evidence analysis vet quality framework - kirana colleges · 2018-07-19 · o bsb41415 certificate...

Evidence analysis –

VET Quality Framework

Australian Skills Quality Authority Evidence analysis - Kirana Training Pty Ltd

of 28

ORGANISATION DETAILS

Organisation’s legal name Kirana Training Pty Ltd

Trading name/s Kirana Training Pty Ltd

RTO number (if any) 52247

REVIEW DETAILS

Type of review Reconsideration

Audit number 1008859

Date evidence received 28/10/2015

Date review conducted 20/11/2015

REVIEW TEAM

Reconsideration officer n/a

Review officer Bert Hese

Technical adviser/s n/a

SCOPE OF REVIEW

Code Training Product Mode/s of delivery/assessment*

BSB50215 Diploma of Business mixed and online

CHC30113 Certificate III in Early Childhood Education and Care

mixed

CHC50113 Diploma of Early Childhood Education and Care

mixed

CHC30212 Certificate III in Aged Care mixed

SIR30212 Certificate III in Retail Operations mixed

SIR40212 Certificate IV in Retail Management mixed

TLI21210 Certificate II in Driving Operations mixed

TLI31210 Certificate III in Driving Operations mixed

TLI21610 Certificate II in Warehousing Operations mixed

TLI41810 Certificate IV in Warehousing Operations mixed

*Apprenticeship, Traineeship, Face to face, Distance, Online, Workplace, Mixed, Other (specify)

FINDING FOLLOWING EVIDENCE REVIEW

Finding as at 23/11/2015: Compliant

The level of non-compliance considers the potential for an adverse impact on the quality of


of 28

training and assessment outcomes for students.

If non-compliance has been identified, this analysis describes evidence of the non-compliance.

Clause 1.1 FINDING: Compliant

Outstanding non-compliance:

The RTO provided the following evidence: o training and assessment strategies for the following qualifications:

BSB40315 Certificate IV in Customer Engagement BSB50215 Diploma of Business BSB41415 Certificate IV in Work Health and Safety CHC30113 Certificate III in Early Childhood Education and Care CHC50113 Diploma of Early Childhood Education and Care CHC30212 Certificate III in Aged Care SIR30212 Certificate III in Retail Operations SIR40212 Certificate IV in Retail Management TLI21210 Certificate II in Driving Operations TLI31210 Certificate III in Driving Operations TLI21610 Certificate II in Warehousing Operations, and TLI41810 Certificate IV in Warehousing Operations.

o Employer Handbook: Handbook to being an Effective Workplace Coach

The RTO provided training and assessment strategies for the on-line delivery mode of the following qualifications:

o BSB50207 Diploma of Business o CHC30113 Certificate III in Early Childhood Education and Care, and o CHC501131 Diploma of Early Childhood Education and Care

The “unsupervised activities” component forms a significant part of the courses. The training and assessment strategies do not provide a sufficiently detailed framework for the “unsupervised activities” component for the following courses:

o BSB50215 Diploma of Business o CHC30113 Certificate III in Early Childhood Education and Care o CHC50113 Diploma of Early Childhood Education and Care o CHC30212 Certificate III in Aged Care o SIR30212 Certificate III in Retail Operations o SIR40212 Certificate IV in Retail Management o TLI21210 Certificate II in Driving Operations o TLI31210 Certificate III in Driving Operations o TLI21610 Certificate II in Warehousing Operations, and o TLI41810 Certificate IV in Warehousing Operations.

The RTO provided modified training and assessment strategies for BSB50215 Diploma of Business, SIR30212 Certificate III in Retail Operations, SIR40212 Certificate IV in Retail Management to include the following activities for “unsupervised activities”:

“Students are encouraged to devote at least ? hrs/day, ? days/wk to do task/tasks listed below (exact number of hours and days are reflected in each training and assessment strategy:

Regular work duties incorporating skills and knowledge acquired from the course

Self-paced reading, highlighting of important details

Complete written assessment tasks

Internet research

Complete assigned projects

Review notes taken during lectures

Replay taped lectures and discussions


of 28

Review facts related to course

Watch course related DVDs

Practice knowledge and skills required for this program to master the skill

Request for trainer support

Request for admin/student support services.” However, there is not sufficient evidence of the framework for the “self-paced reading”, “internet research” and “course related DVDs”. Furthermore, the training and assessment strategies do not indicate that the lectures and discussions are to be taped and that the tapes are available for students to replay. It is not clear as to the distinction between “regular work duties incorporating skills and knowledge acquired from the course” and “practice knowledge and skills required for this program to master the skill”. It is not clear the distinction between “review notes taken during lectures” and “review facts related to course”. The RTO provided modified training and assessment strategies for CHC30113 Certificate III in Early Childhood Education and Care, CHC50113 Diploma of Early Childhood Education and Care, CHC30212 Certificate III in Aged Care, TLI21210 Certificate II in Driving Operations, TLI31210 Certificate III in Driving Operations, TLI21610 Certificate II in Warehousing Operations and TLI41810 Certificate IV in Warehousing Operations to include the following activities for “unsupervised activities”:

“Students are encouraged to devote at least ? hrs/day, ? days/wk to engage in independent study and do task/tasks listed below (exact number of hours and days are reflected in each training and assessment strategy:

Self-paced reading, highlighting of important details

Complete written/online learning and assessment tasks

Internet research

Complete assigned projects

Review notes taken during lectures

Replay taped lectures and discussions (not included in CHC50113 Diploma of Early Childhood Education and Care TAS)

Review/Memorise facts related to course

Watch course related DVDs (and /online clips ie NQS-PLP e-learning videos) [for CHC30113 and CHC50113]

Practice course relevant skills

Request for and engage with trainer support

Request for and engage with admin/student support services.” However, there is not sufficient evidence of the framework for the “self-paced reading”, “internet research” and “course related DVDs”. Furthermore, the training and assessment strategies for CHC30113 Certificate III in Early Childhood Education and Care, CHC30212 Certificate III in Aged Care, TLI21210 Certificate II in Driving Operations, TLI31210 Certificate III in Driving Operations, TLI21610 Certificate II in Warehousing Operations and TLI41810 Certificate IV in Warehousing Operations do not indicate that the lectures and discussions are to be taped and that the tapes are available for students to replay. It is not clear the distinction between “review notes taken during lectures” and “review/memorise facts related to course”. In addition, it is not clear which activities are for the “classroom based learning” and which are for the “unsupervised activities”. For example, in relation to the training and assessment strategy for CHC30212 Certificate III in Aged Care, a number of DVDs are listed in the “training activities” of the weekly schedule for the classroom learning. It is not clear if the DVDs listed are for the “unsupervised activities” that includes “watch course related DVDs” or whether there are additional DVDs to be watched.

The “on-the-job” and “workplace learning/coaching” components form a significant part of the courses. The training and assessment strategies do not provide a sufficiently detailed framework for the “on-the-job” and “workplace learning/coaching” components for the following courses:

o BSB40315 Certificate IV in Customer Engagement, and o BSB41415 Certificate IV in Work Health and Safety.

For example, it is not clear if it is a requirement for the “on-the-job learning” to “develop a


of 28

professional network” as the training and assessment strategies specify that “it is encouraged”. The training and assessment strategies do not include a clear framework on how the “experience-based learning activities such as job tasks and practice, projects, meetings workshops, reading organisational documents and online resources” meet the training package requirements for the relevant qualifications. It is not clear if it is a requirement for the “on-the-job learning” to do the projects listed as the training and assessment strategies specify that “projects could include”. Furthermore, it is not clear how the projects meet the training package requirements for the relevant qualifications. It is not clear if it is a requirement for the “workplace coaching” to “identify key colleagues who will likely influence the work that they do and be support for their development” as the training and assessment specify that “students should”. Although the RTO provided an Employer Handbook: Handbook to being an Effective Workplace Coach, the Handbook is a general document and the RTO does not provide a sufficient framework for how students engaged in the “workplace learning/coaching” component of the course meet the training package requirements for the relevant qualifications.

The training and assessment strategies for the following qualifications have been amended to include the resources required by the relevant training package:

o SIR30212 Certificate III in Retail Operations

o SIR40212 Certificate IV in Retail Management

o TLI21610 Certificate II in Warehousing Operations

o TLI41810 Certificate IV in Warehousing Operations o TLI21210 Certificate II in Driving Operations, and o TLI31210 Certificate III in Driving Operations.

The training and assessment strategies for TLI21210 Certificate II in Driving Operations and TLI31210 Certificate III in Driving Operations include, as an entry requirement, that students must hold the relevant licence.

The training and assessment strategies for the following qualifications have been amended to list the correct trainers and align with the trainer matrix:

o BSB40315 Certificate IV in Customer Engagement o BSB50215 Diploma of Business o BSB41415 Certificate IV in Work Health and Safety o CHC30113 Certificate III in Early Childhood Education and Care o CHC50113 Diploma of Early Childhood Education and Care o CHC30212 Certificate III in Aged Care o SIR30212 Certificate III in Retail Operations o SIR40212 Certificate IV in Retail Management o TLI21210 Certificate II in Driving Operations o TLI31210 Certificate III in Driving Operations o TLI21610 Certificate II in Warehousing Operations, and o TLI41810 Certificate IV in Warehousing Operations.

The training and assessment strategies and practices, including the amount of training they provide, for the following qualifications are not consistent with the requirements of training packages and do not enable each learner to meet the requirements for each unit of competency in which they are enrolled:

o BSB40315 Certificate IV in Customer Engagement o BSB50215 Diploma of Business o BSB41415 Certificate IV in Work Health and Safety o CHC30113 Certificate III in Early Childhood Education and Care o CHC50113 Diploma of Early Childhood Education and Care o CHC30212 Certificate III in Aged Care o SIR30212 Certificate III in Retail Operations o SIR40212 Certificate IV in Retail Management o TLI21210 Certificate II in Driving Operations o TLI31210 Certificate III in Driving Operations o TLI21610 Certificate II in Warehousing Operations, and


of 28

o TLI41810 Certificate IV in Warehousing Operations.

The RTO is not compliant with Clause 1.1.

Analysis of evidence:

The organisation provided the following evidence as part of the reconsideration application :

BSB50215 Diploma of Business (Note: not BSB50207 Diploma of Business)

Training and Assessment strategy for BSB50215 Diploma of Business version 5 Classroom based delivery.

Training and assessment strategy for BSB50215 Diploma of Business version 2 Online delivery.

CHC30113 Certificate III in Early Childhood Education and Care

Training and Assessment Strategy CHC301113 Certificate III in Early Childhood Education and Care Online delivery Version 2 .

Training and Assessment Strategy CHC30113 Certificate III in Early Childhood Education and Care Mixed mode of delivery. Version 5.1.


Training and Assessment Strategy for CHC50113 Diploma of Early Childhood Education and Care

Online delivery version 3.1.

Training and Assessment Strategy CHC50113 Diploma of Early Childhood Education and Care Mixed mode of delivery Version 5.

CHC30212 Certificate III in Aged Care

Training and Assessment strategy for CHC30212 Certificate III in Aged Care mixed mode of delivery Version 5 – current.

SIR30212 Certificate III in Retail Operations

Training and Assessment strategy for SIR30212 Certificate III in Retail Operations Employment

based delivery Version 5 – current.

SIR40212 Certificate IV in Retail Management

Training and Assessment strategy for SIR40212 Certificate IV in Retail Management, Employment

based delivery Version 4 – current.

TLI21210 Certificate II in Driving Operations

Training and Assessment strategy for TLI21210 Certificate II in Driving Opertions (Medium Freight

Stream) mixed mode of delivery Version 5 – current.

TLI31210 Certificate III in Driving Operations

Training and Assessment strategy for TLI31210 Certificate III in Driving Operations, mixed mode of delivery Version 5 – current

TLI21610 Certificate II in Warehousing Operations

Training and Assessment strategy for TLI21610 Certificate II in Warehousing Operations mixed mode of delivery Version 5 – current.


of 28

TLI41810 Certificate IV in Warehousing Operations

Training and Assessment strategy for TLI41810 Certificate IV in Warehousing Operations mixed mode of delivery Version 5 – current.

BSB40312 Certificate IV in Customer Contact

Training and Assessment strategy for BSB40315 Certificate IV in Customer Engagement, Employment based delivery Version 5 – current.

BSB41412 Certificate IV in Work Health and Safety

Training and Assessment strategy for BSB41415 Certificate IV in Work Health and Safety Employment based delivery Version 5 – current.

The reconsideration evidence provided by the organisation demonstrated compliance against the requirements of this clause.



The RTO provided the following evidence: o Training and assessment strategy for BSB41412 Certificate IV in Work Health and Safety o Sample of learning materials for BSB40312 Certificate IV in Customer Contact o Training Services Contract with Cubic Transportation Systems (Australia) Pty Ltd (Cubic)

for BSB40315 Certificate IV in Customer Engagement signed and undated o Workplace Resource Checklist with Stationery Wholesalers for BSB40315 Certificate IV in

Customer Engagement, signed and dated 23/6/2015 o Training Services Contract with Ravese Pty Ltd (Kindalin) for CHC30113 Certificate III in

Early Childhood Education and Care, signed and dated, 30/3/2015 o Work Placement Agreement with The Learning Tree for CHC30113 Certificate III in Early

Childhood Education and Care, signed and dated by RTO 18/5/2015 o Work Placement Agreement with Bass Hill Early Learning Centre for CHC50113 Diploma

of Early Childhood Education and Care, signed and dated 18/2/2015 o Workplace Resource Checklist with NBCA-Cooinda for Early Childhood Education and

Care qualifications, signed and dated 16/7/2015 o Workplace Resource Checklist with Uniting Care Mirinjani for CHC30212 Certificate III in

Aged Care, signed and dated 14/7/2015 o Industry Engagement policy and procedure

The RTO did not provide any learning materials for the following qualification: o BSB41412 Certificate IV in Work Health and Safety

Although the RTO advised in the rectification response that it has no current employment based enrolments (traineeships), the RTO is required to have learning materials. The resource list in the training and assessment strategy includes a “Learner Guide”. No learner guides or any training material has been submitted.

The RTO provided learning materials that have been contextualised to meet the requirements of students employed by Cubic Transportation Pty Ltd for the following qualification:

o BSB40312 Certificate IV in Customer Contact

The RTO provided a signed Training Services Contract with Cubic Transportation Systems (Australia) Pty Ltd (Cubic) to demonstrate that the RTO has access to the facilities, equipment and resources to meet the relevant training package requirements for the following qualification:

o BSB40315 Certificate IV in Customer Engagement

The RTO provided a signed Work Placement Agreement with The Learning Tree to demonstrate that it has access to the facilities, equipment and resources to meet the relevant training package


of 28

requirements for the following qualification: o CHC30113 Certificate III in Early Childhood Education and Care

The RTO provided a signed Work Placement Agreement with Bass Hill Early Learning Centre to demonstrate that it has access to the facilities, equipment and resources to meet the relevant training package requirements for the following qualification:

o CHC50113 Diploma of Early Childhood Education and Care

The RTO provided a signed Workplace Resource Checklist with Uniting Care Mirinjani to demonstrate that it has access to the facilities, equipment and resources to meet the relevant training package requirements for the following qualification:

o CHC30212 Certificate III in Aged Care

The RTO provided a revised Work Placement Agreement template that requires the RTO to ensure that all the necessary resources are available/accessible during the placement (page 4) and the RTO’s signed declaration to verify that the training and assessment resources are available (page 9). The RTO also provided an Industry Engagement policy and procedure in relation to ensuring the availability of resources.

The RTO advised in its rectification response that it has no current employment based enrolments (traineeships) for the following qualifications. :

o BSB41415 Certificate IV in Work Health and Safety o SIR30212 Certificate III in Retail Operations, and o SIR40212 Certificate IV in Retail Management

Consequently, it does not have any workplace agreements in place to be able to demonstrate that it has access to the facilities, equipment and resources to meet the relevant training package requirements.

The provider did not demonstrate that it has learning resources to meet the requirements for each unit of competency for the following qualification:

o BSB41412 Certificate IV in Work Health and Safety.

The RTO is not compliant with Clause 1.




Training Services contract Precision Industries.

Training contract for Pharmacy 4 Less Pty Ltd.

BSBWHS405 Contribute to implementing and maintaining WHS management systems Learner Guide.

BSBWHS406 Assist with responding to incidents Learner Guide.




The training and assessment strategies are not consistent with the requirements of the relevant

training packages as detailed in Clause 1.1 of this audit report for the following qualifications:

BSB50215 Diploma of Business

Assessment does not meet the requirements of the relevant training packages and is not conducted in

accordance with the principles of assessment and rules of evidence for the following qualifications:


of 28


BSBCUS501 Manage quality customer service



The organisation provided evidence as part of the reconsideration application, that demonstrated

compliance against clauses 1.1 and 1.8 for this qualification.




The RTO provided the following evidence: o Industry engagement policy and procedure o Industry Consultation meeting form for Access rentals, signed and dated 28/5/2015 o Industry Consultation meeting form for Liebhern-Australia Pty Ltd, signed and undated o Industry Consultation meeting form for Liftrite Hire and Sales for Certificate IV in WHS,

signed and undated

The RTO provided evidence that it had engaged with industry representatives regarding its training and assessment practices for the following qualifications:

o BSB50215 Diploma of Business o BSB41415 Certificate IV in Work Health and Safety o TLI21210 Certificate II in Driving Operations, and o TLI31210 Certificate III in Driving Operations.

The RTO did not provide evidence to demonstrate that it had engaged with industry representatives regarding its training and assessment practices for the following qualifications:

o CHC30113 Certificate III in Early Childhood Education and Care, and o CHC50113 Diploma of Early Childhood Education and Care.



The organisation provided the following evidence as part of the reconsideration application:

CHC30113 Certificate III in Early Childhood Education and Care, and

CHC50113 Diploma of Early Childhood Education and Care.

Meeting minutes Early Childhood Education and Care Faculty Workshop Day 1 Wed 11th May

2015.


2015.

Meeting minutes Early Childhood Education and Care Faculty Workshop Day 3 13th May 2015.

ECEC Faculty Workshop Action Plan May 2015.

ECEC Faculty Workshop May 2015 Early Childhood Australia Membership certificate.

ECEC Industry form Dr Fay Harding Macquarie Univesrsity Institute of early childhood.

ECEC industry Form. Cassie Blair Browns Plains Village Square Child Care Centre plus.

Numerious ECEC industry forms and ECEC record of conversationwith industry covering a range

of topics relation to ECEC.


of 28




The RTO provided evidence that it had engaged with industry representatives for the following qualifications:

o BSB50215 Diploma of Business o BSB41415 Certificate IV in Work Health and Safety o TLI21210 Certificate II in Driving Operations, and o TLI31210 Certificate III in Driving Operations

The RTO did not provide evidence to demonstrate that it implements a range of strategies to ensure the industry relevance of its trainers and training and assessment practices, strategies and resources for the following qualifications:

o CHC30113 Certificate III in Early Childhood Education and Care, and o CHC50113 Diploma of Early Childhood Education and Care.





CHC50113 Diploma of Early Childhood Education and Care.


2015.


2015.

Meeting minutes Early Childhood Education and Care Faculty Workshop Day 3 13th May 2015.

ECEC Faculty Workshop Action Plan May 2015.

ECEC Faculty Workshop May 2015 Early Childhood Australia Membership certificate.

ECEC Industry form Dr Fay Harding Macquarie Univesrsity Institute of early childhood.

ECEC industry Form. Cassie Blair Browns Plains Village Square Child Care Centre plus.

Numerious ECEC industry forms and ECEC record of conversationwith industry covering a range

of topics relation to ECEC.




BSB40315 Certificate IV in Customer Engagement

BSBCUS402 Address customer needs

Note: the superseded unit of competency, BSBCUS402B Address customer needs, was audited. However, the RTO was requested to provide assessment tolls for the current unit of competency, BSBCUS402 Address customer needs.

The RTO provided the following evidence:

BSBCUS402 Address customer needs assessment booklet


of 28

The assessment tools do not meet the requirements of the training package. Specifically:

The assessment tasks do not gather evidence of the learner’s ability to demonstrate oral communication and interpersonal skills associated with Performance Criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, and 3.2.

The assessment tasks do not gather evidence of the learner’s ability to demonstrate skills associated with the Performance Evidence which require evidence of the learner’s ability to:

Communicate effectively with customers Develop and maintain networks to support meeting customer needs and Identify potential difficulties in meeting customer needs and taking appropriate

action

The assessment tasks do not meet the assessment conditions which require assessment to allow demonstration of consistent performance in an environment that has the noise levels, production flow, interruptions and time variances that are typical of those experiences in the customer service field of work. It is not clear how these conditions will be met as the assessment tasks do not include practical tasks.

The assessment tools provided do not demonstrate that assessment is conducted in accordance with the principles of assessment and rules of evidence. Specifically:

The assessment tasks do not gather sufficient evidence of oral communication and interpersonal skills required by the unit as they assess practical skills through written questions and activities that require the learner to theorise or describe strategies they would employ to communicate with others, rather than requiring the learner to demonstrate their ability to communicate with others. For example, Assessment Strategy 1 – Questions Question 2 asks learners to write a list of the questions they would ask a customer to identify their needs, rather than requiring the learner to demonstrate their ability to communicate with customers to ascertain their needs.

Furthermore, the only direct observation of practical skills is undertaken by the supervisor in the third party report, which is not sufficient, as third party reports are to be used as supplementary evidence only.

It is not evident that the assessment tasks will gather sufficient evidence of competency

appropriate to the AQF level of the qualification. For example, Assessment Strategy 6 –

Project 2 Question 2 asks learners to list examples of customer service situations they

have encountered. The accepted answers for this question are dot points, which do not

provide sufficient evidence to demonstrate a level of competency that is consistent with

the skill requirements of an AQF level 4.

BSBCUS403 Implement customer needs

Note: the superseded unit of competency, BSBCUS403B Implement customer needs, was audited. However, the RTO was requested to provide assessment tolls for the current unit of competency, BSBCUS403 Implement customer needs.


BSBCUS403 Implement customer needs assessment booklet


The assessment tasks do not gather evidence of the learner’s ability to demonstrate oral communication and interpersonal skills associated with Performance Criteria 2.1 and 2.4. Furthermore, the tasks do not gather evidence of interpersonal skills, as required by Performance Criteria 1.2, 2.1- 2.4.


Access, interpret, apply and monitor customer service standards Demonstrate compliance with customer service system and standards


of 28

make contributions to improving or adapting customer service standards to better meet the needs of the organisation and the customers

make adjustments to improve customer service procedures, including communicating with and encouraging staff

coordinate and manage delivery of services and products to meet standards including:

planning and implementing team work activities managing resources

The assessment tasks do not meet the assessment conditions which require assessment to allow demonstration of consistent performance in an environment that has the noise levels, production flow, interruptions and time variances that are typical of those experiences in the customer service field of work. It is not clear how these conditions will be met as the assessment tools do not include practical assessment tasks.


The assessment tasks do not gather sufficient evidence of oral communication and interpersonal skills required by the unit as they assess practical skills through written questions and activities that require the learner to theorise or describe strategies they would employ to communicate with others, rather than requiring the learner to demonstrate their ability to communicate with others. For example, Assessment Strategy 1 – Questions Question 8 asks learners to describe strategies they would employ to communicate information rather than requiring the learner to give a practical demonstration of their communication skills.

Furthermore, the only direct observation of practical skills is undertaken by the supervisor in the third party report, which is not sufficient, as third party reports are to be used as supplementary evidence only.


BSBCUS501C Manage quality customer service

Note: the superseded unit of competency, BSBCUS501C Manage quality customer service, was audited. However, the RTO was requested to provide assessment tolls for the current unit of competency, BSBCUS501 Manage quality customer service.


BSBCUS501 Manage quality customer service assessor’s guide

The tools included written questions (Assessment Strategy 1) and 3 project tasks (Assessment Strategy 6)

Validation, M Dunham, 15/1/2015 “Single assessor tool”


The assessment tasks do not gather evidence of the learner’s ability to demonstrate skills associated with Performance Criteria 1.1, 2.1, 2.2, 2.3 and Element 3.


implement policies and procedures to ensure quality customer service monitor and assist teams to meet customer service requirements develop, procure and use human and physical resources to support quality

customer service delivery

The assessment tasks do not meet the assessment conditions which require assessment to allow demonstration of consistent performance in an environment that has the noise levels, production flow, interruptions and time variances that are typical of those experiences in the customer service field of work. It is not clear how these conditions will be met as the assessment tasks do not include practical tasks.


of 28


The assessment tasks do not gather sufficient evidence of oral communication and interpersonal skills required by the unit as they assess practical skills through written questions and activities that require the learner to theorise or describe strategies they would employ to communicate with others, rather than requiring the learner to demonstrate their ability to communicate with others. For example, Assessment Strategy 6 – Project, Task 2.b asks learners to write a report describing how they would communicate with others, rather than giving a practical demonstration of these skills.


For BSBWHS405 Contribute to implementing and maintaining WHS management systems and BSBWHS406 Assist with responding to incidents the RTO provided the following clustered assessment tools:

Assessor’s Guide

BSBWHS405 Contribute to implementing and maintaining WHS management systems

The assessment tools do not meet the requirements of the Training Package. Specifically:

The assessment tools do not gather evidence of Performance Criteria 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2

The assessment tools do not gather evidence of the learner’s ability to demonstrate skills required by the Performance Evidence such as:

planning the Work Health and Safety management system (WHSMS) to incorporate return-to-work and injury management procedures and other elements relevant to the work area

communicating and explaining WHS policy and the WHSMS to others to facilitate their contribution in developing, implementing and evaluating the systems

implementing the plan evaluating WHS performance and communicating the outcomes reviewing and improving the WHSMS.

BSBWHS406 Assist with responding to incidents

The assessment tools do not meet the requirements of the Training Package. Specifically:

The assessment tools do not gather evidence of Performance Criteria 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2

The assessment tools do not gather evidence of the learner’s ability to demonstrate skills required by the Performance Evidence such as:

communicating relevant WHS requirements clearly and accurately to individuals and parties

providing first aid according to workplace procedures and processes reporting, notifying and documenting incidents, and meeting legislative

requirements obtaining information about incidents using appropriate data collection techniques

including: - information about actions and events leading up to, occurring during or

after, an incident from those involved - identifying and accessing additional data

investigating incidents including: - providing information and other assistance to investigators - using appropriate techniques to undertake inspections, interviews,

simulations and timelines of actions and events as required - reviewing reports on incidents, injuries and illnesses - contacting relevant persons and authorities as required


of 28

- communicating and implementing recommendations from investigations.

BSBWHS405 Contribute to implementing and maintaining WHS management systems and BSBWHS406 Assist with responding to incidents

The assessment tools do not present as reliable, as they include incorrect information or insufficient information to enable assessment to be conducted consistently and reliably. For example: o The assessor instructions state “this activity must be facilitated. Responses will vary

considerably. Participants should be encouraged to present ideas and discuss their own work

experience” (p.18) and the learners are required to “deliver a short presentation” (p.19) which

describe verbal components of the task, however, the task instructions on p.15 advise that the

learner is required to write their response in the space provided. Furthermore, there is

insufficient information available to assessors to assist with facilitating the assessment should

there be a verbal requirement to the task.

o Assessment Strategy 3 – Activity states that the learner is “required to work in small groups,

where possible or in a simulated workplace”. It is not clear what the intention of this instruction

is or how the situation of working in a small group can be substituted for a simulated

workplace.

o The instructions for Assessment Strategy 3 – Activity state that the task may be completed in

small groups, but the instructions to the assessor do not provide sufficient information in

regards to how a group assessment situation will ensure each learner will be determined

competent on their own merits.

o The trainer instructions state that the trainer can substitute the information session in

Assessment Strategy 3 – Activity for a role play, but there is no information provided to either

the trainer or learner to support and adequately advise of the requirements of a role play

should the trainer elect to use this alternative method of assessment.

o There is no task defined for Assessment Strategy 5 – Assessor Observation.

o There is no assessment outcome recording instrument (such as an observation checklist) to

record the outcomes of the presentations/role-plays of Assessment Strategy 3 – Activity.

The assessment tasks do not present as fair as they do not provide learners with all the necessary information to enable them to meet the requirements of the assessment. For example, there is no specified timeframe provided for the length of the presentation and the “timing and delivery methods of the presentation are at your discretion as a trainer”.

The assessment tasks do not gather sufficient evidence of learner competency as they do not require learners to consistently provide practical demonstrations of skills required by the units.

CHC30113 Certificate III in Early Childhood Education and Care and CHC501131 Diploma of Early Childhood Education and Care

For CHCECE005 Provide care for babies and toddlers and CHCECE007 Develop positive and respectful relationships with children the RTO provided the following evidence:

Assessor’s guide (clustered assessment with CHCECE003 Provide care for children)

Photographic evidence of the ACT Early Childhood centre room

CHCECE005 Provide care for babies and toddlers


The assessment tools do not gather direct evidence of the learner’s ability to demonstrate the skills required by the Performance Criteria. Rather, the tasks require learners to provide written responses outlining the methods and/or strategies they would employ to provide care for babies and toddlers, rather than provide a practical demonstration and the only direct observation of skills is recorded through third party evidence.

The assessment tools do not meet the requirements of the Performance Evidence which require demonstrated evidence that the candidate has:


of 28

provided care to babies and toddlers developed a nurturing and securely attached relationship with at least three

different babies and toddlers of varying ages supported the learning of at least three different babies and toddlers of varying

ages; and performed the activities outlined in the performance criteria of the unit during a

period of at least 120 hours of work

The assessment conditions state that assessment must involve interactions with actual babies and toddlers under the age of 24 months under the supervision of an early childhood educator, but it is not clear how the assessment meets this requirement, as direct observation of skills is only recorded by the workplace supervisor and not the assessor.

CHCECE007 Develop positive and respectful relationships with children


The assessment tools do not gather direct evidence of the learner’s ability to demonstrate the skills required by the Performance Criteria. Rather, the tasks require learners to provide written responses outlining the methods and/or strategies they would employ to develop relationships with children, rather than provide a practical demonstrate and the only direct observation of skills is recorded through third party evidence.

The assessment tools do not meet the requirements of the Performance Evidence which require demonstrated evidence that the candidate has:

communicated positively and respectfully and interacted effectively with at least three children

assessed and responded appropriately to behaviours of concern encouraged children to respect similarities and differences between each other involved and encouraged children in decision-making and planning; and

performed the activities outlined in the performance criteria of the unit during a period of at least 120 hours of work

The assessment conditions state that assessment must be demonstrated in a regulated education and care service. It is not clear how the tools will ensure this requirement is met, as it is not evident that there is direct observation of skills by the assessor and that this observation is undertaken in the workplace.

The assessment tools do not adhere to the principles of assessment and rules of evidence. Specifically: o The assessment tasks do not gather valid and sufficient evidence of learner competency for

the practical application of skills required by the unit as learners are permitted to provide

written responses rather than demonstrate practical skills. For example, Assessment Strategy

6 – Project asks learners to write a reflection paper on instances where they have provided

care to babies and toddlers rather than providing evidence of their ability to care for babies

and toddlers through a practical demonstration.

o The assessment tools do not present as reliable, as there is insufficient information to enable

assessment to be conducted consistently and reliably. For example, Assessment Strategy 6 –

Project states that learners are required to provider care “to at least three babies and toddlers

of varying ages”, suggesting that there is a minimum of six instances of care to be provided

(eg. three babies and three toddlers), however the exact number is not clear.


CHCICS301B Provide support to meet personal care needs

For CHCICS301B Provide support to meet personal care needs the RTO provided the following evidence:

Observation checklist – Car transfer of client

CHCICS301B Provide support to meet personal care needs assessor observation V0114


of 28

Fluid numeracy chart part 1

Shower observation checklist

Feeding observation checklist

Oral hygiene observation checklist

Hoist transfer observation checklist

Bed making observation checklist

The revised assessment tools do not meet the requirements of the training package. Specifically, no evidence was provided that learners are assessed on their ability to demonstrate the skills associated with Performance Criteria 3.4 which requires the learner to demonstrate their skills for bed bathing, toileting and use of continence aids.


It is not evident that the assessment tasks will ensure that the assessor gathers sufficient and valid evidence of the learner’s practical demonstration of skills. For example, the Assessor Observation includes the instruction “if a particular skill requirement cannot be met during the observation, please discuss the application of the skill with the student, by discussing how they would effectively demonstrate them using the behavioural examples listed below”, suggesting that a learner verbally describing their skills and abilities is sufficient evidence for demonstration of competency.

The assessments do not consistently include information regarding the context and conditions of assessment. For example, there is insufficient information for the fluid numeracy chart to advise if the task is an observation or if it occurs in a simulated or workplace environment. In addition, the task asks the learner to record time in a 24 hour time format, but these times have already been recorded on the sheet.

The assessments do not consistently list task instructions. For example, the shower observation comprises a list of observable behaviours, but does not provide information for the learner or assessor on what the learner is actually required to do.

The assessment instruments are not reliable recording tools. For example, the fluid numeracy chart does not record the assessor’s name or provide information to assessors to advise on what the learner is required to be considered satisfactory.

The RTO did not provide sufficient evidence that it implements an assessment system that ensures that assessment is conducted in accordance with the Principles of Assessment and the Rules of Evidence. Specifically, the RTO did not provide evidence to address the non-compliances concerning the reliability and sufficiency of completed learner assessments sampled at audit.

CHCICS302B Participate in the implementation of individualised plans

For CHCICS302B Participate in the implementation of individualised plans the RTO provided the following evidence:

CHCICS302B Participate in the implementation of individualised plans assessor observation V0114

PCA Observation checklist


It is not evident that the assessment tasks will ensure that the assessor gathers sufficient and valid evidence of the learner’s practical demonstration of skills. For example, the Assessor Observation includes the instruction “if a particular skill requirement cannot be met during the observation, please discuss the application of the skill with the student, by discussing how they would effectively demonstrate them using the behavioural examples listed below”, suggesting that a learner verbally describing their skills and abilities is sufficient evidence for demonstration of competency.

The RTO did not provide sufficient evidence that it implements an assessment system that


of 28

ensures that assessment is conducted in accordance with the Principles of Assessment and the Rules of Evidence. Specifically, the RTO did not provide evidence to address the non-compliances concerning the reliability and sufficiency of completed learner assessments sampled at audit.

SIR30212 Certificate III in Retail Operations and SIR40212 Certificate IV in Retail Management

SIRXRPK001A Recommend health and nutritional products

For SIRXRPK001A Recommend health and nutritional products the RTO provided the following evidence:

SIRXRPK001A Recommend health and nutritional products Assessor’s Guide (SmallPrint Supplement)

SIRXRPK001A Recommend health and nutritional products Trainer Assessor Guide (SmallPrint)


It is not evident that the tools will gather sufficient evidence of learner competency. For example:

there is no task defined for the practical observation tasks in the Assessor’s Guide (SmallPrint Supplement). Consequently, it is not evident how the assessment conditions will ensure that the learner is given the opportunity to demonstrate skills required by the checklist

There is no task defined for AT3 Section 2 in the Trainer Assessor’s Guide. The task instructions read “your assessor will draw up and provide you, ahead of time, with a properly contextualised task list that will enable demonstration of the required skills and knowledge” (p.48), but no task has been provided.

The activities in Trainer Assessor Guide do not require the practical application of requirements from the unit. For example, Assessment Activity 7 (p.41) asks learner to describe how they would schedule appointments with complementary therapy consultants, rather than demonstrate that they have appropriate communication skills to coordinate these services.

The assessment tools are not reliable, as the instructions in the Assessor’s Guide (SmallPrint Supplement) contain inconsistencies and errors. For example:

The assessment instructions on pages 3-4 are inconsistent with the instructions listed with each task. For example, the instructions for Assessment Strategy 4 state that the student must be observed over a period of at least 1 month, but the instrument does not have the provision to record multiple dates, or provide sufficient instruction allow the report to be completed consistently.

Furthermore, the title of the assessment tasks in the instructions does not align with the task further in the document. For example, Assessment Strategy 1 is listed as “Activity” (p.3) but is later titled as “Questions” (p.10).

The instructions for Assessment Strategy 1 – Questions states “examples of answers are provided in the … Trainer/Assessor Guide” (p.11) but no model answers have been provided.

The instructions for the observation report for AT4 of the Trainer Assessor Guide state “supervisor/third party/assessor to provide comment” (p.49), but it is not clear who is actually required to complete the form.

The assessment tools do not ensure that they will adhere to the principle of fairness, as the activities in the Trainer Assessor Guide do not consistently provide instructions as to the level of response required from learners. For example, Assessment Activity 3 Question 2 (p.36) lists seven paragraphs of text in the model answers, but the learner is not advised that an answer consistent with this length of response is required.

SIRXMER303 Coordinate merchandise presentation


of 28

For SIRXMER303 Coordinate merchandise presentation the RTO provided the following evidence:

SIRXMER303 Coordinate merchandise presentation (SmallPrint Supplement)


It is not evident that the tools will gather sufficient evidence of learner competency. For example:

there is no task defined for the practical observation tasks in the Assessor’s Guide (SmallPrint Supplement). Consequently, it is not evident how the assessment conditions will ensure that the learner is given the opportunity to demonstrate skills required by the checklist

Assessment Strategy 1 – Questions refers to a number of activities that the learner must complete from SmallPrint’s Assessment Tool 1, however this assessment tool has not been provided.

It is not clear how the assessment tools will ensure consistency across assessor judgments as the instructions state “examples of answers are provided in the… Trainer/Assessor Guide” (p.9) but this guide has not been provided.


TLIG2007A Work in a socially diverse environment

For TLIG2007A Work in a socially diverse environment the RTO provided the following evidence:

TLIG2007A Work in a socially diverse environment marking guide (SmallPrint)

The revised assessment tools do not meet the requirements of the training package. Specifically:

The assessment tasks do not gather evidence of Performance Criteria 1.3 and 2.2.

The assessment tasks do not gather evidence of the practical application of Required Skills, such as:

Promptly report and/or rectify any identified problems that may occur when working in a socially diverse environment

monitor work activities in terms of planned schedule modify activities depending on differing operational contingencies, risk situations

and environments and work systematically with required attention to detail without injury to self or others,

or damage to goods or equipment


The assessment tools do not provide clear instructions for assessment. For example, the task is not clearly defined for Assessment Strategy 5 – Assessor Observation and Assessment Strategy 4 – Supervisor Report.

The tools are not reliable, as they do not include clear information. For example, Assessment Strategy 4 and 5 both include instructions referring to Assessment Method 3, but it is not clear what this means or what the purpose is for both the assessor and supervisor to observe the same activity.

The assessment instructions on pages 4-5 are not consistent with the instructions listed with each task. For example, the instructions for Assessment Strategy 4 state that the learner must be observer over a period of “at least 1 month” (p.5). The instructions in the corresponding assessment task refer to the task being completed during 15 minutes. Furthermore, the instructions for Assessment Strategy 3 states that learners can complete the task at home (p.3), but the task instructions state that the learner has 15 minutes to complete the task, so it is not clear how this will be enforced if the task can be completed away from the assessor.

TLIF2006A Apply accident emergency procedures


of 28

For TLIF2006A Apply accident emergency procedures the RTO provided the following evidence:

TLIF2006A Apply accident emergency procedures marking guide (SmallPrint)


The assessment tools do not provide clear instructions for assessment. For example, the task is not clearly defined for Assessment Strategy 5 – Assessor Observation and Assessment Strategy 4 – Supervisor Report.

The assessment instructions on pages 4-5 are not consistent with the instructions listed with each task. For example, the instructions for Assessment Strategy 3 state that the learner must be observer over a period of “at least 1 month” (p.3). The instructions in the corresponding assessment task refer to the task being completed during 7 minutes.

It is not evident that the assessment tools will gather sufficient evidence of individual learner competency, as the practical task (Assessment Strategy 3 – Scenario) is to be completed in groups of two or more. There is insufficient information available to explain how the assessment will ensure that all members of the group have an opportunity to demonstrate the skills required by the activity within a seven minute time period.

It is not evident that the assessment conditions will ensure that learners will be able to meet the requirements of the assessment criteria. For example, the observation checklist asks for evidence that learners will treat colleagues of different ethnicity and cultural backgrounds with dignity and respect (p.13), but it is not clear how the conditions will ensure that assessment will be conducted in a multi-cultural environment.


TLIL4005A Apply conflict/grievance resolution strategies

For TLIL4005A Apply conflict/grievance resolution strategies, the RTO provided the following evidence:

TLIL4005A Apply conflict/grievance resolution strategies Marking Guide (SmallPrint)


The assessment tasks do not gather evidence of the learner’s ability to demonstrate skills associated with Performance Criteria 1.1, 2.1, 2.2, 2.3, 2.4, 2.5

It is not evident that the assessment tools gather evidence of Required Knowledge: Signs, stages and possible cause of conflict in the workplace Typical problems that can occur when applying conflict/grievance resolution

strategies and related appropriate action that can be taken

The assessment tools do not gather evidence of the learner’s ability to demonstrate the Required Skills to:

Read and interpret instructions Interpret and follow operation instructions and prioritise work Gather, record and convey simple and routine work-related information Operate electronic communication equipment to required protocol Work collaboratively with others when applying conflict and grievance resolution

strategies Monitor work activities in terms of planned schedule Modify activities Select and appropriately apply technology


The assessment tools are not reliable. For example: The assessment methods listed on p.15 do not match the methods provided in

the assessment tool. The instructions for Assessment Strategy 3 and 5 refer to scenarios for the role-


of 28

plays, but these have not been provided. Furthermore, there is no additional information to support the other team members involved in the role-plays.

TLIA4032A Organise transport of freight or goods

For TLIA4032A Organise transport of freight or goods, the RTO provided the following evidence:

TLIA4032A Organise transport of freight or goods Marking Guide (SmallPrint)


The assessment tools are not reliable. For example: The assessment methods listed on p.15 do not match the methods provided in

the assessment tool. The instructions for the Assessor Observation state “this section will need to be

completed by the assessor while the student is acting as the mediator in the role play” but no role play was provided with the assessment.

In addition, the Assessor Observation appears to be missing the question that the assessor must ask the learner for Question 1.

It is not clear what the task is for the Assessor Observation.

The assessment tasks do not gather sufficient evidence of learner competency as they do not assess the practical application of skills. For example, Assessment Strategy 3 provides a number of scenarios that the learner is required to address. The activity does not involve the learner demonstrating how they plan, secure and deliver freight or goods, rather, they are required to complete forms describing how they would deliver freight or goods.


The assessment tasks do not gather evidence of the learner’s ability to demonstrate skills associated with Performance Criteria 1.2, 1.3, 1.4, 16, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1 and 3.3

It is not clear how the assessment tasks gather evidence of the learner’s ability to demonstrate Required Skills, such as:

Communicate effectively with others when organising the transport of freight and goods

Work collaboratively with other when organising the transport of freight and goods Monitor work activities in terms of planned schedule Establish effective working relationships with colleagues and clients Adapt appropriately to cultural differences Select and use communication, computers and systems required for the

organisation of the organisation of the transport of freight and goods Work systematically with attention to detail Operate and adapt to differences in equipment in accordance with standard

operating procedures

It is not evident that assessment will be demonstrated consistently over a period of time and in a suitable range of contexts.

The RTO did not provide sufficient evidence that it implements an assessment system that ensures that assessment meets the requirements of the relevant Training Package and is conducted in accordance with the Principles of Assessment and the Rules of Evidence for the following qualifications and units:

BSB40315 Certificate IV in Customer Engagement BSBCUS402 Address customer needs BSBCUS403 Implement customer needs

BSB50215 Diploma of Business BSBCUS501 Manage quality customer service


of 28

BSB41415 Certificate IV in Work Health and Safety BSBWHS405 Contribute to implementing and maintaining WHS management

systems BSBWHS406 Assist with responding to incidents


CHC501131 Diploma of Early Childhood Education and Care CHCECE005 Provide care for babies and toddlers CHCECE007 Develop positive and respectful relationships with children

CHC30212 Certificate III in Aged Care CHCICS301B Provide support to meet personal care needs CHCICS302B Participate in the implementation of individualised plans

SIR30212 Certificate III in Retail Operations, and

SIR40212 Certificate IV in Retail Management SIRXRPK001A Recommend health and nutritional products SIRXMER303 Coordinate merchandise presentation

TLI21610 Certificate II in Warehousing Operations TLIG2007A Work in a socially diverse environment TLIF2006A Apply accident/emergency procedures

TLI41810 Certificate IV in Warehousing Operations TLIL4005A Apply conflict/grievance resolution strategies TLIA4032A Organise transport of freight or goods




BSB40315 Certificate IV in Customer Engagement

Assessor’s Guide – Assessment Booklet BSBCUS402 V0715.

Assessor’s Guide – Assessment Booklet BSBCUS403 V0715.


Assessor’s Guide Assessment Booklet BSBCUS501 V0715.


Assessor’s Guide BSBWHS405 V0715.

Assessor’s Guide BSBWHS406 V0715.

CHC30113 Certificate III in Early Childhood Education and Care and


Assessor’s Guide Assessment Booklet CHCECE003, CHCECE005, CHCECE007 V Oct 2015.


Trainer Workplace Observation CHC30212 Certificate III in Aged Care.

Assessor Workplace Observation – CHCICS302B.

Assessor Workplace Observation - CHCICS301B.

Practical Demonstration Care Plan.


of 28

Workplace Observation Task Breakdown Personal Care Checklist.

Practical Demonstration Checklist CHCICS302B.

Workplace Supervisor Observation.

Trainer Assessment CHCICS301B Assessment Marking Guide.

Trainer Assessment CHCICS302B Assessment Marking Guide.

SIR30212 Certificate III in Retail Operations and

SIR40212 Certificate IV in Retail Management

SIRXMER303 Assessment tool Comprising 29 questions, Project and Practical Demonstration

and Oral Questions.

Assessors Guide SIRXMER303 V0314.

Assessment Mapping SIRXMER303.

Assessment Booklet Assessor’s Guide SIRXRPK001A V0715.


TLIG2007A Audit Response.

TLIF2006A Audit response.

Marking Guide TLIG2007A (Assessor’s Guide Assessment Booklet TTLIG2007A V Oct 2015).

Assessor Guide TLIF2006A (Assessor’s Guide Assessment Booklet TLIF2006A V Oct 2015I.


TLIA4032A Audit Response.

Marking Guide TLIA4032A (Assessor’s Guide Assessment Booklet TLIL4005A VI Oct 2015).

Marking Guide TLIL4005A (Assessor’s Guide Assessment Booklet TLIL4005A VI.





Internal audit schedule

Training product self-check

The internal audit schedule provided by the RTO includes a plan for validation. However, the plan does not identify who will lead and participate in assessment validation activities or how the outcomes of these activities will be documented and acted upon.




Validation Policy V3.

Assessment Validation Action Plan V1.



of 28




Internal audit schedule

Training product self-check

The internal audit schedule includes a plan for assessment validation. However, the validation plan does not identify that the person(s) responsible for assessment validation has the requirement listed in Clause 1.11.




Validation Policy V3

Assessment Validation Action Plan V1

The reconsideration evidence provided by the organisation demonstrated compliance against the requirements of this clause .



The RTO provided trainer profiles for the following trainers: o Trish Arrigo o Adam Hamad o Daniella Scricca o Felicity Abrahamse o Karen McMaster o Kim Anderson o Leanne Jessop o Michaela El-Azzi o Samantha Gillett o Sara Parker o Elizabeth Machado o Sharon Reynolds o Priscilla Hotereni o Rob Thompson o Richard Hurley o Carren Ford o Gil Deane o Melissa Dinn o Sounya Zaiter o Kerry Zito o Clare Tubman o Ana Broughton o Melissa Dinn

The RTO stated in its response that Priscila El-Hazouri and Abbey Sparrow were no longer employed by the RTO and as a result, no evidence was provided in support of these trainers.

The RTO did not provide any evidence to demonstrate that Kerry Zito has vocational competencies at least to the level being delivered and assessed.


of 28

While the trainer profiles list each trainer’s industry skills and experience, the RTO did not provide any evidence to confirm that the RTO had verified each trainer’s industry skills, as listed in the profiles. Therefore, the RTO did not provide sufficient evidence to demonstrate that the following trainers have current industry skills directly relevant to the training and assessment being provided:

Ana Broughton

Clare Tubman

Daniella Scricca

Felicity Abrahamse

Karen McMaster

Kim Anderson

Leanne Jessop

Michaela El-Azzi

Samantha Gillett

Sara Parker

Elizabeth Machado

Michelle Hefford

Sharon Reynolds

Priscilla Hotereni

Rob Thompson

Carren Ford

Gil Deane

Melissa Dinn

Kerry Zito

The RTO provided a copy of the document “LMS-Report-Trainers”, which lists the following trainers:

Clare Tubman

Daniella Scricca

Felicity Abrahamse

Karen McMaster

Kim Anderson

Leanne Jessop

Samantha Gillett

Sara Parker

Elizabeth Machado

Sharon Reynolds

Rob Thompson

Carren Ford

Gil Deane

Melissa Dinn

Adam Hamad

The following trainers also listed as not meeting the requirements for Clause 1.13 (c) were not listed in the “LMS-Report-Trainers” document:

Kerry Zito

Ana Broughton

Michaela El-Azzi

Michelle Hefford

Mat Turnbull

Priscilla Hotereni

The RTO did not provide sufficient evidence that its trainers have current knowledge and skills in vocational training (VET) and learning that informs their training and assessment. Specifically, the evidence provided to demonstrate this did not clearly explain what the “LMS-Report-Trainer”


of 28

document signifies and how this demonstrates that its trainers have current knowledge and skills in VET.

Furthermore, the times listed against each trainer for the duration of their study ranges from 57 seconds to 3 hours and it is not evident what knowledge and skills development could be obtained in the lower threshold of study time durations.

The RTO did not provide evidence to demonstrate that: o All its trainers listed above have:

vocational competencies at least to the level being delivered and assessed current industry skills directly relevant to the training and assessment being

provided, and current knowledge and skills in vocational training and learning that informs their

training and assessment.

The RTO is not compliant with Clause 1.13



The organisation did not provide any evidence to demonstrate that Michelle Hefford had:

Vocational competencies at least to the level being delivered and assessed.

Current industry skills directly relevant to the training and assessment being provided, and

Current knowledge and skills in vocational training and learning that informs their training and

assessment.

However the TAS for BSB41415 Certificate IV in Work Health and Safety no longer lists Michelle

Hefford as a Trainer Assessor . Refer to Clause 1.1.




The RTO provided trainer profiles for the following trainers: o Elizabeth Machado o Sharon Reynolds o Carren Ford, and o Gil Deane.

The RTO stated in its response that Priscila El-Hazouri and Abbey Sparrow were no longer employed by the RTO and as a result, no evidence was provided in support of these trainers.

While the trainer profiles list each trainer’s relevant training and assessment qualification, the RTO did not provide evidence of these qualifications.




Sharon Reynolds copy of TAE40110 Qualification.

Carren Ford copy of TAE40110 Qualification.


of 28

Gil Deane copy of TAE40110 Qualification.

Elizabeth Machado copy of relevant qualifications.




Analysis of rectification evidence:

The RTO provided trainer profiles for the following trainers: o Trish Arrigo o Adam Hamad o Daniella Scricca o Felicity Abrahamse o Elizabeth Machado o Sharon Reynolds o Priscilla Hotereni o Rob Thompson o Mat Turnbull o Richard Hurley o Gil Deane o Sounya Zaiter, and o Kerry Zito.

The RTO stated in its response that Priscila El-Hazouri is no longer employed as a trainer and as a result, no evidence was provided in support of this trainer.

In addition, the RTO provided a copy of the document “LMS-Report-Trainers”, which includes the following trainers:

Clare Tubman

Daniella Scricca

Felicity Abrahamse

Karen McMaster

Elizabeth Machado

Sharon Reynolds

Rob Thompson

Carren Ford

Gil Deane

Melissa Dinn

Adam Hamad

The following trainers also listed as not meeting the requirements for Clause 1.13 (c) were not listed in the “LMS-Report-Trainers” document:

Kerry Zito

Mat Turnbull

Priscilla Hotereni

The RTO did not provide evidence to demonstrate that it ensure its trainers undertake professional development in the field of vocational education and training (VET). Specifically, the evidence provided to demonstrate this did not clearly explain what the “LMS-Report-Trainer” document signifies and how this demonstrates that its trainers undertake professional development in VET.

Furthermore, the times listed against each trainer for the duration of their study ranges from 57


of 28

seconds to 3 hours and it is not evident what knowledge and skills development could be obtained in the lower threshold of study time durations.



The RTO provided evidence to demonstrate that the trainers and assessors nominated by the organisation

meet the requirements of this clause evidence




The RTO did not demonstrate that it complies with these Standards at all times. Specifically, the RTO did not provide evidence to demonstrate compliance with Clauses 1.1, 1.3, 1.4, 1.5, 1.6, 1.8, 1.9, 1.11, 1.13, 1.14, 1.16, 4.1 and 6.3.



The organisation provided evidence as part of the reconsideration application that addressed the non-compliances identified with clauses 1.1, 1.3, 1.4, 1.5, 1.6, 1.8, 1.9, 1.11, 1.13, 1.14, 1.16, 4.1 and 6.3.

As the evidence provided by the organisation demonstrated compliance against the requirements of clauses 1.1, 1.3, 1.4, 1.5, 1.6, 1.8, 1.9, 1.11, 1.13, 1.14, 1.16, 4.1 and 6.3 the organisation has demonstrated compliance aginst the requiremtns of this clause.



The RTO provided marketing brochures for the following qualifications: o BSB40315 Certificate IV in Customer Engagement o BSB50215 Diploma of Business o BSB41415 Certificate IV in Work Health and Safety o CHC30113 Certificate III in Early Childhood Education and Care o CHC50113 Diploma of Early Childhood Education and Care o CHC30212 Certificate III in Aged Care o SIR30212 Certificate III in Retail Operations o SIR40212 Certificate IV in Retail Operations o TLI21210 Certificate II in Driving Operations o TLI31210 Certificate III in Driving Operations o TLI21610 Certificate II in Warehousing Operations, and o TLI41810 Certificate IV in Warehousing Operations

The marketing brochures have been amended to clearly identify the mode of delivery and the correct course code and title for each qualification, as listed on www.training.gov.au

The marketing brochures for the following qualifications contained entry requirements information that was inconsistent with the training and assessment strategies (TAS) provided. Specifically:

o The TAS states that there are no entry requirements for BSB40315 Certificate IV in Customer Engagement, however the marketing brochure states that all course

http://www.training.gov.au/


of 28

participants must have completed BSB30215 Certificate III in Customer Engagement or other relevant qualification and have vocational experience.

o The TAS states that there are no entry requirements for CHC30212 Certificate in Aged

Care, however the marketing brochure states that the learner must be over 18 years of

age, undertake a criminal record check and complete an LLN assessment

The marketing brochures for the following qualifications contained pathways information that was inconsistent with the training and assessment strategies provided. Specifically:

o The TLI41810 Certificate IV in Warehousing marketing brochure lists pathways that are inconsistent with the pathways listed in the TAS. Specifically, the brochure states that the learner may undertake BSB50215 Diploma of Business and BSB51915 Diploma of Management, whereas the TAS refers to Diploma level qualifications within the Transport and Logistics Training Package.

o The SIR40212 Certificate IV in Retail Management brochure lists BSB50215 Diploma of Business whereas the TAS lists SIR80112 Vocational Graduate Certificate in Retail Leadership instead.

o The SIR30212 Certificate III in Retail Management brochure only lists SIR40212 Certificate IV in Retail Management whereas the TAS lists:

SIR30312 Certificate III in Retail Supervision SIR30412 Certificate III in Business-to-Business Sales SIR40212 Certificate IV in Retail Management SIR50112 Diploma of Retail Management SIR50212 Diploma of Visual Merchandising

o The CHC30212 Certificate III in Aged Care brochures lists CHC40108 Certificate IV in Aged Care and CHC40608 Certificate IV in Leisure and Health, whereas the TAS lists CHC40108 Certificate IV in Aged Care and HLT51612 Diploma of Nursing (Enrolled-Division 2 Nursing)

The RTO did not demonstrate that its marketing material is factual, accurate and is consistent with the training and assessment strategies in relation to the course entry requirements and pathways.

The RTO is not compliant with Clause 4.1. o



BSB40315 Certificate IV in Customer Engagement (Note: not BSB40312 Certificate IV in Customer Contact)

Training and Assessment Strategy BSB 40315 Certificate IV in Customer Engagement Version 5 – current.


Training and Assessment Strategy CHC30212Certificate III in Aged Care Version 5 – current.

SIR30212 Certificate III in Retail Operations

Training and Assessment Strategy SIR30212 Certificate III in Retail Operations Version 5 –

current.


Training and Assessment Strategy TLI41810 Certificate IV in Warehousing Operations Version 5 – current.

The reconsideration evidence provided by the organisation demonstrated compliance against the


of 28

requirements of this clause.



The RTO provided the following evidence: o Student Handbook v0615 o Kirana Team Member Handbook v3

The complaints and appeals policy in both handbooks has been revised to include an appropriate independent third party.

However, the policy does not state that complaints and requests for appeals will be acknowledged in writing. The policy affirms that learners will be provided with a written outcome of the complaint or request for appeal, but does not reflect the requirement of the clause to acknowledge receipt of complaints and appeal requests.




Student Complaints and Appeals Policy and Procedure V3.0

Student Handbook V0615


evidence analysis vet quality framework - kirana colleges · 2018-07-19 · o bsb41415 certificate...

Documents