREF _Toc128837868 h 197Collecting Evidence PAGEREF _Toc128837869 h 198Interpreting Assessment Plans PAGEREF _Toc128837870 h 198Gathering Quality Evidence PAGEREF _Toc128837871 h 199Making Your Decision PAGEREF _Toc128837872 h 199Providing Feedback PAGEREF _Toc128837873 h 200Reviewing Personal Training Performance PAGEREF _Toc128837874 h 200Strategies For Improvement PAGEREF _Toc128837875 h 200Measures Used to Check Training Performance PAGEREF _Toc128837876 h 2016.9 - Bibliography & Further Reading PAGEREF _Toc128837877 h 202Chapter 7 Compliance & Administration PAGEREF _Toc128837878 h 204Recording and Reporting PAGEREF _Toc128837879 h 204Reviewing Assessment PAGEREF _Toc128837880 h 206Focusing on Clients Needs and Expectations PAGEREF _Toc128837881 h 207Meeting the Needs and Expectations of the Client PAGEREF _Toc128837882 h 207Communicating with Learners PAGEREF _Toc128837883 h 208Providing Information to the Learner PAGEREF _Toc128837884 h 208The Relevant Personnel PAGEREF _Toc128837885 h 210The Organisations Policies and Procedures PAGEREF _Toc128837886 h 210Providing the Resources to Learners PAGEREF _Toc128837887 h 211Record Keeping PAGEREF _Toc128837888 h 211Certification and Record Keeping PAGEREF _Toc128837889 h 212Final Reporting PAGEREF _Toc128837890 h 2137.1 - Bibliography & Further Reading PAGEREF _Toc128837891 h 214Chapter 8 - VET Glossary PAGEREF _Toc128837892 h 215a PAGEREF _Toc128837893 h 215b PAGEREF _Toc128837894 h 217c PAGEREF _Toc128837895 h 217d PAGEREF _Toc128837896 h 220e PAGEREF _Toc128837897 h 221f PAGEREF _Toc128837898 h 222g PAGEREF _Toc128837899 h 223h PAGEREF _Toc128837900 h 223i PAGEREF _Toc128837901 h 223j PAGEREF _Toc128837902 h 224k PAGEREF _Toc128837903 h 225l PAGEREF _Toc128837904 h 225m PAGEREF _Toc128837905 h 227n PAGEREF _Toc128837906 h 227o PAGEREF _Toc128837907 h 229p PAGEREF _Toc128837908 h 229q PAGEREF _Toc128837909 h 229r PAGEREF _Toc128837910 h 230s PAGEREF _Toc128837911 h 232t PAGEREF _Toc128837912 h 234u PAGEREF _Toc128837913 h 236v PAGEREF _Toc128837914 h 236w PAGEREF _Toc128837915 h 237x PAGEREF _Toc128837916 h 238y PAGEREF _Toc128837917 h 238z PAGEREF _Toc128837918 h 2388.1 - Bibliography & Further Reading PAGEREF _Toc128837919 h 238End of Document PAGEREF _Toc128837920 h 238

WelcomeWorking as a trainer and assessor is a dynamic, exciting, and rewarding career; allowing you to shape and guide individuals towards personal and professional growth. HBA believes firmly that the ability to be a passionate and engaging training professional is a learned vocation and we aim to provide you with the knowledge and skills to flourish in your new career.

About this Learner GuideThis learner guide is designed to be used in conjunction with your assessment tasks and provides the general information that you will need to complete some of them; however, there will be instances where you will need to conduct further external research to gain additional evidence or information that may be required. There are links to Bibliography & Further Reading located at the end of each chapter. We highly recommend that you conduct external research, the information contained in this resource is not exhaustive.

It is important to see the learner guide as more than just the potential source of answers for workbook questions, but rather as a starting point of information to assist you in your development.

TAE40122 - Certificate IV in Training and Assessment (Release 1)The TAE40122 Certificate IV in Training and Assessment is the flagship qualification for training and assessment of vocational skills.

The qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector.

Achievement of this qualification or an equivalent by trainers and assessors is a requirement of the Standards for Registered Training Organisations (RTOs) 2015. This qualification, or the skill sets derived from units of competency within it, is also suitable preparation for those engaged in the delivery of training and assessment of competence in a workplace context, as a component of a structured VET program.

Chapter 1 - Vocational Education and Training1.1 - Education in AustraliaEducation in Australia is the responsibility of both State and Federal governments. The regulation, operation, and funding of education is the generally the responsibility of the States and Territories because the Federal government does not have specific constitutional powers to pass laws with respect to education. The Federal government assists in funding public schools, non-government schools and public universities and subsidises post-secondary & tertiary education through a national student loan scheme. The Federal government also regulates national vocational education providers.

Education in Australia encompasses the following sectors:

Early childhood education (Pre-school)

Primary education (Primary School)

Secondary education (High School)

Post-secondary education (Vocational Education & Training, TAFEs / RTOs)

Tertiary education (Higher Education, University)

Secondary education now includes aspects of post-secondary education through the VET in Schools program. Students can complete Vocational Education and Training (VET) studies as part of their Senior Secondary Certificate. Some VET units count towards a students Australian Tertiary Admissions Rank (ATAR).

Vocational Education and Training (VET) is delivered by Registered Training Organisations (RTOs) that have been registered to provide nationally recognised training. These may be public TAFE colleges, privately owned or publicly listed Registered Training Organisations (RTOs) or Group Training Organisations (GTOs).

University qualifications overlap with Vocational Education and Training (VET) qualifications, many Universities offer Diploma and Advanced Diploma / Associate Degree qualifications, generally as a recognised pathway to a higher qualification.

1.2 - Vocational Education and Training (VET)The Vocational Education and Training (VET) sector is designed to give graduates opportunities to:

Gain skills and knowledge needed to enter the workforce for the first time

Re-enter the workforce in a new or changed capacity

Upgrade skills and knowledge for an existing job role

Retrain for a new job role, or

Gain additional qualifications

The primary point of difference with VET as opposed to education delivered in either the schools or higher education sectors is a strong focus on work-related, industry driven skills. The VET sector is based on a partnership between governments and industry with a goal to improve and maintain the skill levels in Australias economy.

Training, education, and qualifications completed within the VET sector are termed nationally recognised meaning that there is an expected level of consistency in training delivered by RTOs irrespective of their physical location or legislative jurisdiction. It is important to note that some Accredited Courses can be state/territory specific however this will be discussed further in Section 2.2. The VET sector is a vital aspect of the Australian economy; both as an avenue for development of skills for the workforce, and also as a major export industry.

VET provides a vast range of subjects and programs, ranging from the traditional trades to business and commerce and the creative arts. It also provides basic skills training for social and community participation, such as English language training for new migrants.

Formal VET offers a range of nationally recognised qualifications, from certificates that can be completed in a relatively short time through to advanced diplomas that may require up to two years of study.

As a multi-layered, multi-faceted industry, the VET sector can be daunting to review the first time, this section aims to provide an overview of the structure of VET, the frameworks for regulation of the industry as well as some of the major characteristics of working as a trainer/assessor within a VET context. Below is an overview of the structure of the VET system. The stakeholders will be explained in the following pages.

(Strengthening Skills Expert Review of Australias VET System, Steven Joyce 2019)

A short history of national VET reforms in Australia

1990s Vocational Education and Training Funding Act 1992 enabled the Commonwealth to provide funding to the States and Territories for VET delivery (to 2005). The ANTA was established in 1994 and continued until 2004. New apprenticeship model (now Australian Apprenticeships) introduced along with user choice (employee and employer could choose the RTO), part time and existing worker arrangements as well as the introduction of school-based apprenticeships and traineeships. National training packages started to replace State and Territory-based course material for qualifications. Public funding expanded from TAFEs to include some private training providers. Apprenticeship incentives introduced and expanded.

1998 - 2006 Expansion of the New Apprenticeships package including a new incentives program expanded VET in schools and school-based apprenticeships and traineeships, plus introduction of a New Apprenticeship Access Program to provide support for job-seekers to obtain a New Apprenticeship. Also introduced New Apprenticeship Centres.

2005 Skilling Australias Workforce Act 2005 introduced to enable the Commonwealth to continue financial assistance to the States and Territories for VET (to 2017). Australian Technical Colleges and Tools for your Trade initiative introduced.

2008 Skills Australia established (renamed the Australian Workforce and Productivity Agency in 2012) (continued until 2014).

2009 NASWD came into effect as part of the new Intergovernmental Agreement on Federal Financial Arrangements (current). Commonwealths income-contingent loan scheme (VET FEE-HELP) to VET students in diploma and advanced diploma full-fee qualifications was introduced (previously loans had only been available for higher education students).

2011 Building Australias Future Workforce reforms announced including establishment of the National Workforce Development Fund, incentives for competency-based progression of Australian Apprenticeships and trade apprenticeship mentoring. ASQA established as the national regulator. States and Territories (except Victoria and Western Australia) join over the next few years.

2012 A new NPASR agreed. This included the introduction of demand-driven contestable market funding and a national training entitlement (to 2017). States and Territories introduced reforms to subsidy systems, and also reformed their TAFEs, noting that Victoria started reforms in 2009 and South Australia in 2012. Access to VET FEE-HELP for subsidised higher level courses expanded to a broader range of public and private providers.

2012 - 2013 Apprenticeship incentives for a range of employers and existing workers discontinued, including apprenticeships and traineeships not leading to occupations on the NSNL.

2014 Tools for your Trade payments ceased and converted to Trade Support Loan Program.

2015 AISC by CISC along with IRCs and SSO. Australian Apprenticeship Support Network (AASN) introduced.

2017 VET Student Loans (VSL) replaced VET FEE-HELP.

2018 New National Partnership Agreement, the Skilling Australians Fund, agreed to support apprenticeship numbers. NSW, SA, WA, Tasmania, NT & the ACT are signatories to the Skilling Australians Fund.

Current Reforms A number of key reforms are currently under way in the VET sector. Some of the more significant pieces of work include the Governments response to Professor Valerie Braithwaites independent review of the National Vocational Education and Training Regulator Act 2011 (NVETR Act). Professor Braithwaites review examined the legislative capacity of ASQA to ensure effective regulation of the VET sector.

The Commonwealth, State and Territory governments, industry peak bodies and the AISC are working together on training package reform. A 2017 discussion paper, The Case for Change, informed the work, which is focused on qualification design.

The training package reform work is linked to a review of the AQF. The intent of that review is to ensure that the AQF continues to meet the needs of students, employers, Education providers and the wider community.

Since then, the Federal government has implemented further reform programs claiming that:

To support the future growth and prosperity of our nation, the Australian, state and territory governments are committed to improving the vocational education and training (VET) system. A strong VET system is critical for Australias long-term economic recovery as we emerge from the COVID-19 pandemic.

Building on this reform commitment, the Australian Government has also announced a series of initiatives in the 2021-22 Budget and 2022-23 Budget that will strengthen the VET system.

To read further information about this see the following web site:

https://www.dewr.gov.au/skills-reform/skills-reform-overview

1.2.1 - Features of VET in Australia1.2.1.1 - Nationally Recognised / Portable Qualifications

Clients receive nationally consistent, high-quality training and assessment, regardless of their location. Qualifications are recognised throughout Australia.

1.2.1.2 - Industry Led

The Australian VET system is based on a strong government-industry alliance. Federal and state and territory governments provide funding and policy direction, while employers shape the qualifications needed by their industry.

1.2.1.3 - Competency-based Training & Assessment (CBT/A)

The Australian VET system is competency-based. It is outcomes-focused and designed to deliver workplace-specific skills and knowledge-based competencies in a wide range of occupations. This ensures the best graduate outcomes for students because their skills are valued by employers and directly related to employment. Competency-based training and assessment (CBT/A) was introduced in Australia in the late 1980s and is the recognised method for training within the VET sector. CBT/A places emphasis on what an individual can do in the workplace as a result of completing a program or training or workplace experience. It is important to note that within a CBT/A system, progression of an individual is not based on time, as soon as a learner has achieved or demonstrated required competency, they are able to progress within the sequence of instruction. Within CBT/A systems, there is focus on whether an individual can or cannot meet a required criterion as opposed to measuring levels of proficiency. Competency-based assessment will be discussed further later in the learner guide.

1.2.1.4 - Client-focused / Flexible Pathways

The Australian VET system is flexible. There are multiple pathways through the AQF, and learning programs are tailored to the specific needs of each client. Students can enrol in qualifications, accredited courses, industry-recognised skill sets and units of competency, allowing them to gain the skills they need, when they need them.

1.2.1.5 - Quality Outcomes

The Australian VET system is outcomes-focused and designed to deliver workplace-specific skills and knowledge-based competencies in a wide range of occupations. This ensures the best graduate outcomes for students, because their skills are valued by employers and directly related to employment. Students gain work-ready skills that significantly enhance their employability.

1.2.2 - Regulatory FrameworksLike all industries, the VET sector is subject to regulatory frameworks to allow for the maintenance of quality and consistency. Owing to the Nationally Recognised aspect of VET training, clients must be assured that all providers of VET training and assessment are delivering quality vocational outcomes for learners, clients, employers and the industry at large.

The key elements of the sector are:

Quality delivery through the VET Quality Framework (VQF) and the Australian Quality Training Framework (AQTF); and

Quality training products via training packages, accredited courses and support material

NOTE: AQTF is only applicable to states and RTOs operating outside of the jurisdiction of ASQA (Victoria and Western Australia).

The VET Quality Framework and AQTF provide for national consistency for provider registration, monitoring and enforcement of standards.

Some RTOs have additional regulatory requirements for certain courses, including:

International Students English Language Intensive Courses for Overseas Students (ELICOS) & Commonwealth Register of Institutions and Courses for Overseas Students CRICOS)

High Risk Licenses (Forklift, Rigging, Crane, etc.) State WHS/OHS Regulator

Driver Licensing State Roads Authority

1.2.3 - VET Quality FrameworkThe VET Quality Framework (VQF) was introduced under the National Vocational Education and Training Regulator Act 2011, which also established the Australian Skills Quality Authority (ASQA) as the National VET Regulator (NVR). The VQF provides the basis for a nationally-consistent, high-quality VET sector.

The VET Quality Framework comprises:

Standards for Registered Training Organisations (RTOs) 2015

Australian Qualifications Framework

Fit and Proper Person Requirements

Financial Viability Risk Assessment Requirements

Data Provision Requirements

Total VET Activity - AVETMISS Reporting

Quality Indicator Reporting

1.2.3.1 - Standards for Registered Training Organisations (RTOs) 2015

The Standards for Registered Training Organisations (RTOs) 2015 were endorsed by the Council of Australian Governments (COAG) Industry and Skills Council in 2014. The standards:

Describe the requirements that an organisation must meet in order to be an RTO in Australia

Ensure that training delivered by RTOs meets industry requirements (as set out in training packages and accredited courses) and has integrity for employment and further study

Ensure RTOs operate ethically and consider the needs of both students and industry.

The Standards are enabled by the National Vocational Education and Training Regulator Act 2011 (NVR Act), which aims to:

Provide national consistency in regulation of the VET sector, using a standards-based quality framework and a risk-based approach

Promote quality, flexibility and innovation in VET

Promote Australias reputation for VET locally and overseas

Promote a VET system that meets Australias social and economic needs

Protect students undertaking or proposing to undertake VET in Australia

Ensure access to accurate information regarding the quality of VET

The Standards describe outcomes RTOs must achieve, but do not prescribe methods by which RTOs should achieve these outcomes. This allows RTOs to be flexible in their VET delivery.

The Standards for Registered Training Organisations (RTOs) 2015 is a legislative instrument consisting of four (4) parts and eight (8) standards. Each Standard contains a number of clauses, as follows:

Part 1 - Preliminary

Name of Standards

Purpose

Structure

Definitions

Glossary

Part 2 - Training and assessment

Standard 1

The RTOs training and assessment strategies and practices are responsive to industry and learner needs and meet the requirements of training packages and VET accredited courses

Standard 2

The operations of the RTO are quality assured

Standard 3

The RTO issues, maintains and accepts AQF certification documentation in accordance with these Standards and provides access to learner records

Part 3 - Obligations to learners and clients

Standard 4

Accurate and accessible information about an RTO, its services and performance is available to inform prospective and current learners and clients

Standard 5

Each learner is properly informed and protected

Standard 6

Complaints and appeals are recorded, acknowledged and dealt with fairly, efficiently and effectively

Part 4 - RTO governance and administration

Standard 7

The RTO has effective governance and administration arrangements in place

Standard 8

The RTO cooperates with the VET Regulator and is legally compliant at all times

Schedules

Schedule 1

Trainer and Assessor qualification specifications

Schedule 2

Independent validation requirements for RTOs delivering training and assessment qualifications or assessor skill sets from the Training and Education Training Package

Schedule 3

Fit and Proper Person Requirements

Schedule 4

Conditions of Use of Nationally Recognised Training (NRT) Logo

Schedule 5

Application of the AQF Qualifications Issuance Policy within the VET Sector

Schedule 6

Requirements for protecting fees prepaid by individual learners, or prospective learners, for services

ASQA has published a Users Guide to the Standards for RTOs 2015 that provides a plain English interpretation of the Standards and provides examples of compliant practices.

N.B As part of the national skills reform agenda, the Department of Education, Skills and Employments Quality Reforms consultation includes a review of the Standards for Registered Training Organisations (RTOs) 2015. The Department of Education, Skills and Employment expects to release a draft revised set of Standards early in 2022.

1.2.3.2 - Australian Qualifications Framework (AQF)

The Australian Qualifications Framework (AQF) is a national policy that regulates qualifications in the Australian education and training system. It incorporates the quality assured qualifications from each sector of education and training into a single comprehensive, national framework.

Divided into ten (10) levels, the AQF provides the standards for qualifications issued by approved Australian institutions. There may be more than one qualification outcome within each AQF level.

The framework includes:

Learning outcomes for each AQF level and qualification type;

Specifications for the application of the AQF in the accreditation and development of qualifications; and

Policy requirements for issuing AQF qualifications, qualification linkages and student pathways

The AQF allows trainers and assessors to understand in general terms the differences between various qualifications and qualification levels. The AQF can be represented graphically as seen below:

1.2.3.3 - AQF Structure

AQF

Level Secondary School TAFE / RTO University

10 Doctoral Degree

9 Masters Degree

8 Graduate Certificate / Graduate Diploma

Bachelor Honours Degree

7 Bachelor Degree

6 Associate Degree

Advanced Diploma

5 Diploma

4 Certificate IV 3 Certificate III 2 Certificate II 1 Certificate I Senior Secondary Certificate 1.2.3.4 - Fit and Proper Person Requirements

The Fit and Proper Person Requirements are designed to ensure that key registered training organisation (RTO) personnel have the characteristics and principles necessary to ensure the delivery of high-quality services and outcomes for VET graduates.

These requirements are set to protect and inspire confidence in the VET system, and to safeguard Australias reputation as a premier provider of VET (both locally and internationally).

The Fit and Proper Person Requirements determine standards of behaviour by individuals who are in a position to influence an RTO's management.

For the purpose of subsection 186(2) of the National Vocational Education and Training Regulator Act 2011, the Fit and Proper Person Requirements are at schedule 3 of Attachment A within the Standards.

1.2.3.5 - Financial Viability Risk Assessment Requirements

The Financial Viability Risk Assessment Requirements ensure that organisations can demonstrate their financial viability to deliver high-quality training to VET students.

To ensure that applicants for RTO registration are fully financially prepared to operate a sustainable training business and help them understand the financial requirements for registration, applicants will be required to complete a financial viability risk assessment.

Applicants must give ASQA a detailed business plan and a range of financial information and underlying assumptions including information on projections, funding sources, assets and loan arrangements, staff and student numbers.

1.2.3.6 - Data Provision Requirements

The Data Provision Requirements 2012 ensure that RTOs provide ASQA with a range of accurate and complete data about their business and operations.

These requirements allow ASQA to identify trends and risks within the industry, and to further monitor and improve Australia's VET system. The Data Provision Requirements also ensure ASQA has a record of all student records, qualifications and statements of attainment.

There are two (2) parts to the data provision requirements:

Total VET Activity - All RTOs must collect and report 'Total VET Activity' data. This includes full Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) data, in accordance with the National VET Provider Collection Data Requirements Policy. RTOs must collect AVETMISS compliant records for all students, enrolments and outcomes achieved throughout the calendar year. Early in the following year, RTOs report this data to the National Centre for Vocational Education Research (NCVER). There are a number of student management systems that can record and produce AVETMISS data files for reporting.

Quality Indicators - The Data Provision Requirements 2012 requires all Registered Training Organisations (RTOs) to provide an annual summary report of their performance against the learner engagement and employer satisfaction quality indicators to ASQA. There are three parts:

Learner engagement Focuses on the extent to which learners engage in activities that are likely to promote high-quality skill outcomes. It includes learner perceptions of the quality of their competency development and the support they receive from their RTOs. The source of data to measure this indicator is a survey called the Learner Questionnaire.

Employer satisfaction focuses on employer evaluation of learner competency development and the relevance of learner competencies for work and further training, as well as employer evaluation of the overall quality of the training and assessment. The source of data to measure this indicator is a survey called the Employer Questionnaire.

Competency completion Focuses on the number of students completing their qualification or course. With the introduction of national VET reporting for all RTOs, there is no longer a requirement for RTOs to report competency completions manually.

1.2.4 - VET Stakeholders1.2.4.1 - Council of Australian Governments (COAG)

The Council of Australian Governments (COAG) is the peak inter-governmental forum in Australia, comprising the Prime Minister, State and Territory Premiers and Chief Ministers and the President of the Australian Local Government Association (ALGA). The role of COAG is to promote policy reforms that are of national significance, including VET.

1.2.4.2 - Council of Australian Governments Industry and Skills Council (CISC)

The Council of Australian Governments (COAG) Industry and Skills Council (CISC) was established by COAG to develop and implement high-level policies that will assist Australian industry to be competitive and motivated to create jobs and investment.

CISC is responsible for:

Industry competitiveness, productivity and labour market pressures

Skills development and national training arrangements.

The Council focuses on major policy reforms that require Commonwealth-State collaboration.

The skills and industry parts of the Council are chaired separately to allow the respective ministers to focus exclusively on sector specific issues. The Council may engage directly with selected industry stakeholders to inform discussion and deliberation.

1.2.4.3 - Department of Education (Commonwealth)

The Department of Education is the government agency responsible for overseeing the federal governments contribution to the VET system. It coordinates activities and liaises with other federal, state and territory training agencies to promote consistent quality outcomes.

1.2.4.4 - Australian Industry and Skills Committee (AISC)

The Australian Industry and Skills Committee (AISC) was established by the COAG Industry and Skills Council in May 2015 to give industry a formal role in approving national vocational education and training (VET) packages for implementation.

The AISC provides advice to Commonwealth and State Industry and Skills Ministers on the implementation of national VET policies, and approves nationally recognised training packages for implementation in the VET system.

The AISC draws on advice from its network of Industry Reference Committees (IRCs). IRCs are made up of people with experience, skills and knowledge of their particular industry sector and are responsible for developing training packages that meet the needs of Australian industry.

The functions of the AISC are to:

Advise on the implementation of national training policies

Quality assure and approve training packages for implementation

Oversee the process for development and approval of accredited training

Provide direction on the national vocation education and training (VET) sector research priorities, including the work of the National Centre for Vocational Education Research (NCVER)

Provide advice to the COAG Industry and Skills Council on training provider and regulator standards

Coordinate industry engagement through the COAG Industry and Skills Council meetings

Undertake work as directed by the COAG Industry and Skills Council

1.2.4.5 - Industry Reference Committees (IRCs)

Industry Reference Committees (IRCs) are the formal channel for considering industry skills requirements in the development and review of training packages.

Each IRC is made up of people with close links to industry. They are leaders in their own sectors from big business to small enterprise and peak bodies to unions, who understand the skills needs of their sector, industry or occupation.

IRCs advise the Australian Industry and Skills Committee (AISC) about the skills needs of their industry sector. IRCs ensure training packages meet the needs and concerns of employers, employees, training providers, and people seeking training qualifications.

To make sure industrys voice is heard, IRCs gather information from their industry sector - including challenges, opportunities, trends and industry requirements for training - to advise on training packages. They use this information to develop and review training packages to help make sure the national training system provides the qualifications, knowledge and skill sets that industry needs. IRCs also promote the use of vocational education and training in the industry sectors they represent. Each IRC is supported by a Skills Service Organisation (SSO) to help them in their work.

Each Industry Reference Committee performs the following functions:

Gathers intelligence for their industry sectors to inform advice on Training Package development and review

Directs the work of its SSO in the development of industry proposals, business cases and cases for endorsement

Oversees the development and review of Training Packages in line with the requirements of the Australian Industry Skills Committee (AISC)

Provides sign off for industry proposals, business cases, cases for endorsement and other submissions for consideration by the AISC

Directs the work of the SSO in preparing the support materials where funding for additional activities is provided

Reports to the AISC on progress of its work

Promotes the use of Vocational Education and Training (VET) in the sectors they represent

There is a list of IRCs & SSOs in the table below.

1.2.4.6 - Skills Service Organisations (SSOs)

Skills Service Organisations (SSOs) are independent, professional service organisations that support Industry Reference Committees (IRCs) in their work developing and reviewing training packages.

There are six SSOs funded by the Australian Government Department of Education and Training as of 2019.

SSOs support industry engagement while remaining independent from both industry and the training sector. Each SSO provides agreed services to several IRCs.

This includes providing secretariat services and travel and accommodation support, preparing documents such as the skills forecast and proposed schedule of work, and assisting with developing and reviewing training packages.

SSOs are also a key access point for other industry stakeholders who want to play a part in the development of training packages. SSOs support the following IRCs:

Skills IQ

Aboriginal and Torres Strait Islander Health Worker

Ambulance and Paramedic

Childrens Education and Care

Client Services

Community Sector and Development

Complementary and Alternative Health

Dental

Direct Client Care and Support

Enrolled Nursing

First Aid

Local Government

Personal Services

Public Sector

Sport and Recreation

Technicians Support Services

Tourism, Travel and Hospitality

Wholesale, Retail PWC's Skills for Australia

Automotive Allied Industry

Automotive Light Vehicle

Automotive Heavy Vehicle

Automotive Vehicle Body Repair

Automotive Strategic Industry

Business Services

Civil Construction (Infrastructure)

Coal Mining

Culture and Related Industries

Drilling

Education

Extractive

Financial Services

Information and Communications Technology

Metalliferous

Naval Shipbuilding

Printing and Graphic Arts

Australian Industry Standards

Aviation

Corrections

Electricity Supply Industry Generation

Electricity Supply Industry Transmission Distribution and Rail

Electrotechnology

Gas

Maritime

Public Safety

Rail

Transport and Logistics

Water Skills Impact

Agriculture and Production Horticulture

Amenity Horticulture, Landscaping and Conservation & Land Management

Animal Care and Management

Aquaculture and Wild Catch

Food, Beverage and Pharmaceutical

Forest Management and Harvesting

Meat

Pharmaceutical Manufacturing

Pulp and Paper Manufacturing

Racing

Timber and Wood Processing

Timber Building Solutions

IBSA Manufacturing

Aerospace

Furnishing

Manufacturing and Engineering

Process Manufacturing, Recreational Vehicle and Laboratory

Sustainability

Textile Clothing and Footwear Artibus Innovation

Construction Plumbing & Services

Property Services

1.2.4.7 - Registered Training Organisations (RTOs)

Vocational Education and Training (VET) is offered and provided by Registered Training Organisations (RTOs). Only an RTO can issue nationally recognised qualifications or statements of attainment. These organisations must comply with requirements and standards set out in either the VET Quality Framework (VQF) or Australian Quality Training Framework (AQTF) as described previously.

Public RTOs include Technical and Further Education (TAFE) colleges and institutes as well as a small range of specialised institutions. The TAFE system is the largest provider of VET in Australia and are owned and administrated by state and territory governments.

Private RTOs (sometimes referred to as private providers, colleges, schools, or institutes) provide VET instruction within the same regulatory environment as public RTOs with the main discernible difference being that private RTOs operate as privately owned businesses and are not administrated by government. Some private RTOs offer assessment-only services for employers who deliver work-based training and wish to formally recognise the skills of their workforce

Enterprise RTOs are organisations for whom the core business of the organisation is not training; however, RTO registration has been achieved for the purposes of offering nationally recognised training in-house. Approximately 250 organisations and government departments across Australia operate as enterprise RTOs as of 2019.

Group Training Organisations (GTOs) are corporations established to provide training and employment opportunities. GTOs employ apprentices and trainees and are responsible for ensuring that those employees receive suitable training and experience. To achieve this aim, the GTO will find a suitable 'host' employer for each apprentice or trainee to work with on a daily basis. Apprentices and trainees employed by GTOs may spend their entire apprenticeship or traineeship with one host employer who can offer them a well-rounded training experience. Alternatively, they may be rotated around a number of host employers who can each offer a specialised area of training. Employers who may not otherwise have been able to employ an apprentice or trainee have an opportunity to participate in the training system by hosting an apprentice or trainee for a nominated period of time.

1.2.4.8 - Regulators

1.2.4.8.1 - Australian Skills Quality Authority (ASQA)

The Australian Skills Quality Authority (ASQA) is the national regulatory body for VET, with responsibility for regulating RTOs in the ACT, NSW, NT, SA, QLD, and TAS. These states and territories have referred their authority for VET regulation to ASQA.

Victoria and Western Australia have indicated that there are no plans at present to refer their regulatory powers to ASQA and are regulated by separate bodies.

ASQA is also the regulatory body for those Registered Training Organisations in Victoria and Western Australia that:

Offer courses to overseas students, and/or

Offer courses to students (including online) who are located in any of the following:

Australian Capital Territory

New South Wales

Northern Territory

South Australia

Queensland

Tasmania

ASQAs primary role is that of quality assurance through the implementation of the Standards for Registered Training Organisations (RTOs) 2015 and Standards for VET Accredited Courses 2012.

ASQA has responsibility for the issuing and maintenance of registrations for RTOs and routinely audit RTOs to ensure compliance with the VQF.

Prior to ASQA assuming the above responsibilities in 2011, each state and territory had an independent VET regulator. In Victoria and Western Australia these bodies maintain these functions.

ASQA may also accredit additional VET courses in situations where a Training Package is not offered in a specific field. These courses are known as accredited courses and will be discussed more in Section 2.2.

1.2.4.8.2 - Victorian Registration & Qualifications Authority

The Victorian Registration and Qualifications Authority (VRQA) is responsible for the regulation of education and training providers and qualifications in Victoria from home schooling to higher education. The VRQA is accountable to the Minister for Education in relation to the regulation of schools and to the Minister for Training and Skills in relation to the regulation of tertiary providers.

1.2.4.8.3 - Training Accreditation Council Western Australia

The Training Accreditation Council (TAC or the Council) is Western Australia's registering and course accrediting body. It is responsible for the quality assurance and recognition of vocational education and training (VET) services in WA.

The Council, which meets monthly, is committed to strengthening its relationships with stakeholders and improving the overall quality of the VET sector. The Council can:

Accredit courses

Inquire into training providers and courses

Vary, suspend or cancel registration or accreditation

Cancel qualifications

1.2.4.9 - State Training Services

Each State and Territory maintains a training authority responsible for developing policy, consultation with stakeholders and funding. Prior to the national VET system each state authority was responsible for course accreditation and provider registration. Victoria and Western Australia are the only two remaining states to retain the regulatory functions.

Australian Capital Territory Skills Canberra is responsible and accountable for the provision of strategic advice and overall management of vocational education and training (VET) in the ACT. Skills Canberra manages ACT and Commonwealth funding directed to VET programs for a variety of initiatives addressing skills development for entry level and existing workers, as well as adult community education.

Skills Canberra gathers advice from research and industry stakeholders to predict industry trends and identify future training requirements in response to the demand and requirements of industry and the community.

New South Wales Training Services NSW in the NSW Department of Industry is responsible for government-funded vocational education and training (VET) in NSW.

The NSW Department of Industry leads strategic policy, planning, funding, regulation and advice on VET to support economic, regional and community development.

Training Services NSW is responsible for the implementation of funded programs, including Smart and Skilled, apprenticeships and traineeships and adult and community education. It undertakes contract management of approved Smart and Skilled training providers and implements quality assurance and performance monitoring to achieve the best possible outcomes for students.

It also offers a one-stop shop for vocational education advice, information and services in NSW.

Northern Territory The Department of Business aims to:

build industry capabilities through support and solutions for Northern Territory businesses

support small and medium enterprises, industry and individuals to benefit from the opportunities presented as a result of major projects

develop, attract and retain a skilled Northern Territory workforce

provide for flexible training that meets the needs of business, industry and individuals

Employment and Training NT within the Department of Business is the State Training Authority for the Northern Territory, and administers the vocational education and training system in the Northern Territory, including the administration of apprenticeships and traineeships and allocation of funding for training delivery.

Queensland The Queensland Department of Education and Training provides information on Vocational Education and Training in Queensland. It includes information on public and private training organisations, including agricultural colleges and institutes of TAFE.

South Australia The SA Department of State Development is driving research, education, and skills initiatives to create jobs and build the skilled workforce South Australia needs to support industry.

The WorkReady Program brings together funding for training, employment and skills activities. WorkReady is about targeting training and employment opportunities to the needs of people, strategic industries and regions. Individuals need to meet course entry requirements and verify their eligibility for enrolment before being enrolled in a government subsidised training place.

Tasmania Skills Tasmania is Tasmanias State Training Authority, developing strategies and providing support, advice, opportunities and funding to deliver quality training to meet the needs of Tasmanians and our industries.

Victoria The Victorian Department of Education and Early Childhood Development provides information on Vocational Education and Training in Victoria. It includes information for learners, training providers, employers and industry.

Western Australia The WA Department of Training and Workforce Development provides information on Vocational Education and Training in Western Australia. It includes information on training courses, career services, apprenticeships and traineeships.

1.2.4.10 - Trainers & Assessors

VET Trainers and Assessors must be working for an RTO when delivering and/or assessing nationally recognised training. As a trainer you are the shop-front of your training organisation and must act ethically and professionally at all times.

If a trainer and assessor hold the qualification they are delivering and has recent extensive industry experience, this may be sufficient to demonstrate they hold both current industry skills and vocational competencies.

1.2.4.10.1 - Trainer & Assessor Qualifications

The Standards for Registered Training Organisations (RTOs) 2015 (clauses 1.13-1.14) dictate that all training and assessment within an RTO must be delivered by trainers and assessors who have:

Vocational competencies at least to the level being delivered and assessed, and

Current industry skills directly relevant to the training and assessment being provided, and

Current knowledge and skills in vocational training and learning that informs their training and assessment, and as of 30 June 2019, your trainers and assessors must hold:

TAE40116 Certificate IV in Training and Assessment or its successor or

TAE40110 Certificate IV in Training and Assessment plus the following units:

TAELLN411 (or its successor) or TAELLN401A, and

TAEASS502 (or its successor) or TAEASS502A or TAEASS502B or

a diploma or higher level qualification in adult education.

See the following web site for further specific requirements

https://www.asqa.gov.au/rtos/users-guide-standards-rtos-2015/chapter-4-training-and-assessment/clauses-113-116-employ-skilled-trainers-and-assessors

1.2.4.10.2 - Professional Development (PD)

Clause 1.16 of the Standards for RTOs 2015 state that RTOs must ensure that all trainers and assessors undertake professional development in the fields of the knowledge and practice of vocational training, learning and assessment including competency-based training and assessment.

A trainer must be able to demonstrate that they hold current skills and knowledge not just as a trainer but as a member of the industry they are training within. To this end, it is vital that all trainers maintain their currency via undertaking professional development (PD) activities periodically.

There is an expectation that trainers maintain their skills and knowledge across two main areas:

VET currency: maintenance of your skills and knowledge as a trainer/assessor and member of the VET community

Vocational currency: maintenance of the skills and knowledge related to the field(s) in which you deliver or assess.

Your RTO should retain evidence of your approach to professional development and of how you engage with industry to confirm, review and update the required skills and knowledge for trainers and assessors.

Examples of possible approaches include:

Implementing a requirement for a certain number of professional development hours per year, with your RTO to approve development activity in advance in order for the hours to be counted as part of the annual requirement

Collecting evidence of trainer and assessor participation in communities of practice

Requiring trainers and assessors to participate in industry exchanges and/or placements

Conducting an annual review of the skills and knowledge required for trainers and assessors with local industry representatives, in order to ensure currency and relevance

Maintaining information on professional development activities on a register.

1.2.4.11 - Professional Associations

There are no mandatory requirements for membership of any professional association in the Standards for RTOs 2015, however may RTOs and trainers join an association for networking and professional development opportunities. Many of these associations contribute to VET policy consultation and provide advocacy on behalf of members. Some of the key players are:

Velg Training is a member serving organisation and Australia's leading provider of Vocational Education and Training (VET) professional development and consulting services.

The Independent Tertiary Education Council Australia (ITECA) (formerly the Australian Council For Private Education And Training (ACPET)) is a membership-based peak body bringing together independent providers in the higher education, vocational education and training sectors.

AUSTAFE is a national network of Technical and Further Education (TAFE) professionals. Its main focus is on promoting partnerships with all vocational education and training (VET) stakeholders, providing a forum for exchange of views in relation to VET and promoting professional development opportunities for its members.

Vocational Education and Training Industry Group (VETIG) is a community of practice working together to develop a culture of professionalism that:

Connects, supports & challenges VET professionals to solve problems and answer questions

Accepts mutual responsibility for sharing quality information, insights and practices

Networks across traditional boundaries within the VET industry

Expands capabilities to develop new practices

IVETA (International Vocational Education and Training Association) is a network of vocational educators. The network includes vocational skills training organizations, business and industrial firms, and other individuals and groups interested or involved in vocational education and training worldwide. IVETA is dedicated to the advancement and improvement of high-quality vocational education and training throughout the world.

1.2.4.12 - VET Learners

In 2017, an estimated 4.2 million students participated in the VET sector across Australia.

Around half of VET students undertook training in a short course these included skillsets or subject-only enrolments, such as first aid courses and Responsible Service of Alcohol.

The remainder were training in an Australian Qualifications Framework (AQF) qualification.

Of all VET students, just over one-third (35 per cent) were studying an institutional VET qualification and 8 per cent were undertaking an apprenticeship or traineeship.

Around 6 per cent of VET students were school students undertaking VET as part of their senior secondary certificate of education, including around 20,000 undertaking an Australian School-based Apprenticeship.

(Source: Strengthening Skills: Expert Review of Australias Vocational Education and Training System. Hon. Steven Joyce, 2019)

1.2.5 - VET Student LoansVET Student Loans offers income contingent loan support to eligible students studying certain diploma level and above vocational education and training qualifications. Eligible students are entitled for loans up to a capped amount. Providers of currently approved VET Student Loans can be identified at www.myskills.gov.au by the 'VSL' logo.

VET Student Loans commenced on 1 January 2017, replacing the VET FEE-HELP scheme. The VET Student Loans program offers greater protection than the previous scheme for students and focuses on courses that address industry needs, creating better opportunities for employment.

1.3 Training Packages1.3.1 - OverviewA Training Package is an integrated set of nationally endorsed standards and qualifications for recognising and assessing the skills of an individual in a specific industry, industry sector, or enterprise.

Training Packages are a key feature of training delivered in VET institutions and are used as the basis for most programs, including Australian Apprenticeships, courses run by TAFE or private providers, VET in schools programs, recognition of prior learning (RPL), and occupational licensing.

Training Packages are industry specific or relate to a group of related industries, there are around sixty training packages current at the time of publication covering nearly all industries in Australia.

Training Packages are designed to allow for diverse and relevant vocational outcomes for learners and to regulate the training provided through the use of nationally recognised qualifications.

Despite their name, training packages do not provide a set of instructions on how people should be trained but rather are a source of nationally endorsed industry standards against which training can be developed and individuals assessed. The Training Packages specify the benchmarks to demonstrate competent performance, RTOs develop or purchase learning and assessment resources to address the endorsed criteria.

When an RTO delivers a sequence of nationally recognised training (for example a Certificate I in Business, or a Diploma of Management) the organisation does not create the criteria for learning outcomes or assessment themselves. Training packages provide these criteria, benchmarks, and standards which allows for consistency across the nationally recognised VET system.

Note: In some states certain industries such as Security Operations in NSW use a standard set of assessment resources instead of each RTO individually developing resources to meet the benchmarks specified in the Training Package.

National VET Register (training.gov.au)

The National VET Register (training.gov.au) is the repository for all training packages and components. Training.gov.au contains authoritative information about Registered Training Organisations (RTOs), Nationally Recognised Training (NRT), and the approved scope of each RTOs to deliver NRT as required in national and jurisdictional legislation within Australia. The register is maintained by the Department of Education and Training.

1.3.2 - Training Package Development & EndorsementIndustry Reference Committees (IRCs) (1.2.4.5) are the formal point through which industry requirements for skills are considered and defined in Training Packages. IRCs will drive the Training Package development process and ensure that Training Packages meet the needs of employers.

IRCs are composed of individuals and industry members with the experience, skills and knowledge of their particular industry sector. IRCs are supported by independent and professional Service Skills Organisations (SSOs) (1.2.4.6) to develop and review Training Packages, and to inform Training Package development priorities. IRCs have a direct relationship with the Australian Industry and Skills Committee (AISC) (1.2.4.4), and are charged with identifying industrys skills needs, developing IRC Skills Forecasts and Cases for Change, and providing the sign off on training products before they go to the AISC for consideration.

The IRCs are formed, activated and supported as required to direct SSOs in the review, development and implementation of Training Package content relevant to the industry sectors they cover.

The Australian Industry and Skills Committee (AISC) (1.2.4.4) is responsible for reviewing the work of IRCs and SSOs and the Council of Australian Governments Industry and Skills Council (CISC) (1.2.4.2) endorses training components for release. The diagram below illustrates the development and endorsement process

Training Package development & endorsement process

Training Package Development & Endorsement Process Policy, AISC 2016

NOTE: THE ABOVE DEVELOPMENT PROCESS BECAME DEFUNCT IN DECEMBER 2022

On 13 December 2022, the Hon Brendan OConnor MP, the Minister for Skills and Training, announced the outcomes of the Stage One Grant Opportunity and the formation of 10 Jobs and Skills Councils.

These Jobs and Skills Councils (JSCs), formerly known as Industry Clusters, are being established to provide industry with a stronger, more strategic voice in ensuring Australias VET sector delivers stronger outcomes for learners and employers. JSCs will identify skills and workforce needs for their sectors, map career pathways across education sectors, develop VET training products, support collaboration between industry and training providers to improve training and assessment practice and act as a source of intelligence on issues affecting their industries.

What is industry engagement in the VET sector?

Industry, including employers, peak bodies and unions, interact with the vocational education and training (VET) sector in diverse and complex ways. These include:

hiring VET graduates

engaging and supporting structured training for apprentices and trainees

training their own employees

in some cases, working with Registered Training Organisations (RTOs) to develop organisation-specific training, including tailored training to meet workforce development needs.

Why is industry engagement in the VET sector important?

The vocational education and training (VET) system is uniquely positioned to support Australians to access secure, well-paid jobs and to achieve their aspirations. Investing in VET will assist Australians to learn new skills, innovate and create new knowledge that will improve productivity, increase future economic growth and meet the skills needs of today and tomorrow.

Stronger industry leadership and engagement is critical to delivering a VET sector that can respond rapidly to changes in Australias economy, builda resilient workforce and provide confidence to employers that VET graduates have the right skills for the jobs they have on offer.

Why is reform needed?

Strengthening the role of industry and empowering them to drive reforms to Australias VET sector is key to ensuring employers and individuals can access the right skills at the right time. Industry needs a strong, strategic voice in VET to drive collaboration across sectors, address strategic workforce challenges and to ensure qualifications are developed and updated faster to meet the evolving needs of industry. Reinvigorating the VET sector at a time of global economic uncertainty, will also support individuals to re-train and re-skill to find and to stay in work, through courses that link with and build on their existing experience and training.

Jobs and Skills Councils (JSCs) are being established to provide industry with a stronger, more strategic voice in ensuring Australias VET sector delivers stronger outcomes for learners and employers. As a national network of industry-owned and industry-led organisations, JSCs will provide strategic leadership in addressing skills and workforce challenges, aligning effort across industries to improve system responsiveness, build stakeholder confidence and drive high-quality outcomes for the VET sector, learners and business.

JSCs will identify skills and workforce needs for their sectors, map career pathways across education sectors, develop contemporary VET training products, support collaboration between industry and training providers to improve training and assessment practice and act as a source of intelligence on issues affecting their industries. JSCs will have a strong connection to Jobs and Skills Australia (JSA), drawing on JSAs workforce analysis and projections to undertake planning for their industry sectors, creating a consistent understanding of the skills landscape and how skill gaps can be addressed.

The new JSCs will replace the current industry engagement arrangements which includes 67 Industry Reference Committees (IRCs) and six Skills Service Organisations (SSOs) and are expected to be operational from January 2023. IRCs and SSOs will retain responsibility for training packages and training product development until the end of 2022. The Australian Industry and Skills Committee will cease at the end of December 2022.

Jobs and Skills Councils Grant Opportunity

Jobs and Skills Councils (JSCs) are being established through a two-stage grant opportunity. Stage One of the grant opportunity opened on 3 December 2021 and closed on 31 March 2022. The response to Stage One demonstrated a high level of interest from industry leaders to establish and operate. The Stage One Grant Opportunity has been finalised and the outcomes have now been announced. The successful JSCs are as follows:

Agribusiness a new entity, Skills Insight, will be established by Skills Impact

Arts, Personal Services, Retail, Tourism and Hospitality a new entity, WorkforceEquipped, will be established by the Australian Retailers Association

Energy, Gas and Renewables a new entity will be established by a consortium of employee and employer organisations including Master Electricians Australia, Electrical Trades Union, and National Electrical and Communications Association

Finance, Technology and Business a new entity will be established by the Digital Skills Organisation

Manufacturing a new entity, Manufacturing Industry Skills Alliance, will be established by Innovation and Business Skills Australia

Mining and Automotive a new entity will be established by the Australian Minerals and Energy Skills Alliance

Transport and Logistics a new entity, Industry Skills Australia has been established by Australian Industry Standards.

Public Safety and Government a new entity will be established by the Public Safety Industry Committee

Early Educators, Health and Human Services a new entity, HumanAbility, will be established by a consortium of employee and employer organisations, led by the Australian Healthcare and Hospitals Association

Building, Construction and Property a new entity will be established by a consortium of employer and employee organisations from the building, construction and property sectors.

Further details will also be made available on the DEWR website as arrangements are finalised. As grant agreements are awarded, they are published on GrantConnect, under DEWR 22/23 2.1 Building Skills and Capability. A factsheet with more detailed information on each JSCs sector and training package coverage is available.

Next steps for the JSCs

The Stage One grantees will now commence their establishment phase to set up their entities ahead of progressing to Stage Two of the Grant Opportunity. Stage Two of the Grant Opportunity will commence soon and will invite newly established JSCs to provide an operational and delivery strategy detailing how they will carry out the full range of functions. Successful Stage Two applicants will then be invited to negotiate a second grant agreement that provides operational and activity funding.

Timeline for implementation

JSCs - Governance arrangements

The Australian Government has committed to establishing JSCs and strengthening tripartite leadership in the VET system, bringing all parties to the table to find solutions to skills and workforce challenges. In line with this commitment, the department has set out a clear expectation that JSCs will be tripartite. This will be demonstrated by employer organisations and unions aligning on JSCs governance (board composition, membership structures), and operational arrangements (strategic taskforces and technical sub-committees). Participation by employer organisations and Unions is intended to be fair and equitable.

Setting clear expectations for performance

Australian Commonwealth, state and territory governments will agree to new performance arrangements, with skills and training ministers setting standards and frameworks to drive quality outcomes. New mechanisms will be established, including through an annual health check, to evaluate impact and drive continuous improvement to ensure the sector is responding to the needs of industry.

Quality assurance for training products that meet employer and learner needs

The Department of Employment and Workplace Relations will establish the independent Training Product Assurance function from 1 January 2023 to ensure training packages meet the requirements of national standards and policies, including the Training Package Organising Framework. The function will deliver increased transparency, accountability, and confidence in training products for employers, learners and training providers.

In undertaking the assurance function, the department will review training products submitted by the JSCs to ensure they align with standards set by Skills Ministers, including that Australias skills needs are being met through genuine and balanced engagement with stakeholders. Only training products that meet these thresholds will be recommended to Skills Ministers for endorsement. The department will take on this function for a limited time, allowing time for JSCs and Jobs and Skills Australia to become established before a decision is made on where to house the function long-term. For more information, see the factsheet on the training product assurance function.

Ensuring the new industry engagement arrangements deliver for employers and learners

Skills Ministers have agreed to undertake a review of the new industry engagement arrangements one year after commencement to assess whether the system is working as intended, and to make improvements where needed.

https://www.dewr.gov.au/skills-reform/skills-reform-overview/industry-engagement-reforms

1.3.3 - Training Package ComponentsAll training packages must conform to the Standards for Training Packages 2012 (reviewed in 2015), a set of nationally agreed standards for structure and content. These standards divide training packages into endorsed and non-endorsed components.

Endorsed components have been endorsed by the CISC, whereas the non-endorsed components are aid to design and deliver provided by the training package developer. See below for further information on the endorsed and non-endorsed components of training packages.

There are four endorsed components of Training Packages, they are:

Qualifications

Units of Competency

Assessment Requirements (associated with each Unit of Competency)

Credit Arrangements (links between training package qualifications and Higher Education)

Non-endorsed components include:

Implementation Guides

Companion Guides

Other guidance from the developer relevant to specific industry needs

1.3.3.1 - Qualifications

A qualification is a formal recognition or certification issued by a relevant authorised body. It signifies that an individual has attained the outcomes, benchmarks, or standards relevant to individual, professional, industry or community needs.

Within the VET sector qualifications generally align with job roles that may exist within a particular industry, for example completing a Certificate IV in Training and Assessment qualifies an individual to work as a Trainer/Assessor, or a Diploma of Quality Auditing indicates they hold the skills and knowledge needed in order to attain employment as an auditor.

One training package may contain more than one qualification, sitting at varying levels of the Australian Qualifications Framework (AQF). Just as every industry is made up of varying job roles, each job role requires the ability to perform a range of different specific tasks. Think about your job, there are multiple tasks or activities you will be required to complete at different stages of your day or week. In the same way, a qualification in VET is made up of various Units of Competency, which describe the skills and knowledge required to work within a particular occupation or at a certain level within an industry. The components of a qualification are:

Component Description

Qualification Code The qualification code contains the three alpha characters identifying the Training Package, a numeric character identifying the AQF level, a two numeric character sequence identifier, and two numeric characters identifying the year the qualification was endorsed.

Qualification Title A unique title that reflects the qualification outcome.

Summary Contains information regarding:

Release version and date released

Usage recommendation (currency)

Mapping (to previous qualifications)

Links to Companion Volumes/ Implementation Guides

Locate RTOs approved to deliver the qualification

Training Packages that Include this Qualification Lists all training packages that include the qualification. Qualifications can be portable between some training packages where the outcomes are identical.

Units of Competency Lists relevant core and elective Units of Competency defined within the packaging rules.

Note: This is generally NOT an exhaustive list of all available electives. Other units not listed may also be used in some circumstances where specified in the packaging rules.

Classifications Australian Bureau of Statistics Identifiers

Content Downloadable content of the qualification in Microsoft Word (.doc) or Adobe (.pdf) formats.

Comparison of current qualification with previous releases and qualifications.

Modification History History of modifications to the qualification.

Qualification Description A description of the qualification outcomes.

Any licensing, legislative, regulatory or certification considerations.

Entry Requirements Specifies any mandatory entry requirements

Packaging Rules Specifies the total number of units of competency required to achieve the qualification.

Specifies the number of core and elective units.

Lists all core and elective unit codes and titles, including prerequisite units where they apply.

Core Units Specifies all of the mandatory units that must be completed.

Elective Units Lists all of the potential elective units. This allows for flexibility and contextualisation of a qualification to meet the needs of various industries.

Qualification Mapping Information Specifies code and title of previous, superseded qualification.

Specifies code and title of any equivalent qualification.

Links Link to Companion Volume / Implementation Guide.

Qualifications are issued in conformance with the AQF Qualifications Issuance Policy. RTOs issue a qualification as two documents; a Certificate and a Statement of Results. The Statement of Results details the individual Units of Competency (core and elective) and outcomes.

1.3.3.2 - Units of Competency & Assessment Requirements

Units of Competency are the fundamental building blocks that make up nationally recognised VET training. A unit of competency is a document that outlines the performance expectations, knowledge requirements, and criteria for performance in a particular task or activity. Units of competency are the basis for recognition of skills, development of training and assessment of outcomes.

Units of competency may be delivered as stand-alone training (for example, completing a first-aid course based on unit of competency HLTAID003) or as part of a skill set or full qualification.

When an individual completes one or more units of competency however not a full qualification, the RTO issues the individual a Statement of Attainment signifying they have met the criteria as described in the unit. The components of a Unit of Competency are:

Component Description

Unit Code The unit code contains the three alpha characters identifying the Training Package, followed by alpha and/or numeric characters.

Unit Title The title concisely describes the unit outcome.

Summary Contains information regarding:

-Release version and date released

-Usage recommendation (currency)

-Mapping (to previous units)

-Links to Companion Volumes / Implementation Guides

-Locate RTOs approved to deliver

Training Packages that Include this Unit Lists all training packages that include the unit. Units of Competency can be portable between many industries where the outcomes are identical.

Qualifications that Include this Unit Lists all qualifications that include the unit. Units of Competency can be portable between many qualifications.

Skill Sets that Include this Unit Lists any skill sets that include the unit.

Skill Sets are individual or groups of Units of Competency structured to meet an industry, enterprise or regulatory requirement. A skill set is not a qualification. A competent outcome for a skill set results in a Statement of Attainment (see 1.3.3.3).

Classifications Australian Bureau of Statistics Identifiers

Content Downloadable content of the unit in Microsoft Word (.doc) or Adobe (.pdf) formats.

Comparison of current unit with previous releases and superseded units.

Unit of Competency

Modification History Release and update information.

Application The application section briefly describes how the unit is practically applied in the industry and in what context(s) the unit may be applied. It Includes:

A summary statement of unit content

Focused, useful information on how and where the unit of competency could be practically applied and who might use it

The unit of competencys relationship to any licensing, legislative, regulatory or certification requirements

Pre-requisite Unit/s

Optional Lists any unit(s) in which the candidate must be deemed competent prior to the determination of competency in this unit.

Competency Field

Optional Used only when the Training Package developer wishes to categorise a set of units within a Training Package in relation to a type of work.

Unit Sector

Optional Used only when the Training Package developer wishes to categorise a set of units within a Training Package in relation to an industry sector.

Elements Elements describe actions or outcomes that are demonstrable and assessable.

Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element.

Performance criteria clearly relate to the element

They are expressed as a standard

They specify the required performance in relevant tasks, roles, and skills

They reflect the applied knowledge that enables competent performance

Foundation Skills This section describes the language, literacy, numeracy and employment skills that are essential to performance.

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement. Where all foundation skills essential to performance in the unit are explicit in the performance criteria, the unit states: Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Optional Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Range is restricted to essential operating conditions and any other variables essential to the work environment.

Unit Mapping Information Specifies code and title of any equivalent unit of competency.

Specifies code and title of superseded equivalent units.

Links Link to Companion Volume / Implementation Guide.

Assessment Requirements

Modification History Release and update information.

Performance Evidence Specifies the required product and process evidence.

Specifies the frequency and volume of product/process evidence.

Specifies the relationship between the product and process evidence and the performance criteria.

Knowledge Evidence Specifies what the individual must know in order to safely and effectively perform the work task described in the unit.

Relates directly to performance criteria and range of conditions.

Indicates the type and depth of knowledge required to meet the demands of the unit of competency.

Assessment Conditions Stipulates any mandatory conditions for assessment.

Specifies the conditions under which evidence for assessment must be gathered, including any details of equipment, materials, contingencies, specifications, physical conditions, relationships with team members, supervisor, client/customer and timeframe.

Specifies assessor requirements, including any details related to qualifications, experience and industry currency.

Links Link to Companion Volume / Implementation Guide.

1.3.3.3 Credit Arrangements

The arrangements that facilitate the movement or progression of learners from one qualification or course to another, or from one education and training sector to another.

1.3.3.4 - Other (non-endorsed) Components

Training packages also include one or more non-endorsed components consisting of skill sets and quality assured companion volumes.

The Companion Volume Implementation Guide must be provided for consultation and validation as part of training package development and is included as part of the case for endorsement submitted to the AISC for approval. SSOs must ensure the Companion Volume Implementation Guide is available on VETNet at the same time as the approved training package is available on the National Register.

Other Training Package support materials are designed to support the delivery and assessment of the training. Generally they are either learning strategies, assessment resources or professional development advice. Training Package support materials can relate to single or multiple units of competency, an industry sector, a qualification or the whole Training Package.

Training Package support materials are produced by a range of stakeholders such as SSOs, RTOs, individual trainers and assessors, private and commercial developers and government agencies.

Skill Sets

Skill Sets are one or more endorsed units of competency that have been packaged together to address a defined industry need or specific licensing/regulatory requirement. Skill sets are not qualifications; however they can provide a pathway to gaining a full qualification. A competent outcome for a skill set results in issuance of a Statement of Attainment

1.3.4 - Training Package Codes & Titles1.3.4.1 - Training Package Codes & Titles

Each Training Package has a unique three-character national code assigned when the Training Package is endorsed, for example TAE.

The three characters are letters identifying the Training Package industry coverage.

(In the above example: TAE - Training and Education Training Package)

Some older Training Packages have a unique five-character code. The first three characters are letters identifying the industry coverage and the last two characters are numbers identifying the year of endorsement.

The title of each endorsed Training Package is unique and relates the Training Packages broad industry coverage.

1.3.4.2 - Qualification Codes & Titles

Within each Training Package, each qualification has a unique eight-character code, for example TAE40116. Qualification codes are developed as follows:

The first three letters identify the Training Package (TAE in the above example)

The first number identifies the qualification level (4 in the above example)

The next two numbers identify the position in the sequence of the qualification (01); and

The last two numbers identify the year in which the qualification was endorsed (2016).

Where qualifications are added after the initial Training Package endorsement, the last two numbers may differ from other Training Package qualifications as they identify the year in which those particular qualifications were endorsed.

The title of each endorsed Training Package qualification is unique. Qualification titles use the following sequence: First, the qualification is identified as either:

Certificate I,

Certificate II,

Certificate III,

Certificate IV,

Diploma,

Advanced Diploma,

Vocational Graduate Certificate, or

Vocational Graduate Diploma.

This is followed by the words "in" for Certificates I to IV, and "of" for Diploma, Advanced Diploma, Vocational Graduate Certificate and Vocational Graduate Diploma; then, the industry descriptor, for example Telecommunications; and then, if applicable, the occupational or functional stream in brackets, for example (Computer Systems). Example: TAE40116 - Certificate IV in Training and Assessment

1.3.4.3 - Unit of Competency Codes & Titles

Within each Training Package, each unit of competency generally has a unique nine-character code, normally a mixture of uppercase letters and numbers, for example TAEDEL401.

Note: Depending on the training package, some units of competency may have up to twelve alphanumeric characters in the code

The first three characters signify the Training Package (TAE in the above example) and up to eight characters, relating to an industry sector, function or skill area, follow (in the above example DEL signifies the function of training delivery).

For older (pre-2015) units, the last character is always a letter and identifies the unit of competency version. An "A" at the end of the code indicates that this is the original unit of competency. "B" or another incremented version identifier means that minor changes have been made. Typically, this would mean that wording has changed in the range statement or evidence guide, providing clearer intent. Where changes are made that alter the outcome, a new code is assigned and the title is changed. For example: TAEDEL401A - Plan, organise and deliver group-based learning (from the TAE10 training package)

Each unit of competency title is unique. Unit of competency titles describe the competency outcome concisely and are written in sentence case.

For example: TAEDEL401 - Plan, organise and deliver group-based learning

1.3.4.4 - Skill Set Codes & Titles

Example: TAESS00015 - Enterprise Trainer and Assessor Skill Set

The first three characters refer to the training package (TAE)

The following two characters define the training as a Skill Set (SS)

The remaining numbers identify the sequence number (00015)

Each skill set title is unique. The skill set title titles generally describes a workplace function or series of related tasks, and are written in sentence case.

1.3.4.5 - Codes at a Glance

Component Description

Training Package BSB

Business Services Training Package Qualification BSB10115

Certificate I in Business BSB10115

AQF Level 1 BSB10115

Sequence number BSB10115

Endorsed 2015

Unit of Competency BSBCMM101

Apply basic communication skills BSBCMM101

Communications BSBCMM101

First packaged at AQF1 BSBCMM101

Sequence number

Skill Set BSBSS00057

Trade Mark Skill Set

BSBIPR403 & BSBIPR501 BSBSS00057

Skill Set BSBSS00057

Sequence number The first three characters in each component consistently refer to the training package code

1.4 - Accredited Courses1.4.1 - Definition

A VET accredited course must fulfil a training need not addressed by a training package, or address training in a new or emerging area. A VET accredited course can be accredited for all qualification types recognised under the AQF that are eligible for delivery within the VET sector, including:

Certificate I

Certificate II

Certificate III

Certificate IV

Diploma

Advanced Diploma

Graduate Certificate

Graduate Diploma

A VET accredited course has been assessed by ASQA as compliant with the Standards for VET Accredited Courses 2021 and the Australian Qualifications Framework (AQF). Courses that result in a Statement of Attainment outcome may also be accredited. The title of such a course commences with the words Course in.

Accreditation is formal confirmation that the course:

Is nationally recognised

Meets an established industry, enterprise, educational, legislative or community need

Provides appropriate competency outcomes and a satisfactory basis for assessment

Meets national quality assurance requirements

Is aligned appropriately to the AQF where it leads to a qualification.

Each VET accredited course is allocated a national code and is listed on the national register, training.gov.au. The code will appear similar in format to 1234NAT, 5678WA or 9876VIC dependent on the accrediting authority.

The copyright of a VET accredited course is owned by an individual or organisation whose contact details are listed on the national register. When a course becomes nationally accredited, it remains as intellectual property of the creator and can be sold to Registered Training Organisations for delivery. The substantive course content will not be publicly available, only the unit code and title for each unit of competency and course completion mapping will is publicly available. Anybody can develop a course for accreditation.

Note: It is an offence to imply that non-accredited training is accredited training. Training providers promotional material should clearly define which courses are accredited and which are not accredited.

1.4.2 - Regulatory Arrangements

ASQA came into operation as the National VET Regulator on 1 July 2011 under the National Vocational Education and Training Regulator Act 2011 and associated legislation. Since then, ASQA has assumed responsibility for course accreditation functions previously carried out by course accrediting bodies in New South Wales, Australian Capital Territory, Northern Territory, Tasmania, South Australia and Queensland.

Both Victoria and Western Australia are non-referring jurisdictions. The Victorian Registration and Qualifications Authority (VRQA) and Western Australia Training Accreditation Council (TAC) retain some course accreditation functions within their respective jurisdictions.

ASQA assumes responsibility for course accreditation in Victoria and Western Australia where:

The course is developed or owned by an RTO registered with ASQA, or

The course is intended for delivery outside Victoria or Western Australia.

ASQA can consider applications for accreditation and accredit courses originating from any Australian state or territory. ASQA can monitor, amend or cancel (either by application by course owner or on its own initiative) any VET accredited course where ASQA has accredited, renewed or assumed regulatory responsibility for the course. In managing course accreditation functions, ASQA must meet the requirements of the Standards for VET Regulators 2015 as per the National VET Regulator Act 2011.

1.4.3 - Standards for VET Accredited Courses 2021

The Standards for VET Accredited Courses 2012 apply to the design and development of VET accredited courses. VET accredited courses address the skills requirements where these are not covered in nationally endorsed training packages.

Accredited courses have the capacity to respond and address changes in skill needs, and the needs of emerging industries and industry sectors. In addition, the Standards ensure VET accredited courses provide consistency amongst nationally recognised training products by aligning to the requirements for developing Training Packages (as specified in the Standards for Training Packages).

For a course to be considered for national recognition the course accreditation application must:

Demonstrate the course outcomes will provide the learners with vocational outcomes that lead to employment in a recognised vocation.

Include evidence of support from industry and peak bodies that nationally recognised training is required to address the identified training gap.

Standards for VET Accredited Courses 2021 is a legislative instrument. It has been amended in 2021 and the most recent version can be found at the following web link:

https://www.legislation.gov.au/Browse/ByTitle/LegislativeInstruments/InForce/0/0/Principal1.4.4 - Course Design StandardsOverview

The following is a sound summary of Part 3 of the Standards for VET Accredited Courses 2012 consists of the course design standards (VAC 6 & 7). However, the most recent framework rules and regulations can be found at this link:

https://www.asqa.gov.au/media/2057:

VAC Description

6.1 The course must not duplicate, by title or coverage, the outcomes of an endorsed Training Package qualification.

Accredited courses are developed to address skill requirements for vocational needs where these are not covered in nationally endorsed training packages. A VET accredited course cannot be accredited or renewed if the outcomes are already covered by a qualification, a skill set, or a unit or units of competency from an endorsed training package. Courses that achieve the same outcomes as existing training package products are considered to duplicate outcomes.

7.1 VET accredited courses are based on an established industry, enterprise, education, legislative or community need.

You need to conduct research and consult with key stakeholders at various stages throughout the course development process to establish and evidence the need for the course to be accredited and to ensure it does not duplicate training package outcomes.

7.2 VET accredited courses are based on nationally endorsed units of competency where these are available and where these are not available the course is based on:

Units of competency developed as part of the course, or

Modules

These units of competency or modules are developed in consultation with, and validated by, industry, enterprise, community and/or professional groups and documented in accordance with nationally agreed specifications, consistent with the requirements of the Training Package Development Handbook.

Consultation with Industry Skills Council (Skills Service Organisation) must take place to ensure that the course does not duplicate, by title or coverage, the outcomes of an endorsed Training Package qualification.

VET accredited courses and qualifications, skill sets and units of competency from training packages are all nationally recognised training. On 1 January 2014, the Training Package Development Handbook was superseded by the Standards for Training Packages.

These Standards include a unit of competency template and an assessment requirements template. Enterprise units of competency developed for inclusion in a course accredited by ASQA must be developed in accordance with these templates. These templates are included in ASQAs Accredited course document template.

Enterprise units of competency should be written to reflect the standard of skills and knowledge of a competent person in the workplace, rather than focusing on how the unit will be trained or assessed by an RTO. This focus on the workplace outcome must be clear throughout the unit of competency

7.3 VET accredited courses either:

Lead only to a VET qualification and have course outcomes that are consistent with the Australian Qualifications Framework qualification descriptor identified for the course, or

Lead only to a VET statement of attainment when course outcomes meet an identified industry/enterprise/community need but do not have the breadth and depth required for a VET qualification as stated in the guidelines for qualifications in the Australian Qualifications Framework. The course title will read Course in

ASQAs Accredited course document template requires you to justify how your course meets the AQF level criteria and descriptor for the nominated qualification type.

Note: a Course in does not have an assigned AQF level

7.4 VET accredited courses identify employability skills relevant to the course outcomes.

To streamline the development process for training products in the VET sector, ASQA requires enterprise units developed for inclusion in a course to meet the requirements of the Standards for Training Packages. Therefore, information on foundation skills is required to be included in courses accredited by ASQA.

Foundation skills are an integral part of a unit of competency and must be assessed. A units performance criteria can explicitly include foundation skills essential for performance. Alternatively, if foundation skills are not explicit in the performance criteria they must be described in the foundation skills field of the unit of competency.

7.5 VET accredited courses confirm recognition to be given to the course by licensing, regulatory, professional or industry bodies where applicable.

You must provide evidence to demonstrate that the relevant industry regulatory stakeholders have been engaged in both:

Consultation activities (to establish a need for the course), and

The course development process.

You will also need to provide evidence from the industry regulator confirming the regulatory outcome can be achieved upon completion with your course accreditation application.

7.6 VET accredited courses specify rules for the structure of the course.

The rules for completion of the course, also referred to as the packaging rules, reflect the skills and knowledge outcomes identified for the course and the pathways that learners may use to achieve those outcomes. Units of competency must be grouped and packaged into meaningful combinations that reflect the intended roles and skill outcomes.

The course structure may take a variety of forms, including:

Core only model

Core and electives model

Core and specialisation(s) model

Core, specialisation(s) and electives model, or

Electives only

All units of competency in qualifications are to be described as either core or elective. Core units are mandatory for all learners, whereas elective units provide the learner with a choice. For example, a list of seven electives could be provided, and the packaging rules may require the learner to complete three. Combinations of electives that result in particular specialisations are to be called Groups and labelled alphabetically e.g. Group A, Group B.

The course structure must also identify the nominal (supervised) hours for each unit. The course owner determines the hours assigned to the enterprise units developed for the course; however, for imported training package units the assigned hours are to reflect those specified in the Victorian Purchasing Guides.

7.7 VET accredited courses identify exit points from the course which provide for vocational or educational outcomes where applicable.

Where an early exit point provides for a vocational or educational outcome, you must identify this in the course structure at Section B: 5.1. Exit points are also referred to as skill sets. Students exiting at this point receive a Statement of Attainment for the unit/s of competency they have successfully completed.

7.8 VET accredited courses provide information on educational pathways and articulation where applicable.

Information for graduates on relevant pathways into other VET and higher education courses on completion of the course is required to be included in Section B: 8.1 of the course.

7.9 VET accredited courses specify any entry requirements to the course and justify any explicit limitations to access.

Entry requirements do not form part of the qualification, but are specific to the knowledge, skills or experience required to enter and successfully undertake an accredited course. They may be mandatory or recommended. Not all courses have entry requirements. You should develop the entry requirements for your course in consultation with key stakeholders. Your entry requirements should be expressed in terms of qualifications, units of competency or required experience and may include licensing or industry recognised standards.

For example, you may require learners to:

Hold a particular qualification or industry membership

Hold a particular industry-relevant licence, and/or

Demonstrate two years experience in industry.

The course may also identify recommended entry requirements that will assist participants in achieving the intended course outcomes.

7.10 VET accredited courses specify course assessment strategies, which:

are valid, reliable, flexible and fair

support the collection of evidence that is sufficient, valid, authentic and current

are consistent with the assessment requirements in the relevant Training Package(s) where nationally endorsed units of

competency are used

ensure that workplace and regulatory requirements, where relevant, are met, and

identify and justify any requirements for workplace and/or simulated assessment

The assessment strategy in your course document must provide a general overview that will act as a guide to RTOs when they develop their assessment strategy. The information in the course document informs an RTOs training and assessment strategy. It is not the same as the RTOs specific strategy for its implementation of the course. The strategy should describe how the assessment approaches will ensure that an RTOs assessor can make sound judgements of learner competence and achievement of course outcomes.

Your accredited courses assessment strategy may contain mandated and/or suggested requirements for assessment of the units of competency. When developing your course, keep in mind that mandated requirements apply not only to the course owners RTOs delivery of the course but to all RTOs the course owner may enter into a licensing/franchise arrangement with to deliver the course during its accreditation period. Therefore, your information should not be written around a particular RTOs strategy.

7.11 VET accredited courses provide guidance on appropriate delivery modes, together with advice on limitations on course delivery modes and any requirements for on-the-job training.

In some circumstances, specific modes of delivery may be essential to achieving the course outcomes. If this is the case, you will need to identify and justify the essential modes of delivery in Section B: 7.1 of the course document, Delivery Modes. Any limitations to the delivery modes for the course are also to be identified at Section B: 7.1 and a justification provided. Your justification for these should be based on regulatory requirements and/or feedback from key stakeholders. An example of a limitation to delivery is where it is determined that delivery must take place in a simulated environment. Include advice at Section B: 7.1 about any requirements for on-the-job training.

7.12 VET accredited courses specify specialist facilities and resources and the vocational competency requirements of trainers and assessors essential for the delivery of the course.

Your course document must provide information on any required specialist facilities and resources. This includes any vocational competency requirements for trainers and assessors employed by RTOs to deliver and conduct assessment of your accredited course additional to those specified by the Standards for Registered Training Organisations (RTOs) 2015.

7.13 VET accredited courses identify course monitoring and evaluation processes which will ensure that the course content and outcomes are reviewed and remain current and relevant throughout the period of accreditation.

Describes the process to be followed for monitoring and evaluating the course to maintain its relevance and currency. Includes advice on how frequently the monitoring and evaluation activities will be undertaken (e.g. annually). Monitoring and evaluation activities undertaken during the courses accreditation period would include, for example:

The course development committee undertaking periodic reviews of the course content and outcomes

Seeking feedback and conducting surveys of RTOs, employers and graduates

Conducting trend analyses of the industry and emerging trends, and

Regular liaison with regulatory/industry associations and peak bodies.

The information to be included should not relate to the outcomes of assessment moderation/validation activities unless these relate to informing the monitoring and evaluation of the course content and outcomes.

1.4.5 - Accredited Course Document Template

All VET accredited courses are nationally recognised training products. Each course must be presented using ASQAs Accredited course document template to ensure all information critical for training and assessment of the course is provided in a consistent format.

ASQAs accredited course document template:

Describes essential course information and provides the specifications for the course

Provides the basis for registered training organisations (RTOs) to develop strategies for training and assessment

Describes essential course information including packaging rules, skill and knowledge outcomes, standards for assessment and resources needed

Includes further guidance in each section about the information to be included in a course

Includes suggested formatting to guide how information can be presented e.g. tables

Includes the enterprise unit of competency template from the Standards for Training Packages.

The accredited course document template is known in the sector as the course document. The course document is the legally recognised specification for the course. It provides the basis for the development of strategies for training and assessment by each RTO registered to deliver the course and describes essential course information. It is divided into three sections as shown below:

About the accredited course document template

Section 1 Copyright and course classification information

Information about copyright, course classification and type of application i.e. initial accreditation or renewal of accreditation.

Section 2 Course information

Details of the course purpose, outcomes, structure, entry and delivery requirements, assessment strategies, mapping information to the previous course (if applicable) and credit information

Section 3 Units of Competency

The units of competency developed as part of the course are included in the course document

The following web link provides more information about the most recent changes to the accreditation system:

https://www.asqa.gov.au/resources/videos/video-introduction-course-accreditation-asqa

1.5 - Bibliography & Further Reading - VETURL Description

www.aqf.edu.au Australian Qualification Framework (AQF)

www.asqa.gov.au Australian Skills Quality Authority (ASQA)

www.asqa.gov.au/about/decisions/decisions-table ASQA Regulatory Decisions

www.asqa.gov.au/news-publications/publications ASQA publications

www.asqa.gov.au/about/australias-vet-sector/vet-quality-framework VET Quality Framework (VQF) - ASQA Site

https://www.dewr.gov.au/training-packages Standards for Training Packages (2012, revised April 2015) Department of Education and Training

www.asqa.gov.au/about/australias-vet-sector/standards-vet-accredited-courses Standards for VET Accredited Courses (2012) ASQA site

www.legislation.gov.au/Details/F2017C00663 Standards for Registered Training Organisations (RTOs) 2015 - legislation.gov.au

www.asqa.gov.au/standards Users Guide to the Standards for RTOs 2015 ASQA site

www.asqa.gov.au/standards-vac Users guide to the Standards for VET Accredited Courses ASQA site

https://www.dewr.gov.au/skills-information-training-providers/resources/training-package-development-and-endorsement-process-policy The Training Package Development and Endorsement Process Policy is one of three documents that form the Training Package Organising Framework to support the development of industry training packages.

https://training.gov.au/ National Register of VET (training.gov.au)

My Skills (myskills.gov.au)

Australian Apprenticeships (australianapprenticeships.gov.au)

www.education.gov.au Commonwealth Department of Education and Training

https://vetnet.gov.au/ VETNet - Current & historical companion volumes & implementation guides Department of Education and Training

https://cricos.education.gov.au/ Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS)

https://federation.gov.au/sites/default/files/2022-11/federal-relations-architecture.pdf Commonwealth and state and territory ministers often work collaboratively on issues specific to their portfolio areas through intergovernmental meetings.

This includes Ministerial Councils, established on an ongoing and regular basis, which provide ministers with a formal channel to resolve key priorities.

Ministerial Councils with reporting lines to National Cabinet are set out in the Australian Federal Relations Architecture

https://www.dewr.gov.au/skills-reform/announcements/jobs-and-skills-councils-stage-one-outcomes-announced JSCs will identify skills and workforce needs for their sectors, map career pathways across education sectors, develop VET training products, support collaboration between industry and training providers to improve training and assessment practice and act as a source of intelligence on issues affecting their industries.

https://vrqa.vic.gov.au Victorian Registration and Qualifications Authority (VRQA)

https://tac.wa.gov.au Training Accreditation Council (TAC) Western Australia

www.skills.act.gov.au Skills Canberra

www.training.nsw.gov.au Training Services NSW

https://business.nt.gov.au Northern Territory Department of Trade, Business & Innovation

https://desbt.qld.gov.au/training Queensland Department of Employment, Small Business and Training

https://innovationandskills.sa.gov.au South Australia Department for Innovation and Skills

www.skills.tas.gov.au Skills Tasmania

www.education.vic.gov.au Victorian Department of Education and Training

www.dtwd.wa.gov.au/training WA Department of Training and Workforce Development

www.ncver.edu.au National Centre for Vocational Educational Research (NCVER)

www.acer.org/au Australian Council for Educational Research

www.youtube.com/user/ASQAvideos/videos Australian Skills Quality Authority YouTube Channel

https://www.youtube.com/watch?v=SWyUV_eH7LE Understanding Australias VET sector - ASQA YouTube Channel, Video

www.youtube.com/watch?v=MgqKPkNAtwY Becoming an RTO - ASQA YouTube Channel, Video

www.youtube.com/watch?v=ETliCnYJseY&feature=youtu.be Introduction to course accreditation with ASQA- ASQA YouTube Channel, Video

https://www.studyassist.gov.au/vet-students/vet-student-loans VET Student Loans Department of Education and Training

URLs tested - 03 Feb 23

Chapter 2 - Work Health and Safety2.1 - Legal ObligationsUnder WHS legislation, training organisations have certain legal obligations to their workers (including contractors and others in the workplace.

Work Health and Safety / Occupational Health and Safety laws in Australia are established by State or Territory governments. Historically these laws have varied between jurisdictions. In an effort to improve consistency the Commonwealth passed the Model Work Health and Safety Act 2011. This harmonised WHS legislation was adopted by all States and Territories except Victoria and Western Australia between 2011 and 2013 as follows:

New South Wales - Work Health and Safety Act 2011

Queensland - Work Health and Safety Act 2011

South Australia - Work Health and Safety Act 2012

Tasmania - Work Health and Safety Act 2012

Northern Territory - Work Health and Safety (National Uniform Legislation) Act 2012

Australian Capital Territory - Work Health and Safety Act 2011

The legislation in the states that have not followed the harmonised model are:

Victoria - Occupational Health and Safety Act 2004

Western Australia - Occupational Safety and Health Act 1984

In addition to the WHS/OHS/OSH Acts, each state enacts Regulation/s to support the parent legislation. In essence, the Acts provide the intent of the legislature, while the Regulation provides the detail of implementation.

Copies of WHS legislation can be located at:

legislation.gov.au(Commonwealth)

legislation.{state}.gov.au(insert relevant jurisdiction)

austlii.edu.au(Australasian Legal Information Institute UTS/UNSW)

Under the harmonised WHS legislation the following definitions and obligations apply for all organisations:

2.1.1 - Persons Conducting a Business or Undertaking (PCBU)A Person Conducting a Business or Undertaking (PCBU) is a broad term used throughout work health and safety legislation to describe all forms of modern working arrangements, which we commonly refer to as businesses.

PCBUs must meet obligations, so far as is reasonably practicable, to ensure the health and safety of workers and other people like visitors and volunteers.

s.19 Primary Duty of Care

PCBUs have a primary duty of care to ensure that workers and others are not exposed to risks to their health and safety. This includes:

The provision and maintenance of a work environment without risks to health and safety; and

The provision and maintenance of safe plant and structures; and

The provision and maintenance of safe systems of work; and

The safe use, handling and storage of plant, structures and substances; and

The provision of adequate facilities for the welfare at work of workers in carrying out work for the business or undertaking, including ensuring access to those facilities; and

The provision of any information, training, instruction or supervision that is necessary to protect all persons from risks to their health and safety arising from work carried out as part of the conduct of the business or undertaking

A PCBU owes this obligation when they:

direct or influence work carried out by a worker

engage or cause to engage a worker to carry out work (including through sub-contracting)

have management or control of a workplace

s.17 Risk Management

A duty imposed on a person to ensure health and safety requires the person to eliminate risks to health and safety, so far as is reasonably practicable. If it is not reasonably practicable to eliminate risks to health and safety, then to minimise those risks so far as is reasonably practicable.

s.18 Reasonable Practicability

Reasonably practicable (s.18) means that everything that was reasonably able to be done in relation to ensuring health and safety, was actually done, after taking into account and weighing up all of the following:

The likelihood of the hazard or the risk concerned occurring; and

The degree of harm that might result from the hazard or the risk; and

What the person concerned knows, or ought reasonably to know, about:

the hazard or the risk; and

ways of eliminating or minimising the risk; and

The availability and suitability of ways to eliminate or minimise the risk; and

After assessing the extent of the risk and the available ways of eliminating or minimising the risk, the cost associated with available ways of eliminating or minimising the risk, including whether the cost is grossly disproportionate to the risk.

A PCBU has further obligations (s.20-26) if involved in specific kinds of activities like:

the management and control of workplaces, or fixtures, fittings or plant at workplaces

the design, manufacture, import or supply of plant, substances or structures

installation, construction or commissioning of plant or structures

PCBUs must preserve incident sites and notify the relevant WHS Regulator immediately when deaths, serious injuries & illnesses or dangerous incident occur. (s35-39)

PCBUs must have meaningful and open consultation about work health and safety with workers, health and safety representatives, and health and safety committees. (s.47-49)

PCBUs must also consult, cooperate and coordinate with other PCBUs if duties are shared. (s.46)

Note: A PCBU who performs work is also considered a worker.

There are additional obligations for a PCBU under WHS Regulation. The references listed below relate to the (Model) Work Health and Safety Regulation 2011 (Clth).

cl.34-38 Risk Management

A duty holder must identify hazards, manage risks, implement controls using the hierarchy of control measures, maintain controls and periodically review those controls.

cl.39 Provision of Information, Training and Instruction

Any training provided by a PCBU must be suitable and adequate with regard to the type of work being carried out, the nature of risk associated with the work and any control measures implemented. Training should be provided in a way that is readily understandable by any person to whom it is provided.

cl.40-41 Maintenance of Facilities

PCBUs must do everything reasonably practicable to provide a safe layout, sufficient work space, safe flooring/surfaces, adequate lighting & ventilation, in day-to-day use and in emergency situations.

cl.42 Provision of First Aid

PCBUs must provide access to trained first aiders, first aid equipment and first aid facilities.

cl.43 Emergency Planning

PCBUs must ensure that emergency plans are prepared, effective and tested regularly. They must be implemented in case of an emergency. Workers must be trained in the emergency plan.

cl.44-45 Personal Protective Equipment (PPE)

Where Personal Protective Equipment (PPE) is required, a PCBU must provide the PPE to workers unless it has been provided by another PCBU. The PCBU must ensure that PPE is suitable for the task & hazards associated with the task and of suitable size and fit. The PCBU must also maintain, repair or replace PPE as required and provide information, instruction on proper use, storage and maintenance of the PPE. A PCBU must not charge or impose a levy on a worker for the provision of PPE. (s.273)

Other obligations apply in environments where specific risks have been identified such as hazardous manual tasks, confined spaces, working at heights or for work where high-risk licenses are required. Refer to the current legislation relevant to your local jurisdiction for further information.

2.1.2 - WorkersA person is a worker if the person carries out work in any capacity for a person conducting a business or undertaking, including work as:

(a) an employee; or

(b) a contractor or subcontractor; or

(d) an employee of a labour hire company assigned to work in the business; or

(e) an outworker; or

(f) an apprentice or trainee; or

(g) a student gaining work experience; or

(h) a volunteer

s.28 Duties of Workers

While at work, a worker must:

Take reasonable care for their own health and safety

Take reasonable care that their acts or omissions do not adversely affect the safety of others

Comply with any reasonable instruction that is given by the PCBU to allow the person to comply with the WHS Act

Co-operate with any reasonable policy or procedure of the PCBU relating to WHS at the workplace that has been notified to workers

s.84 Right to Cease Unsafe Work

A worker may cease work if the worker has a reasonable concern that the work would expose the worker to a serious risk to the their own health or safety.

cl.46 Duties of a Worker (PPE)

Where Personal Protective Equipment (PPE) is required, workers must use the PPE in accordance with any training provided by the PCBU. Workers must not intentionally misuse or damage the PPE. Workers must inform the PCBU of any need to clean, repair, replace or decontaminate any PPE.

Workers also have a responsibility to report hazards, risks, incidents and near-misses in the workplace. Policies and procedures vary dependent on the Organisation.

Other duties apply to workers in high risk environments.

2.1.3 - Other Persons at the Workplaces.29 Duties of Other Persons at the Workplace

A person at a workplace must:

Take reasonable care for their own health and safety

Take reasonable care that their acts or omissions do not adversely affect the safety of others

Comply with any reasonable instruction that is given by the PCBU to allow the PCBU to comply with the WHS Act.

cl.47 Duty of Person Other than Worker (PPE)

A person other than a worker must wear PPE at a workplace in accordance with any information, training or reasonable instruction provided by the PCBU at the workplace.

State/Territory WHS Regulators provide a range of supporting materials to assist organisation meet their obligations:

2.1.4 - Work Health and Safety RegulatorsAustralian Capital Territory WorkSafe ACT

New South Wales SafeWork NSW

Northern Territory NT WorkSafe

Victoria WorkSafe Victoria

Queensland Workplace Health and Safety Queensland

South Australia SafeWork SA

Tasmania WorkSafe Tasmania

Western Australia WorkSafe WA

Commonwealth Comcare

National Policy Safe Work Australia

2.1.5 WHS Codes of PracticeCodes of Practice (Compliance Codes in Victoria) are practical guides to achieving the standards of health and safety required under the model WHS Act and Regulations. A code of practice provides detailed information on specific work tasks to help you achieve the standards required under the work health and safety (WHS) laws.

These do not replace the WHS laws, but codes of practice can help make understanding what you have to do a little easier.

An approved code of practice applies to anyone who has a duty of care in the circumstances described in the code. In most cases, following an approved code of practice would achieve compliance with the health and safety duties in the WHS Act, in relation to the subject matter of the code.

An approved code of practice is admissible in court proceedings. Courts may regard an approved code of practice as evidence of what is known about a hazard, risk or control and may rely on the code in determining what is reasonably practicable in the circumstances to which the code relates.

Compliance with the WHS Act and Regulations may be achieved by following another method, such as a technical or an industry standard, if it provides an equivalent or higher standard of work health and safety than the code.

WHS Codes of Practice relevant to most training organisations include:

How to Manage Work Health and Safety Risks Code of Practice 2015

Consultation, Co-operation and Co-ordination Code of Practice 2015

First Aid in the Workplace Code of Practice 2015

Hazardous Manual Tasks Code of Practice 2015

Labelling of Workplace Hazardous Chemicals Code of Practice 2015

Managing Noise and Preventing Hearing Loss at Work Code of Practice 2015

Managing Risks of Hazardous Chemicals in the Workplace Code of Practice 2015

Managing Risks of Plant in the Workplace Code of Practice 2015

Managing the Risk of Falls at Workplaces Code of Practice 2015

Managing the Work Environment and Facilities Code of Practice 2015

2.1.6 Standards (AS/NZS/ISO)Standards are published documents that are designed to provide guidance to help ensure safety, performance and reliability through the specifications of goods, services and systems.

There are Australian and international Standards, as well as standards developed by certain regulators, and industry standards developed by professional industry associations for the purpose of maintaining a standard in performance for the particular activities within the industries.

Standards are not laws, so there is no general requirement to conform to a Standard. However, conforming to specific Standards is mandatory if there is a law which says you must conform to it.

The WHS laws require conformance with only a small number of Standards. Where the WHS laws say you must conform to specific Standards, a failure to do so may result in a breach of the WHS laws. Other than the requirements in the WHS laws, there is nothing else that requires or mandates conforming to a Standard in relation to WHS.

Organisations may choose to conform to WHS standards to demonstrate a best practice commitment to WHS that goes beyond the legislative requirements. Conformance to WHS Standards is generally a pre-requisite for Government tenders.

The current applicable WHS Standards are:

AS/NZS ISO 45001:2018 - Occupational health and safety management systems - Requirements with guidance for use

AS/NZS 4801:2001 - Occupational health and safety management systems - Specification with guidance for use (being replaced by AS/NZS ISO 45001:2018)

AS/NZS 4804:2001 - Occupational health and safety management systems - General guidelines on principles, systems and supporting techniques

2.2 - The Trainers RoleWhilst the role you play in ensuring a healthy and safe learning environment will vary depending on your industry, the types of risks involved and the circumstances of each situation, your role could be outlined in the following way. You should reasonably be expected to:

Costs and BenefitsApart from your legal obligation, there are several other important reasons why you need to consider your role in the provision of a safe and healthy learning environment for your learners.

The costs of implementing a good WHS plan in any workplace can often present a barrier. When this is the case, your organisation will need to weigh the costs against the benefits in order to determine a plan of action. Remember, when a risk is identified, you do have a legal obligation to take some kind of action. However, this does not necessarily mean you cant balance the two issues. The key issue in determining the balance between cost and benefit is to ensure that you have all the information on which to make an informed decision. Duty of Care (level of responsibility) - Duty of care places into a legal form a moral duty to anticipate possible causes of injury and illness and to do everything reasonably practicable to remove or minimise these possible causes of harm.

Many people in the workplace have a role in WHS. The individual roles are determined by the duty of care that has developed through common law and the legislated responsibilities that are based on common law but are rules determined by the parliament. The approach to responsibilities taken in both common law and the WHS legislation is that the responsibility sits with those who have the control.

The PCBU has ultimate responsibility for WHS because they have the decision-making control. But the people who spend most time in safety-related activities are the supervisors and shop floor personnel.

WHS is a shared responsibility. Depending on your situation, there will be a number of people involved. These might include:

Your RTO Manager, Compliance Manager, Co-ordinator or Supervisor

The employer

The Health and Safety Advisor in your workplace or training and/or assessment organisation

Human Resources personnel

Dont forget, your learner has a role to play too but the level of their control may be minimal.

A learning environment, whether it is a classroom, shop floor or work placement, is also governed by that duty of care. Therefore, your training and/or assessment organisation must recognise and act upon this duty of care. And, as trainer or assessor, you will have a part to play.

Activities required to meet this responsibility may be delegated but the responsibility itself cannot be delegated. Thus, a manager may delegate activities such as training to a supervisor, but they still have the responsibility to ensure that the training is actually conducted and is of an appropriate standard.

As a Trainer & Assessor you may also be required to fulfil other WHS responsibilities to meet the obligations listed, including, but not limited to:

Providing a healthy and safe learning environment

Briefing of learners prior to program commencement, what to bring, wear. etc.

Confirming and advising of any PPE requirements

Providing PPE to workers

Liaising with external venues

Liaising with facilities management

Conformance with external venue safety requirements

Inspections of training venues

Setting up training and assessment environments

Ensuring that equipment is tsted and maintained regularly and is in good repair , for example test and tagof electrical items such as projectors and computers

Managing risks and applying controls

Risk assessing learning programs, assessment tasks and related activities

Providing learner briefing / induction at commencement of program

Advising learners of evacuation assembly point/s, evacuation routes, wardens and first aiders

Providing information, instruction and supervision to maintain a safe progression of learning and assessment

Providing relevant WHS information to self-paced learners

Directing that any unsafe activities should cease, applying appropriate controls prior to proceeding

Providing first aid where appropriately qualified

Act as warden in case of an emergency situation, where trained

Account for students after an evacuation

Holding appropriate licensing when supervising trainees undertaking high risk tasks

Ensuring that provided PPE is in good repair and used, maintained and stored appropriately

2.4 - Risk ManagementRisk Management is a four (4) step process for controlling exposure to health and safety risks associated with hazards in the workplace. Consultation with stakeholders is required at each stage.

When undertaking risk management:

Involve workers in the process

Don't use it to justify a decision that has already been made

Consider good practice in your industry

Make records of any risk management activities undertaken

(The risk management process Safe Work Australia)

Step 1 Identify HazardsA hazard is anything that can cause injury, illness, revenue loss or property damage. Hazards fall into five (5) groups:

EXAMPLES PHYSICAL CHEMICAL BIOLOGICAL ERGONOMIC PSYCHSOCIAL

Heights Acids Viruses Poor workstation setup Stress

Radiation Alkalis Bacteria Poor workflow design Isolation

Electricity Pesticides Micro-organisms Equipment layout Harassment

Pressure Fuels Spores, fungi Repetitive tasks Fatigue

Vibration Detergents Zoonoses Poor posture Bullying

Some hazards may be obvious and immediate in their effect. They may be simple to deal with, for example water on the floor, however many hazards are hidden, for example dust, and therefore may take time to have an effect. So we need to identify the different types of hazards in the workplace. We do this through:

Regular and unscheduled inspections

Incident, near-miss and sickness records

Incident investigation

Reporting from stakeholders

Step 2 Assess RisksA Work Health and Safety risk is:

The likelihood that the hazard will actually casue injury, illness, revenue loss or property damage, AND

The potential degree of harm

Consult with others and use your experience and the table below to calculate the level of risk.

Evaluate the likelihood of a risk occurring, according to the ratings in the left-hand column.

Evaluate the consequences if the incident occurred, according to the ratings in the top row.

Calculate the (inherent) level of risk by finding the intersection between the likelihood and the consequences.

Consequences

Likelihood 1

Insignificant

Minor Injury Not Requiring First Aid 2

Minor

First Aid

Treatment 3

Moderate

Medical

Treatment 4

Major

Permanent Disability 5 Catastrophic

Fatality

Almost certain Moderate Significant High High High

Likely Moderate Significant Significant High High

Moderate Low Moderate Significant High High

Unlikely Low Low Moderate Significant High

Rare Very Low Very Low Very Low Moderate Significant

(WHS Risk Matrix)

High - Cease the task. Do not proceed A high risk requires immediate action as the potential could be devastating to the organisation.

Significant - A significant risk requires immediate action as it has the potential to be damaging to the organisation.

Moderate - Allocate specific responsibility to a moderate risk and implement monitoring or response procedures.

Low / Very Low - Treat a low level of risk with routine procedures.

Risks should be addressed in priority order, hazards with the highest level of associated risk should be controlled with the highest priority.

Step 3 Control RisksUnder WHS/OHS legislation you are required to eliminate WHS risk, or if that is not reasonably practicable, to reduce the risk so far as is reasonably practicable using the hierarchy of control measures.

Level Control Description / Examples

Where possible, use Level 1 control:

1 Elimination Not completing a task

Eliminating the hazard in design

Removing trip hazards

Disposing of unsafe items

Where elimination is not possible, use Level 2 controls:

2 Substitution Replacing a hazardous item with one that poses less of a risk

Isolation Separating the source of harm from people by distance or using barriers.

Engineering A control measure that is physical in nature, including a mechanical device or process.

Interlocks and guards on machinery

Cable Mats

When using Level 2 controls add level 3 controls to avoid recurrence:

3 Administration Work methods or procedures that are designed to minimise exposure to a hazard

Procedures on how to operate machinery safely

Limit exposure time to a hazardous task

Signs to warn people of a hazard

Personal Protective Equipment (PPE) PPE limits exposure to the harmful effects of a hazard

Examples of PPE include:

Hearing protection

Respirators

Face masks

Hard hats

Gloves

Aprons

Protective eyewear

Safety Footwear

Avoid using only Level 3 controls as they provide the least protection and require a level of compliance to be effective. Level 3 controls must only be used where Level 1 & 2 controls are not reasonably practicable.

Step 4 Monitor & Review ControlsThe control measures that you put in place should be reviewed regularly to make sure they work as planned. Dont wait until something goes wrong. There are also certain situations where you must review your control measures under the WHS Regulations and, if necessary, revise them. A review is required:

When the control measure is not effective in controlling the risk

Before a change at the workplace that is likely to give rise to a new or different health and

safety risk that the control measure may not effectively control

If a new hazard or risk is identified

If the results of consultation indicate that a review is necessary

If a health and safety representative requests a review

2.5 - Risk RegisterA Risk Register is a list of all the identified hazards in a particular area, including the risk level and the controls implemented to eliminate or minimise the risk associated with a hazard. The risk management process is documented in a risk register. There is an example risk register below:

Hazard Location Risk Inherent Risk Control Measure Residual Risk Due Date Closed Out Responsible Person

Cables on floor Across corridor Trip B1 MOD ENGINEER

Cable Mats

ADMIN

Brief Learners

Room setup procedures E1 VL xx/yy wx/yy A Trainer

Cardboard boxes Stored in hallway Trip B2 SIG ELIMINATE

Dispose of boxes

ADMIN

Housekeeping procedure E1 VL xx/yy wx/yy B Admin

Food Prep Kitchen Biological B3 SIG ADMIN

Daily Inspection

Cleaning Roster

Signage E3 VL xx/yy wx/yy C Cleaner

The risk register should contain the following:

Description of the hazard

Location of the hazard

Associated risks/s

Inherent risk rating risk rating BEFORE controls have been implemented

Control Measures to be implemented

Residual risk rating risk rating AFTER controls have been implemented

Due Date

Completion (Closed Out) date

Person responsible for controls (risk owner)

2.6 - Delivering WHS Information to Learners

Once you have assessed your learners understanding of WHS information and identified their needs, you can determine a method for imparting the appropriate information. Some approaches you could use include the following:

Organisational inductionyour organisation may have a standard induction program for new learners, including apprentices and trainees. These sessions should always include a health and safety component.

Tailored inductionin addition, or as an alternative to an organisation induction, you could conduct your own session specific to the needs of your learning or practice environment. This way, learners will be aware of the hazards specific to their environment.

Policy and procedure manualslearners should be made familiar with these documents, especially so that they can avoid risks and know what action to take should an accident or injury occur.

Quizzes or gameswhilst its a serious topic, WHS can be made to be fun. This is often a good tactic to help you monitor learners and ensure their knowledge is current and relevant.

Open discussiongroup discussion can encourage a better understanding and help re-affirm existing knowledge.

Debriefingif an accident or injury does occur, analysis of the situation, reactions and possible preventative actions can enhance the learners understanding of WHS issues in their specific environment.

How you go about this will vary depending on whether the learning environment is also your own work environment. It will also depend on whether you work for the organisation where the learning takes place or you are placing a learner in a work and/or learning environment. The type of workplace, the size and the structure are also factors.

Your visit to the workplace is not like a traditional workplace inspection that the organisation may carry out to check the housekeeping, the condition of equipment and whether procedures are followed, although this information is important.

You will need to talk with the manager, the supervisor in the area and any health and safety representative. You should ask questions such as:

Is there a documented WHS policy?

Are WHS procedures and operating procedures documented?

What are the processes for reporting hazards and incidents?

Are these reports investigated and control measures implemented as a result of the report?

What information or induction will be provided to the learner?

How will the learner be supervised? Who will supervise?

Are emergency procedures documented in the workplace?

From your knowledge of hazards and risk controls for the industry, you will make a judgment on how well organised the workplace is in relation to WHS.

2.7 - Bibliography & Further Reading - WHSURL Description

www.safeworkaustralia.gov.au Safe Work Australia - Commonwealth

www.comcare.gov.au Comcare - Commonwealth

www.accesscanberra.act.gov.au/app/answers/detail/a_id/2198/~/worksafe-act WorkSafe ACT

www.safework.nsw.gov.au SafeWork NSW

www.worksafe.nt.gov.au NT WorkSafe

www.worksafe.qld.gov.au QLD Workplace Health and Safety

www.safework.sa.gov.au SafeWork SA

www.worksafe.tas.gov.au WorkSafe Tasmania

www.worksafe.vic.gov.au WorkSafe Victoria

www.commerce.wa.gov.au/worksafe Work Safe WA

https://www.safeworkaustralia.gov.au/law-and-regulation/model-whs-laws Model WHS Laws Safe Work Australia

www.legislation.gov.au Register of Commonwealth Legislation

www.legislation.{STATE}.gov.au State Legislation Registers

(Replace contents of {STATE} with relevant jurisdiction)

www.austlii.edu.au Australasian Legal Information Institute (UTS / UNSW)

www.safeworkaustralia.gov.au/resources_publications/model-codes-of-practice Model WHS Codes of Practice Safe Work Australia

www.iso.org/iso-45001-occupational-health-and-safety.html (AS/NZS) ISO 45001:2018 - Occupational health and safety - International Organization for Standardization

URLs tested 24 Feb 23

Chapter 3 - Language, Literacy & Numeracy Skills3.1 - LLN OverviewWhat is Language, Literacy and Numeracy (LLN)?

Language, Literacy and Numeracy (LLN) skills are what we use to communicate and use numbers in our day to day lives.

LanguageIn short:

Language is the main way we make and understand meaning as humans

Language involves speaking, listening, reading, writing and visual communication

In a broad sense language involves the words, verbal structures and gestures used to convey meaning (including gestures when speaking and listening, punctuation when reading and writing to make meaning)

Language includes individual language such as English or Mandarin

It also includes workplace language such as industry jargon, acronyms

One thing to remember about language in any context is that it changes over time. Think about the up-and-coming generations and the language that has developed over the use of text messages. Will this abbreviated language over time become the accepted language in our everyday or even our workplace communications?

Think about your own workplace. As the industry changes a new language gradually emerges.

The VET industry is a classic example of a foreign language. Think back to when you first embarked on your journey to complete your Cert IV in TAA or TAE. For most people embarking on this journey is like learning a whole new language. It hosts a world of acronyms that until you start working in an RTO environment you may never have needed or used in your previous communications. So how does one evolve and progress within their industry if they dont learn the language of that workplace or industry.

Workplace language (jargon, technical terms and acronyms) can be very challenging for people, particularly those who do not speak English as their first language.

Even in the English language, you will find major differences between different states or regions within Australia. Words used in one region of Australia with a specific meaning may have a completely different meaning to someone from another region.

Think about Australian Indigenous languages that place a higher value on verbal and visual communication forms.

These are all areas that we need to consider in our roles as trainers and assessors to ensure that we are able to communicate meaningfully with a diverse group of learners.

LiteracyIn short:

Literacy is the ability to read and use written information as well as to write appropriately, at home, at work and in the community

Functional literacy includes basic reading and writing (e.g., reading a bus timetable, filling in a form)

Critical Literacy includes higher order thinking to question what we see in text

According to DEEWR (2009) Literacy means the integration of listening, speaking, reading, writing and critical thinking. It incorporates numeracy and it includes the cultural knowledge that enables a speaker, write or reader to recognise and use language appropriate to different situations.

(Source: DEEWR, 2009, Workplace English Language and Literacy program guidelines, Commonwealth of Australian Canberra, P.5)

In Vocational Education and Training (VET), although strictly speaking numeracy forms part of literacy, in this case we separate numeracy and literacy refers to reading and writing.

Literacy is the ability to read and use written information as well as to write appropriately, in a range of contexts. Literacy involves the integration of speaking, listening, and critical thinking with reading and writing.

The literacy demands placed on us and our learners change throughout our lives. As we experience new situations we need to continually adapt and extend our literacy skills.

Numeracy

In short:

Numeracy is the ability to use the mathematical concepts needed to function effectively in work and social contexts.

Numeracy can include:

Number skills

Spatial and graphical concepts

Use of measurement

Problem solving

Numeracy often needs to be taught in a workplace context to provide relevance to your learners.

LLN Statistics

LLN is a nationwide issue that we as trainers and assessors are at the forefront of. This is why LLN has now been embedded into National Training Package competencies.

As a trainer and assessor you are no longer just the industry expert you also need to develop the LLN skills of your learners as applicable to their studies and the vocational outcome sought.

The table below provides a snapshot of the 2018 OECDs PIAAC survey, which measures key cognitive and workplace skills.

(Source: https://www.oecd.org/skills/piaac/)

Indicator Australia OECD Avg

Mean literacy score 280 266

% of adults scoring at level 4 or 5 in literacy 17.0 10.0

% of adults scoring at or below level 1 in literacy 12.6 19.7

Mean numeracy score 268 262

% of adults scoring at level 4 or 5 in numeracy 13.3 10.9

% of adults who opted out of the computer-based assessment 13.7 10.0

% of adults scoring at Level 1 in problem solving in technology-rich environments 28.9 28.3

% of adults scoring at Level 2 in problem solving in technology-rich environments 31.8 24.7

% of adults scoring at Level 3 in problem solving in technology-rich environments 6.2 5.1

Vocational Literacy

Vocational literacy refers to the literacy required in a workplace context. In your role as trainers and assessors whether you are developing learning resources, assessment tools, delivering a session, providing learner feedback or conducting an assessment you should always consider:

The LLN requirements of the learners workplace

The LLN requirements of the actual unit of competency they are enrolled in

The immediate LLN skill levels of your learner

The learners past experiences with LLN

left864401Example:

A learner enrolled in a Certificate II in Hospitality, seeking employment as a kitchen hand and has very low level LLN skills. You would be developing their LLN skills as they relate to the job role e.g. how to read a menu, how to measure amounts of ingredients, how to read labels of food ingredients, how to take a food order etc.)

00Example:

LLN development in this context should be in relation to the industry and vocational outcomes sought by the learner. It is important to remember that you are not teaching them how to read and write from the beginning you are helping them master the LLN requirements of their job role / function.

3.2 - Australian Core Skills Framework (ACSF)The Australian Core Skills Framework (ACSF)The Australian Core skills Framework is a nationally endorsed framework that provides:

A consistent national approach to the identification of the core LLN skill requirements in diverse work, training, personal and community contexts

A common reference point for describing and discussing performance in the five core LLN skill areas.

The ACSF describe five (5) levels of performance in five (5) core skill areas with three (3) domains of communication.

The five core LLN skills areas are:

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Five Core LLN SkillsThe following section provides a summary of each of the five core LLN skills. Further details including the indicators for each of the five levels of performance are detailed in the ACSF document in your resource folder.

Learning

Can be defined as the ability to be able to adapt to and participate in various social, community, work and training situations and includes:

The active awareness of self as a learner, learning orientations and approaches to the management of learning

The acquisition and application of practical strategies that facilitate learning

Reading

Reading involves actively engaging with texts, readers need to develop and manage the conventions of reading including:

Audience, purpose and meaning making strategies

Text structure and features, grammatical expression of ideas, word identification strategies and vocabulary

Writing

Writing involves being able to shape written language according to purpose, audience and context (pen and paper, sending SMS, computer literacy e.g. MS Word, email) including:

Purpose and meaning making strategies

Vocabulary, grammatical structure and the conventions of writing

Oral Communication

Oral communication involves:

Speaking

Listening

Transactional exchanges = practical (providing or obtaining information, purchasing goods and services)

Interpersonal exchanges

Numeracy

Using and applying mathematical skills and knowledge in the workplace, personal, training and community settings including:

Identification of the mathematical information and meaning in the activities and texts

Problem solving and mathematical processes

The way informal and formal language, symbolic and diagrammatic representations and conventions of mathematics are used to communicate

Learning Indicators

Each of the skills listed above are described through a series of indicators. A persons level of performance is determined by whether he or she can demonstrate competence in each of the indicators at that particular level.

These indicators are described for each level of the five levels of performance and are broken down in a table that can be found in the ACSF folder in your resource folder.

The five levels of performance are described below.

Five Levels of PerformanceThe levels of performance demonstrated for any skill, at any level within the ACSF are influenced by the amount of support given, the context in which the task occurred, the features and content of the text and the complexity of the task. This is very important because it means that performance levels will change depending on these variables.

For example a person requiring support to complete a writing task at level three (3) will most likely be competent at level two (2). You need to keep these factors that may affect performance in mind when assessing candidates against the ACSF.

The table below shows the performance variables and corresponding levels.

ACSF Performance Variables Grid

Support Context Text Complexity Task Complexity

Five Levels of Performance 1 Works alongside an expert/mentor where prompting and advice can be provided Highly familiar contexts

Concrete and immediate

Very restricted range of contexts Short and simple

Highly explicit purpose

Limited, highly familiar vocabulary Concrete tasks of 1 or 2 steps

Processes include locating, recognising

2 May work with an expert/mentor where support is available if requested Familiar and predictable contexts

Limited range of contexts Simple familiar texts with clear purpose

Familiar vocabulary Explicit tasks involving a limited number of familiar steps

Processes include identifying, simple interpreting, simple sequencing

3 Works independently and uses own familiar support resources Range of familiar contexts

Some less familiar contexts

Some specialisation in familiar/known contexts Routine texts

May include some unfamiliar elements, embedded information and abstraction

Includes some specialised vocabulary Tasks involving a number of steps

Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting

4 Works independently and initiates and uses support from a range of established resources Range of contexts, including some that are unfamiliar and/or unpredictable

Some specialisation in less familiar/known contexts Complex texts

Embedded information

Includes specialised vocabulary

Includes abstraction and symbolism Complex task organisation and analysis involving application of a number of steps

Processes include extracting, extrapolating, inferencing, reflecting, abstracting

5 Autonomous learner who accesses and evaluates support from a broad range of sources Broad range of contexts

Adaptability within and across contexts

Specialisation in one or more contexts Highly complex texts

Highly embedded information

Includes highly specialised language and symbolism Sophisticated task conceptualisation, organisation and analysis

Processes include synthesising, critically reflecting, evaluating, recommending

(Source: DEEWR, 2008, ACSF, Commonwealth of Australia)

Now that you have a basic understanding of what LLN is and an introduction to the ACSF we can now look into more detail about how we can determine the LLN requirements of the training for our learners.

3.3 - Identifying LLN Requirements of a Training SpecificationDetermine LLN Requirements of Training SpecificationsIn the workplace core LLN skills are integral to getting the job done. Key processes within the workplace include tasks like reading or using standard operating procedures, team work, providing instruction or feedback and organising workloads and scheduling.

Often the core LLN skills used are so closely connected to the skills of a specific job that they are not thought of as LLN tasks.

Finding the core LLN requirements in a specification for example a unit of competency is sometimes obvious in terms of the use of words such as read and understand. However, often the requirements are embedded in the unit of competency.

It is our job as trainers and assessors to find the core LLN skills within the unit of competency through examining the elements, performance criteria, range statement and the assessment guidelines.

A training specification could include Unit(s) of Competency, accredited courses or non-accredited industry specific training.

In determining the core LLN skill requirements of the training specification you will need to look for trigger words that indicate LLN components of the training specification.

Have a look at the table below to see some of the trigger words that are often used for each of the core skill areas:

Learning Reading Writing Oral Communication Numeracy

Organise and monitor progress

Follow instructions

Compare and contrast

Transfer skills and knowledge

Organise ideas Interpret and monitor

According to (specified documents)

Identify

Follows written procedures

Analyse

Appropriate documentation Reporting

Maintain records

Document

Label

Outline

Chart

Tag out

Obtain permits Follow verbal instructions

Access relevant information

Questioning

Verbal reporting

Team discussion

Feedback

Discuss Measuring techniques

Calculations

Perform

Computations

Estimate

Proportion

Formula

Collect data

The following provides an example of establishing what level each of the core skills are for a unit of competency and mapping this to show the learners current skill level and whether they are ready to participate in the training specification (e.g. unit of competency).

Learners Core Skill Level AHCOHS201

Participate in OHS process AHCWRK209 Participate in environmentally sustainable work practices

Learning 2 3 3

Reading 3 spikey, i.e. not familiar with standard operating procedures, legislation 3 3

Writing 2 2 but could be 3 depending on enterprise requirements 2

Oral Communication 3 spikey, i.e. could benefit from skills in effective teamwork, listening and responding to views of others 3 with some 4 e.g. contributes to participative arrangements in the workplace 3 with some 4 e.g. support teamwork and participation in a sustainable organisation

Numeracy 1 2 2

(Source: DEEWR, 2008, ACSF, Commonwealth of Australia, P.15)

3.4 - Identifying LLN Requirements of a Work RoleIn determining the LLN requirements you will need to consider the context of the training/learning that will take place. The training context might include workplaces, community settings, and or training organisations.

Think about your own workplace and your job role as a trainer and assessor. Try to create a list of the LLN requirements for your particular job role.

LLN skills are embedded in everything we do. Different LLN skills need to be developed in different vocational areas. As a vocational trainer you need to look at what reading, writing and numeracy, and other communication skills, are needed for your learners to be able to work in a particular job or do a task.

As a vocational trainer you are responsible for supporting your learners in developing the appropriate and relevant LLN skills required for the job role required of their training.

Remember skills need to be transferable from one job to another however there will be specific LLN related skills applicable to certain job roles. For example a learner undertaking training (for example a traineeship) as a chef, would need to understand ratios to be able to make recipes to different scales.

3.5 - Diagnosing LLN Levels of LearnersIn the diploma level unit you will learn how to assess the core LLN skills of your learners using the ACSF. This unit does not prepare you to operate as an LLN specialist. You should still seek the advice and support from LLN specialists to assist you in determining the specific LLN needs of your learners where possible.

In this sense you are not required to conduct an assessment of a learner against the ACSF. During the course you will learn about the ACSF and how it can assist you in determining the LLN skills of the learner group however you will not be expected to use it to assess the LLN levels of your learners.

This unit requires you to use validated assessment tools and any other sources of information that are available to determine the LLN skills of the learner group.

There is a bank of validated tools available in your resource folder for your use, however, you may want to search for other validated tools more suitable or relevant to the context in which you work. Visit: Precision consultancy for a complete set of validated tools to choose from.

Validated tools are not limited to those provided by Precision Consultancy. You might have access to pre-screen tests conducted in your own workplace, observation checklists and other reliable LLN resources from government and LLN specialist websites.

More informal means such as observing learners complete their enrolment forms and other pre enrolment information, verbal conversations with them, observations of interaction during group activities etc. could also be utilised to assist in determining the LLN skills of your learner group.

LLN assessment is often carried out prior to a learner commencing a course. For example in the TAFE system LLN assessments are frequently carried out to determine the current level of LLN skills for an individual learner to identify what level qualification they are ready to enter or identify gaps in skills required to successfully complete the course.

When you have access to an LLN specialist or person within your organisation that is appropriately trained in the use of the ACSF as a means of assessing learners LLN skill levels then determining the LLN skills of a learner should consist of an interview with the learner, followed by the learner completing the appropriate validated assessment tools to determine their performance levels based on the ACSF.

The following provides an example of how you could determine the LLN levels of your learners on an individual basis with the basic use of the ACSF.

Assessment InterviewIt is important in any assessment process to start the process by ensuring the learner is at ease and they feel they are in a safe and comfortable environment. It will be important that you explain that the purpose of the assessment interview is to gather evidence of the LLN skill; background experience of the applicant which includes their future plans as all of this helps to determine any requirements for LLN assistance.

Oral communications will be highlighted during this interview process. It should be a one on one chat type situation and then you would provide them with two or three assessment tasks to complete. Do not overwhelm them with too much assessment.

You will find suggested interview forms in your resources folder from Precision Consultancy and Taking the lead you could use to assist you in this process. Otherwise you can always conduct your own search to find further forms.

What assessment tasks should you use?

Once you have gained the background information about the learner from the interview process you will need to select the appropriate assessment tasks. Where possible try to make the tasks relevant to the learners background and experience so they are not uncomfortable during the process.

Visit Precision Consulting for examples of validated tools.

Carry out assessment and make a judgementAs you are carrying out the assessment you will need to gauge whether or not the learner needs any support. The level of support you provide during this process will change the level of skill identified for the task.

Once the first task has been completed you will need to decide whether you in fact need to continue with the other tasks selected or whether they are still relevant.

You need to ensure you have explained the process clearly and what will happen next in relation to forming your recommendations.

You will then use the evidence you have collected through the assessment process and make a judgement against the ACSF levels of performance for each of the five core skill areas.

Remember you should always seek assistance from an LLN specialist to discuss the outcomes and to validate your assessment decision in this process.

IMPORTANT NOTE: This Unit is not designed to teach you how to use the ACSF to its full capacity to assess LLN levels of learners but to assist you in understanding the process and ensuring that your assessment and training methodologies appropriately fit the correct level.

3.6 - Language, Literacy & Numeracy Specialist ServicesAccess Specialist Learning SupportTo begin with you will need to conduct a review of the course demands against the learner profile to determine if specialist LLN assistance is required.

Specialist support and assistance may not be required. However where required you may need to utilise specialist LLN support if it is available to you. Integrating this LLN support effectively into the training and assessment practice where required will be vital to this process in order to see the most successful results.

LLN SpecialistsWhen you have reviewed the core requirements of the training specification and context, as well as the skills of the learner, it is now time to determine if specialist core LLN assistance is needed. Remember that you are the industry expert to assist the learner in their vocational studies, developing their LLN skills forms part of this requirement.

Remember you are not expected at this level to be an LLN specialist. However developing an understanding of the ACSF will help you to develop the knowledge to be able to discuss the core LLN skills with learners and be more able to assist them in their development. You are the industry expert to assist the learner in their vocational studies however you are also required to develop their LLN skills.

LLN specialists may be called upon to assist you in this process because although they will not hold the vocational competencies that you do, they will be able to provide more comprehensive and researched LLN support and advice as required prior to and during the learners development.

Specialist assistance could include:

In-house support services

Workplace English Language and Literacy (WELL) program support

Team teaching

Mentoring

Government/community support

Specialist consultants

The Workplace English Language and Literacy (WELL) program is designed to assist organisations to train workers in English LLN skill. There is funding available for 3 types of projects including:

Training Projects

Resource Projects

Strategic Projects

Remember each organisation will have different process in place for providing LLN support. Many private RTOs will not have specialist LLN practitioners on site however may be affiliated with an external support service that can be utilised.

The more development you undertake as a trainer and assessor in developing your ability to assist learners with their LLN skills development the better facilitator you will become and the more successful outcomes you will have for your learners. Segregated or Integrated SupportLLN support can be provided external to the training in a segregated approach or can be integrated into the training delivery and assessment. Both options have pros and cons so where possible a combination of both approaches is recommended.

The following strategies could be utilised to assist with providing LLN support:

Ongoing liaison with LLN specialists

One on one LLN tuition with specialist

Small group sessions

Team teaching

Language expert

Other suggestion to help you in assisting learners with their progress and development of LLN skills could include:

Provide clear instructions and explanations

Use plain English

Explain jargon and acronyms

Avoid slang

Avoid socially inappropriate sayings or jokes

Keep content to what is relevant and needed for the course

Choose your learning resources carefully based on the needs of the learners

Use relevant graphics

Use videos

Use plenty of white space for the written word

Avoid clutter

Use graphs, tables, flow charts, dot points where appropriate

Use workplace documents to complete activities

Incorporate plenty of practical activities

Use clear headings

Break text down into manageable chunks

Use short sentences and paragraphs

Use word and numerical form where possible

Highlight new or important words

Use case studies and provide examples where possible

Incorporate audio files (MP3s, podcasts etc.)

Provide clear instructions for tasks

Incorporate the use of technology where possible and appropriate

Demonstrate the application of a concept to give it meaning

Provide learner with the opportunity to practice

Make reasonable adjustments where required does it need to be done in written format or can it be done verbally remember you must ensure you are not taking away from the integrity of the unit

Seek assistance from an interpreter

Use a buddy system

Select appropriate methods of assessment

Use multiple choice tests with caution they require a high level of language skills (you will need to explain the process clearly to the learner)

Provide practice opportunities for short answer tests

Always check the training specifications e.g. unit of competency to make sure the method of assessment you are selecting is appropriate to the unit requirements and the qualification level

Try group projects where the skills of different learners can be utilised

Conduct assessments verbally instead of written if possible

3.7 - Trainer & Assessor LLN SupportSupport StrategiesLLN demands of the training environment should be no higher than the specification and the job they are being trained to do. There are four (4) key areas to consider:

Written materials

Training methodology

Assessment methods

Physical environment

Written MaterialsThe following examples provide guidance for constructing your written materials to assist learners with lower Level LLN. Remember what works for those with lower level LLN skills will in turn assist those who do not require assistance. The following provides some good practice examples:

Easy to understand and at the right LLN level:

Use plain English

Do not pitch too high

Modify language and change wording

Remove unnecessary wording in questions and get to the point

Use authentic materials not just workbooks but workplace documentation and forms relevant to the workplace (e.g. incident report)

Review materials post course review and evaluate to ensure improvements are made as required prior to next use

Consider the layout:

Supplement text with pictures, videos etc., to enhance learning materials

Be aware of font size

Use visuals and diagrams

Too much text is very confronting use enough white space and dot points

Space underneath questions should reflect size of response required

Training Methodologies to Support LearningAs a trainer you need to think about whether your training methods support learners. You will need to ensure your methods are discreet and do not form further embarrassment for the learner.

Training methodologies to support learning could include:

Audio recordings of text

AV materials to support training (watch videos)

Providing simplified explanations of underpinning principles and concepts

Teach the language of the workplace speak new words / jargon clearly then write them on the white board

Break tasks down into logical steps

Get learners to retell the information or demonstrate what they have heard

Use examples of work place documents

Provide plenty of practice time (including using role plays)

Promote an active learning culture (get learners involved)

Encourage discussion and ask questions

Provide encouraging feedback

Look for signs of not understanding: confused looks, asking others,

Dont draw attention to them

Assessment Methodologies to Support LearnersThings to consider when selecting and developing appropriate assessment methods include:

Check the LLN levels

Follow guidelines for written materials, clear layout, plain English, right level

Choose method/s that is appropriate e.g. Instead of essays or long responses use observation, oral assessment

Think of creative ways to achieve the same outcome e.g. video footage of interview or verbal questioning

Ask learner to demonstrate task rather than loads of paperwork

REMEMBER: Ensure you always consider the requirements of the training specification (e.g. unit of competency)

Learning EnvironmentAs a trainer you need to create an inclusive learning environment for your learners. The learning environment can affect quality of training and in turn the quality of the learning that takes place. The following tips will assist you in creating a more inclusive learning environment:

Avoid lecture style

Arrange furniture so all can see and hear easily

Create sense that all learners are involved (inclusive, nonthreatening)

Minimise noise and distractions

Learn how not to make things too hard layout, wording, expectations of learners progressing too quickly etc.

- Integrating LLN SupportCustomising Learning Resources

Developing and customising learning resources is a real art. Questions to ask and to think about when modifying the resources assessment tasks include but are not limited to:

Is it written in plain English?

Is there anywhere you can use visuals / diagrams to enhance learner understanding?

Is it worded in an easy to understand way?

Is the background colour of the page suitable?

Is the document distracting in any way?

Is the selected text easy to read and understand?

Is formatting consistent in the document?

Can you shorten questions / tasks / sentences to remove unnecessary wording?

Are there any negatives in sentences or trick questions that can be reworded?

Do the questions / tasks use both the word and numerical form of a number e.g. three (3)?

Is the layout user friendly and engaging?

Is there enough white space?

Are the questions / tasks / examples relevant to your learner?

Can you contextualise the information / questions / tasks / examples to be more relevant to your learners area of interest or potential place of employment (e.g. child care rather than warehousing?)

Is there enough space for learner responses?

Are the response areas for questions / tasks reflective of the length of response required?

Is the chosen assessment method appropriate?

Is there a more appropriate assessment method for your learner (e.g. verbal questioning or observation?)

Is the type of resource the most appropriate for your learner?

Are the tasks in line with the AQF level and the specific requirements of the unit and intended employment outcomes?

Has spell check automatically converted to American spelling?

Is the spelling and grammar within the document accurate?

Can you make the resource / assessment more modern, interactive and engaging for the learner?

Are visual/ diagrams used clear and contribute to enhancing learner understanding?

Does the information in the resources provided match the content of the assessments?

Do the learning resources complement the assessment materials?

3.9 Cultural & Social ConsiderationsWorking out who the learners are, and their characteristics is an important part of planning for training delivery. Your learners can be made of people with a range of different requirements and motivations including:

Mature age learners

Young out of school learners

Learners with disabilities

Learners who are ethnically diverse

Learners who have a range of preferences relating to gender identification

Variety of employment experiences

Variety of prior formal training

Variety of different work roles in the industry

Understanding your learners profiles will help you identify the specific needs of both individuals as well as the entire training groups. You will need to know your learners current levels of skills and knowledge and develop training programs to accommodate these different levels of abilities. To find out what your learner profiles are you can undertake activities such as:

Access any relevant worker performance evaluations

Ask supervisors, managers and team leaders to provide feedback and analysis

Conduct verbal or written interviews with the learners prior to planning the delivery

Collect information form the learners in documented form such as certificates of prior training and current position descriptions

Organise practical skills assessments

The various ways in which training program planner may be influenced by the information gathered relating to the learner profile can include creation of learning experiences that:

Stretch the learners goals and skills

Avoid repeating information and learning

Cater for learning capabilities (such as language, literacy needs)

Encourage learners to share their knowledge and skills with others in the group

Provide the adequate level of learning support

Accommodate the various learning styles and preferences

Reinforce knowledge and skills

Respond to potential health and safety risks

Respond to potential engagement or cooperation challenges

Watch the following video to learn more about adult learning principles

https://www.youtube.com/watch?v=vLJ7cRwKI-I&feature=emb_logoConsider the following arguments presented in this TED talk about Learning styles:

https://www.youtube.com/watch?v=855Now8h5RsRegardless of the type of learning program delivered, there will always be a range of risks and constraints to consider when planning a learning program. Risks to delivery involve potentially negative threats to the delivery process, which can often be avoided through careful planning and forethought. These risks and constraints can include:

Learners who are not willing to engage or cooperate with program

Learners who lack sense of self-worth and confidence

Negative management attitude towards the training program, either within the workplace or training organization

Lack of availability of suitably qualified and experienced trainers

Lack of suitable training venues

Lack of suitable and complaint training resources and assessments

Lack of opportunities for learners to practice their skills

Inability of the learners to transfer their trained skills and knowledge back in the real life /time workplace

Inability to accommodate special needs (such as those related to disabilities etc)

Barriers to Learning

Beyond the range of constraints identified, learners may experience a range of different barrier types which may prevent them from accessing learning and actively participating in training programs. These barriers include the following types:

Barrier Types Description

Psychological Barriers These are generally personal barriers which could relate to learners past experiences with training deliver, sense of self confidence and personal perception of own abilities (such as over confidence impacting on learning)

Situational Barriers These barriers can involve constraints due to issues such as lack of time for learning, lack of finances to afford learning activities, lack of family support, lack of transport to attend learning delivery venues, lack of workplace support and even personal health issues.

Organisational Barriers These re commonly barriers that relate to external factors within either the training organisation or within the learners workplace. These barriers can include lack of management support for the learning process, lack of resources availability or venues etc., lack of recognition of learning achievements, fear by management that training of workers may destabilize their own power base and even for learners who are relying on welfare payments, organizational barriers may include lack of recognition by Centrelink of the training benefits.

In order to refine the learning objectives to accommodate specific individual or groups of learners, considerations may include:

Learner Characteristics Potential Impact / Influence on Learning Objectives

Learners level of work experience May need to refrain from repeating components of knowledge the learners already know

Learners previous learning (both formal and informal) May need to consider learners previous negative experience and make adjustments to objectives to accommodate fears and lack of confidence issues

Learners level of motivation May need to help learners see the benefits of the training

Learners English language and literacy capacities May need to use a range of mechanisms to communicate with learners

Learners Employability skill capacity May need to support and develop the key employability competencies, integrate with learnng

Learners disabilities May require adjustment relating to level of difficulty and intellectual challenge of content

Learners cultural and spiritual beliefs May need to adjust venue location or schedule of training

Learners medical conditions May need to plan for assistive equipment such as lifting hoists for learner to use instead of manual handling

Learners age May need to consider the learners energy levels and incorporate activities that are age appropriate

Learners gender

May need to ensure that a safe environment is afforded to people of all gender expressions and preferences

3.10 - Reviewing Effectiveness of LLN SupportEvaluate and Monitor Approaches and Strategies.With any strategy or approach that you do implement it is important that you are continuously monitoring and evaluating to determine areas for improvement. Remember our continuous improvement cycle and dont forget to seek support from specialists as required.

Evaluation and monitoring could occur in many ways including but not limited to:

Seeking feedback along the way from learners

Conducting ongoing assessments to gauge progress

Self-reflections

Feedback from peers / colleagues

Advice / feedback / suggestions from LLN specialists

Measuring against best practice of other organisations / practitioners

Measuring of improvements in individual learners

Measurement of overall course outcomes and completion rates

This list is not by any means exhaustive however it gives you an idea of the types of strategies you could implement to measure the effectiveness of your approach to addressing adult language, literacy and numeracy needs.

Remember there is always room for improvement and as a VET professional you should be continually looking for ways to improve your practice.

If you dont already get into the habit of conducting a self-reflection at the completion of your training sessions to identify areas for improvement and areas of success that you could potentially share with colleagues and other VET professionals.

Promote a culture of sharing and collaboration to assist others in further improving their own practice.

3.11 - Bibliography & Further ReadingURL Description

https://www.voced.edu.au/content/ngv%3A47676 This report investigates language, literacy and numeracy (LLN) teachers and vocational teachers working together to deliver LLN support to students that is integrated with the students vocational courses.

https://www.oecd.org/skills/piaac/ The Programme for the International Assessment of Adult Competencies (PIAAC) is a programme of assessment and analysis of adult skills. The major survey conducted as part of PIAAC is the Survey of Adult Skills. The Survey measures adults proficiency in key information-processing skills - literacy, numeracy and problem solving - and gathers information and data on how adults use their skills at home, at work and in the wider community

https://www.ideasthatwork.com.au/what-works-for-lln/ There are several online videos available on YouTube that explore the ACSF and LLN skills.

https://www.dewr.gov.au/vet-student-loans/resources/language-literacy-and-numeracy-lln-application-process Providers wanting to apply to have their tool approved for the assessment of the students' academic suitability for VET Student Loans should read this document.

LLN Resources and training packagesNational Disability Services in conjunction 26TEN and have developed three tools for employers in the disability sector.

Art Education Art Education Victoria exists for and because of our passionate community. We aim to inspire, connect, develop and empower members and the broader art and education communities. Our vision is for a dynamic, vibrant, interconnected and high quality learning community that supports and enhances creativity and participation in the visual arts.

URLs Tested 03 Feb 23

Chapter 4 - Learning Design4.1 - Design OverviewFor every hour of training delivery, there are potentially 3-4 hours of planning, preparation, and design. Allowing for ample time to develop a training course can help to ensure that the training and assessment that is delivered and conducted is of the best quality possible and leads to positive outcomes for clients. It is important then, that the qualified trainer is knowledgeable and skilled in the processes involved in designing learning.

Often when designing a training course for the first time, we will begin with an outcome, an end point. This outcome may be in the form of a description of job performance, or a Unit of Competency from a nationally recognised Training Package. Usually these outcomes or training specifications dont come with prescribed programs for delivery and/or assessment but rather provide the benchmarks. The decisions about the processes of training and assessment are left up to you, the program designer and developer.

This section will discuss the underpinning knowledge required to be an effective designer of learning and learning programs. We will begin by investigating the information or parameters a learning designer needs to know prior to planning a course or learning program, including an analysis of the learning specifications that may be addressed by a learning program with specific focus on Training Packages as well as understanding the types of learners we may encounter and how to set objectives for them.

The latter parts of this section will then discuss how these parameters inform the choices for learning design we make and how to bring all of the required data together to produce a learning program plan that will suit the specific needs of a client.

The majority of this section will address learning design from the perspective of a trainer / assessor / designer working within the context of the nationally recognised VET system i.e. a TAFE/RTO employee however the basic tenets and principles of learning design are also applicable in non-accredited or work-based training contexts.

When presenting information to a learner, it is often beneficial to discuss the global view or big picture prior to investigating the sequential steps or finer points of the concept. In this way, we will begin our analysis of learning design by presenting the potential end points of the design process. Namely, lets briefly investigate two documents that are integral to training and assessment: Training and Assessment Strategies, and Learning Programs.

4.2 - Learning and Assessment Strategies (LAS)A training and assessment strategy is a high-level planning document that outlines the framework for guiding learning requirements as well as the teaching, training, and assessing requirements for a particular course (usually a VET qualification). The document outlines the macro-level requirements of the learning and assessment process. The overall aims of a documented training and assessment strategy are to ensure that:

There is a structured approach to planning and delivering training/assessment

Training and assessment is relevant to the industry and workplace

Documentation is available that shows everyone who needs to know how the program is to be run, who will be involved etc.

The right materials and resources will be available

A LAS may take many forms and as a requirement of the Standards for Registered Training Organisations (RTOs) 2015, must be created and presented to the regulator prior to an RTO being granted approval to deliver a sequence of nationally recognised training.

Owing to the high-level nature of the LAS, it is more common for these documents to be developed by compliance individuals and/or senior training staff and accordingly this guide does not investigate the development of the LAS, but rather we will focus on the development of Learning Programs, which are a subset of the larger LAS. A LAS does not include the delivery and assessment detail that a Learning Program does. Rather, it sets out the parameters that the Learning Program is to be developed within. (LAS were formerly known as TAS Training and Assessment Strategy)

4.3 - Learning ProgramsA Learning Program outlines all of the details relevant to a sequence of training; it builds on the general strategy developed in the TAS document above and provides specific guidance on how a course is to be conducted including all training and assessment activities.

Learning Programs should be responsive to the needs of the learners in question. An organisation may have a general strategy outlined in its TAS for the delivery of a training course on workplace communication; however we would deliver the specific course differently for a client with currently employed, busy administrative learners than a client providing training to unemployed job seekers.

Your organisation may then have several different Learning Programs depending on client needs or characteristics and all Learning Program plans will differ, however at the very least a learning program will outline the purpose, target group, content/benchmarks, time-frames, delivery and assessment plans, risk control plans, and resourcing requirements.

The following sections of your learner guide will advance through the steps involved in developing a Learning Program, culminating in the development of a Learning Program Plan. 4.4 - Instructional DesignIn creating a Learning Program, we will be making use of a set of skills referred to as Instructional Design. Instructional Design refers to the practice of creating learning experiences which make the uptake of knowledge and skills more efficient, effective and appealing. In short, it is the process of examining the needs and current state of your learner, determining the outcomes of learning, and creating an opportunity to assist in achieving these outcomes.

Instructional Design is an area that individuals may devote their entire career to, however understanding and applying principles of instructional design are at the heart of creating a quality training program.

Instructional Design Models

As with most things, instructional design contains many different models or systems of thinking. Such models include:

ADDIE Model

Merrills Principles of Instruction

Gagnes Nine Events of Instruction

Blooms Taxonomy

Rapid Prototyping

Dick and Carey Systems Approach Model

Instructional Development Learning System

Smith/Ragan Model

Morrison/Ross/Kemp Model

and many more

It is highly recommended that you investigate which model of instructional design works for you as a learning designer, however in the section to follow we will be considering three commonly used models; ADDIE, Gagnes Nine Events of Instruction & Blooms Taxonomy.

4.5 - Design ModelsIt is highly recommended that you investigate which model of instructional design works for you as a learning designer, however in the section to follow we will be considering three commonly used models; ADDIE, Gagnes Nine Events of Instruction & Blooms Taxonomy.

4.5.1 - The ADDIE ModelThe ADDIE model is a popular process traditionally used by instructional designers and training developers. The five phases of: Analysis, Design, Development, Implementation, and Evaluation represent a flexible guideline for building effective training and assessment resources. While perhaps the most common design model, there are a number of weaknesses to the ADDIE model which have led to a number of spin-offs or variations.

Most of the current instructional design models are spin-offs or variations of the ADDIE model; other models include the Dick & Carey and Kemp ISD models.

Instructional theories play an important role in the design of instructional materials. Theories such as behaviourism, constructivism, social learning and cognitivism help shape and define the outcome of instructional materials.

Below is a diagram of the ADDIE model and a description of the steps:

5.5.1.1 - Analysis Phase

In the analysis phase, instructional problem is clarified, the instructional goals and objectives are established and the learning environment and learners existing knowledge and skills are identified. Below are some of the questions that are addressed during the analysis phase:

Who are the learners?

What are the learners characteristics?

Do the learners have prior experience / transfer skills?

What is the behavioural outcome?

What types of delivery constraints exist?

What are the delivery options?

What is the timeline for project completion?

5.5.1.2 - Design Phase

The design phase considers the learning outcomes, assessment methods & instruments, learning activities, content, subject matter analysis, session planning and media selection. The design phase should be systematic and specific. Systematic means a logical, orderly method of identifying, developing and evaluating a set of planned strategies targeted for attaining the projects goals. Specific means each element of the instructional design plan needs to be executed with attention to details. These are the steps used in the design phase:

Documentation of the projects instructional, visual and technical design strategy

Apply instructional strategies according to the intended behavioural outcomes

Create storyboards

Design the user interface and user experience

Prototype creation

Apply visual design

5.5.1.3 - Development Phase

The development phase is where the developers create and assemble the content created in the design phase. Programmers work to develop and/or integrate technologies. Testers perform debugging procedures. The project is reviewed and revised according to any feedback given.

5.5.1.4 - Implementation Phase

During the implementation phase, a procedure for training the facilitators and the learners is developed. The facilitators training should cover the course content, learning outcomes, method sof delivery, and testing procedures. Preparation of the learners include training them on new tools (software or hardware), student registration.

This is also the phase where the designer and developer ensures that the learning and assessment materials, hands on equipment, tools and software are in place, and that the learning applications or Websites are functional.

5.5.1.5 - Evaluation Phase

The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users.

4.5.2 - Gagnes Nine Events of InstructionRobert Gagn proposed a series of events which follow a systematic Instructional

Design processes that share the behaviourist approach to learning, with a focus on the outcomes or behaviours of instruction or training.

Each of the nine events of instruction is highlighted below, followed by sample methods to help implement the events in your own instruction. Use Gagns nine events in conjunction with

Blooms Revised Taxonomy to design engaging and meaningful instruction.

Gagns Nine Events of Instruction can help build the framework with which to prepare and deliver instructional content. Ideally, you should prepare course goals and learning objectives before implementing the nine events (the goals and objectives will actually help situate the events in their proper context). The nine events of instruction can then be modified to fit both the content to be presented and the students level of knowledge.

The following nine steps have been adapted from Gagn, Briggs, and Wager (1992).

4.5.2.1 - Gain Attention of the Students

Ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention. Methods for gaining learners attention include:

Stimulating students with novelty, uncertainty and surprise

Posing thought-provoking questions to the students

Having students pose questions to be answered by other students

4.5.2.2 - Inform Students of the Objectives

Inform students of the objectives or outcomes to help them understand what they are to learn during the course. Provide objectives before instruction begins. Methods for stating the outcomes include:

Describe required performance

Describe criteria for standard performance

Learner establishes criteria for standard performance

4.5.2.3 - Stimulate Recall of Prior Learning

Help students make sense of new information by relating it to something they already know or something they have already experienced. Methods for stimulating recall include:

Ask questions about previous experiences

Ask students about their understanding of previous concepts

4.5.2.4 - Present the Content

Use strategies to present and cue lesson content to provide more effective, efficient instruction. Organize and chunk content in a meaningful way. Provide explanations after demonstrations.

Ways to present and cue lesson content include:

Present vocabulary

Provide examples

Present multiple versions of the same content, e.g., video, demonstration, lecture, podcast, group work

Use a variety of media to address different learning preferences

4.5.2.5 - Provide Learning Guidance

Advise students of strategies to aid them in learning content and of resources available.

Methods to provide learning guidance include:

Provide instructional support as needed as scaffolds (cues, hints, prompts) which can be removed after the student learns the task or content

Model varied learning strategies mnemonics, concept mapping, role playing, visualizing

Use examples and non-examples in addition to providing examples, use non-examples to help students see what not to do or the opposite of examples

Provide case studies, analogies, visual images and metaphors case studies for real world application, analogies for knowledge construction, visual images to make visual associations, metaphors to support learning

4.5.2.6 - Elicit Performance (practice)

Activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts. Ways to activate learner processing include:

Elicit student activities ask deep-learning questions, make reference to what students already know or have students collaborate with their peers

Elicit recall strategies ask students to recite, revisit, or reiterate information they have learned

Facilitate student elaborations ask students to elaborate or explain details and provide more complexity to their responses

Help students integrate new knowledge provide content in a context-rich way (use real-world examples)

4.5.2.7 - Provide Feedback

Provide immediate of students performance to assess and facilitate learning. Types of feedback include:

Confirmatory feedback Informs the student they did what he or she were supposed to do

Corrective and remedial feedback informs the student the accuracy of their performance or response

Remedial feedback Directs students in the right direction to find the correct answer but does not provide the correct answer

Informative feedback Provides information (new, different, additions, suggestions) to a student and confirms that you have been actively listening this information allows sharing between two people

Analytical feedback Provides the student with suggestions, recommendations, and information for them to correct their performance

4.5.2.8 - Assess Performance

In order to evaluate the effectiveness of the instructional events, you must test to see if the expected learning outcomes have been achieved. Performance should be based on previously stated objectives. Methods for testing learning include:

Pre-test for mastery of prerequisites

Use a pre-test for end-point knowledge or skills

Conduct a post-test to check for mastery of content or skills

Embed questions throughout instruction through oral questioning and/or quizzes

Include objective or criterion-referenced performances which measure how well a student has learned a topic

Identify normative-referenced performances which compares one student to another student

4.5.2.9 - Enhance Retention and Transfer to the Job

To help learners develop expertise, they must internalize new knowledge.

Methods for helping learners internalize new knowledge include:

Paraphrasing content

Using metaphors

Generating examples

Creating concept maps or outlines

Creating job-aids, references, templates, or knowledge-bases

4.5.3 - Blooms (Revised) Taxonomy of Learning DomainsBloom's Taxonomy of Learning was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analysing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts. It is most often used when designing educational, training, and learning processes. Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes, the revised model is outlined below.

The Three Domains of Learning

Domains may be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as KSA. This taxonomy of learning behaviours may be thought of as the goals of the learning process. That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude.

4.5.3.1 - Cognitive: Mental skills (Knowledge)

The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive domain processes, starting from the simplest to the most complex.

Cognitive Process Dimension

Category Examples

Key Words (Verbs)

Technologies for Learning (Activities)

1.Remembering:

Recall or retrieve previous learned information Examples: Recite a policy. Quote prices from memory to a customer. Recite the safety rules

Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states

Technologies: book marking, flash cards, rote learning based on repetition, reading

2.Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words Examples: Rewrite the principles of test writing. Explain in one's own words the steps for performing a complex task. Translate an equation into a computer spreadsheet

Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates

Technologies: create an analogy, participating in cooperative learning, taking notes, storytelling, Internet search

3.Applying:

Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test

Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses

Technologies: collaborative learning, create a process, blog, practice

4.Analysing:

Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training

Key Words: analyses, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates

Technologies: Debating, questioning what happened, run a test

5.Evaluating:

Make judgments about the value of ideas or materials Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget

Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports

Technologies: survey, blogging

6.Creating:

Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome

Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes

Technologies: Create a new model, write an essay, network with others

(Source: Iowa State University Center for Excellence in Learning and Teaching, www.celt.iastate.edu)

Add to the above with:

Knowledge Dimension

Classifies four types of knowledge that learners may be expected to gain

Concrete Knowledge 3556008001000 Abstract Knowledge

Factual

The basic elements students must know to be acquainted with a discipline or solve problems Conceptual

The interrelationships among the basic elements within a larger structure that enable them to function together Procedural

How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods Metacognitive

Knowledge of cognition in general, as well as awareness and knowledge of ones own cognition

Knowledge of terminology

Knowledge of specific details and elements

Knowledge of classifications and

categories

Knowledge of principles & generalisations

Knowledge of theories, models and structures Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for

determining when to use

appropriate procedures

Strategic knowledge

Knowledge about cognitive tasks,

including appropriate contextual

and conditional knowledge

Self-knowledge

(Source: Iowa State University Center for Excellence in Learning and Teaching, www.celt.iastate.edu)

In the diagram below, each of the coloured blocks shows an example of a learning objective that generally corresponds with each of the various combinations of the cognitive process dimensions and knowledge dimensions from the two tables above.

(Source: Iowa State University Center for Excellence in Learning and Teaching, www.celt.iastate.edu)

4.5.3.2 - Affective: Growth in feelings or emotional areas (Attitude)

The affective domain includes the way in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behaviour to the most complex:

Affective Dimension

Category Examples

Key Words (Verbs)

1.Receiving Phenomena:

Awareness, willingness to hear, selected attention Examples: Listen to others with respect. Listen for and remember the name of newly introduced people

Key Words: acknowledge, asks, attentive, courteous, dutiful, follows, gives, listens, understands

2.Responds to Phenomena:

Active participation on the part of the learners. Attend and react to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation) Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practice them

Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, presents, tells

3.Valuing:

The worth or value a person attaches to a particular object, phenomenon, or behaviour. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behaviour and are often identifiable Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about

Key Words: appreciates, cherish, treasure, demonstrates, initiates, invites, joins, justifies, proposes, respect, shares

4.Organisation:

Organises values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values Examples: Recognizes the need for balance between freedom and responsible behaviour. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self

Key Words: compares, relates, synthesizes

5.Internalises Values:

Has a value system that controls their behaviour. The behaviour is pervasive, consistent, predictable, and most important characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional) Examples: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behaviour in light of new evidence. Values people for what they are, not how they look

Key Words: acts, discriminates, displays, influences, modifies, performs, qualifies, questions, revises, serves, solves, verifies

(Source:www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html)

4.5.3.3 - Psychomotor: Manual or physical skills (Skills)

The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. Thus, psychomotor skills rage from manual tasks, such as digging a ditch or washing a car, to more complex tasks, such as operating a complex piece of machinery or dancing.

The seven major categories are listed from the simplest behaviour to the most complex:

Psychomotor Dimension

Category Examples

Key Words (Verbs)

1. Perception:

The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet

Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects

2.Set:

Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the Responding to phenomena subdivision of the Affective domain

Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers

3.Guided Response:

The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift

Key Words: copies, traces, follows, react, reproduce, responds

4.Mechanism:

(Basic Proficiency)

This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency Examples: Use a personal computer. Repair a leaking faucet. Drive a car

Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches

5.Complex Overt Response:

(Expert)

The skilful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance.

For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce Examples: Manoeuvres a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano

Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.

6.Adaptation:

Skills are well developed and the individual can modify movement patterns to fit special requirements Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task)

Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies

7.Origination:

Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine

Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates

(Source:www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html)

4.6 - Learning Theories4.6.1 - BehaviourismBehaviourism is a highly influential academic school of psychology that dominated psychological theory between the two world wars. Classical behaviourism, prevalent in the first third of the 20th century, was concerned exclusively with measurable and observable data and excluded ideas, emotions, and the consideration of inner mental experience and activity in general. In behaviourism, the organism is seen as responding to conditions (stimuli) set by the outer environment and by inner biological processes.

The basis of the theory of behaviourism is that humans can be trained to produce certain behaviour in response to certain stimuli, and the more often the response is stimulated, the stronger is the training.

More advanced theories of behaviourism look at reinforcement as the focus rather than simple observable reflexes, and state that specific learning can be achieved with the right applications of negative and positive reinforcement (Skinners operant conditioning).

Behaviourism has had a bad reputation for a long time, because it's perceived as a low level approach to training and education, which simply relies on producing a behaviour without any consideration of the internal processes that produce the behaviour, just the external response. Many people see this as no more than the level of education which we use with dogs, without any idea of free will and choice.

4.6.2 - CognitivismIn the late 1950s, learning theory began to make a shift away from the use of behavioural models to an approach that relied on learning theories and models from the cognitive sciences.

Psychologists and educators began to de-emphasize a concern with overt, observable behaviour and stressed instead more complex cognitive processes such as thinking, problem solving, language, concept formation and information processing (Snelbecker, 1983).

Within the twenty years a number of authors in the field of instructional design have openly and consciously rejected many of IDs traditional behaviouristic assumptions in favour of a new set of psychological assumptions about learning drawn from the cognitive sciences.

Whether viewed as an open revolution or simply a gradual evolutionary process, there seems to be the general acknowledgment that cognitive theory has moved to the forefront of current learning theories (Bednar et al., 1991).

This shift from a behavioural orientation (where the emphasis is on promoting a students overt performance by the manipulation of stimulus material) to a cognitive orientation (where the emphasis is on promoting mental processing) has created a similar shift from procedures for manipulating the materials to be presented by an instructional system to procedures for directing student processing and interaction with the instructional design system (Merrill, Kowalis, & Wilson, 1981).

4.6.3 - ConstructivismConstructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge.

4.6.4 - 21st CenturyThe term 21st century has become an integral part of educational thinking and planning for the future. Educators and administrators are actively searching for ways to prepare students for the future, and the educational system has been evolving faster than ever before.

Various studies have shown us that rote memorization is not an effective learning strategy and that teacher-centred classrooms (versus student-centred classrooms) may not be the most efficiently structured ones for student engagement.

The role of education is to prepare students to become active, successful, and contributing members of society. The essence of educations role has not changed. However, there has been an important change that must be considered.

Society has changed. We cannot adequately prepare students for the society that exists today or will exist tomorrow, if we continue to prepare them for the society that existed yesterday. In order to prepare students to play their role in the 21st-century society we are a part of, a few things need to be considered when deciding how education will look in our schools and classrooms. Some of the key features of 21st Century learning are:

Instruction should be student-centred

Education should be collaborative

Learning should have context

Education should be integrated with society

4.6.5 - HumanistHumanistic approaches to learning are based on the principles of humanism and are founded most notably on the work of Abraham Maslow (19081970) and Carl Rogers (19021987). They centre on the learner as an individual and consider that learning is not just about the intellect, but also about educating the whole person, taking a persons interests, goals, and enthusiasm into account, so that full potential can be achieved.

This approach to learning is student centred, with learners encouraged to take responsibility for their own learning and being intrinsically, rather than extrinsically motivated. The primary goal of a humanistic education is human well-being, including the primacy of human values, the development of human potential, and the acknowledgment of human dignity.

4.6.6 - Social LearningSocial Learning Theory, theorized by Albert Bandura, posits that people learn from one another, via observation, imitation, and modelling. The theory has often been called a bridge between behaviourist and cognitive learning theories because it encompasses attention, memory, and motivation.

4.7 - Adult Learning PrinciplesWhat is andragogy?

Andragogy is the art and science of helping adults learn

Alexander Kapp and Eugen Rosenstock-Huessy developed theories around adult education, which were later popularised by Malcolm Knowles, a theorist in adult education. For Knowles, adult learning was premised on the following characteristics:

4.7.1 - The need to know

Adults want to know why they need to learn something. They may ask: Why do I need to know this? or Why is this important? Adults want to understand the value. They want their learning experiences to:

Meet their needs

Be relevant

Help them achieve their goals.

4.7.2 - Learners self-concept

Adult learners want respect and to be seen as capable learners. They should be offered choice and be encouraged to set their own learning goals. Adult learners:

Are self-motivated and self-directed

Are independent

Like to find their own way

Can make their own decisions

Want to manage their own learning

Self-directed learning is one of the more contentious aspects of Knowles theories. There are various definitions of self-directed learning. It is worth reading Stephen Brookfield for an alternative perspective.

4.7.3 - Role of the learners experience

Adult learners are a valuable resource because they bring the richness and diversity of their lives with them. They should be given the opportunity to use their existing knowledge and experience, which they can apply to new learning experiences. Adult learners:

Have diverse experience and knowledge

May have ingrained ideas about things

Apply their life experience and knowledge to new learning

Use their problem-solving, reflecting and reasoning skills.

4.7.4 - Readiness to learn

Adults are ready to learn when they identify something they want to know or become proficient at, or when they experience something that connects with their life situations. They become ready to learn things in order to cope effectively with real-life situations. Adult learners:

Are goal focused

Want timely learning

Seek meaningful learning experiences

Need clear learning goals.

4.7.5 - Orientation to learning

Adult learners want to be engaged in life-centred or problem-centred learning experiences. They want to learn what will help them perform tasks or deal with problems they see in their lives now. Adult learners:

Are practical their learning should apply to their lives, job, etc.

Want to be involved in planning their learning

Focus on the aspects that are most useful to them.

4.7.6 - Motivation

Adults are responsive to external motivators such as a better job or increased salary. However, the best motivators are internal; for example:

Increased job satisfaction

Heightened self-esteem

Better quality of life

Personal growth and development.

Motivation can be diminished by learning experiences that do not embrace adult learning principles.

By defining these characteristics, Knowles distinguished andragogy, or the art and science of helping adults learn, from other areas of education, especially pedagogy. It is worth noting at this point that this is no one theory or model that explains everything we know about adult learners.

4.8 - Learning Styles & PreferencesMost individuals have a preferred way of gathering, interpreting, organizing and thinking about information. Some learn best by active manipulation, others by reading, still others by talking about information.

No single style of learning has been shown to be better than any other and no single style leads to better learning. Nonetheless, it is important to recognize that a variety of learning styles exist and they can explain the differences you will likely observe among students in your classes and consequently the need to develop a range of teaching strategies.

Four Categories of Learning Styles

Personality Models refer to basic personality characteristics, such as introvert versus extrovert.

Information-processing Models reflect how people take in and process information. For example, some seek a global understanding while others prefer a step-by-step approach.

Social Interaction Models focus on the ways students interact and behave in the classroom. Some students are learner oriented while others are grade oriented.

Instructional Preference Models focus on the medium in which learning occurs. This could be reading, listening, observing and engaging in direct experience. (Claxton and Murrell, 1987)

When students are studying with methods compatible with their preferred way of learning, they tend to be more satisfied and productive. Learners move from one style to another depending on the situation. Teachers/presenters should try to use a variety of activities when presenting material. In that way you will meet a broad range of student learning styles and help your students/participants expand their repertoire of learning strategies.

4.8.1 - Visual Auditory Kinaesthetic (VAK)

The VAK Learning Styles Model was developed by psychologists in the 1920s to classify the most common ways that people learn. According to the model, most of us prefer to learn in one of three ways: visual, auditory or kinaesthetic (although, in practice, we generally "mix and match" these three styles).

Visual: a visually-dominant learner absorbs and retains information better when it is presented in, for example, pictures, diagrams and charts.

Auditory: an auditory-dominant learner prefers listening to what is being presented. He or she responds best to voices, for example, in a lecture or group discussion. Hearing his own voice repeating something back to a tutor or trainer is also helpful.

Kinaesthetic: a kinaesthetic-dominant learner prefers a physical experience. They prefer a "hands-on" approach and respond well to being able to touch or feel an object or learning prop.

A variation on the acronym, developed by New Zealand-based teacher Neil D. Fleming, is VARK, or visual, auditory, read/write, and kinaesthetic:

Read/Write: a reading- or writing-dominant learner uses repetition of words and writing. Clearly, there is an overlap with visual and auditory styles, as words and writing can be both, but, commonly, a person who prefers to learn this way remembers or organizes things best in his mind by taking down notes.

4.8.2 - PART Learning Styles (Pragmatist, Activist, Reflector, Theorist)

PART Learning styles were developed by Peter Honey and Alan Mumford, based upon the work of Kolb, and they identified four distinct learning styles or preferences:

Activist

Theorist

Pragmatist

Reflector

These are the learning approaches that individuals naturally prefer and they recommend that in order to maximise one's own personal learning each learner ought to:

Understand their learning style

Seek out opportunities to learn using that style

PRAGMATIST

These people need to be able to see how to put the learning into practice in the real world. Abstract concepts & games are of limited use unless they can see a way to put ideas into action in their lives. Experimenters trying out ideas, theories & techniques to see if they work

ACTIVITIES: time to think about how to apply learning in reality, case studies, problem solving,

discussion

ACTIVIST

Activists are those people who learn by doing. Activists need to get their hands dirty, to dive in with both feet first. Have an open-minded approach to learning, involving themselves fully and without bias in new experiences

ACTIVITIES: brainstorming, problem solving, group discussion, puzzles, competitions, role-play

THEORIST

These learners like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. Prefer to analyse and synthesise, drawing new information into a systematic and logical 'theory'

ACTIVITIES: models, statistics, stories, quotes, background information, applying theories

REFLECTOR

These people learn by observing & thinking about what happened. They may avoid leaping in & prefer to watch from the sidelines. Prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion.

ACTIVITIES: paired discussions, self-analysis, questionnaires, personality questionnaires, time out, observing activities, feedback from others, coaching, interviews

4.8.3 - Four Stages of Competence

In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill.

Conscious Competence Model Four Stages of Competence

STAGE DESCRIPTION

1 Unconscious Incompetence The individual does not understand or know how to do something and does not necessarily recognize the deficit. They may deny the usefulness of the skill. The individual must recognize their own incompetence, and the value of the new skill, before moving on to the next stage. The length of time an individual spends in this stage depends on the strength of the stimulus to learn

2 Conscious Incompetence Though the individual does not understand or know how to do something, they recognize the deficit, as well as the value of a new skill in addressing the deficit. The making of mistakes can be integral to the learning process at this stage

3 Conscious Competence The individual understands or knows how to do something. However, demonstrating the skill or knowledge requires concentration. It may be broken down into steps, and there is heavy conscious involvement in executing the new skill

4 Unconscious Competence The individual has had so much practice with a skill that it has become "second nature" and can be performed easily. As a result, the skill can be performed while executing another task. The individual may be able to teach it to others, depending upon how and when it was learned

4.9 - Learning Program DesignDefining the Parameters of a Learning ProgramThe analysis phase of the learning design process involves collecting the parameters of the eventual learning program. We can define these parameters as the information and boundaries that apply to the learning in question. At this stage of the process, we are arming ourselves with as much information as possible in order to produce the best possible program.

Overview of ParametersCollecting these parameters can seem like a daunting task, however we can break down the information required into a series of relatively simple questions that we refer to as the 6 helpers of information gathering (Also referred to as the Six Ws or 5W+H):

WHAT?

What are the specifics of the content to be delivered and assessed?

What are the benchmarks and requirements of the learning specification?

WHO?

Who are your learners?

What are their characteristics, needs and motivations?

How will these characteristics influence your program?

Who are the other stakeholders?

WHY?

Why is the program being delivered?

What are the objectives or outcomes?

WHEN?

What are the timeframes involved in the program design and development

When will the training take place?

How long will each session run?

How many sessions?

WHERE?

Where are the learners located?

Where will the training take place?

Where will practical activities and assessment be conducted?

HOW?

What are the options for delivery and assessment that will suit the program?

What delivery modes, learning activities and delivery methods will be used?

How will the outcomes be measured?

How will the program be reviewed and evaluated?

4.10 - Version & Document ControlValidation provides an opportunity to check that assessment documentation is accurate and that version control is being implemented consistently. When discussing assessment documentation, try to get into the habit of checking that everyone is working from the current version of the document. Check for accuracy of records. Some areas to look out for include:

Assessors working from the same version of assessment materialsthese should be checked against the organisations document register

Correct titles and codes for competency standards and qualifications

The correct use of the Nationally Recognised Training (NRT) logo

Out-of-date assessment materials that have been developed for older versions of Training Packages

Documents that should be version controlled. The ASQA says that: The RTO must develop and implement version control procedures for managing materials that relate to its scope of registration (including Training Packages, accredited course documents and learning/assessment materials)

Assessment documents which conform to the policies and procedures of the organisation. For example, the information given to assessment candidates about assessment appeals must align with the appeals procedure.

It is vital that the outcomes of validation are recorded accurately using templates, checklists or other mechanisms decided by your practice environment.

As a participant, check that the outcomes of the validation session have been accurately recorded, including agreed future action. This documentation will need to be labelled and filed according to your organisations record keeping procedure, and copies circulated to the validation activity participants.

ASQA Standards state that the RTO must document any action taken to improve the quality and consistency of assessment. Your organisation may also have requirements for record keeping for continuous improvement with regard to:

What information is kept

Where information is kept

How information is archived

How information is accessed

You also need to be aware of maintaining the confidentiality of records. For example, if your organisation is compliant with ASQA Standards, it will have a procedure that includes information about how confidential information is safeguarded.

Record Keeping

People working for a registered training organisation will have an obligation to assist the organisation in complying with the ASQA and other requirements. Along with this often there are a number of records that need to be completed and maintained.

What training/assessment records do you need to keep in your organisation?

What personal learner information do you think you would need to collect, verify and accurately recorded on the learner records management system? You will find at the very least you will be keeping records of:

Address details

Contact number

Date of birth

Payment details

Many Training Organisations, particularly those that receive government funding have national and state/territory reporting obligations. The Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) is a nationally agreed set of rules that facilitates the collection of consistent and accurate information on the VET sector. The information collected under AVETMISS includes some very personal information such as when a learner finished high-school, the highest qualification they hold and disabilities. You will be privy to a lot of personal details of clients and will be strictly bound by the National Privacy Principles (there is an info sheet on these with your resources or you can visit www.privacy.gov.au).

RTOs often use some sort of learner records management system which provides an administrative tool to manage the progress of a learner from enrolment to completion. More organisations are using electronic systems to manage their records.

What do you think some of the advantages of using electronic records management systems are as opposed to paper-based records management? What are some of the disadvantages?

Certification and Record Keeping

The most rewarding part of completing a course is getting that certificate at the end! This means the person responsible for any certification processes will need to organise this in accordance with national reporting requirements.

This means:

Using the correct certification form

Accurately entering critical details, for example:

Name of learner/candidate

Name of training/learning program successfully completed

Assessment result

Dating and signing the qualification/Statement of Attainment/internal organisational award

Forwarding the completed qualification/Statement of Attainment/internal organisational award to learner

Sending a copy of the completed qualification/ Statement of Attainment/internal organisational award to the relevant authority

Storing a copy of the completed qualification/ Statement of Attainment/internal organisational award in accordance with organisational and legal requirements

An RTO has an obligation to retain records of the issuance of a qualification for 30 years! What can you do to ensure the accuracy and integrity of the records?

Custody and records management requirements may include:

The secure physical and storage of assessment/training records and information

Authorised access to assessment/training records and information

The secure disposal or return of assessment/training records and information

Always check to see what reporting requirements your organisation may need to fulfil such as:

ASQA Standards for Registered Training Organisations (RTOs)

AVETMISS, nationally consistent standards for the collection, analysis and reporting of vocational education and training

Further organisational documentation

Reporting for apprenticeship/traineeship program delivery

Reporting for in-house or internal program delivery

Financial reporting for funding and payments from the funding body

Availability of all reports and records for audit and monitoring purposes

Enrolment form

Performance agreement

Training Contract/RTO notification

New Apprenticeship Centre (NAC) Incentive Forms/Completion Letter

WHS incident reporting systems

Depending on the organisation you are training within, various types of records might need to be kept in relation to your sessions. The documents/records that you may need to keep on file could include:

Session Plans

Enrolment forms

Sign-on sheets (attendance)

Any learning activities used

Any notes on formative assessment

WHS risk control plans

Be sure to familiarise yourself with the policies and procedures within your organisation regarding reporting and recording of information.

4.11 - Bibliography & Further ReadingURL Description

www.instructionaldesign.org/models/ Instructional Design Models

www.shiftelearning.com/blog/top-instructional-design-models-explained A Quick Guide to Four Instructional Design Models

(ADDIE, Merrill, Gagne & Bloom)

www.learning-theories.com Learning Theories, Paradigms, Design Theories

www.instructionaldesign.org InstructionalDesign.org is provided to support students, educators, instructional designers, learning engineers, policy makers, and others interested in the learning sciences.

https://www.thepeakperformancecenter.com/business/learning/business-training/gagnes-nine-events-instruction/ Gagnes Nine Events of Instruction The Peak Performance Center

www.nwlink.com/~donclark/index.html Design & Learning Theories - The Performance Juxtaposition Site

www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/ Revised Blooms Taxonomy - Iowa State University, Center for Excellence in Learning and Teaching

www.mindtools.com/pages/article/vak-learning-styles.htm VAK Learning Styles mindtools.com

http://www2.amk.fi/mater/kauppa_ja_talous/demand_forecasting/vak.php Online VAK Test

https://vark-learn.com/the-vark-questionnaire/ Online VARK Questionnaire vark-learn.com

(Visual, Auditory, Read/write, Kinaesthetic)

URLs tested 24 February 2023

Chapter 5 - Delivery and Facilitation5.1 - Facilitation OverviewFace-to-face, group-based delivery makes up the bulk of the delivery and facilitation work of a trainer the training part of being a trainer and assessor. As a facilitator of learning, the manner in which you present your content, conduct activities, interact with and support learners, and respond to changing needs will determine how effective your learning program is in developing the desired skills, knowledge and outcomes of your program.

In the previous chapter you investigated the process of developing a learning program, outlining the sequence of learning and assessment activities leading to an individuals competence. In this section we will discuss the underpinning knowledge applied when delivering group-based, face-to-face training. We will begin by investigating the range of contexts in which group-based learning may occur, as well as the steps of planning and preparing your session including session structure and plans.

The latter sections of this chapter will focus on the practical skills required to deliver effective face-to-face facilitation, including verbal and non-verbal communication skills, monitoring learning, and dealing with inappropriate behaviours.

Finally we will discuss the importance of reviewing and evaluating session delivery and administrative considerations.

Please note: this chapter is devoted to face-to-face, group-based delivery. Details and considerations of individual, group-based training can be found in Chapter 7

Facilitation ContextsFacilitation Contexts

Learning and facilitation can and does occur in a range of different settings dependent on the content and skills being instructed, the needs and characteristics of your learners, and the logistics of training. When preparing for delivery of training, you must consider the context in which the training will be conducted.

Classroom

The primary focus of this chapter, training that occurs within a classroom (or training-room) setting requires a large investment of effort on the part of the facilitator to ensure that the training-room environment is representative of the environment learners will face upon leaving training. This is a reflection of the work-focused approach of VET instruction just because training is happening in a training-room, away from the job, does not mean the training doesnt need to provide solid work-place examples and experiences.

Often this may mean establishing a simulated work environment including work documentation, equipment, policies etc. we will discuss these considerations as we progress through the chapter.

Work-based

Often the term learning through work, at work, work-based learning is any learning or development that occurs on-the-job under real operational conditions. Intuitively this form of instruction is often seen as the best way to develop authentic workplace competency. Learning in the workplace involves the development of work-based learning pathways.

One-On-One

Individual facilitation may be required in situations where learners struggle with concepts or would benefit from a more focused level of support.

Presentation/Facilitation/Lecture

In your role as someone who leads and directs learning, whether you call yourself a trainer, a facilitator, an instructor, or a teacher you will be called upon to select the most appropriate method and model of instruction. We will discuss specific learning and delivery methods in Section 3.3 however to commence this chapter, we can investigate three (3) broad forms of delivery:

Presentation

A presentation usually involves a one way disclosure of information with little or no interaction with the audience. Examples might include

Someone from the Heart Foundation giving a speech on healthy living

A treasurer delivering a budget speech

A salesperson announcing a product or service

A keynote speaker or MC

Facilitation

Facilitation is a two-way process where the facilitator leads the session but all stakeholders are actively involved and have input into the process through interaction, questions, and feedback.

This is the preferred method of delivery in the VET Sector and it is meant to be very personal and inclusive. In VET you speak with people and not at them.

When working as a facilitator, it is important to remember a simple phrase that highlights your role in the learning relationship:

Be a guide on the side, not a sage on the stage

Lecture

Where lecture is used as a delivery medium, it often involves set information being delivered with little or no interaction. Learners are then often required to interpret the material and undertake research to complete assessment requirements.

This system is commonly used in Higher Education where large drop-out rates can be somewhat contributed to a lack of support and interaction for learners who need greater clarification or assistance. This might be improved by feedback and interaction.

Your Role as a Facilitator:

Planning, Preparing, Delivering, and Reviewing

As a facilitator, you have a responsibility that goes beyond simply being there. Whilst in some circumstances you may be required to do nothing more than deliver content, in the majority of circumstances, as a trainer you will have responsibilities that encompass the whole process of training delivery from start to finish. This will involve planning for your session delivery; preparing plans, materials, resources; using appropriate delivery techniques to support learning; and reviewing the outcomes of sessions.

The following sections of this chapter will investigate each of these stages and your role within them.

Delivery Planning

Planning for delivery is as vital to the success of your session(s) as your communication skills, or content knowledge. Unfortunately a large number of facilitators, both new and experienced, tend to skip this step, preferring to operate off the cuff. Whilst there is nothing wrong with having a measure of fluidity or spontaneity to your training, a solid plan of action is a key to ensuring you have success in your delivery and development of your learners.

In this section we will address the initial stages of planning for session delivery, including researching, interpreting existing learning programs, and developing content.

Researching - Interpreting Learning Programs

Prior to preparing for your delivery session, you must ensure that you have adequately researched the content and aims of the training. This will begin with an analysis of your learning program.

In the previous chapter we investigated development of learning programs, and if you have been involved with this process prior to session planning, you will already have a good understanding of the objectives.

This is not always the case however if you join a training organisation with existing learning programs, you will be required to ensure your session plans and delivery fit within the expectations and constraints of these existing programs. It is important then, as a skilled facilitator, that you are able to interpret learning programs.

Outcomes

Firstly, you must have an understanding of the intended and planned outcomes of your learning program. This will involve reviewing the learning program plan, speaking to key personnel and referring to the training specification the program is based on (for example, a unit or units of competency).

Review the evidence requirements of each training specification, what is expected at the end of training for each learner? What skills and knowledge are they expected to hold? How has this been broken into individual sessions?

Content

You are the content expert, thats why you have been called upon to delivery training! That does not mean, however that you should not review the existing learning programs to ensure you have a firm understanding of the content included. You may refer to range statements or training package companion volumes to flesh out your understanding of the content you will need to deliver.

You may need to conduct additional research to develop the content of your session(s) remember that units of competency are not training documents, they describe the end-point, a description of what competency looks like, not how to get there!

Methods

Learning Programs will usually have been developed through collaboration and consultation with industry, training providers, and clients. As such, there will be already agreed-upon methods for the delivery of the program. You will need to review these methods and ensure your individual sessions reflect the use of these methods.

Timelines

How long will your sessions run for? Review the delivery schedule included in learning program plans as this will give you an indication of the duration and sequencing of your training sessions. Remember that timeframes may need to be fluid or dynamic as competency can take different individuals difference time frames to achieve.

Assessment Milestones

What are the assessment requirements of the learning program? You will need to determine if milestones are necessary across the duration of your sessions this will be discussed further.

Identifying Learner Needs

Do you remember who we have previously identified as the most important people in the training environment? The learner! In planning for your group-based delivery, you must identify specific needs of your learners. You may achieve this by:

Speaking to learners themselves

Reviewing enrolment information

Referring to data collected in analysis phase of learning program design

You may wish to conduct a Training Needs Analysis on the potential learning audience. A training needs analysis or gap analysis is a process of trying to identify if there is a gap between a workers actual performance level and the level of work that is expected (the standard performance).

A Training Needs Analysis can not only help you to identify who has a gap but with further consultation can also identify who needs training and exactly what kind of training they require.

Consultation can also tell you a lot about the learner whether directly with the learner or their superiors. It can help you to determine their learner characteristics, thus better helping you to tailor the training.

Identifying Group and Individual Characteristics

As previously identified, you must understand who your learners are and their specific characteristics to ensure you are fully prepared for delivery.

Who are your learners?

Why are they there?

What do they know already on the topic?

What job roles do they occupy?

What learning styles might you encounter?

Are there any considerations or modifications necessary for specific needs?

Identifying and Assessing Constraints and Risks

When planning for delivery, you will need to give some consideration to the possible constraints or risks placed upon your session. These constraints will often be derived from factors outside your control, so it is important to investigate them and have possible contingency plans in place to deal with them.

Constraints to sessions might include:

Time

Working within a timeframe is an integral skill of an effective trainer/facilitator/presenter however you cant always control what happens! An activity that you planned to take ten (10) minutes might end up running for forty-five (45) minutes! Similarly, your discussion workshop that you had intended to span across a sixty (60) minute period might be finished in fifteen (15) minutes!

Be sure that your session plan is a fluid document, allowing you to modify time allocations as you progress through the day. It is also useful to have some back up activities that you can facilitate, should you find that your session is running faster than intended.

Remember its often better to finish early than to run late; if you are running out of time it is better to finalise an activity and unpack it rather than going over time, or leaving the activity unresolved.

Physical Environment

The physical environment where training takes place is an area that can have great impact on your ability to facilitate or present effectively. Be sure that you inspect your training environment before you commence your sessions in order to identify any issues. This is also a very good time to conduct your hazard analysis and risk assessment of your learning environment. Some common problems posed by the physical environment can include:

Rooms that are too small to effectively use data projectors for Power Point presentations or DVDs

Poor or inefficient seating arrangements

Air-conditioning/heating set at poor levels

Noise from workplace

Poor quality seating/tables

Possible WHS risks

Other Constraints or Risks

Other constraints may be due to factors such as:

Budget

Learners characteristics

Reliance on technology

Illness

Client availability

Travel arrangements for learners/trainers

Developing Content

There is an old saying, Better too much than too little.

Many facilitators/presenters build their sessions around a few key points which they expand and pad out. This can often lead to much needed elements and information being left out to the detriment of the session, the learner needs, and the reputation of the facilitator/presenter.

The process that follows is a way for you coordinate your thoughts and to develop information you need as a resource to draw from and fill your session with relevant and bountiful information.

Resources:

A quiet space to work

Pen/paper/laptop/PC

Step 1. Main points

In no order, write out 1 concept of your session content per page until you cannot think of any more. Ensure your points are in line with the requirements of the learning program/unit of competency.

Step 2. Sorting

Sort the pages and points into suits or like-types. Place these into the sequence they should occur

Step 3. Take a break

Spend a period of time (30-60 minutes) away from the task in order to refresh your thoughts.

Step 4. Sub-points

Add sub points to each of your main ideas,

Step 5. Elaborate

Elaborate upon individual sub-points

Step 6. Write in full

Now flesh out all of your sub-points, researching and sourcing information to develop your content.

Researching Existing Information

There is no point reinventing the wheel. When developing content, you may be able to utilise existing content for your session. There are a range of organisations the produce materials and resources for the delivery of nationally recognised training this may be an option for your program instead of creating content from scratch.

5.2 - Delivering Group-based LearningOverviewOnce you have begun the planning process understanding your learners, the expectations of learning programs, and the content of your session; it is time to begin preparing the materials that will aide in the delivery of your session. In this section we will investigate the structure of a session, development of session plans, resourcing requirements, and learning environments.

Your SessionWhat is a session? For the purposes of this section of your learner guide, we will refer to a session as being a period of face-to-face instruction, primarily delivered in a training room environment. A session may run for thirty (30) minutes, or eight (8) hours. Irrespective of the time periods involved, or content delivered, the basic principles outlined in this section will mean you are fully prepared for a successful delivery.

Developing Learning ObjectivesBefore planning for your session, you must firstly have an appreciation of what you are trying to achieve. What are the objectives of your session? Learning objectives are what the learners need to achieve. It is best to write and state learning objectives in a clear and unambiguous way.

For example:

By the end of this session, participants should be able to change a car tyre according to the ABC method.

Formally we have discussed the use of the SMART technique in setting objectives, this example of an objective is specific and measurable as the verb is specific and a relative benchmark is listed.

Ensure your objectives meet the requirements of the larger learning program and are appropriate for the characteristics of your learners.

Delivery ModesA number of different modes for delivery are available for you as a learning program designer. Your choice of mode is going to be influenced mainly by two broad factors: Who your learners are, and what your content is.

To achieve the learning that you have planned in the training/learning program, what is the most appropriate delivery approach and activity type? For example, should the training be done on-the-job, in a classroom, or in a combination of locations? Should the activities be group or individual? The way the learning will take place will affect your plan as you will have to take into account resources, time and other factors.

Delivery modes for your program may include:

Face-to-face delivery

Online delivery

Distance learning

Coaching or mentoring

Workplace applications

Simulated workplace applications

Blended delivery

Delivery MethodsIn addition to considering the mode of delivery you will utilise for your program; you should also think about the methods that will be utilised. Below is a short list of different delivery methods you may choose to consider:

Lockstep

Lockstep training sees all learners proceeding at the same pace milestones are set for progression through the training or course. This form of training requires fewer facilitators and is more easily managed than self-paced training. One of its main advantages from a learner's point of view is that it is highly social in nature.

The main disadvantage is that the model is determined around an average student pace however as discussed, individual characteristics and learning styles means there is no average student. Lockstep training is not robot training and a skilled facilitator can manage and adapt to ensure the pace is acceptable to all learners.

Learner-paced

A learner-paced approach places the responsibility for driving progression through the program on the learner themselves. The learner is able to dictate the pace of instruction and will only move on when they feel they have mastered a concept or step.

Interactive

Interactive learning makes use of social networking to change the way learners are exposed to information and skills. Interactive Learning has evolved out of the hyper-growth in the use of digital technology and virtual communication, particularly by students. Beginning around 2000, learners have expected that interactive learning will form an integral aspect of their training and development.

Participative

Participative learning invites the learner to be an active participant in their own learning through sharing stories, engaging in discussion, or answering questions. It is a move away from more traditional trainer-centred learning and is more effective for training adults.

Collaborative

Naturally, humans are predisposed to working with one another on tasks. Collaborative learning capitalises on this tendency but involving people in social learning where individual members of the collaborative are able to use each others experiences and knowledge for their own learning. Collaborative learning is heavily based on social-constructivism.

Whichever method(s) you choose to use for your learning program, you must ensure they meet the needs of:

Your learners

Your client

The training specification

ResourcesResources are the physical or electronic materials that will be needed to run your program. You should consider at this stage the resources you will require. Are they available readily? Do you need to create new resources?

It is important to first consider if there are any existing resources available to you instead of creating new resources from scratch.

Existing learning resources may include:

ASQA noted support materials for Training Packageslearner guides, facilitator guides, how to organise training guides, example training/learning program/s, specific case studies

Other published, commercially available materials to support Training Packages or courses

Competency standards as a learning resource

Videos, CDs and audio tapes

References and texts

Equipment and tools

Materials developed under the Workplace English Language and Literacy (WELL) program

Learning resources and support materials produced in languages other than English, as appropriate to the learner groups and the workplace.

Existing learning materials may include:

Handouts for learners

Worksheets

Workbooks

Prepared case studies

Prepared task sheets

Prepared activity sheets

Prepared topic, unit, subject information sheets

Prepared role-plays

Prepared presentations and overheads

Prepared scenarios, projects, assignments

Materials sourced from the workplace, for example, workplace documentation, operating procedures, specifications

Prepared research tasks

Evaluating Existing ResourcesNow that you have identified some resources, you need to decide if they are of good quality and meet the requirements of the training/learning program. What do you need to ask about resources or existing courses to check they are of good quality?

Copyright, Intellectual Property and AcknowledgmentsIf you wish to use an existing resource or contextualise it, check the copyright requirements first. Some work may be copyright, but permission may be given to trainers and teachers to make copies for use within their own training organisation or in a workplace where the training is being conducted. Check the resource to clarify what is permissible. Contact the organisation that holds the copyright for further information if unsure. If permission is granted to use material in your own resources, you must acknowledge the source clearly in your resource.

Make sure the information you include in any resources you develop is your own in order to avoid copyright issues. If you do wish to use material from other sources, including web pages, diagrams, quotations and organisational information, copyright permission must be obtained.

This can sometimes take time and incur costs, so try and keep the need for this to a minimum. There may be other ways of presenting the information to your learners. You may be able to direct your learners to websites and texts for research or further reading. Often organisations are happy for company-specific information to be used in resources that are used exclusively for training purposes of their staff. Check with the department manager, human resource personnel, or the training manager for permission.

For more information about copyright contact the Australian Copyright Council.

TimeframesAs discussed previously, setting timeframes for competency-based training can be problematic as each individual will take their own time to reach competency. As such, when developing your program you should view the timeframes as a guide rather than concrete certainties.

One of the major considerations of timeframes is the question of how much information to cover within a set time period. Are you asking too much of your learners, leading to frustration and disengagement? Are you covering a small amount of content over a long period, leading to boredom and idleness?

Getting timeframes right comes with practice and we would always review learning programs after their completion to ensure the timeframes were appropriate.

Sequencing

Linked to the discussion of timeframes is that of sequencing. You must consider the most logical sequence of information to be presented to your learners. Often it makes sense to structure your content so you begin with the less complex information and increase in complexity as your program progresses. This technique allows for a process known as scaffolding which involves providing temporary support for learner to develop and then slowly removing the support to encourage competency development.

Session StructureIt does not matter if you are delivering a thirty (30) minute induction, or a five (5) hour facilitated workshop, every good session should be a like a good book: it will have a beginning, a middle, and an end!

5.3 - Delivering Learning in the WorkplaceIntroduction

In order to fully understand the role you will play as a facilitator of work-based learning, we first must analyse what work-based learning is all about. Whether we realise it or not, for most people the primary way we develop the skills, knowledge and attributes for safe and effective performance in our work roles is by actually working within the boundaries of the job. That is to say that we pick up the skills for the job while being on the job.

Often we will receive formal training (for example completing a university degree or VET qualification) for our career however this will usually just give us a starting point. It is through the interactions and processes of work that we hone, develop and master these skills.

GBut I dont learn at work!

You might be surprised.

When you begin work in a new job, you will probably need to learn how to safely use new technology or complete new tasks. How have you learned these skills?

More than likely you will need to also learn how to comply with company policies and expectations. Who taught you this?

No job exists within a time warp there will be changes to your work over a period of time; technology will come and go, policies will change and so you too will need to adapt and learn as you progress. How have you developed?

If you really consider your own work role youll see that learning happens all the time!

What is Work-based Learning?For the purpose of this Unit of Competency, we will define work-based learning as follows:

Learning or training undertaken in the workplace that is on-the-job training under normal operational conditions.

It is important to note that we are not talking about training that happens on site but off-the-job for example in a training room as this will be discussed further in TAEDEL401A Plan, organise and facilitate group-based learning.

Work-based learning is a form of staff development as opposed to personal development as the focus should be on building individual capabilities with a goal to improve the organisations workforce, not prepare the individual for external work.

This learning may occur in many different ways;

Sometimes you will be learning directly from a more experienced worker. This might be a supervisor or a colleague

Sometimes you will be learning indirectly by watching, listening and completing your normal work routine.

Irrespective of the method by which learning will take place, its important to remember that it needs to be planned for! While indirect learning is happening all the time, by having a structured work-based learning pathway, we can ensure that the worker is developing the skills, knowledge and attribute we need for safe and effective work performance.

What is a Work-based Learning Pathway?What is a pathway? If I want to get from Point A to Point B I need to plan my journey I literally plan the path I am going to take. A work-based learning pathway is exactly the same; Point A is where our individual worker/learner is currently and Point B is where I want them to be!

The work-based learning pathway then is a plan that you will develop and implement (with consultation with the worker/learner) to enable that individual to learn on-the-job through a guided sequence of activities.

How extensive and complex the learning pathway is will depend on the goals the learner needs or wants to achieve. For example, learning how to use a rake properly would take less time than learning how to use a large complicated piece of mining equipment. Developing the skills and knowledge to be a front-line manager for a large call centre would require a more complex work-based learning pathway than learning to open and distribute the mail of a small business.

GWork-based learning Joes example

Joe is a customer service representative working for My-Tel Communications. Joe has been working in this role for 6 months dealing with customer enquiries over the phone in a call-centre environment. The organisation has received multiple complaints across the past 3 months about Joes speed in accessing customer information since My-Tel introduced a new Customer Relationship Management (CRM) software package.

Your role as a work-based facilitator is to develop a pathway for Joe to increase his proficiency with the software and reduce the number of customer complaints.

The Workplace Facilitator thats you!You are a facilitator of work-based learning. You might call yourself a facilitator, a teacher, a trainer, a supervisor, a team leader, HR manager, training manager the list goes on!

Irrespective of what your job title is, you will have a role in developing, designing, implementing and facilitating work-based learning and so its crucial at this stage to identify what your role is.

As a work-based facilitator, you may be responsible for any or all of the following:

Developing the work-based learning pathway

Implementing and monitoring the work-based learning pathway

Reviewing the work-based learning pathway

Assessing learners for the purpose of them obtaining a qualification or a statement of attainment

Providing or arranging any equity or access support for your learners

What does it meant to facilitate something? To facilitate is to make something easier, or less difficult, it involve helping someone move forward with and action or a process. For our case, that process is learning.

So this means something very important when youre facilitating learning in the workplace, the focus should be on the learner and so you should be aiming to be a guide on the side, not a sage on the stage. That is to say, the learning pathway is about the learner, not about you.

Facilitation requires you to create an environment and process that is conducive to learning and supports individuals or a group of learning to achieve their goals.

What Sort of Role Will I Play?

As a facilitator of work-based learning, you may play several different roles. Two such examples are that of being a coach and/or a mentor

A coach is a job-focused and performance-focused; they have a goal to attempt to direct a person towards some end result. One method of coaching that is quite often used in many work-based settings is the DEDICT model:

D Demonstrate Initially provide the learner with a global overview of the task by demonstrating the skills required in real time. This allows your learner to understand what the skills are all about.

E Explain Explain the skills in sufficient detail for the learner to understand the major requirements of the task. You may wish to highlight key areas.

D Demonstrate Slowly The learner now knows what to look for and so its time to demonstrate again, but slowly this time. Allow the learner to focus on each action taken and ask questions if needed about key steps.

I Imitate The learner now begins their practice. The learners start by imitating your demonstration and carry out the task slowly with your supervision.

C Coach As the facilitator, you support your learner as they begin to modify and develop from their initial imitation. This step is vital as your coaching will allow the learner to develop the correct skills and methods for completing the task. Coach the learner through the steps; support them with self-reflection and feedback.

T Test or Trial After the coaching period, the learner now is afforded the opportunity to go solo and take ownership of their skills without the support of the facilitator.

A mentor may exist in either a formal or non-formal relationship and as opposed to coaches they will focus on the person and their career and provide support for individual growth and maturity. An effective mentoring relationship is one where:

Focus is on the needs of the mentee

Caring and supportive relationships are fostered

All mentees are encouraged to meet their full potential

Community partnerships are developed.

Planning the Work-based Learning PathwaySo we now should have a good understanding of work-based learning and your role within it - now its time to begin planning for our work-based learning pathway.

Even though we discussed that work-based learning can be as simple as observing more experienced workers, its of vital importance to remember that its always essential to plan and prepare for any type of learning pathway, whether its on-the-job or in a classroom.

We will break down the process of planning for our pathway by asking two important questions;

What is the purpose or objective of the learning?

Who is your learner?

Purpose and ObjectivesThe first crucial step in planning for your work-based learning pathway is to identify what the objectives or purpose for your pathway is. These objectives state what the learner is to learn as a result of the pathway.

These purposes or objectives are all about asking the question why is the learner learning? This might seem to be a simple question however we need to get a firm grasp of the goal of the pathway.

This work-based pathway may be necessary because:

There is a need to develop competence for the workplace

New technology or procedures have been introduced

There is a new direction or change in the organisation

Staff have been given new job roles or responsibilities

A gap or deficit has been identified in their skills

How then do you identify your goals for the pathway? We need to know four things:

What do you want your learners to achieve? What does your learner want to achieve?

What standards/benchmarks will you use to ascertain if they have reached their goals?

What is the current level of knowledge, skills and attributes?

What other characteristics of my learner do I need to be aware of?

Work-based learning Joes example

Joe has been informed of the need for a work-based learning pathway by his supervisor Emma and is meeting for the first time with his workplace facilitator, Anita. Anita needs to establish some clear goals with Joe for the planning of the work-based learning pathway.

Anitas first step is to identify what the company hopes Joe will achieve through the progression of the pathway. Anita knows that Joe has had trouble with the speed of accessing customer information on phone calls and this is leading to customer complaints.

What Does the Company (and the learner) Hope to Achieve?

Knowledge Will your learner need to learn new knowledge, such as the facts, concepts or principles required to competently perform an activity? Do they need to learn the policies and procedures of the workplace and/or the work role? For example, a newly employed truck driver on an interstate trucking route needs to know the way to travel to ensure that the goods are delivered on time without breaking any road rules, such as speed limits or height and weight restrictions.

Skills Does your learner need to learn a new skill? A skill is defined as the mental or physical ability to competently perform an activity. For example, a worker mixing chemicals for a gardening job would need the appropriate literacy and numeracy skills to do their job.

Attributes Does your learner need to learn a new attribute? Attributes are defined as a predisposition to behave in a certain way to competently perform a work activity; it could include standards of behaviour, values or beliefs. Being punctual, observing confidentiality, working to a schedule, respecting others and being flexible are examples of attributes that might be necessary in a workplace.

GWork-based learning Joes example

Joe and Emma both state that they want Joe to be more confident in the use of CRM software to make him quicker. This will include knowledge of the software and shortcuts as well as the practical skills involved with accessing and utilising customer information

Anitas next step is to identify what benchmarks will be used how will she (and Joe) know when they have achieved the goal?

Benchmarks

What benchmarks will be used? What is the benchmark or standard you want learners to reach?

Depending on why the learning is necessary, the benchmark or standard could be:

A Unit of Competency A unit of competency is one unit within a set of competency standards in the endorsed component of a Training Package or accredited course.

In a work-based learning pathway, these benchmarks would be used to support formal recognition of competence and certification. Units of competency are used as the benchmarks for all traineeships and apprenticeships and these are set out in the Training Plan. Learners seeking qualifications or Skill Sets from Training Packages would also use work-based learning to support authentic learning and to gain evidence of competence in the workplace.

Criteria for Performance Criteria for performance are usually determined by the organisations goals. For example, they might be improving sales figures, being more profitable, improving productivity.

Safety Criteria Safety criteria might be a reduction in accidents or days away from work because of accidents.

Compliance Requirements There may be a need to comply with internal policies and procedures (including codes of conduct) or external legislative and regulatory requirements. Position descriptions set out the tasks and responsibilities of the role forming a common benchmark for work-based learning.

GWork-based learning Joes example

Anita, in discussion with Joe and his Supervisor Emma, has established the benchmarks for Joes learning pathway will be;

An increase in speed in accessing customer information on phone calls

A decrease (to within accepted company levels) of customer complaints

The Current Skills, Knowledge and Attributes of Your Learner

This is possibly the most important step in the planning phase of your work-based learning pathway understanding who your learner is and their current level of skills, knowledge and attributes. Before you can plan a pathway to reach a goal, we need to know where to start. Remember we described a pathway as leading from Point A to Point B? Imagine trying to map a journey without knowing the starting point!

We can identify these current levels through a variety of different methods:

Undertaking a training needs analysis (TNA)

Conducting performance reviews

Identifying additional training needs of learners

A Training Needs Analysis or Gap Analysis is a process of trying to identify if there is a gap between a workers actual performance level and the level of work that is expected (the standard performance).

A Training Needs Analysis can be proposed by:

a manager or department in your organisation

You as the trainer

by the learner/ worker themselves

Training needs analyses can not only help you to identify Who has a gap?, but with further consultation you can also identify who needs training and exactly what kind of training they require.

When setting up a Training Needs Analysis you need a benchmark to compare standard performance to actual performance.

What are the Characteristics of my Learner?

Consultation can tell you a lot about the worker. Consultation can be done with the worker themselves and/ or with their superiors. Consultation can help you to determine their learner characteristics, thus better helping you to tailor the training.

Learner characteristics can include:

Learning styles

Specific needs

Age, gender and cultural background

Language, literacy and numeracy levels

past learning and work experiences

Workplace culture

It is important at this stage to also be aware of recognising and being sensitive to individual differences and diversity, for example:

Being sensitive to and valuing culture

Acting without bias/discrimination

Responding to individuals with particular needs

Recognising the importance of religion

Remember that an effective goal for a learner should meet the SMART Principles:

S - SpecificM - MeasurableA - Achievable and ActionableR - RealisticT - Time-bound

Other considerations at the planning stage include:

It is important to note that every workplace or work area can be different and so the approach you take will need to be adjusted to suit. The work culture of an automotive repair shop will be different to that of a hairdressing salon. Similarly, the work culture of the accounts department of a large organisation may be totally different to the work culture in the customer service department of the same organisation.

The work culture and policies and procedures of the organisation will have a direct effect on how you approach the task of implementing your work-based learning pathway.

The process of planning a work-based learning pathway needs to take into considerationthe impact that this learning may have on the day to day operations of the business. It is important to note that typically we are training people who have functions that they need to perform as part of their day-to-day requirements on top of the requirements for training. Think about what changes you might need to make to a worker's job role in reaction to the learning that will take place.

Some examples of changes that might be required include:

The need for the worker to be assigned a more experienced worker as a "buddy".

The need for supervision to complete tasks that the worker is unable to complete without approval (for example a worker completing their TAE qualification can still deliver training while under supervision of a qualified trainer).

A decrease in rostered hours to accommodate training time

A replacement worker to cover the times the worker is "off the floor"

It is important then, to think about these possible changes and how we will accommodate them. In order to ascertain what effects the training may have, remember to be as consultative as possible - that is, talk to people! Talk to managers, supervisors, co-workers and the learner them self to find out what impacts training may have and what needs to be done to counter them.

GWork-based learning Joes example

Anita, in discussion with Joe and his Supervisor Emma, has now identified Joes level of skills and knowledge via a training needs analysis (TNA)

Skills/Knowledge Very good Good Average Poor Very Poor

Customer service X Phone manner X Professionalism X Knowledge of keyboard shortcuts for CRM software X Speed in accessing customer files and information X

Anita has also identified the following characteristics that are important to the pathway and Joes learning:

Experienced worker

Good attention to detail

Kinaesthetic (hands on) learner

Good language, literacy, numeracy proficiency

Uncertain around technology

Anita is now in a position (with consultation from Joe and Emma) to develop the work-based learning pathway.

Developing the Work-based Learning PathwayBy now you have established what you want to achieve and who your learner is. You now need to start thinking about how you will facilitate the work-based learning.

This involves asking:

What will the learner learn what activities will they complete?

How will the learner go about learning what methods will be used?

Where will they do the learning what is the context?

When will they undertake the learning how long will the pathway fun for?

In developing the pathway, we need to consider the following:

The agreed upon benchmarks and objectives

The needs and characteristics of the learner

The boundaries and expectations for learning is the learner only available for part of the week? Do they only work casually? How often is the trainer/facilitator available? What are the expectations on the learner? What do they expect?

Access and Equity considerations do we need special access arrangements for the workplace (e.g. wheelchair access)? Do we need to provide support for low English literacy skills?

WHS considerations the organisation has a duty of care obligation to each and every worker and so we need to ensure that our pathways do not place the learner in any undue danger. Is there a need to provide personal protective equipment (PPE) to the learner? Will we need to isolate machinery for the duration of training? Does the learner understand WHS policies and how to follow them?

Any other relevant stakeholders training doesnt occur in a bubble! Who else will be affected by this pathway? This might include co-workers, supervisors, customers, managers the list goes on!

If external training is to occur we might decide to reinforce work-based learning with formal classroom-based learning. This will possibly involving bringing an RTO into the pathway agreement. You must ensure then that all training completed by the RTO is linked to the workplace outcomes and the RTO is meeting its obligations under NVR standards and the conditions set by ASQA.

Assessment strategies how will you assess your learner at the completion of the pathway? Will you utilise question and answer? Demonstration of skills? Role-plays?

Evaluating the pathway monitoring learner progress is vital to ensure that your learner has achieved the stated learning goals. It should be conducted right throughout the learning pathway to determine:

If your learner is ready to take on new tasks

If alternative approaches are needed

The effectiveness of the pathway in general

Any contractual requirements this might include lines of reporting or even penalties if the learner does not complete all tasks or meet the required standard.

GWork-based learning Joes example

Once you have compiled all of your parameters, its time to develop the training pathway itself describing all the activities that will occur across the period of time. This pathway planning stage should be a relatively easy one as the hard work has been completed in compiling the parameters and considerations for learning.

Implementing and Monitoring the Work-based Learning PathwayIntroductionIt is now time to actually put everything into practice that is, have your learner participate in the pathway and ideally, learn!

This involves

Developing a collaborative relationship with your learner

Observing work performance

Suggesting alternative approaches if needed

Providing appropriate feedback

Considering WHS issues and act on them if people are at risk

GWork-based learning Joes example

Joe has now commenced his pathway with his facilitator, Anita. At different stages Anita and Joe have agreed upon changes to be made to the pathway this is ok though! Pathway plans are sometimes fluid documents and the collaborative approach taken by Anita and Joe means that changes can be made that keep all parties happy.

Joe completes his pathway with Anita and achieves positive results. The time has come then, to evaluate the pathways performance.

Establishing a Learner Facilitator RelationshipWhen establishing an appropriate learner/facilitator relationship you will need to use appropriate oral communication and language skills as well as be able to demonstrate good interpersonal skills.

You can do this by:

Using an appropriate tone and level of voice

Making clear and concrete presentations of options/advice

Using appropriate terminology and language of the industry/profession

Using an open, warm communication style including effective verbal and body language

Communicating clearly to facilitate individual learning

Using critical listening and questioning skills and techniques

Providing constructive and supportive feedback

Accurately interpreting verbal messages

Inviting learners to paraphrase advice/instructions

Ensuring language, literacy and numeracy (LLN) used is appropriate to the learner/s needs

Showing respect for the expertise and background of learners

Establishing trust

Building and maintaining rapport

Demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds

Modelling facilitation and learning behaviours

Engaging in two-way interaction

Encouraging the expression of diverse views and opinions

Negotiating complex discussions by establishing a supportive environment

Using language and concepts appropriate to cultural differences

Accurately interpreting non-verbal messages

Providing Practice OpportunitiesLearning something takes time! You need to allow your learner a chance to practice the news skills and knowledge they are developing in order for them to take ownership and be competent even when youre not present.

When providing these opportunities for practice, we may also be required to make suggestions and give feedback to the learner on their progress

Providing FeedbackFeedback that you give to your learner will have either a positive or a negative slant, but all of it needs to be constructive. The learner needs to know exactly what they are doing well and should continue to do, and what they need to improve or change. It is important that the feedback is specific.

Constructive feedback can be given using a four-step approach:

Describe the current behaviour

Identify the situation

Describe the impact and consequences

Identify alternative behaviours and an action plan

Receiving FeedbackYou can get feedback from a number of sources during the learning relationship. This should be done regularly to make sure that you have time to change your approach if necessary.

You can use learner cues to provide you with informal feedback on how the learning is progressing. Attendance at learning sessions will provide you with valuable feedback about the learners level of motivation. The learners level of direct communication with you may give you worthwhile feedback about their acceptance of you as their learning facilitator.

It is important to discuss progress informally to make sure each party is operating at the same pace and on the same page and that the learner is comfortable with progress.

Acting Ethically

It is important as the facilitator that you are acting ethically at all times. Different organisations may have formal codes of ethics however generally, you should ensure that you

Maintain the privacy and confidentiality of all information pertaining to your learner

You maintain an open and transparent approach to why training is occurring, how it will happen, the results and repercussions etc.

Keeping all parties informed of progress as required

Focusing on the needs of the learner as paramount

When the Learning Pathway Will EndAt some stage in the learning relationship a decision needs to be made about your learners ability to progress without further help from you. Assessment is an effective way to determine readiness for the closure of the learning facilitation relationship. You can also read signals from your learner and make decisions based on the learners attitude towards their own development.

If the learner is achieving all their goals and becoming more in control of their own development, relying on you less and setting up new relationships with others who can help them in their development, it could be time to close the relationship.

Various tools and signals will indicate that it is time to end the learning relationship. These may include:

A self-assessment taken by the learner

A measure of improvement in a particular area

Readiness for formal assessment

A level of independence in learning

Readiness to maintain learning through other means or modes

The agreed time period has come to an end

However long the relationship lasts, at some stage it will be necessary to separate from your learner. This period of separation may bring with it mixed emotions for both you and the learner. It is important to keep the separation period as positive as possible, focusing on achievements and learning outcomes from the relationship. Your learner will need a focus for the future to be able to continue their development without your guidance.

A formal ending to the learning relationship prevents the relationship from dwindling without focus, or disintegrating due to inactivity. It also gives both you and the learner a sense of closure and a transition into a less formal or new learning relationship. It is an excellent time to evaluate your work together, finish your final objectives and plan for future options.

Reviewing and Evaluating the Effectiveness of the PathwayYou may have been giving and receiving feedback throughout the learning facilitation relationship. Feedback is one form of evaluation. To make your learning efforts as successful as possible you will need to put formal evaluation measures in place. It is important not to leave the evaluation to chance, but to maximise the benefits by incorporating it into the individual learning plan.

You will want to evaluate the impact of the individual learning relationship. The impact may be:

Success (or otherwise) in achieving identified goals

Rate of achieving identified goals

Achievement of other outcomes as a result of the relationship

Development of new goals

Increased motivation to learn

Greater capacity to learn

Increase in the self-confidence of the learner

For both professional and personal reasons you will also want to have your own performance evaluated. Getting feedback from your learner about your skills as a learning facilitator can be rather daunting because you may think that they will only be critical or negative. However, some ways of seeking feedback can also draw out positive information that your learner may otherwise have felt uncomfortable giving you.

Remember that you will be able to collect information from people other than your learner to evaluate your pathway.

Reviewing/evaluating the training pathway/individualised plan can help you to:

See how it met the objectives

See if it met organisational expectations

See if it met learner expectations

Measure the effectiveness of the pathway steps themselves

Review the relevance and appropriateness of training resources

Review the physical learning environment

Review the support systems

Review WHS aspects

It is important to consider all stakeholders in your review and these stakeholders may include:

Managers, employers, supervisors, team leaders

Participants, employees, learners

Technical and subject experts including language, literacy, numeracy and WHS specialists

Government regulatory bodies

Industry, union, employee representatives

Employer bodies

Training providers, human resource departments

Training and/or assessment partners

Trainers, facilitators, assessors

What Are You Trying to Find Out?

The first thing that you need to consider is what information you are actually trying to get from the evaluation process, as this will guide you to select the most appropriate method of evaluation and review.

There are several evaluation methods you could use to evaluate the success of the learning pathway. There will be advantages and disadvantages for each of the methods depending on the pathway and situation. Evaluation methods may include:

Written questionnaire

Interview with learner or other key stakeholders

Informal discussion with learner or other key stakeholders

Assessment of learner against key learning outcomes

Self-evaluation by the learning facilitator

Data collection

Your review or evaluation can be formal. When it is, consider who will need to see your evaluation - your superiors!

If you are in an RTO setting your review will contribute to the continuous improvement requirement in the ASQA.

It is also important to carry out some self-evaluation and reflect on your work. This could involve:

Asking yourself critical questions about your own ability, what worked, what didnt work and how the relationship-building process could be improved.

Reviewing records and journals on sessions and critically evaluating your own performance.

Reviewing feedback from the learner and identifying critical aspects and areas for improvement.

5.4 Delivery & Facilitation ExamplesA session plan is a roadmap for the delivery of your face-to-face training sessions. A session may be fifteen (15) minutes, or it may be five (5) hours! An effective session will include three (3) major components:

An introduction

The main body

A conclusion

When developing your session plans, you have the freedom of formatting them however you like, however as a general rule, a session plan should include the following information:

Objective what is the intended outcome of this session? What will learners be able to do, or what will they know, at its culmination?

Topics what are the broad areas of content you will cover within each face-to-face session?

Delivery methods what methods will you use to convey information and lead development?

Learning activities what will actually occur across the session? What will your learners be doing? What will you be doing?

Resources what materials or tools will be required at each stage of the face-to-face delivery?

Assessments will there be assessments within the session?

Timing provide progression points for the session, these timing may be in blocks of five (5) or ten (10) minutes. Consider if another trainer was required to run your session, could they use your plan effectively?

5.4.1 - Session Plans Group FacilitationSession Structure IntroductionPurpose

Having a strong introduction or opening to your session is your best opportunity to set the scene for learners. Remember that adults innately want to know what they are learning, why they are learning it, and the benefits. We can establish these points in our introduction. The introduction may be the first interaction you have with your learners so make sure its a positive first impression!

Structure

You can choose any form of introduction you wish, however you may wish to follow the below formula for a successful introduction:

GLOSSS A Model for Introductions

Session Structure Central ThemeThe Central theme is why people are in attendance. This is where they gain the information, knowledge or interaction that brought them in the first place. Depending on the objectives for the session there are four variations or themes of the Central Theme.

Inform

Persuade

Entertain

Inspire

Chunking and Sequencing

In planning for your session, you have already collated the content for your delivery now you must plan out its delivery. Dont give your learners an info dump. It is a sign of bad training. Give them the information in digestible chunks so they can best understand it. After each chunk, make sure they understand it before moving on to the next chunk. Eventually they will understand the whole pie.

This process of chunking is about breaking your information down into discrete parcels. Consider what information can be grouped together and how to sequence your information.

When structuring your central theme, the sequencing or order of concepts presented may have more of an impact than you realise. The order in which information is learned determines how reliably it will be recalled. The first item in a list is initially distinguished from previous activities as important (primacy effect) and may be transferred to long-term memory by the time of recall. Items at the end of the list are still in short-term memory (recency effect) at the time of recall.

Also consider the fact that the order of information being presented to a new learner may vary from the order in which you as an experienced individual would approach the task. Be sure to always consider your learners perspective and to remember the term we discussed earlier of cognitive load.

Consider any activity that you want to do with the learner(s). You may need to set it up and give instructions. You may need to monitor the learner during the activity and then debrief them. The parts of this method all takes time and should be considered when planning and presenting.

Selecting Delivery Methods

Once you have broken down or chunked your content, and determined the rough order of your information you now need to consider what delivery methods you might use. There are many different ways in which to deliver information during a training session or a presentation. The effective presenter will have a strong knowledge of the strengths and weaknesses of each method as well as the presentation aids that accompany them.

Your approaches and methods need to be suitable not only for your task but for your audience. This suitability of method and approach is important when trying to connect to your learning audience. These approaches can be formal or informal and the methods can include demonstration, Q&A and discussion to name a few. Whichever you choose they need to be appropriate for your audience and the task/topic.

The following analysis of delivery strategies will start you on your pathway to understanding the most effective ways to present information.

Delivery Method Description Positives Dangers

Discussion The discussion method uses a 2-way flow of information to and from the presenter and the participants. This method will usually involve the presenter delivering information in a presentation or lecture format for a short period (15-20 minutes) followed by the opportunity for participants to discuss concepts and develop ideas. A very interactive process, it encourages participation from the learner group.

New ideas and concepts can be shared by individuals and different perspectives can assist with understanding. Requires attention by the facilitator to keep discussion on track.

Easily derailed by overbearing learner participants.

Quieter learners may be left behind or not participate.

Question and Answer Question and answer is an integral part of the discussion format as it allows for participants to clarify points and keeps them focused on concepts. By both appropriate use of questioning and also welcoming questions from your participants, the opportunity for new ideas, insights and understanding to be developed. Ideas can be clarified and confirmed.

As a facilitator you can get an understanding of learner progress (formative assessment).

Chance for other voices to be heard in a structured format. Facilitator must ask questions in the right way, avoiding yes/no questions.

Learners may not be confident to ask questions in the main, leading to gaps in knowledge being missed by the facilitator.

Demonstration Practical illustration of a skill in practice. This might include using a piece of machinery or technology, greeting a client, etc.

A skilled facilitator will be able to demonstrate skills correctly. Shows learners what real world performance looks like and itemises the steps involved in completing a particular task.

Facilitator can address poor practice or incorrect performance during the early stages of learning. Requires heavy commitment of resources and demonstration space.

Can have inherent safety risks.

Time-consuming.

Role Plays and Case Studies Demonstration of skills and application of knowledge within a simulated setting. For example, simulating the greeting of a customer in a hospitality environment. Allows for practice of skills within safe environment, allowing for mistakes.

Interactive and active process of learning. Some learners are uncomfortable taking part in role play activities.

Instructions for activities must be very clear.

Workshops Presenting information or problems, then allowing the learner group to split into smaller groupings to brainstorm, address a problem, reach a consensus etc. Participative process.

Allows learner group to operate as a community of practice learning from one anothers perspective. Trainer is not able to be present in each group at all times some groups may go off track.

Adult Learning Principles

In developing your central theme, be sure to reconsider the Adult Learning Principles as discussed earlier stemming from Andragogy as a learning theory. The principles as defined were:

Need to Know (why am I learning something?)

Foundation (what existing skills and knowledge can I use as a foundation for learning?)

Self-Concept (how can I be an active participant in my own learning?)

Readiness (what will prompt my readiness for learning?)

Orientation (how is the learning oriented to me as the learner?)

Motivation (what is motivating me to learn?)

Learning Activities

Learning activities refer to what is actually happening in the training room to assist with the transfer of skills and knowledge. We have already discussed some of these activities in our earlier investigation of delivery methods such as case studies or role plays.

Other examples of Learning Activities may include:

Watching instructional or informational videos

Listening to guest presenters or subject matter experts

Engaging in discussion groups

Brainstorming

Fault-finding exercises (such as identifying hazards in a workplace)

Responding to case studies

Participating in demonstrations

Experiential activities (learning by doing)

Excursions or incursions

Computer simulations

Research tasks

Mind-mapping

The list of activities you can engage in with your learners is endless ensure as always that your choices reflect the needs of your learners and the requirements of your benchmarks.

Demonstrating Skills

Teaching skills is different from teaching theoretical concepts or knowledge. The ability to conduct clear demonstrations is required of a vocational facilitator. There are many methods to demonstrate skills it is not simply a case of showing someone a task once and hoping that it sinks in!

One established method for demonstrating skills is the DEDICT model:

This process can otherwise be represented by a short saying:

162877537465I do it fast,

I do it slow,

I do it with you,

Away you go!

00I do it fast,

I do it slow,

I do it with you,

Away you go!

Remember however you chose to demonstrate skills; it is important that at this early stage you are able to correct incorrect behaviour and to promote good practice.

Just as we had a structure for introducing or opening your session, there is a formula for concluding. The formula is represented by the term OFF:

OFF A Model for Session Conclusions.

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5.4.2 - Example Work-based Learning PathwayGWork-based learning Joes example

Having collected all of the vital parameters for the learning pathway with Joe, Anita is able to compile this information into a work-based learning pathway plan:

Company Name My-Tel Communications

Trainer Anita Traynor

Learner Joe Lurner

Benchmark/Objective Customer phone calls are brought within time limits as stipulated in My-Tel procedures

Customer complaints for Joe are brought down to acceptable levels as stipulated by My-Tel procedures

This is to be achieved through training Joe in:

A knowledge of CRM software

Use of CRM software to assist with customer calls

Shortcuts and time-saving techniques of CRM

AutoTextList s NoStyle t "Is your learner young, academic, bubbly, experienced, mature, etc?" Learner Characteristics Experienced workerGood attention to detailKinaesthetic (hands on) learnerGood language, literacy, numeracy Uncertain around technology

AutoTextList s NoStyle t "Can the learner attend at the nominated times, will they need transport, what will they gain from completing the WBLP, etc?" Boundaries Anita only available on-site Monday, Wednesday, Friday Joe to rely on assistance from co-workers in between days and contact Anita via phone if required.

Expectations Customer phone calls are brought within time limits as stipulated in My-Tel procedures.Customer complaints for Joe are brought down to acceptable levels as stipulated by My-Tel procedures.

Access Nil

Equity considerations Nil

AutoTextList s NoStyle t "Do they need PPE? Will equipment need to be isolated whilst training?" OHS considerations to ensure learner safety Joe is required to adhere to company WHS policy and stretch as required every 90 minutes.

AutoTextList s NoStyle t "Will others in the Section or Department need to be involved, will his/her guardians need to be involved, etc?" Other relevant stakeholders Emma Bawss Supervisor

Co-workers in call centre

AutoTextList s NoStyle t "Will the learner need to gain a white card before training can commence? Do they need to attend TAFE, etc??" Details of any external or off-the-job learning All training to be conducted in-house and on-the-job,

AutoTextList s NoStyle t "Will this be done through formal/informal feedback, training matrix, KPIs, HR, etc?" Strategies to monitor workplace pathway Joe is to meet with Sam twice a week (Tuesday and Thursday) to track progressInformal observation and discussion with Emma Bawss

AutoTextList s NoStyle t "Will this be work-based, written, feedback, external, etc?" Assessment strategies - Observation of Joe using CRM software to manage customer calls- Completion of prescribed activities (outlined in training manual)

AutoTextList s NoStyle t "Will the training improve safety? Will the training increase sales? How will the outcome be measured?" Criteria for evaluating effectiveness of pathway Increased positive feedback from Joes customer service surveysFeedback from Joe and Anita3 mth progress update from Emma

AutoTextList s NoStyle t "Who will need to be informed of the WBLP outcome? Could it be regulators, guardians, supervisors, HR, etc?" Contractual requirements Joe is to complete all required tasks as set by Anita failure to do so will result in counsellingsession with Emma and Joe

GWork-based learning Joes example

Anita now develops the pathway schedule to document what will be happening and when.

NB: some activities have been removed for the sake of brevity.

Date and Time Pathway Activity Personnel/staff involved

(Roles & Responsibilities)

1/6/2011 (Tuesday)

9am 11am Formal training session on My-Tel Communications CRM

Program.

Completion of simulated activities Sam Trainer

Joe Learner

1/6/2011 (Tuesday)

12pm 5pm Joe to complete supervised customer service calls with

help to be provided by trainer Sam Coach/advice

Joe Learner

2/6/2011

(Wednesday) Joe to practice new skills on customer service calls

Assistance provided by co-workers and supervisor if

required Joe Learner

Sarah Supervisor

Customer Service Team

3/6/2011

(Thursday)

9am 11am Formal training session on Intel Communications CRM program.

Completion of simulated activities Sam Trainer

Joe Learner

3/6/2011 (Thursday)

12pm 5pm Joe to complete supervised customer service calls with

help to be provided by trainer Sam Coach/advice

Joe Learner

4/6/2011 (Friday) Joe to practice new skills on customer service calls

Assistance provided by co-workers and supervisor if

required Joe Learner

Sarah Supervisor

Customer Service Team

4/6/2011 (Friday)

4pm Progress meeting with supervisor Joe Learner

Sarah - Supervisor

Anita is now ready to begin facilitating her pathway

5.5 - Bibliography & Further ReadingURL Description

Fact sheet learning pathways Australian government fact sheet about Learning Pathways

Career learning Australia Career and vocational education information NSW Government

Developing and implementing learning pathways Commonwealth of Australia training material on learning pathways

The VET Hub examples of Learning pathwaysExample of a session and learning delivery plan

Chapter 6 - Assessment6.1 - Assessment OverviewIn your exploration thus far of the role of being a trainer and assessor, you have investigated the first half delivering training. As the name suggests however, there is more to being a trainer and assessor than just delivering training.

What is Competency-based Training (CBT)?

CBT is a training method that seeks to provide learners with the skills and knowledge required to demonstrate competence against standards and performance criteria applied within specific contexts. This form of training offers performance-based processes for identifying and evaluating skills and knowledge within a pragmatic as opposed to theoretical educational approach. Consider the following differences between competency based training and other training approaches:

Competency based Training Other Educational Training Approaches

Students advance after a fixed period of time regardless of whether they had in fact developed the relevant knowledge and skills Students continue to receive instructional support until they have fully acquired skills and knowledge relevant to the unit of competency

Learning outcomes are focused on academic skills Learning outcomes are focused on competencies

Graded assessment systems which develop point score averages and rank students against their learning cohort Assessments are based on competencies in relation to industry standards and measure only the achievements of acquiring skills and knowledge

For further information, see the following fact sheet:

https://www.myskills.gov.au/media/1776/back-to-basics-competency-based-training.pdf6.2 - Assessment PathwaysWhat is Assessment?

This entire chapter is devoted to the concept of assessment, so we must first investigate what an assessment is. We conduct assessments every single day, we just dont necessarily think about them. An assessment, in essence, is making a decision. How do you decide whether to walk outside without an umbrella or not? What steps are involved in making that judgement?

There are three core parts to making an assessment decision:

Assessment is the process of collecting evidence which when compared against criteria or benchmarks will determine competency

Assessment then means the process of collecting evidence and making judgements about whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace as expressed in the relevant endorsed industry/enterprise competency standards or the learning outcomes of an accredited course.

Assessment is about identifying competence. Competence means having the skill and knowledge to correctly carry out a task, a skill, or a function. Assessment involves collecting evidence and making judgements on whether or not competence has been achieved.

Why do we Assess?

Assessment is a process which is critically important to many aspects of workplace performance as it confirms an individuals competence.

Assessment may be carried out for various reasons or purposes, for example:

To recognise current competence

To determine language, literacy and numeracy needs

To determine training gaps

To establish the learners or candidates progress

To determine the achievement of competence

To gain formal recognition of achievement through a Statement of Attainment

To gain formal recognition towards a qualification

To meet organisational requirements for work

To gain a licence

To operate equipment

For recruitment

For promotion or classification

Who Can Assess?

Any organisation may undertake assessment for their own purposes and develop their own plan as to how this is done.

However, in Vocational Education and Training (VET), only Registered Training Organisations (RTOs) can issue nationally recognised qualifications and Statements of Attainment.

A qualified TAE assessor may also work directly with a colleague that has technical or vocational expertise and is in a supervisory or mentoring/coaching role. This individual who contributes to assessment is likely to be performing such a role as an adjunct to their principal work responsibilities and may be responsible for collecting evidence for assessment in order to assist a qualified assessor make their assessment decision.

They may take part in clarifying responsibilities in the assessment process, confirming organisational arrangements for evidence gathering, collecting evidence in accordance with assessment plans and recording and reporting findings.

When Does Assessment Occur?

We often have a traditional idea that assessment only occurs at the end of a training pathway however this is not always the case, assessment may occur at a number of different stages across a learning program or pathway.

Diagnostic Assessment

Diagnostic assessment is a way for us to collect a base-line of information about a learner. What is their current level of skills and knowledge? Do they have any LLN issues?

Assessing prior to training allows us to determine if changes need to be made to the delivery of our program.

Formative Assessment

As we have discussed previously, formative assessment is useful in monitoring the learning process. In the training field, formative assessment is when you assess the formation of the learner. Facilitators do this by observing learners as they:

Respond to questions

Ask questions

Interact with other students during activities, etc.

Keeping records of formative assessment can also be used as evidence later on when it comes time for assessment. This also enables you to evaluate your own delivery, and relevance of content.

Summative Assessment

After collecting all available evidence, the summative assessment involves the assessor making a final determination of competency.

Types of Assessment

Different settings utilise different forms of assessment, this next section aims to outline some of the major forms of assessment you may encounter.

Norm-Referenced

Norm referenced assessment is intrinsically competitive. It compares individuals with each other and ranks them according to the number of places and opportunities available. For example, an Olympic gold medal event or the tertiary entrance ratings related to senior secondary school assessment. In a norm referenced model, a candidates performance is being compared to the performance of another.

This is not a form of assessment you will use in the VET sector.

Criterion Referenced

Criterion referenced assessment (or standards-based assessment) is assessment against fixed criteria or standards. These predetermined criteria can take different forms such as:

Units of competency (from Training Packages)

Modules (from curriculum)

Standard operating procedures

Product specifications

In VET, units of competency are the benchmarks against which individuals are assessed.

Competency-Based

The form of assessment utilised in the VET sector, competency-based assessment is based around the concept of competency as we have addressed a number of times. Competency-based assessment is designed to judge if an individual has the skills and knowledge to perform functions to an accepted level of ability.

What is Evidence?

The entire concept of assessment is predicated on the collection of evidence. Without evidence, there is no assessment! Assessment decisions must always be based on proof of competency, and we call that proof evidence.

In a competency-based system, evidence is proof that supports the candidates claim of competency. It is information gathered which, when matched against the criteria, indicates that the criteria or benchmarks have been met.

Evidence can come in a variety of forms. For example:

Demonstration of real work

Demonstration in a simulated environment

Contents of a portfolio

Role-play

Video recordings of a performance

Project

Products made

Responses to a case study

Processes used (documented)

Answers to questions

Procedures completed

Reports from third parties

Evidence can be gathered from a range of sources and should be linked to the candidates current or future workplace application of the competency. A variety of methods and tools can be used to collect evidence.

Evidence Relationships

The diagram below broadly illustrates the relationship between benchmarks; evidence requirements; assessment methods and tools; and evidence produced. It is important that you understand these concepts and relationships.

Types of Evidence

Evidence may take many different forms however can be classed into three major types:

Evidence Type Features

Direct Evidence Evidence that we can see first-hand, e.g., observation in the workplace, samples of work produced.

Indirect Evidence Evidence that someone else has observed and reported to us, e.g., the candidate's manager giving us a third-party report.

Supplementary Evidence Other evidence that can help us form a picture of competence such as training records, questions, written work, portfolios etc.

6.3 - Planning for AssessmentAssessment The ProcessThe process of assessment is layered and can be daunting to a newcomer, the basic process or big picture is represented in the following figure. The sections to follow will explore these stages of the process.

An assessment plan is a document developed in conjunction with other relevant key stakeholders. In preparing an assessment plan, you should document key steps and actions to be taken and plan for risks or contingencies. The assessment plan ensures that all relevant stakeholders are aware of what will happen, as well as when, where and how it will happen.

This section will investigate the development of an assessment plan.

Determining Assessment ApproachIn planning any assessment, you need to be clear about the purpose of the assessment. The purpose needs to be clarified with the key stakeholders. At the very least, these are the candidates and assessors. Once the purpose of the assessment is confirmed, the appropriate benchmarks can be identified, followed by evidence requirements and assessment methods and tools.

It is important for you to know the purpose of the assessment for a number of reasons.

The purpose of assessment will influence the choice of benchmarks/criteria used, how you go about confirming the assessment plan, and the way in which assessment is conducted.

Most importantly, the outcomes of the assessment may significantly affect the candidates future.

The flow-on effects of a successful assessment for candidates could include extended workplace responsibilities, and perhaps higher earning capacity. Unsuccessful assessment attempts might mean further training, the inability to continue to meet work requirements, or not being permitted to use equipment. There are also implications of giving an inaccurate assessment of competency.

For example, if workers are not assessed properly, they may be less skilled than what is reflected in their assessment, which may lead to job loss or low productivity.

Here, in more detail, are some different purposes or reasons for assessment:

Recognition (Assessment Only)

Recognition is the acknowledgement that individuals can gain skills and knowledge in many different ways; through life experience, work experience and/or training and education. Recognition avoids training people in things they already know and can already do. Instead, individuals are assessed up-front and evidence can be drawn from relevant experience and/or other training. Recognition is also referred to as Recognition of Prior Learning (RPL), Recognition of Current Competency (RCC), or Skills Recognition.

Language, Literacy and Numeracy RequirementsThis is where assessment is conducted specifically to determine the language, literacy and numeracy competencies of individuals. It may be used as a selection tool for training/learning programs, or for identification of further training requirements in those areas.

Identifying Training or Education NeedsAssessment can be conducted to identify the training and education needs of individuals. The benchmark or criteria for assessment could be position descriptions or other organisational standards. The results can then be used to plan suitable training or education programs.

To identify an individuals progress (formative assessment) you need to gather evidence on the individuals progress and give them feedback on their progress.

Formative assessment identifies the learners progress towards competence and is used during the period of learning.

Summative AssessmentThis involves gathering evidence on the individuals achievement of the required knowledge and skills. Summative assessment determines whether a person is competent. Recognition is a form of summative assessment.

Qualifications and Formal Recognition of Achievement Through Statements of AttainmentOften, the purpose of assessment is to issue formal credentials to those who achieve competence.

Individuals can be assessed against endorsed industry or enterprise Training Package competency standards. Individuals can also be assessed against learning outcomes of accredited courses. In both cases, satisfactory completion of the evidence requirements will lead to the individual being issued with a formal qualification or Statement of Attainment. This is summative assessment, and may occur at the completion of training or before training (Recognition

Clustering AssessmentsAs far as possible, assessments should be determined by the logical application of skills and knowledge required in the workplace, not by the way Training Packages/courses are written.

An assessment can cover more than one unit of competency at a time and this grouping of competencies is often called clustering competencies. The process of gathering evidence can apply to part of a unit, a whole unit, and a cluster of units or an entire qualification.

Many work activities are not adequately described in a single unit of competency. Often, real work activities draw on competencies from a number of units simultaneously.

Competencies might be drawn together for a number of reasons:

Logical sequencing of actionsfor example, plan, deliver and review

Common types of tasksfor example, monitor machinery and WHS

The benefits of clustering competencies for assessment are:

It is an efficient use of time and assessment resources

It reflects ways in which competencies are applied in the workplace

Evidence for dimensions of competency and Foundation Skills are more readily available

It leads to holistic assessment rather than atomised assessment.

Holistic assessment assesses knowledge and skill together, which reflects the way skills and knowledge are applied in the workplace. This drawing together of groups of skills and knowledge is often referred to as integrated assessment.

Clustering is a mechanism to support integrated assessment. It is important that the key stakeholders know clustering is occurring.

Identifying and Determining Evidence RequirementsA crucial first step in developing assessments is to articulate what evidence you actually need to collect!

Follow the steps below to develop your evidence requirements.

A Read the Unit Descriptor/Description and visualise competency; a key step in unpacking a Unit of Competency involves developing a picture of competence.

This is a description of how a Unit or cluster of Units of Competency is applied within a work context. It is presented in workplace language (not Training Package speak). What would a competent worker look like in the workplace

B Scan through the rest of the Unit (performance criteria, required skills & knowledge) check your visualisation add any additional information you have identified

C Check the Evidence Guide and compile the first draft of the evidence required

D Read other components of the Unit of Competency with intended industry outcomes in mind and amend the evidence required

E Consider: Industry Standards, Dimensions of Competency, AQF Level, LLN requirements

F Compile final list of evidence required

Australian Qualifications Framework (AQF)

A critical consideration when deciding on the evidence requirements is the Australian Qualifications Framework (AQF).

Units of competency from Training Packages are written to reflect work activities within an industry or across an industry. They are packaged as groups of units into qualification levels that are represented by various qualifications within the AQF. Each qualification within the AQF has a descriptor, which provides guidelines for performance at a particular level, including:

The breadth and depth of knowledge

The breadth and depth of skill

Problem-solving capabilities

Information processing capabilities

The operational environment in which the work is performed

The level of discretion or judgement in the work

Responsibility for a persons own work

Responsibility for the work of others

These descriptors will have an impact on the evidence requirements, and ultimately the assessment methods you choose. For example, for a Certificate I, demonstration of a task will involve a directed task, whereas for higher qualifications, more discretion and independence is required.

Planning and organising assessment at the higher AQF levels is more demanding, as the qualification outcomes or benchmarks are more complex. Planning will involve careful analysis of the benchmarks so that the assessment methods and tools chosen will provide relevant evidence to match all the skills and knowledge components, including the dimensions of competency.

To ensure sufficient evidence is collected at higher AQF levels, assessment is more likely to be conducted over an extended period. Acquiring higher-level competence is often a developmental process and this is best shown over time.

Planning and organising assessment at the higher levels might also involve a range of people who can assist with the provision of evidence.

Language, Literacy and Numeracy Requirements

When deciding which evidence-gathering methods to use, the language, literacy and numeracy requirements of the units of competency need to be considered. This will guide the choice of methods so that you avoid assessment methods that put demands on the candidate beyond those specified in the units of competency. For example, in some units of competency, writing is either not required or is a minimum requirement.

Where writing is not required, written methods of assessment might not be appropriate, and the unnecessary language and/or literacy demands of the assessment method itself may prevent the candidate from demonstrating competence. In such cases, other methods can be used, including verbal questioning, or use of pictures and diagrams.

The same goes for numeracy. For example, if a person is required to provide correct change in a retail outlet, it might not necessarily mean they have to mentally calculate the change to be given, as the machine will probably do it or the workplace may allow the use of calculators. Be guided by the unit of competency. In addition, the Foundation Skills will help you decide on the level of numeracy needed.

Selecting Assessment Methods

We have previously discussed that an assessment is a three (3) stage process of collecting evidence, comparing that evidence against a benchmark, and making a decision. An assessment method then, is the way in which we approach this task.

The assessment method is the particular way/s used to gather different evidence. It is a way of collecting evidence that will demonstrate competency.

What is important is that you select a range of methods to meet the principles and rules of assessment; the evidence requirements of the benchmark; the needs of the candidate; and organisational, ethical, WHS and legislative requirements.

The context of assessment will contribute to the selection of assessment methods. For example, if you are assessing in a workplace, evidence consisting of observation of work tasks and products, combined with third party reports may be used. However, if the same assessment was in the context of a training situation, the assessment method selected might be observation of a simulated task or review of a project, combined with questioning.

Numerous methods of assessment can be used and some examples are provided below. This is not an exhaustive list and you may add other methods.

Method Example

Direct observation Real work and/or real time activities at workplace

Work activities in simulated workplace environment

Questioning Self-assessment

Verbal questioning

Written questions (including on a computer)

Interview

Questionnaire

Verbal or written examinations

Review of products Work samples or products

Products as a result of a project

Structured activities Projects

Presentation

Role-play

Case study

Fault finding

Portfolio Documents such as work samples

Product with supporting documentation

Historical evidence

Journal/log book

Information about life experience

Collecting of work samples compiled by candidate

Third party feedback Testimonials or reports from employers or supervisors

Evidence of training

Interview by employer, supervisor, peer

Authenticated prior achievements

Below is a description of some of the most commonly used assessment methods.

Self-AssessmentSelf-assessment is when the candidate makes decisions about their own progress towards competence. This can take the form of a response to questions in a checklist or can involve the gathering of evidence to demonstrate competence against performance criteria. Self-assessment is a logical starting point for a Recognition process. In a Recognition process, self-assessment is used as a way for candidates to decide whether to apply for Recognition.

Direct ObservationDuring an observation, the assessor watches the candidate doing a task or performing a process or series of tasks or processes. Observation can be of a real work activity in real time. It can also involve watching work activities in a simulated workplace environment.

Observation is very useful for the assessment of practical skills and can be supplemented with other assessment methods, for example, questioning to assess the way underpinning skills are being applied in practice, and third-party reports to make sure the tasks are assessed over a period of time.

Verbal QuestioningVerbal questioning is often used in conjunction with other assessment-gathering methods to gain further insight into the candidates understanding of the work. For example, verbal questioning can be used with observation, or with the presentation of a product or portfolio.

Questions could be used to find out knowledge of aspects of the competency that were not observed, or to check what the candidate would do if the circumstances changed, using what if....? questions and other hypothetical questions. They could be used to check understanding of why a certain action was taken or to check underpinning knowledge or understanding of principles, and analysing problems.

Verbal questioning is useful when there are concerns about a candidates writing skills, or if writing is not part of the benchmark being assessed.

Verbal questioning can take the form of structured interviews which provide an opportunity to assess attributes that underpin competence as well as understanding and application of essential knowledge. This is appropriate where the candidate is the best source of information about their knowledge and skills. It allows interaction and exploration of points, for example ethics, values or attitudes. It is a useful assessment method for recognition purposes.

SimulationIn simulations, the candidate is involved in an activity that replicates the workplace context. Simulations include:

Demonstration of a skill or range of skills in a simulated workplace environment, for example, a practice restaurant, office or workshop

Role-plays or practical exercises based on reconstruction of workplace situations. These can be small scalefor example, dealing with difficult customers, or large scalefor example, security exercises involving the deployment of personnel and equipment

Electronic simulators and virtual situations, for example, those used in pilot or driver training

In-tray exercises, for example a set of workplace documents which have to be dealt with in a timeframe following workplace procedures; or research findings which need to be analysed

Hypotheticals, where a facilitator asks participants a series of what if...? questions as a way of eliciting ideas or developing a solution to a problem

Tabletop exercises, for example correctional officers analysing options in response to a breakout, using a model of a building.

Simulations can be used when it is not possible to demonstrate tasks in real work time, for example, because of safety issues, lack of opportunity to demonstrate the real situations, or because of confidentiality and privacy issues. They are useful in exploring potential responses to situations, for example conflict resolution, meeting procedures or responding to a range of customer issues.

However, some people are not comfortable with role-playing, and this can affect the candidates behaviour. If this is the case, alternative assessment methods may have to be chosen. All simulations and role-plays need to be carefully prepared with clear instructions, scenarios and debriefing.

Third Party ReportsIn some situations, it is necessary to use reports from a third party to gather evidence; for example, in a workplace where the assessor has difficulty observing the candidate because of work schedules, privacy, confidentiality or because the circumstances may only occur rarely. Third party reports can also be used as an adjunct to direct observation, to make sure the candidate can demonstrate the skills on an ongoing basis, or when the presence of another person would cause a safety issue. It is important to be careful about who to choose when asking for third party reports.

The assessment decision is always made by the assessor, using evidence from the third party, usually in conjunction with other evidence.

Third party reports can be obtained from people who are regularly in contact with the candidate and the candidates work, including managers, supervisors, peers and suppliers. These people will need to be fully briefed to make sure that the feedback is reliable. Ideally, the candidate will know who the third parties are and may even nominate them. Other reports can be used to contribute evidence such as client responses, customer satisfaction reports, feedback from participants and candidates training.

ProjectsA project is a task or series of tasks with a defined outcome. With projects, candidates can work together in a group, or independently.

Examples of projects include the development of a product or process, researching and writing a report or case study, analysing and responding to a problem, producing a performance or event or making a presentation.

Because projects often involve operating as part of a team, they are a good way of assessing dimensions of competency beyond the task skill. For example, questioning can be used to draw out knowledge and the ability to deal with contingencies, teamwork or job roles. The project can be assessed at strategic intervals during the project, or when the project is completed.

Projects can be based on real work requirements or simulated requirements that reflect real work requirements. Work related projects are useful ways of assessing a range of work activities over time. Projects can also form part of assessment in a training institution situation, where simulated work activities need to be used to complete the product.

PortfoliosPortfolios can take many forms, but are usually an assembly of evidence such as documents or products produced over a period of time and from different sources. Portfolios are arranged in a systematic way, and often include documentation of the process or reflections on the development.

If candidates are given clear guidelines, portfolios can be a very useful way to gather evidence for Recognition purposes. They can be used to gather evidence during a project and in other situations where direct observation is not always possible. Portfolios contain a range of evidence which can be used to document and assess a process as well as a product.

Examples include:

Design portfolio - for example, for a clothing product including concept, design and costing up to the finished product

Document portfolio - containing workplace documents produced

Recognition portfoliocontaining examples of current work and previous work and life experiences, qualifications, third party reports, self-assessment documents.

JournalA journal is an account of activities undertaken in a workplace or learning environment. It can be written, electronic or audio. A journal can be used as supplementary evidence. Often journals are used for recording personal reflections.

Sustained over time, journals can document a candidates observations, analysis, use of processes and procedures, problem-solving, decision-making processes and changes or development of behaviour and attitudes.

Case StudyCase studies can be used to assess the application of principles and processes to the workplace or other real situations. They can take many forms, for example, a description of a process, problem, chart, diagram or scenario, with related questions or actions.

Case studies are useful for assessing analysis and problem-solving in situations where direct observations are not possible. They are often linked with other methods of assessment, particularly verbal questioning.

Written QuestionsWritten questions can be used to assess underpinning knowledge. They can be used in conjunction with other assessment methods such as case studies and observation of demonstrations or simulations.

Questions can take many forms, for example, short answer questions, true/false questions, multiple-choice questions, and responses in short or long essays. Apart from essays, these are easy to administer, cost-effective (particularly when used with large groups), and can be used for online assessment and marking.

However, when using written questions, the assessor must be aware of the literacy and comprehension levels of candidates which may hinder responses. If necessary, choose alternative assessment methods. Written questioning alone is usually not enough to assess competence, as it is difficult to assess the application of skills and may not be a valid form of assessment.

Questions are often difficult to write and, if poorly constructed or allow for a margin of error or guessing, could distort results and the validity of the outcomes.

A range of written question types are often included in a set of questions, to assess different knowledge areas.

Knowledge-based TestsA knowledge-based test is a means of determining whether a candidate has the underpinning knowledge required to perform the skills and tasks outlined in the units of competency. Knowledge-based tests should be used in conjunction with other forms of evidence collection.

Confirming the Assessment MethodsOther key considerations to be made when confirming assessment methods to be used include:

Principles of assessment

Rules of evidence

Clustering of competencies

Language, literacy and numeracy requirements

Needs of the candidates

Complying with organisational, WHS, ethical and legislative requirements

Reflecting the workplace or institutional context

Supporting any claim for Recognition

Determining Required InstrumentsFor each respective assessment method, there are associated assessment instruments that will be required. Assessment instruments are the individual documents that assessors use to help them collect evidence and form part of an overall assessment tool.

We will investigate developing assessment instruments in Section 4.3 however below you will find a table outlining the different assessment instruments required for each method of assessment.

Method Example of Use Instruments/ Instructions

Direct observation Real work and/or real time activities at workplace

Work activities - simulated/in workplace Instructions (candidates & assessors)

Observation checklist

Description of competent performance

Questioning Self-assessment

Verbal questioning, Written questions

Interview, Questionnaire

Verbal or written examinations List /bank of questions from which assessors select questions

Corresponding answers (key aspects)

Instructions (candidates & assessors)

Review of products Work samples or products

Products as a result of a project Instructions (candidates & assessors)

Checklist for review of product produced

Description of competent performance

(including pictures if required)

Structured activities Projects Presentation

Role-play, Case study

Fault finding Instructions (candidates & assessors)

Scenario, roles, key steps or issues to be covered.

Assessor observation checklist, or

Candidate checklist (with diagrams if needed)

Portfolio Documents e.g. work samples

Product with supporting documentation

Historical evidence, Journal/log book

Information about life experience

Candidates compilation of work samples Instructions (candidates & assessors)

Checklist for inclusions or list of expected contents

Third party feedback Testimonials /reports from employers /supervisors

Evidence of training

Interview employer, supervisor, peer

Authenticated prior achievements Instructions (candidates & assessors)

Template or questions for third party to answer/provide response

Documenting Your Assessment Plan(s)An assessment plan is a document developed in conjunction with other relevant key stakeholders. In preparing an assessment plan, you should document key steps and actions to be taken and plan for risks or contingencies.

The assessment plan ensures that all relevant stakeholders are aware of what will happen, as well as when, where and how it will happen.

The assessment plan should include:

The unit/s of competency and elements or other benchmarks to be assessedyou will need to be familiar with these

The purpose/s of assessmentthis needs to be identified so that the stakeholders are well aware of the reason for the assessment

A profile of the target groupcharacteristics and needs of the candidates

Others involved in the assessment processteachers/assessors, administrative staff

How the assessment will occurthat is, the assessment methods and tools to be used. It can include a description of the method and examples of tools to be used for the assessment

When and where the assessment will occurthis includes details of any due dates for submission of evidence, or dates and times of when the assessment will occur and the proposed location of the assessment

What resources or special arrangements are requiredthis outlines what is needed to carry out the assessment, given the special needs of candidates, organisational requirements, or other legislative or WHS considerations

Context for assessmentthis outlines the details of the environment in which the assessment will take place and any changes which need to be made as a result. For example, will it be on-the-job, off-the-job or a combination of both? Or will the assessment be contextualised to the work setting?

Instructions for the candidatethis outlines information to be given to the candidate, related to the assessment exercise at hand.

As with other documents we have encountered, there is no set-format for how an assessment plan looks you have been provided a number of different examples in your resources.

6.4 - Developing Assessment ToolsAssessment ToolsAssessment tools and instruments are the documents and resources you will utilise to collect, interpret, record, and store assessment evidence and allow you to make your assessment decision. The tools and instruments are vital parts of the assessment process and you may have a role in designing and developing them.

Assessment Tools

An assessment tool is made up of the following components:

The learning or competency unit(s) to be assessed

The target group, context and conditions for the assessment

The tasks to be administered to the candidate

An outline of the evidence to be gathered from the candidate

The evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules)

The administration, recording and reporting requirements.

The evidence of how validity and reliability have been tested and built into the design and use of the tool.

The careful design of assessment tools will make sure that:

Assessments are conducted according to the principles of assessment

The collected evidence meets the rules of evidence

The evidence requirements are addressed

Legislative, ethical and organisational requirements are met

The needs of candidates are taken into account

Previously we have looked at the importance of confirming the appropriate assessment methods for use in your practice environment. This included selecting the assessment methods that you would use to assess against a particular benchmark that you would submit as evidence of competence.

Now we will look at the tools and instruments you could develop to support your chosen methods.

Purposes of the Assessment ToolBefore you design an assessment tool and instruments, you need to be clear about its purpose or focus and the context of the tools use. You have already considered the evidence requirements, the context of the assessment, needs of candidates and legislative, ethical and organisational requirements. However, you also need to ask why the tool is being developed and how it will be used. Uses and Application of Assessment Tools and InstrumentsAn assessment tool can be used for a range of different assessment methods. The following table provides an overview of the relationships between assessment instruments and assessment methods. If you require further clarification, speak to your facilitator or trainer.

Assessment Instrument Examples of Uses and Application

Observation checklist Real work, role-play, simulation, third party observation checklist

Verbal questions Interview, case study, real work performance, simulation

Prepared responses For each set of verbal and written questions used in interviews, case study, real work, simulation, self-assessment

Scenario, script Case study, role-play

Instructions For each tool, for the:candidateassessorthird party

Debriefing guidelines Role-play, simulations

Recording tool For each method of assessment

For each method for third party

Written questions Tests, exams, case studies, true/false questions, multiple-choice, essay, self-assessment items, completion question, short answer questions

Project brief Project, assignment, product, process design

Review checklist for product Project, practical demonstration, portfolio

Portfolio guidelines RPL/RCC portfolio, project portfolio

Journal guidelines Journal, diary

Contexts of Assessment Tool UseOnce you have determined who your target group is and the purpose / focus of the assessment tools your next step is to determine the contexts in which the tools with be used.

Context

Environment in which the assessment/RPL will be carried out, including real or simulated workplace

Opportunities for collecting evidence in a number of situations

Relationships between competency standards and evidence to support RPL

Who carries out the assessment/RPL

Relationships between competency standards and work activities in the candidates workplace

Relationships between competency standards and learning activities.

Benchmarks for AssessmentIn determining the focus of your assessment tool once you have established the purpose of the tool and the context in which it will be used you will then need to access the relevant benchmarks for assessment and interpret them to determine what evidence is needed to demonstrate competence.

Remember if you are not sure on the interpretation of your benchmark you should seek support where required.

In determining and accessing the relevant benchmarks for assessment you will need to:

Refer to criteria against which the candidate is assessed which may be a unit of competency, assessment criteria of course curricula, performance specifications or product specifications

Where the benchmark is one or more units of competency the standards may be contextualised to reflect the immediate operating environment.

Legal and Ethical Requirements

As with discussions in previous units ensuring you have accessed and interpreted the organisational, legal and ethical requirements and considered this in the planning process is vital. Organisational legal and ethical requirements could include:

Assessment system policies and procedures

Industrial relations systems and processes, awards and enterprise agreements

Licensing and legal ramifications of assessing competence

Reporting, recording and retrieval systems for assessment

Requirements of training, assessment and validation, including the NVR Standards for Registered Training Organisations

Human resource policies, procedures and legal requirements, including:

Anti-discrimination

Equal employment opportunity

Job role, responsibilities and conditions

Relevant industry codes of practice

Confidentiality and privacy requirements of information relating to completed assessments

WHS considerations, including:

Ensuring assessment methods and tools incorporate appropriate measures to maintain the health, safety and welfare of candidates

Ensuring WHS requirements and specified benchmarks are accounted for within evidence requirements and assessment materials

Identifying hazards and relevant risk control procedures associated with the assessment environment.

You should also consider the relevant training package or accredited course contextualisation guidelines.

Related DocumentationIn determining the focus of your assessment tools you will also need to identify and consider any other relevant documentation. This should be done before you commence development.

Relevant documentation could include:

Requirements set out in the Assessment Guidelines of the relevant training packages

Information from the competency standards about:

Resources required for assessment

Assessment context

Appropriate assessment methods

Assessment activities identified in accredited modules derived from the relevant competency standards

Assessment activities in support materials related to the relevant competency standards

Any requirements of WHS, legislation, codes of practice, standards and guidelines

Indicators and levels of competence of the Australian Core Skills Framework (ACSF)

Organisational requirements for demonstration of work performance

Product specifications.

This part should assist you in determining the focus of the assessment tool. Our next step is to start designing the assessment tool.

Part 1 - Design Assessment ToolsDesign Assessment Tools you will learn to:

Select assessment methods that support the collection of defined evidence, taking into account the context in which the assessment will take place and meeting the principles of assessment

Enable candidates to show or support their claim for recognition of current competency through selected assessment methods

Consider different assessment instruments for the selected assessment methods to generate options for collection of evidence

Consider how the assessment instruments will be administered

Assessment ToolsAssessment tools are critical aids for assessors. Just like you need a roadmap to get to an unknown destination, assessors and candidates need instructions and materials to help identify and interpret evidence and make the judgment of whether competency has been achieved.

This part includes tips for designing meaningful assessment tools and associated instruments. Assessment tools should include instructions for the people being assessed and for the people administering the tool. These instructions will vary, depending on the method of assessment, the level of candidate and the context. However, they should include:

Resources needed to conduct the assessment

Where the tool will be used

Guidance on how to make a decision about competence

How reasonable adjustments could be made

Any variations or restrictions on the tool

Rules for verifying the assessment decisions

Any WHS considerations; for example, identifying hazards in the assessment environment, appropriate controls and reporting mechanisms

Information on access and equity considerations

Mechanisms for recording outcome

When designing assessment tools, consider:

Whether there are assessment tools that already exist which could be used or modified? It might be cost and time effective to use existing tools. Check the Training Package support materials, ask other trainers or search online

The time available to develop new tools to support a particular method; if the tool will take too long to develop, or be too costly, you may have to choose another assessment method

Your skill and expertise and whether you need support

Whether it is possible to integrate assessment of several units

Cost effectiveness of the use of the assessment method and tools. For example, you could use methods which allow you to assess more than one candidate at a time, such as a role-play; methods which can be used in assessing several units of competency holistically, such as a project; or you could design checklists in a way that enable their use as both recording and feedback tools

Whether the assessment methods have any impact on WHS regulations

Instruments to support the observation method Instruments that can be developed to assist with the observation of real or simulated work activities include:

Observation checklists

Instructions for the candidate

Instructions for the assessor

Assessment Methods

Assessment is a three-stage process:

The assessment method is the particular way/s used to gather different evidence. It is a way of collecting evidence that will demonstrate competency. Numerous methods of assessment can be used and some examples are provided below. This is not an exhaustive list and you may add other methods.

Assessment Method Example of Use Instruments / Instructions

Direct observation Real work and/or real time activities at workplace

Work activities in simulated workplace environment Instructions (candidates & assessors)

Observation checklist

Description of competent performance

Questioning Self-assessment

Verbal questioning

Written questions (including on a computer)

Interview

Questionnaire

Verbal or written examinations List /bank of questions from which assessors select questions

Corresponding answers (key aspects)

Instructions (candidates & assessors)

Review of products Work samples or products

Products as a result of a project Instructions (candidates & assessors)

Checklist for review of product produced

Description of competent performance

(including pictures if required)

Structured activities Projects

Presentation

Role-play

Case study

Fault finding Instructions (candidates & assessors)

Scenario, roles, key steps or issues to be covered.

Assessor observation checklist, or

Candidate checklist (with diagrams if needed)

Portfolio Documents such as work samples

Product with supporting documentation

Historical evidence

Journal/log book

Information about life experience

Instructions (candidates & assessors)

Checklist for inclusions or list of expected contents

Third party feedback Testimonials or reports from employers or supervisors

Evidence of training

Interview by employer, supervisor, peer

Authenticated prior achievements Instructions (candidates & assessors)

Template or questions for third party to answer/provide response

When confirming the assessment methods you will use you need to consider the following:

Principles of assessment

Rules of evidence

Clustering of competencies

Language, literacy and numeracy requirements

Needs of the candidates

Complying with organisational, WHS, ethical and legislative requirements

Reflecting the workplace or institutional context

Supporting any claim for Recognition

Principles of AssessmentAssessment is required to conform to the principles of assessment. These principles influence the selection of appropriate assessment methods. Even if you are using existing assessment methods, check that they observe these principles.

The Standards for NVR RTOs defines the principles of assessment as follows. Principles of assessment are required to ensure quality outcomes. Assessments should be fair, flexible, valid and reliable as follows:

Fairness:

Fairness requires consideration of the individual candidates needs and characteristics, and any reasonable adjustments that need to be applied to take account of them. It requires clear communication between the assessor and the candidate to ensure that the candidate is fully informed about, understands, and is able to participate in, the assessment process, and agrees that the process is appropriate. It also includes an opportunity for the person being assessed to challenge the result of the assessment and to be reassessed if necessary.

Flexible:

To be flexible, assessment should reflect the candidates needs; provide for recognition of competencies no matter how, where or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and, support continuous competency development.

Validity:

There are five major types of validity: face, content, criterion (i.e. predictive and concurrent), construct and consequential. In general, validity is concerned with the appropriateness of the inferences, use and consequences that result from the assessment. In simple terms, it is concerned with the extent to which an assessment decision about a candidate (e.g. competent/not yet competent, a grade and/or a mark), based on the evidence of performance by the candidate, is justified. It requires determining conditions that weaken the truthfulness of the decision, exploring alternative explanations for good or poor performance, and feeding them back into the assessment process to reduce errors when making inferences about competence.

Unlike reliability, validity is not simply a property of the assessment tool. As such, an assessment tool designed for a particular purpose and target group may not necessarily lead to valid interpretations of performance and assessment decisions if the tool was used for a different purpose and/or target group

Reliability:

There are five types of reliability: internal consistency; parallel forms; split-half; inter-rater; and, intra-rater. In general, reliability is an estimate of how accurate or precise the task is as a measurement instrument. Reliability is concerned with how much error is included in the evidence.

(Source: Standards for NVR RTOS, Commonwealth of Australia, 2012).

Rules of EvidenceAssessment strategies and tools need to be developed in consultation with industry and should be tested on an appropriate sample of students. Well-designed assessment tools will help to ensure that the evidence collected is:

The Standards for NVR RTOs define the rules of evidence in the following way.

Rules of evidence are closely related to the principles of assessment and provide guidance on the collection of evidence to ensure that it is valid, sufficient, authentic and current as follows:

Validity:

Sufficiency:

Sufficiency relates to the quality and quantity of evidence assessed. It requires collection of enough appropriate evidence to ensure that all aspects of competency have been satisfied and that competency can be demonstrated repeatedly. Supplementary sources of evidence may be necessary. The specific evidence requirements of each unit of competency provide advice on sufficiency.

Authenticity:

To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidates own work.

Currency:

Currency relates to the age of the evidence presented by candidates to demonstrate that they are still competent. Competency requires demonstration of current performance, so the evidence must be from either the present or the very recent past.

(Source: Standards for NVR RTOs, Commonwealth of Australia, 2012).

ClusteringOne consideration is to combine or cluster units of competency for the purposes of delivery and assessment. Many work activities are not adequately described in a single unit of competency. Often, workplace activities draw on competencies from a number of units. Assessment methods can be chosen that assess a number of units of competency simultaneously. As far as possible, assessment should be determined by the logical organisation of work. The process of gathering evidence can apply to part of a unit, a whole unit, a cluster of units or, in some cases, an entire AQF qualification.

Clustering can occur around:

Like or similar competencies as expressed in a number of units of competency

Workplace activities requiring sequential use of competencies

Workplace activities requiring simultaneous use of competencies (or parts of competencies)

Competencies that build on each other.

Language, Literacy and Numeracy RequirementsWhen deciding which evidence-gathering methods to use, the language, literacy and numeracy requirements of the units of competency need to be considered. This will guide the choice of methods so that you are not assessing skills beyond those specified in the units of competency. For example, in many units of competency writing is either not required or is a minimum requirement. In this case, written methods of assessment may not be appropriate, due to the possibility that you maybe assessing the candidates English language or literacy skills instead of the competency. Other methods can be used, including verbal questioning, demonstrations or use of pictures and diagrams.

Ask yourself:

How will a candidates language, literacy and numeracy skills affect the assessment methods chosen?

The Needs of the CandidateOnce the target group has been identified, and the relevant benchmark accessed and analysed for evidence requirements, the needs of candidates within the target group should be considered.

These needs can vary and must be considered in determining and customising evidence-gathering methods and tools to meet the identified needs. This is often called reasonable adjustment, which means that you might need to choose alternative assessment methods or alter the assessment tools to meet the individual needs of candidates. Adjustments are considered reasonable if they still allow for a valid and reliable assessment within the resource capabilities of the training/assessment organisation.

While there could be times that you need to generalise about the candidate being assessed, you need to be very aware that special needs of individuals should be identified. It is important to recognise that learners are not a homogeneous groupthey will have different ideas and experiences, even if those differences and special needs are not always immediately obvious.

Now it is Time to Bring it All Together!You have already determined the focus of the assessment tool and planned the design phase, now it is time to develop your assessment tools. To develop assessment tools you will need to:

Develop assessment instruments that address the evidence to be collected

Define and document procedures for both candidates and assessors

Consider policies and procedures linked to assessment tool use

As part of the development process you will need to define and document clear and specific procedures that guide the application of the instruments, such as:

Instructions for the candidates

Instructions for administering the assessment tool, including resources needed to conduct assessment and the context for the use of tools

Guidance for development or review of decision-making process

Guidance on reasonable adjustments

Specified variations or restrictions on the tools

Rules for verifying assessment decisions

WHS requirements, for example, identified hazards in the assessment environment and appropriate controls and reporting mechanisms

Information on access and equity considerations

You will also need to consider the requirements of assessment system policies and procedures and address storage and retrieval needs, and review, evaluation and version control procedures as part of this process. Assessment system policies and procedures could include:

Assessment records, and data and information management

Recognition of current competency, RPL and credit arrangements

Assessor needs, qualifications and maintenance of currency

Assessment reporting procedures

Assessment appeals

Candidate grievances and complaints

Validation

Evaluation and internal audit

Costs and resourcing

Access and equity, and reasonable adjustment

Partnership arrangements

Links with human resource or industrial relations systems

Links with overall quality management system

6.5 - Validation of Assessment Tools & ProcessesEnsuring Quality in AssessmentAs we have previously addressed, assessment is a vital part of the training and assessment pathway and as such we need to ensure that at all times the right decisions are being made. As a way of ensuring this, assessment conducted within RTOs must meet the requirements of the Principles of Assessment.

Principles of Assessment

Otherwise known as the Australian Assessment Principles, the principles of assessment underpin our actions as assessors and aim to provide quality outcomes and processes to ensure the right assessment decisions are made. There are four (4) principles:

1. Validity

Validity primarily states that the assessment will assess what it claims to assess. There are a range of different forms of validity, however we will look at two broad versions of validity.

Content

Content validity states the evidence will prove that the individual has the required skills and knowledge as specified in the relevant unit of competency.

This means you have a responsibility to assess every criteria listed in your unit of competency but no more. You cannot add extra criteria that you feel are important if they are not included in, or linked to the expectations of the relevant unit of competency.

Construct

Construct validity is concerned with the way we are assessing and ensuring we are actually able to make the correct assessment decision based on the method of assessment utilised. For example, asking an apprentice chef to write an essay on correct vegetable chopping is not the most appropriate way to assess their skills and does not provide for a proper determination of competency.

2. Reliability

Reliability is concerned with consistency. This might be consistency on repeat performance of an assessment or consistency within the process of assessing individuals. There are two broad forms of reliability, each with important connotations:

Inter-Rater

Inter-rater reliability in essence is concerned with whether other assessors would make the same decision.

If you had a piece of work being submitted to multiple assessors, if your assessment processes are reliable you should be confident that each assessor would make the exact same assessment decision.

This can be ensured by producing assessor guides, answer keys, and conducing validation and moderation activities.

Intra-Rater

Intra-rater reliability reverses the flow of the above scenario. It is concerned with the assessment decisions of one assessor and multiple candidates. Can you be sure that you will assess every learner in the same way without personal bias influencing your decisions?

Intra-rater reliability comes down to a simple, yet powerful mantra:

Performance, not the person!

That is, when you assess, you are assessing what a candidate can produce in evidence, not who they are.

3. Flexibility

Assessments can be either on- or-off-the job, and at a mutually convenient time and situation.

4. Fairness

The assessor objectively considers all evidence, is open and transparent about all assessment decisions, and takes into account relevant characteristics and needs of the candidate.

Rules of Evidence

In order to make an assessment decision, we know now that we need evidence. The evidence collected, however must be quality evidence. We can define quality evidence as meeting the following Rules of Evidence:

Validity

Assessment methods chosen must ensure that the evidence collected covers all the requirements in the benchmark or criteria. If the benchmark is a unit of competency, then the evidence must cover:

All elements

All performance criteria

The dimensions of competency

The Foundation Skills

Consideration of the Australian Qualifications Framework (AQF) level

All the musts in the range statement

All the critical evidence listed in the evidence guide

All aspects of the Assessment Requirements documentation

Sufficiency

When choosing assessment methods, ensure the tools can collect enough evidence to make a decision about the candidates competency. Usually, it means collecting evidence to show competency over a period time and in different situations. It is also important to make sure the methods and tools will assess all aspects of the unit. A good way to make sure there is sufficient evidence is to use a combination of different assessment methods.

Currency

When planning an assessment, you need to determine whether the evidence-gathering opportunities you have chosen will ensure the candidate can perform the skills and has the knowledge. Currency is particularly important when assessing for the purpose of Recognition. Evidence supplied by applicants for Recognition may be a combination of historical and recent evidence to show a total picture of current competence.

Authenticity

When planning an assessment, you must be able to ensure that the evidence to be gathered is the candidates own work. Evidence-gathering activities such as direct observations or verbal questions produce authentic evidence easily because the assessor sees the candidates skills or hears the answers to questions. Other assessment methods such as projects or written work may need further authentication. This can be achieved by using more than one method, for example a project plus a follow-up interview to clarify the project stages, or supplementary information in the form of a third party report from managers or supervisors.

It may not always be appropriate or feasible to directly observe or directly question the candidate, so there will be times when this may need to be verified by a third party such as a manager or supervisor. If documentation is used, it must be verified. Using a range of assessment methods will assist with establishing authenticity, through the crosschecking of evidence.

Analysing Existing Assessment InstrumentsIn planning assessment, you should consider what kinds of tools already exist that could be used or modified. This is cost and time effective, as the tools have already been developed and trialled. You can look for existing tools in a number of areas.

Check the support materials developed for the Training Package, ask other trainers, or search online. Be sure however to ensure that any assessments you identify will actually meet the requirements of your unit of competency, the Principles of Assessment and Rules of Evidence.

Assessment MappingThe principle of Validity tells us that our assessment is valid only if it addresses the requirements of the Unit(s) of Competency it purports to assess. You cannot find someone competent in a Unit of Competency until you are positive that all evidence requirements of the Unit have been met.

As such, when developing assessment plans and instruments, it is vital that you constantly compare the instruments being developed with the Unit requirements. This is done through a process known as assessment mapping. An assessment mapping document shows relevant individuals (for example auditors or other assessors) which tasks or questions address which Performance Criteria or Required Skill/Knowledge.

Documentation and Record KeepingThe assessment process is imbued with higher levels of compliance risk than other aspects of the training and assessment pathway, as you are making a decision and formally deciding on competency of individuals. As such it is vital that records are kept appropriately.

All assessment documents should be subject to version control being implemented consistently. When discussing assessment documentation, try to get into the habit of checking that everyone is working from the current version of the document. Check for accuracy of records. Some areas to look out for include:

Assessors working from the same version of assessment materials - these should be checked against the organisations document register

Correct titles and codes for competency standards and qualifications

The correct use of the Nationally Recognised Training (NRT) logo

Out-of-date assessment materials that have been developed for older versions of Training Packages

Documents that should be version controlled. ASQA says that: The RTO must develop and implement version control procedures for managing materials that relate to its scope of registration (including Training Packages, accredited course documents and learning/assessment materials)

Many RTOs use assessment validation checklists to help prompt them in the validation process and facilitate discussions relating to the validation outcomes. The following is an example of a validation checklist produced by the Australian Breastfeeding Association (ABA)

Resources Reviewed/Provided

Assessment Instrument/s

See report

Marking Guide/s

See report

Unit Mapping

See report

Other

See report

Principles of Assessment - to ensure quality outcomes, assessment should be valid, reliable, fair and flexible Comments

Valid assessment

Elements and Performance Criteria are addressed

Assesses the Required Knowledge / Knowledge Evidence

Assesses the Required Skills / Performance Evidence

Addresses the Critical Aspects of assessment (where applicable)

Covers the Range Statement (where applicable)

Context and (where relevant) consistency of assessment

Assessment methods are appropriate for the AQF level

Practical application

Ensures transferability of skills

Dimensions of competency are incorporated

Evidence is gathered over time where required by the unit of competency

The assessment tasks are based on realistic workplace activities

See report for details

Reliable assessment

Supported by consistent marking solutions for acceptable performance

Is supported by clear information for assessors about assessment requirements

Consistent instructions and guidelines are available for students including information about ensuring authenticity and currency of the evidence they provide

See report for details

Flexible assessment

Allows for reasonable adjustment to meet student needs

Adjustments can be made to meet the needs of the workplace (where required)

Timing of the assessment can be negotiated (where required)

Allows for recognition of existing competencies

Draws from a range of assessment methods

See report for details

Fair assessment

Students are provided with clear information about what is expected of them

Reasonable adjustments, including Language, Literacy and Numeracy, can be made while ensuring the integrity of the assessment

Ensures students are provided with objective assessment feedback

Allows for appeals against assessment decisions

See report for details

Overall comments and recommendations from lead validator on assessment tools

Comments

Overall, we agreed that the assessment tools were comprehensive in most cases. The report details some recommendations for some assessment tools.

Recommendations for action

See report

Lead Validator Signature

Date of Validation

12/08/2022

Arrange Materials for Validation Activities

An important part of the preparation for validation processes is to ensure that the relevant documents are accessed. The range of documents most RTOs use to demonstrate systematic validation often include:

Validation documentation Description

Validation plan ASQA requires that the validation plans include the following information:

who will lead and participate in the validation activities?

which training products will be the focus of the validation

when assessment validation will occur, and

how the outcomes of those activities will be documented and acted upon.

See: https://www.asqa.gov.au/news-publications/publications/fact-sheets/conducting-validation

Validation policy Validation policies general include description of the validation procedures such as the schedule of validation. See example of validation policy: http://www.inspiritive.com.au/policies/validation-policy-procedure/

Evidence of qualified validators ASQA requires that the validator, or someone within the validation team, must hold either:

the TAE40110 Certificate IV in Training and Assessment (or its successor), or

the TAESS0001 Assessor Skill Set (or its successor).

A person demonstrating equivalence of competency is not sufficient to meet this requirement.

Records of the assessment tools validated The assessment tools instrument and assessment plan are included in these records, which should specify:

Instructions to students

Instructions to trainers

Identification of assessment conditions

Assessment mapping to unit of competence documentation

Evidence collected

Recommendations for improvement as result of validation Recommendations can include any number of suggestions such s:

Revision of the assessment system and processes

Revision of the assessment tools

Revision of marking guides

Development of additional assessment tools/tasks

Professional development activities for assessors

Training and Assessment strategies (aka Learning and Assessment strategies) A training and assessment strategy (TAS) guide and structure the delivery and assessment arrangements of a VET unit, skill set or qualification. It is a high-level view of a program. It is intended to convey information such as;

The qualification (if applicable)

The units

Any clustering (grouping) of units

The target groups

The method of delivery

The method of assessment

Timeframes for delivery and assessment

Qualified delivery and assessment staff

Required equipment and resources

How industry was consulted

How the program has been validated

Samples of collected evidence The samples collected for the validation must be a statistically representative sample of student submissions as well as the relevant feedback documentation and mapping against unit of competency evidence. Evidence collected can include:

Evidence from direct observation (such s criteria checklist)

Indirect evidence (such as photos or videos)

Work products

Student responses to questions

Self-assessments and reflections (such as journals)

Logbooks indicating hours of time spent on work tasks

6.6 - Assessing CompetenceCompetency-Based AssessmentOverview

Competency-based assessment is the form of assessment utilised within the Vocational Education and Training (VET) sector. It is based around the objective of proving or verifying competency in individuals. Competency-based assessment is the process of gathering sufficient evidence to make a judgment about whether the standards specified have been met. This evidence is mostly demonstrated or produced by the candidate, and some additional evidence can be obtained from third parties.

Characteristics

Work-Focused

Competency-based assessment is designed to indicate if an individual has the skills and knowledge requisite for a job-role. As such, the assessment(s) must revolve around that job role and be focused on the work that would be completed as part of the job. If you were teaching hospitality staff to wait tables, before you could declare them competent you would need to actually see them wait on tables!

Criterion-Referenced

As addressed earlier, fixed standards or criteria are a set of predetermined benchmarks. Benchmarks for assessment may be:

The requirements of the national assessment guidelines of the relevant Training Package/s

The guidelines for qualifications and/or units of competency

The performance criteria or evidence requirements of learning strategies, plans, programs and tools

Organisational requirements or product specifications

Standards-Based

Competency-based assessment is standards-based, in that our determination of competency is not based on our own opinion of what competent performance looks like, but rather the nationally recognised and endorsed standards outlined within Training Packages, Units of Competency and Assessment Guidelines.

Evidence-Based

You cant make a decision on competency without evidence! Competency-based assessment dictates that we must have demonstrable evidence for each criteria that proves competency.Ensuring Your Candidate is ReadySometimes it is obvious to both assessor and candidate that the time is right for assessment. However, there can be times when candidates believe that they are ready and you do not agree.

In this case you should counsel candidates and help them to work out whether they are able to provide enough evidence and, if not, support them as they continue to build up enough evidence.

Candidates can often say that they are or are not ready for assessment. In both cases you should be careful to determine the underpinning reasons for such opinions. For example, it may be to either avoid or to hurry-up assessment.

Self-assessmentCandidates should, as far as is practicable, be involved in determining their own readiness for assessment. The process of self-assessment is a useful and practical first step in encouraging candidates to take responsibility for their own assessment. This applies especially to candidates for Recognition or those candidates who are at a distance from the assessor.

For examples of self-assessment tools, refer to your resources. During the evidence-gathering process, you should ensure that candidates know they are on the right track. You can do this by asking questions of, and seeking feedback from, candidates about how they are progressing. You can also watch part of a work sequence or structured activity and give feedback to the candidate.

WHS in AssessmentThere are two aspects concerning WHS that will affect your conduct of assessment. These are the

WHS components of the competency you are assessing against

WHS requirements of the workplace environment where you will be assessing

The specific WHS competencies are assessed in the same way as other competencies. For example, the assessor must hold the relevant competencies and should be aware of current industry practices.

The unit in which you are participating requires the assessor to address WHS implications of the assessment process, whatever the competency being assessed.

Remember that when a person is being assessed, you cannot be sure they will carry out the roles or tasks in the correct way. Ask yourself - if they are not yet competent - if there is potential for injury to themselves or others.

Necessary precautions will depend on the task being assessed, the assessment environment and the level of risk.

If you do identify an immediate risk to yourself and others in a practice environment, do not proceed with the assessment. Attend to the matter in line with workplace procedures and/or seek advice from the designated WHS person at the workplace.

Arranging Specialist SupportIn order to cater for reasonable adjustments, or simply to ensure that assessment progresses as intended, specialist support may be required. There are many forms that this specialist support can take; below you will find just a few examples.

Assistance by third party, such as carer or interpreter

Support from specialist educator

Provision of developed online assessment activities

Support for remote or isolated candidates and assessors

Support from subject matter or safety experts

Advice from regulatory authorities

Assessment teams and panels

Support from lead assessors

Advice from policy development expert

Recognition of Prior Learning (RPL) OverviewRecognition of Prior Learning/Recognition of Current Competency/Credit Transfer

There are a number of different terms that you will encounter with regards to recognition processes. While most providers will use RPL as a catch-all term for these processes, there are slight differences which are articulated below:

RPL ProcessEvery RTO will have slightly different processes for conducting an RPL assessment however the basic procedure will look similar to the below:

The evidence collected should address each of these sections and this can be demonstrated through the way in which the assessments are mapped. However, when deciding on the evidence required to meet all of these requirements you need to also consider factors such as dimension of competence. TAFE NSW describes the concept of dimension of competency as follows:

Dimensions of CompetenceThe four dimensions of competence will help you to interpret the unit/s of competency and to develop a broad picture of the skills needed for competency. A competent worker does more than just perform work tasks these can be seen as the tip of the iceberg; a competent worker must demonstrate the four dimensions of competence:

1.Task Skills: The student must perform the skills to complete work tasks to the industry standard. These skills are specified in the unit of competency and are often the easiest to identify when preparing an assessment tool.

2.Task Management Skills: The student must plan and coordinate different tasks to complete a work task. These skills are required at all AQF levels and become increasingly complex at higher AQF levels. Traditional TAFE assessment methods may not assess these skills; incorporating them better reflects real work activities.

3.Contingency Management Skills: The student must use problem-solving skills when things dont go to plan. If you dont have access to the students workplace to assess these skills, you could perhaps use a scenario or questions that ask What would you do if...?.

4.Job/Role Environment Skills: In the workplace, the student must be able to follow workplace procedures and practices, deal with workplace expectations such as interruptions or distractions and work well with all work colleagues.

Differences and CommonalitiesWhilst the process of RPL assessments seems very different from first appearances, at their core they follow the same format as a normal assessment:

1. Evidence is collected.

In a normal assessment, we collect evidence through the use of assessment instruments and activities. In a recognition assessment, the responsibility for collecting evidence is placed on the candidate. The evidence may include work samples, job descriptions, portfolios of evidence, third-party reports, or authenticated prior learning.

2. Evidence is compared to a benchmark.

Once again, in a standard assessment context, the comparison of evidence requirements to benchmarks happens at the early assessment mapping stage. When a learner completes all tasks satisfactorily, you will be confident they have met the requirements of the competency. In a recognition assessment, this process is much more labour-intensive for the assessor as they must match each criteria to the evidence that has been submitted by the candidate.

3. Decision is made.In the exact same way as a standard assessment context, a recognition decision must be based on the four (4) principles of assessment and rules of evidence. We will discuss making your assessment decision in the latter stages of this section.

So you can see that RPL assessments, whilst a little more complex than a standard assessment, still follow the same pattern and are impacted by the same rules and principles.

Methods of RPL AssessmentSome of the main forms of assessment that are utilised for RPL include:

Self-assessment: a starting point; candidate considers own competence against the established benchmark

Portfolio documenting historical evidence, e.g. testimonials, records of training, completed documents, awards, third party reports, work samples

Completed product

Questioning through an unstructured interview. Candidate can discuss past experience to demonstrate competency against benchmark, currency of knowledge or to expand on portfolio or completed. Assessor records evidence during this process.

Supporting the ApplicantAs a large responsibility for evidence collection and supply is placed on the candidate, and our candidates may have little to no exposure to the VET sector and nationally recognised training, we must support them as much as possible through the process of RPL.

Recognition is the acknowledgement of relevant skills and knowledge held by candidates regardless of when, where or how the learning occurred.

It is critical that the candidates existing knowledge and skills match the required benchmark. The candidate may have gained this competence through a number of ways - life experience, work experience, or formal or informal training.

To make a decision about whether to undergo Recognition, the candidate will need information to support the following:

Clarification of the benchmarks

Steps in the Recognition process

Self-assessment

Typical experience

Typical evidence

Depending on your training/assessment organisations Recognition procedure, you may be involved in explaining any of the above points.

The role of the candidate in gathering evidence for Recognition is vital. Your role is to help candidates make the connection between their experience and the requirements of the unit of competence.

The candidate should be given every opportunity to decide what experiences and information would best demonstrate competence. To do this, the candidate must be familiar with the unit of competency and the variety of methods and tools that they can use to demonstrate competence.

How the assessment and evidence gathering processes work

How they will be affected by these processes

Their responsibilities

This should be done before the assessment takes place.

Making Your DecisionAs an assessor, when you make a decision, you must be sure that your decision has met all criteria as outlined in your unit of competency and the four (4) principles of assessment, and four (4) rules of evidence.

The same criteria and considerations apply to an assessment for Recognition purposes.

Areas which may need special attention include:

Authenticity (is the evidence their own performance?)

Currency (do they currently have the knowledge and can they perform functions now?)

Transferability (if they learnt in a particular context, can they use the knowledge and skills in other situations?)

It is important to note that we cannot grant RPL for a portion of a Unit of Competency. A candidate will either receive a competent result for the full unit if they meet the requirements or a not-yet-competent, where they will be asked to either provide further evidence for RPL or enrol to complete the full training and assessment pathway.

Validation and ModerationIntroductionA strong validation process is the key to providing quality and consistency in assessment.

Validation is a process involving assessors working in collaboration to review, compare and evaluate their assessment processes and outcomes. This includes validating assessment methods, assessment tools and interpreting the evidence collected to make a judgement of competence, in relation to the same unit/s of competency.

Assessment validation requires competence in interpreting competency standards as benchmarks for assessment, planning and conducting assessments and developing assessment tools.

This section will investigate the process of validation and your role within it, including understanding the various models for validation, how to contribute to validation, the processes involved, and the outcomes of validation.

Quality Assurance, Quality Control, and Continuous ImprovementQuality assurance, quality control, and continuous improvement are three (3) fundamental aspects of the ongoing management of a training organisation and its assessments. The three concepts are all interweaved into your understanding of validation.

Validation vs ModerationTwo terms that you will encounter in investigating quality in assessment are validation and moderation, so what is the difference between the two?

Validation

Validation is a quality assurance process, allowing us to check that assessment tools/instruments/processes/evidence/decisions are able to produce evidence that is valid, sufficient, current and authentic in order for us as assessors to make reliable judgements about whether competency has been met. The processes of validation involves reviewing whether requirements of the relevant Training Package have been met by the assessment and allows for reviewing and making recommendations for future improvements

Validation also involves reviewing decisions that have been made to identify issues and concerns with assessment methods, instruments, or processes.

Moderation

Moderation is a quality-control process that allows us as assessors to bring judgements into alignment. It is a process focused on the principle of reliability; both inter-rater (two or more assessors making the same decision) and intra-rater (single assessor making unbiased decisions). Moderation is intended as an active process in the sense that assessor judgements will be modified through discussion and debate to bring them into a standardised alignment.

Since the implementation of the Standards for Registered Training Organisations (RTOs) 2015, moderation has been merge with validation and is now included in the process of validation.

Preparing for ValidationAssessment validation is an essential part of continuous improvement in a training and/or assessment organisation, as it gives you information about the appropriateness and effectiveness of assessment. In the validation process, information is collected about various aspects of assessment. This information is collated and analysed; improvements are identified and then a plan is put in place to introduce these improvements. Progress is then reviewed against this plan. Good preparation is essential in any continuous improvement process.

Your Role in Assessment ValidationIf you are participating in assessment validation, then your role may include:

Preparation

Establishing the purpose, focus and context of the assessment validation.

Obtaining, Reading and Interpreting Materials

These might be provided directly to you prior to the assessment validation or you might have to locate them yourself. You will probably be familiar with some of these materials.

Submitting Your Materials

You may be required to submit examples of assessment materials you use with candidates, such as assessment tools including instructions, assessment checklists, questions and case studies.

Participating in Assessment Validation Activities

Depending on the type of approach used, you may be part of an assessment panel, team assessment or any other approach used. You will need to be prepared to actively contribute to validation sessions using appropriate communication skills.

Discussing Validation Findings

Suggesting recommendations to improve the quality of assessment.

Who Will Participate?The approaches that have been chosen will determine who will participate in the assessment validation activity.

Validation can use internal processes with stakeholder involvement or external validations with other providers and/or stakeholders.

Where internal processes are used, the RTO uses its own personnel. However, external stakeholders can also be represented. These people can take the role of critical friend so that the needs of the candidates and, where relevant, the enterprises or industry are represented. External stakeholders should provide constructive input to the internal validation process.

Where external validation processes are used, an RTO might work in partnership with other RTOs or with industry or licensing bodies to validate assessment strategies. Assessor networks are a useful source of validation partners.

The approaches to validation that have been chosen will determine who will participate in the assessment validation activity. Each participant will need:

Planning skills to participate in validation activities within agreed timeframes

Problem solving skills to identity information that is inconsistent, ambiguous or contradictory

Evaluation skills in relation to evidence and review procedures

Communication skills to share information in validation meetings.

Gathering MaterialsThe next step in preparing for validation is identifying what you will need to look at during the validation process. What material will be needed will depend on the focus and approach of the assessment activity.

You may need:

The current version of the Training Package that these competency standards or qualifications are drawn from

This can be downloaded from the training.gov.au website

Samples of assessment tools, evidence and assessment decisions, including any documentation outlining the basis for assessment decisions

Assessment policies and procedures

Feedback from candidates

Audit or self-assessment reports

Correspondence on assessment

Some of this material, such as standard assessment tools, policies and procedures, should be available through your practice environments document register. A document register lists all the organisations documents that are version controlled. This is a requirement of the ASQA Standards for RTOs. Where assessors are using different assessment tools to assess the same competency standards, a range of these tools should be collected.

It is vital that you comply with your practice environments policies and procedures for record keeping, record storage, confidentiality and retrieval of information.

Validation Templates and ChecklistsTo prepare for validation, you need to carry out the following:

Discuss and confirm the approach to validation according to the relevant assessment system policies and procedures

Analyse relevant benchmarks for assessment and;

Arrange materials for validation activities

The following table provides details of some examples of assessment validation templates and checklists that could be used for assessment validation activities.

Validation approach Template or checklist Purpose

Moderation meeting/s Moderation action plan

Assessment validation participant record

Assessment validation cover sheet

Pre- and post-evaluation checklists Documents the planning process

Documents who was present and where they were from

provides an explanation of how assessment materials are usedcompleted by assessor/s in preparation

Useful for recording the outcomes of validation

Benchmarking Assessment validation benchmarking summary

Assessment exemplars and benchmarks Summarises decisions made and areas for review

Assessor mentoring Sampling techniques

Assessor mentoring agreement Documents responsibilities of the mentor and the assessor

Design, review and trialling of assessment materials by a group of assessors Assessment tools, processes and evidence checklist

Samples of collected evidence and documentation outlining the basis of assessment decisions Reminds the assessors to apply the principles of assessment and meet evidence requirements

Audit of assessment materials Audit report Summarises audit findings and indicates areas where improvements need to be made

Analysis of client feedback Survey pro forma Provides client feedback on the fairness, flexibility and ease of use of tools

The people participating in validation would talk about:

How they have used the assessment tool

What evidence they have accepted in support of competence when using the assessment tool

The people with whom they have used the assessment tool

The outcomes of the assessment processWhy Validate Assessment?For any organisation using assessment, validation will ensure that the assessment processes, methods, tools and decisions are valid and reliable.

Validation assists organisations to ensure that a quality assessment service is offered. It is also a mechanism that encourages assessors to learn from one another. It helps to raise the confidence of assessors and clients in the assessment processes used and leads to greater accountability.

Assessment validation is a formalised process open to scrutiny. Tea room conversations about assessment, useful as they are, are not formalised validation activities. Assessment validation needs to be:

Planned

Targeted at a specific audience

Documented

Focused on identified areas such as assessment methods and tools.

Purposes of ValidationThe purposes of validation are to:

Demonstrate compliance with the ASQA standards for RTOs

Provide evidence for external and/or internal audits

Improve assessment practices

Evaluate the quality of assessment tools

Provide professional development for assessors

Increase assessor and facilitator confidence

Determine whether different assessors/facilitators using the same tools collect the same types and levels of evidence

Determine whether different assessors and facilitators interpret the same evidence similarly

Determine whether assessment decisions reflect the rules of evidence

In addition, the assessment validation process should highlight areas that need further attention.

Depending on the focus, assessment validation should identify whether:

Assessment policies and procedures are effective and are being followed

Candidates are receiving the kind of information they need about assessment

Assessment resources are properly designed

Assessors are assessing consistently

Validation could evaluate whether the assessment benchmarks, for example, competency standards are being assessed in a consistent, fair and valid manner. Other benchmarks could include:

The requirements of the national assessment guidelines of the relevant Training Package

The performance criteria or evidence requirements of learning strategies, programs or assessment plans

Requirements of WHS legislation, codes of practice, standards and guidelines

Assessment requirements of the National Reporting System

Organisational requirements or product specifications

This section of the Learner Guide focuses on the validation of assessment based on units of competency.

It is not feasible or necessary (nor possible in some situations) to validate the assessment in all of the qualifications and units of competency on the RTOs Scope of Registration once a year. However, the lessons learnt when validating the assessment of one set of competency standards can be used to inform us when conducting assessment of other competency standards.

When Does Validation Occur?Validation can be carried out before, during and after assessment.

Before Assessment

At this stage, validation concentrates on the design of the assessment tools and the interpretation of the units of competency to be assessed. It is important to ensure that assessors have a common understanding of the standard to be achieved and the evidence to be collected.

During Assessment

At this point, assessment validation concentrates on the performance of the candidate during assessment, the process of assessment and the way the assessor carries out assessment.

After Assessment

At this stage, assessment validation concentrates on how effective the assessment was, the standards of performance achieved, the validity of the evidence collected and the accuracy and consistency of the assessment judgement.

Validation ApproachesHave you ever been involved in discussions about what constitutes valid and fair assessment? Validation approaches include:

Assessment panels

Validation and/or moderation meetings

Collectively developing and/or reviewing banks of assessment tools and exemplars

Benchmarking

Field testing, trialling and piloting assessment tools

Peer review

Team assessment

Internal audit process

Client feedback mechanisms

Mentoring by more experienced assessors and facilitators

Use of an independent assessment validator to review

Remember, as a participant in an assessment validation activity, it is assumed that the coordinator will have already decided which approach will be used. However, you may be asked to contribute to a decision about which approach to use. Each approach can be used to discuss or examine different aspects of the assessment process.

Validation TargetsThe focus of the validation process should be an examination of any of the following critical aspects of validation including:

Assessment processes (for example candidate preparation, conducting the assessment, how feedback is delivered to the candidate and/or reporting processes)

Methods of assessment (the techniques used to assess, such as observation, simulations, questions, portfolios)

Products (evidence being produced)

These aspects will be examined against relevant Training Package requirements to ensure that they meet the principles of assessment (validity, reliability, fairness and flexibility) and the rules of evidence (valid, sufficient, current and authentic), where appropriate to the aspect of assessment being validated. Relevant WHS legislation, codes of practice, standards and guidelines impacting on assessment must also be considered when conducting a validation.

Assessment ProcessesThese are the key steps in the assessment cycle and include:

The timing and type of assessment information provided to candidates and assessors

Preparing the candidates

Collecting evidence and making the judgement

Providing feedback on assessment

Reassessment and appeals

Assessment Methods and ToolsThe validation process reviews the methods and tools in terms of:

Appropriateness for candidates

Validity of methods and tools

Reliability of methods and tools

Capacity for flexibility

The instructions to candidates, assessors and third parties.

Interpretation of Evidence

This involves collaboration with others to review whether the evidence collected:

Meets the rules of evidence (validity, currency, sufficiency and authenticity)

Covers all the requirements in the benchmark (including Foundation Skills and dimensions of competency)

Importantly, it must be established whether the assessment process, methods and tools enabled the candidate to provide evidence that would meet the requirements of the benchmark.

In some cases, the focus of your practice environments assessment validation may be the assessment methods and tools or the evidence leading to assessment decisions. In these cases, you will need to clarify what the assessment requirements of the standards are. To do this, you will need to look at:

The type of Australian Qualifications Framework (AQF) qualification

The Training Package assessment guidelines, These guidelines give a broad description of how assessment should be carried out

The performance criteria and range statements. These provide some detail about what competency entails and describe the contexts and conditions in which competency can be demonstrated

The evidence guide. It is important to ensure that the scope of the evidence guide is covered. The evidence guide provides information about what kind of evidence is required and may describe how much of it is needed to demonstrate competency

How the Foundation Skills are addressed in the unit/s of competency

How the dimensions of competency (task skills, task management, contingency management, and job role/environment skills) have been integrated into the assessment.

Contributing to Validation ProcessesAs you now know, assessment validation can take a variety of approaches. Whatever form of validation you are participating in, it is essential for successful completion of this unit that you participate actively.

You do this by being prepared and communicating openly and clearly about your assessment experiences.

Validation is an opportunity to learn from other assessors. In reviewing and evaluating, it is important to ask meaningful questions.

Here are some examples of the types of questions you might ask when validating assessment:

What kinds of candidates do you use these assessment tool/s with?

How could we adjust this tool to suit people who:

Cant read well

Do not have a practice environment

Have a temporary or permanent disability?

Can you explain the evidence you collected and show how it met the requirements of the unit of competency?

What information should be given to candidates before assessment?

How this information is best distributed?

Have you had any assessment appeals when assessing against this benchmark? What was the basis of these appeals?

For the questions on underpinning knowledge, do you have a guide on required responses?

How do you check that the candidate is operating at the Key Competency level that is required by the standard?

What steps did you go through to develop this assessment tool? Was there any industry input?

Were there any situations where this method of assessment was impractical? What did you do instead?

Have you had any feedback from employers or candidates on these assessment methods and tools?

How have you integrated the dimensions of competency?

How have you integrated the Foundation Skills?

In what way have you addressed the critical aspects of evidence?

Questions like these are designed to gain specific information about assessment tools, methods and processes as part of the validation process. Questions assist assessors to learn from one another and, just as importantly, they assist assessors to reflect on their own practice, without feeling that they are being criticised. Validation should be a positive exercise for all those involved!

To establish an environment of openness and trust, you may be asked to sign a confidentiality agreement. This is a simple document that outlines the requirement for assessors to keep discussions confidential and not to use other peoples assessment materials without permission.

Version Control and Accuracy of DocumentsValidation also provides an opportunity to check that assessment documentation is accurate and that version control is being implemented consistently. When discussing assessment documentation, try to get into the habit of checking that everyone is working from the current version of the document. Check for accuracy of records. Some areas to look out for include:

Assessors working from the same version of assessment materialsthese should be checked against the organisations document register

Correct titles and codes for competency standards and qualifications

The correct use of the Nationally Recognised Training (NRT) logo

Out-of-date assessment materials that have been developed for older versions of Training Packages

Validation ProcessesAs a participant in an assessment validation activity, it is assumed that the coordinator will have already decided which approach will be used. However, you may be asked to contribute to a decision about which approach to use. Each approach can be used to discuss or examine different aspects of the assessment process.

Approach to validation What can be examined, discussed or reviewed

Validation and/or moderation meetings Rules of evidence

Interpretation of units of competency and Training Package requirements

Information to candidates about assessment

Assessment tools

Evidence collected leading to assessment decision

Assessment policies, procedures and processes

Checklists for scoring and providing feedback to candidate

Guidelines for assessment (for assessor and candidate)

Assessor networks Interpretation of Training Package requirements

Assessment procedures

Assessment strategies

Determining reasonable adjustment

Assessment tools and materials

Strategies for promoting access and equity

Peer assessment Assessment procedures

Assessment tools

Assessor effectiveness in preparing candidate/s

Conduct of the assessment

Feedback provided to candidate

Assessment judgement based on evidence collected

Assessment panel Assessment processes

Training Package requirements

Individual training plans showing how reasonable adjustment is planned

Assessment tool development

Interpreting and promoting a common understanding of units of competency

Advising on professional development for assessors

Assessment evidence leading to assessment decisions

Outcomes of ValidationThe information collected as a result of assessment validation forms the basis for improvement. It is not enough to collect it, you then need to make sense of it so that it is clear how assessment can be improved. After determining where there are opportunities for improvement, you can then contribute to these improvements.

During the assessment meeting or activity, you will be required to analyse and discuss the findings in order to improve the quality of assessment. This will involve thinking about and suggesting recommendations to improve assessment processes, assessment methods and tools, and how evidence is collected.

Here are some examples of ideas for recommendations for improvement:

Professional development strategies for assessors

Changes to policy and procedures

Management of record keeping systems

Changes to resources to reduce time and/or cost

Changes to assessment system procedures

Partnership arrangements

Improvements to evidence collection processes

Additional or revised information for assessors

Additional or revised information for candidates or third parties

Suggestions about the timing of release of information

Processes to be used in the development of assessment tools

Identification or development of exemplars

Liaison with technical experts.

Recommendations need to be clear, practical and effective. There should be a strong link from the findings of the validation activity to the recommendations.

Make a note of the recommendations agreed upon. Where relevant, you will need to act on these improvements. This can be streamlined by developing an action plan. If the action involves other people, get together with the others and draw up an action plan for implementing the recommendations and improvements. The action plan can include the action to be undertaken, by whom and when.

Record KeepingIt is vital that the outcomes of validation are recorded accurately using templates, checklists or other mechanisms decided by your practice environment.

What information is kept

Where information is kept

How information is archived

How information is accessed

6.7 - Assessment ModerationYour Role as an AssessorEthical and Legal Requirements

Ethical conduct is vital to the assessment process. Issues such as confidentiality, privacy, discrimination and appeal processes can all affect the relationship between assessor and candidate. Assessors have a great deal of power and should use that power correctly and ensure that the proper procedures are followed.

A code of practice for assessors in VET has been adopted and this can be found in your resources.

Assessor Code of Practice

The assessor code of practice outlines the responsibilities and requirements for VET assessors. It aims to ensure ethical behaviour at all times by assessors and provide the best possible outcomes for our clients and learners. Refer to the assessor code of practice in your resources and think about how you would apply the principles stated within it.

Assessment Policies and Procedures

Every organisation has policies and procedures. They internalise the external regulatory or legislative frameworks under which the organisation operates. This is just as true in the VET sector as anywhere else. Every RTO will have documented policies, procedures, and processes for conducting assessments and it is vital that you follow them at all times.

Planning for Reasonable AdjustmentsAs you have already seen, we are bound by the principles of assessment to provide flexibility in our assessment processes and to take into account the individual needs of our learners. As such, you may be called upon to provide reasonable adjustment. Adjustments are considered reasonable if they still allow for a valid and reliable assessment within the resource capabilities of the training/assessment organisation.

An example might be allowing a learner to complete a verbal assessment instead of a written test.

How to Determine Candidate NeedsThere are several ways of determining if there are any special needs of candidates.

If you are assessing in a training environment, the special needs of the candidates will probably already have been determined before and during the training, for example on enrolment and during training activities.

If you are assessing in a workplace, especially without having worked with the candidate before, you might need to:

Spend time with the candidate prior to assessment, ask them if they have any special needs and discuss ways to meet these

Speak to relevant workplace personnel, who may be aware of less obvious needs, for example low literacy or numeracy

Check files for background information, being aware of confidentiality considerations

Examine anything written by the candidate as part of their work

Speak to the trainer.

Range of Methods and Strategies to Cater for Candidate NeedsYou need to confirm that the chosen assessment methods meet the needs of candidates. If assessment methods create any obstacles for candidates, choose a different method or make reasonable adjustments.

When choosing assessment methods and tools, consider the individuals needs; it might not be appropriate to treat each candidate with particular needs in exactly the same way. The best person to tell you about their needs is the candidate themselves - ask them what they require.

Organisational or Legislative Requirements

You have already considered organisational and legislative requirements when interpreting Units of Competency. However, when confirming assessment methods you also have to consider these requirements. This could include making sure that

The assessment methods do not breach organisational requirements, policies and procedures

Privacy and confidentiality, if using third party reports as evidence

Human resource and legal requirements (including anti-discrimination, equal employment, job roles, responsibilities and/or industry codes of practice) if using workplace reports or projects as evidence

The methods comply with any assessment system policies and procedures in your practice environment, including reporting and recording systems

Demonstrations on-the-job follow WHS policies and procedures, and assessors (including any external ones) follow WHS instructions themselves

Quality assurance systems are followed, for example, in how assessments are planned, their format and validation processes

Collaborative or partnership arrangements (for example, in assessment and recording) are taken into account when designing tools and instructions

the RTOs scope of registration is considered (you might need to check this if your practice environment is an RTO as you can only assess units of competency for the purposes of nationally recognised training if they are on its scope of registration).

Reflecting the Workplace or Institutional ContextThe context of the assessment will affect the methods you choose, for example:

If training and assessment activities occur in a training/assessment organisation only, demonstration of skills might have to be through simulations rather than in real workplaces (in line with the Training Package rules)

If demonstrations in the workplace could affect workflow they might have to occur outside normal operating hours

Sometimes permission needs to be gained - identify people involved with the candidate in the workplace who might need to be informed of the assessment process

Where the workplace is noisy, you might need to go to a quiet or private place if assessment involves questioning

Where evidence is gathered over time, you will need to make decisions about how this will be done (for example, by demonstration and third party reports)

You should consider who carries out the assessment (for example, if you are assessing under a partnership arrangement)

Where the candidate is in a workplace, their real work activities should provide relevant assessment opportunities (map the relationship between the assessment benchmarks and the candidates workplace activities).

Check the context in which assessment will take place when you are confirming assessment methods.

In your practice environment, investigate the workplace, ethical and legislative requirements you will need to consider when assessments are conducted. How will this affect the assessment methods you choose? How will the context of the assessment affect the choice of assessment methods?

Review and Trial Assessment Tool

Once your tools have been developed, you will need to check the tools against the evaluation criteria.

Evaluation criteria could include:

Effectiveness and relevance to the competency standards

Whether the assessment tool is appropriate to selected assessment methods

Whether the assessment tool is appropriate to target group and assessment context

Appropriateness of language and literacy for intended audience.

You will need to:

Check draft tools against evaluation criteria

Trial assessment tools with pilot group of candidates validate content and application

Collect and document feedback from trial candidates

Make any required changes

Format and file finished assessment tool in line with RTOs policies

6.8 - Assessment ToolsAn assessment instrument is the individual documentation used to collect evidence in an assessment, or to provide instructions to candidate/assessors, or to guide assessors to make correct decisions. A combination of different instruments makes up a larger assessment tool:

Irrespective of the method of assessment you are utilising, there will be some set assessment instruments youll require:

Instructions to candidate

Instructions to assessor

Evidence gathering instrument (may be questions, checklists etc.)

Recording tool

Assessor guide/description of competent performance.

You may be able to access existing assessment instruments or you may be called upon to develop your own.

This section will provide guidance on a range of different assessment instruments you may be called upon to develop and some tips on their design

Instruments for Observation

Instruments that can be developed to assist with the observation of real or simulated work activities include:

Observation checklists

Instructions for the candidate

Instructions for the assessor

The instruments to assist with observation are covered in more detail on the following pages.

Observation ChecklistA checklist can be designed to support observations. The checklist should be written in plain English and include:

Candidate details

Assessor details

The benchmark/unit of competency

Any prerequisite competencies

Specific WHS requirements

The specific task, action or activity to be performed

Methods of assessment

Number of assessments to be observed

Standard of performance to be observed

Capacity to record results and comments or feedback

Instructions For the Candidate

Instructions to candidates can be included on the checklist or in a separate document. Instructions should be written in plain English and include:

The nature of the task or tasks to be performed

Any materials or equipment needed

Any other information useful for the candidate

Instructions For AssessorsInstructions for assessors can also be included on the checklist, or in a separate document. The instructions for assessors should contain clear and specific directions on the administration and use of the tools and specify:

Conditions and resources needed for the candidate

Workplace health and safety considerations and any other legislative considerations

Workplace policies and procedures to be observed by the candidate

How to make the demonstration as realistic as possible if not conducted in real work time

Instruments for Simulated Practice

Simulations can be used when it is not reasonably practical to conduct the assessment in a real time/real workplace environment, for example, when it is too costly, dangerous, a risk to confidentiality or there is no workplace environment available.

Instruments that can be developed to assist with the observation of simulated work activities such as role-plays and practical activities could include:

A scenario describing the situation

Scripts for each person involved in the simulation

An observation checklist

Instructions for the assessor

Instructions for the candidate

Debriefing guidelines

A recording toolSimulation Scenario

In developing a scenario describing the situation:

Make the situation as realistic as possible

Keep it simple, yet provide enough information to set the scene and provide the basis for the role-play

Be aware of the literacy levels of the candidates, and any special needs

Consider what you are actually assessing and check that these will be covered by the scenarios and scripts (that is, you are not assessing the role-play; you are assessing the demonstrated competency)

Be aware of any WHS issues, particularly if you are simulating activities which could be dangerous such as extinguishing a fire

Establish clear criteria for making judgements, particularly if you are observing processes rather than end products

Scripts

In developing scripts for each person involved in the simulation:Brief candidates well about the activity and their role

Explain the context of the activity, performance expectations, and duration of the activity

Trial the script to make sure it achieves what you want it to achieve

Observation ChecklistThe section above titled Instruments for Observation gives hints on developing instruments to support observation.

Instructions For the AssessorInstructions for assessors should contain clear and specific directions on the administration and use of the instruments and must ensure the intent of the simulation is followed. Instructions should include:

What is being covered by the simulation

Background on the scenario and how it can be reasonably adjusted if necessary to meet candidate needs

Any resources needed and where to access them

The assessors role in the simulationwhether they are one of the participants, for example, a supervisor giving instructions

Who to notify about the simulation if necessary

Instructions to give the candidate, including how to relax and a reminder that you are not assessing their acting ability

How the simulation will be recorded, for example, on a checklist or video for later evaluation (this can be useful where it is not practical for the assessor to travel to remote locations)

Instructions For the CandidateCandidate information for simulations could include the types of resources available to the team or individual and any additional problems or issues to which participants need to respond.

Instructions should be in a written format and include:

The scenario (which could be on cards used in the role-play)

Any equipment needed

WHS procedures to be followed

What is being assessed

Hints on how to relax during the simulation

Debriefing GuidelinesIn any role-play or simulation, it is important to debrief after the event. Your assessment tools could include instructions for this.

Depending on the potential impact of the role-play, an opportunity could be provided for the candidate to clearly express afterwards that the activity was a role-play and not a reflection of them as an individual. Getting candidates to state their name and work role, and the differences between their situation and the one being role-played can help, as can feedback from observers.

Recording ToolYou should have provision in the assessment tool or in related documentation to record the outcomes. Ideally, these recording mechanisms would be able to capture performance over time and the full dimensions of competency.

You might want to record the simulation on video to form part of the record of assessment, or for validation purposes. This could also be useful for providing feedback in the event of an appeal about a decision or if the workplace is remote. If recording a performance, you must make sure the candidate is comfortable with both the recording method and any planned use for the video.

Instruments for Verbal QuestioningInstruments that can be developed to assist with verbal questioning of real or simulated work activities include:

Prepared questions

Prepared responses

Instructions for candidates

Instructions for assessors

Recording instruments

The instruments to assist with verbal questioning are covered in more detail below.

Prepared QuestionsWhen developing an assessment tool containing prepared questions:

Prepare a set of basic questions and be prepared for follow-up questions that might be required

Identify the types of questions which would best suit your purpose, for example, closed, open, probing or hypothetical

Test the questions before use to ensure they elicit the responses or information you want

Be prepared to adjust questions depending on any special needs of the candidate

Keep the questions short and focused

Sequence the questions to extend candidates from familiar to unfamiliar situations

Use terminology the candidate will understand such as that covered in training or in the workplace

Ask single questions, not double-barrelled questions

Frame the questions in the affirmative avoiding double negatives

Dont use trick questions

Make sure your questions do not lead the candidate; avoid questions which suggest an answer or response

Prepared ResponsesIn developing prepared responses to use with questioning tools:

Make a list of acceptable responses to ensure reliability of assessments and help with recording

Give guidance to the candidate about how much information is needed in their response to a question

Instructions For the CandidateInstructions for the candidate could be separate or included on the question sheet. Instructions should include:

When and where the questions will be asked

Who will ask the questions?

The benchmark around which the questions will be asked

Guidelines relating to the questioning process, for example, repeating the question, clarifying the question, candidate being able to read the question

Length of time in which to respond to questions

Method of recording responsesInstructions For AssessorsThe instructions for assessors should contain clear and specific directions on the administration and use of the tools. They could be separate, or included on the question sheet. Instructions should include:

When and where to ask the questions

Reasonable adjustments that can be made to the questions

Time allocation

Recording of responses

Recording InstrumentsResponses should be recorded to:

Provide feedback to the candidate

Provide evidence of the process and outcome to be used in any appeal against an assessment decision

Ensure adequate recordkeeping in line with RTO policies and procedures and other responsibilities

Assessment recording instruments could include evidence captured in written form as well as audio and/or video format.

The recording tool should include:

Information about the candidate, assessor and context

The list of questions, if appropriate

A place to indicate a satisfactory response, according to the response sheet (however, the response sheet could be separate or included in a checklist)

A place to indicate satisfactory response overall and the feedback given to the candidate

Instruments for Written QuestioningInstruments that can be developed to assist with written questioning of real or simulated work activities include:

Prepared questions

Prepared responses

Instructions for the candidates

Instructions for the assessors

Recording instruments

These instruments to support the written questioning method are covered in more detail below.

Multiple Choice QuestionsMultiple-choice questions consist of a question or statement called the stem, the correct answer and a selection of responses or options. Multiple-choice questions can ask for the correct answer, the best answer from a list of possibilities, or for a sentence to be completed.

They usually consist of a question with grammatically parallel options or a statement with grammatically correct completions as options.

They are effective for assessing a broad range of knowledge, require a minimum of writing for the candidate and are easily marked. However, they are difficult to construct and can provide limited capacity for a full response. When constructing multiple-choice questions:

Present a single, clearly formulated problem

Include only relevant information in the stem and use plain English

Make sure only one answer is correct

Avoid having the correct answer different in style or

Make sure the options are all plausible and grammatically correct

Place correct answers at random and use no more than four options

Do not use all of the above or none of the above

Do not use negatives in the stem

Keep statements brief

Make sure there arent any clues in the options

Type of written question What it means

Multiple response questions

Multiple response questions are similar to multiple-choice questions, except there is more than one correct answer.

Because the candidate does not know how many correct answers there are, it can minimise guess work.

Multiple response questions can be easier to construct than multiple choice questions.

True or false questions True or false questions are good for assessing factual knowledge. They ask the candidate to confirm or deny a statement.

They allow for testing a large amount of material at the same time, and are easy to mark.

However, candidates could guess and have a 50/50 chance of choosing the correct answer. In addition they do not assess application, are not easy to write and often lead to a quite shallow assessment.

When constructing true or false questions:

Use plain English

Use only one central idea in each item

Do not use double negatives

Make sure you are asking about knowledge related to the unit

Concentrate on factual statements not ones that can be disputed

Make instructions for responses simple, for example, tick or circle T/F rather than writing out true or false

A separate statement and response sheet makes marking easier, allowing the use of a marking template and the reuse of the statement sheets.

Matching questions or matching pairs

Matching questions, ask the candidate to match one set of information with corresponding information in another set. They can be used in content areas where there are a lot of facts, for example in definitions or in showing cause and effect.

When constructing matching questions:

Give clear directions

Make all options plausible and relevant

Make sure the questions are worded carefully to avoid distracting or confusing the candidates

Concentrate all the questions on a single concept

Dont allow a response to be used more than once

Arrange both columns in a systematic order, for example alphabetically

Six to ten matching questions is a good size

Include more than the required number of options to be matched, to reduce the incidence of guessing.

Constructed response questions These are suitable to assess ability to describe, explain, analyse or evaluate. They are usually easier for the assessor to write than selected response questions, but take longer to mark.

Completion questions or fill the gap

In completion questions, the candidate fills a gap; these focus on one or two word answers. They are useful for the recall of information and facts. However, assessors need to make sure that they are suitable for the literacy level of the candidates, to make sure they are not assessing English ability or reading comprehension rather than facts. Labelling diagrams or pictures is a variation of completion questions.

When constructing completion questions:

Make sure there is a correct answer

Avoid leaving too many gaps so that the sentence becomes a puzzle

Leave a blank towards the end of a sentence rather than at the beginning

Make blanks the same length so that clues about the length of the word arent given

The blank should be a key word.

Short answer questions

These concentrate on a single issue or concept, and ask for a short response to a question. They are relatively easy to construct, minimise opportunity for guessing and assess recall of information. However, they also do not generally assess application of information, and assume a degree of language and literacy skills of the candidate.

When constructing short answer questions:

Use direct questions using language familiar to the candidates

Give guidance on the parameters of the answer, for example how many words or sentences, or leave a certain amount of space on a question sheet to indicate parameters

Use question words such as: who, what, where, and when to focus the question.

Extended response questions

Extended response questions include essays and reports. They can be used, for example, to present arguments, analyse, evaluate, explain or describe. These give candidates an opportunity to demonstrate cognitive skills such as analysis and synthesis; to assess application of knowledge; and be creative in their response. However, they are more difficult to assess.

When constructing the questions:

Make sure the writing has an audience, for example, based around a workplace task such as a report or a recommendation to management rather than just an essay for the assessor

Give parameters, for example size and time limits

Make the marking criteria clear

Give clear instructions.

When assessing extended response questions, have model answers as a guide.

Sample Response SheetsFor all written questions, response sheets or marking guides are essential. It is helpful to write the answers to the questions as they are being written, except for extended response questions which instead require a list of assessment criteria to be constructed.

Tests

Testing is one way of collecting evidence of underpinning knowledge. These can be written or oral. As an assessor, you will also need to consider other forms of assessment as knowledge-based tests cannot provide sufficient evidence to display competence.

Prepared ResponsesIt can be helpful to make a list of acceptable responses to ensure reliability of assessments and to help with recording.

Instructions For the Candidate

Instructions for the candidate regarding written questions could be in a separate document, or included on the question sheet.

Provide some guidance as to the length of response required.

Provide sufficient space for responses.

Provide a timeframe for the responses to be given in.

Provide details of the time and place for the candidate to provide written responses and the conditions under which it will be conducted.

Instructions For the AssessorInstructions for the assessor regarding written questions could be in a separate document, or included on the question sheet and should:

Contain clear and specific directions on the administration and use of the tool

Include details of when and where the written questions will be administered and any other associated conditions and time allocation.

Recording instrumentsRecording instruments for written responses should include a:

Response sheet for candidate

Place for the assessor to indicate a satisfactory response overall and that feedback has been given to candidate

Instruments for Third Party ReportsInstruments that can be developed to assist with obtaining third party reports on candidates include:

Instructions for the third party

A third-party observation checklist

Instructions For Third PartyIn developing instruments for use by a third party such as a supervisor:

Keep instructions simple and clear

Ensure reports require minimal effort to complete, unless the third party chooses to provide an extensive report

Give clear advice on the third partys responsibilities regarding completion of the report

Ensure any checklist contains specific information about what is required, for example, what needs to be observed, at what standard and under what conditions

Include an outline of the purpose of the third party report and how the evidence will be used

Include a timeline for completion.

Third Party Checklist

Third party observation checklists should include:Candidate details

Details of the performance to be reported on

Provision of space to provide comments

A space for the candidate and the observer to sign, and the date of the observation/s

Instruments for Projects Instruments that can be developed to assist with the project method include:

Project brief or specifications of the product or steps and areas for negotiation

Checklist for assessing the product or process

The instruments to assist with the project method are covered in more detail below.

Project Brief or Specifications of the Product or ProcessThe project should be designed around tasks the candidates can do in their workplace as part of their normal duties, or contain suggestions on how they could identify a relevant workplace project.

Clear specifications are critical. The project brief should be written in plain English and contain:

Clear specifications for the product or event

Steps needed to complete the project (or the candidate may identify these as an assessable component of the project)

Realistic timeframes including milestones to be achieved

Resources that might be needed or can be used, and cost considerations if applicable

The type of support the candidate can receive

Rules for dealing with the public if the project requires candidates to move outside their workplace or training institution, for example they might need to be provided with letters of recommendation before contacting outside organisations

Risk management strategies (or have candidates consider these strategies, as an assessable component of the project)

Processes for gathering evidence during the production of the product or event; for example, team meeting minutes, plans, concepts, or consultations as these should form part of the assessment

Checklist for Assessing the Product or ProcessThe checklist should contain the:

Benchmark to be used for assessment of the project or process

Criteria that the project or process must meet

Candidate details

Assessor details

Specific WHS requirements

Provision to document results

Provision for comments or feedback

Instruments for Portfolio Assessments

A portfolio is a variety of relevant pieces of evidence collected by the candidate.

Instruments that can be developed to assist a portfolio method for candidates include:

Instructions for candidates

Instructions for assessors

Portfolio evaluation list or form

These instruments to assist with the portfolio method are covered in more detail below.

Instructions for CandidatesIn the instructions for candidates, include:

Suggestions of different types of evidence that can be included in the portfolio

Recommendation on the amount of evidence required

Judgement statements or criteria against which the portfolio will be assessed

Timelines for submission

Support available for further guidance

How to validate the items are authentic, such as verification by a supervisor

How to cross-reference the evidence against the performance criteria, for example using a matrix or coding so the assessor can easily see which criteria the items in the portfolio relate to

How to present the portfolio including a table of contents or other guide to find material in the portfolio

Information on whether or not the portfolio will be returned to the candidate or kept as evidence, as there are issues of copyright in terms of who owns the product which need to be resolved

Criteria for evaluation of the portfolio

Instructions For AssessorsIn the instructions for assessors, include:

Clear and specific directions on the administration and use of the tools

A timeline for portfolio collection by candidates and return to the assessor

Portfolio Evaluation List or FormThe list or form should contain:

Details of the assessor, candidate, units being assessed and context

Requirements of the units of competency

Criteria against which the portfolio is assessed with space to make evaluation notes about how the evidence meets the criteria; any issues needing clarification; and any further evidence needed

Space for a summative assessment, if applicable

Instruments for Journal Assessments

A journal is a mechanism for recording a candidates reflections on events or activities over time. Instruments that can be developed to assist a journal method for candidates include:

Instructions for the candidates

Instructions for the assessor

The instruments to assist with the journal method are covered in more detail below.

Instructions For CandidateInstructions about how candidates might construct a journal could include:

What information to include in the journal and how this could be done. For example, the candidate could write about tasks undertaken, action taken to deal with contingencies, reflections on these actions and interactions with other people and could include other evidence such as emails

How often to record in the journal (at least once a week and it is a good idea to suggest a particular time of the day or week)

Details of the format of the journal

Instructions For the Assessor

Instructions for the assessor should contain clear and specific directions on the administration and use of the instruments. This should include:

The purpose the journal fulfils in the assessment-gathering process

Issues of confidentiality and privacy

How to encourage the candidate to complete the journal regularly.

Instruments for Case Studies

A case study is a scenario with follow-up questions. Instruments that can be developed to assist a case study method for candidates include:

Case study scenario

Questions or activities

Criteria for assessment

Possible responses

The instruments to support the case study method are covered in more detail below.

Case Study ScenarioIn devising a case study:

Identify a relevant form, for example, written scenario, a video of an event, a diagram or chart, or an interview

Include sufficient detail

If the case study is written, make sure the language is appropriate for the level being assessed

Provide it in an alternative format, for example, on audio or video tape, if the candidate has such needs.

Ensure it is easy to read

Base it as much as possible on real work situations; use your own experiences, or talk to people within the industry

Identify the evidence required and base the case study and questions or activities around thisQuestions or activitiesIn devising a set of questions or activities:

Make sure that they do not require skills at a higher level than specified in the unit of competency or other benchmark being used

Write the questions or activities so they are clear and relate to the case study.

Ask different types of questions depending on the AQF qualification and the requirement of the unit of competency. For example, short answer questions could be asked if wanting a response to a situation, whilst complex questions will allow for analysis.

Instruments for Self-AssessmentSelf-assessment is the process whereby a candidate rates their experiences and evidence against the benchmark requirements. The following instruments that have been explained previously in this section can be adapted for self-assessment purposes. Self-assessment can be for recognition purposes and for formative assessment.

In self-assessment methods, a self-assessment checklist with instructions for candidates should be used. This should allow for reflection on performance and include guidelines on making judgements about the evidence gathered. This is covered in more detail below.

Self-assessment Checklist With Instructions For CandidatesThese instruments are similar to the observation checklist (see above section Instruments to support the observation method) used by assessors, except the candidate evaluates their own performance.

Include in self-assessment checklists:

Information on the standard of performance required, for example, elements and performance criteria from the unit of competency and critical aspects

Space for the candidate to respond with relevant experiences and evidence

Guidelines on how the candidate can evaluate their own responses.

In providing instructions for candidates, include:

The process to be followed for self-assessment and how to get support if required

Where the information needs to be documented

How the self-assessment information obtained will contribute to and be used in the formal process of assessing competency across all requirements of the unit

Assessment Instruments Overview

Whatever method you choose to use to assess, you may be called upon to develop assessment instrument. Use the guidelines above to ensure your assessments achieve all of your intended outcomes and purposes.

Making a DecisionAssessment is about making a decision. We addressed in Section 4.1 that this decision is facilitated through collecting evidence, then comparing that evidence against agreed upon benchmarks or standards.

Assessors often worry about how much evidence is enough to prove competency. You need to be certain that the evidence you and your candidate have collected covers all parts of the benchmark. If the benchmark is a unit of competency standard, then the evidence as a whole must cover:

All elements

All performance criteria

All performance evidence

All knowledge evidence

The Foundation Skills

The dimensions of competency

Make sure that you are familiar with and have made allowable adjustments for the special needs of your candidate/s.

At the higher AQF qualifications, the skills and knowledge are more complex. It may be inefficient or impossible for the assessor to see or witness all the behaviours. Use of a range of sources of evidence, for example, work projects, third party reports or simulation, can help the assessor make a professional judgement. To help make the decision about competency, assessors can ask themselves if they feel confident that the candidate:

Could perform the function in a different environment

Knows what and why they are doing things

Has performed consistently over time

If yes, then the candidate is competent.

Collecting EvidenceCollecting evidence from your candidate is the crucial first step in assessing competency. Remind yourself of the following relationship:

In your planning and preparing, you have provided guidance for candidates to reach the final stage, producing quality evidence. Collecting evidence involves your learners completing the assigned assessment tasks you have developed in your assessment planning stages.

Interpreting Assessment PlansIt is important that you always assess in line with the plans that were originally developed. This is vital in ensuring the principle of reliability each learner is being assessed in the same way under the same conditions, and all assessors are making the same assessment decisions.

When commencing the assessment, ensure you have interpreted the requirements of the assessment plan. Do you know what evidence you are looking for? Do you know what that evidence looks like?

You must be sure to use the methods and conditions for assessment as outlined in the assessment plan as these have been mapped and verified as to their appropriateness and validity.

Gathering Quality EvidenceThe entire process of assessment is contingent on us having quality evidence on which to base our assessment decisions. Remember there are some basic rules that will help you to determine whether the methods and tools you have chosen provide adequate, quality evidence of competence; these were discussed previously in this chapter. The rules we apply to evidence to judge its quality were:

Validity does the evidence actually allow us to determine competency?

Sufficiency is there enough evidence to make a decision?

Currency is the evidence representative of the current skills and knowledge of the candidate?

Authenticity is the evidence the candidates own work?

Making Your DecisionOnce you have collected evidence from your candidate, it is now time to make your assessment decision. This process should be relatively simple if all previous steps have been completed correctly.

right1016000When assessing for the purposes of competency-based assessment, there are a set list of results a candidate may receive:

Providing FeedbackProviding feedback to candidates is vitally important for their ongoing development. You should make it clear where any areas for improvement are, or why they have not been found competent. This feedback may be referred to during any appeals processes.

When communicating the outcome of assessment to the candidate, you should:

Be very clear about whether the candidate is competent or not yet competent

Outline where competence has not been achieved

Outline how the candidate can achieve competence

Written FeedbackAfter the completion of the assessment, give the candidate written feedback which could include an action plan for further development by the candidate, assessor and any other relevant personnel.

There are templates for this available on your resources

Reviewing Personal Training Performance

Strategies For Improvement

Undertaking a reflection on own personal performance helps determine strategies for improvement. This type of reflection should consider:

The initial training objectives

The content used in the training program

The training materials INCLUDEPICTURE "https://images.unsplash.com/photo-1465343161283-c1959138ddaa?ixlib=rb-1.2.1&ixid=eyJhcHBfaWQiOjEyMDd9&w=1000&q=80" * MERGEFORMATINET

The methods chosen to deliver and present ideas in the training

Training skill levels

Venue and resources available and necessary

Skills and knowledge acquisition demonstrated by learners

Industry requirements and how they are reflected in training

Sequencing of tasks and knowledge distribution

Accommodation of special needs amongst learners

Review of relationships between learners and trainer

In order to undertake these reflections, you may need to refer to information such as:

Outcomes of questionaries distributed to the learners

Open discussions with both individual learners and the group

Discussions with other people involved in the training (other than learners such as managers and colleagues)

Continuous improvement review discussions

Trainer performance evaluations with supervisors

The evaluation process should reflect principles such as:

Evaluation Principles Description

Validity of evaluation process Ensuring that at the questions asked in the reflection process are designed to elicit information that is relevant to what is being measured

Reliability of evaluation process Ensuring that the information gathered is consistent regardless of the time of day or week the questions are considered and asked

Benchmarking of evaluation process Ensuring that the evaluation involves measures against specific standards of practice such as satisfaction levels and training outcome expectations.

Follow up from evaluation process Ensuring that learners and the organization are engaged in a follow up to the evaluation outcome where they are made aware of the strategies implemented to improve practice

Strategies

Identifying strategies for improvement as an outcome of evaluation process will depend on the resources and further opportunities available to undertake similar training. There may be an ongoing evaluations process implemented where strategies are developed and adopted as the training is being delivered rather than a process at the very end. The type of strategies that may be adopted could include:

Further research into the skills and knowledge of the learner group

Further discussion what the workplace to identify their needs

Changes in recruitment practices relating to trainers, administrative support, venue management etc

Reviewing the Relationship With the Learner

The relationship between the trainer and the learner is should be based on a sense of trust and mutually agreed understanding of the learning outcomes. The feedback process described earlier in this guide will inform the progress of this relationship, but it is also important to undertake self-reflection as a trainer on a regular basis. The areas that may require adjustment as an outcome of this review can include:

Changes to timeframe (including due dates of assessment submissions)

Clarification of instructions

Creation of further opportunities for learner to practice skills

Health and safety issues and control measures

Conflict resolution mechanisms in the event of clashes

Measures Used to Check Training Performance

Checking the training performance may involve checking to see whether:

The objectives of the training plan are progressed

The learners skills and knowledge are improved

The workplace tasks are carried out effectively

Learner attitudes towards work practices has developed

Regardless of the content of the training delivered, there are a number of different methods that can be applied to measure the training performance including:

Measurement Techniques Description

Informal review or discussion Setting aside time to talk to the learner and discuss their progress can be imbedded in the training schedule on a regular basis. Informal discussions are useful during the training delivery process rather than at the end when it is too late to make any significant changes to the way the learner engages with the training delivery.

Learner survey Surveys can be useful to measure both the learners knowledge acquisition as well as their levels of satisfaction with the training so far. Again, it is important to survey learning at various intervals rather than simply waiting until he end of the training program

On-the-job observation On-the-job observations can be conducted by either the trainer or the workers supervisor. It is common to provide the observers with a checklist of tasks that they need to observe the learner completing and requiring the observer to comment on the level of competence demonstrated by the learner when completing the tasks.

Review of peer coaching arrangements. Peer coaching is a process where workers seek feedback and provide feedback about their performance from their peers rather than supervisors. This process can be useful both within the training delivery environment as well as during ongoing workplace evaluation systems. Workers tend to be open with each other when they have a trusting relationship and this can be nurtured during the training programs.

6.9 - Bibliography & Further ReadingURL Description

Designing assessment toolsPublication produced by the Department of Training and Workforce Development, Western Australia, 2013 which provides clear guidance on how to develop the various assessment instruments relevant to the VET sector:

VET Reporting videoAVETMISS (Australian Vocational and Education Training Management Information Statistical Standard) is a nationally consistent standard for the collection and analysis of VET information throughout Australia. RTOs receive public funding for VET training delivery and are required to submit AVETMISS compliant data at least once a year.

Assessments in the VET sector Western Australia guide to developing assessments in VET sector

The role of assessment in the vocational education sector This chapter looks at international experience with vocational education and training (VET) assessment and certification. It discusses the need for standardisation and independence, as well as the importance of holistic assessments. It looks at the role of employers and trade unions in planning and undertaking assessments, and how this can enhance the quality of assessment, and improve the credibility of certification.

Australia higher education group In the VET sector, assessment refers to the process of collecting evidence for making judgments about an individuals competence or ability to perform a task or role against a standard expected in the workplace.

Chapter 7 Compliance & AdministrationRecording and ReportingDocumenting the AssessmentUnder the ASQA Standards for Registered Training Organisations, RTOs must keep records, including those relating to assessment. In addition to other requirements, these records must be kept for a certain time-period and can be used as evidence, for example if there is an appeal.

In your practice environment, what are the requirements for creating, storing and accessing assessment records?

Why Record?Keeping accurate documentation of the assessment process is extremely important as these records may be:

Used in providing feedback to candidates

Used to confirm the issue of a qualification or Statement of Attainment

Referred to in guiding future study options

Used for promotion or salary increases

Used as evidence that the training and/or assessment organisation has complied with legislative or regulatory requirements

Placed in employment or personnel files

Referred to in an appeal

What Should be Recorded?All formal documentation from the assessment process can be used as assessment records. For example, performance checklists, assessment tools and any other records relating to how you made the assessment decision.

At the very least your records should include the following information:

Name of candidate

Name of assessor

Date of assessment/s

Location of assessment

Benchmarks assessed

Evidence required/provided

Methods and tools used

Assessment results

Feedback details

Any appeals or follow-up procedures

Your practice environment may already have the relevant instruments required to record all stages of the process.

Where could you find advice or extra information about records

How Should Assessment Results be Recorded?

The outcomes of the assessment process should be documented promptly and accurately in accordance with the policies and procedures of the:

Practice environment

Enterprise or organisation in which you are assessing

Reporting the Assessment DecisionWho should be informed of the assessment decision? What should be reported?

After the assessment decision has been made, depending on the key stakeholders, there will be different reporting requirements.

The following is a guide to what may be included in an assessment report:

Personal details of the candidate

Date, time and venue of the assessment

Details of assessors

Summary of evidence

Copies of assessment related paperwork

Assessment decision

Feedback to and from the candidate

Justification of decision

Summary of the candidates action plan

Other critical information including appeals and outcomes

Sign-off by assessor and candidate

Electronic or paper reports to justify findings

The report can also include recommendations for further action, for example further training, further opportunities for practice or reassessment.

The content of the final assessment report should be aligned to your key stakeholders requirements. Make sure you discuss this with the key stakeholders who need to know your assessment decision, before you produce the report. Key stakeholders may include:

Line supervisors or managers

HR or training manager

Funding bodies

Parties nominated by the candidate

Parties to be informed under contractual obligations

RTOs have an obligation to retain and record details of learner competency. We will investigate the larger expectations for maintaining assessment information in Section 4.7 and Chapter 5, however below you will find three broad requirements for assessment record keeping and administration:

Reviewing AssessmentAs with all of our processes so far, it is important that we review all assessments to ensure quality and consistency.

Review ChecklistA review checklist will enable you to ensure that:

All steps in the assessment process have been followed and completed

All organisational requirements have been met

The assessment plan has worked

The assessment process has been reviewed

Information gathered in the completion of the checklist will also provide a basis for any improvements that you may need to make to the assessment process.

You can use the following checklist at several stages in the assessment process. For instance:

As a reminder of what will need to be done before you start the assessment process

As you complete each detail, noting any comments about that item

For its intended purpose, as a check after the process to ensure that everything has been done

You will note that there is a space at the bottom of the first column for you to add any further questions.

Review Checklist

Assessment Process Yes/No Other Comments (problems encountered and suggested improvements)

Has the assessment plan been confirmed and followed? Were all organisational and legal requirements confirmed or addressed? Was the candidate properly briefed? Were the rules of evidence applied in gathering quality evidence? Was the candidate properly supported throughout the process? Were methods and tools used appropriately? Were reasonable adjustments made? Was clear and constructive feedback provided? Have all relevant documents been recorded? Any other questions? Focusing on Clients Needs and ExpectationsKeep the client happy is an overly used phrase, but if the client is happy, chances are the organisation is too!

Who are your clients?

What are their needs and expectations?

The clients of the VET sector are an integral part of the framework.

It is important to define who you mean when you use the term client, as all of the following could be termed clients:

Individual learners, students, apprentices, trainees

Candidates for assessment

Enterprise or industry

Other parts of the training and/or assessment organisation

Government departments or agencies

It is also important to know what the needs and expectations of your clients arethey may vary enormously. For example:

Your practice environment may provide classroom training to develop the skills and competencies of the apprentices or trainees of a warehousing business

You may work in part of an RTO that develops the learning material for the facilitators and learners of another part of the organisation

An individual may ask you (or someone else in your practice environment) to assess whether or not they have the competencies to obtain qualifications

Your practice environment may have successfully tendered to develop learning material to be used in another organisation; it might be a government department or agency or a private sector organisation

You may have been contracted to coordinate a review into a part of the VET framework.

Meeting the Needs and Expectations of the ClientYou should be aware of the many different aspects of how to meet client needs and expectations. How you meet these needs will depend on operational limitations. These may include:

Workplace health and safety requirements

Staffing resources

Physical environment

Cost limitations

Time limitations

Scheduling difficultiesSupporting learnersAs a facilitator and/or assessor, your role in supporting the learner is vital.

To be able to support learners, you will need to:

Know a little about the learner, including why they are doing the training and/or assessment

Help learners plan their learning

Describe qualification pathways

Take the initiative to generate and encourage communication

Advise learners of your availability for contact, including any limits and how you can be contacted, for example, by phone or email

Keep in touch with learners

Help learners monitor their own learning

Link learning to learners experience

Give effective feedback

Motivate learners to keep them going

Encourage learners to learn from each other

Communicating with LearnersThere are many ways to communicate with learners, and for learners to engage with learning. These include face-to-face, phone, fax, email, online chat rooms and discussion boards. You can use computers to produce documents and learning materials. You can give presentations aided by computer software and projection equipment. You can use videos, CDs and online learning resources.

Providing Information to the Learner

All training and/or assessment organisations should have information available for learners and prospective learners. Usually this is in the form of an induction booklet, and includes information on:

Enrolment and induction

Complaints, grievances and appeals

Assessment, including recognition processes, pre-assessment and appeals

Identification of training support requirements

Fees

Privacy

Access and equity

Welfare and guidance

Issuing qualifications

Recognition of qualifications, credit and articulation arrangements

The range of training and assessment services that your organisation provides to potential clients may vary in scope. Some of these things may include:

Providing recognised training and assessment services leading to a qualification or Statement of Attainment

Providing in-house training/learning programs

Conducting training needs analysis

Developing endorsed and/or non-endorsed components of a Training Package, including:

Units of competency

Learning resources, assessment materials, professional development resources

What sort of information do you think you might need to explain to learners prior to starting a VET course? Would sort of information would you want to know prior to starting a new course? Typically this would include specific training/learning program content and assessment requirements.

Learning strategies and training/learning programs may include things such as;

A nationally endorsed qualification from a Training Package or accredited course

A traineeship or apprenticeship program

An accredited course which includes Training Package outcomes

A subset of a learning strategy

A short course/vocational program

A professional development program

A community education program

A workplace training/learning program

Part of a VET in Schools program

Part of an apprenticeship/traineeship

a short-term development plan developed by a coach

A short-term induction program

Once you have provided the appropriate initial information you will then need to confirm the training schedule with relevant personnel and then disseminate the information to learners.

Think of some ways you can provide course information to learners. Typically, information can be given in person or over the phone, or an information pack is emailed or posted to potential learners. There are of course many other ways information can be provided. Some organisations are even engaging in dialogue with potential customers through the use of Facebook and Twitter.

Some marketing experts believe that it is good to use a show dont tell strategy to providing information. To say we are the best RTO in Australia can be perceived as hollow in comparison to say a free downloadable booklet called 5 Trainer Tips the experts use.

It is always in the training organisations best interest to provide useful and transparent information. To advertise a product in a misleading way only leads to disappointed clients, complaints and a bad reputation.

Most training information provided to clients will include a training schedule which is basically a calendar of training events for specific training/learning programs/learning strategies/delivery areas. It may include:

Start dates and end dates

What areas training will address

Dates and times when training is scheduled

Venue where training will take place

Trainers/facilitators, assessors responsible for delivery and/or assessmentThe Relevant PersonnelWho are the relevant personnel that you might need to confirm the schedule with? The first and most obvious people who need to be in the loop are trainers/facilitators, assessors but it may also include others. Consider program coordinators, supervisors/managers, and personnel responsible for analysing statistics and data to ensure the training and/or assessment organisation complies with the relevant standards across all of its operations and training and/or assessment activities, users of training information such as finance personnel, human resource personnel, employers, contract managers and perhaps even union/employee representatives.

The Organisations Policies and ProceduresConsider your organisations policies and procedures that apply and influence the information provided prior to, during and on conclusion of a training course (You may wish to research another organisation if youre not currently working). A number of policies and procedures will have an influence on the training. They might include:

Access and equity

Grievance and appeals processes

Enrolment and induction/orientation procedures

Client services

Fees and payment schedule

Mutual recognition obligations

Support services available

Assessment procedures/options

Confidentiality requirements

Human resources (HR) policies/procedures and legal requirements including antidiscrimination, equal employment, Workplace health and safety (WHS)

Administrative and records management system, for example:

Reporting/recording requirements and arrangements

Maintenance, retention, archiving, retrieval, storage and security of training and/or assessment information and records

Privacy and access to training and/or assessment information and records

Document version control

Any of these that apply to the services provided will need to be provided and explained to learners.

Other than internal policies and procedures, other organisational/legal requirements may apply such as:

Registration requirement as defined in the ASQA Standards for Registered Training Organisations (RTOs)

State/territory legislation and regulations governing registration and accreditation

Requirements of endorsed Training Packages

Requirements set by Commonwealth and state/ territory legislation relating to WHS; antidiscrimination, workplace/industrial relations, workers compensation; apprenticeships/traineeships

Requirements set by awards/enterprise bargaining agreements

Requirements set by professional associations

Requirements set by quality systems

Licensing requirements

Organisational requirements

Providing the Resources to LearnersOnce the above arrangements have been dealt with, you can organise and provide the learning resources to learners, as required. These learning resources may include:

Learner/user guides

Facilitator guides

How to organise training guides

Example training and leaning programs

Specific case studies

Professional development materials

Assessment Guidelines

Other published, commercially available support materials

Organisational learning resources

Competency standards as a learning resource

Videos

CDs and audio tapes

References and texts

Manuals

Record/log book

What further advice and support might you need to provide to learners?

Record KeepingPeople working for a registered training organisation will have an obligation to assist the organisation in complying with the ASQA and other requirements. Along with this often there are a number of records that need to be completed and maintained.

What training/assessment records do you need to keep in your organisation?

Address details

Contact number

Date of birth

Payment details

Many Training Organisations, particularly those that receive government funding have national and state/territory reporting obligations. The Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) is a nationally agreed set of rules that facilitates the collection of consistent and accurate information on the VET sector. The information collected under AVETMISS includes some very personal information such as when a learner finished high school, the highest qualification they hold and disabilities. You will be privy to a lot of personal details of clients and will be strictly bound by the National Privacy Principles (there is an info sheet on these with your resources or you can visit www.privacy.gov.au).

What do you think some of the advantages of using electronic records management systems are as opposed to paper-based records management? What are some of the disadvantages?

Certification and Record KeepingThe most rewarding part of completing a course is getting that certificate at the end! This means the person responsible for any certification processes will need to organise this in accordance with national reporting requirements.

This means:

Using the correct certification form

Accurately entering critical details, for example:

Name of learner/candidate

Name of training/learning program successfully completed

Assessment result

Dating and signing the qualification/Statement of Attainment/internal organisational award

Forwarding the completed qualification/Statement of Attainment/internal organisational award to learner

Sending a copy of the completed qualification/ Statement of Attainment/internal organisational award to the relevant authority

Storing a copy of the completed qualification/ Statement of Attainment/internal organisational award in accordance with organisational and legal requirements

An RTO has an obligation to retain records of the issuance of a qualification for 30 years! What can you do to ensure the accuracy and integrity of the records?

Custody and records management requirements may include:

The secure physical and storage of assessment/training records and information

Authorised access to assessment/training records and information

The secure disposal or return of assessment/training records and information

Always check to see what reporting requirements your organisation may need to fulfil such as:

ASQA Standards for Registered Training Organisations (RTOs)

AVETMISS, nationally consistent standards for the collection, analysis and reporting of vocational education and training

Further organisational documentation

Reporting for apprenticeship/traineeship program delivery

Reporting for in-house or internal program delivery

Financial reporting for funding and payments from the funding body

Availability of all reports and records for audit and monitoring purposes

Enrolment form

Performance agreement

Training Contract/RTO notification

New Apprenticeship Centre (NAC) Incentive Forms/Completion Letter

WHS incident reporting systemsDepending on the organisation you are training within, various types of records might need to be kept in relation to your sessions. The documents/records that you may need to keep on file could include:

Session Plans

Enrolment forms

Sign-on sheets (attendance)

Any learning activities used

Any notes on formative assessment

WHS risk control plans

Be sure to familiarise yourself with the policies and procedures within your organisation regarding reporting and recording of information.Final ReportingFinal reporting of results and requirements should be forwarded to appropriate personnel for signature, using systems to support reporting. These systems as mentioned before to support reporting may include:

Electronic student management system which complies with Student Statistical Collection Guidelines

Internal organisational recording/reporting systems

Arrangements for the issuing of qualifications or Statements of Attainment

Arrangements for recognising and recording current competencies

Record keeping policies and procedures

Any data for national reporting purposes needs to be finalised, checked and provided to appropriate personnel for signature and any issues/irregularities in recording and reporting activities should be identified, documented and addressed in a timely and effective manner.

Some of these issues or irregularities might include:

Inaccuracies or inconsistencies

Lost information/records

Not meeting timelines for reporting

WHS issues

What do you do if there are any issues or irregularities? If it is outside of your area of responsibility/ knowledge you should refer the matter to appropriate personnel for resolution, if relevant.

7.1 - Bibliography & Further ReadingURL Description

Example RTO Record management policySonic Health Plus RTO record management policy

Guide to record management Fact sheet published by Training accreditation council of Western Australia

Safework Australia general compliance condition Safework Australia guide to RTOs relating to compliance issues

Chapter 8 - VET GlossaryCommonly used terms in the Australian vocational education and training (VET) system:

aAccess and Equity

A policy or set of strategies that ensures that vocational education and training (VET) is responsive to the needs of all members of the community. Access generally refers to the ability to enter training. Improving access might include improving physical access to a training venue, ensuring that selection criteria do not discriminate against clients, adapting marketing activities to encourage all clients and so on. Access issues form a sub-set within equity issues. Equity in this context means equality of access to, and potentially equal outcomes from training regardless of the individual's circumstances, background and identity.

Accreditation

The formal recognition of a course by the Australian Skills Quality Authority (ASQA), in accordance with the Standards for VET Regulators 2015 and the Standards for VET Accredited Courses 2012. Courses can also be accredited by TAC (WA) and VRQA (Vic).

Accredited course

A structured sequence of vocational education and training that has been accredited by a course accrediting agency and that leads to an AQF qualification or statement of attainment. Not a training package qualification.

Accredited module

A group of learning outcomes at a given level of knowledge, developed specifically for inclusion in an accredited course. Modules can only be developed if a course has no clear occupational or vocational outcomes, and if it is not possible to develop enterprise units of competency.

Adult and Community Education ACE)

Non-accredited education and training intended principally for adults, including general, vocational, basic and community education, and recreation, leisure and personal enrichment programs.

Adult Literacy and Life Skills survey (ALLS)

A survey conducted by the Australian Bureau of Statistics (ABS) to: assess the skills of adult Australians in literacy, numeracy, and problem solving; collect general participant information, including familiarity with information and communications technology; and determine the relationships of each of the assessed skills to participants' social and economic status. ALLS was conducted in Australia in 2006 as part of an international literacy study, coordinated by Statistics Canada and the Organisation for Economic Co-operation and Development (OECD).

Adult Migrant English Program (AMEP)

An education and settlement program that provides up to 510 hours of English language tuition to eligible migrants and humanitarian entrants to help them learn foundation English language and settlement skills.

AQF qualification

A qualification recognised within the Australian Qualifications Framework (AQF). When endorsed as part of a training package or accredited within a course, AQF qualifications are created by packaging units of competency into meaningful groups aligned to a relevant AQF level and qualification type.

Assessment

The process of collecting evidence and making judgements about whether a person has achieved competency, to confirm they can perform to the standard required in the workplace (as specified in a unit of competency or accredited module).

Assessment Instrument

Individual document used to gather evidence in assessment. Example: Written question task, or observation checklist

Assessment Tool

Collectively, all of the documents required to assess a Unit of Competency (or clustered Units of Competency). An assessment tool typically contains:

Administration documentation authenticity statement & record of assessment outcome

Instructions for the candidate and assessor

Assessment Instruments (generally employing two or more methods of assessment)

Assessor / Markers guides

Competency Mapping

Auspicing

The process of an organisation entering into partnership with a registered training organisation (RTO) in order to have the training and assessment that it undertakes recognised under the National Training Framework. The term 'auspicing' was replaced by the term 'partnering' under the Australian Quality Training Framework (AQTF).

Australian Apprenticeships

Often referred to as apprenticeships or traineeships, Australian Apprenticeships provide opportunities to train, study and earn an income in a wide range of occupations and trades. They are available at all qualification levels up to Advanced Diploma, and they provide nationally recognised training that has been developed by industry for industry.

Australian Apprenticeship Support Network (AASN)

The Australian Government Department of Education and Training contracts AASN providers to deliver a range of support services to employers and Australian Apprentices from around 400 locations nationally.

Australian Core Skills Framework (ACSF)

The Australian Core Skills Framework describes the five core life and work skills of learning, reading, writing, oral communication and numeracy. The ACSF, along with the Core Skills for Work (CSfW), comprise the foundation skills, a mandatory standard component of the units of competency.

Australian Council for Educational Research (ACER)

An independent national research organisation that undertakes educational research and development.

Australian Council for Private Education and Training (ACPET)

The national industry association for independent providers of post-compulsory education and training for Australian and international students, including higher education, vocational education and training, English language courses, senior secondary studies and foundation studies.

Australian Industry and Skills Committee (AISC)

Advises the Australian Government on the training needs of industry. Ensures industry has a formal voice in the Australian VET system, and provides leadership in the design and approval of national qualifications.

Australian Qualifications Framework (AQF)

The national policy for regulated qualifications in Australia. Incorporates qualifications from each education sector schools, vocational education and training (VET) and higher education into a single comprehensive framework.

Australian Quality Training Framework (AQTF)

The AQTF is a set of agreed quality assurance arrangements for training and assessment services delivered by training organisations. As of 2011, the VET Quality Framework has superseded the AQTF in most jurisdictions. See VET Quality Framework.

Australian School-based Apprenticeship

Undertaken part-time while a student is at school. It provides students with hands-on industry experience and the ability to work towards (or complete) a nationally recognised qualification while they complete their Senior Secondary Certificate of Education.

Australian Skills Quality Authority (ASQA)

National regulator for Australias VET system. Responsible for regulating training organisations

and accrediting courses in the Australian Capital Territory, New South Wales, Northern Territory, Queensland, South Australia and Tasmania. Also responsible for regulating training organisations that offer courses to overseas students studying in Australia on student visas.

Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS)

The agreed national data standard for the collection, analysis and reporting of vocational education and training information in Australia. The standard consists of three parts: the AVETMIS Standard for VET Providers, the AVETMIS Standard for New Apprenticeships (now called Australian Apprenticeships), and the AVETMIS Standard for Financial Data.

Authenticity

One of the rules of evidence, and relates to ensuring the evidence is from, or of, the candidate, not another person; i.e. the assessor needs to be satisfied that the evidence gathered is the candidates own work. See also Rules of evidence.

bBenchmarks for assessment

The criterion against which the candidate is assessed. May be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications.

cCandidate

The person presenting for assessment.

CBT/A

Competency-based Training and Assessment.

Change of scope

Making changes to a providers scope of registration. Changes of scope include: adding or removing courses, or changing the mode of delivery.

Client

A person (learner/candidate) or an organisation that uses or purchases training and/or

assessment services.

Clustering

The process of grouping competencies into combinations that have meaning and purpose

for learning, assessment or work-related needs. See also Integrated assessment.

Coaching

A technique used to facilitate and support individual learning through one-on-one guided learning activities and skills acquisition in either a formal or informal process. See also Individual facilitation and Mentoring

Code of practice for assessors

The code of practice based on an international code of ethics and practice, developed by

the National Council for Measurement in Education (NCME). The code formed part of the TAE10 Training and Assessment Training Package Assessment Guidelines.

Companion volume

A quality assured, non-endorsed component of a training package that provides implementation guidance to RTOs.

Competency-based Assessment (CBA)

Assessment in which the assessor makes a judgement of competency (competent or not

yet competent) against clear benchmarks or criteria such as a competency standard/unit

of competency, assessment criteria of course curricula, performance specifications, or

product specifications. Competency-based assessment may be contrasted with

assessment in which candidates are compared to others or graded, for example.

Competency-based Training (CBT)

A method of training that focuses on a learners ability to receive, respond to and process information in order to achieve competency. It is geared to the attainment and demonstration of

skills to meet industry-defined standards, rather than to a learners achievement relative to that of others.

Contextualisation

Tailoring a unit of competency or module to make it relevant to the specific needs of enterprises, industry sectors or particular client groups. Contextualisation rules are stated both within training package qualifications and accredited courses.

Council of Australian Governments (COAG)

COAG is the peak intergovernmental forum in Australia. The members of COAG are the Prime Minister, State and Territory Premiers and Chief Ministers and the President of the Australian Local Government Association.

Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS)

An online database of courses and educational institutions or providers in Australia that are registered to offer courses to overseas students with student visas. CRICOS providers are registered on CRICOS and can offer courses to overseas student with student visas.

Competency

The consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments.

Competency standard

The requirements for effective workplace performance in a discrete area of work, work function, activity or process that are used as the basis for defining learning outcomes and the benchmarks for assessment within the VET sector. Competency standards are expressed in outcome terms and aim to reflect the standards of performance required in the workplace. Competency standards have a standard format and are also referred to as units, units of competency, competencies, and competency specifications.

Compliance

Compliance is reached when requirements of the VET Quality Framework or Standards for VET Accredited Courses have been met.

Compliance audit

The systematic and documented process ASQA uses to assess a providers ongoing compliance with the VET Quality Framework and other relevant standards.

Contextualisation

The addition of:

industry-specific

enterprise-specific or.

organisation-specific

Information to a unit of competency to tailor the standard to reflect the immediate operating context and thereby increase its relevance. Contextualisation is related to (but not the same as) customisation. Contextualisation must be guided by relevant training package contextualisation guidelines. Any contextualisation must ensure that the integrity of the outcome of the relevant unit of competency is maintained. See also Customisation.

Contingency management skills

One of the four dimensions of competency that involves the requirement to respond to irregularities and breakdowns in routine. See also Dimensions of competency, Job/role environment skills, Task management skills, and Task skills.

Core Skills for Work (CSfW) framework

The Core Skills for Work framework describes the core non-technical skills that have been identified by Australian employers as important for successful participation in work. The framework consists of ten skill areas grouped into three clusters:

Cluster 1 Navigate the world of work: Manage career and work life; Work with

roles, rights and protocols

Cluster 2 Interact with others: Communicate for work; Connect and work with

others; Recognise and utilise diverse perspectives

Cluster 3 Get the work done; Plan and organise; Make decisions; Identify and solve problems; Create and innovate; Work in a digital world.

The CSfW describes performance in each of the ten skill areas across five stages of performance; Novice, Advanced Beginner, Capable, Proficient and Expert. The CSfW framework, together with the ACSF, comprise foundation skills.

Credit arrangements

Credit arrangements are an endorsed component of training packages. They specify details of existing credit arrangements between vocational and higher education qualifications in accordance with the AQF.

Credit transfer

The agreed value of the achievement or partial achievement of one qualification when related to another qualification. This value translates to the learner as equivalent to an exemption from undertaking a component or components of the destination qualification based on the acceptance that these components have already been successfully completed through previous formal study. This exemption reduces the amount of time and learning required in achieving the second qualification.

Criterion referencing

In the context of assessment, determining a grade (in the case of graded assessment) or making a judgement of competency (in the case of competency-based assessment) with strict reference to predetermined learning standards or criteria. Criterion referencing may be contrasted with norm referencing. See also Norm referencing.

Currency in assessment

One of the rules of evidence that relates to the age of collected evidence. Competency requires demonstration of current performance therefore the evidence collected must be current/very recent. See also Rules of evidence.

Currency in practice

Keeping up-to-date with the technical area of work that is the focus/subject area of delivery/assessment and keeping up-to-date as a trainer/VET practitioner/VET professional with developments in training/assessment/VET practice. See also Professional Development

Customisation

The process of making or changing something according to the end users specifications and needs. Customisation is related to (but not the same as) contextualisation. See also Contextualisation.

dData Provision Requirements 2011

A legislative instrument that outlines the requirements for providers to capture and provide data to ASQA.

Delivery method

The particular techniques used to guide, facilitate and support the learning process.

Delivery mode

The medium used to deliver the training/facilitate the learning. May be face-to-face, via technologies, distance-resource-based or blended.

Dimensions of competency

Forms part of the broad concept of competency which includes all aspects of work performance as represented by: task skills, task management skills, contingency management skills and job/role environment skills. See also Contingency management skills, Job/role environment skills, Task management skills, and Task skills.

Direct observation

An assessment method that involves opportunities to view real work/real-time activities in the workplace or work activities in a simulated workplace environment.

Direct supervision

A person conducting training who does not hold relevant training qualifications may work under the supervision of a person designated by their RTO who does hold those training qualifications, receiving regular guidance, support and direction. It is not necessary for the supervising person to be present during all training delivery.

Distance learning

A learner-managed learning process that is supported by the provision of learning resources and learning materials supplied by a trainer/facilitator who guides the learner through completion of the materials to achieve the desired competency standards/learning outcomes. See also Self-paced learning.

eE-learning

Learning processes that use available electronic media as the mode of delivery to provide flexible options that suit differing client needs. It covers any learning that is assisted by information and communications technology (ICT). This mainly includes computer-based online learning, but also covers interactive CD-ROM, video, laptops and tablets, mobile phones, teleconferencing and videoconferencing.

E-learning delivery plan

A tool to manage and sequence e-learning and to guide implementation of the learning program through an e-based delivery mode.

E-learning resources

Any learning resource that is assisted by information and communication technology. This includes, but is not limited to, web-based and computer-based learning resources, virtual

recreations of vocational contexts, digital collaboration, internet, intranet, extranet, interactive CD-ROM, laptops and tablets and satellite broadcast.

Element of competency

Part of the format of competency standards. Elements of competency are the basic building blocks of the unit of competency, specifying the critical outcomes to be achieved in demonstrating competence.

Employability skills

Generic skills that describe employers requirements for effective and successful participation in the workplace. There have been eight employability skills:

communication

teamwork

problem-solving

initiative and enterprise

planning and organising

self-management

learning

technology

Employability skills have been incorporated, in Australian government usage, into the Core Skills for Work framework (CSfW), which together with the Australian Core Skills Framework (ACSF) comprise foundation skills.

Endorsed components of training packages

The parts of a training package that are formally recognised as meeting the identified training and assessment needs of an industry/industry sector or enterprise. These endorsed components are:

Qualifications,

Units of Competency, a

Assessment Requirements, and

Credit Arrangements

Endorsement

The formal process of recognition of training packages undertaken by the relevant national endorsing body (formerly the NSSC, now AISC/CISC).

English Language Intensive Courses for Overseas Students (ELICOS)

English language programs for students who require English language training before commencing formal studies in Australia.

Equivalence / Equivalent

Equivalent means that the outcomes of the new and old (superseded) products are equivalent.

Not equivalent means that the outcomes of the new and old (superseded) products are not equivalent.

Evaluation

Forms part of the quality management of the training/assessment organisation in relation to the services it provides. Evaluation is a systematic and objective process measured against specified criteria using established evaluation methods. The focus of the evaluation may include aspects such as risk, quality/quality improvement, professionalism, efficiency, client satisfaction and compliance with legal requirements. It may take the form of an audit (compliance evaluation), self-assessment process, benchmarking or client-focused evaluation.

Evidence

Information gathered to support a judgement of competence against the specifications of the relevant unit/s of competency. Evidence can take many forms and be gathered from a number of sources. Assessors often categorise evidence in different ways, such as:

Direct, indirect and supplementary sources of evidence, or a combination of these

Evidence collected by the candidate or evidence collected by the assessor

Historical and recent evidence collected by the candidate and current evidence collected by the assessor. (See also Rules of evidence)

Evidence-gathering technique

See Assessment method.

Evidence-gathering tool

See Assessment tool.

fFairness

One of the principles of assessment. Fairness in assessment requires: consideration of the individual candidates needs and characteristics and any reasonable adjustments that should be applied; clarity of communication between the assessor and the candidate to ensure the candidate is fully informed of, participates in, and consents to, the assessment process; opportunities that allow the person/s being assessed to challenge assessments and with provision for reassessment provided.

Fee-for-service training

Most or all of the cost of this training is borne by the student or a person or organisation on behalf of the student.

Financial Viability Risk Assessment Requirements 2011

A legislative instrument to ensure that an applicant or provider has the necessary financial resources for business continuity and can deliver quality outcomes.

Fit and Proper Person Requirements 2011

A legislative instrument used to determine fit and proper person requirements for persons who exercise a degree of control or influence over the operation of a registered training organisation.

Flexible learning

An approach to VET that allows for the adoption of a range of learning strategies in a variety of learning environments to cater for differences in learning styles, learning interests and needs and variations in learning opportunities (including online).

Flexibility

One of the principles of assessment. To be flexible, assessment should: reflect the candidates needs; provide for recognition of competencies no matter how, where, or when they have been acquired; draw on a range of methods appropriate to the context, competency and the candidate; and be accessible to support continuous competency development.

Formative assessment

Assessment that takes place at regular intervals during a course, with feedback provided along the way to help improve the student's performance.

Foundation Skills

Foundation Skills are the non-technical skills that support participation in work, in adult education and training, and in the community. Foundation Skills comprise the five core skills of the ACSF, along with the ten skill areas of the Core Skills for Work (CSfW) framework. Foundation Skills are a mandatory standard component of units of competency.

gGeneral Direction

A direction given by the Australian Skills Quality Authority, under Section 28 of the National Vocational Education and Training Regulator Act 2011 (the Act), which outlines the way in which the VET Quality Framework and other conditions defined in the Act are to be complied with.

Group Training Organisation (GTO)

Group Training Organisations (GTOs) offer an alternative to traditional Employer/Apprentice

arrangements. Group Training Organisations employ apprentices and trainees under a National

Training Contract and place them with host employers sometimes on a rotating basis for

greater breadth of experience.

hHazard

In reference to workplace health and safety: a source or situation with a potential for harm in terms of human injury or ill-health, property damage or revenue loss.

iInclusivity

A term used to define behaviours that actively acknowledge, respect and build on individual differences and individual needs to create a positive and inclusive learning culture and environment.

Individual facilitation

The application of techniques that centre on the development of interpersonal relationships between the trainer/facilitator and the learner, focusing on the learning and goals, the learners learning style and the learning context. Key techniques in individual facilitation are coaching and mentoring. See also Coaching and Mentoring.

Individualised learning plan

Refers to the plan developed between the trainer/facilitator and the individual learner, in

a learning/facilitation relationship, to meet the individuals learning needs. This plan contains the learning goals to be achieved and the structure and logistics of the learning relationship. See also Work-based learning pathway.

Industry currency

The maintenance of a trainer's vocational technical skills and knowledge, enabling the trainer to deliver and assess vocational training relevant to current industry practices.

Industry Reference Committee (IRC)

Bodies responsible for providing advice and direction to a Skills Service Organisation (SSO) responsible for training package development and review. See Skills Service Organisation (SSO).

Industry Skills Council (ISC)

Former bodies responsible for industry advisory arrangements in VET, including the development and review of industry training packages. Previously known as Industry Training Advisory Bodies (ITABs), Skills Service Organisations (SSOs) currently perform this role. See Skills Service Organisation (SSO).

Industry Training Advisory Bodies (ITABs)

Former bodies responsible for industry advisory arrangements in VET, including the development and review of industry training packages. Succeeded by Industry Skills Councils in 2004, Skills Service Organisations (SSOs) currently perform this role. See Skills Service Organisation (SSO).

Instructional design

The design and development of instructional materials and learning activities to meet learning needs.

Instructional design principles

The set of principles, or design models, relating to setting outcomes, analysing learner characteristics using appropriate instructional methods, creating effective learning environments, and reviewing and evaluating outcomes. M. David Merrills first principles of instruction include using real-life problems as the basis of the design of learning experiences, activation of prior experience, demonstration of skills, application of skills, and integration of these skills into real-world activities. See also Adult learning principles and Learning principles.

Integrated assessment

An approach to assessment that covers the clustering of multiple units/elements from relevant competency standards. This approach focuses on the assessment of a whole of job role or function that draws on a number of units/elements of competence. This assessment approach also integrates the assessment of the application of knowledge, technical skills, problem-solving and demonstration of attitudes and ethics. See also Clustering.

jJob/role environment skills

One of the dimensions of competency that involves demonstrating the ability to deal with responsibilities and expectations of the workplace, including working with others.

kKey competencies

Any of several generic skills or competencies considered essential for people to participate effectively in the workforce. Key competencies apply to work generally, rather than being specific to work in a particular occupation or industry. The Finn report (1991) identified six key areas of competence which were subsequently developed by the Mayer committee (1992) into seven key competencies.

These are:

communicating ideas and information

collecting, analysing and organising

information

planning and organising activities

working with others in a team

using mathematical ideas and techniques; solving problems

using technology

See Core Skills for Work (CSfW) framework

Knowledge

Conceptual and procedural forms of knowledge and the depositions (the values and attitudes) that underpin them. Conceptual knowledge comprises facts, information, propositions, assertions and concepts that range in levels of increasing complexity. Procedural knowledge comprises

techniques, skills and the ability to secure goals. Billett, 2001, Learning in the workplace: strategies for effective practice

lLanguage, Literacy and Numeracy (LLN)

Taken collectively, these are the skills to communicate in oral and written form. The term includes reading and use of written information; the ability to write appropriately and in a range of contexts, and the integration of speaking, listening, and critical thinking with reading and writing. LLN includes numeracy, such as the recognition and use of numbers and basic mathematical signs and symbols within text. See Australian Core Skills Framework (ACSF).

Learner styles

The different ways, in some theories of learning, in which individuals receive, respond to and process information in order to acquire and develop knowledge, skills and competence.

Learner styles may be auditory, visual, kinaesthetic, tactile, global/analytical, theoretical, activist, pragmatist or reflective.

Learner support needs

The needs of learners that require specific and/or additional attention. Support needs may be determined by: physical, psychiatric, intellectual or sensory disabilities; learning difficulties; culture, gender, age, language and background.

Learner support strategies

The strategies used to address learner support needs. These may include providing referrals to internal and/or external services such as language, literacy and numeracy support, disability support services and counselling support; or incorporating techniques such as modelling/demonstrating, chunking, providing opportunities to practice, and drawing on a range of resources from the learners first language, including peer support.

Learning

An active process of the acquisition of skills, knowledge and emotional dispositions that is influenced by external contributions, but ultimately determined and regulated by individuals. The learning process occurs with the integration of intellectual development and experience.

Learning activities

The activities used to support learning. Learning activities convey content, create meaning, and support the development and transfer of skills/knowledge through practice and experience. Learning activities take many forms and may include:

group-based activities,

role-plays,

written activities,

case studies,

simulations,

audio or visual activities,

practice or demonstration,

individual assignments,

individual group projects,

workplace practice and research

Learning and assessment pathway

A pathway to achievement of competencies/qualifications involving participation in a structured and sequenced learning process that provides relevant learning experiences and which combines formative assessment and summative assessment to determine competence.

Learning materials

The tools used to support learning activities. Examples include workplace practice, worksheets, workbooks, prepared case studies, prepared task sheets, prepared topic/unit/subject information sheets, prepared role-plays, prepared presentations and overheads, prepared scenarios, projects, assignments, materials sourced from the workplace (e.g. workplace documentation, operating procedures or specifications), and prepared research tasks. See also Learning resources.

Learning outcomes/objectives

Evaluative statements that specify what is to be learned and assessed. In a competency-based training system, learning outcomes are derived from competency standards.

Learning principles

The conceptual tenets drawn from learning theory, research and practice that guide teaching and learning practices. See also Instructional design principles and Adult learning principles.

Learning program

A document that provides definition and structure to the learning process, providing the learner with a cohesive and integrated range of learning experiences, and providing the trainer/facilitator with guidance and direction in facilitating these learning experiences. A learning program sets out learning outcomes/objectives, outlines the content to be addressed in learning experiences, the sequence of that content, and the delivery methods and assessment methods (where relevant). A learning program can address a discrete area of learning/training need or may form a subset of a learning strategy, adding detail and definition to the content areas outlined in the learning strategy. See also Training Program.

Learning resources

Products designed to enhance and support the effectiveness of the learning process, providing an integrated approach that commonly combines guidance, materials, activities and relevant information to support delivery/facilitation, learning and/or assessment. See also Learning materials.

Learning strategy

A documented framework to guide and structure the learning requirements and the teaching/delivery and assessment arrangements of a VET qualification. See also Training and Assessment Strategy (TAS).

Learning theories

The diverse range of propositions or systems of ideas, based on educational psychology, that provides explanations of how learning occurs. While there are many different approaches to learning theory, some examples include behaviourist, social learning, discovery learning, cognitive, constructivist, situational, humanistic, action science, and applied learning

mModeration

Moderation is a quality control process aimed at bringing assessment judgements into alignment. Moderation is generally conducted before the finalisation of student results as it ensures the same decisions are applied to all assessment results within the same unit of competency. The requirement in the Standards for RTOs 2015 to undertake validation of assessment judgements does not prohibit your RTO from undertaking moderation activities, or any other process aimed at increasing the quality of assessment.

Mutual recognition

A principle that underpins national standards for RTOs that:

allows an RTO registered in one state or territory to operate in another without a further registration process

allows holders of qualifications and Statements of Attainment issued by any RTO to have them accepted and recognised by all other RTOs.

My Skills

My Skills is VET sectors first stop for VET information. You will find career information pages and industry pages to illustrate the breadth of opportunity that a VET qualification can provide. In addition, you will also see a news and events page, and a resources page to encourage information and communication sharing across the sector.

nNational Centre for Vocational Education Research (NCVER)

The independent body responsible for collecting, managing, analysing, evaluating and communicating research and statistics about vocational education and training nationally.

National Register of VET

The national register of training packages, qualifications, units of competency, accredited courses, skill sets and RTOs, including each RTOs scope of registration. The website can be accessed at https://training.gov.au/Home/Tga.

National Standards for ELICOS Providers and Courses (ELICOS Standards)

The English Language Intensive Courses for Overseas Students (ELICOS) National Standards are the standards that set nationally consistent requirements for ELICOS within Australia. These standards operate as an adjunct to the National Code of Practice for Providers of Education and Training to Overseas Students 2018 (National Code).

National Training Information Service (NTIS)

See Training.gov.au (TGA).

National training record

A secure online record of a students accumulated training activity in a single location. Can only be accessed by the students USI.

National VET regulator

The Australian Skills Quality Authority (ASQA), the national body responsible for registering training providers and accrediting courses in Australia.

National Vocational Education and Training Regulator Act 2011

National legislation that governs the regulation of the vocational education and training sector in Australia.

Nationally Recognised Training (NRT)

Includes training packages and accredited courses provided by RTOs.

Nominal Hours

The value assigned to a structured program of study that nominally represents the anticipated hours of supervised learning and/or training deemed necessary to conduct training/learning and assessment activities associated with the program of study. In Victoria and Western Australia nominal hours are used as a mechanism for funding allocation. Nationally, agreed nominal hours data have been agreed to by all States and Territories for use in national reporting of VET data only.

Non-accredited training

See Non-recognised training.

Non-compliance

Non-compliance occurs when the requirements of the VET Quality Framework or other relevant standards or registration conditions have not been met.

Non-recognised training

Training, products and services operating outside nationally recognised VET standards. See also National Training Framework (NTF), Recognised training, Standards for VET Accredited Courses and VET Quality Framework.

Norm referencing

In the context of assessment, determining the candidates rank or percentile with reference to the achievement of others, usually on a bell curve distribution of group scores. Norm referencing may be contrasted with criterion referencing. See also Criterion referencing.

Notice of intention

ASQA may issue a provider with a notice of intention to apply a sanction or condition of registration where non-compliances are identified. The notice of intent letter outlines the proposed sanction or condition, the reasons for the sanction, and invites the provider to submit evidence within 20 working days as to why the action should not be taken by ASQA.

NSSC

National Skills Standards Council

NVR

National VET regulator

NVR Act

National Vocational Education and Training Regulator Act 2011

oOff-the-job learning

Learning that occurs away from the work process. Includes classroom learning, online learning and distance learning.

On-the-job learning

Learning that occurs as a part of the operational work process.

Open Training and Education Network (OTEN)

Specialist distance education and open learning provider of TAFE NSW.

pPackaging

The process of grouping units of competency into combinations that are meaningful in the workplace and that receive recognition as an AQF qualification.

Partnerships

Collaborative arrangements between an RTO and other organisations, including other RTOs, that enable the partners to share for mutual benefit their resources, effort, time, costs, responsibility and expertise in the provision of training and/or assessment services. These arrangements are regulated by the relevant regulator standards, which require a written agreement (Memorandum of Understanding MoU) between the RTO and each organisation that provides training and/or assessment services on behalf of the RTO.

Performance criteria

Part of the format of a competency standard that specify the level of performance required to demonstrate achievement of the element, or overall outcome with respect to a job activity or task competency.

Principles of assessment

To ensure quality outcomes, assessment should be:

fair

flexible

valid

reliable

sufficient

Professional development

The process of extending and maintaining knowledge, skill and expertise in a particular profession or occupation through ongoing learning. Professional development needs are determined from the perspective of the individual and their lifelong learning and career needs, whether or not this is immediately relevant to organisational objectives. Professional development promotes and maintains currency.

qQualification

Formal certification, issued by a relevant approved body, in recognition that a person has achieved learning outcomes or competencies relevant to identified individual, professional, industry or community needs.

Quality evidence

Evidence that meets the rules of evidence.

Quality indicator reporting

All registered training organisations (RTOs) registered with ASQA are required to provide an annual summary report to ASQA of their performance against three quality indicators: learner engagement, employer satisfaction, and competency completion quality.

Quality indicator data is used by registering bodies to inform each RTOs risk assessment.

rRange statement/range of variables

A former part of a competency standard that provided a context for the unit of competency, describing essential operating conditions that may be present with training and assessment, depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. The meanings of key terms used in the performance criteria were also explained in the range statement. Some information that used to be found in the range statement for individual units may now be found in companion volumes for training packages published by the relevant developer. See Companion volume.

Reasonable adjustment

The process of adjusting or changing the assessment process to meet the needs and characteristics of the candidates being assessed and any equity requirements. The determination of reasonableness requires judgement that must take into account the impact on the organisation and the need to maintain the integrity of the unit of competency.

Reassessment

An assessment activity initiated as a result of an appeal against the outcome of a previous assessment.

Recognised training

Training conducted in accordance with the requirements of the relevant regulator standards.

See also National Training Framework (NTF), Non-recognised training, Standards for VET Accredited Courses and VET Quality Framework.

Recognition processes

A term that covers Recognition of Prior Learning (RPL), Recognition of Current Competency (RCC) and Skills Recognition. The term refers to assessment processes that enable recognition of competencies currently held, regardless of how, when or where the learning occurred.

Under the relevant VET regulatory framework, competencies may be attained a number of ways, including through any combination of formal or informal training and education, work experience or general life experience. In order to grant RPL/RCC, the assessor must be confident that the candidate is currently competent against the endorsed industry or enterprise competency standards of training packages or competency outcomes specified in AQF-accredited courses. The evidence may take a variety of forms and could include certification, references from past

employers, testimonials from clients, and work samples. The assessor must ensure that the evidence is authentic, valid, reliable, current and sufficient. See also Assessment-only pathway

Recognition of Current Competency (RCC)

Assessment of a person's current capacity to perform; it applies if an individual has previously successfully completed the requirements for a unit of competency or a module and is now required to be reassessed to ensure that the competence is being maintained.

Recognition of Prior Learning (RPL)

An assessment process that assesses an individuals non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards, for entry to and/or partial or total completion of, a qualification.

Records of assessment

The recorded information relating to the assessment process and the assessment outcomes of candidates that is stored and retained by the organisation responsible for issuing the nationally recognised Statements of Attainment or qualifications.

Registration

The process of formal approval and recognition of a training organisation, by a state or territory registering body, in accordance with the relevant regulatory standards. Under Mutual Recognition, registration has national effect, and training organisations need register with only one registering body. This will be the national VET regulator or the registering body in the state or territory in which the training organisation has its head office or where it provides most of its training and/or assessment.

Registered Training Organisation (RTO)

An organisation that has been registered by an independent statutory agency to deliver and assess nationally recognised training, and issue nationally recognised qualifications, in accordance with relevant VET quality standards.

Registration

ASQA registers vocational education and training (VET) providers as registered training organisations. VET registration is confirmation that a training organisation can deliver, assess and issue the qualifications it is registered to provide, or statements of attainment to a nationally agreed standard. ASQA also registers providers seeking to enrol overseas students who are on student visas as Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) providers.

Reliability

One of the principles of assessment that refers to the consistency of the interpretation of evidence and the consistency of assessment outcomes. Reliability requires a standard benchmark of assessor competence and relevant vocational competence or access to subject matter expertise, and can only be achieved when assessors share a common interpretation of the unit/s being assessed.

Risk assessment

An assessment of a registered training organisation (or applicant) conducted by ASQA to identify, analyse, evaluate and treat risks of it breaching its regulatory obligations under the VET Quality Framework.

Risk management

The systematic application of management policies, procedures and practices to the tasks of identifying, analysing, evaluating, treating and monitoring risk or uncertainty with respect to WHS, organisational or training-related objectives

Risk rating

A rating assigned to each provider by ASQA to indicate the potential effects and likelihood of a provider not complying with its legislative obligations. ASQA began phasing out risk ratings in favour of risk profiles from 2015.

RPL

Recognition of Prior Learning

RTO

Registered Training Organisation

Rules of evidence

Closely related to the assessment principles, and provide guidance on the collection of evidence to ensure that it is valid, sufficient, authentic and current.

sScope of registration

Training organisations are registered for a defined scope that identifies the particular services and products that can be provided. An RTO may be registered to either:

Provide training delivery and assessment services and products, and issue AQF qualifications and Statements of Attainment; or

Provide assessment services and products, and issue AQF qualifications and Statements of Attainment. The scope of registration is further defined by AQF qualifications and/or endorsed units of competency.

Simulation

A form of evidence-gathering that involves the candidate in completing or dealing with a task, activity or problem in an off-the-job situation that replicates the workplace context. Simulations vary from recreating realistic workplace situations (such as in the use of flight simulators), through to the creation of role-plays based on workplace scenarios, and the reconstruction of a business situation on a spreadsheet. In developing simulations, the emphasis is not so much on reproducing the external circumstance but on creating situations in which candidates are able to demonstrate:

Technical skills

Underpinning knowledge

Generic skills such as decision-making and problem-solving

Workplace practices such as effective communication

Skill

An ability to perform a particular activity, which may be developed by training or practice, and which may be intellectual, manual, motor, perceptual or social. Specified skills are identified as part of each competency standard, and competence usually requires a combination of skills in the application of cognitive and psycho-motor functions.

Skill set

One or more endorsed units of competency that have been packaged together to address a defined industry need or specific licensing/regulatory requirement. Skill sets are not qualifications.

Skills for Education and Employment (SEE)

Skills for Education and Employment, a program to help develop speaking, reading, writing or basic maths skills to improve the chances of getting and keeping a job. It was formerly known as the Language, Literacy and Numeracy Program (LLNP).

Skills Service Organisation (SSO)

Independent organisations that support IRCs to develop and review training packages. Funded by the Australian Government.

Standards for National VET Regulator Registered Training Organisations (SNR)

Standards for NVR RTOs (SNR)

Former standards applicable to RTOs. See Standards for Registered Training Organisations (RTOs) 2015.

Standards for Registered Training Organisations (RTOs) 2015

The national standards against which applicants for registration as a VET (vocational education and training) provider, and existing VET providers, are assessed.

Standards for VET Accredited Courses 2012

A legislative instrument used to formally identify the requirements for accrediting VET (vocational education and training) courses.

Standards for VET Regulators 2015

A legislative instrument used to formally identify the standards for VET (vocational education and training) regulators performing functions under the National Vocational Education and Training Regulator Act 2011.

State and Territory Training Authority (STA)

Authority responsible for the operation of the vocational education and training system within a state or territory.

State or territory registering body

The body responsible, under the state or territory VET legislation and decision-making framework, for all decisions relating to the administration of the registration of training organisations, including the imposition of sanctions.

Statement of Attainment

A record of recognised learning which, although falling short of an AQF qualification, may contribute towards a qualification outcome, either as partial completion of a course leading to a qualification, attainment of competencies within a training package, or completion of a nationally accredited short course that may accumulate towards a qualification through RPL (and other recognition) processes. Includes students who successfully complete formally recognised skill sets.

Student-centred audit approach

An approach to audit that focuses on the practices and behaviours of RTOs, as well as checking on the compliance of RTOs systems and processes

Sufficiency

One of the rules of evidence that relates to the amount of evidence collected. The collection of sufficient evidence is necessary to ensure all aspects of the competency have been captured and to satisfy the need for repeatable performance. Supplementary sources of evidence may be necessary.

Summative assessment

Assessment that occurs at a point in time and is carried out to summarise achievement at that point in time. Often more structured than formative assessment, it provides teachers, students and parents with information on student progress and level of achievement.

Superseded training products

Skills Service Organisations (SSOs) may revise training packages. When a training package is revised, the new version is published on the national register, training.gov.au. When qualifications and units of competency contained in the revised training package replace the previously endorsed qualifications and units of competency, those previously endorsed products are referred to as superseded. The SSO must indicate whether the revised qualifications and units of competency are equivalent or not equivalent to the superseded product. The national register may also use the term superseded for a qualification or unit of competency that has been deleted from its training package without having been replaced.

Subsidised training

This occurs when approved RTOs are funded by state and territory governments to reduce the tuition fees associated with specific VET courses.

Support materials

Developed to complement the delivery and assessment of VET. Can be print-based, auditory, visual and virtual in format, and are typically developed for learners, trainers and assessors.

tTAFE

Technical and Further Education

(State-based, publically funded RTOs)

Task

A discrete meaningful component of work.

Task management skills

One of the four dimensions of competency. Task management skills involve demonstrating the ability to manage a number of different tasks/operations/activities within the job role or work environment. See also Dimensions of competency

Task skills

One of the four dimensions of competency. Task skills encompass the ability to perform individual tasks.

Tertiary Education Quality and Standards Agency (TEQSA)

The Tertiary Education Quality and Standards Agency (TEQSA) regulates and assures the quality of Australias higher education sector.

Testamur

An official certification document that confirms that a qualification has been awarded to an individual.

Trainee

A person undertaking a traineeship. See also Traineeship/apprenticeship.

Traineeship/apprenticeship

Regulated employment-based approaches to the gaining of a relevant recognised AQF qualification involving a combination of work and structured training that is regulated through a training contract (also known as a training agreement or training contract) between an employer and an apprentice/trainee, and their legal guardian if under 18 years of age.

Training.gov.au (TGA)

The national register for recording information about RTOs, training packages and accredited courses, formerly known as the National Training Information Service (NTIS). Information held on the TGA database is searchable and publicly accessible via the internet. TGA contains comprehensive information on endorsed training packages that have been approved by ministers and includes: full details of competency standards; a listing of noted support materials with contact sources; details of AQF accredited courses/qualifications; and contact details and scope of registration of all RTOs.

Training Accreditation Council (TAC) Western Australia

Regulatory body for VET in Western Australia. Responsible for regulating RTOs that deliver training

to domestic students in Western Australia only. Also responsible for accrediting courses, but only if the course owner is an RTO registered by TAC.

Training and Assessment Strategy (TAS)

A framework that guides the learning requirements and the teaching, training and assessment arrangements of a VET qualification. It is the document that outlines the macro-level requirements of the learning and assessment process, usually at the qualification level. See also Learning Strategy.

Training contract/agreement

A contract for an apprenticeship/traineeship made between an employer and an apprentice/trainee, that is registered with the appropriate state or territory government department or agency as may be required by state/territory legislation. A training contract is an agreement between an employer and the apprentice/trainee (or other legal guardian if under 18 years of age), which sets out the regulated requirements of an apprenticeship/traineeship employment contract.

Training needs analysis (TNA)

A formal process that quantifies what kind of training is required in an organisation and how it will address any issues that have been identified.

Training Package

A set of nationally endorsed units of competency and qualifications for recognising and assessing peoples skills in a specific industry, industry sector or enterprise.

Training package support materials

The non-endorsed components of training packages that, which may include learning resources, assessment resources and professional development resources, that are based on competency standards, assessment requirements and qualifications framework of a particular training package.

Training plan

Forms part of a training contract and sets out the training requirements, including the competency standards to be achieved and the delivery/assessment arrangements to be provided. This is also known as a learning plan.

Training program

A document that provides definition and structure to the learning process, providing the learner with a cohesive and integrated range of learning experiences, and providing the trainer/facilitator with guidance and direction in facilitating these learning experiences. A training program sets out learning outcomes/objectives, outlines the content to be addressed in learning experiences, the sequence of that content, and the delivery methods and assessment methods (where relevant). A training program can address a discrete area of learning/training need or may form a subset of a learning strategy, adding detail and definition to the content areas outlined in the learning strategy. See also Learning Program.

Transition period

Transition period means, where a training product has been superseded, removed or deleted from the National Register, the allowable timeframe within which the learners training, assessment, and AQF certification documentation issuance must be completed or, in the case of a superseded training product, within which the learner is transitioned into the replacement training product.

uUnique Student Identifier (USI)

A randomly generated reference number made up of ten numbers and/or letters that a student uses to access their national training record. It is free, can be created online and remains with the student for life.

Unit of Competency

The specification of the standards of performance required in the workplace. Units of competency are the building blocks of AQF qualifications in the Australian VET system. See also Competency standard.

USI Transcript

When printed, a students national training record becomes a USI Transcript, which they can use for job applications or when enrolling into further training. USI Transcripts do not replace the qualifications issued by RTOs, but they are a valuable supplement to these documents, especially when a students training activity accumulates over time.

User guides

Non-endorsed components of training packages, published by the organisations or individuals responsible for their development, which provide information about specific components.

vValidation

The quality review of the assessment process. Validation involves checking that the assessment tool/s produce/s valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether the requirements of the training package or VET accredited courses are met. It includes reviewing a statistically valid sample of the assessments and making recommendations for future improvements to the assessment tool, process and/or outcomes and acting upon such recommendations. Validation has two meanings.

A process involving assessors working in collaboration to review, compare and evaluate their assessment process and their assessment outcomes against the same competency standard. This includes validating assessment methods/tools and collected evidence, and the interpretation of that evidence to make a judgement of competence, in relation to the same unit/s of competency.

In competency standards development, describes the consultation processes used to validate draft products to ensure they meet industry/enterprise needs.

Validity

One of the principles of assessment; assessment is valid when the process assesses what it claims to assess. Validity requires that:

Assessment against the units of competency must cover the broad range of skills and knowledge that are essential to competent performance

Assessment of knowledge and skills must be integrated with their practical application

Judgement of competence must be based on sufficient evidence. Evidence should be gathered on a number of occasions and in a range of contexts, using different assessment methods. The specific evidence requirements of the units provide advice relating to sufficiency.

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