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TAE40110 - Learner Guide
TAE40110 - Learner Guide
TAE40110 - Learner Guide
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
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 persons 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 organisations competency requirements as well as the learners training needs.
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 learners competency level.
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 traineeshipthis 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 procedureto 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) trainingas part of the organisations ongoing staff development and/or to
comply with government legislation dealing with staff competency standards
developing vocational competencyfor 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 actionwhere 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 trainedso 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 learners supervisorso that you can:
- get their opinion of the learners current competency (rememberwhat 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 organisations managementso that you can:
- get a picture of where the training will fit in with the organisations 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 trainingwill it encompass an entire
qualification, or only a few units from a qualification and so on?
the organisations training manager (if applicable) to discuss the learners 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 issueswhere there are laws governing business practices in specific industries
Duty of careall 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 lawsthese must be observed in all dealings with a client.
National codes of practicethese 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.
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 organisations productivity?
How will the learning impact on the learners career path within the company/industry?
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.
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.
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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ELEMENT 2: Work within the Vocational Education and Training (VET) policy framework
Please take the time to read about the Standards for Registered Training Organisations 2015 set by the Australian
Skills Quality Authority (ASQA).
The policies, frameworks and governing bodies under the VET system are highlighted in Table 1.
Examining the standards for providers and regulators to ensure they better recognise the
different level of risk posed by providers
Enabling the regulators to deal more effectively with poor quality in the sector to
improve confidence
Meeting Australian Government deregulation objectives
Reducing the burden on the VET sector arising from the constant updates to training
packages; and
Ensuring that industry is involved in policy development and oversight of the
performance of the VET
Source: www.coag.gov.au
Industry Skills Industry Skills Councils play a vital role in the identification of the skilling needs within their
Council (ISC) specific industries. It is important that ISCs are in touch with all aspects of their industry so
that they are able to determine what training is needed, and how learning programs should
be structured.
Work with the State and Territory Training Authorities to provide an integrated service
Establish effective relationships with Job Services Australia providers, Group Training
Organisations, Registered Training Organisations (RTOs), schools and community
organisations
Source: www.australianapprenticeships.gov.au
Australian The AQF provides the standards for Australian qualifications. It is an integrated policy that
Qualifications comprises:
Framework The learning outcomes for each AQF level and qualification type
(AQF) The specifications for the application of the AQF in the accreditation and development of
qualifications
The policy requirements for issuing AQF qualifications
The policy requirements for qualification linkages and student pathways
The policy requirements for the registers of:
- organisations authorised to accredit AQF qualifications
- organisations authorised to issue AQF qualifications
- AQF qualifications and qualification pathways
The policy requirements for the addition or removal of qualification types in the AQF,
and
The definitions of the terminology used in the policy.
Source: www.aqf.edu.au
Training Package A training package is a set of nationally endorsed standards and qualifications used to
recognise and assess the skills and knowledge people need to perform effectively in the
workplace. Training packages are a key resource for RTOs in the delivery of structured,
national training. Training packages are developed by the AQF, together with national ISCs or
by enterprises, to meet the identified training needs of specific industries or industry sectors.
The purpose of a training package is to:
enable qualifications to be awarded through the direct assessment of competencies
encourage the development and delivery of training to suit individual needs
encourage learning in a workplace environment
provide a pool of potential employees who meet nationally recognised standards of
competence in a particular area
For example, units of competency, qualifications and skill sets all fall under a particular
training package.
Source: www.training.gov.au
training.gov.au Training.gov.au is an online information system that stores all information regarding VET
(TGA) qualifications. It holds detailed information on all RTOs, training packages, accredited
courses, qualifications and units of competencyeach 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 clients 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
ASQA
NCVER COAG
RTO
LEARNERS
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.
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.
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.
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 RTOs website.
Please note that this was adapted from the www.training.gov.au website on June 1, 2015.
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.
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.
Organisational
Policies and
Procdeures
Organisational Industry
culture benchmarks
Industry Legal
terminology requirements
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
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
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)
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.
Assessment Methods
Methods of assessment can include;
role playwhere a fictitious situation is created for learners to act out the required skills and knowledge
scenariowhere, again, a situation is created and learners must explain how they would handle that
situation
project/case studywhere learners are required to research a subject, answer questions, produce reports
and draw conclusions
observationwhere the learner is observed, on the job, carrying out specific duties in line with the
competencies of the learning program
third-party reportwhere supervisors or mentors, on the job, prepare a report on the learners activities
and competencies in given tasks
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portfolioa 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.
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.
managers
trainers
human resource department
employment agency
Required facilities laptop, projector
and equipment internet access
extension cords
training materials such as textbooks, handouts, assessments
Support services Explaining concepts in clear terms over the telephone
available Enlarge the font size of learning materials
Refer students to AUSLAN Signbankwww.auslan.org.au
Allowing students to be orally assessed by Skype
Allowing students to be assessed in person at the office
Fortnightly webinars are schedules and offered to students
Weekly tutorial sessions (2 hour allocation where students can ask
questions and receive responses from a qualified trainer/assessor)
Pre-recorded information sessions for each unit
Students have access to the online forum
Reasonable allow the student to complete a practical exam instead of a written
adjustment options exam
allow the student to have a sign language interpreter in the lessons
allow the student to provide written answers due to a hearing
impairment
allow the student to answer oral questions if they have writing
difficulties
provide audio recordings of the lesson for those who are hearing
impaired
Learning resources All enrolled students have access to the following learning resources;
Learner Workbooks (contains the assessment tools)
Learner Guides (contains content about each unit of competency)
All supporting resource materials such as templates (available via the
online learning system)
Pre-recorded information sessions (available via the online learning
system)
Fortnightly webinars and chat logs
Delivery venue details 123 Simple Learning 99 Smith Street, Brisbane QLD 4000
Assessment tools Role play, presentations, written exam, oral questions, case study, simulation
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 As per Clause 1.26 of the Standards for Registered Training Organisations 2015, where a
requirements training product on its scope of registration is superseded all learners training and
assessment is completed and the relevant AQF certification documentation is issued or
learners are transferred into its replacement within a period of one year from the date
the replacement training product was released on the National Register
Managers name Richard Jackson - Director
WHS records
2. 1 month BSBADM405 Meeting Classroom Group presentation PowerPoint
Organise meetings arrangements slides, videos,
Meeting Written test handouts,
minutes textbooks
Minutes
distribution
Session number Time allocation Specific learning Content Delivery method Learning activities Resources
outcomes
3. 1 month BSBCUS401 Customer needs Classroom Research project PowerPoint
Coordinate analysis slides, videos,
implementation of Customer Pop quiz handouts,
customer service service textbooks
strategies strategies Videos
Customer
satisfaction
levels
4. 1 month BSBCUS402 Identify Classroom Research project PowerPoint
Address customer needs customer needs slides, videos,
Networking Pop quiz handouts,
opportunities textbooks
Meet customer Videos
needs
5. 1 month BSBCUS403 Customer Classroom Research project PowerPoint
Implement customer service slides, videos,
service standards standards Pop quiz handouts,
Customer textbooks
services Videos
standards and
systems
Session number Time allocation Specific learning Content Delivery method Learning activities Resources
outcomes
6. 1 month BSBINN301 Innovative Classroom Group work PowerPoint
Promote innovation in a opportunities slides, videos,
team environment Supporting handouts,
colleagues textbooks
Reflection
techniques
7. 1 month BSBITU402 Spreadsheet Classroom Portfolio PowerPoint
Develop and use creation slides, videos,
complex spreadsheets Software Excel reports handouts,
functions and textbooks
formulae
Using
spreadsheets
Developing
graphs from
numerical data
8. 1 month BSBLED401 Individual and Classroom Group exercise PowerPoint
Develop teams and team profiling slides, videos,
individuals Evaluating Pop quiz handouts,
workplace textbooks
learning
Session number Time allocation Specific learning Content Delivery method Learning activities Resources
outcomes
9. 1 month BSBMKG414 Market research Classroom Research report PowerPoint
Undertake marketing Marketing slides, videos,
activities activities Group presentation handouts,
Review textbooks
techniques
10. 1 month BSBRSK401 Risk Classroom Risk assessment PowerPoint
Identify risk and apply identification slides, videos,
risk management Risk analysis Hazard handouts,
processes Treating and identification textbooks
monitoring
workplace risks
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).
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.
Trainer calls in sick organise a replacement trainer who will be up to speed on the learning
program
Missing learnerorganise a revision class or catch up lesson or provide notes
Venue is unavailableorganise a back-up training location or room
Faulty equipment such as projector is not displaying the imagescheck and test the
projector the day before and ensure you have handouts ready in case this happens
Facilities inappropriate such as insufficient air ventilationcheck and test the air-
conditioning unit the day before and ensure windows can be opened
WHS issuesis the venue safe and secure? Provide sufficient facilities for learners comfort
such as toilets, kitchen facilities, access to water
A risk matrix can help to identify the likelihood of a risk occurring and what the impact would be it if
were to occur. Trainers can check the likelihood of the risk occurring and determine what the
consequences would be. This indicates the threat level and helps to manage the potential risk and
hazard accordingly. An example of a Risk Matrix is below.
Risk Matrix
LIKELIHOOD CONSEQUENCES
Severe: Very serious: Serious: Major Mild: Very mild: Small
Death Near-death/ injuries Injuries, fractures,
critical injuries fractures bruising
Extremely likely 1 1 2 2 3
Very likely 1 2 2 3 3
Likely 2 2 3 3 4
Unlikely 3 3 4 4 5
Hazard Identification
Hazard description:
Ceiling tile hanging down and may fall and physically injure a learner
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.
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:
SAMPLE: Risk Control Plan for the BSB40215 Certificate IV in Business learning program
Problem / risk Risk rating Location of Risk treatment Person
(1 5) the risk (suggested) responsible
A clear problem or risk Provide a risk Where will Explanation of treatment The persons
must be identified rating the risk options are required job title
occur?
The data projector is 4 likelihood Training To check the data Trainer to
not displaying the is likely and room projector the day before check the
PowerPoint slides. consequences and ensure it is working equipment
would be very correctly or have a back- prior to the
mild injury up data projector on training date
hand
There is no access to 3 likelihood Training To locate accessible Trainer to
toilets or water in the is not very building toilets and provide water check the
training room. likely and bottles venue prior to
consequences the training
would be date
serious
The room is very stuffy 3 likelihood Training To ensure that the air- Trainer to
and air ventilation is is very likely room conditioning unit is check the
poor. and working or windows can venue prior to
consequences be opened. the training
would be very date
mild
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.
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
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.
Important - please note that some unit codes still bear a letter at the end of the code which indicates the
version.
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.
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 ones 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 ones knowledge and skills and to achieve
learning objectives; Learner styles usually fall into one or more categories of Visual, Auditory or
Kinaesthetic (VAK).
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
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;
Explain specifically what you want them to do
Break the reading down into easily manageable chunks
Discuss what the reading is about
Reading Use visual aids to support written texts
Draw attention to the key words
Provide simplified versions of the reading
Provide large fonts if required
Speak slowly and articulately
Check they understand what is being discussed
Give instructions in a logical sequence
Listening and speaking Provide practical examples
Avoid using terminology they may not be familiar with
Link the information to what they already know
Encourage them to participate and ask questions
If required, give verbal assessments to students who are not able
to articulate in writing
Give them only the essential writing tasks
Writing
Highlight necessary phrases
Highlight key words
Explain specific terminology they may not be familiar with
Provide accurate step by step instructions on performing
Numeracy calculations
Allow them to use calculators
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.
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.
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
So, depending on the clients 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
Location details: ABC School of English 10 Mary Street Brisbane QLD 4000
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
Presentation
Activity Interaction Delivery Methods and Techniques Time duration
number and (individual,
description group, in
pairs)
1 Class Trainer introduction 10 minutes
introduction Explanation of the learning objectives
and ice breaker Ice breaker activity amongst learners
activity
2 introducing Class Content to be covered 60 minutes
the content Confirm sandwich
and practicing requirements, based on
the new skills standard recipes or customer
requests.
Use sandwich making
methods
Use heating and toasting
equipment
Use of brainstorming activity to assess
the learners current knowledge levels
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 todays session?
How will you use this information in the workplace
Revision questions to be asked by the trainer here
Possible Solutions:
Anticipated Problems: Have sufficient information available (e.g.
Lack of knowledge and/or application skills handouts, videos) for learners to complete
the written quiz
Dimensions of competency
A learner must also demonstrate dimensions of competence in order to pass an assessment. The
assessor should be looking for layers of competency. There are 4 types of dimensions;
1. Task skills the ability to perform the skill at an adequate level (e.g. applies to workplace
task or normal day today work)
2. Task management skills the ability to manage a number of different tasks within a job role
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
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
amending or adding to the range statement as long as the breadth of application of the
competency is not diminished
adding detail to the evidence guide in areas such as the critical aspects of evidence or
resources and infrastructure required, where the competency is expanded and not limited
by the changes
identifying and/or including specific industry or organisational policies and procedures
identifying specific industry or organisational equipment and tools necessary to carry out
tasks
See below the Contextualisation Table for BSBWHS401 - Implement and monitor WHS policies,
procedures and programs to meet legislative requirements
Elements Performance criteria How it is contextualised?
List each element List the corresponding performance Analyse the performance criteria
here criteria here and identify possible ways to
customise the training program
to benefit the learner.
Element 1 Provide 1.1 Accurately explain to the work team Possible options for
information to the relevant provisions of WHS Acts, contextualisation include;
work team about regulations and codes of practice Incorporate the companys
WHS policies and 1.2 Provide information about the WHS policy and procedure
procedures organisations WHS policies, procedures manual into the course.
and programs, and ensure it is readily Use the companys hazard
accessible to, and understandable by the identification and risk
work team assessment forms so that
1.3 Regularly provide and clearly explain the learner can become
to the work team information about more familiar with typical
identified hazards and the outcomes of workplace documentation.
risk assessment and control
managing WHS facilitate participation of the work team in Invite guest speakers who
managing work area hazards are currently working as a
2.3 Promptly deal with issues raised health and safety officer.
through consultation, according to Follow the companys
organisational consultation procedures recording procedure for
and WHS legislative and regulatory consultation meetings.
requirements
2.4 Promptly record and communicate to
the work team the outcomes of
consultation over WHS issues
Element 3 3.1 Identify WHS training needs according Possible options for
Implement and to organisational requirements and WHS contextualisation include;
monitor legislative and regulatory requirements Explore the companys
organisational 3.2 Make arrangements to meet WHS training needs analysis tools.
procedures for training needs of team members in Study and analyse any
providing WHS consultation with relevant individuals existing coaching and
training 3.3 Provide workplace learning mentoring programs within
opportunities and coaching and the company. Incorporate
mentoring assistance to facilitate team this into the course as a real
and individual achievement of identified life example.
WHS training needs Use the companys financial
3.4 Identify and report to management and management plans as
the costs associated with providing workplace samples.
training for work team, for inclusion in
financial and management plans
Element 4 4.1 Identify and report on hazards in work Possible option/s for
Implement and area according to WHS policies and contextualisation include;
monitor procedures and WHS legislative and Review the companys
organisational regulatory requirements hazard identification
procedures and 4.2 Promptly action team member hazard practices, control methods
legal requirements reports according to organisational and monitoring techniques.
for identifying procedures and WHS legislative and
hazards and regulatory requirements
assessing and 4.3 Implement procedures to control risks
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
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.
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
Yes No
target learners?
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 Yes No
to a satisfactory level? Why or why not?
Feedback: Yes, a range of techniques were selected to satisfy all of the competency standards in the unit
of competency.
Do you believe the assessment methods and tools will be sufficient and
adequate, to determine whether a learner has the knowledge and skills, Yes No
to work competently within your organisation?
Feedback: The proposed assessment methods and tools will allow students to develop contextual
understanding of the subject matter and apply their new skills in a practical manner.
Course Scheduling and Sequencing
Do you believe enough time has been allowed for the learner to achieve a
Yes No
competent outcome in each unit of competency?
Yes, I believe that by focusing on one unit per unit this will allow the students plenty of time to
Feedback:
understand the content and achieve competency.
Has enough time has been allowed in the course schedule to successfully
Yes No
complete the assessment activities listed for each unit or module?
Students have a maximum of 12 months to complete the course. This includes time for revision
Feedback:
and catch-up classes as well.
Contextualisation Table
Were there many opportunities to contextualise the unit of
Yes No
competency/module to benefit the learner?
Examples of how to customise the unit content were clear and helpful. This provided insight
Feedback:
into how the companys processes and procedures could be incorporated into the program.
Support Services
Are there support services in place to meet certain learner needs?
Yes No
Yes, a few options were identified and made available to students who needed the extra
Feedback:
support.
Feedback:
Yes, various options were listed and made available to the learners.
qualification.
Target Audience
Is the Training and Assessment Strategy relevant for the target
Yes No
learners?
Yes, it appears to be suitable for the target learners
Feedback:
Date of review
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
So, the first indicator (see Table 3.1) considers a persons ability to understand the purpose and
meaning of their core skill, while the second indicator (see Table 3.2) looks at a persons 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.
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
Source: Hill, D., Hill, T., and Perlitz, L.. (2010). Vocational Training and Assessment. United States of America
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
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)
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 individuals working life, depending on the particular industry, occupation and job role.
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).
By gathering this information you will determine if the learner needs specialist support for the
learning program.
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
The following government resources can also be used to assist individuals who need LLN assistance.
Taking the Lead www.takingthelead.com.au
Australian Council for Literacy www.acal.edu.au/index.htm
Victorian Adult Literacy and Basic Education council http://valbec.org.au
NSW Adult Literacy and Numeracy council Queensland www.qcal.org.au/index.php
council for Adult Literacy
Once appropriate strategies have been determined, the learning program can then be customised to
accommodate specific learners needs.
For more information please refer to the User Guide for the Standards for Registered Training
Organisations 2015.
Source: www.asqa.gov.au
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 learners 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 learners 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
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
stakeholders this includes employers or supervisors, who can provide insight into the
learners performance at work
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.
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 learners comprehension of the content and ability to apply the
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.
The following table contains important information about the different levels of evaluation,
evaluation tools, methods and the practicability of each level.
Source: www.businessballs.com/kirkpatricklearningevaluationmodel.htm
Participants need to be advised of these details so they arrive at the correct venue on time.
By identifying the learners needs in the session planning phase you will be able to adjust your
delivery approaches and include customised resources to aid the learning process.
The three most commonly referred to are Visual, Auditory and Kinaesthetic. A brief description of
each learning style can be found on the following page.
Learning style Description Suggested delivery methods
and techniques
Visual learners Prefer to see what is going on around Take written notes in
them. for example, they enjoy reading, lectures & class
using words such as see, appear, look and Use colours to highlight
imagine important points
Good speller Pay attention to diagrams,
Fast reader charts and pictures in text
Remembers faces but not names books
Not good at remembering small Use mind maps (with
details 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 Use headsets to listen to
than read. They enjoy lectures, stories, books-on-tape
music and audio material. Participate in class
Good at languages discussions/debates
Remembers names better than Make speeches and
faces presentations
Good vocabulary Create musical jingles to aid
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.
Resentment if they have been forced to attend training they feel they dont 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. Tuckmans 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
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.
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
werent 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:
Observation
Use checklists, tests,
questionnaires Interview learners
Consultation
Determine budget, venue, and availability
of learners Obtain nal approval
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.
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
Session Plan
Location details: ABC School of English 10 Mary Street Brisbane QLD 4000
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
Presentation
Activity Interaction Delivery Methods and Techniques Time duration
number and (individual,
description group, in
pairs)
1 Class Trainer introduction 10 minutes
introduction Explanation of the learning objectives
and ice breaker Ice breaker activity amongst learners
activity
2 introducing Class Content to be covered 60 minutes
the content Confirm sandwich
and practicing requirements, based on
the new skills standard recipes or customer
requests.
Use sandwich making
methods
Use heating and toasting
equipment
Use of brainstorming activity to assess
the learners current knowledge levels
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 todays session?
How will you use this information in the workplace
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.
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.
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.
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.
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
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)
Embracing diversity
More often than not, your class will consist of learners who come from different walks of life. By
embracing these differences in diversity you are employing inclusive practices. The benefits of
diversity are outlined on the next page.
Differences Benefits
Ability Knowledgeable input, assist each other with physical skills, such as those
requiring dexterity
Age Wisdom of ages, different perspectives
Culture Alternative perspectives on events, widens learners world views and
understanding, perceptions of actions or activities
Expertise/experience/ Provide specialist input and perspectives within their respective fields;
working styles different working styles can offer learners other ways of completing tasks
which they may not have otherwise considered
Gender Male/female perspectives of events to broaden understanding
Interests Allows for learner input in different fields of interest
Interpersonal style Provides a variety of approaches to the same situations, offering all
learners options to consider
Language Different interpretations of phrases, perceptions of actions or activities
Mental ability Interaction between students can broaden horizons and provide
opportunities for all students
Past experiences Offer all learners the opportunity to consider their own experiences and
apply new learning in terms of their existing understanding and
experience
Politics Different political beliefs can lead to different perspectives on situations,
and different approaches to issues, such as industrial relations, social
issues and so on
Thinking and learning Challenges you, the trainer, to provide different solutions to meet the
styles differing needs, improving your skills as a trainer while allowing other
students to gain different perspectives on problems or activities
Source: Hill, D., Hill, T., and Perlitz, L.. (2010). Vocational Training and Assessment. United States of America
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
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
Record keeping
All personal information and records pertaining to a learners 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.
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
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).
(Question to ask - what does the learner Generate daily profit and loss report
hope to achieve by the end of the program?)
Monitor and record petty cash receipts
(Refer to the training package - the PC 1.3 Accurately credit and debit transactions and
performance criteria is a good place to start) promptly enter into journals in accordance with
organisational and legislative requirement
Learners current level of knowledge, skill No work experience in accounting firms
and experience Has complete her Certificate I in Business
(Questions to ask
What is the learners current skill or
knowledge level?
Does the learner have prior work
experience?)
Equity or additional support needs for the Has difficulty with numeracy calculations
learner.
(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 Julies progress
Allow sufficient time to practice using the accounting software and producing daily reports.
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.
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.
Work practices and routines, the work environment and work activities suitable to meet
learning objectives:
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:
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.
Workplace supervisor and accounts manager will need to be involved with this process.
Previous learning Job tasks and activities for Learning Facilitation Personnel and Learning Review
experiences sequencing alignment options additional goals processes
opportunities support
No work experience in Accurately maintain general ledger align direct supervisor, Accurately fortnightly
accounting firms organisational guidance, trainer, maintain evaluations
Generate daily profit and loss report aims, employee modelling general and ongoing
Has complete her aims co-worker, ledger reviews
Certificate I in Business Monitor and record petty cash practise
receipts workplace options LLN specialist Generate
activities daily profit
coaching and loss
report
mentoring
Monitor and
record petty
cash receipts
Learning objectives To develop the following skills; selecting ingredients, preparing sandwiches,
presenting and storing sandwiches.
List of web sites/ resources accessed to Websites
support delivery 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 Facility venue location, wheel chair access, lifts, amenities
includes; such as kitchen, toilets, training room
Facility Equipment computer, printer, projector, modem
Equipment Technology wireless interne, server access, Skype, Microsoft
Technology Office software
At the end of the course students will sit for a formal assessment
e.g. the sequencing of tasks and e.g. what will be e.g. the tasks and activities related e.g. questions,
activities required for learning to the learning checks for learning
Accurately maintain Monday MYOB accounting Manually enter transactions into a Follow-up sessions
general ledger Time: 10am 11am software general ledger (paper and electronic will be held every 2
version) weeks to check on
Accounts manager to be Julies progress
Generate daily profit Wednesday available Track expenses and sales for the
and loss report Time: 10am 11am week
Paper version of general
ledger Produce report from MYOB
Monitor and record Friday accounting software
petty cash receipts Time: 10am 11am Petty cash receipts
Organise petty cash receipts by date
Ergonomic workstation order
Did you use a range of delivery Yes, the use of manuals and fact sheets about X
methods and training aids to MYOB was issued to the learner. The learner had
optimise learner experiences? multiple opportunities to ask questions and
practice the new skills.
Did you use interpersonal skills to Yes, open and closed-ended questions were X
maintain appropriate asked to gauge the learners understanding of
relationships? the concepts and tasks being performed in
MYOB.
Did you observe learner cues and Yes, the learner asked questions and X
change approaches where paraphrased certain areas when in doubt. The
necessary to maintain learner maintained eye contact when new
momentum? information was being relayed.
Did you use language and Yes, the language was appropriate to the tasks X
terminology appropriate to the being performed such as; bank register, sales
industry and language, literacy entry, journal transactions, petty cash, profit and
and numeracy levels of the loss.
learner?
A glossary was provided to the learner as well.
The student indicated that she had some
numeracy issues however this was overcome by
the use of a calculator and guidance by myself.
Did you use learning materials Yes, the following learning materials were X
appropriate for the learner? available;
MYOB accounting software
Accounts manager to be available
Paper version of general ledger
Petty cash receipts
Ergonomic workstation
Did you follow the session plan? Yes. Some extra time (extra 15 minutes) was X
awarded for additional practice of new skills.
Other comments The learner performed all learning tasks to a satisfactorily level and
showed great interest in the accounts department.
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.
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
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 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.
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 employees 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
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
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).
case studies
writing exercises
group demonstrations
research projects/ activities
practice opportunities (e.g. practicum or supervised teaching/facilitation)
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 learners 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
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
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:
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.
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.
Disagree
Disagree
Strongly
Agree
Feedback item Comments
The objective/s of the session was Was confusing at first but was better once we had a
X
clear chance to practice
We did a bit of brain storming and the trainer asked a
The trainer used a variety of
X few questions. The trainer also showed us how to use
activities
the kitchen utensils
The activities helped me to Yes I learned a lot about the proper tools to use and
understand the content being X how to toast a heat a sandwich
delivered
The activities were relevant to the Yes, the information that was provided by the trainer
X
session topic made sense when we started to make the sandwiches
Good to have support of other students. They were
The activities were too difficult X
well
The learning materials catered to The hand outs and power points were clear and easy
my learning needs to follow and understand
X
E.g. visual and audio support
materials were available
There was sufficient time to I wanted more time to keep practicing my new
X
complete each activity sandwich making skills
The trainer was respectful and Very polite and helpful
X
monitored my learning
The trainer encouraged active The trainer asked heaps of questions and addressed
X
participation each learner including myself
The trainer was easy to understand X
What did you enjoy most about the Actually making a sandwich
session?
What did you least like about this The written quiz
session?
Do you have any other comments Just a quicker introduction and more practice time
or feedback?
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 learners 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
There are two common types of assessment; norm-referenced and criterion-based assessment.
Norm-referenced Criterion based
Norm-referenced assessment involves ranking a Criterion-based assessment involves measuring the
learner against their peers once a task has been learners performance against a prescribed
completed. benchmark. The candidate can either receive a
competent or not yet competent outcome.
A typical example of this is high school students who
sit multiple examinations to achieve a score required A typical example of this is if you ask a learner to
for university entrance. build a chair. The learner will either be able to
complete the task or fail to do so. In this instance the
learner will need to have a set of instructions on how
to complete the task.
Competency-based assessments
Competency-based assessments seek to evaluate and determine the skills, knowledge and attitude of the
candidate. This form of assessment is desirable in the vocational education system as it directly applies to
real workplace skills and knowledge. There are four (4) different types of competency-based assessment;
work-focused = the assessment aligns with current work practices, procedures and policies
criterion-referenced = the assessment is based on specific criteria
standards-based = the assessment uses a national, industry or organisational standard to benchmark
the performance of the candidate
evidence-based = the assessment must be accompanied by valid, authentic, current and sufficient
evidence
Remember it is a requirement for all registered training organisations to offer RPL/RCC assessment options.
This was covered in the TAEDES401A chapter.
Principles of assessment
As discussed earlier on, assessment guidelines are an endorsed component of a Training Package. They
provide an industry framework to ensure all assessments meet industry needs and nationally agreed
standards from within in the Training Package. The a ssessment guidelines must be followed to ensure
the assessment process leads to a nationally recognised qualification or statement of attainment as this
demonstrates vocational competency. The principles of assessment should be used to guide the assessment
process.
Principle 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.
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.
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)
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.
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 candidates level of skill, knowledge and understanding.
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.
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 candidates 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.
Candidate name:_____________________________________________
Assessor name: _____________________________________________
Unit of competency: __________________________________________
Workplace: _________________________________________________
Assessment date: _____________________________________________
Feedback to candidate:
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.
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.
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.
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
persons 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.
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 assessors Code of Practice you can download the TAE10 Training and
Education Training Package from the training.gov.au website.
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.
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.
trial process to benefit the learners and the overall assessment process.
Record keeping
The RTO should have in place a system which protects the students 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.
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
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?
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
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.
The following parties can also access the learners training records;
the candidates employer
the candidates 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 persons 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.
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 Jons 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.
Each assessment review must be documented according to the RTOs 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.
Yes, the plan was quite clear and E-mail the student prior to
each step was performed on time the day the steps/ timing of
Was the assessment plan followed correctly?
the assessment
Yes, all care was taken to make all Contact the workplace
Were all organisational, legal and ethical parties aware of legal and ethical employer and request a copy
considerations addressed? policies of the companys policy and
procedures manual
Yes, the student was briefed 2 Email the student a copy of
weeks prior to the assessment the assessment instrument
date about the assessment and any instructions.
process, evidence requirements
and due dates. Before commencing any
Were the learners adequately briefed, assessments, reiterate the
supported and guided? Verbal guidance and direct requirements to the student.
modelling was used to guide the
student through the assessment
process and tools.
Had to delay the Role Play activity Have students set an alarm
as the candidate was late coming on their phone 2 minutes
Did you make any reasonable adjustments? back from the break. An extra 10 before the
minutes was permitted. recommencement time
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.
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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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.
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.
Principles of Assessment and Rules of Evidence ensure a fair and reliable form of assessment takes place. Each
concept is outlined below:
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.
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).
Assessment instrument Observation checklist, Written exam, Role play, Third Party Report
being evaluated:
Validator name: Maggie May
Validation date: 01/12/15
Evaluation question Yes/No Add comments to explain your
determination of each question.
Assessment task instructions and assessment Yes Each assessment tool contained
conditions are clearly identified clear student instructions about
how to provide answers,
submission attempts, carry out
the activity and the grading
system.
Written information is at the appropriate AQF level Yes The activities, questions and role
and grammatically correct play assessed the learners at the
relevant AQF level according to
the qualification descriptor.
No grammar or punctuation
errors found in the assessment
tools.
The evidence requirements of the unit of Yes The assessment tools addressed
competency are covered all competency standards and is
illustrated by the mapping matrix
The level of difficulty is appropriate to the unit of Yes Appropriate trigger words were
competency used for this AQF level 3 unit.
Employability skills are supported in the assessment No Some students did not have
instrument access to a workplace and could
not take advantage of the third
party report option.
The activity could sustain more than one Yes The written exam can be
assessment method for reasonable adjustment assessed through verbal
questioning
A marking guide is provided with the instrument Yes Each assessment tool is
accompanied by a marking guide
which contains benchmark
responses to guide the marking
process.
The assessment activity is relevant to a number of No Does not currently cover all
different situations/contexts possible work-related scenarios
only simulated situations.
The principles of assessment have been addressed: Yes Valid the assessment tools
valid cover all of the competency
reliable standards in the unit of
flexible competency to ensure that the
The rules of evidence have been addressed: Yes Valid the evidence being
valid collected through the
authentic assessment tools aligns to the
current training package requirements.
sufficient
Authentic the work submitted
belongs to the student and the
student is required to complete a
student declaration stating that
the work submitted is their own.
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.
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.
IBSA Innovation and Business Industry Skills Council (trading as Innovation & Business
Skills Australia)
TGA Training.gov.au
REFERENCE LIST
Australian Skills Quality Authority, Standards for Continuing Registration, ASQA, Canberra, 2011.
Hill, D., Hill, T., and Perlitz, L. Vocational Training and Assessment, McGraw Hill, United States of America, 2010.
Knowles, M., Holton, E., and Swanson, R. The Adult Learner: The Definitive Classic in Adult Education and Human
Resource Development (Managing cultural differences), United States of America, 1998.
McCain, D. V. & Tobey, D. D. Facilitation basics, ASTD Press, Alexandria, VA, 2004.