PILAG Trainer Procedure Manual v2 - 110619ldc

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PACIFIC INSTITUTE
OF LEADERSHIPAND GOVERNANCE
ETHICS, VALUES BASED LEADERSHIP
Implementing a Systematic Approach

to Training and Assessment
Trainers Procedure Manual
Learning and Development Centre
Pacific Institute of Leadership and Governance,

P. O. Box 1216, BOROKO, NCD.
Phone: 303 0600 Fax: 326 1654
Trainers Procedure Manual – A Systematic Approach to Training and Assessment
October 2017
© PILAG
Version 2 2017
Any inquiries regarding reproduction and rights of this Trainers Procedure Manual can be
forwarded to: Learning Development Centre (LDC)
Pacific Institute of Leadership and Governance
P O Box 1216
BOROKO
NCD
Phone: 3030600 | 3030651 | 3030652 | 3030653
Jkwa73@gmail.com
This material was sponsored and written by LDC for PILAG. The document is purposed to enhance competency
based assessment practice for the public sector. It improves PILAG’s status as a School of Government while
meeting the RTO requirement.
PILAG Ethics and Values Based Leadership V3_110619LDC 2|

Table of Contents
OVERVIEW.................................................................................................................................................... 5
PACIFIC INSTITUTE OF LEADRSHIP AND GOVERNANCE.....................................................................................5
THE PILAG TRAINERS PROCEDURE MANUAL.............................................................................................................................................5
PILAG LEARNING AND DEVELOPMENT CENTRE.........................................................................................................................................5
THE SYSTEMATIC APPROACH TO TRAINING (SAT).........................................................................................................6
POLICY STATEMENT: TRAINING AND ASSESSMENT.....................................................................................7
DEFINITION.....................................................................................................................................................................................................7
SCOPE.............................................................................................................................................................................................................7
TERMINOLOGIES.............................................................................................................................................................................................7
POLICY PROVISIONS.......................................................................................................................................................................................8
1. Training Staff......................................................................................................................................8
2. Training Programs..............................................................................................................................8
3. Training Facilities and Resources.......................................................................................................8
4. Delivery and Assessment....................................................................................................................9
SUPPORTING DOCUMENTS...........................................................................................................................................................................9
PROCEDURE 1: TRAINING DESIGN AND DEVELOPMENT........................................................................11
DEFINITION..................................................................................................................................................................................................11
PURPOSE......................................................................................................................................................................................................11
SCOPE...........................................................................................................................................................................................................11
PROCEDURES...............................................................................................................................................................................................11
1.1 Conduct Industry Consultation.........................................................................................................11
1.2 Identify Training Needs....................................................................................................................12
1.3 Plan Training....................................................................................................................................14
1.4 Plan Assessment...............................................................................................................................15
1.5 Design and develop learning resources............................................................................................17
1.6 Design and develop assessment tools..............................................................................................21
SUMMARY OF PHASE 1.........................................................................................................................................22
PROCEDURE 2: DELIVER TRAINING....................................................................................................... 23
2.1Prepare for training..........................................................................................................................23
2.2Deliver training................................................................................................................................24
2.3Assess and evaluate delivery............................................................................................................26
SUMMARY OF PHASE 2.........................................................................................................................................27
PROCEDURE 3: ASSESSMENT OF COMPETENCY....................................................................................28
DEFINITION..................................................................................................................................................................................................28
PURPOSE......................................................................................................................................................................................................28
SCOPE...........................................................................................................................................................................................................28
PROCEDURES...............................................................................................................................................................................................28
3.1 Pre-Assessment................................................................................................................................28
3.2 Assess Competence..........................................................................................................................29
3.3 Submission of completed Assessment Documents...........................................................................30
3.4 Deferred Assessments......................................................................................................................31
3.5 Processing of Assessments...............................................................................................................31
3.6 Re-evaluation of Assessments..........................................................................................................32
3.7 Re-sitting of Assessments.................................................................................................................32
3.8 Record of Assessment......................................................................................................................32
3.9 Academic Appeals............................................................................................................................33
3.10 Academic Appeals Committee..........................................................................................................33
SUMMARY OF PHASE 3.........................................................................................................................................34
PROCEDURE 4: VALIDATION AND MODERATION..................................................................................35

DEFINITION..................................................................................................................................................................................................35
PURPOSE......................................................................................................................................................................................................35
SCOPE...........................................................................................................................................................................................................35
PROCEDURES...............................................................................................................................................................................................35
4.1 Plan for Validation and Moderation.................................................................................................35
4.2 Validate Assessment Tools...............................................................................................................36
4.3 Moderate Assessment Decisions and Alignment to Standards.........................................................38
SUMMARY OF PHASE 4.........................................................................................................................................38
38
APPENDICES............................................................................................................................................... 39
APPENDIX 1: (A) RECORD OF INDUSTRY CONSULTATION................................................................................................................39
APPENDIX 1: (B) INDUSTRY CONSULTATION SUMMARY CHECKLIST................................................................................................41
APPENDIX 2: TNA REPORT FORMAT................................................................................................................................................42
APPENDIX 3: TRAINING AND ASSESSMENT STRATEGIC PLANNER (TASP)...................................................................43
APPENDIX 4: TRAINER PROFILE TEMPLATE........................................................................................................................................54
APPENDIX 5: DELIVERY PLAN TEMPLATE..........................................................................................................................................56
APPENDIX 6: ASSESSMENT PLAN TEMPLATE....................................................................................................................................57
APPENDIX 7: (A) COVER PAGE FORMAT...........................................................................................................................................58
APPENDIX 7: (B) LEARNER GUIDE FORMAT......................................................................................................................................59
APPENDIX 7: (C) UNIT GUIDE FORMAT............................................................................................................................................61
APPENDIX 7: (D) UNIT LEARNING RESOURCES FORMAT................................................................................................................62
APPENDIX 7: (E) FACILITATORS GUIDE FORMAT..............................................................................................................................63
APPENDIX 7: (F) ASSESSORS GUIDE FORMAT..................................................................................................................................65
APPENDIX 8: STANDARD PAGE STYLE...............................................................................................................................................66
APPENDIX 9: PRINTING REQUISITION FORM....................................................................................................................................67
APPENDIX 10: SESSION PLAN TEMPLATE.............................................................................................................................................68
APPENDIX 11: INDIVIDUAL LEARNING PLAN........................................................................................................................................70
APPENDIX 12: SESSION OBSERVATION TEMPLATE..............................................................................................................................71
APPENDIX 13: LEARNERS’ FEEDBACK FORM........................................................................................................................................73
APPENDIX 14: RPL APPLICATION FORM..............................................................................................................................................75
APPENDIX 15: RECOGNITION OF PRIOR LEARNING (A STEP BY STEP PROCESS)..............................................................77
APPENDIX 16: ASSESSMENT COVER SHEET..........................................................................................................................................82
APPENDIX 17: ASSESSMENT RUBRICS..................................................................................................................................................83
APPENDIX 18: (A) LEARNER’S RECORD OF ASSESSMENT....................................................................................................................90
APPENDIX 18: (B) MASTER ASSESSMENT RECORD TEMPLATE..........................................................................................................92
APPENDIX 19: ACADEMIC APPEALS PROCESS......................................................................................................................................93
APPENDIX 20: VALIDATION PLAN.........................................................................................................................................................94
APPENDIX 21: ASSESSMENT VALIDATION SUBMISSION COVER SHEET..............................................................................................96
APPENDIX 22: DIVISIONAL VALIDATION CHECKLIST FOR ASSESSMENT TOOLS.................................................................................97
APPENDIX 23: DIVISIONAL VALIDATION & MODERATION CHECKLIST FOR ASSESSMENT DECISIONS..........................................100
APPENDIX 24: MODERATION CHECKLIST FOR ASSESSMENT DECISIONS.........................................................................................102

Overview
PACIFIC INSTITUTE OF LEADERSHIP AND GOVERNANCE
PILAG was established by the PILAG Act of 2018 that mandates the Institute to deliver
training, consultancy, research and community service to the PNG Public Sector workforce.
PILAG was known as Administrative College (ADCOL), and then Papua New Guinea
Institute of Public Administration (PNGIPA) and was responsible for all training of the
public service workforce. This trend has continued with emphasis on short skills based
training, consultancy and research over the last two decades.
In the last five (5) years PILAG had a corporate plan as a strategy to evolve and become an
aspiring School of Government (SOG) that was to transform the Institute through the
introduction of Competency Based Training & Assessment (CBT & A) and complemented by
a robust management to deliver its products. Through this plan the Institute was to genuinely
support the Government in such initiatives like Vision 2050, MTDS etc. and providing the
training required of the workforce to deliver the Governments’ aspirations.
Specifically, PILAG was to roll out CBT & A that will improve and build capacity in the
public sector workforce and thus enable better Service Delivery through the relevant
agencies. This adjustment was part of a Government wide approach to improving service
delivery throughout the country and adequately reaches bulk of the rural population.
For effective CBT & A to be executed it is imperative that a Training and Assessment
Quality Management System (TAQMS) be first established to bring into perspective the full
training and assessment cycle and all that it encompasses. Thus, the development of the
Trainers Procedure Manual, an instrument that facilitates the proper execution of the training
and assessment cycle. The Trainers Procedure Manual is the Quality Management tool that
provides check and balance throughout the implementation of the Training and Assessment
cycle.
The PILAG Trainers Procedure Manual
The Trainers Procedure Manual is a QMS tool designed and developed specifically to
provide clear guidelines to training professionals in PILAG in executing their training role
with clear and full understanding of the mechanisms involved in current and best practice of
CBT & A.
It is divided into four (4) main phases of the training and assessment cycle:
1. Design and Development
2. Delivery of Training
3. Assessment of Competency
4. Validation and Moderation
These 4 phases are further divided into individual work tasks required of each phase. The
manual presents these work tasks in easy to follow procedures accompanied with work tools
attached as appendices.
PILAG Learning and Development Centre
The establishment of the PILAG Learning and Development Centre (LDC) was to quality
check all learning resources as they go through the four phases of the learning and assessment
cycle.

LDC is instrumental in maintaining and promoting quality through continuous improvements

and quality control on all PILAG learning and assessment products and services.
The Systematic Approach to Training (SAT)
The Systematic Approach to Training (SAT) is a methodology for managing training
programs. It is an orderly; logical approach to determining what trainers must know and do in
their job.
The Trainers Procedural Manual provides a systematic approach to executing Training and
Assessment responsibilities. It provides to all of PILAG’s training professionals clear
operational guidelines and procedures on how to execute the different phases using
specifically prescribed work tools to produce specific outcomes. In as much as possible the
Trainers Procedure Manual intends to present these procedures in a coherent and cohesive
manner to enable trainers to competently achieve the requirements of each phase.
There are four main phases or areas of competencies depicted below in the Training Cycle.
These are:
Phase 1
Design and
1. Design and Development, Developmen
t
2. Delivery of Training,
3. Assessment of Competency and
4. Validation and Moderation.
Phase 4
Validaton
The Phase 2
Delivery of
and
Moderation Training Training
Cycle
Phase 3
Assessment
of
Competency
Each of the four phases have their own major tasks that need to be implemented in order to
fulfil the requirement of each of the phases.
Phase 1: Phase 3: Phase 4:

Design and Development Phase 2: Assessment of Competency
Validation and Moderation
Delivery of Training
Plan for Validation and Moderation
Industry Consultation and Training Needs Analysis
Pre-assessment
Assess Competence
Prepare for Training Submission of
Assessment
Planning of Training and Assessment Programs
Defered Assessment
Processing of
Assessment
Re-evaluation and Re-
Design and Development of Learning Resources Deliver Training sitting of Assessment
Conduct Validation
Design and Development of Assessment Tools

Record of Assessment
Evaluate Training
Conduct Moderation
Academic Appeals

Policy Statement: Training and Assessment

Training and Assessment activities undertaken by staff at PILAG specifying the basic
qualifications and skills of trainers and the key principles of assessment activities. It is
supported by a number of Quality Procedures which outline how the policy is applied in
training and assessment at PILAG.
Definition:
 Training is organised learning instructions solely aimed at imparting new knowledge
and skills to learners as well as enhancing learner’s performance on the job
 Assessment is measuring learners’ performance as a result of training against required
and established standards.
Scope
The policy applies to the delivery and assessment of the following qualifications and courses:
 Diplomas
 Certificates
 Short Courses
 Public Service Induction
It also applies to other special courses designed and delivered under contract to specific
clients or Government Departments
The policy applies to all training staff including those employed on a permanent, contract,
casual or consulting basis.
It applies to all training delivered at each campus including Regional Training Centres and in
client workplaces.
Terminologies
Recognition of Prior Learning (RPL) - is the formal recognition of the skills and knowledge
you currently have, regardless of how, when or where the learning occurred.
Assessment - the methods and procedures by which a learner’s academic progress and
standard is measured, the methods should be valid, fair and reliable
Diploma - a formal qualification at the level specified by the PNG National Qualifications
Framework (NQF)
Certificate - a formal qualification at the level specified by the PNG National Qualifications
Framework
Faculty Board - committee with over-all responsibility at PILAG to ensure academic
standards are established and maintained in training delivery, assessment, graduation, course
design and organisation
Short Courses - a course of study which is generally less than four weeks’ duration that may
not include a formal assessment component
Public Service Induction - a one-week course designed for employees/officers who have
recently joined the Public Service
Training Package - a set of nationally endorsed standards and qualifications for recognising
and assessing people's skills in a specific industry or industry sector

Validation - the process by which industry/public service has direct input into course and
assessment design to ensure that assessment tasks actually assess the required competencies
included in the course design
Moderation - a process whereby trainers/assessors share and compare completed student
assessments and results to ensure that consistent results are awarded by trainers for each
assessment
National Training Council - the regulator of Technical, Vocational, Education and Training in
Papua New Guinea
Formative Assessment - assessment that provides feedback to the student during the learning
experience
Summative Assessment - assessment that is focussed on the outcomes of the learning
experience and concerned with evaluating the final outcomes of a learning experience
Policy Provisions
The policy principles are covered in detail in the procedures outlined in this manual and
apply to all Training and Assessment delivered by PILAG.
1. Training Staff
1.1 All training staff are suitably qualified and have related practical industry/public
service experience to deliver high quality training for the Institute.
1.2 All trainers must, upon appointment, be registered at the correct level with the
National Training Council and meet the ‘trainer’ requirements for registration at
the category level.
2. Training Programs
2.1 All training programs are designed with stakeholder input and must be fully
reviewed at least after every two years.
2.2 Training program design incorporates knowledge, ethical behaviour and skill
building components focussing on the achievement of identified occupational
competencies as may be included in Training Packages or design documents, or
based on industry/Public Service input e.g. DPM, HRM forums or organised
workshops.
2.3 Training program design incorporates a range of assessment activities to assess
knowledge and skills which are integral to the design of the program in accordance
with competency based training principles.
2.4 All training programs are evaluated upon completion by participants and this
information is analysed and used to improve future training and assessment.
3. Training Facilities and Resources

3.1 All learning materials developed to support training programs are ‘professionally’
produced and available to students prior to commencing their unit/course of study.
3.2 Clean and well maintained training facilities are provided for learning to occur
productively.
3.3 Reliable and current information and communication technology equipment is
provided at each campus to support learning.

3.4 Additional learning resources are available for student access at each campus and
include: Journals, Books, Periodicals, Internet access and personal computers for
study use.
4. Delivery and Assessment
All Delivery and Assessments undertaken must emphasise the essential role they play in
setting and maintaining Academic Standards:
4.1 Training and Assessment Pathway
Students interested in enrolling for the whole training program to all training
sessions to obtain a full qualification.
4.2 Assessment Only Pathway (Recognition of Prior Learning)
Students may apply for credit or exemption for units of study based upon prior
learning and qualifications attained for a full or partial qualification (RPL &
Credit Transfer)
4.3 Delivery Methods
 Delivery methods used must take into account the best approach that suit the
unit of competency as well as the targeted learners.
 Considerations must also be directed towards the different learning styles of
the learners.
4.4 Assessment Methods and Tools
 Methods and tools must be able to produce the required outcome.
 Methods and tools must provide flexibility to allow for access and equity if
and when required
4.5 Assessment Activity
 Assessment tasks are integral to course design and are reviewed in conjunction
with each course/learning materials review undertaken, at least every three
years
 Each learning program/course of study will include both formative and
summative assessment tasks
4.6 Current Practice
 Students engaged in the learning that demonstrates current best practices.
 Student performance must be measured against current established
performance standards.
4.7 Appeals
 Students to be given the opportunity to appeal assessment results.
 Students must successfully meet all stipulated course academic requirements
to be approved for graduation by the Faculty Board
Supporting Documents
 P1.04 Training & Assessment Policy
 PNG Public Service Training Package
Authorized
PILAG CEO…………………………………………………………………………

Accountability
Version/Date Operational Responsibility Accountability
V3 / November 2017 Manager Learning & Deputy CEO Learning &

Development Centre Development
Document Code P1.04
PILAG Ethics and Values Based Leadership V3_110619LDC 10 |

Procedure 1: Training Design and Development

Definition:
Training Design and Development is the process of creating a pathway outlining the steps in
the design and development of learning instructions to achieve a desired outcome. It is this
process that guides the development of a learning program towards achieving the intended
outcome.
 Industry Consultation is the consultative process between the PILAG and the industry
client in establishing training needs at individual, groups or organizational levels.
 Training Needs Analysis is the process of systematically gathering of relevant data to
establish training/learning needs required by organizations, groups or individuals to
effect high level performances.
 Plan Training is the process of organizing learning instructions into a practical delivery
structure; that is the design of the flow of learning and assessment strategies to produce
specified learning outcomes.
 Plan Assessment is documenting an outline that provides details on the processes of
collecting evidences of performances that will demonstrates learner’s attainment of the
specified outcomes. It presents a map to ensure that assessment is valid, reliable,
consistent, and focused on the achievement of learning outcomes
 Design and Development of Learning Resource is the process of planning and
organizing technical content into learning and assessment instructions that are to be used
as learning resources.
Purpose:
To provide clear guidelines on the design and development of learning programs that best
respond to the client learning needs as individuals, groups of people and/or organisations.
Scope:
Training design and development applies to:
 Industry Consultation and Training Needs Analysis processes
 Planning of training and assessment programs
 Design and development of learning resources
 Design and development of assessment tools
Procedures:
1.1 Conduct Industry Consultation
1.1.1 All industry consultations should be a result of:
 client request for service
 marketing drive
 personal testimonies
1.1.2 Professional training staff of PILAG shall determine learning and assessment
needs of a client through scheduled industry consultation meetings.
Consultation meetings provide opportunities for discussion between PILAG
and clients to determine learning needs. These meetings shall be recorded
using the Record of Industry Consultation template (see Appendix 1(a)) on
page 39.

Confirmation of learning needs will be documented using an Industry

Consultation Confirmation Checklist (see Appendix 1(b)) on page 41. This
will be translated into a Training Needs Analysis Report.
1.1.3 A Training Needs Analysis Report shall be documented at the completion of

the industry consultation process and be attached to a Training and
Assessment Strategic Planner and submitted to LDC for filing.
1.1.4 The TNA Report shall be drafted using the format as prescribed in (Appendix
2) on page 42). The TNA Report shall be documented by LDC or the
Professional Training Staff involved in the Industry Consultation or any other
professional staff nominated by LDC
No other format apart from the one prescribed in Appendix 2 shall be used,
unless otherwise due to circumstances and as endorsed by LDC
All electronic copies of the TNA report shall be submitted to LDC as the sole
authorised custodian of PILAG’s Learning resources.
There shall be (3) hard copies of the TNA report;

 client (1 copy)
 LDC (1 copy)
 Executive Manager – LDS (1 copy).
No other person/s shall be authorised to keep copies of the TNA Report.
1.1.5 Industry consultation feedback should dictate the design and development of a
learning program and should address:
 learning needs and expectations of the client,
 complexity of the learning need
 work environment and job roles
 competency sets required in work roles, for jobs, for groups or for
individuals
 client learning preferences relating to delivery strategies
 suitable assessment strategies
 timeframes and constraints of the client
 trainers own experiences with the industry practices
 certification of the learning, e.g.: qualification, skill sets, certificates of
attainments, etc.
All industry consultation discussions should be captured in the “Record of
Industry Consultation” template as prescribed in Procedure 1.1.2, Appendix
1(a) on page 41.
1.2 Identify Training Needs
1.2.1 TNA shall be conducted upon the request of a client. Information shall be
obtained through:
 Questionnaires
 Interviews / consultation meetings with key people, groups, committees

 Relevant and related documents, for example: job descriptions of targeted

job roles
 Observations
 Work samples
1.2.2 Training needs may be may be determined at the level of:

 The organisation for organisational change
 The job for job re-designs taking on new dimensions
 Performance improvement
 The individual for job-related up-skilling or self-development.
The primary focus of the TNA shall be stated clearly as part of a TNA
proposal. Data collecting instruments shall be designed to capture information
relating to the primary focus of the TNA.
1.2.3 A TNA proposal shall be drafted and presented to members of the Learning
Program and other relevant authorities for purposes of discussion and
agreement before submission to Management for approval.
The submission must be prior to the start of the TNA activity. The TNA
proposal shall specify the following information:
 Objectives, focus and scope of the TNA
 List of activities, the timeframe, work plans, resources needed, costs, and
roles and responsibilities,
 Staff capabilities
 Evidence of work outputs at completion of each phase of TNA
It is important that the primary focus of the TNA research must be clearly
defined and shall be captured through the design and development of the data
collecting tools.
Client’s participation is an essential component of the TNA process.
1.2.4 Every TNA should culminate in a written report submitted to Executive

Manager, Learning and Development Services (LDS), LDC Manager and
Divisional Head within a month of completion. The TNA report shall specify
details relating to:
 Scope of TNA
 Procedures used (methodology)
 Actual experiences in applying the TNA process
 Findings
 Recommendations
The TNA shall adopt the format prescribed in Appendix 2 on page 42.
1.2.5 The TNA findings and recommendations shall form the basis of the training
design and development.

There shall be industry client participation and support throughout the design
and development of all training and assessment strategies. The completed
documentation shall be the Proposed Training for the client.
1.2.6 The proposed training documentation shall be presented formally to the client
for approval prior to the signing of the agreement.
1.2.7 The TNA findings and recommendations shall be the basis of selection and
screening of intending candidates for participation in learning programs.
1.3 Plan Training

1.3.1 All training coordinators shall prepare a Training and Assessment Strategy
Planner (TASP) using the approved PILAG format prescribed in Appendix 3
on page 43 of the Trainers Procedural Manual. The TASP shall be submitted
to the Divisional Head for first sighting and upon approval be further
submitted to LDC for filing. The TASP must be prepared prior to the delivery
of the learning program.
1.3.2 The TASP shall encompass all key information. These include:
 Administrative Details
 Name and details of RTO
 Name of Division
 Name of training package, qualification and the code
 Name of Delivery Team
 Packaging Rules (if applicable) with unit titles and their status
 Type of Learning Program
 Commencement dates
 Targeted Learner’s details
 Training Partnerships (if applicable attach Records of Industry
Consultations and Agreements – see Procedure 1.1.2)
 Delivery and Assessment Arrangements
 Learning strategies
 Assessment strategies
 Overview of the Delivery Schedule
 Articulation Arrangements (if applicable attach Records of Consultation
and Agreement – see Procedure 1.1.2))
 Delivery Staff Competency Profiles
 Course Administration and Management details
 Resources required
 Training rooms
 Learning supports
 Costs involved
1.3.3 Divisional Heads shall ensure that all details in the TASP is accurate and is in
compliance to the Procedure 1.3.2. Head of Division shall then submit
corrected completed TASP to LDC for final check and safe keeping.
Incomplete documentation shall be returned to the course coordinator to
rectify. The improved documentation shall then be subjected to a reprocess.

1.3.4 All trainers shall be required to provide to Divisional Heads and LDC a
detailed staff profile using the approved Trainer Profile Template as
prescribed in Appendix 4 on page 53.
Key information in the Trainers’ Profile would include:
 Trainer’s name and Division
 Educational Qualifications
 Industry / Vocational Qualifications
 Industry / Business Experience
 Teaching / Training experiences
 Current Industry Release
 Professional Development Engagements and Participation
 Other Relevant Information (Professional Affiliations, Network
Memberships, Community/ Industry relationships, Awards, Published
works, Curriculum Development works, etc.)
1.3.5 All trainers are required to further develop a Delivery Plan prior to the actual
training. Key information in a Delivery Plan would include:
 qualification code and title
 Units of competency
 Learning Outcomes
 Learning Activities
 Learning Resources
See Appendix 5 on page 55.
This can also be opted for the Delivery Schedule presented in the TASP.
1.3.6 All delivery plans should be submitted to Divisional (Cluster) Heads with
copies made to Executive Manager LDS and LDC Manager
1.3.7 Delivery Plans should be submitted to Offices mentioned in 1.3.6 one (1)
week prior to delivery start date, unless due to circumstances like late notice to
the Trainer/Facilitator.
1.3.8 Delivery plans are checked (by LDC) for quality purposes and approved and
handed back to the Trainer/Facilitator concerned for use in Delivery. Where
necessary, LDC should discuss the final plan if there are any alterations made
to the plan.
1.4 Plan Assessment

1.4.1 All trainers shall prepare Assessment Plans as prescribed in Appendix 6 on
page 56 prior to the assessment activity itself. The Assessment Plan is
inclusive of Recognition of Prior Learning, will form part of the TASP and
will be submitted to Divisional Heads as required.
Key information to be documented in the Assessment Plan includes:
 Name of qualification and code
 Names of Units and codes
 Purpose of Assessment
 Learner’s profiles (general)
 Names of Assessor/s

 Assessment arrangements (any special arrangements need to be

mentioned as well)
 Assessment methods and tools
 Resources needed
 Time and venue
 Evidence required
 Reporting arrangements
 how will the completed assessment items be collected?
 who does the collecting,
 is there a checklist for submitted work?
 how many permissible assessment re-submissions?
 time frame for closing of assessment submissions,
 assessment feedback processes,
 assessment decision processes, etc.
 documenting assessment decisions
 declaring assessment decisions
Also see Procedure 3 for further clarification.
1.4.2 If and where industry partnership in involved, all trainers / assessors are
required to work in close consultation with industry to determine:
 suitable assessment methods and tools that suit the learners and the
context in which they work
 the design and development of the assessment tools:
 Assessor instructions
 Learner assessment instructions
 Assessment activity instruction
 Marking guides
 the best RPL approach to use if and when desired
Refer to Procedure 1.1 and Appendix 1(a) and 1 (b).
1.4.3 All trainers / Assessors need to ensure when planning assessment that learners
are notified of:
 the assessment times and venues
 the assessment processes to be used
 the assessment methods and tools to be used
 any reasonable adjustments may be made where appropriate
1.4.4 All trainers shall be responsible for the timely submission of Assessment to the
Divisional Heads
1.4.5 The Divisional Head shall check both the Assessment Plan and upon
satisfaction of meeting the requirements, the plans be submitted together with
the TASP to LDC for file and record purposes.
1.4.6 The Divisional Heads shall be responsible for the timely submission of both
Assessment to LDC.
1.4.7 The LDC ((through Competency Assessment Officer) shall check to
Assessment plan and tools in regards to Assessment Principles and Rules of
Evidence.
1.4.8 LDC shall be responsible for file and record of all institutional training and
assessment plans.

1.5 Design and Develop Learning Resources

1.5.1 All trainers shall be required to develop learning resources. These includes:
 Learners Guide: this shall be documented to provide an overview of
the whole learning program to the learner, that is, an overview of the
full qualification.
Key information in the Learners Guide will include:
 Course Title and Code
 Course Overview (inclusive of Aim and brief description)
 Target Group
 Job Roles for this qualification
 Qualification Pathways
 Articulation Pathways to higher learning
 Units of competency
 Employability Skills
 Delivery Strategies
 Assessment Strategies
 Delivery Schedule
 Trainers Contact Details
 Unit Guide: this shall be documented to provide an overview of the
unit and shall include these details:
 Unit Title and Code
 Unit Overview
 Elements of competency and their performance criteria
 Employability skills specific to the unit of competency
 Context of application
 Delivery method suitable for the unit of competency
 Assessment Activity and Learner Assessment Instructions
 Assessment Marking Guide
 Facilitators Guide: this shall be documented to provide an overview of
the whole learning program to the facilitator as well as providing other
helpful information to assist the trainer in the effective delivery and
assessment of the qualification.
Key information in the Facilitators Guide will include:

- General Information about the qualification
 Structure of the Facilitator Guide
 Purpose of the Guide
 Targeted Learners
 Course Contents
 Units
- Employability skills in the qualification
- Course Duration
- Roles and Responsibilities
 Trainers
 Learners
 Assessors
- Learning Supports Systems

- Helpful Hints
 Adult Learning Principles
 Learning Styles
 Presentation and Facilitation Skills
 Management of Learning
- Delivery of Training and Assessment Activities
 Pre-training Preparation
 Training Delivery
- Assess learning
 Assessment Processes and Tools
 Principles of Assessment
 Rules of Evidence
 Assessment Feedback processes
- …
- Validate, Moderate and Review Training
 Assessment Validation
 Moderation of training and assessment processes and tools
 Review and Way Forward
- Qualification Pathways
After completing this course successfully, what would the next
most likely qualification the candidate could apply for?
- Articulation Pathways
Are there any pathways onto higher learning available to the
candidates after graduating from this qualification?
- Facilitation Team
 Trainers credentials and contact details
 Assessors Guide: this shall be documented to provide details on

assessment arrangements and processes of the whole learning program
to the assessor.
Key information in the Assessors Guide will include:

 Assessment Information
 Assessment Mapping
 General Assessment Instructions
 Reasonable Adjustment
 Principles of Assessment
 Rules of Evidence
 Assessment Arrangements
 Assessment Rubrics
 Assessment Tasks (optional)
 Unit Learning Resource: this shall be documented to provide technical

content matter relating to the unit of competency.
Key information in the Unit Learning Resource will include:

 Content matter that is guided by the stated elements of

competency, performance criteria, range statements, and required
knowledge and skills
 Learning activities with learner’s instructions
 Assessment activities with learner’s instructions
 Supplementary Reading Resources – the trainer / facilitator shall use

their own discretion to provide learners additional readings that further
supports learning and understanding.
All learning resources shall be written using the approved formats:
 Cover Page Format – see Appendix 7 (a), page 57,
 Learners Guide – see Appendix 7 (b), page 58,
 Unit Guide – see Appendix 7 (c), page 60,
 Unit Learning Resource – see Appendix 7 (d), page 61,
 Facilitators Guide – see Appendix 7 (e), page 62,
 Assessors Guide – see Appendix 7 (f), page 64.
See Procedure 1.5.5 for style formatting.
1.5.1 All trainers shall be responsible for the design and development of the units
learning resources assigned to them by the Divisional Head. All learning
resources shall be version controlled. Divisional Heads together with LDC
shall be responsible for version control mechanisms.
1.5.2 The development of the Unit Learning Resources will require all trainers to
competently research subject matter content as dictated by the requirements of
the unit of competency. The specific areas to be addressed includes clear
statement of:
 Learning outcomes
 Elements of competencies and their performance criteria
 Employability Skills and context of application
 Contents of learning resources focussing on:
 Technical subject matter,
 Required knowledge and skill of the competency
 Appropriate learning activities designed to:
 Accommodate the different learning styles
 Meet the requirements of the different dimensions of competency
 Provide learners the opportunity to demonstrate competency; both
theory and practical
 Assessment activities that learners will be tasked to do to demonstrate
competency as a result of learning
All learning and assessment instructions shall be expressed with clarity.
1.5.3 All trainers shall customise and tailor the design and development of all
learning resources to suit the learning need of the targeted group of learners.
The unit descriptors provide the framework within which the trainer will work.
1.5.4 All learning resource offered by PILAG shall adopt a uniform style and
appearance. In some special arrangements deviation from standard style may

be necessary to accommodate wider content variables. Appendix 8 on page 65

is the approved Standard Page Style to be used.
1.5.5 The design and development to of the standard page style shall be:
 Standard font style shall be Times
 Cover Page:
 Unit Learning Resource
 The name of the Institute shall be capitalised, bold, font Times
New Romans, font size 18 and written across the top of the
page
 The Qualification Title shall be capitalised, font Times New
Roman, font size 18,
 The unit title shall be bold, font Times New Roman, font size
20, and written halfway down the page

 The institution logo shall be printed on the top right hand corner
of the page (see Appendix 7, page 57)
 In partnering arrangements, logos are placed on either side of
the institute name
 Art design shall be the responsibility of the trainer. However,
LDC has the authority to edit if and when there is need to do so
 Header: the name of the learning resources in italics, left sided, font
size 12
 Footer: the institution’s logo, name of the institution in italics, motto
in italics, version control in italics, font size 12 and page number
 Content font style:
 Heading 1: font size 16, bold, capitalized
 Heading 2: font size 14, bold, capitalised
 Heading 3: Font size 12, bold, normal font
 Content text: font size 12
 Paragraphing shall be:
 Heading 1 paragraphed at 12pt before and 12 after
 Heading 2 paragraphed at 10pt before and 10pt after
 Heading 3 paragraphed at 8pt before and 8pt after
 Normal content text shall be paragraphed at 6pt before and after
 Underlines shall stress emphasis of ideas
 Italics additional emphasis
 All content text shall be justified.
 Graphics
Graphics shall be used only to exemplify or illustrate a concept and / or
emphasise the different learning styles. It shall not be used to decorate
thus minimising the importance of the concept being presented.
 Graphs, icons, clip-arts, pictures are permissible.
 Photographs:
- images of people are permissible if and when consent has been
given by owner or person / persons photographed.
- Do not use photographs without consent. It poses legal
implications

- images of scenery, animals and other objects are permissible.

Some images may need consent thus trainers shall oblige to do
so.
1.5.6 All learning resources are to be printed on A4 paper size with normal margins
set at:
 2.54cm top & bottom
 2.54cm right & left
A3 pagination may be used if and when required to produce large templates
and tables.
1.5.7 The Divisional Heads shall be responsible for sighting and endorsing all
learning resources in their division prior to request for printing.
1.5.8 All requests for printing or reproduction of learning resources shall fill a
Printing Requisition Form as prescribed in Appendix 9 on page 66,
specifying:
 Name of person requesting
 Division
 Date of request
 Number of copies to be printed specifying:
 single page or back to back print
 black and white or colour
 Collation and binding details
 Time and date needed
1.5.9 All printing request shall be submitted to LDC a week in advance before actual
training sessions. Request for printing form shall be obtained from LDC.
LDC shall be the sole authority on all printing of learning resources.
1.5.10 All learning resources shall be word processed, spell-checked, version
controlled and converted to PDF upon successful validation by LDC.
1.5.11 LDC shall be the sole custodian of all electronic and hard copies of PNGIPA’s
learning resources.
1.5.12 All PILAG learning resources shall be copy-write and paste protected by “PDF
- Read Only”
1.6 Design and develop assessment tools
1.6.1 All trainers are required to make reference to the TASP and the Assessment
Plan when designing and developing the assessment tool.
1.6.2 It is essential that all Learners Guide and Unit Guides have the Assessment
Strategies, Assessment Methods, Assessment Activity and the Marking Guides
clearly written out for ease of access and implementation.
These documents shall be consulted when in the process of designing and
developing assessment tools.
1.6.3 It is essential that the focus of the assessment shall be clearly established
before the design and development of the assessment tools. It is therefore a
requirement that trainers clearly specify:
 What is being assessed
 Purpose of assessment
 Target Group
 Assessment methods to be used

 Assessment Tools to be used

 Assessment instructions (procedures) that is to be followed by both the
Assessor and the Learner
 The required assessment resources needed for assessment:
 Venue
 Learning and assessment aids
 Required evidence
 The marking tool to be used
1.6.4 The Head of Division together with co-facilitating team members shall review
and validate the assessment tools prior to the actual use
1.6.5 Trainers shall make adjustment as per review decisions and shall submit to the
Head of Division for final approval before actual use.
1.6.6 LDC shall be the sole authorised entity to keep all approved final copies, hard
and electronic, of PILAG learning resources for records and storage. It shall
provide to management a regular update report if and when requested by
management.
All issues relating to final copies of learning and assessment resources shall be
directed to LDC’s attention for action.
Summary of Phase 1
Procedure 1.1
Conduct Industry Consultation
Procedure 1.6
Design and develop Assessment Tools Procedure 1.2
Identify Training Needs
Phase 1
Training Design and Development
Procedure 1.5
Design and Develop Learning Resources Procedure 1.3
Plan Training
Procedure 1.4
Plan Assessment

Procedure 2: Deliver Training

Definition: Deliver Training is the learning process facilitated by the trainer which is
aimed at achieving specific prescribed learning outcomes. It is the process of
providing opportunities of acquisition knowledge and concepts, the sharpening
of existing skills as well as acquisition of new skills and the changing of
attitudes to behaviour to achieve the prescribed learning outcomes.
Purpose: To ensure that the learning experience is executed using all relevant learning
resources and opportunities to achieve the prescribed learning outcomes.
Scope: Training Delivery applies to:
 Prepare for training
 Deliver Training
 Evaluate Training.
Procedures:
2.1 Prepare for training
2.1.1 Prior to delivery of all training programs, trainers are required to prepare for
the training at least a week in advance. This includes,
 Organising the learning environment, e.g.: classroom sitting arrangements,
proper ventilation, mobility in the classroom, OHS issues, etc.
 Printing of required learning resources and aids
 Preparing session plans and learning activities
 Notifying all who will be engaged in the learning experience of the plan of
action
 Seeking approval for:
 engaging other content experts from outside the organisation
 use of other facilities, other than own such as transport, IT laboratories,
projector, etc.
 purchase of resources not readily available
 field trips, excursions, etc.
2.1.2 Trainers shall ensure that all printing request are submitted to the Manager,
LDC for approval a week prior to the actual delivery. Printing Requisition
form shall be obtained from LDC.
2.1.3 All trainers are required to prepare session plans for every individual training.
The prescribed Session Plan Template is depicted in Appendix 10 on page
67. However, if and when the learning outcome is a continuation of the
previous then a new session plan is not required.
Key information in a session plan should include:
 Session title
 Name of trainer / facilitator
 Session duration
 Learning Outcomes clearly stated
 Review notes of previous session
 Delivery methods to be used

 Special needs to be addressed (e.g. LLN issues, access and equity, …)

 Content of session (trainer’s notes and learners’ activities)
 Key points to be presented and discussed
 Learning resources required for the session
 Linkage to the next session
 Trainers’ evaluation of the session etc.
It is the responsibility of the Divisional Heads to sight and validate the
sessions a week before delivery.
This shall be perceived as part of an on-going internal validation process.
2.1.4 All trainers are required to prepare any other learning aids, supplementary
learning material at least a week before the actual delivery. It shall be the
responsibility of the Divisional Heads to sight and verify contents before
delivery.
2.1.5 Heads of Divisions shall ensure that all parties engaged in the learning
program are notified of the plan of action.
2.2 Deliver training

2.2.1 All trainers shall execute training as per TASP, Delivery Plan and Session
Plans.
Any deviation from the TASP, Delivery Plan and Session Plans shall first be
brought to the attention of the Division Heads for approval. Upon approval,
the trainer shall notify all other team members of the changes prior to delivery.
Documented copies of the changes shall be distributed to the team members
prior to the delivery.
2.2.2 Trainers are required to provide all learning resources at the commencement
of each unit. All other supporting learning documents shall be distributed at
the beginning of each session.
2.2.3 All facilitating trainers shall ensure that the daily roll checks are accurate
before submission to the student administration division.
Any abnormalities identified shall be reported to the appropriate authorities.
2.2.4 All sessions as prescribed in the Delivery Plan, shall commence as scheduled.
Any changes to the schedule shall be communicated to all members of the
facilitating team prior to the delivery.
2.2.5 Trainers are required to use delivery methodologies that encompasses both
adult learning principles and the different learning styles that will best produce
the desired learning outcomes.
2.2.6 The design and development of all learning activities shall encompasses best
current workplace practices. The learning activities must also respond directly
to the performance criteria, elements of competency and the overall unit of
competency.
2.2.7 Session delivery methods selected shall be highly participatory and provide
sufficient opportunities for learners to use concepts and ideas in practical
applications.

2.2.8 Learning approaches used will include:

 Group-based learning
 Individual-based learning
 Work-based learning
 Field praxis
 Field excursions
 Content expert inputs, etc.
2.2.9 All trainers shall apply coaching and mentoring techniques upon request of
learner or if and when trainers identify the need to do so. This shall be a
constant practice throughout the learning experience. Mentoring and coaching
sessions shall be applied during the learning sessions or at an agreed time set
aside by trainer and learner.
Mentoring and coaching sessions can be perceived as Individual-based
learning experiences. The Individual-based learning experience shall be
documented specifying these details:
 Course code and Title:
 Unit Code and Title
 Name of the Learner
 Meeting Date and Time
 Issues raised and discussed
 Actions take
 Follow-up actions
Documentation shall adopt the Individual Learning Plan format prescribed
in Appendix 11 on page 69.
2.2.10 Trainers are required to uphold the Institute’s image in the manner of
professional ethical presentation in all scheduled learning sessions.
Key points of ethical presentation will include:
 Behaviour
 Punctuality and Attendance
 Reliability
 Confidentiality of information
 Courtesy
 Preparedness
 Accountability
 Fairness - Access and Equity
 Communication Etiquette
 Professional Appearance - A neat and clean appearance is required at all

times.
 Dress code
Clothing choices should meet the standards of the institute.
All clothing should fit properly (neither too tight nor oversized and
sagging) and provide a modest covering (avoid sheer fabrics,
plunging necklines, and styles that do not cover mid sections or
undergarments).

Shoes should be comfortable and clean. Approved style sandals can

be worn.
For male trainers: Collared shirts (both long and short sleeved) tucked
in. Certain occasions will demand a tie.
Khaki pants, corduroy or cotton/permanent press pants worn with
belts.
Jeans, shorts and T Shirts without collars are not allowed.
 Grooming
- Trainers should always be neat, clean including teeth, fingernails,
face, hair and even shoes.
- Trainers’ hair should be combed and styled in an acceptable
manner.
- Wear light perfume /cologne to avoid giving off unpleasant body
odours.
- Men must appear clean-shaven, with trimmed beards.
- Cover body tattoos and body piercings for these may look
untidy and unprofessional.
- Women shall minimise the use of jewellery and makeup.
2.2.11 During session deliveries, all trainers are required to uphold professional
ethical standard and shall not engage in unethical practices. Unethical practices
will include:
 Cancelling classes without prior notice and /or without valid reasons
 Demonstrating personal favours towards individuals or groups that is in
breach of PILAG organisational policies. That includes accepting personal
favours, gifts or rewards from participants / students to influence
assessment judgements and process
 Colluding with one or more individuals to falsify information relating to
learner’s performance
 Un-professionally attired and groomed during official hours.
 Demonstrating aggressive and disruptive behaviour during official hours.
2.2.12 The design and development of all learning activities shall encompasses best
current workplace practices. The learning activities must also respond directly
to the performance criteria, elements of competency and the overall unit of
competency.
2.3 Assess and Evaluate Delivery

2.3.1 All trainers are required to document a self-evaluation on the effectiveness of
the delivery of individual sessions as part of a continuous improvement
process. (see Appendix 10 in the Session Plan Template).
2.3.2 All Division Heads are required to conduct regular session observations to
ensure and maintain continuous quality in the delivery of training. It is
preferable that Division Heads conduct two (2) session observations for each
trainer under their supervision per training year.

Session Observations shall be documented using the approved format as

prescribed in Appendix 12 on page 70.
All trainers observed shall be given a copy of their session observation report
and a meeting time shall be set in which both the Division Head and the trainer
shall address any issues raised.
Sessions Observation Reports shall be perceived as evidence of performance
contributing to delivery competency of the trainers’ performance appraisal.
Finalised observation Reports shall be submitted to the Head of the Learning
Development Service.
2.3.3 Learners shall also be required to provide feedback on the delivery of each
unit. This shall be executed at the end of each unit. This shall also be perceived
as a part of the continuous improvement process. Appendix 13 on page 72
specifies the Learners’ Feedback Form as the approved tool to be used for
this process.
2.3.4 All evaluated feedbacks shall be documented and used for continuous
improvement purposes.
Summary of Phase 2
1.
Prepare for Training
Phase 2
Deliver
Training
3.
2.
Assess and Evaluate Delivery
Deliver Training

Procedure 3: Assessment of Competency

Definition
Assessment of Competency is defined as the process of measuring the learners’ performance
against predetermined industry performance standards as a result of training.
Purpose
To confirm the acquisition of knowledge, skills and attributes against the expected levels of
performance as per industry standards and practice.
Scope
Assessment of Competency applies to the processes of:
 Pre-assessment
 Assess competence
 Submission of Assessment
 Deferred Assessment
 Processing of Assessment
 Re-evaluation of Assessment
 Re-sitting of Assessment
 Record of Assessment
 Academic Appeals
Procedures
3.1 Pre-Assessment
3.1.1 All assessment tools inclusive of RPL must be accurately interpreted, mapped
and confirmed against relevant benchmarks prior to actual assessment activity.
Benchmark information includes:
 Unit of Competency, elements of competency and performance criteria
 Dimensions of competency required
 Required knowledge and skills
 Context of application
 Requirements prescribed by the Unit Evidence Guide
3.1.2 Candidates seeking Recognition for Prior Learning (RPL) shall seek the
trainer responsible for the course to set a suitable time for the initial meeting
interview.
The trainer in the initial meeting interview shall be obliged to do the
following:
 Inform candidate/s of the RPL process involved
 Advise candidate/s to provide relevant documents that will be used as
evidence of competency
 Inform candidates/s to identify people, either in the workplace or
elsewhere who can vouch for their competency
 Organise and set time for interview meeting with candidate/s
 Check through the evidences provided and identify gaps.

 Guide the candidate/s through filling out the RPL Application Form
(see Appendix 14 on page 74).
3.1.3 The trainers are required to consult the RPL Guidelines as stipulated in
Appendix 15 on page 76 to administer the PILAG RPL process correctly. .
3.1.6 All assessment tools shall be vetted and approved prior to the assessment
activity.
This process is inclusive of RPL – assessment tools shall be mapped against
relevant benchmarks and validated prior to actual administering of the
assessment activity.
3.1.7 All trainers shall ensure that all details pertaining to the assessment must be
disseminated to the candidates in a timely and professional manner prior to the
actual assessment.
Details will include:
 Assessment Arrangements to be used
 Assessor’s Instructions
 Candidate’s Instructions
 Assessment Task /Activity instructions
 Marking Guidelines
 Assessment Deadlines
 Assessment Submission procedures
Should there be need for any reasonable adjustments, this process provides the
opportunity to do so.
3.2 Assess Competence

3.2.1 All trainers are required to follow the Assessment and / or RPL Plans to guide
the conduct of assessment. Any deviation from the assessment plan must first
be deliberated with the team members and the HOD prior to assessment. Upon
approval of the team members together with the HOD, the revised assessment
tools shall now be executed.
3.2.2 There must be clear and specific procedures instructing the assessor and/or
students on the administration and use of the instruments. These procedures
must be documented.
3.2.3 Key instructions to be articulated are:
 Instructions to learners on what is required of them
 Instructions to assessors on what is required of them to do
 Instructions of the actual assessment activity/tasks
 Instruction of how to measure learner’s assessment work using the
marking guide
 Date the assessment item is due
 Other special assessment arrangements that is specific to the unit of
competency

3.2.4 Trainers/Assessors are required to observe the Rules of Evidence and the
Principles of Assessment when facilitating the gathering of quality evidences
for assessment purposes.
Principles of Assessment is purposely aimed to ensure quality outcomes and
these considerations includes:
 Validity: All components that are to be assessment must be assessed.
There must be sufficient evidence to ensure that the candidate meets
the competency specified by the current standard.
The candidate must not be asked to provide evidence for or be assessed
against activities that are outside the scope of the unit standard.
 Reliability: The assessment must be able to stand up to scrutiny. That
is, other assessors should reach the same conclusion. A number of
evidence- gathering methods can be used to ensure consistency.
 Flexibility: There is no single approach to competency based
assessment. Evidence can be collected using different methods, at
different times, under a variety of conditions. It must be responsive to
the needs of the situation and the candidate.
 Fairness: Assessment must not discriminate against individuals or
groups. Different people and different situations need different
assessment methods and, where necessary, reasonable adjustments to
meet individual requirements must be made.
 Sufficiency: Sufficiency relates to the quality and quantity of evidence
assessed. It requires collection of enough appropriate evidence to
ensure that all aspects of competency have been satisfied and that
competency can be demonstrated repeatedly. Supplementary sources of
evidence may be necessary. The specific evidence requirements of
each unit of competency provide advice on sufficiency
Rules of Evidence consideration includes:
 Currency: Assessment should take place within a short time of learning
and should be compatible to current workplace practise. The assessor is
assured that the assessment evidence demonstrates current competency.
This requires the assessment evidence to be from the present or the
very recent past.
 Valid: The assessor is assured that the learner has the skills, knowledge
and attributes described in the module or unit of competency and
associated assessment requirements.
 Sufficient: The assessor is assured that the quality, quantity and
relevance of the assessment evidence enables a judgement to be made
of a learner’s competency.
 Authentic: The assessor is assured that the evidence presented for
assessment is the learner’s own work.
3.3 Submission of completed Assessment Documents
3.3.1 All trainers shall request that all learners make and keep copies of their
assessment work before submission, to safeguard against damage or loss of
the original.

At the discretion of the responsible Assessor, a learner may submit a

number of versions of an assignment. However, unless otherwise
requested by the learner, the last version received on or before the due date
shall be the version against which a result is recorded.
3.3.2 Written assignments shall be submitted with a completed approved
“Assessment Cover Sheet” visibly and firmly attached as prescribed in
Appendix 16 on page 81.
3.3.3 Assignments must be received by the responsible Assessor, or members of
their division, by the due date for a result to be recorded.
The receiving staff member shall complete the acknowledgment section of
the Assessment Cover Sheet and return it to the learner. The assignment shall
then be forwarded to the responsible Assessor
3.3.4 Extensions to a due date shall only be granted to individual learners in
exceptional circumstances such as natural disasters, medical conditions, thefts,
cultural obligations such as deaths in the immediate family.
The applications for extensions must be made to the responsible Assessor, in
writing, seven (7) days before the original due date.
The application for extension must be supported by relevant documentations.
Extensions granted to learners are to be made in writing.
Extensions past Close of Study (COS) dates shall only be approved in writing
by the Divisional Head. Close of Study refers to the end of a full qualification.
Relevant documentations supporting the request for extension shall be
attached to the request.
3.3.5 All responses granting extensions shall in writing and must first be sighted and
endorsed by the Divisional Head prior to notifying the learner. Responses shall
be documented for future references.
3.4 Deferred Assessments
For courses delivered in a Competency-Based Approach, where there may not be
any fixed assessment dates, an application for deferral would only be required if the
assessment has to be undertaken after the close of study date.
3.5 Processing of Assessments
3.5.1 All trainers are required to use the approved assessment rubrics when marking
and grading assessment items.
The Assessment Rubrics outlined in Appendix 17 on page 82 clearly explains
the awarding of numerical values, grades, percentages and conversion of CBT
assessment results to articulate into higher learning.
All trainers are required to apply this approved process.
3.5.2. The responsible Assessor shall ensure that all assessment work received for
marking are handled with due care and stored securely while in their
possession.
They shall initial and date each page of the assessment as they mark them to
enable verification of the re-submission of original work should an appeal
arise.

The final result and any comments shall be added to the cover sheet, which
will then be signed and copied as a record.
3.5.2 Should a learner's assessment work be lost after submission, or damaged to
the point where it cannot be graded, the responsible Assessor shall advise the
learner and request that they provide another copy.
3.5.3 All learners shall take full responsibility in collecting their marked
assessment work within the advised time scale. It shall be their responsibility
to retain and resubmit the assessment work should a re-evaluation be required
(see Policy Sections 3.6 and 3.9 for details on re-evaluations and appeals).
3.6 Re-evaluation of Assessments
Learners may approach the Assessor and request an initial re-evaluation of any
assessment.
However, this must be done within fourteen (14) days of their notification of the
result. If the Assessor is not available, the request shall be put in writing and passed
to that Assessor’s division within the same period.
If the learner is dissatisfied with any re-evaluation undertaken, they may apply
in writing for an Academic Appeal.
3.7 Re-sitting of Assessments
Learners should be offered the opportunity of at least one re-sit of any assessment
for which they have been assessed as ‘Not Competent’.
They shall undertake the re-sit before the end date of the close of study (COS) date,
unless an application for deferral is approved.
3.8 Record of Assessment
3.8.1 The responsible trainer / assessor shall ensure that each student has a
Record of Assessment for each course they are undertaking. This record shall:
 clearly show the date when the student was assessed for competency
against each of the assessment criteria;
 reference any supporting documentation, such as the assessment method
and / or instrument used;
 has each entry signed by the responsible trainer?
All trainers and assessors are required to use the approved individual
Learner’s Record of Assessment template for this process which is
depicted in Appendix 18 (a) on page 89.
3.8.2 Should the student fail to complete all the assessment criteria within the
specified period or number of attempts, then the responsible trainer / assessor
shall make an entry in their ‘Record of Assessment’ to explain this fact.
The trainer / assessor shall sign each of the incomplete assessment criteria, and
any explanatory comments that have been added
The responsible trainer / assessor shall then offer the student counselling on
their options for continuing study.
3.8.3 All trainers / assessors shall submit the Record of Assessment to Course
Coordinators for the initial validation process. Upon completion of this

process, all course coordinators are required to submit verified Record of

Assessments to the Head of the Division.
3.8.4 All Divisional Heads shall have a standard Master Assessment Record
Template that should capture assessment records for all students within each
qualification. Appendix 18 (b) on page 90.
3.9 Academic Appeals
This process is for appeals by students in relation to academic decisions or procedural
matters.
3.9.1 For appeals against specific assessment decisions, the trainer should first refer
to the re-evaluation of assessment.
If the learner is still dissatisfied with the outcome of the re-evaluation process,
the learner has the right to appeal to the Course Co-ordinator
3.9.2 The trainer shall advise the student to submit in writing a notice of appeal
addressed to the Course Co-ordinator who will consider the appeal with the
Divisional Head.
The Notice of Appeal should be submitted within fourteen (14) days of
notification of the outcome of the re-evaluation process.
Appeal to be considered and outcome advised to student within two weeks of
receiving written appeal
If the appeal is not lodged in the specified time, the result will stand.
3.9.3 If through emergency circumstances, such as in cases of serious illness or
injury, the learner shall seek an appeal together with a medical certificate in
support of this.
3.9.4 The learners shall use the approved Academic Appeals Process as
specified in Appendix 19 on page 91 relating to any academic decision
or procedural matter.
3.9.5 The Head of Division shall convene an Academic Appeal Committee a sub-
committee who will be responsible to process all appeals. This shall be
completed within 14 days of the learner’s lodgement of their written appeal.
3.10 Academic Appeals Committee
3.10.1 The Academic Appeals Committee is convened by the Head of Division. It
would be appropriate to have a composition of two (2) nominees from among
the ranks of the Division, a member from LDC and the Executive Manager,
Learning and Development Services. All nominees must have relevant
technical and academic content knowledge.
The Academic Appeals Committee shall:
 provide the student with written notice of the time and place of the
hearing, not less than five days before the date of the hearing;
 review the circumstances of the student’s dispute or question relating to
the academic processes adopted in reaching an academic decision and will
make a determination in the matter;
 immediately after reaching its decision, communicate that decision to the
Divisional Head and the student.

The decision of the Academic Appeals Committee is final.

3.10 Divisional Heads shall request all course co-ordinators to present to the Faculty Board
the final assessment results for endorsement.
Summary of Phase 3
1.
Pre- assessment
9. 2.
Academic Appeals Assess competence
3.
8.
Submission of Assessment Documents
Record of Assessment
Phase 3
Assess Competence
7. 4.
Re-sitting of Assessment Deferred Assessment
6. 5.
Re-evaluation of Assessment Processing of Assessment

Procedure 4: Validation and Moderation

Definition:
 Validation is a quality review process.
It is the process of checking that the assessment tool is able to reliably produced valid,
sufficient, current and authentic evidence to enable reasonable judgements to be made
as to whether the requirements of the relevant aspects of the Training Package or
accredited course have been met.
It includes reviewing and making recommendations for future improvements to the
assessment tool, process and/or outcomes.
 Moderation is a quality control process.
It is the process of bringing assessment judgements and standards into alignment. It is a
process that ensures the same standards are applied to all assessment results within the
same Unit/s of Competency.
It is an active process in that adjustments to assessor judgements are made to overcome

differences in the difficulty of the tool and/or the severity of judgements and come to a
consensus decision about competence of a candidate.
Purpose:
 Validation is an on-going process and is required to ensure that proper quality review
process is carried out to promote continuous improvement. The outcome of the validation
is recommendations for future improvements.
 Moderation is required to ensure that the assessment decisions are fair. It is a quality
control process that occurs prior to the final assessment decision being made. It is a
process whereby assessors “moderate” their assessment decisions and come to a consensus
decision about competence of a candidate.
The outcome of moderation may be adjustments to the assessor’s decision.
Scope:
Validation and Moderation applies to the processes of:
 Plan for Validation and Moderation
 Conduct Validation (a Quality Review process)
 Conduct Moderation (executing a Quality Control process)
Procedures:
4.1 Plan for Validation and Moderation
4.1.1 It is essential that prior to validation, all Divisional Heads must prepare a
Validation Plan. The Validation Plan must specify the following:
 the purpose of the validation
 who will lead the validation?
 who will participate in the validation activities
 which training products will be the focus of the validation
 when and where the validation will occur, and

 possible outcomes of the validation meetings

Assessment validation will be conducted by a panel consisting of content,
assessment and industry experts
Depending on the focus of the Validation activity, all trainers / assessors are
required to provide the relevant documents for scrutiny.
The Validation Plan template is prescribed in Appendix 20 on page 92.
4.1.2 The Head of Division shall ensure that all assessors are notified in advance of
the:
 validation meeting date,
 the relevant documents required,
 the location / venue of validation meeting
It is the responsibility of the Head of Division to make available a copy of the
division’s Validation Plan to all the division trainers and assessors.
4.1.3 Heads of Division shall be responsible for ensuring that all trainers within the
divisions are given copies of the Validation Plan.
Copies (both soft and hard) of divisional Validation Plans shall be submitted
to the LDC for their input.
4.1.4 Prior to the meeting, the Heads of Divisions shall fully inform trainers /
assessors of the requirements of the Validation Plan.
Those who will be required to submit their assessment tools and /or candidate
evidence for the selected unit(s) of competency shall comply with the
instruction.
It is essential that trainers / assessors are clearly informed on the process of
preparing assessment items for submission.
If trainer / assessor is requested to provide samples of assessment tool for the
validation meeting, they are required to complete an Assessment Validation
Submission Cover Sheet for each item being submitted. The cover sheet is
laid out in Appendix 21 on page 94.
4.2 Validate Assessment Tools
4.2.1 For each assessment tool to be submitted, it is also a requirement that samples
of assessment work produced by the learners together with assessment
judgements made must be attached.
Assessment judgement refers to the initial grade and rank of an assessment
item given by the trainer / assessor prior to validating the assessment
judgements (see Appendix 17 on Assessment Rubrics,
The assessment judgements for each piece of learner’s work should be clearly
marked on each item. Approximately 5% of candidate evidence should be
randomly selected from the cohort.
4.2.2 The Head of Division is responsible for ensuring that confidentiality is
maintained.
The issue of confidentiality is one of the Principles of the Code of Professional
Practice.

4.2.3 The Head of Division shall remove all “identifiers” and replace these with
codes before the validation meeting to maintain the confidentiality of the
learners. The Validation Team will review the materials using the codes.
“Identifiers” refers to learner’s personal details.
For validation and moderation processes to be effective this process needs to
be reversible. The Head of Division shall link the code back to the original
identifiers and to whom the item relates to enable:
 making recommendations for improvement to future practice (i.e. as an
outcome of a validation process); and/or
 making adjustments to candidates’ results to bring standards into
alignment (i.e. as an outcome of the moderation process.
4.2.4 All validation team members shall be provided with:
 Copy of the Units of Competency under discussion
 Coded copies of assessment tools;
 Coded copies of judged candidate evidence;
 Available benchmark materials; and
 Record forms to be completed (that is the Validation Tool to be
completed for each item).
 Also made available should be copies of relevant Training Packages.
4.2.5 The assessment validation activity shall be executed using the approved
Divisional Validation Checklist for Assessment Tools as specified in
4.2.6 It is imperative that LDC staff shall actively participate in the divisions’
validation processes as per scheduled times.
4.2.7 The Validation Team Leader shall ensure that accurate records of decisions
made of the validation activity are kept. These details shall be captured in the
Validation Tool.
These records are an essential component to the Moderation Process that shall
follow.
4.2.8 If and where Assessment judgements are the subject of scrutiny, the
Validation team are required to use the Validation / Moderation Checklist for
Assessment Decision. The Divisional Validation and Moderation Checklist
for Assessment Decisions is specified in Appendix 23 on page 98.
4.2.9 Heads of Divisions are required to report all validation outcomes to the
established authority as part of the scheduled management meeting they shall
ensure that (3) copies of the Validation Record are made and distributed to the
following offices for their records:
 Original copy to LDC for quality purposes
 First copy to the Heads of Divisions
 Second copy to the Course Coordinator

4.3 Moderate Assessment Decisions and Alignment to Standards

4.3.1 The LDC Manager is responsible for the maintenance and adherence to
PILAG established training and assessment standards and shall act as the
Moderator in the alignment to standards.
4.3.2 The Moderator shall organise meetings with Heads of Divisions and training
staff to check and verify that the designs of the assessment tools and meet the
requirements of the:
 training package
 TASP
 unit of competency
 assessment context (context that would generate the required evidence)
 learner’s characteristics and special needs (access and equity)
4.3.3 Moderators shall examine assessment tool and evaluate the choice and design
of the assessment methods and instruments to determine its appropriateness to
the unit standard and qualification being assess as well as determining the need
to redesign where necessary. This procedure shall be done using the approved
Moderation Checklist Tool for Assessment Decisions as specified in
4.3.4 The Moderators shall check and verify the appropriateness and fairness of
assessment decisions and may make changes to assessment decisions should
assessment tools and process are seen to deviate from the standards.
4.3.5 The Moderator shall convene a meeting with the division members to inform
them of their findings and may make recommendations for further
improvements.
Summary of Phase 4
Procedure 4.1.
Plan for Validation and Moderation
Phase 4
Validation and Moderation
Procedure 4.3.
Moderate Assessment Decisions and Alignement to Standards Procedure 4.2
Validate Assessment Tools

Appendices
Appendix 1: (a) Record of Industry Consultation
RECORD OF INDUSTRY CONSULTATION TEMPLATE

Suitable for discussions when a number of industry representatives are involved.
NAME OF RTO:
NTC REGISTRATION NUMBER:
MEETING DETAILS: Date: …………………… Time: ………………….. Location: ……………..
NAME AND ADDRESS OF ENTERPRISES/INDUSTRIES INVOLVED:
1.
2.
3.
4.
NAME AND CONTACT DETAILS OF PERSON(S) AT THIS CONSULTATION MEETING AND
RELEVANT ORGANISATION:
Name Organisation Contact Details
Phone / Emails/ Mobile
NAME OF TARGET GROUPS IDENTIFIED: ………………………………………………………………

SPECIAL NEEDS OF TARGET Skills:
GROUPS: Knowledge:
Others:
DELIVERY STRATEGIES AND
ISSUES RAISED: REMARKS
Block delivery:
Face to face
On-the-job training:
coaching / mentoring -

Off-the-job training:
consultation meetings
Online learning
Others -
ASSESSMENT STRATEGIES REMARKS
DISCUSSED AND ISSUES
RAISED
Observations / Practical
Demonstrations
Projects
Journals
Simulations
Third Party Report
Written Tests
Others
OUTCOMES OF MEETING: (describe briefly)
Action Items Action Officer Due Date
NEXT MEETING: Date: ……………………. Time: ……………………. Venue: ………………….

RECOMMENDED IMPROVEMENTS/CHANGES:

Appendix 1: (b) Industry Consultation Summary Checklist

NAME OF CLIENT:
COURSE CODE &TITLE:
COURSE COMMENCEMENT
DATE:
SPECIAL ARRANGEMENTS:
INDUSTRY CONSULTATION STATEMENTS Yes No

Industry informed about Delivery and / or Assessment strategies to be used
Arrangement has opportunity for feedback
Feedback received and used
Industry advice / expertise sought
Engaged in the design and development of the learning program
Engaged in the design and development of assessment approaches
PNGIPA MANAGEMENT CONSULTATION STATEMENTS
Management informed about industry consultation
Arrangement has opportunity for management feedback
Feedback received and used
Approval of management sought for endorsement
DESIGN OF DELIVERY AND ASSESSMENT APPROACHES
Number of meetings held
Number of staff involved
Trainers: …… Industry partners …… Others: ……
Experience and expertise of industry partners used in following ways:
 …
 …
 … etc.
Experience and expertise of trainers used in the following ways:
 …
 …
 …, etc.
AGREEMENT AND ENDORSEMENTS
Learning program endorsed by management
PNGIPA and industry agreement signed and dated
General Comments

Appendix 2: TNA Report Format
 TITLE
 TABLE OF CONTENTS
 INTRODUCTION
 Purpose of Report
 Scope
 Source of Information
 Authority and date
 BACKGROUND INFORMATION
Events leading up to the TNA
 PROCEDURES (METHODOLOGY)
 What was used to collect information?
 How was it used?
 How was information analysed?
 LIMITATIONS
 Time
 Funding
 Locations
 Work commitments …
 FINDINGS
Follow the sequence presented in the scope
 RECOMMENDATIONS
 CONCLUSIONS
 REFERENCES
All documents cited in the methodology if and where applicable
 ATTACHMENTS

Appendix 3: Training and Assessment Strategic Planner (TASP)

(Please complete this form electronically and submit to Heads of Division for initial check
before final submission to LDC.)
Overview and Purpose of the Delivery and Assessment

This training and assessment strategy planner sets out the approaches and methods that
PILAG will adopt to enable learners to meet the requirements of the …. (insert Name of the
Qualification) …….. .
Background / Course Context

(Provide an overview of the course design and devlopment. This could inlcude:
Organisational context
Industry needs
Expected outcomes for the workplace / industry )
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Industry Consultation
(Provide an overview of the extent of industry consultation. This could include
 Stakeholder analysis and engagement
 Who, When, Why)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Training Needs Analysis
(Provide an overview of the TNA process. This could include
 When conducted
 Who was consulted
 Results and recommendations
 Results endorsed / agreed too / approved by who
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

Delivery and Assessment Strategies
1. ORGANIZATION AND QUALIFICATION

Name of RTO
Name of Division
Training Package Code and
Title (if NQF / AQF)
Qualification (PNGIPA Code &
Title)
Delivery Team Members  …
 …
 …
Learning and Development Jack Kwa
Centre Manager
Contact 3030 650, Email: jkwa@pngipa.ac.pg
2. QUALIFICATION PACKAGING RULES

Packaging rules Total number of units = …………………
Core Units = …………. Electives = ………….
Units of Code Title Core Elec
competency

1. TYPE OF PROGRAM
 Legacy (Educational) Program

 CBTA Program
 Specialised Short Course
 Specialised Projects (e.g.: a partnership arrangement)
 Others (please specify)
4. PROPOSED COMMENCEMENT OF DELIVERY
Date: ………………………… Month: ……………………… Year: ………………………
Program Intake  Full Time  Part Time
5. LEARNERS CHARACTERISTICS
Target Group Name of target group (e.g. diploma in Human Resource Management )
Learners’ General Characteristics
special needs e.g.
and  Work as human resource officers
Special needs  Need update in HR theory and practice
management  Need qualification
strategy
Special Needs Management Strategies
Eg: physical disabilities – poor eye Sitting arrangement???

sight
Learning Other support systems that are established to assist students through their
Support learning experiences.See examples below:
Provided  Library services
 Infor. Tech. labs
 Schedued mentoring coaching sessions
6. PARTNERING ARRANGEMENTS
Provide details of any organisation which is assisting with qualified staff in the delivery or
assessment of this program.

7. COURSE DELIVERY
Delivery and Duration
Assessment
Tentative Start of study Date:
Arrangements
Tentative Close of Study Date:
Total number of Weeks Delivery:
Methods of Delivery for the Program
 Face to face (classroom delivery with class based projects, simulated
work activities and questions as assessment)
 Workplace Delivery
 On-line
 Blended
 Correspondence
 Video Conference
 Others (specify
…………………………………………………………………………..
………………………………………………………………………….
Location
Venue: ……………………………………
Allocated Training Room, ……………………………………
8. ARTICULATION ARRANGEMENTS
Provide details of any articulation arrangements into the follow-on studies for graduates of
this program.

9. DELIVERY Course Structure

ARRANGEMENTS Delivery Units Code Topic / Unit Title Delivery Methods Resources Required Trainer Responsible
Schedule

10. ASSESSMENT Evidence-gathering techniques

ARRANGEMENTS The following matrix provides an overview of the evidence gathering techniques and the type of evidence that will be collected to enable
judgements to be made about student’s success in units of competency.
(shade or tick the relevant boxes – types of evidence must meet the requirements of the units of competency)
Units of Competency Types of Evidence Notes regarding timing and specific
A B C D E F G H
Required resources
Key: A – Demonstration / Observation E – Role play

B – Questioning: Written / Oral F – Project Assignment
C – Field work / Workplace Observation / Interviews G – Third Party Report
D – Case Study / Scenario H – Others (please specify)

11. DELIVERY AND ASSESSMENT STAFF

Delivery and Units of Competency Staff Delivery/ Assessment
Assessment Sole Team
staff Delivery Approach
(indicate for
each unit of
competency the
staff involved
in delivery, and
identify if this
is being
delivered by
one person, or
in a team
approach)
PILAG Ethics and Values Based Leadership V3_110619LDC

49 |
12. COURSE ADMINISTRATION AND MANAGEMENT

Entry Grade 12 Certificate and / or some work experience.
Requirements
Pathways (Describe what options students have after completing this course, or other
courses that these units of competency could contribute to)
Recognition (Describe the Recognition Processes that will be used)

Process LDC should take the lead here.
Evaluation (Describe the Evaluation Processes that will be used)

Strategy LDC should take the lead here.
Assessment (Describe the orgnisation and course assessment validation process)
Validation LDC should take the lead here.
Process
Infrastructure Facilities (describe the facitities infrastructure required e.g. training rooms,
Requirements accomodation, food services, ICT)
(Describe the Delivery Team’s capacity in delivering this program)

Refer to Staff Capability Matrix
Learning Resources (describe the learning resources required)

50 |

51 |
PILAG Trainers Procedure Manual
Attachment 1: Staff Capability Matrix
Staff Members Trainer Assessor Industry /Vocational Vocational Experience Training arrangements
Qualifications & Educational (in order of most recent experience) (sole delivery, team delivery,
Qualification working under supervision, etc.)
(in order of most recent
obtained)

Attachment 2: Delivery Schedule
Qualification Title and Code - 2017 Trainer/Facilitator Duration Duration Date of Training
(Days) (Weeks)
Foundation Units
Title of Units
Total Days Total Weeks

Appendix 4: Trainer Profile Template
TRAINER’S NAME
DIVISION
EDUCATIONAL QUALIFICATIONS (list in order of most recently obtained)
Qualification Institution Year of Award Study / Competency Area
TECHNICAL INDUSTRY QUALIFICATIONS (list in order of most recently obtained)
Qualification Institution Year & Date of Study / Competency Area

Award
INDUSTRY / BUSINESS EXPERIENCE (list in order of most recent experience)
Position Employer Period Main Responsibilities

54 |
TEACHING / TRAINING EXPERIENCE (list in order of most recent experience)
Institution Period Subject Content Levels

Matter/
Competencies
taught and assessed
CURRENT INDUSTRY EXPERIENCE (describe briefly)
PROFESSIONAL DEVELOPMENT (list in order of most recent)
PD Activity Facilitated By Date / Period of attendance
PROFESSIONAL AFFILIATION (in order of most recent)

Industry relationships and engagement, member of professional bodies, field works, write-ups,
research, etc.
Organisation / Associations Date Joined Status

55 |
Appendix 5: Delivery Plan Template
COURSE CODE AND TITLE:

DIVISION:
TRAINER RESPONSIBLE:
START / FINISH TIMES START: FINISH: LOCATION:
DELIVERY PLAN
UNITS OF COMPETENCY SESSIONS PER UNIT LEARNING OUTCOMES LEARNING ACTIVITIES LEARNING RESOURCES
(All learning outcomes should meet the (List down all learning resources, course
requirement of the unit) books, power-points, etc.)

Appendix 6: Assessment Plan Template
(Assessment Plan per unit)
QUALIFICATION:
UNIT CODE AND TITLE:
PURPOSE OF
ASSESSMENT:
TARGET GROUP TO BE
ASSESSED:
(include special any
needs)
ASSESSOR NAME:
PLACE FOR
ASSESSMENT TO
OCCUR:
ASSESSMENT
ARRANGEMENTS:
METHODS OF ASSESSMENT REQUIRED EVIDENCE

ASSESSMENT: INSTRUMENTS
MATERIAL /
RESOURCES NEEDED
FOR ASSESSMENT
SPECIAL E.g.: Access and Equity, OHS, etc.
ARRANGEMENTS /
CONTEXTS / FOR
ASSESSMENT
TIMELINE FOR DATE GIVEN DATE DUE
ASSESSMENT
REPORTING AND DIVISION HEADS, LEARNERS

FEEDBACK TEAM MEMBERS
ARRANGEMENTS AND LDC
PREPARED BY: DATE:

57 |
Appendix 7: (a) Cover Page Format
Cover Page
Institute’s Logo Institute’s Name Partner’s Logo

(font size 22) If applicable
Qualification Code & Title

(font size 22)
Graphic
E.g. A clipart or photo etc.
Name of
Document (e.g.
Guide or Unit) (font
Size 22)
Date: Month / Year
Institute’s Address

58 |
Appendix 7: (b) Learner Guide Format
 Course Overview
- What the course is all about. Give a brief description of the course. The
course descriptor normally provides an overview of the course.
 Course Aim
- This is the overarching aim of the course itself. What should the
candidates be able to do upon successful completion of the course?
 Target Group
- Who are the most likely candidates for this course?
 Job Roles
- What job roles and responsibilities would this course prepare, skilled and
broaden knowledge base for?
 Units of Competency
- What are the units of competency covered in this qualification?
 Employability Skills
- What employability skills covered in this qualification?
 Delivery Strategies and Methods

- How will the qualification be delivered to the learners?
 Assessment Strategies and Methods

- How will the learners be assessed to determine whether or not they
acquired the competencies?
 Delivery and Assessment Schedule

- When will each unit delivered and for how long?
- When will each unit be assessed?
 Assessment Feedback
- What are the processes in place that facilitate the assessment feedback to
learners, to Heads of Division, etc.?
 Qualification Pathways
- After completing this course successfully, what would the next most likely
qualification the candidate could apply for?
 Articulation Pathways
- Are there any pathways onto higher learning available to the candidates
after graduating from this qualification?
 Learning Support Systems

59 |
- What are the learning support system for this qualifications?
- How do learners access these facilities?
 Trainers Contact Details
- Who are the trainers engaged in the delivery and assessment of the
qualification?
- Are they credible?
- How do learners keep in touch with these trainers?

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Appendix 7: (c) Unit Guide Format
Key points to cover in the Unit Guide
 Unit Title
 Unit Overview
- What the unit is all about. Give a brief description of the unit. The unit descriptor
normally provides an overview of the unit.
- Elements of competency and their performance criteria
 Aim
- What knowledge and skills can the learner acquire as a result of taking this unit?
 Employability Skills
- What employability skills are covered in this unit?
- In what context will these knowledge and skills be applied?
 Delivery Method
- How will this unit be delivered to the learners?
- Are they suitable for this unit?
 Topics to be covered
- List down the Elements of Competency as your topics.
 Icons used in the unit

- What icons are used in the unit and what do they represent?
 Assessment Method
- What will be the assessment strategy and method used for this unit?
- When will the unit be assessed?
- How will this unit be assessed to determine whether the learner has acquired the
knowledge and skills requirement of this unit?
- How will the assessment decision be communicated to the learner and other
stakeholders?
 Assessment Activity
- What is the assessment activity?
- Are the assessment instructions clearly stated for both the learners and the assessor?
- How will this be administered to the learners?
- How will the assessment activity be marked for this unit?

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Appendix 7: (d) Unit Learning Resources Format
Key points to cover in content development of the Unit Learning Resource

 Unit Overview
- What is the unit all about? Give a brief description of the unit. The unit descriptor
normally provides an overview of the unit.
- What are the elements of competencies covered in the unit? Provide a brief summary of
the elements and performance criteria of the unit.
 Topic 1: Element 1
- Content Development
Research the content of the Element.
Use the performance criteria and the range statement to provide the scope of your
research.
- Learning Activities
This can be guided by the performance criteria. The required skills and knowledge can
also be used to guide the development of learning activity.
 Topic 2: Element 2
- Content Development
Research the content of the Element.
Use the performance criteria and the range statement to provide the scope of your
research.
- Learning Activities
This can be guided by the performance criteria. The required skills and knowledge can
also be used to guide the development of learning activity.
 Topic 3: Element 3 etc.
 Assessment Activity
- Assessment Instruction to the learners.
- Assessment Activity instructions.

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Appendix 7: (e) Facilitators Guide Format
Section 1: General Information

 Overview of the Facilitator’s Guide
 Purpose of the Facilitator’s Guide
 Targeted Learners
 Course Contents
Units
- How many?
- Core and Electives
 Employability Skills in the qualification
 Course Duration
 Roles and Responsibilities
- Trainers/Facilitators
- Learners
- Assessors
 Learning Supports systems
 Helpful Hints
- Adult Learning Principles
- Learning Styles
- Presentation and Facilitation Skills
- Classroom Management
Section 2: Delivery of Training and Assessment Activities
 Pre-training Preparation
- Assessing the learning environment
- Planning the actual delivery
 Training and Assessment Strategic Planner
 Delivery Plans
 Session Plans
 Learning notes and activities
 Training aids and other resources
 Conduct Training
- Deliver training sessions
- Delivery methodologies
- Theory and practice
- Coaching and mentoring approaches
 Assess learning
- Assessment Processes and Tools
- Dimensions of competency
- Principles of Assessment
- Rules of Evidence
- Assessment Feedback processes

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Section 3: Validate, Moderate and Review Training

 Assessment Validation
 Moderation of training and assessment processes and tools
 Review and Way Forward
- Qualification Pathways
 After completing this course successfully, what would the next most likely qualification
the candidate could apply for?
- Articulation Pathways
 Are there any pathways onto higher learning available to the candidates after
graduating from this qualification?
Section 4: Facilitation Team

 Trainers Contact Details
- Who are the trainers engaged in the delivery and assessment of the qualification?

64 |
Appendix 7: (f) Assessors Guide Format
 Assessor Guide Overview

- What the course is all about. Give a brief description of the course. The course descriptor
normally provides an overview of the course.
 Assessment Mapping
- What is the assessment coverage for the whole qualification?
- …
 Assessment Arrangements for the qualification
- Who is involved?
- How is the assessment communicated to those involved?
- What are their roles in the assessment?
 Reasonable Adjustment
- Who are the most likely candidates for this course?
- Is there any distinguishing features that may need reasonable adjustments?
 Assessment Methodologies for the qualification

- What would be the most suitable assessment method/s that can be used to cover
appropriately the requirements of the unit?
 Assessment Processes and Tools for the qualification

- How will the assessment take place?
- What are the instructions?
- Where and when will assessment take place?
- What are the required resources?
 Evidence Guides
- What should candidates do to collect suitable evidences to meet the requirement of the
units in the qualification?
- How will they do this?
 Assessment Schedule
- When will each unit delivered and for how long?
- When will each unit be assessed?
 Assessment Feedback Process

- What are the processes in place that facilitate the assessment feedback to learners, to
Heads of Division, etc.?
 Trainers Contact Details

- Who are the trainers engaged in the delivery and assessment of the qualification?

65 |
Appendix 8: Standard Page Style
Header: (see Procedure 1.5.5.)
Unit Overview: Introducing the unit and what the unit is all about.
- aim of the unit
- specific job roles that the unit is targeting
- outline of the sub-topics that the unit will be covering
- outline of the learning and assessment activities in the unit
Topic 1: Title (Element 1)

 Content development of the topic
 Learning Activity


 Please note that the number of topics is dependent on the number of elements as
well as the length and complexity of the unit.
Assessment Activity
Footer: (see Procedure 1.5.5)

66 |
Appendix 9: Printing Requisition Form

LEARNING AND DEVELOPMENT CENTRE
REQUEST FORM FOR TRAINER’S PRINTING SERVICES
Division:
Name of Trainer: Ext No:
Name of Document:
Dates: Request: Required:
Printing Instructions: (Please tick the preferred box).
No of Paper Print Collate Staple Binding

copies: Size:
Side staple 
A4  One side  Yes  Yes 
…………. Spiral binder 
A3  Both Sides  No  No 
Cloth on Spine 
Special Instructions: (Please tick the preferred box)
Cover Content Text Others (Specify)

………………………………………………………………………
Black/White  Black/ white 
………………………………………………………………………
Colour  Colour  ………………………………………………………………………
Authorisation for Printing Service

I,......................................, Manager LDC verify that the said document is legitimate and should be
printed as per request.
Signature (Manager, LDC): ……………………………………………………. Dated: ……………………………..
PRINT SHOP USE ONLY
Print Job Completed Yes  No  Dated:
Delivery Details: Date picked: Time: By who:

………………………………. …………………………….. …………………………….
Signed: Dated:

67 |
Appendix 10: Session Plan Template

Pacific Institute of Leadership and Governance
Division:
Course Code and Title:
Trainer:
Unit Title:
Session Title Session 1: Date: ….
Learning Outcomes: By the end of this session participants will:
 …
 ….
 … etc.
Introduction Remember (GLOSS)
Trainer Activity Learner Activity Learning Resources
Gain learner’s attention, What will the learners be doing What resources will be
interest & involvement during this activity? used for this activity?
How do you gain learner’s
interest quickly?
Link learning to prior What will the learners be doing during As above
experience this activity?
Think of what you will do As above
to link
Outcomes – identify the As above As above
outcome of this session
Learners expectations
Clarify the outcomes
Structure – how will the As above As above

session flow?
Explain the process of

learning Q&A
Stimulate and Motivate As above As above
– to keep interest of
learners
Body:
Key Points How will the learners be What resources will be used
engaged in the learning for this activity?
Key concepts process?
Use learners’
situation/experience Learners share their
… experiences
…
How will the key points
be delivered to the
learners?
Think of the delivery
methods that will be used
to deliver the key points.
Also think of Adult

68 |
Learning Principles and
the different learning
styles.
Conclusion:
Sum-up How will the learners be
engaged in the learning
Linkage to next session. process?
How will this be done? Q&A
Required Evidence of Outcomes
What evidence of work will be required as a result of learning in this session?
List them down.
….
…
…. Etc.
Session Evaluation:

69 |
Appendix 11: Individual Learning Plan
LEARNER’S DATE ……………………………..

NAME:
FACILITATOR’S NAME
COURSE CODE DIVISION: ……………………………..

AND TITLE:
UNIT OF
COMPETENCY:
DELIVERY TECHNIQUES TO BE USED:
Mentoring  Coaching  Tutoring  Combination 
LOCATION OF LEARNING SESSIONS
IDENTIFIED LEARNING NEED LEARNING OUTCOMES LEARNING TASKS
1.
2.
3.
EMPLOYABILITY SKILLS COVERED
Communication Skills  Planning and Organising Skills 

Teamwork  Self-management Skills 
Problem-solving Skills  Learning Skills 
Initiative and Enterprise Skills  Technology Skills 
PROGRESS REMARKS
Signed by: Trainer: Printed Name:
Learner: Printed Name:
Dated:

70 |
Appendix 12: Session Observation Template

NAME OF TRAINER:
DIVISION:
COURSE CODE & TITLE:
SESSION TITLE:
DATE:
NAME OF ASSESSOR /OBSERVER:
CRITERION YES NO COMMENTS
INTRODUCTION. Clearly introduce the session by:

 Explaining the learning outcomes
 Explaining the structure of learning
activities
 Highlighting on WHS issues
 Establishing housekeeping & ground
rules
DELIVERY METHODS. Used a variety of training methods that:
 Address sufficiently the different
learning styles of the learners
 Based on adult learning principles
 Produced the desired outcomes
 Engaged the participants actively
 Suited the topic
STRUCTURE: Session was logically organised so that:
 Timing of the activities was suitable
 The learning activities were organised in
graduated sequence
 The learning activities were related to
the outcomes
 Sufficient variety of learning activities
were used
 The learners were engaged in active
participation
 The learning activities flowed smoothly
 An effective summary was provided
 The stated learning outcomes were
achieved
LEARNING RESOURCES: Course material, reading notes, work tools, other training aids
 Learning material provides essential and
key information directly related to unit
of competency
 Designed and developed to be user-

71 |
friendly
 Designed to be self-explanatory
 Learning materials were of high quality
 Learning material provided
learners with opportunities for
practice
TRAINER: Professional competency
 Well dressed and presentable
 Sound knowledge and skill in the
content matter
 Conveyed instructions clearly and
logically
 Emphasised key points well
 Allowed time for question and answers
 Gave timely feedback and useful
feedback to learners
 Demonstrated adult learning principles
thorough facilitating, coaching and
mentoring learning activities
 Demonstrated enthusiasm
 Demonstrated distracting mannerisms
 Projected his/her voice at a suitable
pitch, tone and intonation
 Maintained the interest of the
learners throughout the session
RECOMMENDED FOLLOW-UP ACTIONS:
Assessor/Observer’s Decision: Competent  Not Yet Competent 

Assessor/Observer’s Signature: Printed Name:
Candidate’s Signature: Printed Name:
Dated sighted and agreed.

72 |
Appendix 13: Learners’ Feedback Form
(Learners are to provide feedback at the end of each unit.
All responses will be treated confidential)

NAME OF TRAINER:
DIVISION:
COURSE CODE & TITLE:
UNIT TITLE:
DATE:
RATING SCALE: (Be as honest as you can and rate your observations anywhere on the rating scale
between 1 and 10)
 Strongly disagree  Uncertain  Strongly Agree
PART 1: ABOUT YOUR EXPERIENCE HERE AT PILAG

Statements Ratings
1 2 3 4 5 6 7 8 9 10
PART 1: ABOUT PILAG LEARNING ENVIRONMENT
Your experience here at PILAG has
been beneficial.
PILAG’s client information services has
enabled you to access information
easily upon request.
PILAG management and staff have
been helpful and supported you well
throughout your learning experience.
The learning environment, training
room, sitting arrangements and other
facilities were good.
The training facilities, support services
and equipment has contributed
positively to your learning experience.
PART B: ABOUT YOUR TRAINING
The learning material was of high
standard and professionally presented.
The learning content was relevant and
met your needs.
The content was delivered to a certain
depth that met your needs.
The sequence of contents was logical
and easy to follow.
There was a lot of opportunity
provided to put into practice what was
learnt in training.
The training sessions were well
organised and linkages between
sessions were done well
There were lots of learning activities

73 |
that exposed you to best work practice
in the industries.
Learner support and assistance was
readily available if and when needed.
Assessments were relevant to what
you learnt.
Assessment processes was fair.
Assessment results feedback are given
on time.
PART C: ABOUT YOUR TRAINER
The trainer has well-grounded
knowledge and skill in the area of
delivery.
The trainer has established good
professional relationship with leaners.
The trainer provided you with excellent
support during your learning
experience.
The trainer committed himself/herself
to the set timetable and was reliable.
The sessions were presented well and
learner’s interests were captured and
maintained.
The contents of the sessions were what
you expected.
Assessment requirements and
processes were explained clearly.
Assessments were relevant to what
you learnt.
Assessment processes was fair.
Any other comments you would like to make in relation to the delivery and assessment of this unit.

74 |
Appendix 14: RPL Application Form
RPL Application Form
Please forward completed form, along with a current resume and other supporting documentation,
to:
The Course Co-ordinator,

…. (Name of Qualification) …
PNGIPA,
P O Box 1216,
National Capital District,
Port Moresby.
1. Nominate Qualification you are seeking recognition for:
 Full Qualification: ……………………………………………………………………………………………………………..
 Part-time Qualification: .……………………………………………………………………………………………………
2. Candidate Details
Last Name First Names
Date of Birth:
Postal Address
Email: Mobile Phone:

Telephone (H): Telephone (W)
3. Current Employment
Are you currently employed? Yes  No 
If yes, in which occupation are you currently employed? ………………………………………………………….
4. Formal Training
Have you undertaken any related training courses? Yes  No 
If Yes, please provide course details:
Course Name:
Year taken:
Name of RTO:
Topics covered:

75 |
5. Professional Referees (relevant to work situation)
Name: Position:
Organisation:
Phone Number: Mobile Number Email Address
Name: Position:
Organisation:
Phone Number: Mobile Number Email Address
Please provide a brief description below of the documents you have included in your
application.
Document Description Office Use Only – Assessor to use this
(e.g. resume, photos, awards etc.) section to align documents to specific units
of competency and identify key questions for
competency conversation

76 |
Appendix 15: Recognition of Prior Learning (a Step by Step Process)
1. Initial Contact
Contact the PILAG Student Administration –
who then forward the enquiry to Head of
Division to discuss the candidate RPL
ambitions. Head of Division forward to Course
Coordinator to convene a meeting with the
candidate. 2. Receive an RPL Information Kit: -
 This RPL Guide
 An RPL Application Form
 A PILAG Course Application form
 Program specific information e.g.
3. Application for RPL

The candidate will complete the application
requirements by:
 Collecting the initial supporting
documentation
 Completing the Application for RPL
form, and
 Completing the PILAG Course Application
Form
 Forwarding all documentation to the Head
of Division.
4. Assessor Contact
An Assessor will contact the candidate to arrange
an appointment to discuss the skills and
supporting documentation
5. Initial Assessment:
The Assessor will provide advice regarding the
enrolment and develop an Assessment and
Training Plan for the candidate, outlining:
 Further meeting times
 Outstanding evidence requirements
 Areas for gap training
The candidate will need to enrol into the
suggested competencies and pay the student
6. Finalising Assessment
When your assessment is completed, the
candidate’s results will be submitted to the
Course Coordinator for final processing. The
candidate will be:
 Provided with feedback from the assessor
 Forwarded an ’RPL Evaluation Form’ to
assist PILAG with improving our RPL
7. Final Result.
You will be issued with a ‘Result of Assessment’
and if eligible, an award for the full qualification.

77 |
For more detail information, please refer to the RPL Information Kit provided below.
Welcome
Thank you for your enquiry regarding Recognition of Prior Learning (RPL) through
the Pacific Institute of Leadership and Governance (PILAG). This RPL Information
Kit has been designed to provide you with information about our RPL process and all
the necessary documents, before your enrolment at the PILAG.
What is RPL?
RPL is the formal recognition of the skills and knowledge you currently have,
regardless of how, when or where the learning occurred.
It is just one of a number of ways your existing skills and knowledge can be assessed
to see if they meet today’s industry standards / qualifications. RPL could provide you
with a full or part qualification, or it could be used to identify what training you may
need to complete a qualification.
How much does it cost?

Fees for RPL assessment are structured to minimise the cost to you as an individual
and are no higher than any other students would normally be required to pay.
Generally, learning material costs will not be charged for RPL assessment.
The exact enrolment cost will be determined once you have had an initial meeting
with your assessor.
TIPS TO HELP YOU GAIN RECOGNITION OF YOUR SKILLS

In order to have your skills formally recognised under the PNG National Qualification
Framework, Assessors must make sure that they match the industry standards. Your
skills and experience (usually but not always from the past two years) are the most
important in the assessment because these are regarded as current.
Contact the Student Administration to receive advice about what courses are currently
offered through PILAG.
You can contact the Student Administration on phone 3030600, Ext: 622, or email
mguru@pngipa. ac.pg
The Student Administration will forward your query to the appropriate Head of
Division who will be able to provide you with initial assistance to match your skills to
an appropriate qualification and to provide you with copies of the appropriate
qualification package documents.
Skills assessment can happen in a variety of ways, however being prepared can save
you lots of time and hassle. Here are some tips and hints to prepare you for the
recognition process.

78 |
Collect Supporting Documentation

Include your current job description and any performance appraisals from the last two
years from any of the organisations in which you have worked.
 a résumé or jot down a few points about where you have worked, either paid
or unpaid, and what you did there.
 any records of in-house training / professional development sessions or formal

training you have undertaken in the past.
 certified copies of other technical training or University qualifications.
 letters from employers, references and clients in business referring to your

skills.
 Letters of acknowledgements.
 workplace forms (as long as they don’t show client details).
Identify People Who Know Your Skills:

Consider the possibilities for workplace contacts:
 Are you in or have you been in a workplace that is supporting your goals to
get qualified?
 Would you feel comfortable having the Assessor contact your workplace so
your skills can be validated?
 Would the Assessor be welcome to observe you in the workplace?
Think about
 who can confirm your skill level;
 current or recent supervisors who have seen you work in the past two years
who will be able to confirm your skills;
 other people who can vouch for your skill level.
The Assessor may need to contact them.

79 |
Plan What You Want to Tell the Assessor
Be prepared to talk openly, in confidence, about your:
 current job role
 present and past responsibilities
 work history
Making The Application

If you are satisfied that you have enough evidence and support to demonstrate your
skill level, you will need to complete an ‘Application for RPL’ form and attach your
supporting documentation.
IMPORTANT: Please do not attach original documents; only copies certified by

a Commissioner of Oaths.
Forward your ‘Application for RPL’ form and supporting documentation to the
Student Services who will then forward it to the appropriate Divisional Head and the
Course Coordinator.
THE RPL Assessment

After your application has been received, you will be contacted and an appointment
will be made for you to attend an initial meeting with an Assessor.
The Assessor is skilled in helping you think about your past experiences in terms of
the recognition you are seeking. You will be asked questions about the skills and
knowledge gained from your previous work experience, training, education, hobbies
and interests as they relate to the outcomes of the elements.
If you do not understand any questions during the assessment, or have any other
concerns regarding the process please feel free to ask the Assessor to explain.
At this stage, the Assessor will provide you with enrolment advice. You must
enrol and pay the associated student fees before the assessment can proceed.
Following enrolment, you may be required to participate in other assessment activities

such as a practical demonstration and / or third party check (current supervisor’s
verification).
The Assessor will submit your enrolment and assessment results to the Course
Coordinator for processing.

80 |
After The Assessment
If the Assessor have no further investigation to carry out they will give you feedback
on your assessment.
Within 21 days you will receive a formal ‘Result of Assessment’ via email, SMS text
message or in the mail. A result will be given using the standard result codes shown
below:
CAP - Competency Achieved with Pass
CNYA - Competency Not Yet
Achieved
Please Note: Even if your chosen program normally uses Performance Level
Assessment, which awards a Credit or Distinction for high quality work, this is NOT
applicable to RPL.
If your assessment is not successful, you will be given written feedback and post
assessment guidance about the other training options available to you. For example,
you can access training that is timetabled to allow acceleration to a qualification.
RPL Assessment Review or Appeal

If you wish to appeal against an unsatisfactory outcome, you have the following
options available.
Review: You may make an informal approach to the Assessor to reconsider their
decision and ask to be re-assessed.
Appeal: If you are still not satisfied with the outcomes of the review, you have a
further right to appeal the decision to the Academic Appeals Committee. The
outcome of the appeal is final and associated costs apply.

81 |
Appendix 16: Assessment Cover Sheet
Please complete the form and firmly attach it to your assignment before submission to your trainer
/assessor.
Assessment Cover Sheet

Student Name: Student ID Number:
Unit Code and Title:
Assessment Number and Title:
Assessor / Trainer Name:
This Assessment Task is: First Attempt  Re-submit  Extension 
Due Date: Date Received:
Statement of Original Authorship
I (…. Student Name…..) state that this evidence of assessment contains no material which
has been produced by any other person except where due reference is made. I make this
statement in full knowledge of, and understanding that, should it be found to be false, I will
be subject to disciplinary action under PILAG Academic Rule.
I have kept a copy of this assessment task and accept responsibility to produce it should I
be required to.
Learner Signature: Date:

Phone Number:
Assessment Result / Comment:
 Achieved competency in this assessment item
 Yet to achieve competency in this assessment item
 Please resubmit this assessment item by …. / ….. / ….
 Please discuss this assessment item with your trainer
Trainer Signature:
Tear this portion below and give to the student. Advice student to attach to their copy of the
assessment item.
Tear here
Acknowledge receipt of Assessment Item

Student Name: Student ID Number:
Receipt of your submitted Assessment Item 
Unit Code and Title:
Assessment Number and Title:
Date received: Due Date:
Receipted by:
Trainer / Assessor’s Comments
 Achieved competency in this assessment item
 Yet to achieve competency in this assessment item
 Please resubmit this assessment item by …. / ….. / ….
 Please discuss this assessment item with your trainer
Trainer / Assessor Signature:

Student Signature:

82 |
Dated:
Appendix 17: Assessment Rubrics
(Calculating percentages in CBT)
This is a step by step process that will guide all trainers in awarding:
 a numerical unit value to competency achieved in any one unit of
competency,
 a percentage % value for the competency achieved in any one unit
 a grade to classify level of performance
 grade point average (GPA) for articulation into higher learning institutions
Process
Step 1: Mapping the Performance Criteria to the Dimensions of Competency

To determine the assessment weightings, all performance criteria must be mapped against the Dimensions of Competency.
The Dimensions of Competency will indicate the level of knowledge, skills and attributes required to perform the
assessment task. This then provides the basis for the awarding of numerical unit value.
Elements Performance Criteria Dimensions of Competency Assessment

Weightings
(Levels of Performance)
How much would
each PC worth?
Elements describe Describes the required level of  Task Skills: having the capacity to Task Skills = 1
the essential performance needed to perform specific tasks to the required
outcomes of a unit demonstrate the achievement of standard (mostly routine operational
of competency the element. skills)
Where bold italised text is used,  Task Management Skills: to plan and Task
further information is detailed in integrate a number of different tasks all Management
the required skills and knowledge running concurrently and achieve a work Skills = 2
and/or the range statement. outcome
Assessment of performance is to be  Contingency Management Skills: having
consistent with the evidence guide. the ability to respond to irregularities,
breakdowns and other unanticipated
occurrences Contingency
Management
 Job /role Environmental Skills Skills = 3
 deal with the responsibilities and
expectations of the work environment,
including working with others interacting
with clients and suppliers, complying
with standard operation procedures and
observing enterprise policy and Job Role
procedures Environment
 Transfer of Skills: providing mentoring, Skills = 4
coaching and skilling other to perform
competently
Transfer of Skills
=5

83 |
Using Dimensions of Competency to determine and apply a numerical values to CBT assessment.
Unit Code and Title: BSBCMN 201A Communicate in the workplace
Unit Descriptor: This unit describes the performance outcomes, skills and knowledge required to communicate in the
workplace. It includes gathering, conveying and receiving information together with completing routine written
correspondence.
This unit applies to individuals who perform a range of routine workplace communication tasks using a limited range of
practical skills and fundamental knowledge of effective listening, questioning and nonverbal communication in a defined
context under direct supervision or with limited individual responsibility.
Assessment Items:
 Test
 Project Assignment
 Presentation
Element of Competency Performance Criteria Dimensions of Competency Assessment

Weightings
What level of skills best suit this PC?
Numerical Value
How much would
each PC worth?
1. Gather, convey and 1.1 Collect information to  Task Skills  1

receive information and achieve work  Task Management Skills 
ideas responsibilities from  Contingency Management Skills
appropriate sources.  4
 Job/Role Environmental Skills  Total marks = 5
 Transfer of Skills 
1.2 Use methods/s and/or  Task Skills  1 mark

equipment to  Task Management Skills 
communicate ideas and  Contingency Management Skills
information to the 
audience  Job/Role Environmental Skills 
1.3 Use effective listening  Task Skills  1

and speaking skills in  Task Management Skills 
verbal communication  Contingency Management Skills
 4
1.4 Seek input from internal  Task Skills  1

and external sources to  Task Management Skills 
develop and refine new  Contingency Management Skills
ideas and approaches  4

84 |
1.5 Respond to instructions  Task Skills  1 mark

or enquiries promptly and  Task Management Skills 
in accordance with  Contingency Management Skills
organisational 
requirements  Job/Role Environmental Skills 
2. Complete workplace 2.1 Present written  Task Skills  1 mark

documentation and information and ideas in  Task Management Skills 
correspondence clear and concise  Contingency Management Skills
language to ensure the 
intended meaning or  Job/Role Environmental Skills 
correspondence is
understood by the
recipient
2.2 Draft and present  Task Skills  1 mark

correspondence within  Task Management Skills 
designated time lines  Contingency Management Skills

 Job/Role Environmental Skills 
2.3 Ensure presentation of  Task Skills  1

written information  Task Management Skills 
meets organisational  Contingency Management Skills
standards of style, and  4
accuracy  Job/Role Environmental Skills  Total marks = 5
2.4 Complete workplace  Task Skills  1

forms and documentation  Task Management Skills 
in a clear, concise and  Contingency Management Skills
easy to read format  4
3. Communicate in a way 3.1 Value all individuals and  Task Skills  1

that responds treat them with respect,  Task Management Skills 
positively to individual courtesy and sensitivity  Contingency Management Skills
differences  4
3.2 Take into consideration  Task Skills  1

the cultural differences in  Task Management Skills 
all verbal and non-verbal  Contingency Management Skills
communication  4

85 |
3.3 Use communication to  Task Skills  1 mark

develop and maintain  Task Management Skills 
positive relationships,  Contingency Management Skills
mutual trust and 
confidence  Job/Role Environmental Skills 
3.4 Make efforts to use basic  Task Skills  1 mark

strategies to overcome  Task Management Skills 
language barriers  Contingency Management Skills

 Job/Role Environmental Skills 
3.5 Ensure that behaviour is  Task Skills  1

consistent with legislative  Task Management Skills 
requirements, and/or  Contingency Management Skills
social protocol  4
Add up the to give weighting points to give you the Total Unit Total Unit Score (TUS) = 46
Score (TUS)
Weightings: How many points would be awarded to:

 Test
 Project Assignment
 Presentation
All when added together should total up to 46.
Step 2: Calculating Percentage per Unit of Competency

Calculation Formulae:
Total Candidate’s Score (CTS) ÷ Total Unit Score (TUS) x 100 = % scored for the Unit (CTS ÷ TUS x 100 = %)
Example: Candidate A total score = 35

Total Unit Score is 46
35 ÷ 46 x 100 = 76%
The percentage score for this unit of competency is 76%
Step 3: Grading and Ranking of Learners
IMPORTANT NOTE:
While being competent is acceptable there should be distinctive aspects of assessment work that distinguishes
an excellent piece of work from work that just meets the requirements.

86 |
An Assessment Grading and Ranking Rubric is provided for this purpose. These are criteria that should be applied
to assessment items as they are being assessed.
CB ASSESSMENT RATINGS CRITERIA USED IN JUDGING ASSESSMENT WORK
CAHD - Competency Achieved with High Distinction Evidences of performance demonstrate originality,
innovation and creativity through developing products and
processes based on resources from a wide range of sources
CAD - Competency Achieved with Distinction Evidences of performances demonstrates modifying and
customising to produce original products and processes using
resources provided
CAC - Competency Achieved with Credit Evidences of performances demonstrate proficient use of
processes, products / resources ; templates / information
sources provided
CAP - Competency Achieved with Pass Evidences of performance demonstrate satisfactory to good
use of processes / products / resources / templates /
information sources provided
CNYA – Competency Not Yet Achieved Evidences of performance demonstrate unsatisfactory use of
processes / products / resources / templates / information
sources provided
WTD – Withdrawal
DNS – Did not sit
EX - Exemption
APL - Appeal
Step 4: The Grade Point Average (GPA)
PILAG programs are in the process of seeking recognition from UPNG.

This information is purposely for learners seeking articulation pathways into higher learning institution, e.g. UPNG

87 |
Credit Points are determined by the CB Assessments Ratings (see below).

These are:
 Competency Achieved with High Distinction (CAHD) = Credit Point 7
 Competency Achieved with Distinction (CAD) = Credit Point 6
 Competency Achieved with Credit (CAC) = Credit Point 5
 Competency Achieved with Pass (CAP) = Credit Point 4
*Any other CBA Ratings do not qualify

PERCENTAGE AWARDED CREDIT POINTS
CBA RATING
90% - 100% 7
CAHD – Competency Achieved with High Distinction
76% - 89% 6
CAD – Competency Achieved with Distinction
66% - 75% 5
CAC - Competency Achieved with Credit
50% - 65% 4
CAP – Competency Achieved with Pass
< 49% 0
CNYA – Competency Not yet Achieved
WTD – Withdrawal
DNS – Did not sit
EX - Exemption
APL - Appeal
Step 5: Calculate the Grade Point Average (GPA)

Add up all the Candidate’s Credit Points
Formulae:
Candidate’s Total Credit Points ÷ Total Number of Units = GPA.
CTCP ÷ TNU = GPA
See the example below for further elaboration.
This is Candidate Dee’s results in Certificate II in Business.
This qualification has 12 Units
Below is a record of Candidate’s Dee’s CBA assessment and the conversion into GPA.
CBA Ratings Percentage Grades Credit Points

Number of Units
CAHD 90% - 100% A 7
1
2 CAHD 90% - 100% A 7
3 CAHD 90% - 100% A 7
4 CAD 76% - 89% B 6

88 |
CAD 76% - 89% 6

5 B
6 CAD 76% - 89% B 6
7 CAD 76% - 89% B 6
8 CAC 66% - 75% C 5
9 CAC 66% - 75% C 5
10 CAC 66% - 75% C 5
11 CAP 50% - 65% D 4
CAP 4
12 50% - 65% D
Total Credit Points
= 68
Calculation:
Example: Candidate Total Credit Points (CTCP) ÷ Total Number of Units (TNU = Grade Point Average (GPA)
68 ÷ 12 = 5.66
Grade Point Average for the Candidate Dee is 5.66

89 |
Appendix 18: (a) Learner’s Record of Assessment

(For Units only and to be inserted into the Learner’s
Assessment Portfolio)
Learner’s Name :
Qualification Title and Code:
Unit Title and Code:
Assessor Name:
Assessment Due Date: Assessment Marked Date:
Assessment Items (Name ) Assessor’s Comments
1.
2.
3.
4.
Assessment Ratings:
CAHD  CAD  CAC  CAP  CNYA  WTD 
Assessor’s Signature
Learner’s Signature
Dated:

90 |

91 |
Appendix 18: (b) Master Assessment Record Template
(Use Excel for this template. This is only a sample.)
All results are to be calculated using the assessment rubrics provided in Appendix 17.
GPA only applies to those seeking entry into higher learning institutions such as the
universities.
Name of Qualification:
Name of Division:
Year:
Course Coordinator:
Name of Document: (e.g.; 2017 Students Assessment Results)
Names Units Units Units Units Units Units % Grade

Titles Titles Titles Titles Titles Titles
Key:
 (CAHD) - Competency Achieved with High Distinction
 (CAD) - Competency Achieved with Distinction
 (CAC) - Competency Achieved with Credit
 (CAP) - Competency Achieved with Pass
 CNYA - Competency not yet achieved
 WTD – Withdrawal
 DNS – Did not sit
 EX - Exemption
 APL - Appeal

Appendix 19: Academic Appeals Process
If the learner is still dissatisfied with

the outcome of the re-evaluation
process, the learner has the right to
appeal to the Course Co-ordinator
The trainer shall advise the student to

submit in writing a Notice of Appeal
addressed to the Course Co-ordinator
who will consider the appeal with the
Divisional Head.
The Notice of Appeal should be

submitted within fourteen (14) days of
notification of the outcome of the re-
evaluation process.
If the appeal is not lodged in the
specified time, the result will stand.
The Head of Division shall convene an

Appeal Committee, a sub-committee,
who will be responsible to process all
appeals.
This shall be completed within 14
days of the learner’s lodgement of
their written appeal.
The outcome of the appeal should be

communicated to student within 14
days of receiving the written appeal.

Appendix 20: Validation Plan

LEARNING AND DEVELOPMENT CENTRE
Validation Plan
Name of RTO:
Qualification Code and Title:
Unit Code and Title: (used if and when validating a unit).
Person/s presenting the Assessment tool/s:
Validation Date:
Validation Approach:
 Assessment Panels 
 Moderation Meetings 
 Benchmarking 
 Team Assessment 
 Independent Assessment Validator 
 External / Internal Audit 
 Industry Forums 
 Assessor Network Meetings 
Timing of the Validation Activity
 Before Assessment 
 During Assessment 
 After Assessment 
Focus of the Validation:
 Units, elements and performance criteria of the competency 
 Dimensions of competency 
 Employability Skills 
 Access and Equity 
 Principles of Assessment 
 Rules of Evidence 
Required Validation Documents
 Assessment Method used 
 Assessment Tasks & Evidences 
 Marking Guides 
 Assessment Processes used 
 Assessor’s Judgements 
Validation Coordinator:
Validation Team:

Names Designation
Expected Outcome/s:

Appendix 21: Assessment Validation Submission Cover Sheet
Name of the Qualification:
Name of Assessor:
Name/s of Assessment Document: e.g.: Case Study on …..
Attachments:
 Unit/s of Competency with its Elements and Performance Criteria
 Competency Mapping Tool
 Assessment Task
 Assessment Process and Methods
 Samples of judged candidate evidence
Learner’s Full Name:
Assessor’s Judgement:
Note that:
 Samples of candidate work must address all the Unit of Competency (unless other
specified).
 Copy of the assessment tool completed by the candidates should also be attached.
 At least 5 percent of the full range of candidate evidence should be randomly sampled
 In addition to those randomly selected, specific examples of borderline cases should be
included plus those clearly above and below the thresholds.
(This information will be specified by the Validation Team, and provided to you by the Validation
Team Leader).

Appendix 22: Divisional Validation Checklist for Assessment Tools
The purpose of this validation is to check whether the assessment tools, methods and
processes produced the evidences to meet the requirements of the units, the qualification
and the principles of competency based assessment.
Name of Qualification:
Name of Unit:
Date:
Names of Validation Team Leader:
About the Qualification and Unit/s of Competency/ies
Key Questions Yes No Partly Feedback Comments

Does the assessment clearly
identify the names and codes of
the qualification and the unit?
Has a mapping document that
shows the connection between
the tool/s been provided?
About the Assessment Guide
Does the assessment tool include

clear instructions to students, i.e.
parts of competency being
assessed, time frame and the
assessment conditions?
Does the assessment tool include

clear instructions for assessors,
i.e. what adjustments are
reasonable, evidence criteria,
marking scheme, checklist, etc.?
Are there exemplary tools and

templates provided or
recommended to assist in doing
the assessment task?
About the Assessment Task
Does the assessment comply with

the principles of validity?
Such as: matching all elements,
simulated/actual workplace,
encourages candidates to carry
out more than one task, uses a
range of sources of evidence to
demonstrate competence


the principles of reliability?
Such as: consistency, clear
assessor guidelines, comparable
outcomes if assessed at different
places/times

the principles of flexibility?
Such as: adapted to local
condition, able to make
reasonable adjustments

the principles of fairness?
Such as: special geographical /
financial / social needs are
considered, reasonable
adjustments for assessment
approaches for equity purposes,
given feedback, assessment does
not require literacy or numeracy
skills more complex than those
required by workplace
Is the assessment designed to

produce sufficient evidences?

produce current evidences?

produce valid evidences?

produce authentic evidences?
Does the assessment allows the

candidate to demonstrate at the
level of skills and knowledge
required for the level of
qualification?
Does the assessment allow the

candidate to demonstrate
appropriate employability skills?
Does the assessment meet the

specific evidence requirements /
critical aspects of evidence of
competency?
About the Assessment Methods
Is there a balance of assessment

methods that would assist the
candidate to demonstrate
competency?
Do the assessment tools and

instruments work well with the
assessment method?
Validation Team’s Recommendations for improvement to assessment tools

1.
2.
3.
4.
Action Plan For Improvement
Action Responsible Person Timeline
Close and Sign Off
Names Position Signature
Attach the completed validation tool to assessment tools and keep document for
moderation purposes.

Appendix 23: Divisional Validation & Moderation Checklist for
Assessment Decisions
Qualification Name & Code:
Unit Name a& Code:
Training Package Name & Code: (if using a training package)
 Moderation means the assessor’s judgement is checked BEFORE result are finalised and
returned to students. In this process the result can be changed by the panel if necessary.
 This is a panel review of assessor’s judgement based on candidate’s evidence.
 A confidential “code” should replace the “identifier” before candidate’s evidence is
moderated.
Candidate Assessor’s Panel Judgement Comments
evidence Judgement
identifier
Unit Code & Ass.

Name
Unit Code & Ass.

Name
Unit Code & Ass.

Name
Unit Code & Ass.

Name
Panel Decision:
Appropriate  Comments
Overall assessor
Too harsh 
judgement tend to
Unjustified 
be:
Inconsistent 
Too lenient 
Other (explain) 
Panel Recommendation for adjustment Adjusted Assessment Results
to candidate’s results
(for Moderation Only)
Close and Sign Off
Names of Validation Moderation Team Signature

Members
PILAG Ethics and Values Based Leadership V3_110619LDC 100

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PILAG Ethics and Values Based Leadership V3_110619LDC 101

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Appendix 24: Moderation Checklist for Assessment Decisions
Part A: TO BE COMPLETED BY THE COURSE COORDINATOR
Name of Training Package:

Qualification Code and Title:
List of Units: Unit Code and Title Name of Assessment Items Date of Assessment Assessor
 …. 
 … 
 
 
 
 
 
 
 
 
 
 
 etc.  etc.
Part B: TO BE COMPLETED BY THE MODERATOR
Assessment Methods: do they adequately cover the: Comments Recommendations
Critical aspects of Evidences Yes  No 
Elements of Competency Yes  No 
Performance criteria Yes  No 
Context of application (contextualised) Yes  No 
Underpinning knowledge Yes  No 

Collection of required pieces of evidence that Yes  No 

demonstrate consistent performance
The application of knowledge, skills and attributes required Yes  No 
Quality of Assessment Instruments - do they clearly state:
Competency, elements & performance criteria (mapping Yes  No 
tool to show coverage)
Learner details Yes  No 
Assignment Due Dates Yes  No 
Assessment Instructions (clarity of instructions) Yes  No 
Structure and layout of the assignment (easy to Yes  No 
understand)
Principles of Assessment - are the assessment tools:
Valid Yes  No 
Sufficient Yes  No 
Flexible Yes  No 
Fair Yes  No 
Reliable Yes  No 
Access and Equity - do the assessment tools adequately address inclusiveness of learners:
Equitable across a diverse range of candidates Yes  No 
Language, literacy and numeracy requirements Yes  No 
appropriate to competency levels
Employability Skills – do the Assessment tools address employability skills:
Communication skills (contributes to among co-workers Yes  No 
and clients)
Teamwork skills (contributes to productive working Yes  No 
relationships and outcome focussed)
Problem Solving skills (contributes to production Yes  No 
outcomes)

Initiative and enterprising skills (contributes to innovative Yes  No 

outcomes)
Planning and organising skills (contribute to long-term and Yes  No 
short-term work goals and objectives)
Self-management skills (contributes to employee Yes  No 
satisfaction and growth)
Learning skills (contribute to continuous improvements and Yes  No 
expansion in employee and company operations)
Technology skills (contributes to effective execution of Yes  No 
work tasks)
Close and Sign off: Signature Name: Position: Date:

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z

Implementing a Systematic Approach

Trainers Procedure Manual

Learning and Development Centre

Pacific Institute of Leadership and Governance,

forwarded to: Learning Development Centre (LDC)

Pacific Institute of Leadership and Governance

Phone: 3030600 | 3030651 | 3030652 | 3030653

PILAG Ethics and Values Based Leadership V3_110619LDC 2|

PILAG Ethics and Values Based Leadership V3_110619LDC 3|

PILAG Ethics and Values Based Leadership V3_110619LDC 4|

PILAG Ethics and Values Based Leadership V3_110619LDC 5|

LDC is instrumental in maintaining and promoting quality through continuous improvements

Phase 1: Phase 3: Phase 4:

Design and Development of Assessment Tools

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Policy Statement: Training and Assessment

PILAG Ethics and Values Based Leadership V3_110619LDC 7|

3. Training Facilities and Resources

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Version/Date Operational Responsibility Accountability

V3 / November 2017 Manager Learning & Deputy CEO Learning &

Document Code P1.04

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Procedure 1: Training Design and Development

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Confirmation of learning needs will be documented using an Industry

1.1.3 A Training Needs Analysis Report shall be documented at the completion of

There shall be (3) hard copies of the TNA report;

No other person/s shall be authorised to keep copies of the TNA Report.

PILAG Ethics and Values Based Leadership V3_110619LDC 12 |

 Relevant and related documents, for example: job descriptions of targeted

1.2.2 Training needs may be may be determined at the level of:

Client’s participation is an essential component of the TNA process.

1.2.4 Every TNA should culminate in a written report submitted to Executive

PILAG Ethics and Values Based Leadership V3_110619LDC 13 |

1.3 Plan Training

PILAG Ethics and Values Based Leadership V3_110619LDC 14 |

1.4 Plan Assessment

PILAG Ethics and Values Based Leadership V3_110619LDC 15 |

 Assessment arrangements (any special arrangements need to be

PILAG Ethics and Values Based Leadership V3_110619LDC 16 |

1.5 Design and Develop Learning Resources

Key information in the Facilitators Guide will include:

PILAG Ethics and Values Based Leadership V3_110619LDC 17 |

 Assessors Guide: this shall be documented to provide details on

Key information in the Assessors Guide will include:

 Unit Learning Resource: this shall be documented to provide technical

PILAG Ethics and Values Based Leadership V3_110619LDC 18 |

 Content matter that is guided by the stated elements of

 Supplementary Reading Resources – the trainer / facilitator shall use

PILAG Ethics and Values Based Leadership V3_110619LDC 19 |

be necessary to accommodate wider content variables. Appendix 8 on page 65

PILAG Ethics and Values Based Leadership V3_110619LDC 20 |

- images of scenery, animals and other objects are permissible.

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 Assessment Tools to be used