CARL MOCNIK

TRAINING THETRAINER

SAA SkillsAssessmentAustralia Pty Ltd

Attaining the TAE40116 Certificate IV in Training & Assessment

This is a complete learning package for the TAE40116 Certificate IV in Training and Assessment, covering all nine core units of competency plus one elective:• TAEDES401 Design and develop learning programs• TAEDES402 Use training packages and accredited courses to meet client needs• TAEDEL401 Plan, organise and deliver group-based learning• TAEDEL402 Plan, organise and facilitate learning in the workplace• TAELLN411 Address adult language, literacy and numeracy skills• TAEASS401 Plan assessment activities and processes• TAEASS402 Assess competence• TAEASS403 Participate in assessment validation• TAEASS502 Design and develop assessment tools• BSBCMM401 Make a presentation (elective unit)

Carl Mocnik is an experienced Registered Training Organisation (RTO) owner, course developer and a compliance consultant (www.skass.com.au) to RTOs and Universities.Carl is also the founder and managing director of Plenty Training (www.plenty.edu.au) – a successful RTO and one of only a handful that have the full suite of TAE (Training and Education) qualifications on scope – and of Pay It Forward Scholarships (www.pifs.org.au). A former naval officer, Carl commenced in the vocational education sector in the 1990s when he managed several of the Technical Training Centre schools at HMAS CERBERUS, and was involved in the Royal Australian Navy’s transition from its legacy based technical training system to the national vocational education system. After leaving the navy, Carl was based in California’s Silicon Valley, managing several international engineering projects, before returning to Australia in the early 2000s and starting Plenty Training. Carl has post graduate engineering qualifications and diplomas in training and education, business and leadership, WHS and project management.

SAA Skills Assessment Australia Pty Ltd

Quite simply, the TAE40116 Certificate IV in Training and Assessment can change your life!üStart a new career as a trainer at a TAFE or Registered Training Organisation (RTO)üMakeadifferencebyhelpingstudentsimprovetheiroptionsinlifeüGainemploymentinAustralia’slucrativevocationaltrainingsectorüIncreaseyourvaluewiththishighlysought-afterqualificationüContinueyourcareerifyouholdthesupersededTAE40110CertificateIVinTrainingand

Assessment

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www.skass.com.au

ISBN 978-0-6484628-0-4

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment i

CARL MOCNIK

TRAINING THE TRAINER

Attaining the TAE40116 Certificate IV in Training & Assessment

SAA Skills Assessment Australia Pty Ltd

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment ii

Copyright © 2018 Carl Mocnik First published by Skills Assessment Australia Pty Ltd (www.skass.com.au) Images other than of the author are used under license of Bigstock.com. Additional owners of copyright are acknowledged in on-page credits. Every effort has been made to trace and acknowledge copyrighted material. The author and publishers tender their apologies should any infringement have occurred. The information in this book is based on the author’s experiences and opinions. The publisher specifically disclaims responsibility for any adverse consequences, which may result from use of the information contained herein. Permission to use information has been sought by the author. Any breaches will be rectified in further editions of the book.

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National Library of Australia Cataloguing-in-Publication Data Author: Carl Mocnik Title: Training the Trainer: Attaining the TAE40116 Certificate IV in Training & Assessment Edition: 1 ISBN: 978-0-6484628-0-4

Published in Australia by Skills Assessment Australia Pty Ltd ABN 53 605 930 229 www.skass.com.au

Cover design: Skills Assessment Australia Pty Ltd Layout and typesetting: Skills Assessment Australia Pty Ltd Typeset in Times Serif 9.5

The material presented in this publication is distributed as an information source only that is understood to be accurate at the time of publication. However, readers must review the content of the relevant government websites, all relevant and effective vocational education and training legislation, other relevant legislation, government regulatory authority guidelines and industry best practice to ascertain the currency and accuracy of all material presented herein. No statement, representation or warranty is made about the accuracy or completeness of the information contained in this publication. The author and publishers disclaim all responsibility and all liability (including, without limitation, liability in negligence) for all expenses, losses, damages and costs you might incur as a result of the information being inaccurate or incomplete or superseded in any way and for any reason.

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment iii

TABLE OF CONTENTS CHAPTER 1 INTRODUCTION ................................................. 1 1.1 THE TAE40116 .............................................................. 2 1.2 TAE40116 BACKGROUND .......................................... 2 1.3 ABOUT THIS BOOK ..................................................... 3 1.4 DO YOU HAVE WHAT IT TAKES? .............................. 4 1.4.1 Foundation skills ....................................................... 4 1.4.2 Characteristics of a great trainer ............................... 8 1.5 RECOMMENDED FURTHER READING ...................... 8 1.6 CONVENTIONS USED IN THIS BOOK ........................ 8 CHAPTER 2 THE AUSTRALIAN VET SECTOR ..................... 9 2.1 INTRODUCTION ......................................................... 10 2.2 VET ORGANISATIONS ............................................... 10 2.2.1 Australian Skills Quality Authority (ASQA) .............. 10 2.2.2 State Training Authorities ........................................ 11 2.2.3 Registered Training Organisation (RTOs) ............... 11 2.2.4 Skills Service Organisations .................................... 11 2.2.5 Industry Reference Committees .............................. 14 2.3 RTO REGULATION ..................................................... 14 2.3.1 Standards for RTOs 2015 ....................................... 14 2.3.2 Skilled trainers and assessors ................................ 16 2.3.3 Vocational competency ........................................... 17 2.3.4 Current industry skills .............................................. 17 2.3.5 Vocational training, learning and assessment ......... 17 2.3.6 Current knowledge and skills in vocational

training and learning ................................................ 18 2.3.7 Professional development in vocational training,

learning and assessment ........................................ 18 2.3.8 Records ................................................................... 18 2.4 AUSTRALIAN QUALIFICATIONS FRAMEWORK ..... 19 2.4.1 Qualification levels .................................................. 19 2.4.2 Certificates and statements of attainment ............... 21 2.4.3 Amount of training ................................................... 24 2.5 TRAINING PACKAGES .............................................. 25 2.5.1 Training package endorsed components ................ 27 2.5.2 Qualifications framework ......................................... 27 2.5.3 Units of competency ................................................ 27 2.5.4 Assessment guidelines ........................................... 27 2.5.5 Non-endorsed components ..................................... 28 2.5.6 Developing and endorsing training packages ......... 28 2.5.7 Qualifications ........................................................... 29

2.5.7.1 Packaging rules ...................................... 29 2.5.7.2 Using packaging rules ............................ 30 2.5.7.3 Selecting combinations of units for

qualifications ........................................... 30 2.5.8 Skill sets .................................................................. 30 2.5.9 Units of competency ................................................ 31

2.5.9.1 New unit structure ................................... 31 2.5.9.2 Old unit of competency structure ............ 32

2.6 CONTEXTUALISATION .............................................. 33 2.6.1 Contextualisation guidelines ................................... 33 2.6.2 How to contextualise ............................................... 33 2.7 ACCREDITED COURSES ........................................... 34 2.8 USING WWW.TRAINING.GOV.AU ............................. 34 2.9 TRAINING RECORDS ................................................. 36 2.10 OTHER APPLICABLE LEGISLATION ....................... 37 2.10.1 Equal opportunity and anti-discrimination ............... 37

2.10.2 Copyright and plagiarism ......................................... 37 2.10.3 Fair Work Act 2009 .................................................. 38

2.10.3.1 National employment standards .............. 38 2.10.3.2 Industrial awards and enterprise

agreements ............................................. 38 2.10.4 Privacy legislation .................................................... 39

2.10.4.1 Duty of care under common law ............. 39 2.10.5 Work Health and Safety (WHS) ............................... 40

2.10.5.1 WHS obligations ...................................... 41 2.10.5.2 Safety risk management ......................... 43 2.10.5.3 Further WHS information ........................ 47

CHAPTER 3 TAEDES401 DESIGN AND DEVELOP LEARNING PROGRAMS .................................. 49

3.1 INTRODUCTION ......................................................... 50 3.2 DEFINING LEARNING PROGRAM PARAMETERS .. 51 3.2.1 Requirements .......................................................... 51 3.2.2 Training needs analysis ........................................... 51 3.2.3 Training needs analysis report ................................ 52 3.3 LEARNING PROGRAMS ............................................ 54 3.3.1 Learning strategy and program plans ...................... 54 3.3.2 Other learning design documentation ...................... 56 3.3.3 Standards for RTOs 2015 ........................................ 56 3.3.4 Training and assessment strategies ........................ 56 3.3.5 What skills and knowledge do you need? ............... 57 3.3.6 Learning program designers .................................... 58 3.3.7 Develop structure and content ................................. 58 3.3.8 Training delivery modes .......................................... 58 3.3.9 Influences ................................................................ 59 3.3.10 Defining the learning program parameters .............. 59 3.3.11 What a learning program looks like ......................... 59 3.3.12 The purpose of the learning program ...................... 60 3.3.13 The training specification ......................................... 60

3.3.13.1 Units of competency ................................ 60 3.3.13.2 Contextualising units ............................... 60

3.3.14 Training package development ............................... 61 3.3.15 Other training specifications .................................... 61 3.3.16 Language, literacy and numeracy (LLN) ................. 61 3.3.17 The target learner group .......................................... 62 3.3.18 Finding out about the target learner group .............. 63 3.3.19 Learner characteristics ............................................ 63 3.3.20 Support options ....................................................... 64 3.3.21 The learning environment ........................................ 64 3.3.22 The timeframe.......................................................... 64 3.4 THE VET POLICY FRAMEWORK .............................. 65 3.5 PROGRAM CONTENT DEVELOPMENT ................... 65 3.5.1 Collaborating with others ......................................... 65 3.5.2 Using existing resources ......................................... 66 3.5.3 Evaluating existing resources .................................. 66 3.5.4 Copyright ................................................................. 67 3.5.5 Contextualising learning resources ......................... 67 3.5.6 Developing new resources and materials ................ 68 3.5.7 Assessment requirements ....................................... 68 3.5.8 Safety ....................................................................... 68 3.6 LEARNING PROGRAM STRUCTURE DESIGN ........ 69 3.6.1 Considering policies and procedures ...................... 69 3.6.2 Adult learning principles .......................................... 69

3.6.2.1 Andragogy ............................................... 69 3.6.2.2 Other adult learning principles ................ 70

3.6.3 Learning styles......................................................... 71

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment iv

3.6.3.1 VAK learning styles ................................. 71 3.6.3.2 PART learning styles .............................. 72

3.6.4 Learning theories and concepts .............................. 72 3.6.4.1 Behaviourist learning theory ................... 72 3.6.4.2 Cognitive learning theory ........................ 72 3.6.4.3 Information processing learning theory

(chunking and sequencing) ..................... 73 3.6.4.4 Instructional scaffolding .......................... 74 3.6.4.5 Bloom’s Taxonomy ................................. 74 3.6.4.6 ADDIE model .......................................... 75 3.6.4.7 Maslow’s Hierarchy of needs .................. 75

3.6.5 Inclusivity ................................................................. 76 3.6.6 Student behaviour ................................................... 77 3.6.7 Ground rules ........................................................... 77 3.6.8 Learner difficulties ................................................... 78 3.6.9 Delivery strategies ................................................... 78

3.6.9.1 Delivery focus ......................................... 78 3.6.9.2 Delivery context and mode ..................... 78 3.6.9.3 Delivery mode ......................................... 78 3.6.9.4 Delivery methods .................................... 78

3.6.10 Learning activities ................................................... 79 3.6.11 Determining assessment strategies ........................ 79 3.6.12 Learning program structure ..................................... 79 3.6.13 Learning experience sequence ............................... 80 3.6.14 Learning program timeframe ................................... 80 3.6.15 Implementation requirements .................................. 80 3.6.16 Implementation considerations ............................... 81 3.6.17 People to be involved .............................................. 81 3.6.18 Budget and costs .................................................... 81 3.6.19 Logistics .................................................................. 81 3.6.20 Reviewing the learning program ............................. 82 3.6.21 Evaluation tools ....................................................... 82 3.6.22 Adjusting the learning program ............................... 82 3.6.23 Final approval .......................................................... 82 3.7 UNIT REVIEW.............................................................. 83 CHAPTER 4 TAEDES402 USE TRAINING PACKAGES

AND ACCREDITED COURSES TO MEET CLIENT NEEDS ................................................ 85

4.1 INTRODUCTION ......................................................... 86 4.2 STRUCTURE ............................................................... 86 4.3 TRAINING PACKAGES AND QUALIFICATIONS ...... 87 4.3.1 Clients ..................................................................... 87 4.3.2 Training packages ................................................... 88 4.3.3 Quality assurance policies and procedures ........... 88 4.3.4 Qualification packaging rules .................................. 88 4.3.5 Licensing requirements ........................................... 88 4.3.6 Electives .................................................................. 88 4.4 INTERPRETING UNITS OF COMPETENCY .............. 89 4.4.1 Unit structure ........................................................... 89 4.4.2 Unit links .................................................................. 89 4.4.3 Unit analysis ............................................................ 90 4.4.4 Dimensions of competency ..................................... 90 4.5 CONTEXTUALISING UNITS ....................................... 90 4.6 ASSESSMENT GUIDELINES ..................................... 91 4.6.1 What is assessed? .................................................. 91 4.6.2 Reasonable adjustment .......................................... 92 4.6.3 Students with disabilities ......................................... 92 4.6.4 Assessment condition examples ............................. 95 4.7 SAMPLE TRAINING NEEDS ANALYSIS REPORT ... 95 4.8 UNIT REVIEW.............................................................. 96

CHAPTER 5 BSBCMM401 MAKE A PRESENTATION ........ 97 5.1 INTRODUCTION ......................................................... 98 5.2 BACKGROUND ........................................................... 98 5.3 PREPARATION ........................................................... 99 5.3.1 Needed skills ........................................................... 99 5.3.2 The 3 M’s ................................................................. 99 5.3.3 The 3 P’s.................................................................. 99 5.3.4 Your audience........................................................ 100 5.3.5 Applying a structure ............................................... 100 5.3.6 Attention spans ...................................................... 101 5.3.7 Beginning and ending ............................................ 101 5.3.8 Adding spice .......................................................... 101 5.3.9 Narrative ................................................................ 101 5.3.10 Metaphor and analogy ........................................... 102 5.3.11 Scripts and notes ................................................... 102 5.3.12 The postcard method ............................................. 102 5.3.13 Rehearsing ............................................................ 102 5.3.14 Feedback ............................................................... 102

5.3.14.1 ‘Feedback sandwich’ model .................. 103 5.3.15 Consider all factors ................................................ 104 5.3.16 Presentation pre-check .......................................... 104 5.3.17 Venue checklist...................................................... 104 5.3.18 Room layout........................................................... 104 5.4 DELIVERING PRESENTATIONS ............................. 104 5.4.1 What skills do you need? ....................................... 105 5.4.2 Self-confidence and nerves ................................... 105 5.4.3 Emotions ................................................................ 105 5.4.4 Breathing ............................................................... 106 5.4.5 Posture .................................................................. 106 5.4.6 Verbal communication ........................................... 106 5.4.7 Dress code............................................................. 106 5.4.8 Know your material ................................................ 106 5.4.9 Self-evaluation ....................................................... 107 5.4.10 The “seven C’s” ..................................................... 107 5.4.11 Core components of presentations ........................ 107 5.4.12 Audience engagement ........................................... 108 5.4.13 Rapport .................................................................. 108 5.4.14 Non-verbal communication (body language) ......... 108 5.4.15 Plain English .......................................................... 110 5.4.16 Questions and answers (Q&A) .............................. 110 5.4.17 Visual aids ............................................................. 110 5.4.18 Effective listening ................................................... 113 5.4.19 Questioning skills ................................................... 113 5.4.20 Motivational language ............................................ 114 5.4.21 GROW model ........................................................ 114 5.4.22 Challenges ............................................................. 115 5.5 EVALUATING PRESENTATIONS ............................ 117 5.5.1 Evaluation methods ............................................... 118 5.5.2 Reflection ............................................................... 120 5.6 UNIT REVIEW ........................................................... 120 CHAPTER 6 TAEDEL401 PLAN, ORGANISE AND

DELIVER GROUP‐BASED LEARNING ......... 121 6.1 INTRODUCTION ....................................................... 122 6.2 LEARNING ENVIRONMENT AND DELIVERY

REQUIREMENTS ...................................................... 123 6.2.1 Learning programs ................................................ 123 6.2.2 Regulatory requirements ....................................... 124 6.2.3 Learners’ needs analysis ....................................... 124 6.2.4 Supporting learners ............................................... 125 6.2.5 Addressing diversity .............................................. 126

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment v

6.2.6 Group facilitation ................................................... 126 6.2.7 Group learning ...................................................... 126 6.2.8 In-session support ................................................. 126 6.2.9 External support .................................................... 127 6.2.10 Delivery constraints and risks ............................... 127 6.3 SESSION PLANS ...................................................... 127 6.3.1 Developing the session plan ................................. 128 6.3.2 Session content ..................................................... 128 6.3.3 Chunking ............................................................... 128 6.3.4 Sequencing ........................................................... 128 6.3.5 Timing.................................................................... 129 6.3.6 Work health and safety (WHS) .............................. 129 6.3.7 Contingency planning ............................................ 129 6.3.8 Sample session plan ............................................. 129 6.4 LEARNING RESOURCES ........................................ 131 6.4.1 Contextualising learning materials ........................ 131 6.4.2 Presentation tips ................................................... 131 6.4.3 Incorporating learning materials ............................ 132 6.4.4 Incorporating learning activities ............................. 132 6.5 DELIVERING TRAINING SESSIONS ....................... 133 6.5.1 4Mat model............................................................ 133 6.5.2 Introductions .......................................................... 134

6.5.2.1 The GLOSSS introduction model ......... 134 6.5.2.2 The INTROAS introduction model ........ 135 6.5.2.3 Icebreaker introductions ....................... 135

6.5.3 Conclusions ........................................................... 135 6.5.4 Facilitation and training ......................................... 136 6.5.5 The group learning process .................................. 136 6.5.6 Presentation skills ................................................. 137 6.5.7 DEDICT model ...................................................... 137 6.5.8 Questioning techniques ......................................... 138 6.6 SUPPORT AND MONITOR LEARNING ................... 139 6.6.1 Monitoring learner progress .................................. 139 6.6.2 Feedback............................................................... 140 6.6.3 Group development ............................................... 140 6.6.4 Group dynamics .................................................... 141 6.6.5 Conflict .................................................................. 141 6.6.6 Recordkeeping ...................................................... 143 6.7 UNIT REVIEW............................................................ 143 CHAPTER 7 TAEDEL402 PLAN, ORGANISE AND

FACILITATE LEARNING IN THE WORKPLACE ................................................. 145

7.1 INTRODUCTION ....................................................... 146 7.2 PLANNING WORK-BASED LEARNING .................. 147 7.2.1 Background ........................................................... 147 7.2.2 Work-based learning pathways ............................. 149 7.2.3 Goals and objectives ............................................. 150 7.2.4 Benchmarks .......................................................... 150 7.2.5 Reviews ................................................................. 151 7.2.6 Work health and Safety (WHS) ............................. 151 7.3 LEARNING-FACILITATION RELATIONSHIPS ........ 151 7.3.1 Learning contexts .................................................. 151 7.3.2 Developing learning relationships ......................... 153 7.3.3 Inclusive learning cultures ..................................... 153 7.3.4 Evaluation processes ............................................ 154 7.3.5 Documenting the plan ........................................... 154 7.3.6 Individualised learning plan template .................... 154 7.3.7 Facilitating the relationship .................................... 154 7.3.8 Ethical behaviours ................................................. 155 7.4 IMPLEMENTING WORK-BASED LEARNING ......... 155

7.4.1 Preparation ............................................................ 156 7.5 LEARNING/FACILITATION RELATIONSHIPS ........ 156 7.5.1 Session timing and locations ................................. 156 7.5.2 Preparing a skill-based learning session ............... 157 7.5.3 Presenting a skill-based session – DEDICT

model ..................................................................... 158 7.5.4 Communication skills ............................................. 158

7.5.4.1 Questioning techniques ......................... 158 7.5.4.2 Active listening ...................................... 159 7.5.4.3 Vocal tone ............................................. 159 7.5.4.4 Body language ...................................... 159 7.5.4.5 Feedback............................................... 159

7.5.5 Monitoring effectiveness ........................................ 159 7.5.6 Self-evaluation ....................................................... 160 7.6 CLOSING THE LEARNING/FACILITATION

RELATIONSHIP ........................................................ 160 7.7 REVIEW EFFECTIVENESS ...................................... 161 7.7.1 Keeping records..................................................... 162 7.7.2 Opportunities for improvement .............................. 162 7.8 UNIT REVIEW ........................................................... 163 CHAPTER 8 TAELLN411 ADDRESS ADULT LANGUAGE,

LITERACY AND NUMERACY SKILLS .......... 165 8.1 INTRODUCTION ....................................................... 166 8.1.1 LLN components ................................................... 166 8.1.2 LLN skills impact .................................................... 167 8.1.3 Australian Core Skills Framework (ACSF) ............ 168 8.1.4 Core skills .............................................................. 168 8.1.5 LLN dimensions of competency ............................ 170 8.1.6 Performance variables ........................................... 170 8.1.7 Performance Indicators ......................................... 170 8.1.8 Domains of communication ................................... 174 8.2 ACSF LEVELS OF TRAINING .................................. 175 8.2.1 Determining ACSF levels of training ...................... 175 8.2.2 New training package standards and policy .......... 175 8.2.3 Companion volumes .............................................. 176 8.2.4 Trigger word analysis method ............................... 176 8.2.5 Example of trigger words method for LLN analysis177 8.2.6 Questions method ................................................. 179 8.2.7 LLN analysis question method example ................ 179 8.2.8 LLN core skills levels quick reference guide .......... 181 8.3 ACSF LEVELS OF LEARNERS ............................... 182 8.3.1 Validated LLN tools ............................................... 182 8.4 LLN SUPPORT STRATEGIES .................................. 182 8.4.1 Foundation Skills ................................................... 186 8.4.2 Delivery strategies ................................................. 186 8.4.3 Monitor and evaluate training ................................ 187 8.5 ACCESSING SPECIALIST LEARNING SUPPORT . 187 8.6 UNIT REVIEW ........................................................... 188 CHAPTER 9 TAEASS401 PLAN ASSESSMENT

ACTIVITIES AND PROCESSES ..................... 189 9.1 INTRODUCTION ....................................................... 190 9.1.1 Assessment benchmarks ...................................... 191 9.1.2 Assessment conditions .......................................... 191 9.1.3 Evidence-based ..................................................... 191 9.1.4 Participatory ........................................................... 191 9.1.5 Reporting competence .......................................... 191 9.1.6 Assessment pathways ........................................... 192 9.1.7 Purpose of assessment ......................................... 192 9.1.8 Assessment tool components ................................ 192

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment vi

9.1.9 Assessment instruments ....................................... 194 9.1.10 Assessors .............................................................. 194 9.1.11 Assessor responsibilities ....................................... 194 9.1.12 Principles of assessment ...................................... 195 9.1.13 Rules of evidence .................................................. 196 9.1.14 Evidentiary requirements ...................................... 197 9.1.15 Evidence................................................................ 198 9.1.16 Reasonable adjustment ........................................ 199 9.1.17 Ethical requirements of assessors ........................ 199 9.1.18 Assessing to AQF level ......................................... 200 9.1.19 Legal, ethical and organisational considerations .. 201 9.1.20 Using other parties to collect evidence ................. 202 9.2 ASSESSMENT PLANS ............................................. 203 9.2.1 Assessment planning ............................................ 203 9.2.2 Assessment purpose ............................................. 204 9.2.3 Assessment maps ................................................. 204 9.2.4 Legal, ethical and organisational issues ............... 204 9.2.5 Identifying candidate needs .................................. 206 9.2.6 Assessment benchmarks ...................................... 207 9.2.7 Assessment guidelines ......................................... 207 9.2.8 The training and assessment strategy .................. 207 9.2.9 Assessment methods ............................................ 207 9.2.10 Assessment context .............................................. 208 9.2.11 Legal and ethical requirements ............................. 208 9.2.12 Consultation with key stakeholders ....................... 208 9.2.13 Costs of assessment ............................................. 209 9.2.14 Assessment timeframes ........................................ 209 9.2.15 Available resources ............................................... 209 9.2.16 Sample assessment plan ...................................... 209 9.3 MODIFICATION AND CONTEXTUALISATION

REQUIREMENTS ...................................................... 211 9.3.1 Contextualising benchmarks ................................. 211 9.3.2 Contextualising units ............................................. 212 9.3.3 Contextualisation guidelines ................................. 213 9.3.4 Organisational requirements ................................. 213 9.3.5 Organisational culture ........................................... 214 9.3.6 Existing assessment tools ..................................... 214 9.3.7 Integrated assessment activities ........................... 214 9.4 ASSESSMENT INSTRUMENTS ............................... 214 9.4.1 Evidence................................................................ 215 9.4.2 Unit requirements .................................................. 215 9.4.3 Foundation skills ................................................... 215 9.4.4 Dimensions of competency ................................... 215 9.4.5 Evidence gathering methods and techniques ....... 216 9.4.6 Questioning method .............................................. 218 9.4.7 Third-party report method ..................................... 219 9.4.8 Product review method ......................................... 220 9.4.9 Portfolio method .................................................... 220 9.4.10 Assessment instruments ....................................... 220

9.4.10.1 Developing assessment instruments .... 220 9.4.10.2 Written questioning ............................... 221 9.4.10.3 Third-party reports ................................ 221 9.4.10.4 Analysing assessment instruments ...... 221

9.4.11 RPL / RCC............................................................. 222 9.4.11.1 RPL assessment processes ................. 223 9.4.11.2 General principles for RPL .................... 223 9.4.11.3 Providing information to students ......... 224 9.4.11.4 RPL steps ............................................. 225 9.4.11.5 Developing RPL tools ........................... 226

9.4.12 Assessment maps ................................................. 227 9.4.13 Candidate and assessor instructions .................... 227 9.4.14 Trialling the assessment tool ................................. 227 9.4.15 Assessment barriers ............................................. 227

9.4.16 Common assessment mistakes ............................. 227 9.4.17 Assessment instrument sections ........................... 229 9.4.18 Candidate briefings ................................................ 229 9.5 UNIT REVIEW ........................................................... 231 CHAPTER 10 TAEASS402 ASSESS COMPETENCE .......... 233 10.1 INTRODUCTION ....................................................... 234 10.2 ASSESSMENTS ........................................................ 235 10.2.1 Candidates rights and responsibilities ................... 235 10.2.2 Assessment in vocational education and training

(VET) 235 10.2.3 Assessment types ................................................. 236 10.2.4 Assessment benchmarks ...................................... 236 10.2.5 Purpose of assessment ......................................... 236 10.2.6 Assessment tool components ................................ 237 10.2.7 Assessor responsibilities ....................................... 237 10.2.8 Principles of assessment ....................................... 237 10.2.9 Rules of evidence .................................................. 237 10.3 PREPARING FOR ASSESSMENT ........................... 237 10.3.1 Assessment plans ................................................. 237 10.3.2 Candidate needs ................................................... 239 10.3.3 Organisational, legal and ethical requirements ..... 240 10.3.4 Units and assessment tools ................................... 240 10.3.5 Integrated assessment activities ........................... 240 10.3.6 Evidence-gathering opportunities .......................... 240 10.3.7 Candidate briefings ................................................ 241 10.3.8 Material and physical resource requirements ........ 241 10.3.9 Specialist support requirements ............................ 242 10.3.10 Assessment barriers .............................................. 242 10.3.11 Cultural considerations .......................................... 242 10.4 GATHERING QUALITY EVIDENCE ......................... 243 10.4.1 Assessment methods ............................................ 243 10.4.2 Assessment instruments ....................................... 243 10.4.3 Developing assessment instruments ..................... 244 10.4.4 Recognition of Prior Learning (RPL) ...................... 244 10.4.5 Principles of assessment and rules of evidence .... 244 10.4.6 Actual and simulated activities .............................. 244 10.4.7 Gathering the evidence ......................................... 244 10.5 SUPPORTING THE CANDIDATE ............................. 246 10.5.1 Recognition of prior learning (RPL) ....................... 247 10.5.2 Candidate communication ..................................... 247

10.5.2.1 Empathy ................................................ 247 10.5.2.2 Putting the candidate at ease ................ 247 10.5.2.3 Active listening ...................................... 247 10.5.2.4 Questioning skills .................................. 247 10.5.2.5 Providing clear instructions ................... 248

10.5.3 Reasonable adjustments ....................................... 248 10.5.4 Specialist support .................................................. 248 10.5.5 WHS risks .............................................................. 248 10.6 MAKING AND RECORDING THE ASSESSMENT

DECISION .................................................................. 248 10.6.1 Assessing the evidence ......................................... 249 10.6.2 Making the assessment decision ........................... 249 10.6.3 Providing feedback ................................................ 249 10.6.4 Reassessment ....................................................... 250 10.6.5 Appeals .................................................................. 250 10.6.6 Recording outcomes .............................................. 250 10.7 REVIEWING THE ASSESSMENT PROCESS .......... 251 10.7.1 Reviews ................................................................. 251 10.7.2 Feedback from others ............................................ 252 10.8 SAMPLE ASSESSMENT PLAN ............................... 252

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment vii

10.9 UNIT REVIEW............................................................ 253 CHAPTER 11 TAEASS403 PARTICIPATE IN

ASSESSMENT VALIDATION ......................... 255 11.1 INTRODUCTION ....................................................... 256 11.1.1 What is validation? ................................................ 256 11.1.2 Validation vs. moderation ...................................... 257 11.1.3 Validation planning ................................................ 257 11.1.4 Validator requirements .......................................... 257 11.1.5 Industry relevance requirements ........................... 257 11.1.6 Vocational learning requirements .......................... 257 11.1.7 Scheduling............................................................. 258 11.1.8 Reviewing assessment practice ............................ 258 11.1.9 Reviewing assessment judgements ...................... 258 11.1.10 Records management ........................................... 258 11.2 PREPARING FOR VALIDATION .............................. 259 11.2.1 Key points.............................................................. 259 11.2.2 Activities ................................................................ 260 11.2.3 Participants............................................................ 260 11.2.4 Contexts ................................................................ 260 11.2.5 Why validate? ........................................................ 260 11.2.6 When to validate? ................................................. 261 11.2.7 Confirming the purpose, context and scope of

the validation process ........................................... 261 11.2.8 Validation materials ............................................... 261 11.2.9 Version control and accuracy ................................ 261 11.2.10 Validation focus ..................................................... 262 11.2.11 Benchmarks and evidence .................................... 262 11.2.12 Validation approaches ........................................... 262 11.2.13 Assessment outcomes .......................................... 263 11.2.14 Validation records ................................................. 263 11.3 CONTRIBUTING TO THE VALIDATION PROCESS 263 11.3.1 Assessment system policies and procedures ....... 263 11.3.2 Participating in validation sessions and activities .. 264 11.3.3 Needed materials .................................................. 264 11.3.4 Principles of assessment ...................................... 265 11.3.5 Rules of evidence .................................................. 265 11.3.6 Evidentiary requirements ...................................... 266 11.3.7 Instructions ............................................................ 266 11.3.8 Reasonable adjustment ........................................ 267 11.3.9 Assessment maps ................................................. 267 11.3.10 Validation preparation checklist ............................ 267 11.3.11 Assessment validation checklist ............................ 268 11.3.12 Assessment evidence moderation record ............. 268 11.3.13 Version control ...................................................... 269 11.4 CONTRIBUTING TO VALIDATION OUTCOMES .... 269 11.4.1 Analyse and discuss the findings .......................... 269 11.4.2 Documenting recommendations ........................... 270 11.4.3 Assessment validation reports .............................. 270 11.5 UNIT REVIEW............................................................ 274

CHAPTER 12 TAEASS502 DESIGN AND DEVELOP ASSESSMENT TOOLS .................................. 275

12.1 INTRODUCTION ....................................................... 276 12.2 DETERMINING FOCUS OF THE ASSESSMENT

TOOL ......................................................................... 277 12.2.1 Identify requirements ............................................. 277 12.2.2 Benchmarks ........................................................... 278 12.2.3 Units of competency .............................................. 278 12.2.4 Training packages ................................................. 278 12.2.5 Assessment guidelines .......................................... 278 12.2.6 Industry requirements ............................................ 279 12.2.7 Other documentation and requirements ................ 279 12.3 DESIGNING ASSESSMENT TOOLS........................ 280 12.3.1 Assessment methods ............................................ 280 12.3.2 Common assessment methods ............................. 281 12.3.3 RPL / RCC ............................................................. 281 12.3.4 Workplace contexts ............................................... 281 12.3.5 Assessment instruments ....................................... 281 12.3.6 Developing assessment instruments ..................... 282 12.3.7 Actual and simulated activities .............................. 282 12.3.8 Gathering the evidence ......................................... 282 12.3.9 Verbal questioning tools ........................................ 282 12.3.10 Written questioning tools ....................................... 283 12.3.11 Third-party reports ................................................. 283 12.3.12 Self-assessment tools ........................................... 283 12.3.13 Portfolio tools ......................................................... 283 12.3.14 Structured activity tools ......................................... 284 12.3.15 Integrated assessment tools .................................. 284 12.3.16 Administering assessment instruments ................. 284 12.4 DEVELOPING ASSESSMENT TOOLS .................... 284 12.4.1 Assessment instruments ....................................... 285 12.4.2 Context and conditions of assessment .................. 285 12.4.3 Task to be administered to the student ................. 285 12.4.4 Evidence outline .................................................... 285 12.4.5 Evidence criteria .................................................... 286 12.4.6 Candidate instructions ........................................... 286 12.4.7 Assessor instructions ............................................. 286 12.4.8 SMART descriptions .............................................. 287 12.4.9 Administration, recording and reporting

requirements .......................................................... 288 12.4.10 Assessment system policies and procedures ........ 289 12.4.11 Sample assessment plan and instruments ............ 289 12.4.12 Common problems with tools! ............................... 289 12.5 REVIEWING AND TRIALLING ASSESSMENT

TOOLS ....................................................................... 295 12.5.1 Comparing against evaluation criteria ................... 296 12.5.2 Trialling assessment tools ..................................... 296 12.5.3 Reviewers .............................................................. 297 12.5.4 Review criteria ....................................................... 297 12.5.5 Review and trial process ....................................... 298 12.5.6 Feedback and modification .................................... 299 12.5.7 Assessment system policies and procedures ........ 299 12.6 UNIT REVIEW ........................................................... 300

APPENDICES APPENDIX 1 – VET ACRONYMS & GLOSSARY ......................................................................................................................... 301

,

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment viii

LIST OF FIGURES Figure 1-1 – The evolution of the Certificate IV in Training and Assessment qualification ................................................................... 2 Figure 2-1 – Simplified VET sector structure ......................................................................................................................................... 9 Figure 2-2 – training.gov.au list of RTOs with TAE40116 on scope .................................................................................................... 12 Figure 2-3 – ASQA-recommended testamur format............................................................................................................................. 21 Figure 2-4 – ASQA-recommended format for ‘Record of results’ ........................................................................................................ 22 Figure 2-5 – ASQA-recommended format for ‘Statements of attainment’ ............................................................................................ 22 Figure 2-6 – Companion volume hyperlinks located at training.gov.au ............................................................................................... 28 Figure 2-7 – New unit code structure ................................................................................................................................................... 31 Figure 2-8 – Old unit code structure ..................................................................................................................................................... 32 Figure 2-9 – www.training.gov.au ......................................................................................................................................................... 35 Figure 2-10 – training.gov.au ‘Quick search’ dialog box ...................................................................................................................... 35 Figure 2-11 – Typical search results from www.training.gov.au .......................................................................................................... 35 Figure 2-12 – Unit download area from www.training.gov.au (format #1) ............................................................................................ 36 Figure 2-13 – Unit download area from www.training.gov.au (format #2) ............................................................................................ 36 Figure 2-14 – How to implement safety risk management .................................................................................................................. 43 Figure 2-15 – Hierarchy of controls ...................................................................................................................................................... 45 Figure 3-1 – How we design and develop learning programs .............................................................................................................. 50 Figure 3-2 – How we define parameters of the learning program ........................................................................................................ 51 Figure 3-3 – Training needs analysis ................................................................................................................................................... 52 Figure 3-4 – Sample training needs analysis report ............................................................................................................................. 52 Figure 3-5 – Sample learning program ................................................................................................................................................. 55 Figure 3-6 – How we work within the VET policy framework ............................................................................................................... 65 Figure 3-7 – How we develop program content ................................................................................................................................... 65 Figure 3-8 – How we design the structure of the learning program ..................................................................................................... 69 Figure 3-9 – Revised Bloom’s Taxonomy ............................................................................................................................................ 74 Figure 3-10 – Maslow’s hierarchy of needs.......................................................................................................................................... 76 Figure 4-1 – How we use training packages and accredited courses to meet client needs................................................................. 86 Figure 4-2 – First two steps when using training packages and accredited courses to meet client needs .......................................... 87 Figure 4-3 – How we analyse and interpret units of competency ........................................................................................................ 89 Figure 4-4 – How we contextualise units and modules ........................................................................................................................ 90 Figure 4-5 – How we analyse and interpret assessment guidance ...................................................................................................... 91 Figure 5-1 – How we make a presentation........................................................................................................................................... 98 Figure 5-2 – How we prepare a presentation ....................................................................................................................................... 99 Figure 5-3 – Feedback sandwich model ............................................................................................................................................103 Figure 5-4 – How we deliver a presentation .......................................................................................................................................105 Figure 5-5 – How we review the presentation ....................................................................................................................................118 Figure 6-1 – How we plan, organise and deliver group‐based learning .............................................................................................122 Figure 6-2 – How we Interpret learning environment and delivery requirements ...............................................................................123 Figure 6-3 – How we prepare session plans ......................................................................................................................................127 Figure 6-4 – How we develop a delivery plan ....................................................................................................................................128 Figure 6-5 – Sample session plan ......................................................................................................................................................130 Figure 6-6 – How we prepare resources for delivery .........................................................................................................................131 Figure 6-7 – How we deliver and facilitate training sessions .............................................................................................................133 Figure 6-8 – How we support and monitor learning ...........................................................................................................................139 Figure 7-1 – How we plan, organise and facilitate learning in the workplace ....................................................................................146 Figure 7-2 – How we plan, organise and facilitate learning in the workplace ....................................................................................147 Figure 7-3 – How we establish the learning-facilitation relationship ..................................................................................................152 Figure 7-4 – How we implement the work-based learning pathway ...................................................................................................155 Figure 7-5 – How we maintain and develop the learning/facilitation relationship ...............................................................................157 Figure 7-6 – How we close and evaluate the learning/facilitation relationship ...................................................................................160 Figure 7-7 – How we monitor and review the effectiveness of the work-based learning pathway .....................................................161 Figure 8-1 – How we address adult LLN skills ...................................................................................................................................166 Figure 8-2 – Impact of low LLN on business ......................................................................................................................................167 Figure 8-3 – Learning level 2.01 summary analysis ...........................................................................................................................174 Figure 8-4 – ACSF results in graphical form ......................................................................................................................................179

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment ix

Figure 8-5 – ACSF results in graphical form ......................................................................................................................................180 Figure 9-1 – How we plan assessment activities and processes .......................................................................................................190 Figure 9-2 – The two documents representing a new-format unit on www.training.gov.au ...............................................................197 Figure 9-3 – How we determine the assessment approach & prepare the assessment plan ............................................................203 Figure 9-4 – Sample assessment matrix – BSBCMM401 Make a presentation ................................................................................205 Figure 9-5 – Assessment plan example .............................................................................................................................................209 Figure 9-6 – How we identify modification and contextualisation requirements .................................................................................211 Figure 9-7 – How we Develop the assessment instruments ..............................................................................................................214 Figure 10-1 – How we assess competence .......................................................................................................................................234 Figure 10-2 – How we prepare for assessment .................................................................................................................................238 Figure 10-3 – How we gather quality evidence ..................................................................................................................................243 Figure 10-4 – How we support the candidate.....................................................................................................................................246 Figure 10-5 – How we make the assessment decision ......................................................................................................................248 Figure 10-6 – How we review the assessment process .....................................................................................................................251 Figure 11-1 – How we participate in assessment validation ..............................................................................................................256 Figure 11-2 – How we prepare for validation .....................................................................................................................................259 Figure 11-3 – How we contribute to validation process .....................................................................................................................263 Figure 11-4 – How we Contribute to validation outcomes ..................................................................................................................269 Figure 11-5 – Sample validation report ..............................................................................................................................................272 Figure 12-1 – How we design and develop assessment tools ...........................................................................................................276 Figure 12-2 – How we determine the focus of the assessment tool ..................................................................................................277 Figure 12-3 – How we design the assessment tool............................................................................................................................280 Figure 12-4 – How we develop the assessment tool..........................................................................................................................284 Figure 12-5 – Sample assessor’s marking checklist ..........................................................................................................................287 Figure 12-6 – Sample assessment plan .............................................................................................................................................290 Figure 12-7 – Sample observation instrument ...................................................................................................................................292 Figure 12-8 – Sample questioning instrument....................................................................................................................................294 Figure 12-9 – How we review and trial the assessment tool ..............................................................................................................296

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment x

LIST OF TABLES Table 2-1 – Skills Service Organisations .............................................................................................................................................. 13 Table 2-2 – AQF levels ......................................................................................................................................................................... 19 Table 2-3 – AQF level distinguishing features (levels 1 through 5) ...................................................................................................... 20 Table 2-4 – AQF volume of learning .................................................................................................................................................... 25 Table 2-5 – Sample course delivery hours .......................................................................................................................................... 26 Table 3-1 – Online vs. face-to-face study ............................................................................................................................................. 58 Table 3-2 – PART learning styles ......................................................................................................................................................... 73 Table 3-3 – ADDIE model .................................................................................................................................................................... 75 Table 5-1 – Sample materials checklist..............................................................................................................................................104 Table 5-2 – Positive and negative body language examples .............................................................................................................109 Table 5-3 – GROW model example questions ...................................................................................................................................115 Table 6-1 – The GLOSS introduction model ......................................................................................................................................134 Table 6-2 – The INTROAS introduction model...................................................................................................................................135 Table 6-3 – The OFF memory aid ......................................................................................................................................................136 Table 6-4 – DEDICT model ................................................................................................................................................................138 Table 8-1 – Three LLN components ...................................................................................................................................................167 Table 8-2 – Performance variables (Extracted from ACSF Table 1 page 7).................................................................................171 Table 8-3 – Performance indicators (Extracted from ACSF Table 2 page 10) ...............................................................................171 Table 8-4 – Performance indicators (Extracted from ACSF Table 3 page 20) ...............................................................................172 Table 8-5 – Reading indicators by level (Extracted from ACSF page 46) ..........................................................................................172 Table 8-6 – Writing indicators by level (Extracted from ACSF page 72) ............................................................................................172 Table 8-7 – Oral communication indicators by level (Extracted from ACSF page 99) .......................................................................173 Table 8-8 – Numeracy indicators by level (Extracted from ACSF page 125) .....................................................................................173 Table 8-9 – Common trigger words ...............................................................................................................................................176 Table 8-10 – LLN analysis trigger words method example ................................................................................................................177 Table 8-11 – Skill requirements analysis results (extracted from Table 8-10) ...................................................................................178 Table 8-12 – ACSF results .................................................................................................................................................................179 Table 8-13 – ACSF example results ..................................................................................................................................................180 Table 8-14 – LLN core skill level summary ........................................................................................................................................181 Table 8-15 – Validated LLN tools from www.precisionconsultancy.com.au .......................................................................................183 Table 9-1 – Principles of assessment (from Standards for RTOs 2105 Table 1.8-1) ........................................................................195 Table 9-2 – Principles of assessment (from Standards for RTOs 2105 Table 1.8-3) ........................................................................196 Table 9-3 – Assessing to AQF level ...................................................................................................................................................200 Table 9-4 – BSBCMM401A assessment question examples .............................................................................................................201 Table 9-5 – How assessors can provide candidate support ..............................................................................................................228 Table 12-1 – SMART objectives and tasks ........................................................................................................................................288 Table 12-2 – VET Acronyms ..............................................................................................................................................................302 Table 12-3 – VET Glossary ................................................................................................................................................................303

Chapter 1

Introduction

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment 1

CHAPTER 1 INTRODUCTION

Chapter 1

Introduction

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment 2

1.1 The TAE40116 The TAE40116 Certificate IV in Training and Assessment is the latest Australian training and assessment qualification. Achieving this qualification can lead to life-altering career possibilities! It allows you to: • Start a new career as a trainer and assessor • Make a difference, by helping students improve their options in life • Gain employment in the huge Australian vocational education sector • Increase your value with Australia’s most popular training qualification, and • Continue your career as a trainer and assessor if you hold the superseded (but not equivalent) TAE40110 Certificate

IV in Training and Assessment.

People who attain the TAE40116 are engaged in many diverse job roles. They typically deliver training and assessment within a TAFE, Registered Training Organisation (RTO) or as an enterprise trainer, and deliver nationally-recognised training and assessment from the many thousands of nationally-recognised qualifications and units as listed at www.training.gov.au. Indeed, the TAE40116 qualification is a legal requirement under the Standards for Registered Training Organisations (RTOs) 2015. People with the TAE40116 may also provide on-the-job instruction in a workplace environment, such as one-to-one apprenticeship training, conducting workplace assessments and skill audits, and coaching and mentoring staff.

The TAE40116 Certificate IV in Training and Assessment qualification was specifically designed for those who deliver training and assessment services within the Australian Vocational Education and Training (VET) sector, which is responsible for developing the skills and knowledge of individuals for work. It includes vocational education and training undertaken in industries, enterprises, government agencies, and community and school settings. The vocational education and training sector encompasses both recognised training leading to a qualification or statement of attainment under the Australian Qualification Framework, and non-recognised training, such as in-house or product-based training

The TAE40116 qualification is also suitable preparation for those looking to be engaged in the delivery and assessment of competence in a workplace context, as a component of a structured VET program.

Note that this qualification does have an entry prerequisite, whereby students entering a course of study leading to the TAE40116 qualification must be able to demonstrate vocational competency in their proposed teaching and assessing area. Vocational competency means broad industry knowledge and experience, and may include, but is not limited to, holding a relevant unit of competency or qualification. For example, you must be a competent hairdresser to be able to deliver hairdressing-related qualifications.

1.2 TAE40116 background The TAE40116 is a qualification located within the updated TAE training package and was endorsed in 2016. As shown in Figure 1-1, the TAE40116 is the latest in an evolution of changes to the Certificate IV in Training and Assessment. The main change between the most recently superseded TAE40110 and the current TAE40116 was to add the unit TAEASS502 Design and develop assessment tools and unit TAELLN411 Address adult language, literacy and numeracy (LLN) skills as core (compulsory) units to the qualification.

Figure 1-1 – The evolution of the Certificate IV

in Training and Assessment qualification

BSZ40198 (1998)

Eight core units of competency

TAA40104 (2004)

Supersedes but not equivalent to the BSZ40198

Twelve core and two elective units of competency

TAE40110 (2010)

Supersedes but equivalent to the TAA40104

Seven core and three elective units of competency

TAE40116 (2016)

Supersedes but not equivalent to the TAA40110

Nine core and one elective units of competency

Chapter 1

Introduction

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment 3

The Standards for Registered Training Organisations (RTOs) 2015 were then updated to align with the changes to the TAE training package, and trainers and assessors who do not hold the new core units will have until 1 April 2019 (i.e., April Fool’s Day!) to meet the new credential requirements. From 2017, the minimum qualifications for trainers and assessors delivering the TAE40116 Certificate IV in Training and Assessment, the Assessor Skill Set, or the Advanced Assessor Skill Set were increased, and they must now hold one of the following qualifications: • TAE50111/TAE50116 Diploma of Vocational Education and Training • TAE50211/TAE50216 Diploma of Training Design and Development, or • A higher-level qualification in adult education.

There is controversy regarding the addition of unit TAEASS502 Design and develop assessment tools as a core unit in the TAE40116 Certificate IV in Training and Assessment qualification. Detractors argue, firstly, that a unit designed for Diploma-level studies is inappropriate for Certificate IV-level studies. Indeed, the Application section of the unit states that it “applies to experienced practitioners responsible for the development and/or delivery of training and assessment products and services.” Secondly, it is argued that this change is inconsistent with standard industry practice, whereby only highly experienced specialists are used to develop assessment tools.

As of November 2018, less than 100 RTOs in Australia have scope to deliver the TAE40116 qualification1, compared to around 500 RTOs who delivered the superseded TAE40110 Certificate IV in Training and Assessment. This is reflected by the new and stringent application process for RTOs to add this qualification to scope, which can take in excess of nine months. Similarly, as of November 2018, there are only 25 RTOs in Australia that have the new TAE50116 Diploma of Vocational Education and Training on scope.2

1.3 About this book This book is a learner’s guide that addresses the ten units of competency that comprise the TAE40116 Certificate IV in Training and Assessment – including nine core (mandatory) units and one elective3 unit – organised in the following sections: • Introduction (Chapter 1): This section provides an overview of the TAE40116 Certificate IV in Training and

Assessment qualification and describes how this book is organised. • Background information (Chapter 2): This section provides an overview of the Australian vocational education and

training (VET) sector, and background knowledge that you must know as a trainer and assessor to work effectively within this sector. Much of the information in this section is built upon in the subsequent chapters.

• Training design units: o Unit TAEDES401 Design and develop learning programs (Chapter 3), and o Unit TAEDES402 Use training packages and accredited courses to meet client needs (in Chapter 4)

• Training delivery units: o Unit BSBCMM401 Make a presentation (in Chapter 5). (Note: This is an elective unit.) o Unit TAEDEL401 Plan, organise and deliver group‐based learning (in Chapter 6) o Unit TAEDEL402 Plan, organise and facilitate learning in the workplace (in Chapter 7), and o Unit TAELLN411 Address adult language, literacy and numeracy skills (in Chapter 8)

• Assessment units: o Unit TAEASS401 Plan assessment activities and processes (in Chapter 9) o Unit TAEASS402 Assess competence (in Chapter 10) o Unit TAEASS403 Participate in assessment validation (in Chapter 11), and o Unit TAEASS502 Design and develop assessment tools (in Chapter 12).

1 https://training.gov.au/Search/SearchOrganisation?nrtCodeTitle=TAE40116&scopeItem=Qualification&tabIndex=1&ImplicitNrtScope=True&orgSearchByScopeSubmit=Search&IncludeUnregisteredRtosForScopeSearch=False 2 https://training.gov.au/Search/SearchOrganisation?nrtCodeTitle=TAE50116&scopeItem=Qualification&tabIndex=1&ImplicitNrtScope=True&orgSearchByScopeSubmit=Search&IncludeUnregisteredRtosForScopeSearch=False 3 The unit BSBCMM401 Make a presentation is the elective unit presented in this learner’s guide.

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Introduction

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment 4

1.4 Do you have what it takes? 1.4.1 Foundation skills Trainers and assessors must possess certain foundation skills – including language, literacy and numeracy (LLN) skills – both to be an effective trainer and to pass a course of study leading to the TAE40116 qualification. These foundation and LLN skills include: • The explicit foundation and LLN skills listed in the ten units of competency comprising the TAE40116 qualification.

There are strong skills needed in reading, writing, oral communication, interaction with others and getting the work done, however there are only light skills needed in numeracy: o Reading skills: Interpret specific information and instructions from a range of sources, to identify relevance to requirements Source, analyse and interpret information, to identify relevance to client needs Access, read and interpret documentation relevant to the learning context, including program documents,

learning materials, policies and procedures relevant to the context Access and interpret compliance information, contractual information, WHS information, and documents

relevant to learning in the workplace, in the context of consultation and continuous improvement, to apply relevance to requirements

Identify and confirm legal, organisational and ethical requirements Select and analyse assessment-related documents Access and interpret procedural and compliance documentation relevant to the assessment process Examine and evaluate assessment evidence Prepare assessment tools and documentation that incorporate language and format appropriate to the

audience o Writing skills: Develop documents and content using the required format, accurate spelling, and grammar and terminology

specific to the purpose and audience Prepare information that incorporates the interpretation and analysis of information, using appropriate

language in a format and style suited to the audience and context Develop and maintain workplace documentation accurately and in response to required needs Develop and maintain documentation relevant to workplace learning, including learning plans and

evaluations, in accordance with organisational and workplace requirements Document plans Develop assessment instruments, including instructions and mapping Record outcomes of assessments Complete workplace documentation accurately using appropriate language and following organisational

requirements Amend tools in response to feedback

o Oral Communication skills: Use appropriate language, questioning and listening techniques to provide and elicit information, confirm

understanding and explore others’ views Use appropriate communication techniques to provide and elicit information, confirm understanding and

communicate conclusions Use communication techniques to build rapport and explore requirements Facilitate training in an appropriate style for both individuals and groups Use oral communication techniques to identify needs, build rapport, agree on learning plans, facilitate

effective learning and monitor practice Select appropriate vocabulary adjusting language, tone and pace to maintain effective interactions, and to

build and maintain engagement with individuals or groups Participate in exchanges about processes and the trialling of tools Communicate information and assessment process requirements clearly, using techniques appropriate to the

audience and environment Interact appropriately with candidates to build rapport and understanding, and obtain specific information to

support the assessment process Participate in communication in order to clarify the purpose and requirements of assessment tools, and to

trial assessments

Chapter 1

Introduction

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment 5

o Navigate the world of work: Follow organisational protocols, policies and procedures regarding program documentation, quality

assurance, and in the management of records Recognise and follow organisational protocols, policies and procedures relevant to own role Recognises and responds to contractual and ethical requirements associated with own role Identify, confirm and take responsibility for adherence to policies, procedures, legal, and ethical

requirements Recognise and follow explicit and implicit protocols and meet expectations associated with own role Recognise and follows explicit and implicit protocols, policies and procedures, and meets expectations

associated with own role o Numeracy foundation skills: Interpret familiar measurements relating to timeframes and compares against

requirements o Interact with others: Recognise the importance of consultation and negotiation while collaborating to confirm strategy and

achieve required outcomes, and to confirm client needs Cooperate and collaborate with others as part of routine activities to achieve team results, and to confirm that

outcomes meet requirements Recognise inappropriate behaviours and the potential for conflict, and implement strategies to maintain an

appropriate learning environment Ask questions to clarify understanding, and seek feedback and further information Collaborate with others as part of routine activities, and to confirm understanding Adjust personal communication style in recognition of the values and experiences of others to build rapport Cooperate and collaborate with others and contributes to activities requiring joint responsibility and

accountability Actively seek to clarify the perspectives and experiences of others as part of the work role

o Get the work done: Organise and complete work according to defined requirements, taking responsibility for decisions and

sequencing tasks to achieve efficient outcomes Identify and respond to potential risks, considering options for different approaches Use information and communications technology (ICT) based tools to conduct research, design work

processes, and to complete work tasks Identify and respond to problems and opportunities for improvement and innovation, and considers options

for different approaches Uses systematic, analytical processes in complex, routine and non-routine situations, gathering information,

and identifying and evaluating options based on organisational needs Plan a range of routine processes and related tasks with logically sequenced steps, according to defined

standards or parameters Use formal decision-making processes, identifying information and evaluating several choices against a

limited set of criteria Evaluate effectiveness of planning and design decisions in terms of how well they meet requirements Use systematic, analytical processes in complex, non-routine situations, gathering information, and

identifying and evaluating options against agreed criteria Organise work according to specific requirements taking some responsibility for decisions regarding the

format of information With guidance, review the effectiveness of solutions in relation to the set goals Use systematic, analytical processes in complex, non-routine situations, gathering information, and

identifying and evaluating options against agreed criteria Seek new ideas and opportunities, drawing on the diverse perspectives of others to gain insights into current

practice and ideas for change • Learning core skill: Many RTOs consider learning core skill level4 3 as the minimum needed by a student to

undertake a course of study leading to the TAE40116 qualification. You may wish to undertake the following test to determine whether your learning skills are at level 3 or above. The correct answers are at the end of the test.

4 Refer to the discussion of LLN levels in Chapter 8

Chapter 1

Introduction

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment 6

Student instructions: This test assesses your learning proficiency to ensure that you meet the minimum requirements to undertake our course in the TAE40116 Certificate IV in Training and Assessment. Read the following text and answer the multi-choice questions. You must answer all questions correctly to pass this test. You may attempt this test three times. If you fail after the third attempt, we will then decide, on a case-by-case basis, as to whether your enrolment in your course can continue or whether we cancel your enrolment and issue you a full refund of your course fee. The stimulus for this activity is a fire extinguisher selection chart and an instruction to use a fire extinguisher. The activities focus on accessing the information in that chart – reading information from the table (across and down) – and following instructions.

THE PASS METHOD OF USING A FIRE EXTINGUISHER Pull the pin at the top of the extinguisher. Releasing the pin allows you to discharge the extinguisher. Aim at the base of the fire, not the flames. This is important – to put the fire out, you need to extinguish the fuel. Squeeze the lever slowly. This will release the extinguishing agent. If the handle is released, the discharge will stop. Sweep from side to side. Using a sweeping motion, move the fire extinguisher back and forward until the fire is completely out. Operate the extinguisher from a safe distance, and then move towards the fire once it starts to diminish. Make sure you read the instructions on your fire extinguisher – different fire extinguishers recommend operating them from different distances.

Use the preceding information about fire extinguishers to answer the following questions:

Question 1. Which extinguisher could you use on a fire in a rubbish bin that is used for recycling paper? A. Water or Foam fire extinguisher B. Wet chemical or CO2 fire extinguisher C. Dry Chemical fire extinguisher D. Vaporising liquid fire extinguisher E. All of the above F. None of the above Question 2. Which extinguisher could you use on a fire that started in an electric motor? A. Water or Foam fire extinguisher B. Wet chemical fire extinguisher C. CO2, Dry Chemical or Vaporising liquid fire extinguisher D. All of the above E. None of the above

Chapter 1

Introduction

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment 7

Question 3. You are fighting a fire. Where would you aim the extinguisher? A. At the flames B. At the base of the fire C. Over the fire D. All of the above E. None of the above Question 4. Which fire extinguisher would you keep in your kitchen, in which oils and fats are extensively used? A. Water or Foam fire extinguisher B. Wet chemical fire extinguisher, CO2 or Dry Chemical fire extinguisher C. Vaporising liquid fire extinguisher D. All of the above E. None of the above Question 5. Which extinguisher is suitable for an office environment? A. Water or Foam fire extinguisher B. Wet chemical or CO2 fire extinguisher C. Dry Chemical or Vaporising liquid fire extinguisher D. All of the above E. None of the above Question 6. On what types of fire could you use a Class A extinguisher? A. Ordinary combustibles (wood, paper, etc.) B. Flammable liquids C. Flammable gasses D. Combustible metals E. Fire involving live electrical equipment F. Oils and fats G. All of the above H. None of the above Question 7. On what type of fire would you not use a dry chemical extinguisher? A. Ordinary combustibles (wood, paper, etc.) B. Flammable liquids C. Flammable gasses D. Combustible metals E. Fire involving live electrical equipment F. Oils and fats G. All of the above H. None of the above Question 8. Which type of extinguisher would you not use to put out an alcohol-fuelled fire? A. Water fire extinguisher B. Foam fire extinguisher C. CO2 fire extinguisher D. Dry Chemical fire extinguisher E. Vaporising liquid fire extinguisher F. All of the above G. None of the above Question 9. What does the ‘PASS’ method refer to? A. Aim at the base of the fire, Pull the pin, Sweep from side to side, Squeeze the lever slowly, B. Pull the pin, Aim at the base of the fire, Sweep from side to side, Squeeze the lever slowly, C. Pull the pin, Aim at the base of the fire, Squeeze the lever slowly, Sweep from side to side D. None of the above

The correct answers to the test are: Question 1 E. All of the above Question 2 C. CO2, Dry Chemical or Vaporising liquid fire extinguisher Question 3 B. At the base of the fire Question 4 B. Wet chemical fire extinguisher, CO2 or Dry Chemical fire extinguisher Question 5 D. All of the above Question 6 A. Ordinary combustibles (wood, paper, etc.) Question 7 D. Combustible metals Question 8 A. Water fire extinguisher Question 9 C. Pull the pin, Aim at the base of the fire, Squeeze the lever slowly, Sweep from side to side

Chapter 1

Introduction

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1.4.2 Characteristics of a great trainer To be considered a great trainer, however, you need more than just the basic foundation skills discussed above! Great trainers share several characteristics and traits: • Great communication skills: Great trainers are great communicators. They can break down complex ideas and

explain them clearly to trainees. They know how to explain something using terminology that people can understand. Great trainers must also listen actively, be able to inject humour into their presentations and be sensitive enough to pick up on the trainees’ non-verbal communication.

• Rich training: Great trainers are willing to use different methods to get trainees excited about taking their course. Whether it's changing the delivery format or the type of course material handed out, they always aim to make their courses lively and interesting. Great trainers encourage student participation. Asking questions during training will keep trainees engaged, and also helps the trainer assess how much of the material the students are assimilating.

• Thorough industry knowledge: Great trainers understand the concepts and nuances that prevail in the industry. They know their industry sector, customers and trends. This knowledge is important as students will quickly spot a trainer who is only reading from a prepared slide. Having thorough industry knowledge also helps with designing an effective training program, it can guide which training medium to use, and the type of activities to include. A well-read trainer can always find an angle to make even the most boring topic lively.

• Passion: Great trainers are passionate about learning and understand that it is an ever-evolving process. Recognising the value of learning in their own lives, they spend time developing themselves as well. The passion they devote to honing their skills is reflected in the quality of the training they offer. They're not just going through the motions when they train – they genuinely hope to see each trainee improve.

• Professionalism: Great trainers understand that people learn at different speeds and in different ways. Regardless of how fast trainees pick up on the concepts being taught, great trainer always remain patient. They create time to interact with each trainee to make sure they understand the material before moving on. Great trainers are also open-minded and willing to listen to different points of view. They don't assume they know everything and will never talk down to their trainees.

1.5 Recommended further reading The following recommended reading resources are available online: • ASQA ‘User’s guide to the Standards for Registered Training Organisations 2015’, www.asqa.gov.au • ASQA ‘Guide to developing assessment tools’, www.asqa.gov.au • AQF ‘Australian Qualifications Framework (AQF)’, www.aqf.edu.au • Department of Education and Training, Western Australia, ‘Reasonable adjustment: a guide to working with

students with disability’, 2nd edition, www.vetinfonet.dtwd.wa.gov.au • Government of Western Australia, Department of Education and Training, ‘Recognition of prior learning: an

assessment resource for VET practitioners’, 5th edition, www.vetinfonet.dtwd.wa.gov.au • NSW Government. Department of Education and Communities: Office of Education, 2014, ‘Skills recognition: a

guide for registered training organisations’, www.training.nsw.gov.au

1.6 Conventions used in this book A few conventions are used to help guide you through this book: • Italic words point out defined terms or emphasise words. • Boldface text indicates keywords in bulleted lists and the action part of numbered steps. Each section of this book focuses on one important aspect of the TAE40116 Certificate IV in Training and Assessment. In many sections, sidebars (formatted in grey boxes) are used to further explain certain topics. This is designed to provide additional insight into specific steps in the training and assessment processes but reading them isn’t necessarily essential.

Chapter 2

The Australian VET sector

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CHAPTER 2 THE AUSTRALIAN VET SECTOR

Figure 2-1 – Simplified VET sector structure

Chapter 2

The Australian VET sector

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2.1 Introduction This section describes Australia’s vocational education and training (VET) sector and is applicable to all ten units comprising the TAE40116 Certificate IV in Training and Assessment, which are covered in the subsequent chapters. The VET sector is responsible for developing the skills and knowledge of individuals for work. It includes vocational education and training undertaken in industries, enterprises, government agencies, and community and school settings. The VET sector encompasses both recognised training leading to a qualification or statement of attainment (SoA) under the Australian Qualifications Framework (AQF), and non-recognised training such as in-house or product-based training. The Australian VET sector consists of post-compulsory education and training – excluding degree and higher-level programs delivered by further education institutions (e.g., universities), and provides people with occupational or work-related knowledge and skills. VET also includes programs which provide the basis for subsequent vocational programs. Australia’s VET system is recognised as among the most sophisticated in the world. Some of its key features are: • Industry led: Employers and industry representatives define what outcome is required from training. • National: The system is jointly managed by federal, state and territory governments. (Prior to 1994 Australia had

eight separate training systems operating independently of each other, and there was no recognition of qualifications between each state and industry.) ‘National Recognition’ means that a qualification earned in one state or territory is recognised in all others.

• Client focused: The national VET system is flexible, relevant and responsive to client needs. It emphasises the need for a client-focussed approach to training and assessment. This means that the training and assessment services offered by an RTO are provided with the needs of the client in mind

• Flexible: Australia’s VET system is a competency-based system that focuses on what a person can do, not what training has been undertaken. This means that participating in training isn’t the only way a person can gain a qualification.

• Competency-based: Training and assessment is based on the ability to perform a particular task or function to the standard expected in the workplace

2.2 VET organisations There are many organisations in Australia that are involved in Australia’s VET system, as shown in Figure 2-1, with some of the most important being: • Australian Skills Quality Authority (ASQA) • State Training Authorities (STAs) • Registered Training Organisation (RTOs), and • Skills Service Organisations.

There are many other bodies that are involved in Australia’s VET sector. A useful resource that describes some of these bodies is the ASQA publication titled “Quality in the VET system – a shared responsibility”, available from www.asqa.gov.au.

2.2.1 Australian Skills Quality Authority (ASQA) The Australian Skills Quality Authority (ASQA) (www.asqa.gov.au) 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. As the national regulator for the vocational education and training (VET) sector, ASQA seeks to make sure that the sector’s quality is maintained through its effective regulation of: • Vocational education and training providers • Accredited vocational education and training courses • Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) providers including those

delivering English Language Intensive Courses to Overseas Students (ELICOS). ASQA makes sure that the quality and reputation of Australia’s VET system is maintained through effective national regulation. ASQA’s functions include: • Registering training providers as ‘registered training organisations’ (RTOs) • Registering organisations on the Commonwealth Register of Institutions and Courses for Overseas Students

(CRICOS) to deliver training to international students on student visas • Ensuring that organisations comply with the conditions and standards for registration, including by carrying out

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ASSESSMENT TASK 2 – DEVELOP A SESSION PLAN

Instructions: The task involves you developing two session plans for two separate presentations which you will conduct as part of Assessment Task 3. Specifically, you will need to: a) Develop two session plans for two presentations, to be delivered on separate occasions, with each of 10 to 20 minutes duration. b) Provide the documented session plans as part of this assessment task. Each session plan must: 1. Summarise the characteristics of the target audience. 2. Outline delivery strategies that are suitable for the target audience, location and available resources. 3. Outline of presentation aids, strategies, techniques and resources and materials that are suitable to the target

audience, location and available resources. 4. Outline the content of the presentation. 5. Identify how documented feedback will be obtained from the audience. Session planning templates are available in sections...

12.4.5 Evidence criteria Your assessment tools must specify the evidence criteria used to judge the quality of performance. The evidence criteria are also referred to as the ‘assessment decision-making rules’. These are the rules used to make judgements about whether competency has been achieved. Evidence criteria are used by an assessor to ensure consistent outcomes when: • Checking evidence quality (i.e., the rules of evidence) • Judging how well the learner performed according to the standard expected, and • Collating evidence from multiple sources to make an overall judgement. The evidence criteria ensure the intent of the assessment tool is met and that the learner is able to demonstrate they have valid, sufficient, authentic and current skills and knowledge relevant to the unit. The criteria confirms the evidence provided by a learner: • Directly relates to the competency being assessed • Is enough to allow the assessor to make a valid judgement • Is the learner’s own work, and • Shows currency of the skills and knowledge required. The evidence criteria should not be open to interpretation. The criteria must provide sufficient clarity for assessment judgements to be consistent across a range of assessors and points in time. A sample assessor’s marking checklist that is suitable for inclusion in an assessment instrument is shown in Figure 12-5.

12.4.6 Candidate instructions Instructions to candidates can be included in the same document as the instrument or in a separate document. Instructions should be written in plain English and include: • The nature of the tasks or activities to be performed • The expectations of performance • Any materials or equipment needed, and • Any other information useful for the candidate.

12.4.7 Assessor instructions Instructions for assessors can also be included on the checklist document, or in a separate document. The instructions for assessors should contain clear and specific directions on the administration and use of the tools and specify: • Conditions and resources needed for the candidate • Health and safety considerations and any other legislative considerations • Workplace policies and procedures to be observed by the candidate • How to make the demonstration as realistic as possible if not conducted in real work time • Decision-making rules, and • Other information. Further documentation included in the tool could include: • Competency mapping • Guidance about reasonable adjustment,

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Figure 12-5 – Sample assessor’s marking checklist

Instructions to assessors: This checklist is used to record your evaluation of the candidate’s evidence provided in task 2. When completing this checklist, you must ensure that: • Each checklist item is assessed against the criteria listed. • An assessment result of ‘Yes’ or ‘No’ is recorded on the right of the checklist. • Feedback is provided to the student. • The candidate is advised of the assessment result. Checklist item: Did the candidate develop two session plans that: Result 1 Result 2 1. Summarise the characteristics of the target audience Yes No Yes No 2. Outline delivery strategies that are suitable for the target audience, location and

available resources Yes No Yes No

3. Outline of presentation aids, strategies, techniques and resources (including presentation software such as Microsoft PowerPoint, Prezi, etc.) and materials that are suitable to the target audience, location and available resources

Yes No Yes No

4. Outline the content of the presentation Yes No Yes No 5. Identify how documented feedback will be obtained from the audience Yes No Yes No Assessment task result Is a reassessment or resubmission required?

Satisfactory Not Yet Satisfactory Yes No Resubmission notes

Feedback

Assessor name Assessor signature Date

• Information about reliability and validity, • Recording requirements, and • Reporting requirements.

12.4.8 SMART descriptions SMART is an acronym that provides guidance in the setting of objectives or tasks, and is defined in Table 12-1. SMART task descriptions and checklist items bring structure and trackability into your assessment tasks. SMART tasks create verifiable actions, with clear milestones and an estimation of the task’s attainability. For example, a unit with a broad benchmark requirement such as “use appropriate communication skills” might be rewritten as the following task instruction: You must use at least all of the following communication skills during your presentation: • Effective open and closed questions to gain information and opinions • Variations to pitch and tone to enhance message • Appropriate non-verbal communication such as culturally relevant eye contact, open body language, respectful space

and stance

The associated observation checklist item would then be: Did the candidate demonstrate their use of each of the following communication skills during their presentation: Effective open and closed questions to gain information and opinions Variations to pitch and tone to enhance message Appropriate non-verbal communication such as culturally relevant eye contact, open body language, respectful space

and stance

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Table 12-1 – SMART objectives and tasks

S

Spec

ific

Target a specific area for action. What exactly do you want to achieve? The more specific your description, the bigger the chance you'll get exactly that. Questions you may ask yourself when setting your tasks are: • What exactly do I want the candidate to achieve? • Where? • How? • When? • With whom? • What are the conditions and limitations? • Why exactly do I want to reach this goal? What are possible alternative ways of achieving the same?

M

Mea

sura

ble Quantify or at least suggest an indicator of progress.

Measurable tasks mean that you identify exactly what it is you will see or hear when the candidate completes the task. It means breaking your task down into measurable elements. You'll need concrete evidence. A measurable task can also go a long way in refining what exactly it is that you want. Defining the physical manifestations of your task makes it clearer and easier to reach.

A

Att

aina

ble

Is your task attainable? This means investigating whether the task really is acceptable. You must weigh the effort, time and other costs your task will take against the other obligations and priorities.

R

Rea

listic What results can realistically be achieved, given available resources?

Is completing the task relevant and realistic? The main consideration is why you want the candidate to complete this task. What is the objective behind the goal, and will this goal really achieve that?

T

Tim

ely Keep the timeline realistic and flexible, that way you can keep interest high. Being too stringent on the timely

aspect of your task setting can have the perverse effect of making the learning path of completing the task into a hellish race against time.

12.4.9 Administration, recording and reporting requirements Administration In recording evidence of assessment, assessors and learners must be informed of the administration, recording and reporting requirements related to that assessment tool. Where possible, retain the actual pieces of work completed by the learner. The completed evidence criteria may be sufficient where it is not possible to retain the student’s actual work. However, you must ensure that the retained evidence has enough detail to demonstrate the judgement made of the learner’s performance against the standard required. Records management Records management is the systematic organisation of documents to ensure access, maintenance and protection throughout its lifecycle (from creation to destruction). Effective records management of assessment documents will ensure quality standards are maintained. Records management works towards ensuring that assessors use the correct versions of assessment tools, and that assessment tools are regularly reviewed and improved in line with continuous improvement procedures. Many assessment tools will be made up of electronic documents stored on an electronic database. Consider how the assessment tools you develop will fit into the records management system at the organisation in which they will be used. Are there templates that should be used? Are there naming conventions that should be followed? You may be developing assessment tools that could be used across different organisations, in which case you should consider how organisations can add their own organisational data, for example you may include a space in a header for organisations to include a logo, and a space in a footer to add information about version control. The Standards for Registered Training Organisations (RTOs) 2015 require your RTO to securely retain all completed student assessment items for each learner for a period of six months from the date on which the judgement of competence for the learner was made. You must also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years. Assessment tool storage and retrieval procedures will depend on the records management system in place at the organisation where the tool is to be implemented. Feedback Each assessment tool should require an assessor to provide feedback to the learner, both where competency has been demonstrated and where further evidence is required. Providing feedback shows fairness in the assessment process and allows a learner to understand why a result was awarded.

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Every RTO has its own internal processes and procedures to manage administration, recording and reporting requirements. Your assessment tools must be designed to comply with these processes Assessment guidelines. Version control Documents within a records management system will have varying levels of control applied to them. Assessment tools should be version controlled, according to your organisation’s policies and procedures. The way that documents are controlled will be different at different organisations. A typical example of organisation version control is in the footer of this document, i.e., “ Document PT-TAE4-LG, Rev. 6”, which indicates that this is the sixth revision of the document numbered PT-TAE4-LG.

12.4.10 Assessment system policies and procedures Finally, you must consider the requirements of your RTO’s assessment system policies and procedures, and address storage and retrieval needs, and review, evaluation and version control procedures (as discussed above) as part of this process.

12.4.11 Sample assessment plan and instruments The assessment plan for unit FSKOCM03 Participate in simple spoken interactions at work (available from https://training.gov.au/Training/Details/FSKOCM03) is shown in Figure 12-6, with its two associated assessment instruments shown in Figure 12-7 and Figure 12-8

12.4.12 Common problems with tools! This section describes some common problems new assessors often make when developing assessment tools. 1. Assessor instructions are not clearly detailed and set out for assessors to reliably follow The instructions for assessors relating to exactly what the candidates are expected to do and under what conditions are often not made specific and explicit. For example, observation checklists might require specific situations to be met but there is no model scenarios or task descriptions to ensure these would occur. These instructions – in conjunction with the candidate instructions – must be provided in sufficient detail to ensure that the tool is reliable and fair, i.e., that different assessors using the tool with the same candidate would come to the same final assessment conclusion. For example, an observation may include assessor instructions to “observe them while working” with no indication of what they should be doing, how long for, nor what conditions should be met. A SMART example of this would be “Observe the candidate carry out at least two customer interactions, with one of the customers having a complaint. Where no complaint occurs in the time then conduct the following role play…” Another poor example relates to the CPR in unit HLTAID001, where the assessor instructions are to have them “carry out CPR”. There is no outline of the industry relevant scenarios to be used to ensure that the relevant criteria that would be required to be observed would actually be demonstrated and assessors would apply consistent conditions and complexity of scenarios. 2. The checklist or marking criteria for assessors is not SMART In addition to designing SMART task instructions (as discussed in section 12.4.8), the benchmarks that the assessors will apply to the evidence must also be SMART. Where benchmarks are left broad and vague, they are unreliable for use as a checklist or marking criteria and will result in an unreliable instrument – i.e., inconsistencies in its application by different assessors. You should also ensure that the instructions to the candidates or information to candidates about evidence guidelines make any standards or expectations clear. 3. Instructions to the candidate are not sufficient, clear and specific This relates especially to ‘portfolios of documents’ or ‘production of an item’ instructions, and also for observation and questioning instruments, whereby the candidate is not adequately and clearly informed of what they are required to do, or the manner in which they need to provide the evidence, nor is there a clear description of what that evidence is and the benchmarks it is required to meet. Another common example of poor candidate instruction in Observation instruments, is to simply refer the candidate to “read the observation checklist items and ensure you complete each item”. Another example of insufficient candidate instruction, is when candidates are asked in a portfolio to, say, provide feedback forms, however there is no guidance as to whether the candidate is to design the feedback form; use feedback forms supplied elsewhere; who is to complete the form; how many are to be provided; whether there any restrictions as to what or where the feedback is from; whether there a set template for the feedback and, if so, to provide it; etc. 4. Excessive use of many-to-one mapping references in the planning matrix There is greater chance that the assessment tool is not valid when each unit assessable item is not explicitly mapped to and from assessment tasks. There should generally be unique references to each requirement and sub requirement of the unit that needs to be clearly addressed in the assessment instruments.

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Figure 12-6 – Sample assessment plan

1. Unit of competency FSKOCM03 Participate in simple spoken interactions at work

2. Target group summary

This suits new entrants into workplaces, trainees or people who have with limited workplace experience and require developing effective basic oral communication skills. Learners are typically aged 14-21 years of age early school leavers or recent migrants from a range of backgrounds and ages. This may be part of bridging programs to assist learners enter / re-enter the workforce. Learners typically have some challenges with reading materials and pronunciation/accents may cause difficulties in oral communication exchanges

3. Purpose and context/s of the assessment

The purpose of this unit is to ensure that learners can participate in simple conversations in a workplace setting. This assessment has been designed to be conducted in a classroom or simulated workplace context. Various workplace scenarios and activities can be used to contextualise the content to the learner’s interests or backgrounds such as retail, hospitality, warehousing or general office settings. Where this is being conducted in a workplace context for specific workplaces they may use typical workplace documents and scenarios (such as menus, stock catalogues, map routes, order forms) and procedures and the assessment may be conducted in the workplace if appropriate.

4. ASSESSMENT MATRIX

Matrix key QUES: Questioning (Written or Verbal) PROD: Production of an Item PORT: Portfolio of Documents OBSV: Observation THRD: Third-party observation

Unit of competency criteria Assessment instruments

Type44 Ref45 Criteria text

QUES

PROD

PORT

OBSV

THRD

PE / CAA

PE1 Participate in a simple spoken interaction appropriate to audience and purpose. (Evidence must be collected using spoken interactions typically found in the workplace.)

PC

PC1.1 Identify the purpose and audience of the spoken interaction

PC1.2 Identify oral communication strategies for spoken interactions

PC2.1 Use oral communication strategies for simple interactions

PC2.2 Use appropriate grammar, vocabulary and pronunciation

PC2.3 Use appropriate non-verbal communication

PC3.1 Seek feedback on whether exchange was appropriate for audience and purpose

PC3.2 Reflect on performance to identify areas for improvement

KE / RK

KE1 Oral communication strategies for simple spoken interactions

KE2 Non-verbal communication for simple spoken exchanges

KE3 Grammar, vocabulary and pronunciation for simple spoken interactions.

FS46 / RS

- Nil

44 For example, performance evidence (PE), critical aspects of assessment (CAA), performance criterion (PC), etc. 45 For example, KE1, PE2, etc. 46 Foundation skills (FS) must be listed and must be assessed if not already implicitly assessed by the associated performance criteria (PC).

Note: All academic requirements from the unit are reproduced here

Note: This column defines the Observation checklist content

Note: This column defines the Questioning instrument content

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Figure 12-6 – Sample assessment plan

5. Assessment methods and instruments – describe how they will be applied

Observation – Assessment is conducted in a simulated workplace situation where they are observed participating in a simple conversation relevant to their role or interests, between the candidate and a supervisor or internal staff member. Questioning – The candidate is then asked questions about the exchange.

6. Applicable industry or workplace standards

No specific documented industry standards If being conducted for corporate clients or specific workplaces outline any relevant workplace standards for communication.

7. Relevant assessment conditions (from unit)

Assessment texts and tasks reflect those typically found in the workplace. Advice and support is available if requested. Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used. Reasonable adjustment can be made to ensure equity in assessment for people with disabilities. Assessors must satisfy NVR/AQTF assessor requirements, have sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill – oral communication.

8. Reasonable adjustments

Reasonable adjustment can be made to ensure equity in assessment for people with disabilities, questions can be re-phrased for learners, Assessor can substitute resources in observation form for one more relevant to individual learners (it must be suitable for their level and familiar to the learner), they may complete documents electronically or by hand

9. Contextualisation guidelines provided by the training package author.47

RTOs may contextualise units of competency to reflect local skill needs. Contextualisation could involve additions or amendments to the unit of competency to suit particular delivery methods, learner profiles, or specific enterprise requirements. Any contextualisation must ensure the integrity of the outcome of the unit of competency is maintained. Units of competency in the FSK Foundation Skills Training Package describe foundation skills that may be applied in many industries and in a wide range of workplace environments. Users of the training package are expected to contextualise the units of competency for the specific vocational needs of the learner.

10. Will the above assessments be modified or adapted for RCC / RPL candidates? If so, how?

RPL and RCC candidate must demonstrate an ability to apply Recognition principles via Recognition of Prior Learning (RPL), Recognition of Current Competency (RCC) and/or Skills Recognition. For example, where candidates have already completed this unit through another RTO, authenticate the unit with the issuing RTO and credit this unit. For RPL the candidate should still complete these tasks as the assessor needs to ensure they observe all steps required. The scenarios and materials can be chosen from their workplace or to suit their experience.

11. Resources for Assessor

1. Assessment instrument # 1: Observation checklist 2. Assessment instrument # 2: Questioning Instrument

12. Resources for Candidates

1. Assessment instrument # 2 Questioning Instrument 2. Provide candidates with appropriate templates/reference documents for scenarios selected if required

13. Location Workplace Classroom Simulated work place Other – specify:

14. Timing – when is this assessment to occur?

This assessment task should be given at the conclusion of the training. The tasks typically take 5-10 minutes each to complete.

15. Process for gaining stakeholder review, evaluation and approval

Training Manager to view any changes to activities prior to use. (Give one week notice.) For specific workplaces, have Manager approve process and activities to be used to ensure their standards are also covered. This should also be reviewed regularly with clients ( or industry representatives).

16. Author name J. Fabulous

17. Author date November 2018

47 Refer to the companion volume / implementation guides linked from each unit of competency at traininhg.gov.au.

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Figure 12-7 – Sample observation instrument

1. Assessment name FSKOCM03 Observation checklist

2. Unit of competency FSKOCM03 Participate in simple spoken interactions at work

3. Assessment context Classroom, workplace or simulated suitable

4. Candidate name

5. Date of assessment

6. Instructions to assessor

Ensure candidate is ready for assessment and is aware of NC process and right to appeal. Ask the candidate to discuss with you their understanding of a simple workplace requirement or situation. The conversation only needs to be brief (typically 3 or 4 minutes) but must be long enough to identify the requirements below. Suitable topics could include:

Explain what you must do If there is an evacuation. When you arrive at class / work, what is the procedure to sign on? What is the standard of dress / uniform requirements for your workplace? If you are not able to attend work because you are ill, what should you do and say?

Give the candidate a few minutes to think about the topic. Allow them to ask any questions or clarify any requirements. Record your observations during this exchange below.

7. Instructions to candidate

There are three parts to this assessment task: Part 1: 1. Choose a topic of conversation of interest to you or relevant to your workplace (if you need help, ask your assessor for a suitable topic) and discuss with your assessor the role that they will play in this conversation (for example, a new employee who needs to understand how to use a timesheet). 2. During your conversation you must use clear and concise language. In addition to this you must select and use at least two other oral communication strategies, such as: • Vary your tome and pitch to maintain interest. • Use silence / pauses for dramatic effect • Ask open (not closed) questions • Any other suitable oral communication strategy. (Discuss this with your assessor first.) Part 2: 1. Have a 3- to 5-minute conversation with your assessor about your selected topic. 2. You must demonstrate your ability to: • Initially identify your audience and describe the purpose of the talk. • Use all of the oral communication techniques selected above (in Part 1). • Use appropriate grammar including, at minimum, each of the following:

- Every sentence must possess one noun and one verb. - You must use the correct tense. - You must not end a sentence with a preposition. - You must not use a double negative, such as “not never”.

• Use appropriate non-verbal communication including, at minimum: - Body language is consistent with the spoken message - Facial expressions are consistent with the spoken message - Use of hand gestures to emphasise important points.

3. Finally, at the conclusion of your discussion, you must ask your assessor whether they believe that your exchange was appropriate for the audience and purpose. Part 3: Have a think about how this verbal interaction went, consider the feedback received from your assessor, and answer a few questions asked by your assessor. (Refer to Questioning instrument)

8. Evidence required and decision-making rules

To achieve a satisfactory result, you must correctly undertake each of the tasks described below

Covers PC1.1

Covers PC1.2

Covers PE1

Covers PC1.1

Covers PC2.1

Covers PC2.2 (partial)

Covers PC2.3

Covers PC3.1

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Figure 12-7 – Sample observation instrument

9. Assessment observations Unit references

(e.g., PC1.1, KE2, etc.) Assessment checklist task Observations / comments

Result (S/NS)

PE1 Did the candidate participate in a simple spoken interaction

appropriate to audience and purpose?

PC1.1 Did the candidate identify the purpose and audience of the

spoken interaction?

PC1.2, PC2.1,

KE1

Did the candidate understand the need for, and use, clear

and concise language and at least two of the following other

oral communication strategies (select at least two):

Varied tone and pitch to maintain interest?

Used silence / pauses for dramatic effect?

Asked open (not closed) questions?

Any other suitable oral communication strategy – list:…

PC2.2, KE3 Did the candidate use appropriate grammar, vocabulary

and pronunciation?

PC2.3

Did the candidate use appropriate non-verbal

communication including, at minimum:

Body language consistent with the spoken message?

Facial expressions consistent with the spoken message?

Use of hand gestures to emphasise important points?

PC3.1

Did the candidate seek feedback from the assessor on

whether the exchange was appropriate for audience and

purpose?

10. Assessment result Satisfactory Not Satisfactory

11. Resubmission required? Yes No

12. Resubmission notes

13. Feedback to candidate

14. Assessor name

15. Assessor signature

16. Candidate signature

Chapter 12

TAEASS502 Design and develop assessment tools

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment 294

Figure 12-8 – Sample questioning instrument

Assessment Name FSKOCM03 Verbal questions

Unit of Competency FSKOCM03 Participate in simple spoken interactions at work

Assessment Context Workplace, classroom or simulated suitable

Candidate Name

Date of Assessment

Instructions to assessor

Ensure candidate is ready for assessment and is aware of NC process and right to appeal.

Reasonable adjustment – the assessor can re-phrase questions and the learner can use

assistance that would be available to them in the workplace.

All questions must be answered - ensure their answers are recorded on the form.

Have the candidate sign and advise them of the outcome.

Instructions to candidate

Answer the following questions based on the two observation activities you completed.

You may check with your trainer if you are unsure of these instructions or clarify what a

question is asking.

Evidence required and decision-making rules

To achieve a satisfactory result, you must correctly undertake each of the tasks described

below

Assessment questions Unit references

(e.g., PC1.1, KE2, etc.)

Question Answer Result (S/NS)

PC3.2 1. What two things would you like to do better if

you did this role play again?

Candidate must provide two

responses consistent with

their interaction in the talk

KE2 2. What does it normally mean when someone

nods their head? Yes / agree

KE2 3. How can you show someone you are listening to

them (without saying anything)? Nod, say “ah-huh”, etc.

KE2 4. What are two ways you might show you were

angry with your body or face?

Stern expression, not

smiling, staring, etc.

KE2 5. What are some ways you might show you are

being helpful with your body or face?

Raised eyebrows, smiling,

open hand gesture, etc.

Assessment result Satisfactory Not Satisfactory

Resubmission required?

Yes No

Resubmission notes

Feedback to candidate

Assessor name

Assessor signature

Candidate signature

Note: This text appears in the marker’s guide version of this assessment instrument only and is not included in the version provided to the assessment candidates

Appendix 1 VET acronyms & glossary

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment 301

APPENDIX 1 VET ACRONYMS & GLOSSARY

Appendix 1 VET acronyms & glossary

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment 302

Table 12-2 – VET Acronyms

AAT Administrative Appeals Tribunal

ACCC Australian Competition and Consumer Commission

ACPET Australian Council for Private Education and Training

ACSF Australian Core Skills Framework

AIG Australian Industry Group

AISC Australian Industry and Skills Committee

AQF Australian Qualifications Framework

AQTF Australian Quality Training Framework

ASQA Australian Skills Quality Authority

AWPA Australian Workforce and Productivity Agency (transitioned into the Department of Industry in 2014)

CBA Competency Based Assessment

CISA Council of International Students Australia

CISC Council of Australian Governments Industry and Skills Council

COAG Council of Australian Governments

CRICOS Commonwealth Register of Institutions and Courses for Overseas Students

CSfW Core Skills for Work developmental framework

DEEWR Department of Education, Employment and Workplace Relations (transitioned to the Department of Education and Department of Employment in 2013)

DET Department of Education and Training

DIISRTE Department of Industry, Innovation, Science, Research and Tertiary Education (decommissioned in 2013)

ITABs Industry Training Advisory Bodies (succeeded by ISCs in 2004; succeeded by SSOs in 2015)

IRC Industry Reference Committee

ISC Industry Skills Council

LLN Language, Literacy and Numeracy

NCVER National Centre for Vocational Education Research

NQC National Quality Council (succeeded by NSSC in 2011; succeeded by AISC in 2015)

NRS National Reporting System

NRT Nationally Recognised Training

NSF National Skills Framework, succeeded by AQTF, then succeeded by VET Quality Framework in 2015

NSSC National Skills Standards Council (succeeded by AISC in 2015)

NTF National Training Framework

NTIS National Training Information Service (succeeded by TGA in 2011)

OHS Occupational health and safety, see WHS

RCC Recognition of current competency

RPL Recognition of prior learning

RTO Registered training organisation

SSO Skills Service Organisation

STA State and Territory Training Authority

TAC Training Accreditation Council (Western Australia)

TAFE Technical and Further Education

TGA Training.gov.au

USI Unique Student Identifier

VET Vocational education and training

VETiS Vocational Education and Training in Schools

VRQA Victorian Registration and Qualifications Authority

VSL VET Student Loans

WHS Work health and safety, see OHS

Appendix 1 VET acronyms & glossary

Training the Trainer: Attaining the TAE40116 Certificate IV in Training and Assessment 303

Table 12-3 – VET Glossary

Academic transcript See record of results

Access and equity The policies and approaches that ensure VET is responsive to the diverse needs of all clients. Through the implementation of these policies and approaches, the benefits of participating in VET are available to everyone on an equitable basis, including: women where under-represented; people with disabilities; people from non-English speaking backgrounds; Indigenous Australians; and rural and remote learners.

Accreditation The process of formal recognition of an accredited course by state or territory regulators, or the national regulator, in accordance with the Standards for VET Regulators 2015 and the Standards for VET Accredited Courses 2012.

Accredited course A structured sequence of VET training that has been accredited and leads to an AQF qualification or Statement of Attainment. An accredited VET course is: • A structured sequence of training developed to meet training needs that are not addressed

by existing training packages • A course accredited by the national VET regulator or by a delegated body of the national

VET regulator; and • A course that has been assessed by ASQA as compliant with the Standards for VET

Accredited Courses 2012 and the AQF.

Action learning A team or group-based learning model in which the participants take action, often real action in their place of work, and then reflect on and learn from that experience. Learning team members contribute their knowledge and expertise to collaborate on and guide the group learning experience. The members learn from each other, as well as through their experiences in participating in and directing the action learning process, guided by the trainer/facilitator or manager. This process supports learning based on individual or group project work where the project forms the basis of the learning and the learning is then integrated into real work situations.

Australian Industry and Skills Committee (AISC)

The AISC was established in 2015 (replacing the NSSC) by members of the Council of Australian Governments (COAG) Industry and Skills Council. It is an industry-led body that provides advice on the implementation of national vocational education and training policies. The Committee has the authority to approve industry-defined training qualifications

Adult learning principles A set of principles that addresses the way in which adults learn and which reflects their needs as adults in a learning environment. Malcolm Knowles identified five principles of adult learning, which are summarised below. 1. Adult learners need to know the purpose of the learning; why they need to know. 2. Adult learners need to take responsibility for their own learning, and need to be consulted on

decisions about the learning. 3. Adult learners have a variety of life and work experiences that can be both a rich source of

information and bias. 4. Adult learners are ready to learn those things they need to know. 5. Adult learners are motivated to learn to the extent that they perceive a purpose relevant to

them. Adult learning principles are also referred to as andragogy. See also Instructional design principles and Learning principles.

Andragogy The principles of adult learning. See Adult learning principles.

Appeals process A process whereby the candidate or other interested party, such as an employer, may dispute the assessment decision and seek reassessment.

Application/Application of the unit

A part of a competency standard that provides an overview of a unit’s purpose and content, setting out the possible practical application of the unit, its potential audience, its relationship to other units, and its relationship to any licensing, legislative, regulatory or certification requirements that may apply.

Apprentice A person undertaking an apprenticeship. See also Apprenticeship/traineeship.

Apprenticeship/traineeship Regulated employment-based approaches to the gaining of a relevant recognised AQF qualification, involving a combination of work and structured training that is regulated through a training contract (also known as a training agreement), made between an employer and an apprentice/trainee, and their legal guardian if under 18 years of age. See also Training contract/agreement.

Articulation The process of linking two or more qualifications into a sequential and integrated pathway so that individuals can progress from one qualification to the next in a continuum that provides an agreed and transparent portion of credit for achievement of the prior qualification/s in relation to the destination qualification.

Aspects of competency The parts of a competency standard; for example, the elements, performance criteria, relevant foundation skills, and dimensions of competency. Also referred to as ‘parts of the competency