TAE40110 - Learner Guide
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learner guide for teaching and assessment course...
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TAE40110 Certificate IV in Training and Assessment UNITS COVERED: TAEDES401A Design and develop learning programs TAEDES402A Use training packages and accredited courses to meet client needs TAELLN411 Address adult language, literacy and numeracy skills TAEDEL401A Plan, organise and deliver group-based learning TAEDEL402A Plan, organise and facilitate learning in the workplace BSBCMM401A Make a presentation TAEASS401B Plan assessment activities and processes TAEASS502B Design and develop assessment tools TAEASS402B Assess competence TAEASS403B Participate in assessment validation
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TABLE OF CONTENTS TAEDES401A DESIGN AND DEVELOP LEARNING PROGRAMS.................................................................................. 4 ELEMENT 1: Define the parameters of the learning program ...................................................................................... 4 ELEMENT 2: Work within the Vocational Education and Training (VET) policy framework ...................................... 11 ELEMENT 3: Develop program content ...................................................................................................................... 19 ELEMENT 4: Design the structure of the learning program ........................................................................................ 25 TAEDES402A USE TRAINING PACKAGES AND ACCREDITED COURSES TO MEET CLIENT NEEDS ............................... 41 ELEMENT 1: Select appropriate training package or accredited course& .................................................................. 41 ELEMENT 2: Analyse and interpret the qualifications framework.............................................................................. 41 ELEMENT 3: Analyse and interpret units of competency and accredited modules ................................................... 51 ELEMENT 4: Contextualise units and modules for client applications ....................................................................... 57 ELEMENT 5: Analyse and interpret assessment guidance .......................................................................................... 60 TAELLN411 ADDRESS ADULT LANGUAGE, LITERACY AND NUMERACY SKILLS ....................................................... 67 ELEMENT 1: Analyse LLN requirements ...................................................................................................................... 67 ELEMENT 2: Select and use resources and strategies to address LLN skill requirements .......................................... 72 ELEMENT 3: Use specialist LLN support where required ............................................................................................ 72 ELEMENT 4: Evaluate effectiveness of learning support and assessment strategies in addressing LLN requirements .................................................................................................................................................................................... 76 TAEDEL401A PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING & BSBCMM401A MAKE A PRESENTATION .......................................................................................................................................................................... 80 ELEMENT 1: Interpret learning environment and delivery requirements .................................................................. 80 ELEMENT 2: Prepare session plans ............................................................................................................................. 87 ELEMENT 3: Prepare resources for delivery ............................................................................................................... 91 ELEMENT 4: Deliver and facilitate training sessions ................................................................................................... 92 ELEMENT 5: Support and monitor learning ................................................................................................................ 95 TAEDEL402A PLAN, ORGANISE AND FACILITATE LEARNING IN THE WORKPLACE .................................................. 97 ELEMENT 1: Establish effective work environment for learning ................................................................................ 97 ELEMENT 2: Develop a work-based learning pathway ............................................................................................. 100 ELEMENT 3: Establish the learning–facilitation relationship& ................................................................................. 108 ELEMENT 4: Implement work-based learning pathway ........................................................................................... 108 ELEMENT 5: maintain and develop the learning–facilitation relationship ............................................................... 110 ELEMENT 6: Close and evaluate the learning–facilitation relationship .................................................................... 112 ELEMENT 7: Monitor and review the effectiveness of the work-based learning pathway ...................................... 113 TAEASS401B PLAN ASSESSMENT ACTIVITIES AND PROCESSES & TAEASS502B DESIGN AND DEVELOP ASSESSMENT TOOLS ............................................................................................................................................................. 116 TAE40110 – Learner Guide
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ELEMENT 1: Determine assessment approach ......................................................................................................... 116 ELEMENT 2: Prepare the assessment plan ............................................................................................................... 121 ELEMENT 3: Develop assessment tools .................................................................................................................... 127 TAEASS402B ASSESS COMPETENCE ................................................................................................................... 135 ELEMENT 1: Preparing for assessment ..................................................................................................................... 135 ELEMENT 2: Gathering quality evidence................................................................................................................... 136 ELEMENT 3: Support the candidate .......................................................................................................................... 137 ELEMENT 4: Make the assessment decision ............................................................................................................. 137 ELEMENT 5: Record and report the assessment decision ........................................................................................ 138 ELEMENT 6: Review the assessment process ........................................................................................................... 140 TAEASS403B PARTICIPATE IN ASSESSMENT VALIDATION................................................................................... 143 ELEMENT 1: Prepare for validation ........................................................................................................................... 143 ELEMENT 2: Contribute to the validation process .................................................................................................... 147 ELEMENT 3: Contribute to validation outcomes....................................................................................................... 151 IMPORTANT ACRONYMS FOR TRAINING AND ASSESSMENT .............................................................................. 153 REFERENCE LIST ............................................................................................................................................... 154
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TAEDES401A DESIGN AND DEVELOP LEARNING PROGRAMS ELEMENT 1: Define the parameters of the learning program When designing and developing a learning program we must first of all, determine who the learning program is for and the purpose of the learning program. Who is considered to be a stakeholder? In general terms, stakeholders can be your clients, trainers, administration staff and industry experts. A client is anyone who approaches you with a training need. Here are some examples of a client; •
corporations, enterprises and business organisations or government departments or agencies individuals who may be undertaking a traineeship or apprenticeship
•
internal clients from within your own organisation undertaking professional development training
•
candidates who are applying for recognition of prior learning (RPL) or recognition of current competency (RCC) in a specific formal qualification. RPL and RCC are assessment methods used for people who already have the skills required by a formal qualification, to acquire that qualification without having to do the actual course. These assessment methods take into consideration a person’s work experience, any qualifications they may have, and compare them to the requirements of the qualification. If successful, the person is granted the qualification
You must always seek input from relevant stakeholders in the design phase to ensure that the training complies with all aspects of the organisation’s competency requirements as well as the learner’s training needs. Determining the purpose of a learning program Once you have solid understanding of the learning program purpose, you can start to select the delivery and assessment methods. According to Hill, Hill and Perlitz (2010), the purpose of the program may determine: •
what topics need to be included
•
how the learning will be delivered
•
what assessment methods will be used
•
the range and depth of knowledge to be imparted
For example, If the training program goal is to teach workers to operate a forklift this will impact on the training program in that you would need to include a practical assessment to assess the learner’s competency level. TAE40110 – Learner Guide
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There are many reasons why an organisation or individual may need or wish to undertake a learning program. Here are some common reasons: •
undertaking an apprenticeship or traineeship—this involves on-the-job training over an extended period of time with a trainer visiting the learner at regular intervals to provide the ‘formal’ training in accordance with the approved units of competency
•
refreshing or updating current skills to ensure that staff continue to work to the desired standards; this may be a simple matter of highlighting information or reminding learners of policies, procedures or product and service facts
•
learning a new skill or procedure—to improve employability skills or to enable staff to meet the required work standards; this may involve providing in-depth and/or complex information
•
professional development (PD) training—as part of the organisation’s ongoing staff development and/or to comply with government legislation dealing with staff competency standards
•
developing vocational competency—for people who wish to pursue a nationally recognised qualification
•
developing language, literacy and numeracy skills (LLN)—to assist staff who may have difficulties for a variety of reasons
•
meeting legislation, licensing or registration requirements, such as work health and safety (WHS) requirements
•
taking corrective action—where staff are not performing to the required standards and additional training is necessary
Once you have established who your client is and the purpose for the learning program, the next step is to determine the learning requirements with the stakeholders (Hill, Hill, &Perlitz, 2010). The stakeholders involved in these discussions could include: •
•
the person to be trained—so that you can get an idea of their: -
current competency level
-
learning style, to structure the learning program to their benefit
-
general attitude towards work and training
-
future aspirations
the learner’s supervisor—so that you can: -
get their opinion of the learner’s current competency (remember—what a person thinks they can do and what they can actually do may not necessarily be the same thing and it is important to get an outside opinion)
-
get specific information about how things should be done in their department and the standards to which they expect work to be carried out
•
the organisation’s management—so that you can: -
get a picture of where the training will fit in with the organisation’s overall staff policies
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-
learn about company standards, policies and procedures that may need to be included in the training
-
determine the parameters of the training requirements. This could include discussions about: o
timeframes for training » location of training
o
costs and other resources required » scale of the training—will it encompass an entire qualification, or only a few units from a qualification and so on?
•
the organisation’s training manager (if applicable) to discuss the learner’s past history and training strategy for the future
Issues to be discussed at this stage could include (but are not limited to): •
Why does the client need your help?
•
What are their requirements and priorities?
•
Are there any constraints, such as budgets, timeframes and locations?
•
Are there any other stakeholders and, if so, who are they?
•
Who is the target group for the learning program?
•
What skills and knowledge need to be developed?
•
Where are the learners located?
•
Will the training take place:
•
-
on the job during working hours?
-
at a location away from the workplace?
Will you need to be aware of: -
national standards, codes of practice, and Commonwealth and state/territory legislation, including licensing requirements, industrial relations requirements and WHS obligations?
-
business or industry knowledge specific to the training needs?
-
training packages and their competency standards?
Other issues to consider when developing a learning program for a client include; •
Licensing issues—where there are laws governing business practices in specific industries
•
Duty of care—all business establishments are responsible for the health and safety of staff and customers on their premises. Safety precautions must be in place.
•
Anti-discrimination and equal opportunity laws—these must be observed in all dealings with a client.
•
National codes of practice—these are often developed by industry councils and represent codes that organisations within that industry must adhere to.
•
Organisational policies and procedures should be incorporated into learning programs where appropriate.
•
When training is to be given on specific products or services, it may be necessary to involve supervisors or specialists in the learning program to ensure that the information is delivered correctly.
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Expected outcome When developing a learning program it must be very clear, from the start, what outcome is expected from the learning, as well as how the outcome will be measured. It is imperative that you ask the following questions: •
What must learners, as a minimum, be able to do as a result of the training?
•
How will learners be assessed as to whether they can now perform the new task to the required standards?
•
How will you ensure that the outcome is achieved?
•
Will the learning program incorporate an entire qualification (i.e. result in a Certificate or Diploma) or will the program use only one or two subjects that fulfil the specific purpose of the training?
•
How will the learning impact on the organisation’s productivity?
•
How will the learning impact on the learner’s career path within the company/industry?
Confirming competency standards In the Australian Vocational Education and Training (VET) system, training is competency based. It is essential that you confirm the competency standards with stakeholders to ensure that the learning activity or task is meeting the organisational or legislative requirements for that chosen industry. Competence is assessed on a person’s ability to demonstrate the skills and knowledge they need to perform their tasks effectively and efficiently. In brief, the Australian VET system offers nationally recognised qualifications through the use of formal training packages, each of which is made up of a number of different qualifications (Certificate courses). Each qualification contains a number of units of competency. Each unit of competency contains competency standards. Competency standards refer to the elements, performance criteria, required skills, required knowledge, performance evidence, knowledge evidence, foundation skills and critical aspects for assessment that must be addressed in the learning program. Candidates are often assessed against these competency standards because they are the national benchmarks for the chosen industry. Adult Learning Principles Part of being an effective educator involves understanding how adults learn best. In the 1970s, Malcolm Knowles, an American theorist of adult education, identified the following six principles of adult learning: 1. Adults are internally motivated and self-directed 2. Adults bring life experiences and knowledge to learning experiences 3. Adults are goal-oriented 4. Adults are relevancy-oriented 5. Adults are practical 6. Adult learners like to be respected
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How can I use adult learning principles to facilitate student learning on placement? Good question! In this section of the chapter we will discuss some ways to facilitate learning by applying Knowles' Adult Learning Principles. 1. Adults are internally motivated and self-directed Adult learners resist learning when they feel others are imposing information, ideas or actions on them. Your role is to facilitate a students' movement toward more self-directed and responsible learning as well as to foster the student's internal motivation to learn. As a trainer you can: •
Set up a graded learning program that moves from more to less structure, from less to more responsibility and from more to less direct supervision, at an appropriate pace that is challenging yet not overloading for the student
•
Develop rapport with the student to optimise your approachability and encourage asking of questions and exploration of concepts.
•
Show interest in the student's thoughts and opinions.
•
Actively and carefully listen to any questions asked.
•
Lead the student toward inquiry before supplying them with too many facts.
•
Provide regular constructive and specific feedback (both positive and negative),
•
Review goals and acknowledge goal completion
•
Encourage use of resources such as library, journals, internet and other department resources.
•
Set projects or tasks for the student that reflects their interests and which they must complete and "tick off" over the course of the placement. For example: to provide an in-service on topic of choice; to present a casestudy based on one of their clients; to design a client educational handout; or to lead a client group activity session.
•
Acknowledge the preferred learning style of the student. A questionnaire is provided below that will assist your student to identify their preferred learning style and to discuss this with you.
2. Adults bring life experiences and knowledge to learning experiences Adult learners should be given opportunity to use their existing knowledge and life experiences. As a trainer you can: •
Find out your learner’s interests and past experiences (personal, work and study related)
•
Assist them to draw on those experiences when problem-solving, reflecting and applying clinical reasoning processes
•
Facilitate reflective learning opportunities which can also assist the student to examine existing biases or habits based on life experiences and move them toward a new understanding of information presented
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3. Adults are goal oriented Adult students are ready to learn when they experience a need to learn in order to cope with real-life tasks or problems. Your role is to facilitate a student's readiness for problem-based learning and increase the student's awareness of the need for the knowledge or skill presented. As a trainer, you can: •
Provide meaningful learning experiences that are clearly linked to personal, client and fieldwork goals as well as assessment and future life goals.
•
Provide real case-studies (through client contact and reporting) as a basis from which to learn about the theory.
•
Ask questions that motivate reflection, inquiry and further research.
4. Adults are relevancy oriented Adult learners want to know the relevance of what they are learning to what they want to achieve. One way to help them see the value of their observations and practical experiences throughout their placement is to: •
Ask the student to do some reflection on what they expect to learn prior to the experience, on what they learnt after the experience and how they might apply what they learnt in the future, or how it will help them to meet their learning goals.
•
Provide some choice of fieldwork project by providing two or more options, so that learning is more likely to reflect the student's interests.
5. Adults are practical Through practical fieldwork experiences, interacting with real clients and their real life situations, students move from classroom and textbook mode to hands-on problem solving where they can recognise firsthand how their learning applies to the work context. As a trainer you can: •
Clearly explain your clinical reasoning when making choices about assessments, interventions and when prioritising client's clinical needs.
•
Be explicit about how what the student is learning is useful and applicable to the job and client group you are working with.
•
Promote active participation by allowing students to try things rather than observe. Provide plenty of practice opportunity in assessment, interviewing, and intervention processes with ample repetition in order to promote development of skill, confidence and competence.
6. Adult learners like to be respected Respect can be demonstrated by: •
Acknowledging the wealth of experiences that the student brings to the placement
•
Regarding the adult learner as a colleague who is equal in life experience
•
Encouraging expression of ideas, reasoning and feedback at every opportunity
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Accessing competency standards Depending on whether the learning program is based upon a formal training package leading to a nationally recognised qualification and is competency based, or is based upon internal organisational requirements, competency standards can be accessed in a number of ways. For example: •
VET competency standards can, primarily, be found on the Commonwealth Government’s Training.gov.au website or in the printed versions of the relevant training package. These will detail how a qualification is packaged, the units of competency that must be included and the benchmarks or standards attached to each unit.
Characteristics of the target learner group The next step is to clearly define your target learner group. This involves identifying their learning needs and determining how they will benefit from these new skills and competencies. Important questions to ask include; •
Are they already in the workforce - who might have constraints on their time?
•
Are they school graduates - who may have a limited knowledge of the business world?
•
Are they special target groups - who have very specific training needs?
•
Are they already experienced in certain fields of business - who may need a refresher course?
•
Are they apprentices or trainees whose learning program may be delivered on the job over a few years?
•
Are they individuals learning new skills and knowledge or who wish to upgrade skills and knowledge?
•
Are they individuals who wish to change their career path or prospects?
•
Are they unemployed people who wish to improve their employability skills?
•
Are they individuals on specialised learning programs, such as people with disabilities or Indigenous Australians?
•
Are they learners from other countries who wish to study in the Australian VET system?
•
Are they individuals or groups needing to meet licensing or other regulatory requirements?
Once you have identified your target group, you need to analyse their characteristics. For example; •
What is their level and previous experiences of formal education?
•
What is their current skill or competency level?
•
What is the level and breadth of their current and past work experience?
•
What is their cultural background?
•
Do they have any special needs that are physical or psychological?
•
What are their reasons and motivations for participating in the learning program
•
Do they have language, literacy and numeracy issues?
•
Do they have preferred learning styles?
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To summarise, when designing a learning program it is important to; •
clarify the purpose of the program with relevant stakeholders
•
access and confirm the competency standards to be met
•
identify the characteristics of the group to be trained
ELEMENT 2: Work within the Vocational Education and Training (VET) policy framework An overview of VET in Australia Nationally recognised training in Australia is governed by very strict standards and all registered training organisations (RTOs) and trainers working under an RTO are required to comply with these standards. This section will explore the policies and frameworks of the VET industry. Please take the time to read about the Standards for Registered Training Organisations 2015 set by the Australian Skills Quality Authority (ASQA). Policies and procedures set by national organisations The most important policies and frameworks are those set by the Australian Qualifications Framework (AQF), COAG and ASQA. It is the Standards for Registered Training Organisations 2015 that all registered training organisations will be audited against if they are looking to provide nationally recognised training. The policies, frameworks and governing bodies under the VET system are highlighted in Table 1. Table 1.
Policies, frameworks and governing bodies of the VET system
Australian Skills
The Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s
Quality Authority
vocational education and training sector. ASQA regulates courses and training providers to
(ASQA)
ensure nationally approved quality standards are met. ASQA’s vision is that students, employers and governments have full confidence in the quality of vocational education and training outcomes delivered by Australian registered training organisations. ASQA is committed to: independence in our regulatory role and in providing advice transparency in our regulatory decisions and activities collaboration with industry bodies, employers, governments and registered training organisations. Source: www.asqa.gov.au
Council of
On the April 3, 2014 the Council of Australian Governments (COAG) Industry and Skills
Australian
Council agreed to streamline governance arrangements and committees and involve industry
Governments
in policy development and oversight of the performance of the VET sector. The objectives of
(COAG )
COAG include;
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•
Examining the standards for providers and regulators to ensure they better recognise the different level of risk posed by providers
•
Enabling the regulators to deal more effectively with poor quality in the sector to improve confidence
•
Meeting Australian Government deregulation objectives
•
Reducing the burden on the VET sector arising from the constant updates to training packages; and
•
Ensuring that industry is involved in policy development and oversight of the performance of the VET Source: www.coag.gov.au
Industry Skills
Industry Skills Councils play a vital role in the identification of the skilling needs within their
Council (ISC)
specific industries. It is important that ISCs are in touch with all aspects of their industry so that they are able to determine what training is needed, and how learning programs should be structured. Industry Skills Councils are: •
recognised and funded by the Australian Government
•
governed by independent, industry led boards
•
not-for-profit companies limited by guarantee Source: www.isc.org.au
Registered
A registered training organisation (RTO) is an organisation that has satisfied the standards
Training
set by ASQA. RTOs will have at least one training package on their ‘scope’. They may apply
Organisation
for extension to their scope at any time, provided they can show they have qualified
(RTO)
teachers and training and assessment methods to deliver training in that scope. RTOs can be: a private RTO a Technical and Further education organisation (TAFE) an organisation working in partnership with an RTO to provide recognised training and assessment services an organisation that provides non-recognised training and assessment services Source: www.asqa.gov.au
Australian
Australian Apprenticeship Centres administer the registration and monitoring of apprentices
Apprenticeship
and trainees. They ensure that employers and apprentices receive all incentives that may
Centres (AACs)
apply. Key functions include; •
Provide assistance to employers, Australian Apprentices and training providers throughout the duration of the Australian Apprenticeship
•
Market and promote Australian Apprenticeships in the local area
•
Administer incentive payments to employers and personal benefits to Australian Apprentices
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Work with the State and Territory Training Authorities to provide an integrated service
•
Establish effective relationships with Job Services Australia providers, Group Training Organisations, Registered Training Organisations (RTOs), schools and community organisations Source: www.australianapprenticeships.gov.au
Australian
The AQF provides the standards for Australian qualifications. It is an integrated policy that
Qualifications
comprises:
Framework
•
The learning outcomes for each AQF level and qualification type
(AQF)
•
The specifications for the application of the AQF in the accreditation and development of qualifications
•
The policy requirements for issuing AQF qualifications
•
The policy requirements for qualification linkages and student pathways
•
The policy requirements for the registers of: - organisations authorised to accredit AQF qualifications - organisations authorised to issue AQF qualifications - AQF qualifications and qualification pathways
•
The policy requirements for the addition or removal of qualification types in the AQF, and
•
The definitions of the terminology used in the policy. Source: www.aqf.edu.au
Training Package
A training package is a set of nationally endorsed standards and qualifications used to recognise and assess the skills and knowledge people need to perform effectively in the workplace. Training packages are a key resource for RTOs in the delivery of structured, national training. Training packages are developed by the AQF, together with national ISCs or by enterprises, to meet the identified training needs of specific industries or industry sectors. The purpose of a training package is to: •
enable qualifications to be awarded through the direct assessment of competencies
•
encourage the development and delivery of training to suit individual needs
•
encourage learning in a workplace environment
•
provide a pool of potential employees who meet nationally recognised standards of competence in a particular area
For example, units of competency, qualifications and skill sets all fall under a particular training package. Source: www.training.gov.au
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training.gov.au
Training.gov.au is an online information system that stores all information regarding VET
(TGA)
qualifications. It holds detailed information on all RTOs, training packages, accredited courses, qualifications and units of competency—each of which can be searched for using the appropriate course or unit codes. This is an excellent source of information when determining which units to include in a client’s learning program as it outlines the exact elements, performance criteria, essential skills and knowledge, as well as assessment guidelines for each given unit. Source: www.training.gov.au
An overview of the Australian Vocational Education system
ASQA
TGA
AQF
NCVER
ISC
COAG
RTO
LEARNERS
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How to use the www.training.gov.au website It is a good practice to check the www.training.gov.au website on a regular basis to see if there are any updates or changes to a training package. Step 1 On the home page you will need to select the “National Register of VET” and this will re-direct you to the training.gov.au website.
Once you are re-directed to the web page below, you will have the option to search for Nationally Recognised Training courses. For this exercise we will search for a business qualification. •
Please type the word “business” into the search box.
•
Remember to deselect the checkbox – include superseded data.
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Step 2 Open the list of Qualifications and select the BSB20115 code which is for the Certificate II in Business. Always make sure that the qualification is listed as “Current” in the right hand column.
Step 3 Scroll down the page and find the ‘Content’ section. Here you are able to download the training package in WORD or PDF format. For this exercise, please click on the WORD version.
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Step 4 Once the document is open it will look like the one below. As you read through the document you will find useful information such as the modification history, qualification description, licensing and regulatory information, entry requirements, the packaging rules and any qualification mapping information.
Helpful tip The training package developer for this qualification can be found in the footer of the document. For this exercise, the training package developer is Innovation and Business Skills Australia.
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Filter your search results Please note that you can also filter your search results by selecting one or more of the options listed. Keeping with the business example, if you are looking for an accredited course in the business industry you will need to click on the SEARCH tab and select the “Accredited course units/modules” option only (see below).
The search results will only display the accredited courses within the business services industry (see below). To find out more about the structure of an accredited course you will need to research the RTO’s website.
Please note that this was adapted from the www.training.gov.au website on June 1, 2015. Changes to training packages and accredited courses Training packages and accredited courses are reviewed regularly to ensure that learners are being trained and assessed the most current standards. Here, the AQF and ISCs will review the packaging rules, the unit selection list and make their adjustments as required.
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So a trainer must maintain a sound and up-to-date knowledge of their specific industry and area of expertise, as well as a current awareness of the training packages upon which their learning programs are based. Up-to-date information can be found by regularly viewing the ISC websites. Quality management system (QMS) As you are aware, an RTO should have a QMS in place. A quality management system contains information about; •
the company’s policies and procedures that are required for smooth business operation
•
documents and version control to ensure the latest resources are being utilised
•
staff professional development activities and records
•
all assessment tools and marking guides (benchmarks)
•
validation and moderation procedures
•
RPL and RCC processes and strategies
Please note that all registered training organisations must keep a record of all assessment tools for up to 30 years for audit purposes. Failure to do so, will result in a non- compliance report being issued by ASQA.
ELEMENT 3: Develop program content There are a number of considerations that can influence the design phase of a training program. These include but are not limited to; Organisational Policies and Procdeures
Organisational culture
Industry terminology
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Industry benchmarks
Legal requirements
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Learning Objectives Learning objectives (or outcomes) should be clearly documented when promoting a training program, course or workshop. It is important that the objectives include statements about knowledge, skills, attitudes and what the learner will know after they have attended the training. Learning objectives are a way to measure progress made by the learner during the training. A clear learning objective ensures the trainer knows what is to be delivered, how to measure the results and leaves little room for ambiguity. Learning objectives needs to be clearly written to avoid discrepancies and should follow the SMART acronym outlined below. S
Specific - The learning objective needs to be written using words that indicate specific actions
M
Measurable - The objective must be written in such a way that it can be measured to determine if it has been achieved
A
Achievable - The outcome should be attainable
R
Relevant - The outcome needs to be relevant to the target group and their learning needs
T
Timely - The objective can be reached within a reasonable time frame
Example of a SMART learning outcome; •
By the end of the 2-day session the learns will be able to touch type using all fingers at a rate of 40 words per minute (wpm) with an accuracy rate of 95%
Developing program content When composing a course or workshop, trainers need to consider the following; 1. What are the learning goals and outcomes? •
Research and suggest an appropriate training package (e.g. unit of competency, qualification or accredited course)
•
Analyse the unit aspects and determine if it is applicable to the learner’s needs
2. Is there a learning gap? •
Compare the job description against the learner’s current skill and knowledge level
•
Talk to the supervisor about the learner’s work performance levels
•
Find out if the learner is meeting their key performance indicators
3. Which adult learning principles are applicable? •
Research which resources or materials will inspire and engage the learner
•
E.g. industry handouts, videos, textbooks, guest speakers/experts
4. Who are the relevant stakeholders? •
Gather feedback from relevant stakeholders about the training package, learning outcomes, resource selection
•
E.g. supervisor, employment agency, Australian Apprenticeship Centre
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Trainers have a few options available to them when composing content for a training program. These include; •
Developing their own content based on industry research and knowledge (e.g. training.gov.au)
•
Purchasing content from a provider of learning materials (e.g. industry skills councils)
•
Using organisational content, policies and procedures
•
Consulting with industry experts, colleagues and staff
Examples of learning resources Learning resources include but are not limited to; •
Handouts such as fact sheets, PowerPoint slide sheets, forms and document
•
Templates such as a risk assessment report or work-related reports
•
Manuals such as staff handbooks, WHS and/or other policy and procedure documents
•
Work books that learners can use to make notes and complete tasks and activities
•
Textbooks produced by publishers that provide full details on a given subject
Examples of learning activities Learning activities include but are not limited to; •
Group work and presentations
•
Research project paper
•
Written and oral quiz
•
Workplace reporting and documentation
•
Brainstorming exercises
•
Case studies and simulated scenarios
•
Experiments and practical demonstrations
Adult Learning Styles Learning styles need to be considered to encourage maximum participation and knowledge transfer amongst adult learners. The way in which an adult absorbs and processes information can have a direct effect on how much they enjoy the training session. For this reason it is a good idea to try to incorporate activities that accommodate as many different learning styles as possible.
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The three most commonly referred to are Visual, Auditory and Kinaesthetic. A brief description of each learning style can be found below: Visual learners -prefer to see what is going on around them. for example, they enjoy reading, using words such as see, appear, look and imagine •
Good speller
•
Fast reader
•
Remembers faces but not names
•
Not good at remembering small details
Auditory learners - prefer to hear what is going on rather than read. They enjoy lectures, stories, music and audio material. •
Good at languages
•
Remembers names better than faces
•
Good vocabulary
•
Can follow spoken directions well
Kinesthetic learners - prefer to do things and apply themselves to an activity. For example, they enjoy games, teamwork, demonstrations and practical exercises •
Naturally good athlete
•
Good performer (acting, speaking or coaching)
What motivates learners? Motivation can be internal or external for the learner and can be provided by the subject matter or trainer. External motivators include; •
To increase status
•
To earn more money
•
For rewards
•
To get a promotion
Internal motivators include; •
The desire to further understand a subject
•
Self directed learning
•
Feeling independent
•
A sense of achievement
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Actual content of the subject matter The following questions should be considered when determining what the actual content of the subject matter should be; •
Does the learning material cover the learning objectives or critical aspects of the Training Package?
•
Does the trainer require assistance from an industry expert to develop the learning material?
•
How will the learning material be provided to the learners? (e.g. workbooks, Power Point slides)
•
How will the trainer engage the learners?
Once the learning resources have been identified or developed they need to be evaluated to determine the relevance to the content. There is little point in developing learning resources that do not achieve the learning objectives. An effective way to do this is to ask a colleague or industry expert to check the resources, run a trial training program and use a resource checklist. Below is a sample of a resource checklist that may be helpful. SAMPLE: Resource checklist Resource
Relevant to the training program
Handouts
Are they easy to reproduce? Will there be any copyright issues? E.g. if newspaper clippings then you need to reference the source.
Case studies, role plays and
These may need to be adapted for each different learning group. Do they need
simulations
to be more up to date to cater to the new group? Case studies could be out dated – check to make sure they are current.
Training package and
Check that the Training Package has not been superseded by a newer version
competency standards Equipment
Always test for faults. Check globes on projectors, USB ports, laptops etc
Assessment Methods Methods of assessment can include; •
role play—where a fictitious situation is created for learners to act out the required skills and knowledge
•
scenario—where, again, a situation is created and learners must explain how they would handle that situation
•
project/case study—where learners are required to research a subject, answer questions, produce reports and draw conclusions
•
observation—where the learner is observed, on the job, carrying out specific duties in line with the competencies of the learning program
•
third-party report—where supervisors or mentors, on the job, prepare a report on the learner’s activities and competencies in given tasks
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•
portfolio—a collection of important and useful information that learners can use on the job for their entire working lives
•
vocational placement scheme (VPS)—this is similar to ‘work experience’ but learners are assessed on the job, whereas with work experience they are not written examination questions
The assessment methods you use will depend on the type of training delivered, as well as where it is delivered. This is outlined below.
Workplace
• demonstration of skills and knowledge where the learner will perform specific tasks • observation checklists where the trainer/assessor watches the learner during the course of their day, checking off competencies as they are demonstrated • oral questioning—where the trainer/assessor asks specific questions relating to given tasks
Classroom
•role playing simulated situations so that competencies in such things as communication skills can be assessed •projects and case studies, where learners are required to research information and draw conclusions •scenarios, where learners are presented with a situation and asked how they would deal with this situation •written examination questions that test a learner’s knowledge on a given subject
Distance
• projects and case studies • case scenarios • written examination questions
Assessment tools that are often used to assess competence include; •
observation/role play checklist
•
case study questions
•
short answer test
•
written and/or verbal exams
•
portfolio of evidence
•
third-party workplace reports of on-the-job performance by the candidate
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ELEMENT 4: Design the structure of the learning program The last step in the design process is to develop a training and assessment strategy (TAS) which outlines (among other things) the target audience, the purpose of the learning program, how it will be delivered, how competency will be assessed, the qualifications of the trainer delivering the program and the stakeholders in the program. A TAS can be altered to suit different program designs such as online training, classroom training and workplace training by adjusting the assessment methods, delivery mode and resources required to deliver the training. For example, the structure of an online course is different to that of a classroom-based course for the following reasons; •
trainer support is offered through email and telephone correspondence
•
electronic resources are offered instead of hard-copy text
•
written feedback is provided in the assessment document
•
re-submissions is a normal part of the online learning process
•
there is no need to attend face-to-face sessions or lectures
•
the learning process is self-paced
Breaking down the learning content If the content of a learning program is too complex to deliver you will need to ‘break down’ the tasks and subjects into manageable components. By doing this, the learning process can build up gradually. Example 1.1 Training Package for a unit of competency In this example, we will use a unit of competency from a formal training package: BSBSLS408 Present, secure and support sales solutions. Although this unit has three elements, for the purpose of this example we will examine only the first one. Element 1 states that the learner ‘must be able to prepare for sales presentation’ so this will form the first topic to be covered in the learning program. This element, however, has been broken down into six performance criteria (shown below), each of which will need to be covered in the program. Element
Performance criteria
1. Prepare for sales
1.1 Obtain and organise products, ideas and services for use within sales
presentation
presentation 1.2 Review product information to ensure familiarity with products 1.3 Identify sales tactics, and assess and choose options that meet needs and preferences of the prospect 1.4 Consider variety of sales solutions and prepare to meet buyer needs 1.5 Identify and select sales aids 1.6 Identify alternatives for prospects and assess in relation to anticipated buyer needs
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You will need to consider the following; 1.
Look at the above performance criteria. Think about and outline how you might develop a training session around them.
2.
Where would you find resources to help you in the delivery of this session? Research likely sources and make a list of them.
Documenting the training program It is crucial that you document the learning program so that the key stakeholders in the training program can review the program’s effectiveness and make adjustments accordingly. This documentation should take the form of a training and assessment strategy (TAS) and must include as much information as possible. You will find an example of a TAS on the following page. Please note that the TAS sample is a standard template used by most RTOs. The TAS will vary depending on the delivery mode (distance, on-the-job and classroom delivery), the evidence and assessment methods. SAMPLE:
TAS for BSB40215 Certificate IV in Business
RTO name
123 Simple Learning
Course duration
January 2014 – December 2014
Code and title
BSB40215 CERTIFICATE IV IN BUSINESS
Purpose of program
The purpose of this training program is to develop the learner’s verbal and written communication skills, WHS knowledge of the workplace, build team work skills, apply risk management techniques and learn about various marketing methods.
Packaging rules
Total number of units = 10 1 core unit plus 9 elective units , of which:
5 elective units must be selected from the elective units listed below
4 elective units may be selected from the elective units listed below, or any currently endorsed Training Package or accredited course at the same qualification level
if not listed, 1 unit may be selected from either a Certificate III or Diploma qualification
Entry requirements
Nil
Pathways (if
None
applicable) Regulations, licensing
No licensing, legislative or certification requirements apply to this qualification at the
and registration
time of publication.
requirements Industry skills council
Innovation Business Skills Australia (IBSA)
Units of competency
Code
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Implement and monitor WHS policies,
Core
procedures and programs to meet legislative requirements BSBADM405
Organise meetings
Elective
BSBCUS401
Coordinate implementation of customer service
Elective
strategies BSBCUS402
Address customer needs
Elective
BSBCUS403
Implement customer service standards
Elective
BSBINN301
Promote innovation in a team environment
Elective
BSBITU402
Develop and use complex spreadsheets
Elective
BSBLED401
Develop teams and individuals
Elective
BSBMKG414
Undertake marketing activities
Elective
BSBRSK401
Identify risk and apply risk management
Elective
processes Target learners and
Target learners include;
their characteristics
•
Accounts Clerk
•
Administrator
•
Customer Service Advisor
•
E-business Practitioner
•
Legal Receptionist
•
Medical Receptionist
•
Office Receptionist
•
Office Administration Assistant
•
Project Officer
•
Student Services Officer
•
Word Processing Operator
•
Unskilled workers entering the workforce
Their characteristics include; •
age group between 18 – 30 years old
•
education status – have completed grade 12
•
some work experience with business sector
•
prefer learning style is classroom training
•
no formal training has been completed
Relevant
•
learners
stakeholders
•
employer
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•
managers
•
trainers
•
human resource department
•
employment agency
Required facilities
•
laptop, projector
and equipment
•
internet access
•
extension cords
•
training materials such as textbooks, handouts, assessments
Support services
•
Explaining concepts in clear terms over the telephone
available
•
Enlarge the font size of learning materials
•
Refer students to AUSLAN Signbankwww.auslan.org.au
•
Allowing students to be orally assessed by Skype
•
Allowing students to be assessed in person at the office
•
Fortnightly webinars are schedules and offered to students
•
Weekly tutorial sessions (2 hour allocation where students can ask questions and receive responses from a qualified trainer/assessor)
Reasonable
•
Pre-recorded information sessions for each unit
•
Students have access to the online forum
•
allow the student to complete a practical exam instead of a written
adjustment options
exam •
allow the student to have a sign language interpreter in the lessons
•
allow the student to provide written answers due to a hearing impairment
•
allow the student to answer oral questions if they have writing difficulties
•
provide audio recordings of the lesson for those who are hearing impaired
Learning resources
All enrolled students have access to the following learning resources; •
Learner Workbooks (contains the assessment tools)
•
Learner Guides (contains content about each unit of competency)
•
All supporting resource materials such as templates (available via the online learning system)
•
Pre-recorded information sessions (available via the online learning system)
• TAE40110 – Learner Guide
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•
Weekly tutorial sessions and chat logs
•
Access to the online student forum
Delivery and assessment
Week
Unit code
Unit name
arrangements
Time allocation (e.g. days, hours, weeks, months)
1.
BSBWHS401
Implement and monitor WHS
1 month
policies, procedures and programs to meet legislative requirements
2.
BSBADM405
Organise meetings
1 month
3.
BSBCUS401
Coordinate implementation of
1 month
customer service strategies
4.
BSBCUS402
Address customer needs
1 month
5.
BSBCUS403
Implement customer service
1 month
standards
6.
BSBINN301
Promote innovation in a team
1 month
environment
7.
BSBITU402
Develop and use complex
1 month
spreadsheets
8.
BSBLED401
Develop teams and individuals
1 month
9.
BSBMKG414
Undertake marketing activities
1 month
10.
BSBRSK401
Identify risk and apply risk
1 month
management processes Delivery mode
Classroom based
Delivery venue details
123 Simple Learning – 99 Smith Street, Brisbane QLD 4000
Assessment methods
Observation, Questioning, Structured activities
Assessment tools
Role play, presentations, written exam, oral questions, case study, simulation
Evidence gathering
Key codes
techniques
A = presentation B = oral questions C = written test D = simulation test E = role play F= case study
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Unit name
A
Implement and monitor WHS
B
C
x
x
x
x
D
E
F
x
policies, procedures and programs to meet legislative requirements BSBADM405
Organise meetings
BSBCUS401
Coordinate implementation of
x
x
x
x
x
customer service strategies BSBCUS402
Address customer needs
BSBCUS403
Implement customer service
x
x x
x x
x
standards BSBINN301
Promote innovation in a team
x
x
environment BSBITU402
Develop and use complex
x
x
x
x
x
x
x
x
x
spreadsheets BSBLED401
Develop teams and individuals
BSBMKG414
Undertake marketing activities
BSBRSK401
Identify risk and apply risk
x
x
x x
x
management processes Delivery and assessment staff (indicate with an X as to who will train and assess each unit)
Unit
Staff name
Train
Assess
BSBWHS401
Kenny Majore
x
x
BSBADM405
Kenny Majore
x
x
BSBCUS401
Kenny Majore
x
x
BSBCUS402
Kenny Majore
x
x
BSBCUS403
Kenny Majore
x
x
BSBINN301
Kenny Majore
x
x
BSBITU402
Kenny Majore
x
x
BSBLED401
Kenny Majore
x
x
BSBMKG414
Kenny Majore
x
x
BSBRSK401
Kenny Majore
x
x
Assessment
Assessment validation is an on-going quality review process. Trainers and assessors from
Validation
each qualification will meet once every six (6) months to check that the assessment tools used are producing valid, reliable, sufficient, current and authentic evidence. Validation is also concerned with continuous improvement of assessment practices and outcomes. The validation meetings will also check if the requirements of the Training Package have been met. Assessment Validation Policy Management and training staff are committed to the continuous improvement of its assessment process, tools and outcomes. Details of the validation policy are below; i.
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The assessments are validated by trainers and assessors who were not involved in the training and assessment of the course (complies with Clause 1.11). Assessment validation will be conducted by a panel consisting of industry experts, trainers, assessors and management personnel who meet the requirements outlined in Clause 1.11.
iii.
All validation findings will be recorded in the Assessment Validation Review document, including any suggested changes.
iv.
All issues that arise from the validation process of assessment tools will be documented and tabled prior to the commencement of the next program to ensure further issues are prevented. This will take place at the bi-monthly management meeting.
v.
The company will apply a process that is transparent, representative, confidential, educative, and equitable and accepts tolerable variation in interpretation of standards.
vi.
The company will comply with the guiding principles of assessment and rules of evidence
Transition
As per Clause 1.26 of the Standards for Registered Training Organisations 2015, where a
requirements
training product on its scope of registration is superseded all learners training and assessment is completed and the relevant AQF certification documentation is issued or learners are transferred into its replacement within a period of one year from the date the replacement training product was released on the National Register
Manager’s name
Richard Jackson - Director
Date approved
01.01.2015
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Table 2.
Scheduling and Sequencing Table
When delivering a full qualification or unit of competency, you must consider how the content will flow from one section to the next. This is imperative to ensure that the learning is sequential and takes place in a logical order. See below the Scheduling and Sequencing Table for BSB40215 Certificate IV in Business. Session number
Time allocation
Specific learning
Content
Delivery method
Learning activities
Resources
Classroom
Pop quiz
PowerPoint
outcomes 1.
1 month
BSBWHS401
•
Implement and monitor
WHS policies
slides, videos,
and procedures
WHS policies,
•
WHS training
Risk assessment
handouts,
procedures and
•
Hazard
exercise
textbooks
programs to meet legislative requirements
identification •
Workplace reports
Maintaining WHS records
2.
1 month
BSBADM405
•
Organise meetings
Meeting
Classroom
Written test
Meeting
handouts, textbooks
minutes •
PowerPoint slides, videos,
arrangements •
Minutes distribution
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Session number
Time allocation
Specific learning
Content
Delivery method
Learning activities
Resources
Classroom
Research project
PowerPoint
outcomes 3.
1 month
BSBCUS401
•
Coordinate implementation of
Customer needs
slides, videos,
analysis •
customer service
service
strategies
strategies •
Pop quiz
Customer
handouts, textbooks
Videos
Customer satisfaction levels
4.
1 month
BSBCUS402
•
Address customer needs
Identify
Classroom
Research project
slides, videos,
customer needs •
Pop quiz
Networking
handouts, textbooks
opportunities •
PowerPoint
Videos
Meet customer needs
5.
1 month
BSBCUS403
•
Customer
Implement customer
service
service standards
standards •
Classroom
PowerPoint slides, videos,
Pop quiz
handouts, textbooks
Customer Videos
services standards and systems TAE40110 – Learner Guide
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Session number
Time allocation
Specific learning
Content
Delivery method
Learning activities
Resources
Classroom
Group work
PowerPoint
outcomes 6.
1 month
BSBINN301
•
Promote innovation in a team environment
• •
Innovative opportunities
slides, videos,
Supporting
handouts,
colleagues
textbooks
Reflection techniques
7.
1 month
BSBITU402
•
Develop and use complex spreadsheets
Spreadsheet
Classroom
Portfolio
slides, videos,
creation •
PowerPoint
Excel reports
Software
handouts, textbooks
functions and formulae •
Using spreadsheets
•
Developing graphs from numerical data
8.
1 month
BSBLED401
•
Develop teams and individuals
Individual and
Classroom
•
PowerPoint slides, videos,
team profiling Pop quiz
Evaluating
handouts, textbooks
workplace learning TAE40110 – Learner Guide
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Session number
Time allocation
Specific learning
Content
Delivery method
Learning activities
Resources
Research report
PowerPoint
outcomes 9.
1 month
BSBMKG414
•
Market research Classroom
Undertake marketing
•
Marketing
activities
slides, videos, Group presentation
activities •
handouts, textbooks
Review techniques
10.
1 month
BSBRSK401
•
Identify risk and apply
Risk
Classroom
PowerPoint slides, videos,
identification
risk management
•
Risk analysis
Hazard
handouts,
processes
•
Treating and
identification
textbooks
monitoring workplace risks
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Health and Safety in the Learning Environment It is important to consider and manage any risks involved in the delivery of the learning program. This means looking at contingencies and what could go wrong. What is a Risk? A risk is defined as something that can happen that could impact on organisational objectives. What is a Hazard? A hazard is something that has the potential to cause injury or harm to a person, property or the environment. Trainers should be familiar with any legislation that relates to their industry when it comes to Work Health and Safety Matters. Trainers and learners have a Duty of Care to make sure the learning environment is a safe one for everyone. It is their responsibility to ensure the learning environment is free from Risks and Hazards. If they see a potential hazard or threat, they should remove it (if safe to do so, i.e. a student leaves a bag in the thoroughfare, the Trainer can ask the student to please move the item). For Trainers, Duty of Care includes: •
Conducting Risk Assessments when and as necessary by identifying potential risks and hazards
•
Ensuring the training environment is a safe place that is free of harassment, bullying and discrimination
•
Keeping accurate records relating to incident and accident reports and informing the relevant personnel as required
•
Keeping up to date with continuous improvement policies
•
Maintaining relevant Industry Association memberships and CPD (Continuing Professional Development) points when working in an industry where this a requirement
•
Adhering to Equal Employment Opportunity (EEO) Policies and Complaints and Grievances Procedures
Learners also need to demonstrate responsibility in their own safety and that of other learners. If they see something that could pose a threat or a risk, they need to report it immediately. Examples of risks during the training delivery
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•
Trainer calls in sick— organise a replacement trainer who will be up to speed on the learning program
•
Missing learner—organise a revision class or catch up lesson or provide notes
•
Venue is unavailable—organise a back-up training location or room
•
Faulty equipment such as projector is not displaying the images—check and test the projector the day before and ensure you have handouts ready in case this happens
•
Facilities inappropriate such as insufficient air ventilation—check and test the airconditioning unit the day before and ensure windows can be opened
•
WHS issues—is the venue safe and secure? Provide sufficient facilities for learners’ comfort such as toilets, kitchen facilities, access to water
A risk matrix can help to identify the likelihood of a risk occurring and what the impact would be it if were to occur. Trainers can check the likelihood of the risk occurring and determine what the consequences would be. This indicates the threat level and helps to manage the potential risk and hazard accordingly. An example of a Risk Matrix is below. Risk Matrix LIKELIHOOD
CONSEQUENCES Severe:
Very serious:
Serious: Major
Mild:
Very mild: Small
Death
Near-death/
injuries
Injuries,
fractures,
fractures
bruising
critical injuries Extremely likely
1
1
2
2
3
Very likely
1
2
2
3
3
Likely
2
2
3
3
4
Not very likely
2
3
3
4
4
Unlikely
3
3
4
4
5
Risk Matrix - key codes: 1
Unacceptable risk for training except under exceptional circumstances
2
Only acceptable with major treatments applied
3
Acceptable with sufficient risk treatments in place
4
Acceptable under most circumstances, with consideration to risks
5
Acceptable
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Hierarchy of Risk Controls The Hierarchy of Risk Controls can be used to treat a variety of risks. There are five (5) different control methods that can be applied depending on the situation. Risk control
Explanation
1. Elimination
The task is changed or the substance is eliminated to remove the hazard. Consideration must be paid to the expense and effort of this option, as well as to what environmental or secondary WHS issues may arise from any alternatives. An example can be to totally outsource the task, such as many hospitals have done with the disposal of medical waste.
2. Substitution
Replace the material, process or procedure with a less hazardous one. For example, the replacement of a toxic evaporative cleaning solution for printing presses with an environmentally safe, non-toxic cleaner.
3. Engineering controls
Installing or using additional machinery or techniques, such as fitting exhaust extractor pipes or in-room ventilation, to control the risk (or, in this case, exposure). This method can also include major design changes, such as separating the hazard from operators by methods such as enclosing or guarding dangerous items of machinery (e.g. using spring-loaded blade guards on bench saws at a saw mill).
4. Administrative controls
These come in many forms and can include prohibitions (prohibited areas), procedural guidance, regulations, access controls, minimum training requirements (and additional training) and signage. An example may be a work procedure that reduces the time the worker is exposed to the hazard, such as divers have on deep dives to prevent the bends, or prohibiting eating, drinking and smoking in laboratory areas.
5. Personal
Where all the previous measures have either been tried and found to be
protective
ineffective in adequately addressing the risk, or where the task/process
equipment (PPE)
cannot be achieved with the application of the above measures, then personal protective equipment (PPE) is to be used. PPE will rarely be used in isolation, but commonly in conjunction with various other measures (generally administrative controls as a minimum). PPE should be selected and fitted to the person who is required to use it, and all users must be trained in the safe operation and maintenance of the equipment.
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SAMPLE:
Risk Assessment Form
Form Completed By: John Smith Signature: J Smith
Date form completed:
01/04/15
Hazard Identification Hazard description: Ceiling tile hanging down and may fall and physically injure a learner
Risk rating, risk likelihood and consequences: Instructions: Determine the consequences by reading the top row and making a selection. Once you have done this, determine the risk likelihood by selecting an option from the far left column. Circle the appropriate risk rating number. Consequence versus likelihood Very likely Could happen frequently Likely Could happen occasionally Unlikely Could happen, but rare Very Unlikely Could happen, probably never will
Extreme Death, permanent disablement
Major Serious bodily injury
Moderate Casualty treatment
Minor First Aid only, no lost time
1
2
3
4
2
33
4
5
3
4
5
6
4
5
6
7
Persons at risk:
Suggestions for eliminating or controlling the risk:
All learners, the trainer, management
Organise a repair person (tradesman) to replace the tile
Person responsible for addressing the risk:
Recommended date to be completed by:
Tradesman WHS officer needs to be notified
06/04/15 – no training is to take place in the room until the hazard is eliminated
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Risk Control Plan It is impossible to prevent all hazards, however by having a risk control plan in place you can minimise the chance and likelihood of something going wrong. Key factors in assessing the degree of risk; •
Determine the likelihood – how likely is it that the risk may occur?
•
Determine the impact – what is the consequence of the risk occurring?
An example of a risk control plan can be seen below. SAMPLE:
Risk Control Plan for the BSB40215 Certificate IV in Business – learning program
Problem / risk
Risk rating
Location of
Risk treatment
Person
(1 – 5)
the risk
(suggested)
responsible
A clear problem or risk
Provide a risk
Where will
Explanation of treatment
The person’s
must be identified
rating
the risk
options are required
job title
occur? The data projector is
4 – likelihood
Training
To check the data
Trainer to
not displaying the
is likely and
room
projector the day before
check the
PowerPoint slides.
consequences
and ensure it is working
equipment
would be very
correctly or have a back-
prior to the
mild injury
up data projector on
training date
hand There is no access to
3 – likelihood
Training
To locate accessible
Trainer to
toilets or water in the
is not very
building
toilets and provide water
check the
training room.
likely and
bottles
venue prior to
consequences
the training
would be
date
serious The room is very stuffy
3 – likelihood
Training
To ensure that the air-
Trainer to
and air ventilation is
is very likely
room
conditioning unit is
check the
poor.
and
working or windows can
venue prior to
consequences
be opened.
the training
would be very
date
mild
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TAEDES402A USE TRAINING PACKAGES AND ACCREDITED COURSES TO MEET CLIENT NEEDS ELEMENT 1: Select appropriate training package or accredited course& ELEMENT 2: Analyse and interpret the qualifications framework This section will look at the differences between a training package and an accredited course and how they can be used to meet a client’s needs. Training packages vs. Accredited courses Training package
Accredited course
Training packages are nationally recognised and
Accredited courses are also nationally
nationally endorsed by the industry skills councils (ISC).
recognised but have been developed by industry (e.g. RTOs) as a result of
Think of the Training Package as the “Guideline” under
meeting training needs that may not
which the Training Program needs to be delivered. As
be addressed by an existing Training
long as the Elements, Performance Criteria, Required
Package. The course cannot duplicate
Skills, Required Knowledge and Critical Evidence are
existing qualifications and will not be
addressed, the person delivering the course has
accredited if the learning outcome can
creative licence as to how they want to deliver the
still be achieved by contextualising an
course. This is why there is so much variety in the
existing Training Package.
training material that is offered and used by RTO’s to deliver Training Programs.
Since, the structure of an accredited course is developed by industry there is
For example, units of competency, qualifications and
limited information available on the
skill sets all fall under a particular training package.
training.gov.au website. When trying to research an accredited course you will need to find out which RTOs are approved to deliver the course (there is a link available on the TGA website).
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It is important to note that a Training Package is not the same as a Training/Learning Program. The Training/Learning Program is the actual course that is being delivered and includes the learning material, which has been developed by industry experts, the t rainer or the organisation running the training. Industry Skills Councils
Develop Training Packages
www.training.gov.au
Administers Training Packages
Registered Training
Use Training Packages to develop their Nationally
Organisations
Recognised Courses
A Training Package can be used to meet a particular training purpose. These include but are not limited to: •
Using them as a basis for which to develop a learning program
•
Using them to deliver the training program for Nationally Recognised Training
•
Using them as professional development sources
•
Meeting legislative and regulatory requirements
•
To determine the Australian Qualifications Framework (AQF) qualification or part of a qualification
•
Used as an opportunity to meet a competency gap
•
For assessment purposes
•
To determine whether a learner may be entitled to Recognition of Prior Learning (RPL) or Recognition of Current Competency (RCC) – more on this later in this chapter
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The following information was adapted from the IBSA website on June 1, 2015. The section below explains the structure of a qualification and unit of competency.
Understanding a qualification structure
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Understanding a unit of competency structure
Important - please note that some unit codes still bear a letter at the end of the code which indicates the version.
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Understanding assessment requirements
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Upcoming changes for training packages From the 1st January 2016, the range statement will no longer appear in the training package. In addition to this, the evidence guide, critical evidence and assessment guidelines sections will be replaced by a new criterion called foundation skills. Range Statement Where bold italicised text is used within the Performance Criteria, it indicates that further information is detailed in the range statement. Assessment of performance is to be consistent with the evidence guide. Evidence Guide The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. Critical Evidence The Critical Evidence indicates the critical aspects for assessment and the evidence required to demonstrate competency in the Unit. Assessment Guidelines The purpose of assessment guidelines is to ensure judgments being made by trainers, assessors and RTOs are valid, reliable, fair and consistent. Each training package will have its own set of assessment guidelines to help training practitioners determine whether the learner has met the competency standards. Foundation Skills The term ‘Foundation Skills’ are used to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. The core skills of the ACSF include reading, writing, oral communication, numeracy and learning. Employability skills now come under a new framework called Core Skills for Work which incorporates skills such as problem solving, teamwork and digital literacy. Government Skills Australia defines Foundation skills as those core or essential skills we need to engage successfully in work and life.
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Language Is the tool we use to communicate with one another in many different situations and for many different reasons. Language involves speaking, listening, reading and writing. Literacy Is the ability to read and use written information; It means to be able to recognise, read and interpret workplace documents and signs, and write what is required in order to do your job accurately and efficiently. Numeracy Involves being able to carry out mathematical operations that may be part of one’s job. It includes knowing when to use maths, what maths to use, and how to do it. Learning Is the ability to assimilate new information to develop one’s knowledge and skills and to achieve learning objectives; Learner styles usually fall into one or more categories of Visual, Auditory or Kinaesthetic (VAK). Therefore, a trainer will need to consider: •
The level of LLN skills required if a learner is required to explain something
•
The reading ability of the learner where they need to be able to follow written instructions
•
The numeracy skills required if a learner needs to be able to take measurements or calculations in order to perform their job well.
LLN issues can arise from varying reasons which include, but are not limited to: •
Language barriers for learners from non-English speaking backgrounds
•
Barriers for people with a disability such as hearing impairment or visual impairment
•
Learners who have left school at a young age
•
Learners who are limited in their further training
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Five simple steps you can follow to implement effective foundation skills training support; 1
Establish current core skills/level of performance of the individual or group
2
Clarify the core skills required in the work or training context and confirm the performance levels required
3
Map results against ACSF levels (as specified in the unit of competency) and identify the training needs
4
Link each of the five core skills to the relevant support resources
5
Determine and implement an appropriate learning and development plan Source: www.governmentskills.com.au
Methods to assist learners with difficulties include;
Reading
Listening and speaking
•
Explain specifically what you want them to do
•
Break the reading down into easily manageable chunks
•
Discuss what the reading is about
•
Use visual aids to support written texts
•
Draw attention to the key words
•
Provide simplified versions of the reading
•
Provide large fonts if required
•
Speak slowly and articulately
•
Check they understand what is being discussed
•
Give instructions in a logical sequence
•
Provide practical examples
•
Avoid using terminology they may not be familiar with
•
Link the information to what they already know
•
Encourage them to participate and ask questions
•
If required, give verbal assessments to students who are not able to articulate in writing
Writing
•
Give them only the essential writing tasks
•
Highlight necessary phrases
•
Highlight key words
•
Explain specific terminology they may not be familiar with
•
Provide accurate step by step instructions on performing
Numeracy
calculations •
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Qualification types Each training package will have a number of qualifications that a learner can aspire to. For more information about each qualification below refer to the AQF 2013 document located in your Supporting Resources folder. •
Certificate I
•
Certificate II
•
Certificate III
•
Certificate IV
•
Diploma
•
Advanced Diploma, Associate Degree
•
Bachelor Degree
•
Bachelor Honours Degree, Graduate Certificate, Graduate Diploma
•
Masters Degree
•
Doctoral Degree
When choosing a qualification or unit of competency, remember to check for any prerequisites or licensing requirements. If such requirements exist, then they must be observed.
ELEMENT 3: Analyse and interpret units of competency and accredited modules Selecting units of competency After many discussions with your client, you will have a sound idea of their training needs and which training package to recommend. Let’s use the following training package as our example– BSB30415 Certificate III in Business Administration. The relevant stakeholders in the training program will need to determine which units should be included in the qualification. We have adapted the packaging rules, core and elective units from the training package here.
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Packaging Rules Total number of units = 13 2 core units plus 11 elective units 7 elective units must be selected from the Group A units listed below.The remaining 4 elective units may be selected from the Group A or Group B elective units listed below, or any currently endorsed Training Package or accredited course at the same qualification level. If not listed below 2 of the electives units may be selected from a Certificate II or Certificate IV qualification. Core units* BSBITU307 Develop keyboarding speed and accuracy BSBWHS201 Contribute to health and safety of self and others *These core units form part of the qualification and must be included in the learning program. Elective units Group A units BSBADM307 Organise schedules BSBFIA302 Process payroll BSBFIA303 Process accounts payable and receivable BSBFIA304 Maintain a general ledger BSBITU302 Create electronic presentations BSBITU303 Design and produce text documents BSBITU304 Produce spreadsheets BSBITU306 Design and produce business documents BSBITU309 Produce desktop published documents BSBWRT301 Write simple documents Group B units BSBADM302 Produce texts from notes BSBADM303 Produce texts from audio transcription BSBADM311 Maintain business resources BSBCMM301 Process customer complaints BSBCUS301 Deliver and monitor a service to customers
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BSBDIV301 Work effectively with diversity BSBFIA301 Maintain financial records BSBINM301 Organise workplace information BSBINM302 Utilise a knowledge management system BSBINM303 Handle receipt and despatch of information BSBINN201 Contribute to workplace innovation BSBIPR301 Comply with organisational requirements for protection and use of intellectual property BSBITU301 Create and use databases BSBITU305 Conduct online transactions BSBPRO301 Recommend products and services BSBSUS201 Participate in environmentally sustainable work practices BSBWOR204 Use business technology BSBWOR301 Organise personal work priorities and development BSBWOR302 Work effectively as an off-site worker BSBWHS401 Implement and monitor WHS policies, procedures and programs to meet legislative requirements The packaging rules for choosing the elective units: For the electives, 7 electives must come from Group A list and the remaining 4 elective units may be selected from the Group A or Group B list. Alternatively, 2 of the elective units may be selected from a Certificate II or Certificate IV qualification. So, depending on the client’s training purpose, the units can come from a specific area. For example, if the purpose of the training were to give the client a more I.T oriented focus, then you might select the majority of units from the ‘’I.T” skill set than from others. Going back to our example, when selecting the Group A elective units you would select the following; •
BSBITU302 Create electronic presentations
•
BSBITU303 Design and produce text documents
•
BSBITU304 Produce spreadsheets
•
BSBITU306 Design and produce business documents
•
BSBITU309 Produce desktop published documents
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Documenting the units of competency Once you have selected the elective units for the training program, you will need to document this information into a session or lesson plan. A session plan (see sample below) will provide the following information; •
a list of lesson topics
•
the time duration for each topic
•
resources required for the training delivery
•
learning activities to engage the learners
Preparing a session plan The seven steps in preparing a session plan are: 1. List the objectives of your training session 2. Order your information in a logical sequence 3. Determine the content based on the objectives 4. Identify learning resources required for each segment 5. Summarise key points (objectives) 6. Test your plan by conducting a ‘dry run’ (with timings) 7. Review and revise your plan as required SAMPLE:
Session plan
Session name:
Sandwich making (session 1)
Unit of competency:
SITHCCC103 Prepare sandwiches
Location details:
ABC School of English – 10 Mary Street Brisbane QLD 4000
Trainer name:
John Smith
Learning objectives:
Date:
08/04/15
To develop the following skills; selecting ingredients, preparing sandwiches, presenting and storing sandwiches.
Training aids/ learning resources: White board, learner workbooks, study guides, handouts Equipment required: Projector, computers, preparation utensils (kitchen cutting board, knife, container boxes, glad wrap)
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Procedure: Warm up activity, introduction, practice, group activities, quiz Warm up activity: Getting to know each other: Students are to interact with others by asking basic questions pertaining to their name, origin, work and life, family - 5 minute allocation Elicit some details back from the class about what they discovered that was interesting 1 minute Presentation Activity
Interaction
number and
(individual,
description
group, in
Delivery Methods and Techniques
Time duration
pairs) 1–
Class
Trainer introduction
introduction
Explanation of the learning objectives
and ice breaker
Ice breaker activity amongst learners
10 minutes
activity 2 – introducing
Class
the content
Content to be covered •
60 minutes
Confirm sandwich
and practicing
requirements, based on
the new skills
standard recipes or customer requests. •
Use sandwich making methods
•
Use heating and toasting equipment
Use of brainstorming activity to assess the learners current knowledge levels The trainer will use direct modelling when demonstrating the skills for the first time to learners. Observation and verbal guidance will be used when learners are asked to demonstrate the
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sandwich making skills. Learners will have 10 minutes to practice making a sandwich according to a customer request. 3- written quiz
Individual
Written quiz to be completed by each
10 minutes
learner to test their knowledge of the content so far. Summary Elicit key information back from group to check understanding and let them know what we will be covering in the next session Questions to ask your learners to support learning: What did you learn in today’s session? How will you use this information in the workplace Revision questions to be asked by the trainer here Possible Solutions: Anticipated Problems:
Have sufficient information available (e.g.
Lack of knowledge and/or application skills
handouts, videos) for learners to complete the written quiz Allow sufficient practice time for developing competent sandwich making skills
Dimensions of competency A learner must also demonstrate dimensions of competence in order to pass an assessment. The assessor should be looking for layers of competency. There are 4 types of dimensions; 1. Task skills – the ability to perform the skill at an adequate level (e.g. applies to workplace task or normal day today work) 2. Task management skills – the ability to manage a number of different tasks within a job role
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3. Contingency management skills – the ability to respond to problems by developing contingency plans. For example; •
breakdowns in equipment, communication or systems
•
dealing with difficult or dissatisfied clients
4. Job/role environment skills – the skills required to complete a particular job pr role within the workplace. For example: •
dealing with and interacting with clients and suppliers
•
complying with standard operating procedures
ELEMENT 4: Contextualise units and modules for client applications Contextualisation, also known as customisation, is simply: •
the process of taking a training program and making it meaningful and relevant to the learners, their workplace or the industry they work in determining how each item within the learning outcomes applies in a practical and direct manner back to the workplace, and;
•
a way of linking the learning material back to the needs of the learner by making the resources familiar with what they know in their own working environment
How to Contextualise or Customise a Program When customising a program, it is important to ensure observation of copyright laws by referencing the developers of the material. Trainers or Registered Training Organisations can often customise the material by adding their own terminology, using words the learners use every day as part of their job function or role, or using industry specific jargon. Training Programs can also be customised using electives that suit the needs of the learners. Earlier we discussed Packaging / Qualification Rules. As long as the Core Units are delivered, the elective units can be chosen to suit the needs of the learners undertaking the training. Contextualisation involves making the units more relevant to the user, but in doing this it is imperative that the standard is not changed or undermined. Changes to the number and content of elements and performance criteria are not permitted. However, RTOs can contextualise units of competency by: •
adding specific industry terminology to the performance criteria as long as this does not distort or narrow the competency outcomes
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•
amending or adding to the range statement as long as the breadth of application of the competency is not diminished
•
adding detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required, where the competency is expanded and not limited by the changes
•
identifying and/or including specific industry or organisational policies and procedures
•
identifying specific industry or organisational equipment and tools necessary to carry out tasks
See below the Contextualisation Table for BSBWHS401 - Implement and monitor WHS policies, procedures and programs to meet legislative requirements Elements
Performance criteria
How it is contextualised?
List each element
List the corresponding performance
Analyse the performance criteria
here
criteria here
and identify possible ways to customise the training program to benefit the learner.
Element 1 – Provide
1.1 Accurately explain to the work team
Possible options for
information to the
relevant provisions of WHS Acts,
contextualisation include;
work team about
regulations and codes of practice
•
WHS policies and
1.2 Provide information about the
WHS policy and procedure
procedures
organisation’s WHS policies, procedures
manual into the course.
and programs, and ensure it is readily
•
Incorporate the company’s
Use the company’s hazard
accessible to, and understandable by the
identification and risk
work team
assessment forms so that
1.3 Regularly provide and clearly explain
the learner can become
to the work team information about
more familiar with typical
identified hazards and the outcomes of
workplace documentation.
risk assessment and control
Element 2 –
2.1 Communicate to workplace parties
Possible options for
Implement and
the importance of effective consultation
contextualisation include;
monitor
mechanisms in managing health and
•
participation
safety risks in the workplace
consultation meetings into
arrangements for
2.2 Apply consultation procedures to
the course.
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managing WHS
facilitate participation of the work team in •
Invite guest speakers who
managing work area hazards
are currently working as a
2.3 Promptly deal with issues raised
health and safety officer.
through consultation, according to
•
Follow the company’s
organisational consultation procedures
recording procedure for
and WHS legislative and regulatory
consultation meetings.
requirements 2.4 Promptly record and communicate to the work team the outcomes of consultation over WHS issues Element 3 –
3.1 Identify WHS training needs according
Possible options for
Implement and
to organisational requirements and WHS
contextualisation include;
monitor
legislative and regulatory requirements
•
organisational
3.2 Make arrangements to meet WHS
procedures for
training needs of team members in
providing WHS
consultation with relevant individuals
existing coaching and
training
3.3 Provide workplace learning
mentoring programs within
opportunities and coaching and
the company. Incorporate
mentoring assistance to facilitate team
this into the course as a real
and individual achievement of identified
life example.
WHS training needs
Explore the company’s training needs analysis tools.
•
•
Study and analyse any
Use the company’s financial
3.4 Identify and report to management
and management plans as
the costs associated with providing
workplace samples.
training for work team, for inclusion in financial and management plans Element 4 –
4.1 Identify and report on hazards in work
Possible option/s for
Implement and
area according to WHS policies and
contextualisation include;
monitor
procedures and WHS legislative and
•
organisational
regulatory requirements
hazard identification
procedures and
4.2 Promptly action team member hazard
practices, control methods
legal requirements
reports according to organisational
and monitoring techniques.
for identifying
procedures and WHS legislative and
hazards and
regulatory requirements
assessing and
4.3 Implement procedures to control risks
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controlling risks
using the hierarchy of control, according to organisational and WHS legislative requirements 4.4 Identify and report inadequacies in existing risk controls according to hierarchy of control and WHS legislative requirements 4.5 Monitor outcomes of reports on inadequacies, where appropriate, to ensure a prompt organisational response
Element 5 –
5.1 Accurately complete and maintain
Possible options for
Implement and
WHS records of incidents of occupational
contextualisation include;
monitor
injury and disease in work area, according
•
organisational
to WHS policies, procedures and
records and reporting
procedures for
legislative requirements
procedures.
maintaining WHS
5.2 Use aggregate information and data
records for the
from work area records to identify
team
hazards and monitor risk control
•
Use the company’s incident
Analyse previous hazards and risk control mechanisms.
procedures in work area
ELEMENT 5: Analyse and interpret assessment guidance In this section we look briefly at the assessment guidance section of a training package. To recap: Assessment Guidelines The purpose of assessment guidelines is to ensure judgments being made by trainers, assessors and RTOs are valid, reliable, fair and consistent. Each training package will have its own set of assessment guidelines to help training practitioners determine whether the learner has met the competency standards. Role of the RTO The RTO must ensure that all persons carrying our any training or assessing role is fully qualified according to the Standards for RTOs 1.13, 1.14, 1.15 and 1.16 (see below):
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For more information – please refer to the User Guide for the Standards for Registered Training Organisations 2015. Source: www.asqa.gov.au Assessment pathways These relate to the way in which a person can provide evidence of competence. This could be achieved by: •
•
formal or informal education for example: -
in a classroom or distance education
-
doing a traineeship or apprenticeship
experiences in the workplace where learners have: -
previous experience in a job role
-
gained a qualification in the past
Guidelines for conducting assessments This section addresses Clause 1.8 and includes the following:
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For more information – please refer to the User Guide for the Standards for Registered Training Organisations 2015. Source: www.asqa.gov.au Reasonable adjustment Where access and equity issues exist for a learner, a RTO must take reasonable steps to consult, consider and implement adjustments for that learner. The purpose of reasonable adjustment is to provide these learners with the same or equal opportunities as those without disabilities. That does not mean to say that this group of learners do not have to comply with the standards and benchmarks set in the training program. However, it does mean that competency can be determined in a number of ways, and that an RTO is responsible for making sure that all learners have a fair and equitable chance of completing the training successfully. An RTO should ensure that the academic integrity of its training programs is maintained and that the required competency standards are covered, regardless of any reasonable adjustments made. Examples of reasonable adjustment include; •
allow the student to complete a practical exam instead of a written exam
•
allow the student to have a sign language interpreter in the lessons
•
allow the student to provide written answers due to a hearing impairment
•
allow the student to answer oral questions if they have writing difficulties
•
provide audio recordings of the lesson for those who are hearing impaired
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Review the learning program Before the program is delivered to the target group of learners, a final review with all stakeholders is necessary. At this stage, changes can be made with relative ease. Once the program has commenced it can be difficult, to change aspects of the program and the desired outcomes could, potentially, be missed. Learning Program Review It is important to review the learning program to identify any areas that could be improved for future learning programs. See below the Learning Program Review for the BSB40215 Certificate IV in Business. Stakeholder
Full name
Position
Industry Experience
Qualification/s held
details
John Smith
Training Manager
Managing a team of
Certificate IV in
50 trainers and
Training and
assessors
Assessment
Workplace
Diploma of
supervisor for 20
Management
Jack Corner
Supervisor
years Jennifer Small
Learner
High school leaver
Certificate I in Business
Structure and Delivery Was the selection of units appropriate for the purpose of the program? Feedback:
Yes
No
Yes, by arranging the core units into the three subjects and thereby reducing duplication will greatly help understanding and efficient learning.
Is the proposed delivery mode and arrangements appropriate for the target learners? Feedback:
Yes
No
Yes. The classroom delivery mode would allow the learners to develop practical skills and apply them correctly in the workplace.
Evidence Gathering Techniques Is there a suitable range of evidence gathering techniques to determine whether the learner has both the skills and knowledge to perform the job
Yes
No
to a satisfactory level? Why or why not? Feedback:
Yes, a range of techniques were selected to satisfy all of the competency standards in the unit of competency.
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Yes
No
to work competently within your organisation? Feedback:
The proposed assessment methods and tools will allow students to develop contextual understanding of the subject matter and apply their new skills in a practical manner.
Course Scheduling and Sequencing Do you believe enough time has been allowed for the learner to achieve a competent outcome in each unit of competency? Feedback:
No
Yes, I believe that by focusing on one unit per unit this will allow the students plenty of time to understand the content and achieve competency.
Has enough time has been allowed in the course schedule to successfully complete the assessment activities listed for each unit or module? Feedback:
Yes
Yes
No
Students have a maximum of 12 months to complete the course. This includes time for revision and catch-up classes as well.
Contextualisation Table Were there many opportunities to contextualise the unit of competency/module to benefit the learner? Feedback:
Yes
No
Examples of how to customise the unit content were clear and helpful. This provided insight into how the company’s processes and procedures could be incorporated into the program.
Support Services Are there support services in place to meet certain learner needs?
Feedback:
No
Yes, a few options were identified and made available to students who needed the extra support.
Were reasonable adjustment options identified? Feedback:
Yes
Yes
No
Yes, various options were listed and made available to the learners.
Risk Control Plan Does the risk control plan identify all possible issues or problems that may arise during the learning program? Feedback:
Yes
No
The risk control plan identifies the most likely events however a thorough contingency plan will need to be composed for all unexpected events.
Delivery and Assessment Staff Do the delivery and assessment staff hold the relevant qualification(s) required by industry to deliver and assess in this qualification? Feedback:
Yes
No
The trainers and assessors hold the minimum requirements to train and assess in the
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Target Audience Is the Training and Assessment Strategy relevant for the target learners? Feedback: Participant 1
Yes
No
Yes, it appears to be suitable for the target learners Phone number Email address
Participant 2
Phone number Email address
Participant 3
Phone number Email address
Witness full name Contact details of
Phone number
the witness
Email address
Date of review
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TAELLN411 ADDRESS ADULT LANGUAGE, LITERACY AND NUMERACY SKILLS ELEMENT 1: Analyse LLN requirements It is important for trainers to understand that quite often their learners will have differing language, literacy and numeracy (LLN) requirements. When delivering or developing a training course, trainers must understand the level of competence (e.g. certificate II level vs. Certificate IV level) required. Before you start the training program, you should always interview your learners and find out whether their LLN skills are appropriate to the course. Language involves speaking, listening and reading. It is how we communicate in different situations with various people. Literacy is the ability to read, write, interpret and understand documents such as signs, posters, workplace reports and the like. Numeracy refers to our ability to carry out operations that require mathematical input. It includes basic mathematical operations such as addition, subtraction, multiplication and division Learners may need LLN specialist assistance for the following reasons; •
Language barriers for learners from culturally and linguistically diverse backgrounds (e.g. nonEnglish speaking background)
•
People with a disability such as hearing impairments or visual impairment
•
Learners who have left school at a young age (e.g. did not complete grade 10)
•
Learners who suffer from a chronic illness preventing them from normal educational opportunities
Australian Core Skills Framework According to the Australian Core Skills Framework (ACSF) there are five (5) core skills: 1. learning - necessary to understand and absorb new tasks, skills or procedures 2. reading - necessary to interpret instructions, manuals, memos and letters or emails 3. writing - necessary to produce reports, letters, instructions 4. oral communication - necessary when dealing with customers and colleagues, as well as telephone inquiries 5.
numeracy - necessary when making financial plans, calculating fees and charges or giving change
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So, the first indicator (see Table 3.1) considers a person’s ability to understand the purpose and meaning of their core skill, while the second indicator (see Table 3.2) looks at a person’s ability to interpret the deeper meaning of their core skill. For example, if a learner has poor mathematical problem-solving skills the assessor may determine their LLN rating to be 1.09 whereby the 1 indicates the level of support and the 0.9 indicates that the learner needs full support with the numeracy component of the learning program. Table 3.1
Core skills indicator
Core skill
Indicator
Description
Learning
.01
The first indicator addresses the active awareness of self as a learner, learning orientations and approaches to the management of learning
.02
The second indicator addresses the acquisition and application of practical strategies that facilitate learning
Reading
.03
The first indicator addresses audience, purpose and meaning making strategies
.04
The second indicator addresses text structure and features, grammatical expression of ideas, word-identification strategies and vocabulary
Writing
.05
The first indicator addresses audience, purpose and meaningmaking strategies
.06
The second indicator addresses vocabulary, grammatical structure and the conventions of writing
Oral Communication
Numeracy
.07
The first indicator primarily addresses speaking
.08
The second indicator primarily addresses listening
.09
The first indicator addresses the identification of mathematical meaning in activities and texts
.10
The second indicator addresses the problem-solving and mathematical processes used
.11
The third indicator addresses the way informal and formal language, symbolic and diagrammatic representations, and conventions of mathematics are used to communicate
Source: Hill, D., Hill, T., and Perlitz, L.. (2010). Vocational Training and Assessment. United States of America
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Table 3.2
The five support levels Support
1
2
3
4
5
•
Full support
•
Works alongside expert/mentor
•
Prompting and modelling provided
•
High level support
•
May work with expert/mentor
•
Modelling available and accessible if requested
•
Moderate support
•
Advice and modelling available
•
Minimal support, as requested
•
Establishing own supporting resources
•
Little or no support
•
Initiates support from own established resources
Source: Hill, D., Hill, T., and Perlitz, L.. (2010). Vocational Training and Assessment. United States of America
Determining the core skill requirements The determination of the core skill requirements of your training program will fall into two categories: 1. Core skills required based on formal training packages - these will be influenced by the Standards for Registered Training Organisations 2015. This might include looking closely at the core skills and how they relate to the performance criteria and required skills and knowledge of a unit of competency. 2. Core skills required based on organisational requirements - these will be influenced by the internal benchmarks and standards needed to fulfil a task or tasks. This means taking a close look at the individual tasks a worker needs to perform as part of their job, breaking the tasks down into the steps needed in order to complete the tasks. Foundation skills Foundation skills are the combination of: •
English language, literacy and numeracy skills – listening, speaking, reading, writing, digital literacy and use of maths and
•
Employability skills – collaboration, problem solving, self-management, learning and information and communication technology skills required for participation in modern workplaces and contemporary life
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Foundation skills, from very basic skills to highly developed and specialised skills, underpin the achievement of vocational competencies at all levels. Learners with very low level foundation skills generally benefit from stand-alone, face-to-face delivery methods, without any significant contextualisation. At this enabling level learners need to focus on very basic skill acquisition around learning to read and write, use numbers or engage in scaffolded oral communication events related to work practices, before they can begin to use these skills in more contextualised learning. Language, literacy and numeracy (LLN) programs based on existing accredited curricula will continue to be needed for these learners. The FSK Foundation Skills Training Package is not designed for this purpose. For learners beyond this beginning level, foundation skills development is rarely a goal in itself. Learners are focussed on the achievement of other personal and vocational objectives and so foundation skills delivery is best integrated and contextualised for meaningful outcomes. The best approach in any instance will depend on the foundation skills needs of learners and the nature of the vocational program. The FSK Foundation Skills Training Package is specifically designed to enable the integration of foundation skills development into vocational programs to support the achievement of vocational pathways. A greater emphasis on building foundation skills within vocational education and training (VET) programs will allow learners to: •
acquire the foundation skills that they need to participate successfully in education and training
•
Build the foundation skills that underpin vocational competence.(IBSA; SCOTESE)
Core Skills for Work Developmental Framework (CSFW) The Core Skills for Work Developmental Framework was developed by the Australian Government and describes performance in a set of non-technical skills, knowledge and understandings that underpin successful participation in work as an employee, or as someone who is self-employed, or as a volunteer. The non-technical skills covered by the CSFW are relevant to all those undertaking work, not just those entering the workforce for the first time. The skills can continue to develop across the span of an individual’s working life, depending on the particular industry, occupation and job role.
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The CSFW was designed as a framework for conceptualising and articulating skills, knowledge and understandings that underpin work performance over time, and as a resource for guiding development of learning products that support the development of these skills, knowledge and understandings. Trigger words Trigger words are used to provide clues about the LLN skills required for a particular unit of competency. These ‘trigger words’ can be used to unpack a unit and recognise its requirements (see Table 3.3). Table 3.3
LLN trigger words
Reading
Writing
Numeracy
Speaking and listening
•
according to signs,
•
chart
•
•
codes and labels
•
complete reports
appropriate
•
document
•
adjust
•
allocate
documentation
•
identify
•
allowance
•
clarify meaning or
•
check
•
inventory
•
calculate
advice
•
comply with
•
label
•
collect data
•
contribute
directions
•
maintain records
•
computations
•
delegate
follow written
•
marked
•
convert
•
explain
procedures
•
monitor
•
determine value
•
feedback
•
identify
•
notes
•
estimate
•
follow verbal
•
interpret and
•
outline
•
formula
•
instructions or
monitor
•
record data
•
interpret charts
legislative
•
report
requirements
•
tagged
•
marked out
•
written reporting
•
obtain information
•
•
•
according to signs, codes and labels
access relevant information
procedures
and graphs
•
identify
•
levels
•
inform
•
measuring
•
liaise
techniques
•
monitor
from written
•
perform
•
refer to
instructions
•
size and proportion
•
supervise
•
understanding
•
time
•
team discussions
•
written reporting
•
tolerance
•
use questions
•
verbal reporting
Source: Taking the Lead, Trigger words, 2008, www.takingthelead.com.au
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Determining LLN skills There are a number of ways to determine a person’s LLN skill level, this includes; •
interviewing the learner by asking questions about their job role
•
observing the learner in the workplace by taking note of the skills they display
•
asking learners to read from a range of workplace documents
•
gathering information from supervisors to determine the learner’s actual skill level
•
general testing of reading, writing and numeracy skills
Documents that can be used to identify individual needs can include: •
student enrolment forms
•
the learner’s training records
•
interviews with stakeholders (e.g. supervisors)
By gathering this information you will determine if the learner needs specialist support for the learning program. Considering cultural diversity Cultural diversity needs to be considered in the training environment. You will have some learners that come from various cultural backgrounds so, it is important that you use language that is simple and concise. Avoid using any form of jargon, abbreviations, inappropriate humour or complex words. It is a good practice to: •
keep your sentences short and clear
•
use diagrams, graphics or signs wherever possible and
•
allow sufficient time for learners to ask their questions
ELEMENT 2: Select and use resources and strategies to address LLN skill requirements Element 3: Use specialist LLN support where required This section will explore the options available for learners who require specialist support. Here are some examples of LLN support services; •
Workplace English Language and Literacy (WELL) program
•
specialist consultants who are hired on a case-by-case instance
•
workplace mentors to help the learner carry out their daily tasks successfully
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The following government resources can also be used to assist individuals who need LLN assistance. Taking the Lead
www.takingthelead.com.au
Australian Council for Literacy
www.acal.edu.au/index.htm
Victorian Adult Literacy and Basic Education council
http://valbec.org.au
NSW Adult Literacy and Numeracy council Queensland
www.qcal.org.au/index.php
council for Adult Literacy
Once appropriate strategies have been determined, the learning program can then be customised to accommodate specific learners’ needs. Access and equity requirements In accordance with Standard 5, it is the RTOs responsibility to inform and protect learners (Clauses 5.1 and 5.4)
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For more information – please refer to the User Guide for the Standards for Registered Training Organisations 2015. Source: www.asqa.gov.au TAE40110 – Learner Guide
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All registered training organisations must comply with this Standard by providing this information on the home website, in the student handbook and in the information packs. One way to customise a training program is to use existing resources to improve a learner’s LLN skills. For example: •
Printed text can be enlarged for ease of reading
•
Graphics or photographs can be used instead of text
•
Handouts can be issued to address a learner’s particular learning style
Below are some specialist support services which can be utilised by the trainer. Aspire Learning resources
www.aspirelearningresources.com.au
Taking the Lead
www.takingthelead.com.au
AUSLAN Signbank
http://www.auslan.org.au
LLN support and instructional strategies In addition to the specialist support services listed above there are a number of support strategies which can be used to assist a learner. For example; •
providing interpreters where language is a problem
•
using graphics and photographs in the PowerPoint slides
•
using video or audio recordings instead of text
•
providing simplified explanations of key concepts
•
encouraging learners to use dictionaries
•
offer a mentoring program for learners in the workplace
When conducting mentoring meetings the following should be taken into consideration; •
meetings should always start and finish on time
•
meetings should be planned in advance
•
meetings should be conducted during a time this s suitable to both parties
Monitor the LLN approach You must monitor the learner’s progress to determine whether the training program is effective. Monitoring involves obtaining feedback from: •
learners – by asking questions, through observation and issuing feedback forms
•
trainers - who can conduct follow-up programs to check on learner progress
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•
stakeholders – this includes employers or supervisors, who can provide insight into the learner’s performance at work
Evaluate the LLN approach It is also imperative that you evaluate the LLN approach to discover the following; •
what worked well
•
what didn’t work
•
what improvements can be made
•
how successful the program was in terms of meeting the client’s training need
This will involve analysing the feedback data collected from the learners, trainers and stakeholders. By taking the time to monitor and evaluate the LLN approach you will be able to continuously improve the training program and help the learners to progress forward.
ELEMENT 4: Evaluate effectiveness of learning support and assessment strategies in addressing LLN requirements Why is it important to seek feedback? As a trainer, you will need to provide feedback to your learners on their skills, knowledge and assessment outcomes. In addition to this, you will also need to receive feedback about your performance as a trainer in terms of learning support, appropriate use of assessment strategies and areas that may need improvement. When you are working in the training industry, you will need to continuously monitor and improve your skills and knowledge as a trainer. How can you evaluate learning support and assessment strategies? •
Through two-way feedback
•
Outcomes of the learning program
•
Discussions with the learner
•
Individual learner needs
•
Through testing of the learner’s knowledge
The feedback you receive will help you to evaluate the effectiveness of the learning support and assessment strategies that were used. You will also need to take into account how the support strategies have impacted on your learner’s comprehension of the content and ability to apply the
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newly acquired skills. You may find that the learning support and assessment strategies will work for one learner but not for another, it is your responsibility to evaluate the outcomes and gather whether you may need to adjust your techniques. Areas for improvement You may find that you need to adjust the learning support and assessment strategies you are using. Based on your evaluation as a trainer, you should always take into account each learner’s personal needs and requirements. Due to this, you should constantly evaluate whether the learning support you are providing is effective and if the assessment strategies you are using are beneficial to the learner and their learning. The Evaluation Process The four steps of evaluation consist of:
The following table contains important information about the different levels of evaluation, evaluation tools, methods and the practicability of each level.
Kirkpatrick Model – Structure
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Level 1. Reaction
Evaluation description and
Examples of evaluation
Relevance and
characteristics
tools and methods
practicability
Reaction evaluation is how the delegates
'Happy sheets', feedback
Quick and very easy
felt, and their personal reactions to the
forms.
to obtain.
training or learning experience, for
Not expensive to
example:
Verbal reaction, post-
•
Did the learners enjoy the training?
training surveys or
•
Did they consider the training
questionnaires.
gather or to analyse.
relevant? •
Was it a good use of their time?
•
Did they like the venue, the style, timing, domestics, etc?
• 2. Learning
Level of participation
Learning evaluation is the measurement
Typically assessments or
Relatively simple to
of the increase in knowledge - before and
tests before and after the
set up; clear-cut for
after.
training.
quantifiable skills.
• •
Less easy for complex
Did the learners learn what intended to be taught?
Interview or observation
Did the learner experience what was
can also be used.
learning.
intended for them to experience? •
What is the extent of advancement or change in the learners after the training, in the direction or area that was intended?
3.
Behaviour evaluation is the extent of
Typically assessments or
Measurement of
Behaviour
applied learning back on the job -
tests before and after the
behaviour change
implementation.
training.
typically requires
• •
cooperation and skill
Did the learners put their learning into effect when back on the job?
Interview or observation
Were the relevant skills and
can also be used.
of line-managers.
knowledge used •
Was there noticeable and measurable change in the activity and performance of the learners when
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back in their roles? •
Was the change in behaviour and new level of knowledge sustained?
•
Would the learner be able to transfer their learning to another person?
•
Is the learner aware of their change in behaviour, knowledge, skill level?
4. Results
Results evaluation is the effect on the
Measures are already in
Individually not
business or environment resulting from
place via normal
difficult; unlike whole
the improved performance of the learner
management systems and
organisation.
- it is the acid test.
reporting - the challenge is
Process must
Measures would typically be
to relate to the learner.
attribute clear
organisational KPI’s such as: •
numbers of complaints,
•
staff turnover, retention, and
accountabilities.
attrition, •
failures, wastage, non-compliance,
•
quality ratings, achievement of standards,
•
growth, etc. Source: www.businessballs.com/kirkpatricklearningevaluationmodel.htm
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TAEDEL401A PLAN, ORGANISE AND DELIVER GROUP-BASED LEARNING & BSBCMM401A MAKE A PRESENTATION ELEMENT 1: Interpret learning environment and delivery requirements Trainers need to be mindful of a few concepts when delivering a training program. Considerations include the type of training program being delivered, the duration of the session and how many people will be attending. Other considerations include: •
Budget
•
Resources
•
Venue
•
Availability of staff
Participants need to be advised of these details so they arrive at the correct venue on time. What are learning programs? Learning programs are developed by training organisations and they specify how and where training courses can be delivered. A typical learning program will contain the following information: •
units of competency or benchmarks to be achieved
•
specific learning outcomes
•
an overview of the content
•
resources and activities to be used
•
delivery modes and methods
•
duration of training sessions
•
work health and safety (WHS) issues
•
assessment methods and the tools to be used
Identifying group and learner needs Documents that can be used to identify individual needs can include: •
student enrolment forms
•
the learner’s training records
•
interviews with stakeholders (e.g. supervisors)
•
training needs analysis
•
outcomes of recognition of current competency (RCC) or recognition of prior learning (RPL)
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By identifying the learner’s needs in the session planning phase you will be able to adjust your delivery approaches and include customised resources to aid the learning process. Adult learning theories All trainers should have a basic understanding of the different adult learning theories (see Table 4.1). Table 4.1
Adult Learning Theories
Adult learning theory Cognitive learning theory
Description This is a personality-based theory that recognises that knowledge alone initiates change, and that experience doesn’t generate knowledge. To truly know, cognitive theory suggest that an individual must combine concrete experiences with reflective observation, abstract conceptualisation and active experience (practising) that is reflective of their personality.
Andragogy
Self-direction and individual responsibility for learning are the main themes of the andragogical theory. Proponents of this theory promote self-learning and the use of motivators to guide learners, as well as reflection and self-assessment.
Pedagogy
Beyond simply a theory, pedagogy is the science of teaching (in relation to children). Opponents point out that many of the pedagogical approaches that are successful with children do not translate to adult learning.
Behavioural learning
This theory, which is derived from the work of behavioural scientists
theory
such as Ivan Pavlov, suggests that many people do not think or actively try to assimilate information, but rather listen, retain and retrieve as required without (initially) fully understanding.
Constructivist theory
This is a form of cognitive theory that contends that learning must be an active process of steps that build upon learners’ existing knowledge. It promotes the use of real-life examples (developed by Jerome Bruner.)
Situational
This is a sub-theory that argues that all learning is best achieved when conducted in the environment or context in which it will be used, but also that social interaction is a vital part of learning (i.e. it cannot be achieved alone).
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Adult Learning Styles (RECAP) As discussed in the TAEDES401A chapter, learning styles need to be considered to encourage maximum participation and knowledge transfer amongst adult learners. The way in which an adult absorbs and processes information can have a direct effect on how much they enjoy the training session. For this reason it is a good idea to try to incorporate activities that accommodate as many different learning styles as possible. The three most commonly referred to are Visual, Auditory and Kinaesthetic. A brief description of each learning style can be found on the following page. Learning style
Description
Suggested delivery methods and techniques
Visual learners
Prefer to see what is going on around
•
Take written notes in
them. for example, they enjoy reading,
lectures & class
using words such as see, appear, look and •
Use colours to highlight
imagine
important points
•
Good speller
•
Fast reader
charts and pictures in text
•
Remembers faces but not names
books
•
Not good at remembering small
•
•
Pay attention to diagrams,
Use mind maps (with colours & diagrams) to
details
organise information for an assignment or for revision for an exam. •
Put summaries and mind maps on the walls in your study area
Auditory learners
Prefer to hear what is going on rather
•
Use a wall planner
•
Use headsets to listen to
than read. They enjoy lectures, stories, music and audio material. •
Good at languages
•
Remembers names better than
books-on-tape •
discussions/debates •
faces •
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Participate in class Make speeches and presentations
•
Create musical jingles to aid
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•
memorization
Can follow spoken directions well •
Discuss ideas verbally
•
Use verbal analogies, and storytelling to demonstrate your point
•
Tape record classroom lectures and class notes. Summarizing is especially helpful.
Kinesthetic learners
Prefer to do things and apply themselves
•
Test learning by applying it
to an activity. For example, they enjoy
or transforming it to
games, teamwork, demonstrations and
another form.
practical exercises
•
Use lecture notes or
•
Naturally good athlete
readings to draw a diagram,
•
Good performer (acting, speaking
flow chart or even construct
or coaching)
a model. •
Allow the learner to be part of a study group
•
Relate facts or theories to the learner’s experiences
Not all the needs and characteristics of every learner can be met for every training session, but by knowing what the learning requirements are, you have a better chance of meeting the needs overall. Be mindful at all times of the effect that any changes or adjustments you make in meeting the needs of one learner can potentially have for others in the group. Managing Difficult Learners There are a number of reasons why a learner may behave in a difficult manner and a variety of key identifiers that can alert a trainer to what the issue may be. Protecting the self-esteem of learners can be a challenge for some trainers, particularly if the learner is displaying what can be perceived as negative behaviour. Trainers should not take it personally when a learner behaves in a difficult manner, and try to remember that the behaviour of the learner could be as result of any number of reasons, some of which could include:
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•
Resentment if they have been forced to attend training they feel they don’t need
•
They could have a learning difficulty or a special need
•
They may be lacking confidence in their ability to learn
•
They may have had a negative experience previously and that is impacting on their current training
What is a group? Here, we are going to use the group development model to explain how a group is formed. This theory was devised by an American psychologist named Bruce Tuckman in 1938. Tuckman’s theory describes five (5) stages of group development. 1. Forming. When the team or group forms, each of the individuals within are driven by a desire to be accepted or be part of the group and to avoid conflict. In this stage, the members meet and learn of the tasks ahead, routines, goals and so on. Everyone is ‘feeling their way’ around the group, subconsciously making impressions and identifying allies and threats, strong and weak, leaders and followers. Conflict is avoided but everyone is working independently so the power of the group is not yet harnessed. 2. Storming. The turbulent stage of storming occurs when everyone is jostling, openly or psychologically, for their spot on the ladder within the group. This is not a major issue in small groups (less than four people), but can be a serious event in larger groups as ideas and ideologies compete for group acceptance. Disagreement or even conflict will arise, but this will generally end for the betterment of the group, as long as the trainer or facilitator provides close monitoring and guidance to avoid unacceptable behaviour emerging. 3. Norming. When the turbulence settles and the goal and approaches to achieving it have been clearly identified, individuals within the group can take on roles and responsibilities towards the common goal. 4. Performing. The ‘productivity’ phase, which is not always reached by all teams or groups, is the high-performance result that fully harnesses the potential of teamwork. As team or group members become interdependent, the real ‘team’ forms. The performing stage of group development can be seen in sport, where a great team of averagely talented members can outperform an average team of greatly talented superstars. The great team has reached the performing stage and the total performance exceeds the sum of its parts. 5. Adjourning. The final part of the five-stage model was added later, but recognises that groups often do not last forever and there can be a need to recognise the dissolving or breaking up of
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the group. It also can be difficult (it is sometimes known as the ‘mourning’ phase), particularly where groups have been together as interdependent teams for an extended period. Knowing your role Before you begin any training session, you will need to confirm your role. You should find out who is responsible for: •
planning and organising each session
•
planning and organising relevant learning materials
•
making arrangements for assessment
•
record-keeping and reporting arrangements
Conducting a Training Needs Analysis (TNA) A Training Needs Analysis is the process of determining what training needs exist, either within an organisation or for an individual. For example, a trainer may be asked to conduct a training session on team building because a department within an organisation is not working well as a team. If the trainer has not carried out an extensive needs analysis prior to conducting the training, they may find out after the training has commenced that the real issue was not that staff weren’t working well as a team, but that in fact morale is low due to bullying issues, or lack of job security. In such situations, no amount of team building training would have helped to increase staff interaction. An example of conducting a TNA could involve the following steps:
Identify what the learners need to know Interview Managers / Supervisors
Research job descriptions
Observation Use checklists, tests, questionnaires
Interview learners
Consultation Determine budget, venue, and availability of learners
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SWOT Analysis A popular way in which to determine whether a training need exists is to conduct a SWOT analysis. SWOT stands for Strengths, Weaknesses, Opportunities and Threats and can be used in almost every area of business. It can often be influenced by the economy, media attention, government regulations, change in legislation and various other factors. Strengths
•
Internal / Positive
•
Characteristics of the team / learners that are an advantage over others
•
Consider the assets to the organisation – individuals or group – what is the organisation known for?
Weaknesses
•
How are strengths maintained?
•
Internal (can also be external) / Negative
•
Characteristics that place the team or learners at a disadvantage
•
Incorporates poor performance, staff issues, outside perceptions of the organisation
•
Hint – consider ‘weaknesses’ an ‘opportunity’ to make things better
Opportunities
Threats
•
External / Positive
•
Opportunities for expansion or diversification
•
Determine how to grow the business by growing the people
•
How are the opportunities maximised?
•
External / Negative
•
What outside influences can implicate the business or staff?
•
External elements that could create problems if not addressed
•
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ELEMENT 2: Prepare session plans What is a session plan? (RECAP) A session plan (as discussed in theTAEDES402A chapter) will provide the following information; •
a list of lesson topics
•
the time duration for each topic
•
resources required for the training delivery
•
learning activities to engage the learners
It is important to note here that a session plan is not the same as a learning program. The learning program is a higher level document held by the RTO, which provides an overview of the learning. A session plan however, is a working document that allows the trainer to stay on track with the lesson topics within the allocated timeframe. Using ice-breakers At the beginning of the lesson, you may wish to use an ice-breaker. The purpose of an ice-breaker activity is to encourage group bonding by allowing each person to introduce themselves. Learning resources A learning resource (also referred to as training material) is anything that can be used to help a learner understand the course content. Learning resources can take on many different forms such as; •
DVDs and videos
•
workplace manuals
•
record or log books
•
handouts, activity sheets
•
prepared case studies and role plays
•
industry fact sheets
•
CDs and audio tapes
•
presentation equipment (e.g. laptop, data projectors)
•
support materials such as learner guides, professional development material, assessment tools
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Preparing a session plan The seven steps in preparing a session plan are: 1. List the objectives of your training session 2. Order your information in a logical sequence 3. Determine the content based on the objectives 4. Identify learning resources required for each segment 5. Summarise key points (objectives) 6. Test your plan by conducting a ‘dry run’ (with timings) 7. Review and revise your plan as required SAMPLE: Session plan Session Plan Session name:
Sandwich making (session 1)
Unit of competency:
SITHCCC103 Prepare sandwiches
Location details:
ABC School of English – 10 Mary Street Brisbane QLD 4000
Trainer name:
John Smith
Learning objectives:
Date:
08/04/15
To develop the following skills; selecting ingredients, preparing sandwiches, presenting and storing sandwiches.
Training aids/ learning resources: White board, learner workbooks, study guides, handouts Equipment required: Projector, computers, preparation utensils (kitchen cutting board, knife, container boxes, glad wrap) Procedure: Warm up activity, introduction, practice, group activities, quiz Warm up activity: Getting to know each other: Students are to interact with others by asking basic questions pertaining to their name, origin, work and life, family - 5 minute allocation Elicit some details back from the class about what they discovered that was interesting 1 minute
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Presentation Activity
Interaction
number and
(individual,
description
group, in
Delivery Methods and Techniques
Time duration
pairs) 1–
Class
Trainer introduction
introduction
Explanation of the learning objectives
and ice breaker
Ice breaker activity amongst learners
10 minutes
activity 2 – introducing
Class
the content
Content to be covered •
60 minutes
Confirm sandwich
and practicing
requirements, based on
the new skills
standard recipes or customer requests. •
Use sandwich making methods
•
Use heating and toasting equipment
Use of brainstorming activity to assess the learners current knowledge levels The trainer will use direct modelling when demonstrating the skills for the first time to learners. Observation and verbal guidance will be used when learners are asked to demonstrate the sandwich making skills. Learners will have 10 minutes to practice making a sandwich according to a customer request. 3- written quiz
Individual
Written quiz to be completed by each
10 minutes
learner to test their knowledge of the content so far.
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Summary Elicit key information back from group to check understanding and let them know what we will be covering in the next session Questions to ask your learners to support learning: What did you learn in today’s session? How will you use this information in the workplace Revision questions to be asked by the trainer here Anticipated Problems:
Possible Solutions:
Lack of knowledge and/or application skills
Have sufficient information available (e.g. handouts, videos) for learners to complete the written quiz Allow sufficient practice time for developing competent sandwich making skills
Remember to customise your presentation to suit different learner groups. This will depend on the learners; •
cultural background
•
educational background
•
language, literacy and numeracy needs
•
previous work experience
•
age and gender
Creating a presentation Your presentation slides should be easy to read and follow so it is important that you avoid using long paragraphs and small font. An effective method of summarising your key points is to use bullet points. This way, you will be able to elaborate on each point and provide examples to help your learners understand the content. As a rule of thumb, use 4 dot points per slide.
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ELEMENT 3: Prepare resources for delivery Contextualising learning resources As mentioned earlier, adjustments should be made to learning resources to suit specific learner groups. Common examples of contextualising include using company templates, workplace forms, service scripts and policy manuals to help the learner better understand the course content. Resource preparation Prior to delivering any lesson you should check that all relevant personnel, resources and equipment are available. The best way to do this is to use a resource checklist (see sample below). If there are other staff members involved in the delivery session, it is a good idea to send an email reminder. SAMPLE:
Resource Checklist
Item
Status
Materials
Writing utensils (pens, markers)
Tick as completed
In working order Sufficient quantity available Training resources are printed Venue
Room is ventilated with fans/ air-conditioning Wheel-chair access available Sufficient number of desks and chairs Access to amenities such as toilets Lights are in working order
Equipment
Laptop/computer is working Sufficient power outlets Data projector is available and working Extension cords are available
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ELEMENT 4: Deliver and facilitate training sessions Communication skills You will need to use a variety of communication skills throughout your lesson. Communication techniques are made up of how you and others perceive a situation and non-verbal communication. Perception is the way you organise and interpret the world and messages around you and ho w y o u relate this directly back to values, past experiences and confidence levels. Participants will not always perceive information the same way that you do. Non-verbal communication includes how we portray ourselves to others, the posture we use when walking or talking, the gestures we use, our tone of voice and our facial expressions. The combination of these is what gives others an overall sense of who we are as presenters and whether or not they can trust us. Non-verbal communication includes: •
Eye contact – maintain good eye contact with the participants at all times. Ensure you look at each of them equally and don’t stare too much at one person. Sweep the room with your gaze.
•
Posture and the way you hold yourself – even if you don’t feel it, act confidently, walk confidently, stand confidently. Your posture will say a lot about you. Don’t pace or sway, stand tall and be proud.
•
Facial expressions – some people cannot hide their feelings in their facial expressions. Facial expressions should always be positive. You should have a warm and sincere smile to draw the participants in and show them you are genuine.
•
Dress – always dress like a professional. Your clothing should be clean, comfortable and business like. Females should avoid heavy make-up or too much jewellery and be conservative in their dress. Men should be clean shaven / have trimmed beards and dress in business attire.
Monitoring Cues Trainers should always remember that there is only so much you can do during the delivery phase. There is no reason to take it personally if a participant does not want to undertake the course or has been forced to participate. Non-verbal cues such as signing, rolling eyes, looking disinterested are all clear signs that the learner does not understand the content or is simply bored.
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Look out for the following signs; •
Does the learner appear happy?
•
Does the learner look interested?
•
Does the learner appear to be falling asleep?
•
Is the learner yawning a lot?
You should also employ the following skills throughout each training session; •
respond to questions appropriately
•
summarise major points
•
maintain eye contact
•
demonstrate confidence
•
support the learners
Engage the learner There are various methods that can be utilised to support learners with special needs. This includes but is not limited to: •
Practical demonstration
•
Case studies
•
Group discussions
•
Brainstorming activities
•
Tutoring lessons
•
Coaching/mentoring programs
•
Blended learning (e.g. classroom and online)
Class rules It is necessary to establish some ‘class rules’ at the beginning of the training session. This will outline your expectations of the learners and what the learners can expect from you as their trainer. For example; •
Acceptable behaviours - respect, sensitivity to culture, ethics and gender, use of appropriate language
•
Unacceptable behaviours – being disruptive, verbally abusive, distracting other learners, bullying, non-compliance with safety rules
•
Commitment to learning, the learning process, learner motivation and participation
•
Promoting a safe and secure learning environment (physically, psychologically and emotionally)
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Embracing diversity More often than not, your class will consist of learners who come from different walks of life. By embracing these differences in diversity you are employing inclusive practices. The benefits of diversity are outlined on the next page. Differences
Benefits
Ability
Knowledgeable input, assist each other with physical skills, such as those requiring dexterity
Age
Wisdom of ages, different perspectives
Culture
Alternative perspectives on events, widens learners’ world views and understanding, perceptions of actions or activities
Expertise/experience/
Provide specialist input and perspectives within their respective fields;
working styles
different working styles can offer learners other ways of completing tasks which they may not have otherwise considered
Gender
Male/female perspectives of events to broaden understanding
Interests
Allows for learner input in different fields of interest
Interpersonal style
Provides a variety of approaches to the same situations, offering all learners options to consider
Language
Different interpretations of phrases, perceptions of actions or activities
Mental ability
Interaction between students can broaden horizons and provide opportunities for all students
Past experiences
Offer all learners the opportunity to consider their own experiences and apply new learning in terms of their existing understanding and experience
Politics
Different political beliefs can lead to different perspectives on situations, and different approaches to issues, such as industrial relations, social issues and so on
Thinking and learning
Challenges you, the trainer, to provide different solutions to meet the
styles
differing needs, improving your skills as a trainer while allowing other students to gain different perspectives on problems or activities
Source: Hill, D., Hill, T., and Perlitz, L.. (2010). Vocational Training and Assessment. United States of America
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Group facilitation Group facilitation is another skill that you must employ as a trainer or facilitator. This involves maintaining a balance between different learning styles and group focus. For example; •
ensure every individual has an opportunity for participation
•
maintain group cohesion
•
encourage rapport between group members
•
manage group dynamics
•
observe and interpret behaviour that puts others at risk
•
facilitate discussion and group interaction
ELEMENT 5: Support and monitor learning Monitoring progress Oral questioning should be used to find out if your learners are struggling with the course content or achieving the learning outcomes. There are two (2) types of questions, they are classified as: 1.
Closed question — a question that results in a yes or no response
2.
Open question — a question that results in a structured response or a few sentences.
Questions can help a trainer to: •
manage class behaviour
•
arouse curiosity and stimulate interest
•
clarify and emphasise key concepts
•
promote discussion among learners
•
develop learners’ problem-solving ability
•
motivate students to search for new information
Motivating learners •
Assign and agree to tasks to be undertaken and due dates to be met
•
Challenge the learner with case studies, projects, problems
Obtain feedback By collecting feedback from your learners or audience you can determine the effectiveness of your performance. Always act on feedback that has been provided, especially negative feedback. Here are some ways that you can obtain feedback from your peers, learners and managers; •
feedback form
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•
focus group interviews
•
one-on-one interviews
•
observation checklist
Record keeping All personal information and records pertaining to a learner’s enrolment must comply with the Privacy Amendment Act 2012. This information should not be sold to third parties or distributed to the general public. For more information about the Privacy Amendment Act 2012 www.comlaw.gov.au/Details/C2012A00197 In the VET sector, all registered training organisations must keep a record of all training-related documents on file for 30 years. These records include; •
training and assessment strategies
•
session/ lesson plans
•
attendance sheets
•
student feedback forms
•
assessment results
•
student work samples
•
student payments
•
trainer professional development activities
•
meeting minutes
These records should be stored electronically on the company server or backed up onto an external hard drive or cloud network. Managing inappropriate behaviour When a learner engages in inappropriate behaviour you will need to let the learner know that what they have said or done is unacceptable in the learning environment. If this tactic fails, you will need to employ conflict resolution skills to manage the inappropriate behaviour. This includes: •
identifying what the cause of the behaviour
•
talking to all parties concerned
•
presenting possible solutions to resolve issues
•
obtaining agreements, either verbal or written depending on the severity of the issue
If the situation escalates and the health and safety of the trainer and other learners are at risk you may need to contact the police.
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TAEDEL402A PLAN, ORGANISE AND FACILITATE LEARNING IN THE WORKPLACE ELEMENT 1: Establish effective work environment for learning Work-based learning involves setting clear goals to help an employee acquire new skills or knowledge that is related to the work environment. This can be in the form of on-the-job-training, apprenticeships, traineeships or internships. There are many benefits associated with work-based learning such as; •
the employee undertakes real-life work activities
•
the employee is supported by their supervisors
•
the employee learns how to use office equipment
•
the employee remains current in terms of professional development
•
the employee remains productive and active in their job role
A work-based learning pathway can focus on any area within the organisation. For instance, the learning objectives might be based on the requirement to; •
learn how to use new technology
•
learn about a new job role
•
learn about new products or services
•
learn about regulatory requirements
•
learn about work, health and safety requirements
SMART objectives (RECAP) Learning objectives needs to be clearly written to avoid discrepancies and should follow the SMART acronym outlined below. S
Specific - The learning objective needs to be written using words that indicate specific actions
M
Measurable - The objective must be written in such a way that it can be measured to determine if it has been achieved
A
Achievable - The outcome should be attainable
R
Relevant - The outcome needs to be relevant to the target group and their learning needs
T
Timely - The objective can be reached within a reasonable time frame
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Once you have clearly defined the learning objectives with the learner you will need to document this into an individualised learning plan (see sample below). SAMPLE:
Individualised Learning Plan
Workplace
Smith Accounting Firm
Name of employee
Julie Guild
Learning goals
Accurately maintain general ledger
(Question to ask - what does the learner
Generate daily profit and loss report
hope to achieve by the end of the program?) Monitor and record petty cash receipts Learner characteristics
Year 12 school leaver No work experience in accounting firms
(Question to ask - what are the learner’s
Has complete her Certificate I in Business
characteristics?) Performance benchmarks to be achieved
BSBFIA301 Maintain financial records
(Refer to the training package - the
PC 1.3 Accurately credit and debit transactions and
performance criteria is a good place to start)
promptly enter into journals in accordance with organisational and legislative requirement
Learner’s current level of knowledge, skill
No work experience in accounting firms
and experience
Has complete her Certificate I in Business
(Questions to ask – What is the learner’s current skill or knowledge level? Does the learner have prior work experience?) Equity or additional support needs for the
Has difficulty with numeracy calculations
learner.
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(Does the learner require language, literacy and numeracy assistance? Do you need to consider reasonable adjustments?) Boundaries and expectations of the
Julie would like to improve her numeracy skill level
learning relationship.
and be able to meet the learning goals.
(Does the learner have any expectations from this program?) Instructions to the facilitator (This section includes any additional information to help you and other trainers to deliver the learning pathway (e.g. use of support materials, lunch breaks, revision sessions etc) Will need to provide Julie with a calculator, work sheets and samples of workplace documentation. Follow-up sessions will be held every 2 weeks to check on Julie’s progress Allow sufficient time to practice using the accounting software and producing daily reports.
As you can see, an individual learning plan contains details about: •
the learning goals for the program
•
the learner’s current knowledge and skill levels
•
the performance benchmarks to be achieved
•
resources and support services required
Once complete, you must confirm the contents of the plan with learners and gain their endorsement. Their signature on the plan is their commitment to you that they understand the requirements and confirm the agreed goals and outcomes. The learning context It is important that the trainer identifies the following before commencing the work-based learning pathway; •
What is the learner’s current knowledge or skill level?
•
Will the learner be required to operate any machinery or equipment?
•
Will the learning activities satisfy the learning objectives?
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Workplace restrictions Employees will often face workplace restrictions when undertaking any form of work-based learning. These constraints are usually due to; •
tight work schedules where tasks need to be completed within a set timeline
•
pressure to perform or meet key performance indicators
•
multi-task and perform a number of different roles
•
compliance with WHS guidelines and systems
•
language, literacy and numeracy (LLN) requirements
Adjustments or contingency plans will need to be considered if these work restrictions apply to the learner.
ELEMENT 2: Develop a work-based learning pathway The development process A work-based learning pathway can be created in five (5) simple steps; 1. Identify clear objectives for the work-based learning 2. Identify job tasks or activities to be completed by the learner 3. Organise the job tasks or activities in a sequential manner (sequencing) 4. Provide direct guidance and practical demonstration (facilitation options) 5. Allow the learner time to practise the job task/activity (review process) See sample of a work-based learning pathway plan below. SAMPLE:
Work-based Learning Pathway Plan
List the learning objectives for the work-based learning pathway: Accurately maintain general ledger Generate daily profit and loss report Monitor and record petty cash receipts Work practices and routines, the work environment and work activities suitable to meet learning objectives: Access to an accounting program/accounting generals and ledgers Produce daily financial reports for the manager
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WHS implications of using work as the basis of learning, such as workplace WHS policies and procedures; and ensuring work practices do not pose a risk to learners and others: Access to an ergonomic workstation and equipment
Contractual requirements and responsibilities for learning at work, such as training plans under apprenticeships or traineeships, or requirements under government-funded Workplace English Language and Literacy (WELL) programs: The learner has 2 hours each week to study and learn the new tasks within the accounts department. The learner will work closely with the accounts manager and practice any new skills. External learning activities which can be integrated into the work-based learning pathway, if appropriate; and how they can be monitored: Have the learner settle the petty cash account each week. Have the learner watch the accounts payable and receivable person process transactions into the accounting program/system.
Agreement from relevant personnel to implement the work-based learning pathway: Workplace supervisor and accounts manager will need to be involved with this process.
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Learner’s name:
Julie Guild
Previous learning
Job tasks and activities for
Learning
Facilitation
Personnel and
Learning
Review
experiences
sequencing
alignment
options
additional
goals
processes
opportunities No work experience in
Accurately maintain general ledger
accounting firms Generate daily profit and loss report
support
align
direct
supervisor,
Accurately
fortnightly
organisational
guidance,
trainer,
maintain
evaluations
aims, employee
modelling
general
and ongoing
co-worker,
ledger
reviews
LLN specialist
Generate
aims
Has complete her Certificate I in Business Monitor and record petty cash receipts
practise workplace
options
activities
daily profit coaching
and loss report
mentoring Monitor and record petty cash receipts
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SAMPLE:
Training Plan
Title of class
Sandwich making
Details of class
Students undertaking the SITHCCC103 Prepare sandwiches
Start date
08/04/15
Learning objectives
To develop the following skills; selecting ingredients, preparing sandwiches, presenting and storing sandwiches.
List of web sites/ resources accessed to support delivery
Language, literacy and numeracy needs
Special needs
Support services and resources
Constraints and risks to delivery
Personnel and support people
Websites •
http://www.iei.illinois.edu/current/studyresources/
•
http://www.eslgold.com/
•
Speak and listen
•
Non-verbal – body language
•
Reading, written text/words, symbols
•
Other languages including signing e.g. AUSLAN
•
Scribe
•
Wheelchair ramp
•
Prayer room
•
Visual aids
•
Scribe
•
Administration
•
Head of education
•
Support trainers
•
LLN issues
•
Time
•
Resources
•
WHS
•
Set up/ room
•
Support available
Supervisor/ manager/ principal/ industry expert/ other trainers/ administration/ family & friends for student with special needs.
Resource checklist for delivery that
•
includes;
Facility – venue location, wheel chair access, lifts, amenities such as kitchen, toilets, training room
•
Facility
•
Equipment – computer, printer, projector, modem
•
Equipment
•
Technology – wireless interne, server access, Skype, Microsoft
•
Technology
Office software
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How will I monitor learner progress
•
Q & A sessions
levels
•
Elicitation
•
Formative and summative testing
•
Collection of feedback
•
Group activities/ projects
•
Interviews
How will I document the individual
Students will be assessed on their ability to perform activities, their
learner’s progress
ability to respond to questions and the documentation they will produce for projects/ group and pair work interactions. At the end of the course students will sit for a formal assessment
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SAMPLE:
Session plan for workplace facilitation Corey Rover
Trainer/assessor name
Face-to-face work based learning
Delivery mode Session number and name Learning goals
Session 1 – Maintain daily financial records
Date:
10.02.2014
Details
Learning resources
Learning activities
Review
e.g. the sequencing of tasks and activities
e.g. what will be required for learning
e.g. the tasks and activities related to the learning
e.g. questions, checks for learning
Accurately maintain general ledger
Monday Time: 10am – 11am
MYOB accounting software
Generate daily profit and loss report
Wednesday Time: 10am – 11am
Monitor and record petty cash receipts
Friday Time: 10am – 11am
Manually enter transactions into a Follow-up sessions general ledger (paper and electronic will be held every 2 version) weeks to check on Julie’s progress Accounts manager to be Track expenses and sales for the available week Paper version of general Produce report from MYOB ledger accounting software Petty cash receipts Organise petty cash receipts by date Ergonomic workstation order Enter details into spreadsheet Record into MYOB accounting software
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SAMPLE:
Workplace facilitation observation checklist
This observation checklist is to be completed by you (the observer). Observer name
Corey Rover
Learner name
Julie Guild
Location of training
Smith Accounting Firm
Unit of competency addressed in
BSBFIA301 - Maintain financial records
Date
20.02.2014
training Checklist items:
Comments
Yes
Did you use a range of delivery
Yes, the use of manuals and fact sheets about
X
methods and training aids to
MYOB was issued to the learner. The learner had
optimise learner experiences?
multiple opportunities to ask questions and
No
practice the new skills. Did you use interpersonal skills to
Yes, open and closed-ended questions were
maintain appropriate
asked to gauge the learner’s understanding of
relationships?
the concepts and tasks being performed in
X
MYOB. Did you observe learner cues and
Yes, the learner asked questions and
X
change approaches where
paraphrased certain areas when in doubt. The
necessary to maintain
learner maintained eye contact when new
momentum?
information was being relayed.
Did you use language and
Yes, the language was appropriate to the tasks
terminology appropriate to the
being performed such as; bank register, sales
industry and language, literacy
entry, journal transactions, petty cash, profit and
and numeracy levels of the
loss.
X
learner? A glossary was provided to the learner as well. The student indicated that she had some numeracy issues however this was overcome by the use of a calculator and guidance by myself.
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Did you use learning materials
Yes, the following learning materials were
appropriate for the learner?
available; •
MYOB accounting software
•
Accounts manager to be available
•
Paper version of general ledger
•
Petty cash receipts
•
Ergonomic workstation
X
Notes on learner performance
The learner completed a feedback form.
X
Feedback received from learner
The learner completed a feedback form.
X
Did you follow the session plan?
Yes. Some extra time (extra 15 minutes) was
X
awarded for additional practice of new skills. Other comments
The learner performed all learning tasks to a satisfactorily level and showed great interest in the accounts department. I will catch up with the learner in 2 weeks time to check on her progress level.
Contractual arrangements Since, the learning is taking place in the workplace you will need to discuss the contractual arrangements with the employer. This is common for those who are enrolled in a government-funded program such as an apprenticeship, traineeship or Workplace English Language and Literacy (WELL) program. The trainer will need to create a training plan for the learner and ensure the nominal study hours are met. The trainer will also need to consider; •
how many days the learner must attend classroom training
•
how many days the learner is absent from scheduled classes
•
how the learning impacts on their current work role
Trainer obligations regarding legislation, regulation, code of practice and workplace procedures •
WHS legislation: key requirements is that of duty of care
•
Anti-discrimination legislation: ensure delivery and assessment does not discriminate
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•
Privacy Act: ensure all private information of students are protected securely
•
Clause 1.13 - 1.16: provide quality training, ensure trainer meets standard: evaluate training, contribute to continuous improvement
•
Organisational (RTO) codes of practice for trainers: code of practice may include principles such as respect, professional practice, integrity, use of resources
•
Workplace procedures: onsite training procedures, classroom training procedures, assessment procedures, resubmission procedures
The learning agreement All aspects of the learning agreement will need to be approved by the relevant stakeholders such as the; •
workplace supervisor
•
trainer or assessor
•
learner (the employee)
•
human resource department
The employer will need to show support in terms of: •
access to the work environment
•
access to any equipment or machinery
•
access to any support learning materials
•
access to the learner (the employee)
The stakeholders will need a copy of the formal contract as this will prevent any confusion or misunderstanding about the learning objectives and the role of each party.
ELEMENT 3: Establish the learning–facilitation relationship& ELEMENT 4: Implement work-based learning pathway Each individual learner will have their own preferred learning style and set of characteristics. You may obtain this information by asking the human resources to provide a copy of the employee’s training records or by simply asking the learner. Some common barriers to workplace learning include; •
language, literacy and numeracy needs
•
employment status (e.g. casual or full-time)
•
previous learning experiences
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•
cultural background
•
environment (e.g. noise, lighting)
•
access to workplace materials
Building rapport Building any relationship requires open and honest communication from each party and there is a willingness to listen and contribute to the relationship. As the trainer, you will need to employ the following skills; •
avoid using jargon (use clear language only)
•
avoid making assumptions
•
use appropriate body language
•
use active listening techniques
•
ask open and closed questions
•
be empathetic, open and honest
Remember to explain the individualised learning plan to the learner and how they can contact you for information or further guidance. This might include; •
providing your email address
•
providing your contact number and availability times
•
providing dates for revision classes
•
providing information about follow-up sessions
Work, health and safety considerations Since, the learning will be taking place in the actual workplace the trainer must exercise duty of care in this instance as well. For example, the trainer and learner must comply with the Work Health and Safety Act 2011, work practices and any safety policies established by the organisation. Familiarise yourself with the following information when entering a workplace; •
Who is the emergency contact person?
•
Who is the evacuation warden in the work area
•
Where are the evacuation assembly points
•
Where are the incident forms located
•
Is there an attendance sheet?
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Sources of WHS information include; •
WHS representatives
•
WHS Risk/hazard register
•
Hazard/Incident reports
•
Safety Data Sheets
•
Equipment user manuals
•
Audits or previous WHS Inspection reports
When a hazard is identified in the training environment, this information should be logged in a WHS system or hazard report and referred to the supervisor or health and safety officer. Please note that hazards and risks were covered in the TAEDES401A chapter). Supervising the learner Normally, when the trainer is not present in the workplace, supervisory arrangements will be in place to support the learner. This person can be the learner’s senior manager or supervisor. The supervisor’s role is to provide guidance only and they must not intervene or complete the work-based activities for the learner. As the trainer, you should schedule a meeting with the supervisory person and explain the ground rules. Sequencing the learning Once you have developed an individual learning plan and a work-based learning pathway, you can start to sequence the learning tasks. This process ensures that the content and work activities flow in a logical order. Transfer learning into the workplace There are techniques which can be used to ensure learning is transferred into the workplace. For example; •
asking the learner to partake in problem solving activities (e.g. research projects)
•
by using hypothetical questioning to determine the learner’s depth of understanding
•
creating opportunities for learners to perform the work tasks autonomously
•
creating opportunities for learners to apply the knowledge and skills in different contexts
ELEMENT 5: maintain and develop the learning–facilitation relationship Learning activities The learning activities should help the learner build on current skills and knowledge and allow the learning to take place in incrementally steps. Examples of structured learning activities include: •
role plays
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•
case studies
•
writing exercises
•
group demonstrations
•
research projects/ activities
•
practice opportunities (e.g. practicum or supervised teaching/facilitation)
Check learner progress As you move forward with each session, it is important to look out for non-verbal cues to check that the learner understands the skills and knowledge being taught. Learners struggling with the lesson will often display the following behaviours: •
become easily distracted
•
demonstrate poor organisational skills
•
become reluctant to undertake new activities
•
become dependent on you to lead them through activities
•
work slowly or quickly and inaccurately
•
find excuses to miss sessions, such as illness, appointments or urgent meetings
Other times, learners will verbally express that they simply do not understand or will ask you to paraphrase the information by using examples. It is important not to assume that your learner understands everything. Try to use revision questions to test your learner’s comprehension levels and adjust your learning activities accordingly. Ethical behaviour A trainer must behave in an ethical manner at all times during the learning relationship. Failure to do so will result in irreparable damage to the reputation of both the trainer and their organisation. Examples of ethical behaviour include: •
being honest about your knowledge and skill level
•
following organisational policies
•
comply with privacy laws
•
being honest in your dealings
•
treating others fairly
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Monitoring learner results You can monitor the learner’s progress through ongoing assessment and feedback mechanisms. It is a good idea to schedule regular meetings (e.g. once a month depending on the program duration) with the learner and employer to discuss performance levels. During these meetings, the employer can also raise any issues that were not identified during the planning phase such as disruptions to work routines or indirect impacts on customer service levels. Always take the time to listen to your client during these meetings and suggest reasonable adjustment strategies wherever possible. Remember that this is a work-based learning pathway and the purpose of the plan is to ensure the learner is developing the correct organisational skills and knowledge to perform their job effectively.
ELEMENT 6: Close and evaluate the learning–facilitation relationship It is essential that you take the correct steps to close and evaluate a learning relationship. In doing so, you will be able to; •
find out what aspects worked well
•
what didn’t work in the relationship
•
what improvements can be made
•
support your professional development as a trainer/facilitator
The evaluation process requires you to collect feedback data from the learner. This might be in the form of •
a face-to-face interview
•
general discussions
•
written questionnaire
Providing constructive feedback Constructive feedback helps the learner to understand why they did not receive a competent outcome and how to rectify this result. Effective methods for providing constructive feedback include; •
explaining the purpose of the feedback
•
outlining the areas that need to be re-attempted
•
provide relevant examples
•
always be empathetic (not sympathetic)
Self-evaluation process Once the learning relationship has ended, you should take the time to reflect on your performance as a trainer/facilitator. The self-evaluation process can include:
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•
asking questions about your own delivery ability, knowledge and skill levels
•
asking how the relationship could be improved
•
reviewing your own performance against ‘best practice’
•
reviewing feedback from your learner and identifying areas for improvement
The information that you collect from this process will enable you to improve future work-based learning programs and allow you to grow as a professional. Maintaining evaluation records In some industries, there is a legal requirement to keep a record of the evaluation process. For example, professional registration as a nurse, contractor and builder requires you to conduct self-evaluation at an organisational level. Requirements do vary, so remember to discuss any requirements for maintaining evaluation records with your organisation and the learner’s employer.
ELEMENT 7: Monitor and review the effectiveness of the work-based learning pathway The review process is similar to the evaluation of the learning-facilitation relationship. The main difference is you are able to collect feedback from various stakeholders not just the learner. There are important questions which must be asked at this stage, such as; •
Did the program achieve the learning objectives?
•
What part of the program worked well?
•
What aspect of the program didn’t work?
•
Were there sufficient resources (time, materials)?
•
Did the learner’s employer find the program effective?
•
What areas need improvement?
Collecting feedback Feedback can be obtained through interviews, telephone calls and feedback forms. The most effective type of questionnaire is one that uses the sliding-scale method. By distributing a sliding-scale questionnaire to your stakeholders, you can find out what areas worked well (or not well) and to what degree hence the name ‘sliding scale’. Try to avoid questionnaires that only produce a ‘yes or no’ response as there is little room for interpretation and analysis. Below is an example of a 4 point sliding scale which comprises of the following score categories; strongly agree, agree, disagree and strongly disagree.
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SAMPLE:
Learner Feedback Form Learner Feedback Form
Trainer’s name:
John Smith
Session title:
Sandwich making
Date:
15/04/15
Instructions: Please take the time to address each feedback item below by ticking the relevant category (i.e. strongly agree, disagree, agree, strongly disagree). Provide comments where applicable to help the trainer understand their strengths and weaknesses for self-improvement.
The trainer used a variety of activities
X
X
The activities were relevant to the session topic
X
The activities were too difficult
Yes, the information that was provided by the trainer made sense when we started to make the sandwiches Good to have support of other students. They were well The hand outs and power points were clear and easy to follow and understand
X
X
I wanted more time to keep practicing my new sandwich making skills Very polite and helpful
X
The trainer encouraged active participation
Was confusing at first but was better once we had a chance to practice
Yes I learned a lot about the proper tools to use and how to toast a heat a sandwich
X
There was sufficient time to complete each activity The trainer was respectful and monitored my learning
Comments
We did a bit of brain storming and the trainer asked a few questions. The trainer also showed us how to use the kitchen utensils
X
The activities helped me to understand the content being delivered
The learning materials catered to my learning needs E.g. visual and audio support materials were available
Strongly Disagree
The objective/s of the session was clear
Disagree
Agree
Strongly Agree
Feedback item
X
The trainer asked heaps of questions and addressed each learner including myself
The trainer was easy to understand
X
What did you enjoy most about the session?
Actually making a sandwich
What did you least like about this session?
The written quiz
Do you have any other comments or feedback?
Just a quicker introduction and more practice time
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Changes to the program Once the feedback data has been collected and collated, you might want to edit or remove parts of the learning program. These recommendations should be made in writing and accompanied by supporting evidence. Make time to discuss these changes with the learner’s employer and be ready to explain the benefits of the change. For example, it is recommended that the following changes be made to the program; •
ask the learner to perform a variety of administrative tasks in the workplace
•
use an observation checklist to assess the learner’s ability to complete all work tasks
•
have the learner complete a knowledge exam during week 5 and week 10 to check progress levels
•
allow the learner one extra week to complete the research activity
•
replace the oral presentation with a group presentation in the final assessment
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TAEASS401B PLAN ASSESSMENT ACTIVITIES AND PROCESSES & TAEASS502B DESIGN AND DEVELOP ASSESSMENT TOOLS ELEMENT 1: Determine assessment approach Assessment is the process of collecting evidence to show that a learner can perform the duties outlined in the training program. The trainer or assessor needs to collect quality evidence to substantiate whether the learner can perform the duties at the required standard or benchmark. Basically, assessment confirms whether or not the learner has competence required in the area they are being trained in. There are two common types of assessment; norm-referenced and criterion-based assessment. Norm-referenced
Criterion based
Norm-referenced assessment involves ranking a
Criterion-based assessment involves measuring the
learner against their peers once a task has been
learner’s performance against a prescribed
completed.
benchmark. The candidate can either receive a competent or not yet competent outcome.
A typical example of this is high school students who sit multiple examinations to achieve a score required
A typical example of this is if you ask a learner to
for university entrance.
build a chair. The learner will either be able to complete the task or fail to do so. In this instance the learner will need to have a set of instructions on how to complete the task.
Competency-based assessments Competency-based assessments seek to evaluate and determine the skills, knowledge and attitude of the candidate. This form of assessment is desirable in the vocational education system as it directly applies to real workplace skills and knowledge. There are four (4) different types of competency-based assessment; •
work-focused = the assessment aligns with current work practices, procedures and policies
•
criterion-referenced = the assessment is based on specific criteria
•
standards-based = the assessment uses a national, industry or organisational standard to benchmark the performance of the candidate
•
evidence-based = the assessment must be accompanied by valid, authentic, current and sufficient evidence
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Remember it is a requirement for all registered training organisations to offer RPL/RCC assessment options. This was covered in the TAEDES401A chapter. Principles of assessment As discussed earlier on, assessment guidelines are an endorsed component of a Training Package. They provide an industry framework to ensure all assessments meet industry needs and nationally agreed standards from within in the Training Package. The a ssessment guidelines must be followed to ensure the assessment process leads to a nationally recognised qualification or statement of attainment as this demonstrates vocational competency. The principles of assessment should be used to guide the assessment process. Principle Valid
IMPACT ON THE ASSESSMENT PROCESS Validity ensures that the assessment can justify what it claims. Evidence supports the learner and indicates they have the knowledge and skill to perform the task which is being assessed.
Reliable
Reliable means that the assessment is consistent. Evidence can be collected through a variety of different means but the end result should remain the same. In other words, the learner can undertake the task regardless of how they are asked to perform it, or when they are asked to perform it.
Flexible
Flexibility indicates that reasonable adjustment can be carried out to amend the assessment if necessary for learners with special needs or characteristics. It also indicates that there is flexibility when the assessment takes place and where it takes place to accommodate for the needs of the learners and the trainer.
Fair
Fair means that no learner is disadvantaged in his or her assessment. All learners should understand what is expected from them and advised of all the details relating to the assessment. All learner needs should be catered to in the assessment process.
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Rules of evidence Trainers and assessors should also apply the rules of evidence when conducting an assessment. These rules must be adhered to if you are conducting assessment for nationally recognised courses. Rule
IMPACT ON the collection process
Valid
Valid refers to whether or not the evidence collected is a reasonable indication of the learner completing the required tasks.
Authentic
Authentic refers to the fact that the work must not be completed by someone else or plagiarised.
Current
Currency raises the question, is the evidence current to the learner and the skills and knowledge that are being applied?
Sufficient
Sufficient indicates whether or not there is enough information for the trainer or assessor to make an educated decision on whether or not the learner has passed.
Reasonable adjustments Trainers should always be aware of the fact that learners may have special needs or characteristics that may often need to be addressed within a training environment. This section was covered in the TAEDES402A chapter. Often, these needs may have to be addressed discreetly and in a manner that ensures the self-esteem of the learner is protected at all times. A reasonable adjustment should never alter the learning outcomes. Always apply the principles of assessment when making changes to the assessment.
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Special needs and learner characteristics could include, but are not limited to: •
Visual or hearing impairments
•
Language, Literacy and Numeracy issues
•
People from culturally and linguistically diverse backgrounds
•
Dyslexia or other learning difficulties
•
Attention Deficit Disorder (ADD)
•
Attention Deficit Hyperactivity Disorder (ADHD)
•
Mental illnesses
•
People needing a wheelchair or crutches
•
Social anxiety or anxiety in general
•
Lack of confidence
•
Lack of ability to understand concepts
•
Medical issues such as diabetes, epilepsy
•
Access to childcare
•
Access to transport
•
Drug, alcohol or other dependencies
For more information about assistance programs visit the following websites; •
Reading Writing Hotline http://www.readingwritinghotline.edu.au/ (literacy support)
•
Disability support service https://www.lifestylesolutions.org.au
•
Psychological support service www.healthinsite.gov.au/topics/Support_for_People_with_a_Mental_Illness (mental illness)
Dimensions of competency (RECAP) The four dimensions of competency also apply in the assessment context. Here are some important questions that you must ask; 1. Task skills - can learner perform the task at an adequate level? 2. Task management skills – can the learner manage a number of different tasks within a job role 3. Contingency management skills – can the learner respond to a variety of problems and develop contingency plans? 4. Job role/environment skills – can the learner demonstrate their skill and knowledge in different workplace situations?
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Formative vs. Summative Assessment Formative assessments allow the trainer or assessor to change their approach depending on the learners’ needs. Examples of formative assessments include: •
observation checklists
•
pop quizzes
•
verbal questioning
•
interim tests
•
feedback questionnaires
On the other hand, a summative assessment is used to determine whether the learner has satisfied the course requirements or benchmark. Summative assessments can include: •
final exams
•
practical assessments
•
RPL/RCC assessments
For nationally recognised courses, the trainer will need to ensure that the assessment maps to the elements, performance criteria, critical evidence, and required skills and knowledge of the unit. This is known as ‘assessment mapping’. Considerations for assessment When determining the assessment approach, you will need to account for any legal and organisational considerations. Examples of legal considerations include; •
laws such as privacy, anti-discrimination and safety
•
hazard reporting and risk assessments
•
work hours for apprentices and trainees
•
compliance with the Standards for RTOs 2015
Examples of organisational considerations include; •
access and equity policies
•
reporting and recording processes
•
current student management database
•
have quality management system in place
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ELEMENT 2: Prepare the assessment plan The assessment plan provides the following information; •
who is being assessed
•
when the assessment will take place
•
where the assessment is to take place
•
how the assessment will be conducted
Evidence gathering The three (3) types of evidence: 1.
direct evidence
2.
indirect evidence
3.
supplementary evidence
Direct evidence
•
the candidate can provide work samples and/or written declaration claiming that the work is their own
•
observation and questioning is used to collect direct evidence from the candidate
Indirect evidence
•
this is a reliable method of evidence gathering
•
the candidate can provide third-party reports, video/audio evidence, portfolio of evidence, work samples
•
the evidence must meet the requirements within the unit of competency
Supplementary evidence
•
this method is commonly used in the RPL and RCC process
•
the candidate can provide copies of formal training such as certificates, transcripts, statement of attainments
•
the candidate can also provide letters from their employers
•
this method is commonly used in the RPL and RCC process
Assessment methods Assessment methods are effectively the way in which we assess our learners, or how we assess them. There are a number of assessment methods which can be utilised by assessors. It is important to note here that a minimum of two assessments must be used when assessing a unit of competency. This will help the assessor to determine the candidate’s level of skill, knowledge and understanding.
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Assessment tools are what we use to assess our learners with. They form part of the evidence required to demonstrate that learners have been assessed according to the Principles of Assessment. Assessment method
Assessment tools
Observation
Assessor observation checklist Supervisor observation
Questioning
Written exams Interviews Oral exams
Structured activities
Case study Simulation activity Role plays
Portfolios
Work samples Log books Work journal
Third party report
Declaration from the employer verifying the learner’s duties and work-related competencies
Since, observation checklists are commonly used in the training environment we will explore this in more detail. The benefit of using observation as your assessment method is that the results will be clear and measurable. For example, if the learner is required to use the photocopying machine, the criteria for assessment might include; Criteria 1 – Turn on the machine Criteria 2 – Select the copy function Criteria 3 – Copy the document in black and white An observation checklist is commonly used in the RPL process to verify the candidate’s skill level. A checklist should also be used to evaluate a work sample submitted by the candidate. Here, you will most likely need to use professional judgment to determine whether the work sample is sufficient evidence of competency in the area being assessed. A sample observation checklist can be found on the following page.
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SAMPLE:
Observation Checklist for BSBWOR204 Use business technology
Candidate name:_____________________________________________ Assessor name: _____________________________________________ Unit of competency: __________________________________________ Workplace: _________________________________________________ Assessment date: _____________________________________________ Performance criteria
Comments
Yes
No
3.1 Identify and replace used technology consumables in accordance with manufacturer’s instructions and organisational requirements 3.2 Carry out and/or arrange routine maintenance to ensure equipment is maintained in accordance with manufacturer’s instructions and organisational requirements 3.3 Identify equipment faults accurately and take action in accordance with manufacturer’s instructions or report fault to designated person The candidate is
Competent
Not yet competent
Feedback to candidate:
Assessor signature:
__________________________ Date: ___________
Candidate signature:
__________________________ Date: ___________
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The assessment plan The assessment plan provides information about who, where, when and how the assessment will take place. The sample below provides an explanation of what is expected in each section. This is a generic template used in the industry by registered training organisations. SAMPLE:
Assessment plan
Unit of competency
CUASOU303 Repair and maintain audio equipment
(code and title) Assessor name
Maggie May
Location of assessment
London
Date of
01/04/15
Assessment: Purpose of assessment
This unit describes the performance outcomes, skills and knowledge required to undertake basic repairs to, and maintain, audio equipment and accessories used in the screen, media, entertainment and events industries.
Target learner group
A group of trainees (undertaking a traineeship) who work for
(describe the learner
a well-known telecommunication company.
characteristics) Learner characteristics include; •
Age - 16 years old
•
Interested in becoming a audiovisual operator and sound mixer
•
No language and literacy issues
•
Some students have difficulty with numeracy calculations
Specialist support/resources
Industry experts to assist in set up
required for assessment
Providing learners with calculation worksheets and samples when completing assessments that require numerical skills.
Was the unit contextualised? If yes, explain how.
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yes
The unit content and assessment tools were
no
contextualised to incorporate the workplace
(tick only
policies, procedures and forms which are
one)
used in the telecommunication company.
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Assessment methods to used
Observation of skills and questioning of knowledge Written questioning Structured activity Third Party feedback
Assessment tools to be used
Observation checklist Written exam Role play Third Party Report
Work, health and safety (WHS)
yes
Personal protective equipment and clothing
requirements for conducting
no
assessment If yes, please provide
(tick only
details.
one)
required for role play assessment; •
muffs •
Legal, ethical and organisational
safety gloves, safety glasses, ear
yes
hi-visibility vest, steel cap boots
Adhere to the workplace requirements
requirements for assessment
no
regarding safety, manual handling, machine
If yes, please provide details.
(tick only
operation and privacy
one) Evidence to be collected from the
Written exam
candidate
Role play Observation checklist – to be completed by the assessor Third Party Report
Materials and resources needed
•
Computer and data projector
for assessment
•
Microsoft applications – Word, PowerPoint, Excel
(e.g. equipment, supplies,
•
Textbooks for each learner
documentation, supports, resources
•
Handouts and diagrams
for candidates with special needs)
•
Calculation worksheet
•
Calculators
•
Assessor guide
Special arrangements and contexts
The trainer is to conduct a risk assessment of the workplace
for assessment
for carrying out the role play.
(e.g. OHS/WHS assessment tasks and control strategies, access and
The trainer is to become familiar with the company’s WHS
equity organisational procedures
reporting procedures and health and safety officers.
and documentation)
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Timeline for assessment
Written exam – 60 minutes Role play – 20 minutes Third Party Report – 30 minutes (to be completed in the workplace)
Final recording and reporting
Assessment evidence will be scanned and saved to the
arrangements of the assessment
student’s file on the company server. The assessment result will be entered into the quality management system. The employer will be notified of the student’s results.
Confirmed assessment
Workplace supervisor, head of education, administration,
arrangements with appropriate
students, WHS officer
personnel (i.e. list personnel job titles) Work, health and safety considerations Through consultation in the assessment planning phase, workplace standards can be included in units being assessed by contextualising the unit in line with contextualisation guidelines and workplace standards. Policies and procedures to be followed may include: •
Assessors organisational policies and procedures for conducting assessment onsite
•
When assessing onsite the assessor must comply with all policies and procedures of that workplace
•
Specific health and safety policies and procedures required in the environment
Access to required assessment resources can be ensured by: •
Identifying resource requirements in the assessment planning phase
•
Communicating with training coordinator or suitable person to ensure that required resources have been booked and will be available for designated dates/times
•
Being well planned and always having spare resources or bringing own resources
Examples of personal protective equipment (PPE) include; •
safety gloves, safety glasses, hard hat, hearing protection (ear muffs), protective clothing
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If a safety concern exists in the immediate environment and the student is unable to proceed with the assessment activity, the trainer can re-assess the student at a later stage or choose to cancel future assessments in consultation with the student.
ELEMENT 3: Develop assessment tools An assessment structure will often include the following components: •
learner’s name
•
assessor’s name
•
date of the assessment or submission date
•
the benchmarks being used
•
description of the task
•
valid, reliable, fair, authentic and sufficient content
•
declaration of authenticity (signature and date)
•
document version control (for more information about version control refer to TAEASS403B chapter)
Assessment integration An assessment can also be structured for clustered units, where two or more units of competency have been integrated because there are similarities in the training package requirements. For example, we have purposely integrated the TAEDEL401A Plan, organise and deliver group-based learning with the TAEDEL402A Plan organise and facilitate learning in the workplace because the performance criteria and required knowledge in both units are very similar. There is no need to assess a student twice if you are able to create assessment tools that cover both units. The benefits of integration are, students do not need have to cover the same content twice and it can cut down on their study time. If you do decide to adjust an assessment tool later on, these changes should be recorded in a continuous improvement register or validation checklist. For more information about contextualisation refer to the TAEDES402A chapter. When creating an assessment task you should ask these questions; •
Is the activity too vague? Do I need to add more instruction or guidance notes?
•
Is the activity valid? Does the activity allow the learner to demonstrate competency?
•
Is the activity suitable for the learner’s in terms of their language, literacy and numeracy skills?
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Using ‘action words’ in your assessment can help the learner to understand what is required of them. For instance, asking a learner to list 3 cooking methods is very different to asking a learner to research and compare 3 cooking methods. Depending on the AQF level of the course, the action words will vary. Refer to the table of actions words below for more information. Action words relevant to each AQF level Certificate I & II
Certificate III
Certificate IV
Diploma and Advanced Diploma
list, identify, describe,
list, identify, define,
explain, describe,
analyse, compare,
observe, demonstrate,
create, report, classify,
discuss, reflect upon,
draw conclusions,
create, draw, write,
recommend, express,
investigate, form,
evaluate, explain, infer,
add, locate, measure,
combine, generalise,
categorise, research,
interpret, justify,
match, rewrite,
distinguish
illustrate, express,
provide support/
recommend
examples, critique,
arrange
contrast To learn more about each AQF level refer to the AQF 2013 document. Copyright laws Remember to avoid plagiarism when developing your assessment tools. Plagiarism is a criminal offence under the Commonwealth Copyright Act 1968. This legislation states that you cannot copy or use work from another person without their written consent. You can however, use referencing to acknowledge another person’s work as this is deemed acceptable. Another method is to develop your own assessment examples. Assessment mapping Once you have developed the assessment activities for the program, you will need to map them against the competency standards. Remember that competency standards refer to the elements, performance criteria, required skills, required knowledge and critical aspects for assessment within a training package. An assessment mapping document can be used to show the relationship between these standards and the assessment tools. The mapping document also allows stakeholders to follow the assessment process and use this document for validation purposes. Validation will be discussed in further detail in the TAEASS403B chapter. The example on the following page provides insight into how the mapping process works.
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SAMPLE:
Assessment Mapping for CUASOU303 Repair and maintain audio equipment
Elements - copy all elements from training.gov.au
Proposed Assessment Method
Proposed Assessment Tool
Element 1 – Undertake routine maintenance tasks 1.1 Clean and maintain equipment, cables and accessories according to organisational procedures 1.2 Conduct safety checks on equipment according to manufacturer instructions and work health and safety (WHS) guidelines 1.3 Check and replace spares and consumables and ensure production equipment is ready, and available to productions, at specified locations 1.4 Complete required documentation to ensure accurate records of checked and maintained items, and provide copies to relevant personnel
Questioning
Written exam and Case study
Structured activity
Project
Observation
Observation checklist
Element 2 – Undertake repair tasks 2.1 Recognise faults and safely shut down equipment if necessary, following manufacturer instructions and organisational procedures 2.2 Isolate fault to specific equipment or parts of equipment using fault detection procedures, and determine repair requirements 2.3 Tag faulty production equipment according to organisational procedures 2.4 Make minor repairs to faulty equipment according to safety requirements and manufacturer instructions and within level of own responsibility 2.5 Refer complex repairs to technical specialists or licensed personnel in consultation with relevant personnel 2.6 Where appropriate, have technical specialists pilot repairs from a remote location 2.7 Discuss faults and repair needs with technical specialists, demonstrating correct use of terminology Element 3 – Finalise work activity 3.1 Undertake simple modifications to equipment, ensuring current safety measures and deadlines are met 3.2 Complete documentation according to organisational procedures and distribute to relevant personnel as required 3.3 Review repair and maintenance activities to ensure compliance with service documentation and manuals
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Proposed Assessment Method
Proposed Assessment Tool
•
Questioning
Written exam
Observation
Observation checklist
Observation
Observation checklist
Observation Proposed Assessment Method
Observation checklist Proposed Assessment Tool
Questioning
Case study
Structured activity
Role play
Observation
Observation checklist
• • • •
use appropriate tools to undertake routine repairs and maintenance on audio equipment and accessories apply logical fault-detection procedures follow safety procedures when testing and maintaining audio equipment refer to service and technical manuals when undertaking repair and maintenance tasks work collaboratively
Knowledge evidence/Required knowledge - copy all from training.gov.au • • • • • •
• •
explain typical maintenance needs and schedules for a range of audio equipment explain the type of cleaning agents to use with different equipment explain techniques and processes for detecting and repairing common faults in audio equipment describe common spare parts and sub-assemblies used when maintaining and repairing audio equipment explain the consequences of bad ventilation on audio equipment explain how the following apply when maintaining and repairing audio equipment: o voltage o current resistance o power insulation o circuit continuity explain the role of the restricted electrical licence, testing and tagging certification, and limitations on the type of work that can be undertaken without a licence describe work health and safety issues related to the repair and maintenance of audio equipment
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Interprets service documentation and manuals
•
Completes fault and maintenance reports Tags or labels equipment according to its repair status
• • • • • • • • • • •
Proposed Assessment Method
Proposed Assessment Tool
Questioning
Written exam Case study
Structured activity Observation
Obtains information by listening and questioning Uses clear language to contribute information and express requirements Follows workplace protocols and safety procedures Understands and completes main tasks and responsibilities, within the boundaries of own role Works collaboratively to repair and maintain audio equipment Follows accepted communication practices and protocols Adopts a methodical and logical approach to completing basic repairs to audio equipment Meets work deadlines Uses appropriate tools for detecting and repairing faults Recognises and takes responsibility for addressing predictable, and some less predictable, problems when diagnosing and repairing audio equipment
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Instructions for the trainer/assessor Every assessment must come with a set of instructions for the trainer or assessor. The purpose of these instructions is to ensure the marking process is consistent and fair. The following information should be provided: •
the benchmarks being used
•
the instruments to be assessed
•
the resources required for assessment
In addition to this, the Code of Practice for assessors states that the assessor must provide learners with instructions prior to the assessment activity. The assessor may consult with the learner to ensure he or she is sufficiently prepared for the activity and deal with any pertinent issues which may hamper the conduct of the assessment activity. For more information about the assessor’s Code of Practice you can download the TAE10 Training and Education Training Package from the training.gov.au website. Instructions for the learner In a similar fashion, the learner also needs to know the details of the assessment activity before they begin. This includes specifying how the assessment will take place and what the learner needs to do to achieve competency. This information is usually provided in the workbook or assessment document. The following information should be provided: •
the benchmarks to be used
•
the timing of the assessment
•
the resources available
•
any health and safety messages
You may provide the instructions verbally or in writing or a combination of both depending on the circumstances. Try to place yourself in the position of the learner when writing these assessment instructions. Trialling the assessment is one way to find out whether you need to add more information or remove any unnecessary instructions. Trial the assessment tools All assessment tools must be trialled to ensure that the activities comply with the rules of evidence and the principles of assessment. The trial can take place in a simulated environment or in a real situation such as the workplace. Examples of trialling an assessment tool includes; 1. Ask a group of experts (within the field) to partake in the trial 2. Ask a group of work colleagues to partake in the trial 3. Run a pilot with a group of individuals who have similar characteristics to your target group
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The outcomes of an assessment trial should be recorded as it provides vital feedback for the improvement and application of the tool for use in real assessment activities. All trials must be documented and kept on file as proof of continuous improvement efforts over time and for audit purposes. SAMPLE:
Assessment Tool Review Assessment Tool Review
Date of trial
01.11.15
Unit code and title
CUASOU303 Repair and maintain audio equipment
Purpose of trial
To ensure that the assessment tools meet the principles of assessment, rules of evidence. To ensure the unit has been contextualised properly to meet the workplace requirements.
Details of the tools trialled
Observation checklist Written exam Role play Third Party Report
Issues identified
More time required to practice new skills in repairing audio equipment Some students preferred to be assessed through oral questioning instead of the written exam
Recommendations for
Allocate an extra week in the learning program to allow for practice time
improvement Advise students of reasonable adjustment options prior to the course commencing and identify any LLN issues. Amendments made to the
Student instructions need to be amended so that learners are fully
assessment tool
aware of the allocated practice time. An oral questionnaire needs to be created in case reasonable adjustment of this nature needs to occur.
How do these changes
These amendments do not alter or change the learning outcomes. The
impact the Assessment
learner is able to progress through the learning program without being
Plan?
disadvantaged.
Feedback on the overall
Learner feedback helped to identify areas that could be better improved
trial process
to benefit the learners and the overall assessment process.
Participant names
Lisa Jones Mason Eager
Reviewer’s name
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Record keeping The RTO should have in place a system which protects the student’s records from damage, loss or unapproved alteration. You can maintain the accuracy and integrity of RTO records by having in place back-systems. Data could be stored on the company intranet, external hard drive or cloud network.
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TAEASS402B ASSESS COMPETENCE ELEMENT 1: Preparing for assessment Assessment benchmarks Competency standards are often used as benchmarks when assessing a candidate on a national qualification. Let’s look at each aspect in further detail in terms of the rules of evidence. Remember that the rules of evidence focus on validity, authenticity, currency and sufficiency. •
Elements – the elements cover the steps required to complete the skill. Covering these is therefore a requirement in order to provide validity to the assessment process
•
Performance criteria – each process required to complete an element is listed as a performance criterion. Again, for validity, these must be covered.
•
Required Skills and Required Knowledge – refers to currency
•
Evidence guide – the evidence guide provides the critical aspects of evidence required (in addition to the above stated elements) to prove competency. The evidence guide provides guidance relating to sufficiency and authenticity of evidence.
Since, the VET industry is a dynamic one, the benchmarks for assessment change all the time. Therefore, it is important to regularly check for changes in training package requirements, legislation and company policies before conducting an assessment. Assessment resources You will need to source or develop the resources for assessment. Refer to the list of assessment tools in the previous chapter. You may also need to arrange specialist support for your learners as well. Examples of support services include; •
language interpreters
•
support career
•
safety experts
•
regulatory authority advisors
•
policy developers
•
technical assistants
•
coach/ mentor
•
LLN specialist
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ELEMENT 2: Gathering quality evidence The rules of evidence must be applied when collecting assessment evidence. The table below provides evidence examples for certain types of assessment tools. Assessment method
Assessment tools
Evidence examples
Observation
Assessor observation checklist
•
Completed survey or test
Supervisor observation
•
Record of oral answers
•
Observation dated/signed by the assessor, third party and candidate
Questioning
Written exams
•
Record of oral and written answers
Interviews
•
May include audio recording
Case study
•
Record of presentations
Simulation activity
•
Record of scripts
Role plays
•
Record of audio recording
Work samples
•
Portfolio of authentic work
Oral exams Structured activities
Portfolios
Log books Work journal
developed by the candidate •
Authentic record of observation
•
Questionnaires, internal documents and records
Third party report
Declaration from the employer verifying the learner’s duties and
•
Evidence of competency standards signed by third party or assessor
work-related competencies When collecting evidence in the workplace, you should ask the learner and employer the following questions; •
When was the last time you performed the task?
•
Have you completed anything similar to this task?
•
Do you have any supporting documentation?
•
Would this type of activity be suitable in your workplace?
•
When is the workplace accessible?
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ELEMENT 3: Support the candidate Trainers and assessors must guide and support their candidate through the assessment process. This is usually in the form of two-way feedback and can be written, verbal or informal. Here is a generic example of how two-way feedback works; Step 1 – Discuss the result with the candidate Step 2 – Identify areas which can be improved Step 3 – Provide model examples and instructions Step 4 – Ask the learner if they are ready to proceed Step 5 – Document the outcome Safety considerations during assessment Potential hazards and risks may exist in the training environment and could impact on the assessment process. An assessor must consider the following work, health and safety concerns; •
In the workplace – through direct observation your duty of care is to ensure the learner understands the risks in their workplace, how to report any hazards and how to reduce the likelihood of the risk.
•
Project assessment – your duty of care is to ensure all relevant instructions are provided to the learner.
•
Indirect observation – your duty of care is low however you still need to make sure the assessment activity does not harm the learner.
ELEMENT 4: Make the assessment decision Assessment decision Take the time to review the evidence provided by the learner. Refer to the marking guide when you are assessing the candidate’s work as this will allow you to compare the candidate’s responses against the model answers and benchmarks. In the VET system, criterion-based assessment produces two outcomes - either the candidate is competent or not yet competent in performing the task. If the learner is deemed ‘not yet competent’ the assessor must provide constructive feedback on how to address these learning gaps. As mentioned early, feedback can be provided inperson, in writing through email correspondence or by telephone. This will most likely result in one of the two scenarios; •
Reschedule the assessment – allow the learner adequate time to be retrained in the required skill or knowledge component.
•
Terminate the assessment - if it is your professional opinion that the learner will not achieve a competent outcome you will need to provide sensitive feedback and options for the learner. For example, if the learner
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struggles with language, literacy and numeracy you may refer them to a ESL program to develop these skills further and have the student re-attempt the assessment at a later date.
ELEMENT 5: Record and report the assessment decision According to the Standards, registered training organisations must record and report all assessment decisions. In line with ASQA’s requirements, these records must be kept for 30 years. Access to student records Only people who have expressed permission from the student are able to view their personal information. Within the RTO, the following people have access to the student’s assessment results; •
the assessor
•
the training manager
•
the administration staff
The following parties can also access the learner’s training records; •
the candidate’s employer
•
the candidate’s employment agency
•
state or federal government bodies
•
NCVER which collects the AVETMISS data
•
Australian Apprenticeship Centres
Security measures An RTO must have a privacy policy in place with clear procedures for employees, contractors and candidates who wish to access personal information. In this instance, the Privacy Act 1988 should be communicated to the learner through the home website or in the student handbook. If a student is found guilty of plagiarism, the RTO must respond accordingly. Plagiarism involves using another person’s words, pictures or ideas and presenting them as your own. RTOs can manage this situation by encouraging assessors to be vigilant in identifying instances of plagiarism, regularly communicating what constitutes plagiarism to students and using technology to scan assessments for plagiarism. Workplace requirements An assessor must be familiar with industry/workplace requirements to ensure valid assessment can occur. For example, benchmarks often refer to performing tasks in line with organisational or industry requirements. The correct performance of a task may include specific WHS or other legislative codes/standards/guidelines that link to compliance in a particular industry. As a trainer, it is not appropriate to provide students with advice about employment conditions however you can refer them to appropriate governing bodies and websites. TAE40110 – Learner Guide
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Assessment report/record An assessment report or record must be completed once the assessment decision has been made (e.g. competent or not yet competent outcome). This document authenticates the assessment decision. The sample below illustrates a typical assessment competency report template. SAMPLE:
Assessment Record
Candidate name:
Jon English
(person being assessed) Assessor Name:
Marcia Hines
Unit of competency:
CUASOU303 Repair and maintain audio equipment
(code and title) Date:
01/04/15
Elements
Summary of evidence provided Written exam
1. Undertake routine maintenance tasks
Role play & observation checklist Written exam
2. Undertake repair tasks
Role play & observation checklist Written exam
3. Finalise work activity
Third Party Report Assessment outcome
Competent
☐Not Yet Competent
Assessor comments (feedback that was given to the student) Jon completed all assessment tools to a satisfactorily level and was able to apply the skills taught in a workplace environment. Details of a follow-up action plan (if applicable): Jon will be expected to undertake a refresher course in 6 months time to ensure his skills and knowledge are current against industry standards and requirements. This has been requested by the employer. How did you use professional judgement to make the assessment decision? I made sure that the principles of assessment and rules of evidence were adhered to when conducting the assessment and reviewing Jon’s work. I also referred to the training package to ensure that all legislative, licensing and industry requirements were addressed and covered in the unit. Additional comments Jon was skilled, relaxed and attentive throughout the training. He was able to follow directions as well as work on his own and showed a good level of understanding, knowledge and skills.
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ELEMENT 6: Review the assessment process The assessment process should be reviewed through self-reflection and data collection methods (these methods were covered in the TAEDEL402A chapter). It is a wise idea to gather feedback data from the following stakeholders; •
fellow assessors
•
clients/employers
•
management personnel
•
coaches/mentors
•
industry experts
Feedback questions (RECAP) Question to ask your stakeholders include; •
Did the program achieve the learning objectives?
•
What part of the program worked well?
•
What aspect of the program didn’t work?
•
Were there sufficient resources (time, materials)?
•
Did the learner’s employer find the program effective?
•
What areas need improvement?
Self-reflection method (RECAP) The self-evaluation process should include: •
asking questions about your own delivery ability, knowledge and skill levels
•
asking how the relationship could be improved
•
reviewing your own performance against ‘best practice’
•
reviewing feedback from your learner and identifying areas for improvement
Each assessment review must be documented according to the RTO’s reporting and recording policies. Typically this information is recorded in an Assessment Process Review document (see sample on the following page). Here, your responses should be reflective and they should explain why you agree or disagree with certain aspects of the assessment process. This in turn will help to improve your assessment practices.
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SAMPLE:
Assessment Process Review
Unit of competency: (code and title) Trainer name:
CUASOU303 Repair and maintain audio equipment Marcia Hines
Review items
What went well and why?
Comments • • •
Started on time No WHS issues Guidance was clear and understood by the candidate
Suggested improvements Place a clock in the room during the written questions for the student to keep track of the time
Yes, the plan was quite clear and each step was performed on time
E-mail the student prior to the day the steps/ timing of the assessment
Did the assessment plan cover all required aspects?
Yes, all competency standards were covered and assessed through the assessment tools
Email the student a copy of the assessment plan
Were all organisational, legal and ethical considerations addressed?
Yes, all care was taken to make all parties aware of legal and ethical policies
Contact the workplace employer and request a copy of the company’s policy and procedures manual Email the student a copy of the assessment instrument and any instructions.
Was the assessment plan followed correctly?
Were the learners adequately briefed, supported and guided?
Yes, the student was briefed 2 weeks prior to the assessment date about the assessment process, evidence requirements and due dates. Verbal guidance and direct modelling was used to guide the student through the assessment process and tools.
Did the learners understand what was expected from them?
Yes. The assessor elicited key details back from the candidate to ascertain understanding
Did the assessment activity meet the unit requirements?
The activity both met the requirements of the unit through questioning and practical skills application
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Before commencing any assessments, reiterate the requirements to the student.
Ask the learner to repeat what was discussed to ensure they understand their role Validate the assessment tools every 6 months to ensure they remain current
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Were the rules of evidence applied?
The student will need to list each rule of evidence here and explain how they were applied
Validate the assessment tools every 6 months to ensure they remain current Create a portfolio check list for the candidate
The student will need to list each principle of assessment here and explain how they were applied
Validate the assessment tools every 6 months to ensure they remain current
Did you make any reasonable adjustments?
Had to delay the Role Play activity as the candidate was late coming back from the break. An extra 10 minutes was permitted.
Have students set an alarm on their phone 2 minutes before the recommencement time
As the assessor, did you feel confident and comfortable with the assessment tools?
Yes, the assessment instrument contained clear instructions for the student and the assessor guide contained benchmark responses to guide the evidence gathering process.
Organise to have a hard/electronic copy of the assessor guide and assessments
The tools were both mapped against the unit criteria
Validate the assessment tools every 6 months to ensure they remain current
Did you provide clear and constructive feedback to the learners?
Yes. Feedback was given verbally after the assessment and later via email
Did you inform relevant parties of the assessment decision? Who are they?
Yes, the student, employer and the RTO’s administration department
Feedback notes could also be reviewed during the next validation and moderation meeting Ensure the assessment results are emailed to the admin team immediately for processing Have a copy of the RTO policy and procedures on hand if unsure of the reporting and recording procedures.
Were the principles of assessment applied?
Were the assessment tools appropriate to the unit?
Yes. The completed assessment tools were saved to the student’s file at the RTO. Did you record and report the assessment documents against organisational requirements? How so?
Documents were checked for details, dates and signatures then forwarded on to the RTO’s administration team for dataentry.
Additional Comments: Overall the assessment went well and requirements were identified and documented. The assessment tools should be validated every 6 months to ensure the RTO is still meeting industry requirements.
Date of review:
05/04/15
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TAEASS403B PARTICIPATE IN ASSESSMENT VALIDATION ELEMENT 1: Prepare for validation Assessment validation is the process where trainers and assessors evaluate, compare and review the assessment methods and instruments to ensure that: •
Assessments are meeting Principles of Assessment – i.e. valid, reliable, flexible and fair
•
Assessments are meeting the Rules of Evidence – i.e. valid, authentic, current and sufficient
•
The judgment made by the trainer/assessor is benchmarked with colleagues or industry experts
•
There is sufficient evidence to support the judgment of the trainer/assessor
Validation meetings should be attended by: •
Trainers
•
RTO Managers
•
Compliance officers
•
Previous learners
•
Industry experts
•
Association members
•
Industry representatives
•
Governing body representatives
Validation allows us to verify the accuracy of the: 1.
assessment processes
2.
assessment methods
3.
assessment products
What materials are needed for a validation session? •
a copy of the assessment plan
•
the training and assessment strategy
•
assessment matrix or mapping tool
•
all assessment tools
•
a copy of the benchmark (e.g. training package)
•
industry feedback from the workplace
•
instructions provided to the candidates and assessors
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When does validation occur? Validation can occur before, during or after an assessment is conducted. Before a validation session commences you should ensure that the candidate selection process is fair and flexible. When attending a validation meeting, it is important that the t rainer or assessor is familiar with the methods and instruments that will be used, or are currently being used. As mentioned, validation can occur during the assessment process whereby the assessment can take place; •
online
•
by distance
•
in the workplace
•
or in a simulated environment
The process of validation during the assessment is one of observation and evidence gathering in order to use the gathered information in a more formal post-assessment validation session at a later stage. During this process, you should encourage the candidates to share their thoughts and opinions about the assessment. This feedback data can be obtained through feedback questionnaires, focus groups and interviews. Post validation The purpose of a post-assessment validation is to analyse the feedback from a number of stakeholders and plan for contingencies which may arise in future assessments. It also involves handling complaints and grievances to ensure the assessment reporting process is in line with ASQA requirements. These meetings usually include the workplace supervisor and the candidate. Validation approaches may be confirmed through organisation policies, procedures and the use of templates or forms. Approaches may also be discussed by validation participants based on specific issues, location of validation participants and timeframes to be applied. Validation policy Each RTO will have a validation policy. Typically, the policy will provide information about; •
purpose and scope of the policy
•
explanation of relevant standards and legislation
•
how the policy links to continuous improvement
•
procedures for conducting the validation process
•
instructions for the assessors
•
a validation schedule
•
validation checklist and report
•
validation cover sheet
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Legal and ethical responsibilities The Australian Skills Quality Authority (National Regulator) states that a registered training organisation must validate its assessment strategies by; •
reviewing, comparing and evaluating the assessment process, tools and evidence contributing to judgments made by a range of assessors against the same competency standards, at least annually; and
•
documenting any action taken to improve the quality and consistency of assessment
Ethically speaking, validation helps to ensure the tools, systems and processes used by the training organisation are of a high standard and provide the best outcomes for learners and assessment candidates. Additionally, validation provides an opportunity for assessors and trainers to be involved in the process and impart shared and collaborated knowledge. A successful validation process requires participants to: •
be involved in the process
•
offer opinions and objective examples
•
work well within a team environment
•
agree on the team objectives
Determining the benchmarks Typical benchmarks used during the validation process include: •
National training package which are developed by industry skills councils and can be found on the training.gov.au website.
•
Units of competency which consist of competency standards and need to be unpacked so that those validating the assessments can compare the actual competency against the tools being validated.
•
Industry standards will vary and these standards form the basis of the skills and knowledge required to perform work roles.
•
Legislation relevant to the assessment such as privacy, health and safety, and anti-discrimination, copyright law and so on.
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SAMPLE:
Assessment Validation Cover Sheet
Validator name:
Maggie May
Validation date:
01/12/15
Unit code and
CUASOU303 Repair and maintain audio equipment
title: Assessment tools/process Assessment tools being validated include; •
Observation checklist
•
Written exam
•
Role play
•
Third Party Report
Competency standards to be used
Names of participants
Element 1. Undertake routine maintenance
Rhonda Riches – training manager
tasks
Jacob Fryer – learner
Element 2. Undertake repair tasks Element 3. Finalise work activity All of the following in the unit of competency •
Foundation skills
•
Performance evidence
•
Knowledge evidence
•
Assessment conditions
Findings and recommendations (to be completed after the session) Replace role play with a case study – for students who have a speech impediment The written exam should contain less multiple choice questions and more short answer questions to test the learner’s knowledge and comprehension of key concepts. Feedback on the outcomes and consultative process (to be completed after the session) The participants indicated that they preferred the written exam and role play. Some students did not have access to a workplace to take advantage of the third part report option. The RTO should consider work placement for students to gain real life experience.
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In summary, an efficient validation meeting utilises the following steps: 1. Preparation – getting together all the required materials and determining the reason, focus and purpose of the validation 2. Interpreting the assessment methods and instruments. What do the materials mean and where do they fit into the overall context of the assessment? 3. Becoming involved in the assessment validation itself – the Trainer or Assessor will often be involved in the assessment panel or asked to provide recommendations based on their experience and knowledge 4. Discussing the findings – what was suggested? What improvements can be made? How can the quality of the assessment methods and instruments be improved? 5. Implementing and making improvements based on what was suggested and discussed
ELEMENT 2: Contribute to the validation process During the validation process, all parties should exercise active listening skills to avoid misunderstandings or unnecessary arguments. Sufficient time should be allocated for any validation task. When participating in a validation session, you will need to know your role within the team, what tools you will be validating or whether you will be taking notes for the team. There are two (2) concepts central to an assessment: 1. principles of assessment and 2. rules of evidence Principles of Assessment and Rules of Evidence ensure a fair and reliable form of assessment takes place. Each concept is outlined below: Principles of Assessment (RECAP) •
Valid - Validity ensures that the assessment can justify what it claims. Evidence supports the learner and indicates they have the knowledge and skill to perform the task which is being assessed. Evidence must match the type of performance that is being assessed.
•
Reliable - Reliable means that the assessment is consistent. Evidence can be collected through a variety of different means but the end result should remain the same – that the learner can undertake the task regardless of how they are asked to perform it, or when they are asked to perform it.
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•
Flexible - Flexibility indicates that reasonable adjustment can be carried out to amend the assessment if necessary for learners with special needs or characteristics. It also indicates that there is flexibility in when the assessment takes place and where it takes place to accommodate for the needs of the learners and the Trainer.
•
Fair - Fair means that no learner is disadvantaged in his or her assessment. All learners should understand what is expected from them and advised of all the details relating to the assessment. All learner needs should be catered to in the assessment process.
Rules of Evidence (RECAP) •
Valid - Valid refers to whether or not the evidence collected is a reasonable indication of the learner completing the required tasks.
•
Sufficient - Sufficient indicates whether or not there is enough information for the Trainer or Assessor to make an educated decision on whether or not the learner has passed.
•
Current - Is the evidence current to the learner and the skills and knowledge that are being applied?
•
Authentic - Authentic refers to the fact that the work must not be completed by someone else or plagiarised
These two concepts should be applied to every validation decision. A validation checklist should be used here to ensure each task meets the principles of assessment and rules of evidence (see sample below). SAMPLE:
Validation Checklist
Course code and name:
CUASOU303 Repair and maintain audio equipment
Assessment instrument
Observation checklist, Written exam, Role play, Third Party Report
being evaluated: Validator name:
Maggie May
Validation date:
01/12/15
Evaluation question
Yes/No
Add comments to explain your determination of each question.
Assessment task instructions and assessment conditions are clearly identified
Yes
Each assessment tool contained clear student instructions about how to provide answers, submission attempts, carry out the activity and the grading system.
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Written information is at the appropriate AQF level
Yes
and grammatically correct
The activities, questions and role play assessed the learners at the relevant AQF level according to the qualification descriptor. No grammar or punctuation errors found in the assessment tools.
The evidence requirements of the unit of
Yes
competency are covered
The assessment tools addressed all competency standards and is illustrated by the mapping matrix
The level of difficulty is appropriate to the unit of
Yes
competency Employability skills are supported in the assessment
Appropriate trigger words were used for this AQF level 3 unit.
No
instrument
Some students did not have access to a workplace and could not take advantage of the third party report option.
The activity could sustain more than one
Yes
assessment method for reasonable adjustment
The written exam can be assessed through verbal questioning
A marking guide is provided with the instrument
Yes
Each assessment tool is accompanied by a marking guide which contains benchmark responses to guide the marking process.
The assessment activity is relevant to a number of
No
different situations/contexts
Does not currently cover all possible work-related scenarios – only simulated situations.
The principles of assessment have been addressed:
Yes
Valid – the assessment tools
•
valid
cover all of the competency
•
reliable
standards in the unit of
•
flexible
competency to ensure that the
•
fair
learner demonstrates competency in all areas.
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Reliable –the assessment tools cover different simulated contexts. However this could be improved through work placement. Flexible – the assessment tools can be reasonably adjusted for those who may have a speech impediment. Fair – the assessment tools do not discriminate against any candidates or groups or people from different backgrounds. The rules of evidence have been addressed:
Yes
Valid – the evidence being
•
valid
collected through the
•
authentic
assessment tools aligns to the
•
current
training package requirements.
•
sufficient Authentic – the work submitted belongs to the student and the student is required to complete a student declaration stating that the work submitted is their own. Current – the evidence collected is current whereby the assessor is observing the learner in real time. Sufficient – the evidence collected through the assessment tools allow the assessor to make a professional
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judgment about the learner’s competency levels. Relevant WHS legislation and industry requirements
Yes
have been considered
All reasonable care is taken to ensure that the learner is not at risk when performing any practical activities or using equipment. Safety induction is completed prior to course commencement.
Additional comments: The RTO should consider work placement for learners and clearly communicate reasonable adjustment options to learners as well. The assessment tool has been modified as per recommendations
Yes
No
Version control Version control is necessary to ensure that once an assessment tool has been changed or upgraded, the latest version is kept on file. The reason why version control is important is because changes that have been made can be tracked to understand progress of the document from inception right through to the latest version. When being audited, this is something an auditor will look for to ensure continuous improvement methods are being managed. Version control is simply the system used to keep track of latest versions. Each document should have a version number (i.e. V1, V2.4 etc) or a date to indicate the version of the document itself. From an auditing perspective, records of results need to be kept by Registered Training Organisations for 30 years and assessments need to be kept for around 12 months from the date of the assessment decision.
ELEMENT 3: Contribute to validation outcomes When deciding which changes should be made to the assessment method and instruments, you should ask the following questions; •
Does this change still meet the principles of assessments and rules of evidence?
•
Does the change improve the work outcomes for the learner group?
•
Are there strong objectives regarding this change? If so, why?
•
Does the change comply with industry, national standards and frameworks?
•
How will the learner complete the new task if it is implemented?
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To avoid non-compliance during registration audits, keep in mind that the changes must still result in quality assessment outcomes and valid assessments. Validation report A validation report should be created to document all recommended changes. This report should include; •
the qualification or unit code and title
•
names of the participants of the validation session
•
the tools, instruments and processes examined during the session
•
a clear list of recommendations for improvement
•
justification for each recommendation
•
date and version control
The recommendations You will need to find out who is responsible for implementing the changes within the organisation. This might be a senior manager, compliance officer or you, if you are the sole assessor. The changes might also be prioritised according to the business or marketing plan of the organisation. For example, if the company prioritises student learning outcomes, then changes affecting this criterion would take priority. However, if the company prioritises shareholder returns, then cost-efficient solutions will be implemented first.
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IMPORTANT ACRONYMS FOR TRAINING AND ASSESSMENT AQF
Australian Qualifications Framework
ASQA
Australian Skills Quality Authority
AVETMISS
Australian Vocational Education and Training Management Information Statistical Standard
COAG
Council of Australian Governments
EEO
Equal Employment Opportunity
IBSA
Innovation and Business Industry Skills Council (trading as Innovation & Business Skills Australia)
ISC
Industry Skills Councils
LLN
Language, Literacy and Numeracy
NCVER
National Centre for Vocational Education Research
RCC
Recognition of Current Competency
RPL
Recognition of Prior Learning
RTO
Registered Training Organisation
TAE
Training and Education
TGA
Training.gov.au
VET
Vocational Education and Training
WHS
Work Health and Safety
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REFERENCE LIST Australian Qualifications Framework, Implementation Handbook, 2nd edn, January 2013. Australian Skills Quality Authority, Standards for Continuing Registration, ASQA, Canberra, 2011. Hill, D., Hill, T., and Perlitz, L. Vocational Training and Assessment, McGraw Hill, United States of America, 2010. Knowles, M., Holton, E., and Swanson, R. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (Managing cultural differences), United States of America, 1998. McCain, D. V. & Tobey, D. D. Facilitation basics, ASTD Press, Alexandria, VA, 2004. Taking the Lead, Trigger words, 2008, www.takingthelead.com.au
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