TAE40110 - Learner Guide

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TAE40110 Certificate IV in Training and Assessment

UNITS COVERED:

TAEDES401A Design and develop learning programs

TAEDES402A Use training packages and accredited courses to meet client needs

TAELLN411 Address adult language, literacy and numeracy skills

TAEDEL401A Plan, organise and deliver group-based learning

TAEDEL402A Plan, organise and facilitate learning in the workplace

BSBCMM401A Make a presentation

TAEASS401B Plan assessment activities and processes

TAEASS502B Design and develop assessment tools

TAEASS402B Assess competence

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TAEDES401A DESIGN AND DEVELOP LEARNING PROGRAMS

ELEMENT 1: Define the parameters of the learning program

When designing and developing a learning program we must first of all, determine who the learning program is for and the purpose of the learning program.

Who is considered to be a stakeholder?

In general terms, stakeholders can be your clients, trainers, administration staff and industry experts.

A client is anyone who approaches you with a training need. Here are some examples of a client;

• corporations, enterprises and business organisations or government departments or agencies individuals who may be undertaking a traineeship or apprenticeship

• internal clients from within your own organisation undertaking professional development training • candidates who are applying for recognition of prior learning (RPL) or recognition of current competency

(RCC) in a specific formal qualification. RPL and RCC are assessment methods used for people who already have the skills required by a formal qualification, to acquire that qualification without having to do the actual course. These assessment methods take into consideration a person’s work experience, any qualifications they may have, and compare them to the requirements of the qualification. If successful, the person is granted the qualification

You must always seek input from relevant stakeholders in the design phase to ensure that the training complies with all aspects of the organisation’s competency requirements as well as the learner’s training needs.

Determining the purpose of a learning program

Once you have solid understanding of the learning program purpose, you can start to select the delivery and assessment methods.

According to Hill, Hill and Perlitz (2010), the purpose of the program may determine: • what topics need to be included

• how the learning will be delivered • what assessment methods will be used

• the range and depth of knowledge to be imparted

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There are many reasons why an organisation or individual may need or wish to undertake a learning program. Here are some common reasons:

• undertaking an apprenticeship or traineeship—this involves on-the-job training over an extended period of time with a trainer visiting the learner at regular intervals to provide the ‘formal’ training in accordance with the approved units of competency

• refreshing or updating current skills to ensure that staff continue to work to the desired standards; this may be a simple matter of highlighting information or reminding learners of policies, procedures or product and service facts

• learning a new skill or procedure—to improve employability skills or to enable staff to meet the required work standards; this may involve providing in-depth and/or complex information

• professional development (PD) training—as part of the organisation’s ongoing staff development and/or to comply with government legislation dealing with staff competency standards

• developing vocational competency—for people who wish to pursue a nationally recognised qualification • developing language, literacy and numeracy skills (LLN)—to assist staff who may have difficulties for a

variety of reasons

• meeting legislation, licensing or registration requirements, such as work health and safety (WHS) requirements

• taking corrective action—where staff are not performing to the required standards and additional training is necessary

Once you have established who your client is and the purpose for the learning program, the next step is to

determine the learning requirements with the stakeholders (Hill, Hill, &Perlitz, 2010). The stakeholders involved in these discussions could include:

• the person to be trained—so that you can get an idea of their: - current competency level

- learning style, to structure the learning program to their benefit - general attitude towards work and training

- future aspirations

• the learner’s supervisor—so that you can:

- get their opinion of the learner’s current competency (remember—what a person thinks they can do and what they can actually do may not necessarily be the same thing and it is important to get an outside opinion)

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learn about company standards, policies and procedures that may need to be included in the training - determine the parameters of the training requirements. This could include discussions about:

o timeframes for training » location of training

o costs and other resources required » scale of the training—will it encompass an entire qualification, or only a few units from a qualification and so on?

• the organisation’s training manager (if applicable) to discuss the learner’s past history and training strategy for the future

Issues to be discussed at this stage could include (but are not limited to): • Why does the client need your help?

• What are their requirements and priorities?

• Are there any constraints, such as budgets, timeframes and locations? • Are there any other stakeholders and, if so, who are they?

• Who is the target group for the learning program? • What skills and knowledge need to be developed? • Where are the learners located?

• Will the training take place:

- on the job during working hours? - at a location away from the workplace? • Will you need to be aware of:

- national standards, codes of practice, and Commonwealth and state/territory legislation, including licensing requirements, industrial relations requirements and WHS obligations?

- business or industry knowledge specific to the training needs? - training packages and their competency standards?

Other issues to consider when developing a learning program for a client include;

• Licensing issues—where there are laws governing business practices in specific industries

• Duty of care—all business establishments are responsible for the health and safety of staff and customers on their premises. Safety precautions must be in place.

• Anti-discrimination and equal opportunity laws—these must be observed in all dealings with a client. • National codes of practice—these are often developed by industry councils and represent codes that

organisations within that industry must adhere to.

• Organisational policies and procedures should be incorporated into learning programs where appropriate. • When training is to be given on specific products or services, it may be necessary to involve supervisors or

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Expected outcome

When developing a learning program it must be very clear, from the start, what outcome is expected from the learning, as well as how the outcome will be measured. It is imperative that you ask the following questions:

• What must learners, as a minimum, be able to do as a result of the training?

• How will learners be assessed as to whether they can now perform the new task to the required standards? • How will you ensure that the outcome is achieved?

• Will the learning program incorporate an entire qualification (i.e. result in a Certificate or Diploma) or will the program use only one or two subjects that fulfil the specific purpose of the training?

• How will the learning impact on the organisation’s productivity?

• How will the learning impact on the learner’s career path within the company/industry? Confirming competency standards

In the Australian Vocational Education and Training (VET) system, training is competency based. It is essential that you confirm the competency standards with stakeholders to ensure that the learning activity or task is meeting the organisational or legislative requirements for that chosen industry. Competence is assessed on a person’s ability to demonstrate the skills and knowledge they need to perform their tasks effectively and efficiently.

In brief, the Australian VET system offers nationally recognised qualifications through the use of formal training packages, each of which is made up of a number of different qualifications (Certificate courses). Each qualification contains a number of units of competency. Each unit of competency contains competency standards.

Competency standards refer to the elements, performance criteria, required skills, required knowledge, performance evidence, knowledge evidence, foundation skills and critical aspects for assessment that must be addressed in the learning program. Candidates are often assessed against these competency standards because they are the national benchmarks for the chosen industry.

Adult Learning Principles

Part of being an effective educator involves understanding how adults learn best. In the 1970s, Malcolm Knowles, an American theorist of adult education, identified the following six principles of adult learning:

1. Adults are internally motivated and self-directed

2. Adults bring life experiences and knowledge to learning experiences 3. Adults are goal-oriented

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How can I use adult learning principles to facilitate student learning on placement? Good question! In this section of the chapter we will discuss some ways to facilitate learning by applying Knowles' Adult Learning Principles.

1. Adults are internally motivated and self-directed

Adult learners resist learning when they feel others are imposing information, ideas or actions on them. Your role is to facilitate a students' movement toward more self-directed and responsible learning as well as to foster the student's internal motivation to learn.

As a trainer you can:

• Set up a graded learning program that moves from more to less structure, from less to more responsibility and from more to less direct supervision, at an appropriate pace that is challenging yet not overloading for the student

• Develop rapport with the student to optimise your approachability and encourage asking of questions and exploration of concepts.

• Show interest in the student's thoughts and opinions. • Actively and carefully listen to any questions asked.

• Lead the student toward inquiry before supplying them with too many facts. • Provide regular constructive and specific feedback (both positive and negative), • Review goals and acknowledge goal completion

• Encourage use of resources such as library, journals, internet and other department resources.

• Set projects or tasks for the student that reflects their interests and which they must complete and "tick off" over the course of the placement. For example: to provide an in-service on topic of choice; to present a case-study based on one of their clients; to design a client educational handout; or to lead a client group activity session.

• Acknowledge the preferred learning style of the student. A questionnaire is provided below that will assist your student to identify their preferred learning style and to discuss this with you.

2. Adults bring life experiences and knowledge to learning experiences

Adult learners should be given opportunity to use their existing knowledge and life experiences. As a trainer you can: • Find out your learner’s interests and past experiences (personal, work and study related)

• Assist them to draw on those experiences when problem-solving, reflecting and applying clinical reasoning processes

• Facilitate reflective learning opportunities which can also assist the student to examine existing biases or habits based on life experiences and move them toward a new understanding of information presented

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3. Adults are goal oriented

Adult students are ready to learn when they experience a need to learn in order to cope with real-life tasks or problems. Your role is to facilitate a student's readiness for problem-based learning and increase the student's awareness of the need for the knowledge or skill presented. As a trainer, you can:

• Provide meaningful learning experiences that are clearly linked to personal, client and fieldwork goals as well as assessment and future life goals.

• Provide real case-studies (through client contact and reporting) as a basis from which to learn about the theory.

• Ask questions that motivate reflection, inquiry and further research. 4. Adults are relevancy oriented

Adult learners want to know the relevance of what they are learning to what they want to achieve. One way to help them see the value of their observations and practical experiences throughout their placement is to:

• Ask the student to do some reflection on what they expect to learn prior to the experience, on what they learnt after the experience and how they might apply what they learnt in the future, or how it will help them to meet their learning goals.

• Provide some choice of fieldwork project by providing two or more options, so that learning is more likely to reflect the student's interests.

5. Adults are practical

Through practical fieldwork experiences, interacting with real clients and their real life situations, students move from classroom and textbook mode to hands-on problem solving where they can recognise firsthand how their learning applies to the work context. As a trainer you can:

• Clearly explain your clinical reasoning when making choices about assessments, interventions and when prioritising client's clinical needs.

• Be explicit about how what the student is learning is useful and applicable to the job and client group you are working with.

• Promote active participation by allowing students to try things rather than observe. Provide plenty of practice opportunity in assessment, interviewing, and intervention processes with ample repetition in order to promote development of skill, confidence and competence.

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Accessing competency standards

Depending on whether the learning program is based upon a formal training package leading to a nationally recognised qualification and is competency based, or is based upon internal organisational requirements, competency standards can be accessed in a number of ways. For example:

• VET competency standards can, primarily, be found on the Commonwealth Government’s Training.gov.au website <http://training.gov.au> or in the printed versions of the relevant training package. These will detail how a qualification is packaged, the units of competency that must be included and the benchmarks or standards attached to each unit.

Characteristics of the target learner group

The next step is to clearly define your target learner group. This involves identifying their learning needs and determining how they will benefit from these new skills and competencies.

Important questions to ask include;

• Are they already in the workforce - who might have constraints on their time?

• Are they school graduates - who may have a limited knowledge of the business world? • Are they special target groups - who have very specific training needs?

• Are they already experienced in certain fields of business - who may need a refresher course?

• Are they apprentices or trainees whose learning program may be delivered on the job over a few years? • Are they individuals learning new skills and knowledge or who wish to upgrade skills and knowledge? • Are they individuals who wish to change their career path or prospects?

• Are they unemployed people who wish to improve their employability skills?

• Are they individuals on specialised learning programs, such as people with disabilities or Indigenous Australians?

• Are they learners from other countries who wish to study in the Australian VET system? • Are they individuals or groups needing to meet licensing or other regulatory requirements? Once you have identified your target group, you need to analyse their characteristics. For example;

• What is their level and previous experiences of formal education? • What is their current skill or competency level?

• What is the level and breadth of their current and past work experience? • What is their cultural background?

• Do they have any special needs that are physical or psychological?

• What are their reasons and motivations for participating in the learning program • Do they have language, literacy and numeracy issues?

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To summarise, when designing a learning program it is important to; • clarify the purpose of the program with relevant stakeholders • access and confirm the competency standards to be met • identify the characteristics of the group to be trained

ELEMENT 2: Work within the Vocational Education and Training (VET) policy framework

An overview of VET in Australia

Nationally recognised training in Australia is governed by very strict standards and all registered training

organisations (RTOs) and trainers working under an RTO are required to comply with these standards. This section will explore the policies and frameworks of the VET industry.

Please take the time to read about the Standards for Registered Training Organisations 2015 set by the Australian Skills Quality Authority (ASQA).

Policies and procedures set by national organisations

The most important policies and frameworks are those set by the Australian Qualifications Framework (AQF), COAG and ASQA. It is the Standards for Registered Training Organisations 2015 that all registered training organisations will be audited against if they are looking to provide nationally recognised training.

The policies, frameworks and governing bodies under the VET system are highlighted in Table 1.

Table 1. Policies, frameworks and governing bodies of the VET system Australian Skills

Quality Authority (ASQA)

The Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s vocational education and training sector. ASQA regulates courses and training providers to ensure nationally approved quality standards are met. ASQA’s vision is that students, employers and governments have full confidence in the quality of vocational education and training outcomes delivered by Australian registered training organisations. ASQA is

committed to: independence in our regulatory role and in providing advice transparency in our regulatory decisions and activities collaboration with industry bodies, employers, governments and registered training organisations.

Source: www.asqa.gov.au Council of On the April 3, 2014 the Council of Australian Governments (COAG) Industry and Skills

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• Examining the standards for providers and regulators to ensure they better recognise the different level of risk posed by providers

• Enabling the regulators to deal more effectively with poor quality in the sector to improve confidence

• Meeting Australian Government deregulation objectives

• Reducing the burden on the VET sector arising from the constant updates to training packages; and

• Ensuring that industry is involved in policy development and oversight of the performance of the VET

Source: www.coag.gov.au Industry Skills

Council (ISC)

Industry Skills Councils play a vital role in the identification of the skilling needs within their specific industries. It is important that ISCs are in touch with all aspects of their industry so that they are able to determine what training is needed, and how learning programs should be structured.

Industry Skills Councils are:

• recognised and funded by the Australian Government

• governed by independent, industry led boards

• not-for-profit companies limited by guarantee

Source: www.isc.org.au Registered

Training Organisation (RTO)

A registered training organisation (RTO) is an organisation that has satisfied the standards set by ASQA. RTOs will have at least one training package on their ‘scope’. They may apply for extension to their scope at any time, provided they can show they have qualified

teachers and training and assessment methods to deliver training in that scope. RTOs can be: a private RTO a Technical and Further education organisation (TAFE) an organisation working in partnership with an RTO to provide recognised training and assessment services an organisation that provides non-recognised training and assessment services

Source: www.asqa.gov.au Australian

Apprenticeship Centres (AACs)

Australian Apprenticeship Centres administer the registration and monitoring of apprentices and trainees. They ensure that employers and apprentices receive all incentives that may apply. Key functions include;

• Provide assistance to employers, Australian Apprentices and training providers throughout the duration of the Australian Apprenticeship

• Market and promote Australian Apprenticeships in the local area

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• Work with the State and Territory Training Authorities to provide an integrated service

• Establish effective relationships with Job Services Australia providers, Group Training Organisations, Registered Training Organisations (RTOs), schools and community organisations Source: www.australianapprenticeships.gov.au Australian Qualifications Framework (AQF)

The AQF provides the standards for Australian qualifications. It is an integrated policy that comprises:

• The learning outcomes for each AQF level and qualification type

• The specifications for the application of the AQF in the accreditation and development of qualifications

• The policy requirements for issuing AQF qualifications

• The policy requirements for qualification linkages and student pathways

• The policy requirements for the registers of:

- organisations authorised to accredit AQF qualifications - organisations authorised to issue AQF qualifications - AQF qualifications and qualification pathways

• The policy requirements for the addition or removal of qualification types in the AQF, and

• _{The definitions of the terminology used in the policy.}

Source: www.aqf.edu.au Training Package A training package is a set of nationally endorsed standards and qualifications used to

recognise and assess the skills and knowledge people need to perform effectively in the workplace. Training packages are a key resource for RTOs in the delivery of structured, national training. Training packages are developed by the AQF, together with national ISCs or by enterprises, to meet the identified training needs of specific industries or industry sectors. The purpose of a training package is to:

• enable qualifications to be awarded through the direct assessment of competencies • encourage the development and delivery of training to suit individual needs

• encourage learning in a workplace environment

• provide a pool of potential employees who meet nationally recognised standards of competence in a particular area

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training.gov.au (TGA)

Training.gov.au is an online information system that stores all information regarding VET qualifications. It holds detailed information on all RTOs, training packages, accredited courses, qualifications and units of competency—each of which can be searched for using the appropriate course or unit codes. This is an excellent source of information when determining which units to include in a client’s learning program as it outlines the exact elements, performance criteria, essential skills and knowledge, as well as assessment guidelines for each given unit.

Source: www.training.gov.au

An overview of the Australian Vocational Education system

ASQA

TGA AQF ISC

RTO

COAG NCVER

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How to use the www.training.gov.au website

It is a good practice to check the www.training.gov.au website on a regular basis to see if there are any updates or changes to a training package.

Step 1

On the home page you will need to select the “National Register of VET” and this will re-direct you to the training.gov.au website.

Once you are re-directed to the web page below, you will have the option to search for Nationally Recognised Training courses. For this exercise we will search for a business qualification.

• Please type the word “business” into the search box.

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Step 2

Open the list of Qualifications and select the BSB20115 code which is for the Certificate II in Business. Always make sure that the qualification is listed as “Current” in the right hand column.

Step 3

Scroll down the page and find the ‘Content’ section. Here you are able to download the training package in WORD or PDF format. For this exercise, please click on the WORD version.

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Step 4

Once the document is open it will look like the one below. As you read through the document you will find useful information such as the modification history, qualification description, licensing and regulatory information, entry requirements, the packaging rules and any qualification mapping information.

Helpful tip

The training package developer for this qualification can be found in the footer of the document. For this exercise, the training package developer is Innovation and Business Skills Australia.

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Filter your search results

Please note that you can also filter your search results by selecting one or more of the options listed.

Keeping with the business example, if you are looking for an accredited course in the business industry you will need to click on the SEARCH tab and select the “Accredited course units/modules” option only (see below).

The search results will only display the accredited courses within the business services industry (see below). To find out more about the structure of an accredited course you will need to research the RTO’s website.

Please note that this was adapted from the www.training.gov.au website on June 1, 2015.

Changes to training packages and accredited courses

Training packages and accredited courses are reviewed regularly to ensure that learners are being trained and assessed the most current standards. Here, the AQF and ISCs will review the packaging rules, the unit selection list and make their adjustments as required.

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So a trainer must maintain a sound and up-to-date knowledge of their specific industry and area of expertise, as well as a current awareness of the training packages upon which their learning programs are based. Up-to-date

information can be found by regularly viewing the ISC websites.

Quality management system (QMS)

As you are aware, an RTO should have a QMS in place. A quality management system contains information about; • the company’s policies and procedures that are required for smooth business operation

• documents and version control to ensure the latest resources are being utilised • staff professional development activities and records

• all assessment tools and marking guides (benchmarks) • validation and moderation procedures

• RPL and RCC processes and strategies

Please note that all registered training organisations must keep a record of all assessment tools for up to 30 years for audit purposes. Failure to do so, will result in a non- compliance report being issued by ASQA.

ELEMENT 3: Develop program content

There are a number of considerations that can influence the design phase of a training program. These include but are not limited to;

Organisational Policies and Procdeures Industry benchmarks Legal requirements Industry terminology Organisational culture

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Learning Objectives

Learning objectives (or outcomes) should be clearly documented when promoting a training program, course or workshop. It is important that the objectives include statements about knowledge, skills, attitudes and what the learner will know after they have attended the training. Learning objectives are a way to measure progress made by the learner during the training. A clear learning objective ensures the trainer knows what is to be delivered, how to measure the results and leaves little room for ambiguity. Learning objectives needs to be clearly written to avoid discrepancies and should follow the SMART acronym outlined below.

S Specific - The learning objective needs to be written using words that indicate specific actions M Measurable - The objective must be written in such a way that it can be measured to determine

if it has been achieved

A Achievable - The outcome should be attainable

R Relevant - The outcome needs to be relevant to the target group and their learning needs T Timely - The objective can be reached within a reasonable time frame

Example of a SMART learning outcome;

• By the end of the 2-day session the learns will be able to touch type using all fingers at a rate of 40 words per minute (wpm) with an accuracy rate of 95%

Developing program content

When composing a course or workshop, trainers need to consider the following; 1. What are the learning goals and outcomes?

• Research and suggest an appropriate training package (e.g. unit of competency, qualification or accredited course)

• Analyse the unit aspects and determine if it is applicable to the learner’s needs 2. Is there a learning gap?

• Compare the job description against the learner’s current skill and knowledge level • Talk to the supervisor about the learner’s work performance levels

• Find out if the learner is meeting their key performance indicators 3. Which adult learning principles are applicable?

• Research which resources or materials will inspire and engage the learner • E.g. industry handouts, videos, textbooks, guest speakers/experts

4. Who are the relevant stakeholders?

• Gather feedback from relevant stakeholders about the training package, learning outcomes, resource selection

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Trainers have a few options available to them when composing content for a training program. These include; • Developing their own content based on industry research and knowledge (e.g. training.gov.au) • Purchasing content from a provider of learning materials (e.g. industry skills councils)

• Using organisational content, policies and procedures • Consulting with industry experts, colleagues and staff Examples of learning resources

Learning resources include but are not limited to;

• Handouts such as fact sheets, PowerPoint slide sheets, forms and document • Templates such as a risk assessment report or work-related reports

• Manuals such as staff handbooks, WHS and/or other policy and procedure documents • Work books that learners can use to make notes and complete tasks and activities • Textbooks produced by publishers that provide full details on a given subject Examples of learning activities

Learning activities include but are not limited to; • Group work and presentations

• Research project paper • Written and oral quiz

• Workplace reporting and documentation • Brainstorming exercises

• Case studies and simulated scenarios • Experiments and practical demonstrations Adult Learning Styles

Learning styles need to be considered to encourage maximum participation and knowledge transfer amongst adult learners. The way in which an adult absorbs and processes information can have a direct effect on how much they enjoy the training session. For this reason it is a good idea to try to incorporate activities that accommodate as many different learning styles as possible.

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The three most commonly referred to are Visual, Auditory and Kinaesthetic. A brief description of each learning style can be found below:

Visual learners -prefer to see what is going on around them. for example, they enjoy reading, using words such as see, appear, look and imagine

• Good speller • Fast reader

• Remembers faces but not names • Not good at remembering small details

Auditory learners - prefer to hear what is going on rather than read. They enjoy lectures, stories, music and audio material.

• Good at languages

• Remembers names better than faces • Good vocabulary

• Can follow spoken directions well

Kinesthetic learners - prefer to do things and apply themselves to an activity. For example, they enjoy games, teamwork, demonstrations and practical exercises

• Naturally good athlete

• Good performer (acting, speaking or coaching) What motivates learners?

Motivation can be internal or external for the learner and can be provided by the subject matter or trainer.

External motivators include; • To increase status • To earn more money • For rewards

• To get a promotion Internal motivators include;

• The desire to further understand a subject • Self directed learning

• Feeling independent • A sense of achievement

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Actual content of the subject matter

The following questions should be considered when determining what the actual content of the subject matter should be;

• Does the learning material cover the learning objectives or critical aspects of the Training Package? • Does the trainer require assistance from an industry expert to develop the learning material? • How will the learning material be provided to the learners? (e.g. workbooks, Power Point slides) • How will the trainer engage the learners?

Once the learning resources have been identified or developed they need to be evaluated to determine the relevance to the content. There is little point in developing learning resources that do not achieve the learning objectives. An effective way to do this is to ask a colleague or industry expert to check the resources, run a trial training program and use a resource checklist. Below is a sample of a resource checklist that may be helpful.

SAMPLE: Resource checklist

Resource Relevant to the training program

Handouts Are they easy to reproduce?

Will there be any copyright issues?

E.g. if newspaper clippings then you need to reference the source. Case studies, role plays and

simulations

These may need to be adapted for each different learning group. Do they need to be more up to date to cater to the new group?

Case studies could be out dated – check to make sure they are current. Training package and

competency standards

Check that the Training Package has not been superseded by a newer version

Equipment Always test for faults. Check globes on projectors, USB ports, laptops etc

Assessment Methods

Methods of assessment can include;

• role play—where a fictitious situation is created for learners to act out the required skills and knowledge • scenario—where, again, a situation is created and learners must explain how they would handle that

situation

• project/case study—where learners are required to research a subject, answer questions, produce reports and draw conclusions

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• portfolio—a collection of important and useful information that learners can use on the job for their entire working lives

• vocational placement scheme (VPS)—this is similar to ‘work experience’ but learners are assessed on the job, whereas with work experience they are not written examination questions

The assessment methods you use will depend on the type of training delivered, as well as where it is delivered. This is outlined below.

Assessment tools that are often used to assess competence include; • observation/role play checklist

• case study questions • short answer test

• written and/or verbal exams • portfolio of evidence

• third-party workplace reports of on-the-job performance by the candidate

• demonstration of skills and knowledge where the learner will perform specific tasks

• observation checklists where the trainer/assessor watches the learner during the course of their day, checking off competencies as they are demonstrated • oral questioning—where the trainer/assessor asks

specific questions relating to given tasks

Workplace

•role playing simulated situations so that competencies in such things as communication skills can be assessed •projects and case studies, where learners are required to

research information and draw conclusions

•scenarios, where learners are presented with a situation and asked how they would deal with this situation •written examination questions that test a learner’s

knowledge on a given subject

Classroom

• projects and case studies • case scenarios

• written examination questions

Distance

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ELEMENT 4: Design the structure of the learning program

The last step in the design process is to develop a training and assessment strategy (TAS) which outlines (among other things) the target audience, the purpose of the learning program, how it will be delivered, how competency will be assessed, the qualifications of the trainer delivering the program and the stakeholders in the program. A TAS can be altered to suit different program designs such as online training, classroom training and workplace training by adjusting the assessment methods, delivery mode and resources required to deliver the training. For example, the structure of an online course is different to that of a classroom-based course for the following reasons;

• trainer support is offered through email and telephone correspondence • electronic resources are offered instead of hard-copy text

• written feedback is provided in the assessment document • re-submissions is a normal part of the online learning process • there is no need to attend face-to-face sessions or lectures • the learning process is self-paced

Breaking down the learning content

If the content of a learning program is too complex to deliver you will need to ‘break down’ the tasks and subjects into manageable components. By doing this, the learning process can build up gradually.

Example 1.1 Training Package for a unit of competency

In this example, we will use a unit of competency from a formal training package: BSBSLS408 Present, secure and support sales solutions. Although this unit has three elements, for the purpose of this example we will examine only the first one. Element 1 states that the learner ‘must be able to prepare for sales presentation’ so this will form the first topic to be covered in the learning program. This element, however, has been broken down into six

performance criteria (shown below), each of which will need to be covered in the program.

Element Performance criteria

1. Prepare for sales presentation

1.1 Obtain and organise products, ideas and services for use within sales presentation

1.2 Review product information to ensure familiarity with products 1.3 Identify sales tactics, and assess and choose options that meet needs and preferences of the prospect

1.4 Consider variety of sales solutions and prepare to meet buyer needs 1.5 Identify and select sales aids

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You will need to consider the following;

1. Look at the above performance criteria. Think about and outline how you might develop a training session around them.

2. Where would you find resources to help you in the delivery of this session? Research likely sources and make a list of them.

Documenting the training program

It is crucial that you document the learning program so that the key stakeholders in the training program can review the program’s effectiveness and make adjustments accordingly. This documentation should take the form of a training and assessment strategy (TAS) and must include as much information as possible.

You will find an example of a TAS on the following page. Please note that the TAS sample is a standard template used by most RTOs. The TAS will vary depending on the delivery mode (distance, on-the-job and classroom delivery), the evidence and assessment methods.

SAMPLE: TAS for BSB40215 Certificate IV in Business

RTO name 123 Simple Learning

Course duration January 2014 – December 2014

Code and title BSB40215 CERTIFICATE IV IN BUSINESS

Purpose of program The purpose of this training program is to develop the learner’s verbal and written communication skills, WHS knowledge of the workplace, build team work skills, apply risk management techniques and learn about various marketing methods.

Packaging rules Total number of units = 10

1 core unit plus 9 elective units , of which:

 5 elective units must be selected from the elective units listed below  4 elective units may be selected from the elective units listed below, or any

currently endorsed Training Package or accredited course at the same qualification level

 if not listed, 1 unit may be selected from either a Certificate III or Diploma qualification

Entry requirements Nil Pathways (if applicable) None Regulations, licensing and registration requirements

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

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BSBWHS401 Implement and monitor WHS policies, procedures and programs to meet legislative requirements

Core

BSBADM405 Organise meetings Elective BSBCUS401 Coordinate implementation of customer service

strategies

Elective

BSBCUS402 Address customer needs Elective BSBCUS403 Implement customer service standards Elective BSBINN301 Promote innovation in a team environment Elective BSBITU402 Develop and use complex spreadsheets Elective BSBLED401 Develop teams and individuals Elective BSBMKG414 Undertake marketing activities Elective BSBRSK401 Identify risk and apply risk management

processes

Elective

Target learners and their characteristics

Target learners include; • Accounts Clerk • Administrator

• Customer Service Advisor • E-business Practitioner • Legal Receptionist • Medical Receptionist • Office Receptionist

• Office Administration Assistant • Project Officer

• Student Services Officer • Word Processing Operator

• Unskilled workers entering the workforce Their characteristics include;

• age group between 18 – 30 years old

• education status – have completed grade 12 • some work experience with business sector • prefer learning style is classroom training

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• managers • trainers

• human resource department • employment agency Required facilities and equipment • laptop, projector • internet access • extension cords

• training materials such as textbooks, handouts, assessments

Support services available

• Explaining concepts in clear terms over the telephone • Enlarge the font size of learning materials

• Refer students to AUSLAN Signbankwww.auslan.org.au • Allowing students to be orally assessed by Skype • Allowing students to be assessed in person at the office • Fortnightly webinars are schedules and offered to students • Weekly tutorial sessions (2 hour allocation where students can ask

questions and receive responses from a qualified trainer/assessor) • Pre-recorded information sessions for each unit

• Students have access to the online forum

Reasonable

adjustment options

• allow the student to complete a practical exam instead of a written exam

• allow the student to have a sign language interpreter in the lessons • allow the student to provide written answers due to a hearing

impairment

• allow the student to answer oral questions if they have writing difficulties

• provide audio recordings of the lesson for those who are hearing impaired

Learning resources All enrolled students have access to the following learning resources; • Learner Workbooks (contains the assessment tools)

• Learner Guides (contains content about each unit of competency) • All supporting resource materials such as templates (available via the

online learning system)

• Pre-recorded information sessions (available via the online learning system)

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• Weekly tutorial sessions and chat logs • Access to the online student forum

Delivery and assessment arrangements

Week Unit code Unit name Time allocation (e.g. days, hours, weeks, months)

1. BSBWHS401 Implement and monitor WHS policies, procedures and programs to meet legislative requirements

1 month

2. BSBADM405 Organise meetings 1 month

3. BSBCUS401 Coordinate implementation of customer service strategies

1 month

4. BSBCUS402 Address customer needs 1 month

5. BSBCUS403 Implement customer service standards

1 month

6. BSBINN301 Promote innovation in a team environment

1 month

7. BSBITU402 Develop and use complex spreadsheets

1 month

8. BSBLED401 Develop teams and individuals 1 month

9. BSBMKG414 Undertake marketing activities 1 month

10. BSBRSK401 Identify risk and apply risk management processes

1 month

Delivery mode Classroom based

Delivery venue details 123 Simple Learning – 99 Smith Street, Brisbane QLD 4000

Assessment methods Observation, Questioning, Structured activities

Assessment tools Role play, presentations, written exam, oral questions, case study, simulation

Evidence gathering techniques

Key codes A = presentation B = oral questions

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Unit code Unit name A B C D E F BSBWHS401 Implement and monitor WHS

policies, procedures and programs to meet legislative requirements

x x x

BSBADM405 Organise meetings x x x x BSBCUS401 Coordinate implementation of

customer service strategies

x x x

BSBCUS402 Address customer needs x x x BSBCUS403 Implement customer service

standards

x x x

BSBINN301 Promote innovation in a team environment

x x

BSBITU402 Develop and use complex spreadsheets

x x x x

BSBLED401 Develop teams and individuals x x x

BSBMKG414 Undertake marketing activities x x x x BSBRSK401 Identify risk and apply risk

management processes

x x x

Delivery and assessment staff (indicate with an X as to who will train and assess each unit)

Unit Staff name Train Assess

BSBWHS401 Kenny Majore x x

BSBADM405 Kenny Majore x x

BSBCUS401 Kenny Majore x x

BSBINN301 Kenny Majore x x

BSBITU402 Kenny Majore x x

BSBLED401 Kenny Majore x x

BSBMKG414 Kenny Majore x x

BSBRSK401 Kenny Majore x x

Assessment Validation

Assessment validation is an on-going quality review process. Trainers and assessors from each qualification will meet once every six (6) months to check that the assessment tools used are producing valid, reliable, sufficient, current and authentic evidence. Validation is also concerned with continuous improvement of assessment practices and outcomes. The validation meetings will also check if the requirements of the Training Package have been met.

Assessment Validation Policy

Management and training staff are committed to the continuous improvement of its assessment process, tools and outcomes. Details of the validation policy are below;

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months.

ii. The assessments are validated by trainers and assessors who were not involved in the training and assessment of the course (complies with Clause 1.11). Assessment validation will be conducted by a panel consisting of industry experts, trainers, assessors and management personnel who meet the requirements outlined in Clause 1.11.

iii. All validation findings will be recorded in the Assessment Validation Review document, including any suggested changes.

iv. All issues that arise from the validation process of assessment tools will be documented and tabled prior to the commencement of the next program to ensure further issues are prevented. This will take place at the bi-monthly management meeting.

v. The company will apply a process that is transparent, representative, confidential, educative, and equitable and accepts tolerable variation in interpretation of standards.

vi. The company will comply with the guiding principles of assessment and rules of evidence

Transition requirements

As per Clause 1.26 of the Standards for Registered Training Organisations 2015, where a training product on its scope of registration is superseded all learners training and assessment is completed and the relevant AQF certification documentation is issued or learners are transferred into its replacement within a period of one year from the date the replacement training product was released on the National Register

Manager’s name Richard Jackson - Director Date approved 01.01.2015

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Table 2. Scheduling and Sequencing Table

When delivering a full qualification or unit of competency, you must consider how the content will flow from one section to the next. This is imperative to ensure that the learning is sequential and takes place in a logical order. See below the Scheduling and Sequencing Table for BSB40215 Certificate IV in Business.

Session number Time allocation Specific learning outcomes

Content Delivery method Learning activities Resources

1. 1 month BSBWHS401

Implement and monitor WHS policies, procedures and programs to meet legislative requirements • WHS policies and procedures • WHS training • Hazard identification • Maintaining WHS records

Classroom Pop quiz

Risk assessment exercise Workplace reports PowerPoint slides, videos, handouts, textbooks 2. 1 month BSBADM405 Organise meetings • Meeting arrangements • Meeting minutes • Minutes distribution

Classroom Group presentation

Written test

PowerPoint slides, videos, handouts, textbooks

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3. 1 month BSBCUS401 Coordinate implementation of customer service strategies • Customer needs analysis • Customer service strategies • Customer satisfaction levels

Classroom Research project

Pop quiz Videos PowerPoint slides, videos, handouts, textbooks 4. 1 month BSBCUS402

Address customer needs

• Identify customer needs • Networking opportunities • Meet customer needs

Pop quiz Videos PowerPoint slides, videos, handouts, textbooks 5. 1 month BSBCUS403 Implement customer service standards • Customer service standards • Customer

Pop quiz

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6. 1 month BSBINN301 Promote innovation in a team environment • Innovative opportunities • Supporting colleagues • Reflection techniques

Classroom Group work PowerPoint

slides, videos, handouts, textbooks

7. 1 month BSBITU402

Develop and use

complex spreadsheets • Spreadsheet creation • Software functions and formulae • Using spreadsheets • Developing graphs from numerical data Classroom Portfolio Excel reports PowerPoint slides, videos, handouts, textbooks 8. 1 month BSBLED401

Develop teams and individuals • Individual and team profiling • Evaluating workplace learning

Classroom Group exercise

Pop quiz

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9. 1 month BSBMKG414 Undertake marketing activities • Market research • Marketing activities • Review techniques

Classroom Research report

Group presentation PowerPoint slides, videos, handouts, textbooks 10. 1 month BSBRSK401

Identify risk and apply risk management processes • Risk identification • Risk analysis • Treating and monitoring workplace risks

Classroom Risk assessment

Hazard identification PowerPoint slides, videos, handouts, textbooks

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This means looking at contingencies and what could go wrong.

What is a Risk?

A risk is defined as something that can happen that could impact on organisational objectives.

What is a Hazard?

A hazard is something that has the potential to cause injury or harm to a person, property or the environment. Trainers should be familiar with any legislation that relates to their industry when it comes to Work Health and Safety Matters.

Trainers and learners have a Duty of Care to make sure the learning environment is a safe one for everyone. It is their responsibility to ensure the learning environment is free from Risks and Hazards. If they see a potential hazard or threat, they should remove it (if safe to do so, i.e. a student leaves a bag in the thoroughfare, the Trainer can ask the student to please move the item).

For Trainers, Duty of Care includes:

• Conducting Risk Assessments when and as necessary by identifying potential risks and hazards

• Ensuring the training environment is a safe place that is free of harassment, bullying and discrimination

• Keeping accurate records relating to incident and accident reports and informing the relevant personnel as required

• Keeping up to date with continuous improvement policies

• Maintaining relevant Industry Association memberships and CPD (Continuing Professional Development) points when working in an industry where this a requirement

• Adhering to Equal Employment Opportunity (EEO) Policies and Complaints and Grievances Procedures

Learners also need to demonstrate responsibility in their own safety and that of other learners. If they see something that could pose a threat or a risk, they need to report it immediately.

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• Trainer calls in sick— organise a replacement trainer who will be up to speed on the learning program

• Missing learner—organise a revision class or catch up lesson or provide notes • Venue is unavailable—organise a back-up training location or room

• Faulty equipment such as projector is not displaying the images—check and test the projector the day before and ensure you have handouts ready in case this happens • Facilities inappropriate such as insufficient air ventilation—check and test the

air-conditioning unit the day before and ensure windows can be opened

• WHS issues—is the venue safe and secure? Provide sufficient facilities for learners’ comfort such as toilets, kitchen facilities, access to water

A risk matrix can help to identify the likelihood of a risk occurring and what the impact would be it if were to occur. Trainers can check the likelihood of the risk occurring and determine what the consequences would be. This indicates the threat level and helps to manage the potential risk and hazard accordingly. An example of a Risk Matrix is below.

Risk Matrix LIKELIHOOD CONSEQUENCES Severe: Death Very serious: Near-death/ critical injuries Serious: Major injuries Mild: Injuries, fractures

Very mild: Small fractures, bruising

Extremely likely 1 1 2 2 3

Very likely 1 2 2 3 3

Likely 2 2 3 3 4

Not very likely 2 3 3 4 4

Unlikely 3 3 4 4 5

Risk Matrix - key codes:

1 Unacceptable risk for training except under exceptional circumstances 2 Only acceptable with major treatments applied

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Hierarchy of Risk Controls

The Hierarchy of Risk Controls can be used to treat a variety of risks. There are five (5) different control methods that can be applied depending on the situation.

Risk control Explanation

1. Elimination The task is changed or the substance is eliminated to remove the hazard. Consideration must be paid to the expense and effort of this option, as well as to what environmental or secondary WHS issues may arise from any alternatives. An example can be to totally outsource the task, such as many hospitals have done with the disposal of medical waste.

2. Substitution Replace the material, process or procedure with a less hazardous one. For example, the replacement of a toxic evaporative cleaning solution for printing presses with an environmentally safe, non-toxic cleaner. 3. Engineering

controls

Installing or using additional machinery or techniques, such as fitting exhaust extractor pipes or in-room ventilation, to control the risk (or, in this case, exposure). This method can also include major design changes, such as separating the hazard from operators by methods such as enclosing or guarding dangerous items of machinery (e.g. using spring-loaded blade guards on bench saws at a saw mill).

4. Administrative controls

These come in many forms and can include prohibitions (prohibited areas), procedural guidance, regulations, access controls, minimum training requirements (and additional training) and signage. An example may be a work procedure that reduces the time the worker is exposed to the hazard, such as divers have on deep dives to prevent the bends, or prohibiting eating, drinking and smoking in laboratory areas.

5. Personal protective equipment (PPE)

Where all the previous measures have either been tried and found to be ineffective in adequately addressing the risk, or where the task/process cannot be achieved with the application of the above measures, then personal protective equipment (PPE) is to be used. PPE will rarely be used in isolation, but commonly in conjunction with various other measures

(generally administrative controls as a minimum). PPE should be selected and fitted to the person who is required to use it, and all users must be trained in the safe operation and maintenance of the equipment.

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SAMPLE: Risk Assessment Form Form Completed By: John Smith

Signature:

J Smith

Date form completed: 01/04/15

Hazard Identification Hazard description:

Ceiling tile hanging down and may fall and physically injure a learner

Risk rating, risk likelihood and consequences:

Instructions: Determine the consequences by reading the top row and making a selection. Once you have done this, determine the risk likelihood by selecting an option from the far left column. Circle the appropriate risk rating number.

Consequence versus likelihood Extreme Death, permanent disablement Major Serious bodily injury Moderate Casualty treatment Minor First Aid only, no lost

time Very likely Could happen frequently 1 2 3 4 Likely Could happen occasionally 2 3 4 5 Unlikely

Could happen, but

rare 3 4 5 6 Very Unlikely Could happen, probably never will 4 5 6 7

Persons at risk: Suggestions for eliminating or controlling the risk:

All learners, the trainer, management Organise a repair person (tradesman) to replace the

tile

Person responsible for addressing the risk: Recommended date to be completed by:

Tradesman

WHS officer needs to be notified 06/04/15 – no training is to take place in the room until the hazard is eliminated

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Risk Control Plan

It is impossible to prevent all hazards, however by having a risk control plan in place you can

minimise the chance and likelihood of something going wrong. Key factors in assessing the degree of risk;

• Determine the likelihood – how likely is it that the risk may occur? • Determine the impact – what is the consequence of the risk occurring? An example of a risk control plan can be seen below.

SAMPLE: Risk Control Plan for the BSB40215 Certificate IV in Business – learning program Problem / risk Risk rating

(1 – 5) Location of the risk Risk treatment (suggested) Person responsible A clear problem or risk

must be identified Provide a risk rating Where will the risk occur? Explanation of treatment options are required

The person’s job title The data projector is

not displaying the PowerPoint slides. 4 – likelihood is likely and consequences would be very mild injury Training room

To check the data projector the day before and ensure it is working correctly or have a back-up data projector on hand Trainer to check the equipment prior to the training date There is no access to toilets or water in the training room. 3 – likelihood is not very likely and consequences would be serious Training building To locate accessible toilets and provide water bottles Trainer to check the venue prior to the training date

The room is very stuffy and air ventilation is poor. 3 – likelihood is very likely and consequences would be very mild Training room

To ensure that the air-conditioning unit is working or windows can be opened. Trainer to check the venue prior to the training date

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TAEDES402A USE TRAINING PACKAGES AND ACCREDITED COURSES

TO MEET CLIENT NEEDS

ELEMENT 1: Select appropriate training package or accredited course&

ELEMENT 2: Analyse and interpret the qualifications framework

This section will look at the differences between a training package and an accredited course and how they can be used to meet a client’s needs.

Training packages vs. Accredited courses

Training package Accredited course

Training packages are nationally recognised and

nationally endorsed by the industry skills councils (ISC).

Think of the Training Package as the “Guideline” under which the Training Program needs to be delivered. As long as the Elements, Performance Criteria, Required Skills, Required Knowledge and Critical Evidence are addressed, the person delivering the course has creative licence as to how they want to deliver the course. This is why there is so much variety in the training material that is offered and used by RTO’s to deliver Training Programs.

For example, units of competency, qualifications and skill sets all fall under a particular training package.

Accredited courses are also nationally recognised but have been developed by industry (e.g. RTOs) as a result of meeting training needs that may not be addressed by an existing Training Package. The course cannot duplicate existing qualifications and will not be accredited if the learning outcome can still be achieved by contextualising an existing Training Package.

Since, the structure of an accredited course is developed by industry there is limited information available on the training.gov.au website. When trying to research an accredited course you will need to find out which RTOs are

approved to deliver the course (there is a link available on the TGA website).

TAE40110 - Learner Guide

TAE40110 Certificate IV in Training and Assessment

UNITS COVERED:

TAEDES401A Design and develop learning programs

TAEDES402A Use training packages and accredited courses to meet client needs

TAELLN411 Address adult language, literacy and numeracy skills

TAEDEL401A Plan, organise and deliver group-based learning

TAEDEL402A Plan, organise and facilitate learning in the workplace

BSBCMM401A Make a presentation

TAEASS401B Plan assessment activities and processes

TAEASS502B Design and develop assessment tools

TAEASS402B Assess competence

TABLE OF CONTENTS

TAEDES401A DESIGN AND DEVELOP LEARNING PROGRAMS

ELEMENT 1: Define the parameters of the learning program

ELEMENT 2: Work within the Vocational Education and Training (VET) policy framework

ELEMENT 3: Develop program content

Workplace

Classroom

Distance

ELEMENT 4: Design the structure of the learning program

J Smith

TAEDES402A USE TRAINING PACKAGES AND ACCREDITED COURSES

TO MEET CLIENT NEEDS

ELEMENT 1: Select appropriate training package or accredited course&

ELEMENT 2: Analyse and interpret the qualifications framework