Unpacking a training package

Unpacking a Training Package and units of competencyAugust 2015

Bernadette Delaney

Session Aims• Understand the development of training packages• Understand changes in training packages- New Standards• Understand the components of training packages• Interpret the new units of competency• Unpack training packages to plan your training program• Implications for RTOs• Identify compliance issues in planning

Session AimsMain PointsTraining Packages have the content & standards that you train and assess against.They provide a map for your training and assessment.They demonstrate if you are compliant by providing the right training.ReflectionIf you teach the requirements of the training package you prepare students to be work ready.

Section 1

What is a Training Package and How is it developed?

What do training packages describe?

Training packages describe workplace standards, not

training or education.

What do training packages describe?

• Set of nationally endorsed standards, assessment requirements and qualifications

• Provide guidance on what should be in your training- about competence/work ready

• Provide guidance on the amount of training• Provide assessment requirements

Training packages do not -• Training packages do not provide an off-the-shelf resource

ready to be used for training.• Training packages provide a framework and definition of

the skills required, but they do not describe how people should be trained, or provide information on delivery and funding.

Understanding the development process assists in devising your training program

Extensive work to research

and develop TP

Changes made update/reflect

industry requirements

TP qualifications are designed

as a best fit for the job

outcome

All of the TP qualification to be considered in delivery & assessment

What is the process ?SKILL NEEDS IDENTIFIED Research need, define job components, underlying knowledge, gain agreement, validation

TRAINING PRODUCT DEVELOPED & ENDORSED- write units of competency & establish qualifications & rules, industry agreement, validation. Companion Volumes & resources

RTOs- Develop training & assessment strategies & resources STUDENTS & EMPLOYERS – choose desired training/qualification

TRAINERS deliver content & student is assessed INDUSTRY receive skills they require as graduates apply skills learnt to the workplace STUDENTS have qualifications for the workplace.

Consider these qualifications 10Diploma of Leadership & Management– What does the title tell us ?– Why has the qualification title changed from the previous one?– What knowledge does a manager need?– What skills does a manager need?– What sort of environments do they work in?

Refer to No 2a BSB51915 Diploma of Leadership and Management

Qualifications to consider 11 11 11Certificate III in Early Childhood Education & Care– What type of worker undertakes this qualification?– How responsible do they need to be?– Why are there so many core units?– What do the core units tell us ?– What sort of environments do they work in?– What are the critical things that should be assessed?

Refer to No 3a CHC30113 Certificate III in Early Childhood Education and Care

Changing qualifications 12Reflection – write down your points

How have the skills and knowledge changed in these two occupations over the last few years and why have they changed ?Refer to mapping information on No 2a BSB51915 and No 3a CHC30113 .

Changing qualificationsReflection• Change from management to leadership and management.• Additional skills for managers, manager as ‘leader’.

• Children’s services changed to child care educator. Over the years this has changed from child care worker to child care educator. CHCECE009 Use an approved learning framework to guide practice

• HLTFA311A Apply first aid changed to HLTAID004 Provide an emergency first aid response in an education and care setting

Understanding the training package qualification

• You want to be able to train a manager/early childhood worker and assess that they are competent

• The qualification provides groups of units of competency – CORE and ELECTIVE required

• The training package unit of competency & assessment requirements provide guidance on the competence required, the foundation skills, the range of contexts in which they work and the evidence required.

Section 2

Changes in Training Packages

Understanding these changes

Old Style versus New StyleTRAINING PACKAGES

Older Style Newer Style

ENDORSED COMPONENTS

• Units of Competency

• Introductory information including assessment guidelines

• Qualifications

• Units of competency

• Assessment requirements

• Qualifications• Credit

Arrangements

NON ENDORSED COMPONENTS

Support Resources Companion Volumes

New Training Package

Endorsed

Companion Volumes

Units of Competency

Assessment Requirements

Qualifications

Credit Arrangements

RTO Implementation Guides

Learning Strategies Guide

Knowledge Guide

Assessment Strategies Guide

Why did Training Packages change?• Wanted to make TP clearer and easier to use• Make a clearer work standard• Called streamlining but now refer to NEW STANDARDS FOR

TRAINING PACKAGES ( not Standards for RTOs)• The set out of a unit of competency has changed• Assessment is separated and clearer• Companion volumes contain implementation information

Changes related to improvements/ addressing issues

Sample of endorsed ‘new look’ Training Packages

• AUM Automotive Manufacturing• AUR Automotive Retail, Service and Repair• BSB Business Services• CHC Community Services• FNS Financial Services• ICP Printing and Graphic Arts• ICT Information & Communications Technology• HLT Health• CUV Arts and Culture• CUA Live Performance and Entertainment• FSK Foundation Skills• TAE Training and Education• MSF Furnishing• SIF Funeral Services• RII Resources and Infrastructure• MAR Maritime

Qualifications 20• Code• Title• Description• Entry requirements optional• Packaging rules• Mapping

Refer No 2a BSB51915 Diploma of Leadership and Management

Companion VolumesImplementation Companion Volume• Mapping• Imported units• Implementation information• Resources

Other volumes

In summary : What has changedNEW TRAINING PACKAGEEndorsedUnit of competencyAssessment RequirementsQualificationsCredit arrangementsAND mandatoryCompanion Volumes- ImplementationREPLACESLarge volume of training package

Section 3

What are the components of new training packages ?

OLDER STYLE NEW STANDARDS

Unit code/Unit title Unit code/Unit title

To Application & CV

Employability Skills Removed , used in FS for some TP

Prerequisite units Prerequisite units (optional)

Application of the unit Application/content/licensing

Elements & Performance criteria Elements & Performance criteria

Required skills & knowledge Embedded/Foundation Skills

Evidence Guide New assessment requirements

Range Statement Range of Conditions (optional)

Unit mapping information

Links to Companion Volume

Unit descriptor

OLDER ASSESSMENT NEW ASSESSMENT

Elements, Performance Criteria, Required Knowledge

Knowledge Evidence

Elements, Performance criteria, Required Skills Performance Evidence

Evidence Guide: critical aspects for assessment and evidence required to demonstrate this unit of competency

Assessment conditions- conditions for assessment, assessor requirements, materials, resources, physical conditions etc.

Access and Equity Considerations CV

Context of and specific resources for assessment

Conditions & CV

Method of Assessment CV

Links to Companion Volume Implementation Guide

Changes in Training Packages 26

No 4 a , 4b, No 5 documentsRefer to CHCECE003 unit and assessment requirements Provide Care for ChildrenAnd the old unit it replaces CHCCN302A Provide care for children .Examine the set out to see the changes .

What will be in a unit of competency

ELEMENTS MANDATORY FIELD Elements describe the essential outcomes. • Elements describe actions or outcomes that are demonstrable and assessable. PERFORMANCE CRITERIA MANDATORY FIELDPerformance criteria describe the performance needed to demonstrate achievement of the element. 1.1 Performance criteria clearly relate to the element. 1.2 They are expressed as a standard. 1.3 They specify the required performance in relevant tasks, roles, and skills. 1.4 They reflect the applied knowledge that enables competent performance.

What will be in a unit of competency

FOUNDATION SKILLS MANDATORY FIELD • This section describes those language, literacy, numeracy and

employment skills that are essential to performance. • Foundation skills essential to performance in this unit, but not

explicit in the performance criteria are listed here, along with a brief context statement.

• Where all foundation skills essential to performance in this unit are explicit in the performance criteria insert:

• Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Consider 29CHCECE003 Provide Care for ChildrenThis unit describes the knowledge and skills required by those working with children to ensure the child's physical and emotional well being is maintained and their self sufficiency is nurtured

Look at the unit and write down what is required in this unit- what are the main things to demonstrate

This is what you are training and assessing on with training packagesRefer to No 4a

Consider 30BSBITU201 Produce simple word processed documents This unit describes the skills and knowledge required to develop basic keyboard skills using touch typing techniques in a broad range of settings.

Look at the unit and write down what is required in this unit- what are the main things to demonstrate

This is what you are training and assessing on with training packagesRefer to No 6a

Assessment RequirementsPerformance Evidence• specifies the required product and process evidence. • specifies the frequency and/or volume of product/process evidence. • specifies the relationship between the product and process evidence and the

performance criteria.

Knowledge Evidence• specifies what the individual must know in order to safely and effectively

perform the work task described in the unit of competency. • relates directly to the performance criteria and/or range of conditions. • indicates the type and depth of knowledge required to meet the demands of

the unit of competency.

Assessment Conditions – describes conditions/assessor requirements

Exercise: Assessment requirements 32

Assessment conditions1. Refer to No 4b CHCECE003 and No 7b HLTHPS006 – How do the assessor requirements differ?Assessing knowledgeHow would you gather the knowledge evidence for No 7b HLTHPS006 - Assist clients with medication?Performance EvidenceRefer to No 4b CHCECE003 and No 6b BSBITU201 what does it say about frequency/ the number of times ?

Foundation Skills – language, literacy, numeracy and employability skills that are essential to performance

• ACSF – learning, reading, writing, oral communication and numeracy

• Core Skills for Work – Navigate the World of work; Get the Work Done; Interact with Others

Every Unit has Foundation SkillsReading – what indicates reading• appropriate documentation• comply with directions• follow written procedures• interpret and monitorWriting- what indicates writing• complete reports• document• identify• inventory

Exercise: Foundation Skills 35• What would indicate reading?• What would indicate writing?• What would indicate oral communication?

Refer to No 6a BSBITU201Produce simple word processed documents

Section 4

Unpacking training package components to plan your training program

Unpacking• It is first necessary to 'unpack' the Training Package to plan

• Unpacking simply means reading & organising all the detail in the qualifications, units & assessment requirements

• Enables trainers to develop effective learning and assessment strategies.

Why unpack?Unpacking results in an understanding of the:• units of competency and their requirements• qualification requirements Core and electives- Packaging

rules• relationship between individual units of competency, to aid

the planning of delivery and assessment• relationship between the qualification and its occupational

outcome.

• relationship between individual units of competency, to aid the planning of delivery and assessment

• relationship between the qualification and its occupational outcome.

Unpacking Step 1

Establish the needs of the training productWhat is the work context of this qualification?Check the qualification rules? The AQF level & volume of learning?Think about the outcomes of your program – what does the industry want? Have you consulted industry?How will the training be delivered? (work based, self paced, face to face) Any specialist conditions? (placement, equipment)Check Implementation Guide

Unpacking Step 1Implementation Guide - A mandatory work placement has been included in several qualifications in this training package. CHC30113 Certificate III in Early Childhood Education and Care 120 hours Check -

• Learning Strategies Guide • Knowledge Guide • Assessment Strategies Guide

Unpacking Step 2

Identify participants’ needsWho is this program for?What are their skills?Are there areas of weakness that will need to be considered?Where will they learn?What do they hope to gain?

Step 2 Identify participants’ needs• Are they workers, school leavers, mature learners or other?• Do they have existing skills and knowledge?• What is their current language, literacy and numeracy (LLN)

level?• Will they require additional support for LLN?• Do they have special needs e.g. physical or intellectual

disability?• Where will delivery and assessment take place?

Step 2 Identify participants’ needs

Reflection

• How will I identify participant’s needs?

Unpacking Step 3

Identify how you will organise the programClustered delivery & assessment?Modes of instruction & training?What facilities will you use?How much time has been allocated?

Unpacking Step 3 45The importance of mapping

You must study the units of competency and the assessment requirements to make sure the requirements are covered. This is best done through mapping.

• Read the unit of competency and the assessment requirement to gain a good understanding of what is required for learning & assessment.

• Identify what needs to be taught, learnt and assessed• Sources resources• Decide how you will structure the program

Refer to No 8 Content Mapping and No 9 Assessment Mapping

Section 5

What does all this mean for RTOs ?

Implications for RTOs• Mapping of training to the units and assessment

requirements• Amount of training & learning outlined• Assessment requirements more specific• Mapping of assessment tools• Integration of Foundation Skills• Changing resources• Checking and mapping assessor requirements

Planning• Refer to delivery of training and assessment• Covering the unit of competency and the

assessment requirementsYour planning & unpacking needs to keep in mind the Regulatory Standards.

Standards for Registered Training Organisations (RTOs) 2015

1.1 The RTO’s training and assessment strategies and practices, including the amount of training they provide, are consistent with the requirements of training packages and VET accredited courses and enable each learner to meet the requirements for each unit of competency or module in which they are enrolled. • Evidence on the amount of training to be provided?• What content should you cover?• What is the Volume of Learning for the qualification?• Strategies and practices enable each learner to achieve

requirements.


1.2 For the purposes of Clause 1.1, the RTO determines the amount of training they provide to each learner with regard to:

• the existing skills, knowledge and the experience of the learner;

• the mode of delivery; and• where a full qualification is not being delivered, the number

of units and/or modules being delivered as a proportion of the full qualification.

• Standards now require that ‘amount of training’ is determined relative to learner’s existing skills and knowledge and mode of delivery.

• Pretraining assessment, including LLN


1.3 The RTO has, for all of its scope of registration, and consistent with its training and assessment strategies, sufficient:

• trainers and assessors to deliver the training and assessment; • educational and support services to meet the needs of the learner

cohort/s undertaking the training and assessment;• learning resources to enable learners to meet the requirements for

each unit of competency, and which are accessible to the learner regardless of location or mode of delivery; and

• facilities, whether physical or virtual, and equipment to accommodate and support the number of learners undertaking the training and assessment.

Standards now explicitly state that staff, facilities, resources and equipment must be in place for the RTO’s entire scope of registration at all times.


1.4 The RTO meets all requirements specified in the relevant training package or VET accredited course. Similar to 1.1Follow training package requirements


1.5 The RTO’s training and assessment practices are relevant to the needs of industry and informed by industry engagement.• Standards now explicitly require that training and

assessment practices are informed by industry engagement.


1.6 The RTO implements a range of strategies for industry engagement and systematically uses the outcome of that industry engagement to ensure the industry relevance of:

its training and assessment strategies, practices and resources; and the current industry skills of its trainers and assessors.

• Standards now require that the currency of trainers and assessors industry skills be informed by industry engagement.

Compliance issues 55• Volume of Learning- is it enough training to cover the requirements and to

prepare for assessment• Do not cover the unit in your training and assessment -Look at TAS, resources,

delivery plans, assessment tools• Consistency in own documents• Planning does not cover all the requirements – no consulting with industry• Packaging rules are incorrect• Codes are incorrect• Resources not appropriate• Assessment not based on the unit of competency requirements• “Tick sheets” rather than assessment tools

MUST FOLLOW THE TRAINING PACKAGE

Developing training and assessment strategies

Understanding:• Delivery and assessment strategy• Training plan- how will you delivery, sequence, content• Learning and assessment• Planning

What is it?• Essentially a plan of how you meet all the training and

assessment requirements outlined in the Training package or curriculum document. It will be presented to meet learner needs and reflect industry consultation.

What does it do?• It guides the trainer• It arranges the material to train with what suits the learner• It lists learner needs• It correctly lists the qualification - Codes, titles, packaging

rules• It lists the assessment approach -matrix• It lists the trainers• Validation approach

Activities to be undertaken in the development of a TAS

• Determine industry requirements• Select qualification/units of competency• Resources needed• Mapping assessment & content• Determine target group needs• Determine delivery and assessment schedule• Determine evidence gathering/assessment method• Validate assessment strategies • Other details

Select a qualification• What is on your scope?• What units of competency can be offered?• Industry views on packaging?• Potential learner needs?

Development of your delivery plan (TAS) and unpacking are linked.

Summary• The background of training packages• New Standards• Components of training packages• Unpacking the new units of competency• The importance of foundation skills• Unpacking new assessment requirements• Identify compliance issues in planning

ContextDept of Industry & Sciencehttp://www.industry.gov.au/skills/trainingpackages/Pages/default.aspx• Standards for Training PackagesASQA• Standards for RTOs 2015• Standards for VET Regulators• Standards for VET Accredited Courses

How are training packages developed?

NSSC Training Package Development and Endorsement Process Policy describes the process by which Training Packages are developed and endorsed

http://www.industry.gov.au/skills/trainingpackages/Pages/default.aspx

63

New Standards for Training Packages

• New Standards for Training Packages were endorsed by the Standing Council on Tertiary Education, Skills and Employment (SCOTESE) on 16 November 2012 http://www.industry.gov.au/skills/trainingpackages/Pages/default.aspx

• ISC preparing the conversion to new training packages- go to their sitesINFORMATION SESSIONS

No 4 Document

Getting informationIndustry Skills Councils www.isc.org.au

Australian Skills Quality Authority – fact sheets http://www.asqa.gov.au/media-and-publications/publications.html

Training.gov.au http://training.gov.au/

http://www.isc.org.au/

http://www.asqa.gov.au/media-and-publications/publications.html



http://training.gov.au/



The quality stamp