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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
LEARNER GUIDE
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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
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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.
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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 case-
study 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 <http://training.gov.au> 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
Quality Authority
(ASQA)
The Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s
vocational education and training sector. ASQA regulates courses and training providers to
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
Australian
Governments
(COAG )
On the April 3, 2014 the Council of Australian Governments (COAG) Industry and Skills
Council agreed to streamline governance arrangements and committees and involve industry
in policy development and oversight of the performance of the VET sector. The objectives of
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
Council (ISC)
Industry Skills Councils play a vital role in the identification of the skilling needs within their
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
Training
Organisation
(RTO)
A registered training organisation (RTO) is an organisation that has satisfied the standards
set by ASQA. RTOs will have at least one training package on their ‘scope’. They may apply
for extension to their scope at any time, provided they can show they have qualified
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
Apprenticeship
Centres (AACs)
Australian Apprenticeship Centres administer the registration and monitoring of apprentices
and trainees. They ensure that employers and apprentices receive all incentives that may
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
Qualifications
Framework
(AQF)
The AQF provides the standards for Australian qualifications. It is an integrated policy that
comprises:
• The learning outcomes for each AQF level and qualification type
• 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
(TGA)
Training.gov.au is an online information system that stores all information regarding VET
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 ISC
RTO
COAG NCVER
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
Industry benchmarks
Legal requirements
Industry terminology
Organisational culture
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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
Developing new resources
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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
simulations
These may need to be adapted for each different learning group. Do they need
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
competency standards
Check that the Training Package has not been superseded by a newer version
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.
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
• 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
Workplace
•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
Classroom
• projects and case studies • case scenarios • written examination questions
Distance
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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
presentation
1.1 Obtain and organise products, ideas and services for use within sales
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
applicable)
None
Regulations, licensing
and registration
requirements
No licensing, legislative or certification requirements apply to this qualification at the
time of publication.
Industry skills council Innovation Business Skills Australia (IBSA)
Units of competency Code Title Core/Elective
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BSBWHS401 Implement and monitor WHS policies,
procedures and programs to meet legislative
requirements
Core
BSBADM405 Organise meetings Elective
BSBCUS401 Coordinate implementation of customer service
strategies
Elective
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
processes
Elective
Target learners and
their characteristics
Target learners include;
• 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
stakeholders
• learners
• employer
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• managers
• trainers
• human resource department
• employment agency
Required facilities
and equipment
• laptop, projector
• internet access
• extension cords
• training materials such as textbooks, handouts, assessments
Support services
available
• Explaining concepts in clear terms over the telephone
• 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)
• Pre-recorded information sessions for each unit
• Students have access to the online forum
Reasonable
adjustment options
• 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
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)
• Fortnightly webinars and chat logs
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• Weekly tutorial sessions and chat logs
• Access to the online student forum
Delivery and
assessment
arrangements
Week Unit code Unit name Time allocation
(e.g. days, hours,
weeks, months)
1. BSBWHS401 Implement and monitor WHS
policies, procedures and programs
to meet legislative requirements
1 month
2. BSBADM405 Organise meetings 1 month
3. BSBCUS401 Coordinate implementation of
customer service strategies
1 month
4. BSBCUS402 Address customer needs 1 month
5. BSBCUS403 Implement customer service
standards
1 month
6. BSBINN301 Promote innovation in a team
environment
1 month
7. BSBITU402 Develop and use complex
spreadsheets
1 month
8. BSBLED401 Develop teams and individuals 1 month
9. BSBMKG414 Undertake marketing activities 1 month
10. BSBRSK401 Identify risk and apply risk
management processes
1 month
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
techniques
Key codes
A = presentation
B = oral questions
C = written test
D = simulation test
E = role play
F= case study
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Unit code Unit name A B C D E F
BSBWHS401 Implement and monitor WHS
policies, procedures and programs
to meet legislative requirements
x x x
BSBADM405 Organise meetings x x x x
BSBCUS401 Coordinate implementation of
customer service strategies
x x x
BSBCUS402 Address customer needs x x x
BSBCUS403 Implement customer service
standards
x x x
BSBINN301 Promote innovation in a team
environment
x x
BSBITU402 Develop and use complex
spreadsheets
x x x x
BSBLED401 Develop teams and individuals x x x
BSBMKG414 Undertake marketing activities x x x x
BSBRSK401 Identify risk and apply risk
management processes
x x x
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
Validation
Assessment validation is an on-going quality review process. Trainers and assessors from
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. All assessment strategies, processes and tools are validated every six (6)
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months.
ii. 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
requirements
As per Clause 1.26 of the Standards for Registered Training Organisations 2015, where a
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
outcomes
Content Delivery method Learning activities Resources
1.
1 month BSBWHS401
Implement and monitor
WHS policies,
procedures and
programs to meet
legislative requirements
• WHS policies
and procedures
• WHS training
• Hazard
identification
• Maintaining
WHS records
Classroom Pop quiz
Risk assessment
exercise
Workplace reports
PowerPoint
slides, videos,
handouts,
textbooks
2. 1 month BSBADM405
Organise meetings
• Meeting
arrangements
• Meeting
minutes
• Minutes
distribution
Classroom Group presentation
Written test
PowerPoint
slides, videos,
handouts,
textbooks
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Session number Time allocation Specific learning
outcomes
Content Delivery method Learning activities Resources
3. 1 month BSBCUS401
Coordinate
implementation of
customer service
strategies
• Customer needs
analysis
• Customer
service
strategies
• Customer
satisfaction
levels
Classroom Research project
Pop quiz
Videos
PowerPoint
slides, videos,
handouts,
textbooks
4. 1 month BSBCUS402
Address customer needs
• Identify
customer needs
• Networking
opportunities
• Meet customer
needs
Classroom Research project
Pop quiz
Videos
PowerPoint
slides, videos,
handouts,
textbooks
5.
1 month BSBCUS403
Implement customer
service standards
• Customer
service
standards
• Customer
services
standards and
systems
Classroom Research project
Pop quiz
Videos
PowerPoint
slides, videos,
handouts,
textbooks
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Session number Time allocation Specific learning
outcomes
Content Delivery method Learning activities Resources
6.
1 month BSBINN301
Promote innovation in a
team environment
• Innovative
opportunities
• Supporting
colleagues
• Reflection
techniques
Classroom Group work PowerPoint
slides, videos,
handouts,
textbooks
7.
1 month BSBITU402
Develop and use
complex spreadsheets
• Spreadsheet
creation
• Software
functions and
formulae
• Using
spreadsheets
• Developing
graphs from
numerical data
Classroom Portfolio
Excel reports
PowerPoint
slides, videos,
handouts,
textbooks
8.
1 month BSBLED401
Develop teams and
individuals
• Individual and
team profiling
• Evaluating
workplace
learning
Classroom Group exercise
Pop quiz
PowerPoint
slides, videos,
handouts,
textbooks
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Session number Time allocation Specific learning
outcomes
Content Delivery method Learning activities Resources
9.
1 month BSBMKG414
Undertake marketing
activities
• Market research
• Marketing
activities
• Review
techniques
Classroom Research report
Group presentation
PowerPoint
slides, videos,
handouts,
textbooks
10. 1 month BSBRSK401
Identify risk and apply
risk management
processes
• Risk
identification
• Risk analysis
• Treating and
monitoring
workplace risks
Classroom Risk assessment
Hazard
identification
PowerPoint
slides, videos,
handouts,
textbooks
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 air-
conditioning 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:
Death
Very serious:
Near-death/
critical injuries
Serious: Major
injuries
Mild:
Injuries,
fractures
Very mild: Small
fractures,
bruising
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
protective
equipment (PPE)
Where all the previous measures have either been tried and found to be
ineffective in adequately addressing the risk, or where the task/process
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
Extreme Death, permanent
disablement
Major Serious bodily
injury
Moderate Casualty
treatment
Minor First Aid only, no lost
time Very likely Could happen frequently
1
2
3
4
Likely Could happen occasionally
2
3
4
5
Unlikely Could happen, but rare
3
4
5
6
Very Unlikely Could happen, probably never will
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
3
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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
(1 – 5)
Location of
the risk
Risk treatment
(suggested)
Person
responsible
A clear problem or risk
must be identified
Provide a risk
rating
Where will
the risk
occur?
Explanation of treatment
options are required
The person’s
job title
The data projector is
not displaying the
PowerPoint slides.
4 – likelihood
is likely and
consequences
would be very
mild injury
Training
room
To check the data
projector the day before
and ensure it is working
correctly or have a back-
up data projector on
hand
Trainer to
check the
equipment
prior to the
training date
There is no access to
toilets or water in the
training room.
3 – likelihood
is not very
likely and
consequences
would be
serious
Training
building
To locate accessible
toilets and provide water
bottles
Trainer to
check the
venue prior to
the training
date
The room is very stuffy
and air ventilation is
poor.
3 – likelihood
is very likely
and
consequences
would be very
mild
Training
room
To ensure that the air-
conditioning unit is
working or windows can
be opened.
Trainer to
check the
venue prior to
the training
date
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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
nationally endorsed by the industry skills councils (ISC).
Think of the Training Package as the “Guideline” under
which the Training Program needs to be delivered. As
long as the Elements, Performance Criteria, Required
Skills, Required Knowledge and Critical Evidence are
addressed, the person delivering the course has
creative licence as to how they want to deliver the
course. This is why there is so much variety in the
training material that is offered and used by RTO’s to
deliver Training Programs.
For example, units of competency, qualifications and
skill sets all fall under a particular training package.
Accredited courses are also nationally
recognised but have been developed by
industry (e.g. RTOs) as a result of
meeting training needs that may not
be addressed by an existing Training
Package. The course cannot duplicate
existing qualifications and will not be
accredited if the learning outcome can
still be achieved by contextualising an
existing Training Package.
Since, the structure of an accredited
course is developed by industry there is
limited information available on the
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
Organisations
Use Training Packages to develop their Nationally
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
• 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
Listening and speaking
• 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
Writing
• If required, give verbal assessments to students who are not able
to articulate in writing
• Give them only the essential writing tasks
• Highlight necessary phrases
• Highlight key words
• Explain specific terminology they may not be familiar with
Numeracy
• Provide accurate step by step instructions on performing
calculations
• Allow them to use calculators
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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
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)
Session name: Sandwich making (session 1) Date: 08/04/15
Unit of competency: SITHCCC103 Prepare sandwiches
Location details: ABC School of English – 10 Mary Street Brisbane QLD 4000
Trainer name: John Smith
Learning objectives: To develop the following skills; selecting ingredients, preparing
sandwiches, presenting and storing sandwiches.
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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
number and
description
Interaction
(individual,
group, in
pairs)
Delivery Methods and Techniques Time duration
1 –
introduction
and ice breaker
activity
Class Trainer introduction
Explanation of the learning objectives
Ice breaker activity amongst learners
10 minutes
2 – introducing
the content
and practicing
the new skills
Class Content to be covered
• Confirm sandwich
requirements, based on
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
60 minutes
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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
learner to test their knowledge of the
content so far.
10 minutes
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:
Lack of knowledge and/or application skills
Possible Solutions:
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
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- to-day 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
here
List the corresponding performance
criteria here
Analyse the performance criteria
and identify possible ways to
customise the training program
to benefit the learner.
Element 1 – Provide
information to the
work team about
WHS policies and
procedures
1.1 Accurately explain to the work team
relevant provisions of WHS Acts,
regulations and codes of practice
1.2 Provide information about the
organisation’s WHS policies, procedures
and programs, and ensure it is readily
accessible to, and understandable by the
work team
1.3 Regularly provide and clearly explain
to the work team information about
identified hazards and the outcomes of
risk assessment and control
Possible options for
contextualisation include;
• Incorporate the company’s
WHS policy and procedure
manual into the course.
• Use the company’s hazard
identification and risk
assessment forms so that
the learner can become
more familiar with typical
workplace documentation.
Element 2 –
Implement and
monitor
participation
arrangements for
2.1 Communicate to workplace parties
the importance of effective consultation
mechanisms in managing health and
safety risks in the workplace
2.2 Apply consultation procedures to
Possible options for
contextualisation include;
• Incorporate the company’s
consultation meetings into
the course.
Very Important!!
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managing WHS facilitate participation of the work team in
managing work area hazards
2.3 Promptly deal with issues raised
through consultation, according to
organisational consultation procedures
and WHS legislative and regulatory
requirements
2.4 Promptly record and communicate to
the work team the outcomes of
consultation over WHS issues
• Invite guest speakers who
are currently working as a
health and safety officer.
• Follow the company’s
recording procedure for
consultation meetings.
Element 3 –
Implement and
monitor
organisational
procedures for
providing WHS
training
3.1 Identify WHS training needs according
to organisational requirements and WHS
legislative and regulatory requirements
3.2 Make arrangements to meet WHS
training needs of team members in
consultation with relevant individuals
3.3 Provide workplace learning
opportunities and coaching and
mentoring assistance to facilitate team
and individual achievement of identified
WHS training needs
3.4 Identify and report to management
the costs associated with providing
training for work team, for inclusion in
financial and management plans
Possible options for
contextualisation include;
• Explore the company’s
training needs analysis tools.
• Study and analyse any
existing coaching and
mentoring programs within
the company. Incorporate
this into the course as a real
life example.
• Use the company’s financial
and management plans as
workplace samples.
Element 4 –
Implement and
monitor
organisational
procedures and
legal requirements
for identifying
hazards and
assessing and
4.1 Identify and report on hazards in work
area according to WHS policies and
procedures and WHS legislative and
regulatory requirements
4.2 Promptly action team member hazard
reports according to organisational
procedures and WHS legislative and
regulatory requirements
4.3 Implement procedures to control risks
Possible option/s for
contextualisation include;
• Review the company’s
hazard identification
practices, control methods
and monitoring techniques.
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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 –
Implement and
monitor
organisational
procedures for
maintaining WHS
records for the
team
5.1 Accurately complete and maintain
WHS records of incidents of occupational
injury and disease in work area, according
to WHS policies, procedures and
legislative requirements
5.2 Use aggregate information and data
from work area records to identify
hazards and monitor risk control
procedures in work area
Possible options for
contextualisation include;
• Use the company’s incident
records and reporting
procedures.
• Analyse previous hazards
and risk control mechanisms.
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
details
Full name Position Industry Experience Qualification/s held
John Smith Training Manager Managing a team of
50 trainers and
assessors
Certificate IV in
Training and
Assessment
Jack Corner Supervisor Workplace
supervisor for 20
years
Diploma of
Management
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? Yes
No
Feedback:
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? Yes
No
Feedback:
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
to a satisfactory level? Why or why not?
Yes
No
Feedback:
Yes, a range of techniques were selected to satisfy all of the competency standards in the unit
of competency.
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Do you believe the assessment methods and tools will be sufficient and
adequate, to determine whether a learner has the knowledge and skills,
to work competently within your organisation?
Yes
No
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? Yes
No
Feedback: 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? Yes
No
Feedback: 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? Yes
No
Feedback: 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?
Yes
No
Feedback: Yes, a few options were identified and made available to students who needed the extra
support.
Were reasonable adjustment options identified? Yes
No
Feedback:
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? Yes
No
Feedback:
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? Yes
No
Feedback: The trainers and assessors hold the minimum requirements to train and assess in the
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qualification.
Target Audience
Is the Training and Assessment Strategy relevant for the target
learners? Yes
No
Feedback: Yes, it appears to be suitable for the target learners
Participant 1 Phone number
Email address
Participant 2 Phone number
Email address
Participant 3 Phone number
Email address
Witness full
name
Contact details of
the witness
Phone number
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. non-
English 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 meaning-
making strategies
.06 The second indicator addresses vocabulary, grammatical
structure and the conventions of writing
Oral Communication .07 The first indicator primarily addresses speaking
.08 The second indicator primarily addresses listening
Numeracy .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 • Full support
• Works alongside expert/mentor
• Prompting and modelling provided
2 • High level support
• May work with expert/mentor
• Modelling available and accessible if requested
3 • Moderate support
• Advice and modelling available
4 • Minimal support, as requested
• Establishing own supporting resources
5 • 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,
codes and labels
• appropriate
documentation
• check
• comply with
directions
• follow written
procedures
• identify
• interpret and
monitor
• legislative
requirements
• marked out
• obtain information
from written
instructions
• understanding
• written reporting
• chart
• complete reports
• document
• identify
• inventory
• label
• maintain records
• marked
• monitor
• notes
• outline
• record data
• report
• tagged
• written reporting
• according to signs,
codes and labels
• adjust
• allowance
• calculate
• collect data
• computations
• convert
• determine value
• estimate
• formula
• interpret charts
and graphs
• levels
• measuring
techniques
• perform
• size and proportion
• time
• tolerance
• access relevant
information
• allocate
• clarify meaning or
advice
• contribute
• delegate
• explain
• feedback
• follow verbal
• instructions or
procedures
• identify
• inform
• liaise
• monitor
• refer to
• supervise
• team discussions
• 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
NSW Adult Literacy and Numeracy council Queensland
council for Adult Literacy
http://valbec.org.au
www.qcal.org.au/index.php
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
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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 Evaluation description and
characteristics
Examples of evaluation
tools and methods
Relevance and
practicability
1. Reaction Reaction evaluation is how the delegates
felt, and their personal reactions to the
training or learning experience, for
example:
• Did the learners enjoy the training?
• Did they consider the training
relevant?
• Was it a good use of their time?
• Did they like the venue, the style,
timing, domestics, etc?
• Level of participation
'Happy sheets', feedback
forms.
Verbal reaction, post-
training surveys or
questionnaires.
Quick and very easy
to obtain.
Not expensive to
gather or to analyse.
2. Learning Learning evaluation is the measurement
of the increase in knowledge - before and
after.
• Did the learners learn what intended
to be taught?
• Did the learner experience what was
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?
Typically assessments or
tests before and after the
training.
Interview or observation
can also be used.
Relatively simple to
set up; clear-cut for
quantifiable skills.
Less easy for complex
learning.
3.
Behaviour
Behaviour evaluation is the extent of
applied learning back on the job -
implementation.
• Did the learners put their learning
into effect when back on the job?
• Were the relevant skills and
knowledge used
• Was there noticeable and measurable
change in the activity and
performance of the learners when
Typically assessments or
tests before and after the
training.
Interview or observation
can also be used.
Measurement of
behaviour change
typically requires
cooperation and skill
of line-managers.
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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
business or environment resulting from
the improved performance of the learner
- it is the acid test.
Measures would typically be
organisational KPI’s such as:
• numbers of complaints,
• staff turnover, retention, and
attrition,
• failures, wastage, non-compliance,
• quality ratings, achievement of
standards,
• growth, etc.
Measures are already in
place via normal
management systems and
reporting - the challenge is
to relate to the learner.
Individually not
difficult; unlike whole
organisation.
Process must
attribute clear
accountabilities.
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 Description
Cognitive learning theory 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
theory
This theory, which is derived from the work of behavioural scientists
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
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
• Take written notes in
lectures & class
• Use colours to highlight
important points
• Pay attention to diagrams,
charts and pictures in text
books
• Use mind maps (with
colours & diagrams) to
organise information for an
assignment or for revision
for an exam.
• Put summaries and mind
maps on the walls in your
study area
• Use a wall planner
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
• Use headsets to listen to
books-on-tape
• Participate in class
discussions/debates
• Make speeches and
presentations
• Create musical jingles to aid
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• Can follow spoken directions well memorization
• 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
to an activity. For example, they enjoy
games, teamwork, demonstrations and
practical exercises
• Naturally good athlete
• Good performer (acting, speaking
or coaching)
• Test learning by applying it
or transforming it to
another form.
• Use lecture notes or
readings to draw a diagram,
flow chart or even construct
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 Obtain final approval
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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?
• How are strengths maintained?
Weaknesses • 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 • External / Positive
• Opportunities for expansion or diversification
• Determine how to grow the business by growing the people
• How are the opportunities maximised?
Threats • External / Negative
• What outside influences can implicate the business or staff?
• External elements that could create problems if not
addressed
• How can threats be best overcome?
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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
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
Session name: Sandwich making (session 1) Date: 08/04/15
Unit of competency: SITHCCC103 Prepare sandwiches
Location details: ABC School of English – 10 Mary Street Brisbane QLD 4000
Trainer name: John Smith
Learning objectives: To develop the following skills; selecting ingredients, preparing
sandwiches, presenting and storing sandwiches.
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Presentation
Activity
number and
description
Interaction
(individual,
group, in
pairs)
Delivery Methods and Techniques Time duration
1 –
introduction
and ice breaker
activity
Class Trainer introduction
Explanation of the learning objectives
Ice breaker activity amongst learners
10 minutes
2 – introducing
the content
and practicing
the new skills
Class Content to be covered
• Confirm sandwich
requirements, based on
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.
60 minutes
3- written quiz Individual Written quiz to be completed by each
learner to test their knowledge of the
content so far.
10 minutes
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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:
Lack of knowledge and/or application skills
Possible Solutions:
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 Tick as completed
Materials Writing utensils (pens, markers)
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 how
yo 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/
working styles
Provide specialist input and perspectives within their respective fields;
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
styles
Challenges you, the trainer, to provide different solutions to meet the
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
(Question to ask - what does the learner
hope to achieve by the end of the program?)
Accurately maintain general ledger
Generate daily profit and loss report
Monitor and record petty cash receipts
Learner characteristics
(Question to ask - what are the learner’s
characteristics?)
Year 12 school leaver
No work experience in accounting firms
Has complete her Certificate I in Business
Performance benchmarks to be achieved
(Refer to the training package - the
performance criteria is a good place to start)
BSBFIA301 Maintain financial records
PC 1.3 Accurately credit and debit transactions and
promptly enter into journals in accordance with
organisational and legislative requirement
Learner’s current level of knowledge, skill
and experience
(Questions to ask –
What is the learner’s current skill or
knowledge level?
Does the learner have prior work
experience?)
No work experience in accounting firms
Has complete her Certificate I in Business
Equity or additional support needs for the
learner.
Has difficulty with numeracy calculations
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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
learning relationship.
(Does the learner have any expectations
from this program?)
Julie would like to improve her numeracy skill level
and be able to meet the learning goals.
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
experiences
Job tasks and activities for
sequencing
Learning
alignment
opportunities
Facilitation
options
Personnel and
additional
support
Learning
goals
Review
processes
No work experience in
accounting firms
Has complete her
Certificate I in Business
Accurately maintain general ledger
Generate daily profit and loss report
Monitor and record petty cash
receipts
align
organisational
aims, employee
aims
workplace
activities
direct
guidance,
modelling
practise
options
coaching
mentoring
supervisor,
trainer,
co-worker,
LLN specialist
Accurately
maintain
general
ledger
Generate
daily profit
and loss
report
Monitor and
record petty
cash receipts
fortnightly
evaluations
and ongoing
reviews
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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
Websites
• http://www.iei.illinois.edu/current/studyresources/
• http://www.eslgold.com/
Language, literacy and numeracy needs • Speak and listen
• Non-verbal – body language
• Reading, written text/words, symbols
• Other languages including signing e.g. AUSLAN
Special needs • Scribe
• Wheelchair ramp
• Prayer room
• Visual aids
Support services and resources • Scribe
• Administration
• Head of education
• Support trainers
Constraints and risks to delivery • LLN issues
• Time
• Resources
• WHS
• Set up/ room
• Support available
Personnel and support people Supervisor/ manager/ principal/ industry expert/ other trainers/
administration/ family & friends for student with special needs.
Resource checklist for delivery that
includes;
• Facility
• Equipment
• Technology
• Facility – venue location, wheel chair access, lifts, amenities
such as kitchen, toilets, training room
• Equipment – computer, printer, projector, modem
• Technology – wireless interne, server access, Skype, Microsoft
Office software
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How will I monitor learner progress
levels
• Q & A sessions
• Elicitation
• Formative and summative testing
• Collection of feedback
• Group activities/ projects
• Interviews
How will I document the individual
learner’s progress
Students will be assessed on their ability to perform activities, their
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
Trainer/assessor name Corey Rover
Delivery mode Face-to-face work based learning
Session number and name Session 1 – Maintain daily financial records Date: 10.02.2014
Learning goals Details
e.g. the sequencing of tasks and activities
Learning resources e.g. what will be required for learning
Learning activities e.g. the tasks and activities related to the learning
Review e.g. questions, checks for learning
Accurately maintain general ledger Generate daily profit and loss report Monitor and record petty cash receipts
Monday Time: 10am – 11am Wednesday Time: 10am – 11am Friday Time: 10am – 11am
MYOB accounting software Accounts manager to be available Paper version of general ledger Petty cash receipts Ergonomic workstation
Manually enter transactions into a general ledger (paper and electronic version) Track expenses and sales for the week Produce report from MYOB accounting software Organise petty cash receipts by date order Enter details into spreadsheet Record into MYOB accounting software
Follow-up sessions will be held every 2 weeks to check on Julie’s progress
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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 Date 20.02.2014
Location of training Smith Accounting Firm
Unit of competency addressed in
training
BSBFIA301 - Maintain financial records
Checklist items: Comments Yes No
Did you use a range of delivery
methods and training aids to
optimise learner experiences?
Yes, the use of manuals and fact sheets about
MYOB was issued to the learner. The learner had
multiple opportunities to ask questions and
practice the new skills.
X
Did you use interpersonal skills to
maintain appropriate
relationships?
Yes, open and closed-ended questions were
asked to gauge the learner’s understanding of
the concepts and tasks being performed in
MYOB.
X
Did you observe learner cues and
change approaches where
necessary to maintain
momentum?
Yes, the learner asked questions and
paraphrased certain areas when in doubt. The
learner maintained eye contact when new
information was being relayed.
X
Did you use language and
terminology appropriate to the
industry and language, literacy
and numeracy levels of the
learner?
Yes, the language was appropriate to the tasks
being performed such as; bank register, sales
entry, journal transactions, petty cash, profit and
loss.
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.
X
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Did you use learning materials
appropriate for the learner?
Yes, the following learning materials were
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
awarded for additional practice of new skills.
X
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.
Feedback item
Strongly Agree
Agree
Disagree
Strongly Disagree
Comments
The objective/s of the session was clear
X Was confusing at first but was better once we had a chance to practice
The trainer used a variety of activities
X 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
The activities helped me to understand the content being delivered
X Yes I learned a lot about the proper tools to use and how to toast a heat a sandwich
The activities were relevant to the session topic
X Yes, the information that was provided by the trainer made sense when we started to make the sandwiches
The activities were too difficult X Good to have support of other students. They were well
The learning materials catered to my learning needs E.g. visual and audio support materials were available
X
The hand outs and power points were clear and easy to follow and understand
There was sufficient time to complete each activity
X I wanted more time to keep practicing my new sandwich making skills
The trainer was respectful and monitored my learning
X Very polite and helpful
The trainer encouraged active participation
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
learner against their peers once a task has been
completed.
A typical example of this is high school students who
sit multiple examinations to achieve a score required
for university entrance.
Criterion-based assessment involves measuring the
learner’s performance against a prescribed
benchmark. The candidate can either receive a
competent or not yet competent outcome.
A typical example of this is if you ask a learner to
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 assessment 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 IMPACT ON THE ASSESSMENT PROCESS
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.
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
• this is a reliable method of evidence gathering
Indirect evidence • 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
• this method is commonly used in the RPL and RCC process
Supplementary evidence • 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
(code and title)
CUASOU303 Repair and maintain audio equipment
Assessor name Maggie May
Location of assessment London Date of
Assessment:
01/04/15
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
(describe the learner
characteristics)
A group of trainees (undertaking a traineeship) who work for
a well-known telecommunication company.
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
required for assessment
Industry experts to assist in set up
Providing learners with calculation worksheets and samples
when completing assessments that require numerical skills.
Was the unit contextualised?
If yes, explain how.
yes
no
(tick only
one)
The unit content and assessment tools were
contextualised to incorporate the workplace
policies, procedures and forms which are
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)
requirements for conducting
assessment If yes, please provide
details.
yes
no
(tick only
one)
Personal protective equipment and clothing
required for role play assessment;
• safety gloves, safety glasses, ear
muffs
• hi-visibility vest, steel cap boots
Legal, ethical and organisational
requirements for assessment
If yes, please provide details.
yes
no
(tick only
one)
Adhere to the workplace requirements
regarding safety, manual handling, machine
operation and privacy
Evidence to be collected from the
candidate
Written exam
Role play
Observation checklist – to be completed by the assessor
Third Party Report
Materials and resources needed
for assessment
(e.g. equipment, supplies,
documentation, supports, resources
for candidates with special needs)
• Computer and data projector
• Microsoft applications – Word, PowerPoint, Excel
• Textbooks for each learner
• Handouts and diagrams
• Calculation worksheet
• Calculators
• Assessor guide
Special arrangements and contexts
for assessment
(e.g. OHS/WHS assessment tasks
and control strategies, access and
equity organisational procedures
and documentation)
The trainer is to conduct a risk assessment of the workplace
for carrying out the role play.
The trainer is to become familiar with the company’s WHS
reporting procedures and health and safety officers.
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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
arrangements of the assessment
Assessment evidence will be scanned and saved to the
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
arrangements with appropriate
personnel
(i.e. list personnel job titles)
Workplace supervisor, head of education, administration,
students, WHS officer
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,
observe, demonstrate,
create, draw, write,
add, locate, measure,
match, rewrite,
arrange
list, identify, define,
create, report, classify,
recommend, express,
combine, generalise,
distinguish
explain, describe,
discuss, reflect upon,
investigate, form,
categorise, research,
illustrate, express,
recommend
analyse, compare,
draw conclusions,
evaluate, explain, infer,
interpret, justify,
provide support/
examples, critique,
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.
Learner Manual v0.03 / Page 129 C:\Users\ilearn online\Courses\TAE40110
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 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
Questioning Structured activity Observation
Written exam and Case study Project Observation checklist
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Performance evidence/Required skills - copy all from training.gov.au
Proposed Assessment Method
Proposed Assessment Tool
• 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
Questioning Observation Observation Observation
Written exam Observation checklist Observation checklist Observation checklist
Knowledge evidence/Required knowledge - copy all from training.gov.au
Proposed Assessment Method
Proposed Assessment Tool
• 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
Questioning Structured activity Observation
Case study Role play Observation checklist
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Foundation skills/Critical aspects - copy all foundation skills from training.gov.au
Proposed Assessment Method
Proposed Assessment Tool
• Interprets service documentation and manuals Questioning Structured activity Observation
Written exam Case study Project Observation checklist
• Completes fault and maintenance reports • Tags or labels equipment according to its repair status
• 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
improvement
Allocate an extra week in the learning program to allow for practice time
Advise students of reasonable adjustment options prior to the course
commencing and identify any LLN issues.
Amendments made to the
assessment tool
Student instructions need to be amended so that learners are fully
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
impact the Assessment
Plan?
These amendments do not alter or change the learning outcomes. The
learner is able to progress through the learning program without being
disadvantaged.
Feedback on the overall
trial process
Learner feedback helped to identify areas that could be better improved
to benefit the learners and the overall assessment process.
Participant names
Lisa Jones
Mason Eager
Reviewer’s name Maggie May
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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
Supervisor observation
• Completed survey or test
• Record of oral answers
• Observation dated/signed by the
assessor, third party and candidate
Questioning Written exams
Interviews
Oral exams
• Record of oral and written answers
• May include audio recording
Structured activities Case study
Simulation activity
Role plays
• Record of presentations
• Record of scripts
• Record of audio recording
Portfolios Work samples
Log books
Work journal
• Portfolio of authentic work
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
work-related competencies
• Evidence of competency standards
signed by third party or assessor
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 in-
person, 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.
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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:
(person being assessed)
Jon English
Assessor Name: Marcia Hines
Unit of competency:
(code and title)
CUASOU303 Repair and maintain audio equipment
Date: 01/04/15
Elements Summary of evidence provided
1. Undertake routine maintenance tasks Written exam
Role play & observation checklist
2. Undertake repair tasks Written exam
Role play & observation checklist
3. Finalise work activity Written exam
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) CUASOU303 Repair and maintain audio equipment
Trainer name: Marcia Hines
Review items Comments Suggested improvements
What went well and why?
• Started on time • No WHS issues • Guidance was clear and
understood by the candidate
Place a clock in the room during the written questions for the student to keep track of the time
Was the assessment plan followed correctly?
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
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.
Email the student a copy of the assessment instrument and any instructions. Before commencing any assessments, reiterate the requirements to the student.
Did the learners understand what was expected from them?
Yes. The assessor elicited key details back from the candidate to ascertain understanding
Ask the learner to repeat what was discussed to ensure they understand their role
Did the assessment activity meet the unit requirements?
The activity both met the requirements of the unit through questioning and practical skills application
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
Were the principles of assessment applied?
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
Were the assessment tools appropriate to the unit?
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
Feedback notes could also be reviewed during the next validation and moderation meeting
Did you inform relevant parties of the assessment decision? Who are they?
Yes, the student, employer and the RTO’s administration department
Ensure the assessment results are emailed to the admin team immediately for processing
Did you record and report the assessment documents against organisational requirements? How so?
Yes. The completed assessment tools were saved to the student’s file at the RTO. Documents were checked for details, dates and signatures then forwarded on to the RTO’s administration team for data-entry.
Have a copy of the RTO policy and procedures on hand if unsure of the reporting and recording procedures.
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
title:
CUASOU303 Repair and maintain audio equipment
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
tasks
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
Rhonda Riches – training manager
Jacob Fryer – learner
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
being evaluated:
Observation checklist, Written exam, Role play, Third Party Report
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
and grammatically correct
Yes
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
competency are covered
Yes
The assessment tools addressed
all competency standards and is
illustrated by the mapping matrix
The level of difficulty is appropriate to the unit of
competency
Yes
Appropriate trigger words were
used for this AQF level 3 unit.
Employability skills are supported in the assessment
instrument
No 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
assessment method for reasonable adjustment
Yes
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
different situations/contexts
No
Does not currently cover all
possible work-related scenarios –
only simulated situations.
The principles of assessment have been addressed:
• valid
• reliable
• flexible
• fair
Yes
Valid – the assessment tools
cover all of the competency
standards in the unit of
competency to ensure that the
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:
• valid
• authentic
• current
• sufficient
Yes
Valid – the evidence being
collected through the
assessment tools aligns to the
training package requirements.
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
have been considered
Yes 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.
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